For those to whom John Bowring's name means anything, the most likely association with it is the complex and question-begging term ‘Benthamite’. Contemporaries certainly used the term, particularly when they wanted to suggest that his actions were narrowly ideological or theoretical. But to some of Bowring's contemporaries another association served hostile intent almost as well: his Unitarianism.

R. K. Elliott; VIII—Aesthetic Theory and the Experience of Art, Proceedings of the Aristotelian Society, Volume 67, Issue 1, 1 June 1967, Pages 111–126, https:/.

The World Medical Association’s revised Declaration of Helsinki endorses the view that all trial participants in every country are entitled to the worldwide best standard of care. In this paper the authors show that this requirement has been rejected by every national and international committee that has examined this issue. They argue that the consensus view now holds that it is ethically permissible, in some circumstances, to provide research participants less than the worldwide best care. Finally, the authors show that (...) there is also consensus regarding the broad conditions under which this is acceptable. (shrink)

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

R K Elliott; Objectivity and Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 49–62, https://doi.org/10.1111/j.1467-9752.19.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

This article discusses common ethical and practical considerations in psychosocial and behavioral research in healthcare. Issues such as appropriate objectives and intent, risk-benefit ratios, research design, and human subject protection are explored. The burden of ethical research design and implementation is placed on the investigator, rather than relying solely on institutional review boards to judge individual projects. The benefit of acquisition of knowledge must be balanced against the burdens of the research on society in general and human subjects specifically. Scientific (...) replication of research is encouraged, unnecessary duplication defined and discouraged, and benefits of true collaboration outlined. Investigators are advised to consider the context, intent, purpose, implementation, and use of information when developing research. The concept of “researcher myopia” is defined as a common stumbling block. It is suggested that academic researchers also look to other disciplines, such as industry, for examples of research that is concise, cost-effective, and reliable. (shrink)

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

This paper implements the continuous Hindi Automatic Speech Recognition (ASR) system using the proposed integrated features vector with Recurrent Neural Network (RNN) based Language Modeling (LM). The proposed system also implements the speaker adaptation using Maximum-Likelihood Linear Regression (MLLR) and Constrained Maximum likelihood Linear Regression (C-MLLR). This system is discriminatively trained by Maximum Mutual Information (MMI) and Minimum Phone Error (MPE) techniques with 256 Gaussian mixture per Hidden Markov Model(HMM) state. The training of the baseline system has been done using (...) a phonetically rich Hindi dataset. The results show that discriminative training enhances the baseline system performance by up to 3%. Further improvement of ~7% has been recorded by applying RNN LM. The proposed Hindi ASR system shows significant performance improvement over other current state-of-the-art techniques. (shrink)

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

The theoretical framework adopted in the exact sciences, for constructing and testing deterministic theories on the one hand, and modelling and analysis of observed phenomena on the other, is often implicitly assumed to be that of structural stability. In view of recent developments in nonlinear dynamics, it is argued here that in general it may not be possible to assume strict determinism and structural stability simultaneously; either strict determinism holds, in which case the fragility framework may turn out to be (...) the appropriate framework for the study of certain phenomena in the exact sciences, or ‘structural stability’ is restored at the expense of introducing stochasticity. In this sense a certain degree of indeterminacy may be unavoidable even at the classical level. (shrink)

This paper argues that the National Institute for Health and Clinical Excellence should not offer guidance in situations where there is insufficient evidence equipoise about the potential benefit of the treatment in question. This is broadly for two reasons. First, without knowing if the treatment is effective no cost-effectiveness judgement can be logically made. Second, the implementation of a population wide change in treatment where there is equipoise amounts to a de facto clinical trial that falls outside the Clinical Trials (...) Regulations. As such there are strong ethical and possibly legal grounds for preventing such an outcome. Guidance based upon insufficient evidence equipoise also impacts upon the clinical discretion possessed by individual medical professionals. (shrink)

This graduate-level text extends beyond mathematical derivations to elaborate on physical ideas underlying relativity, with a historical introduction and..

Description: J. Krishnamurti was a free thinker of international reputation. His thinking was free from conditioning influences of the different systems of philosophy, Eastern as well as Western, religious dogmatism, political ideology, intellectual speculation and cultural bias. He, in his life-work, opened a new chapter in the history of Indian philosophy and religion by his earnest and deep: as-a-matter-of-fact enquiry into the nature of existence and reality without any presumptions or assumptions. His approach to understanding life is direct and simple (...) and presupposes no other training than a pure heart and simple mind. In his anxiety to keep his expression free from being confused with the pre-existing systems of thought, he carefully avoids the use of any technical words of 'isms' and 'logies' and uses the ordinary words of spoken language, lending them a deeper significance; but in doing so he, incidentally, creates his own terminology and that is what makes an exegetic work like this, necessary and helpful. This book presents the vision, the thought and the approach of J. Krishnamurti to understanding life, and our existence in a systematic way, and constitutes a maiden attempt at comprehending the teachings of the world-teacher exhaustively and succinctly in a simple, non-technical and lucid style with a view to carry his message far and wide to scholar and the layman alike. (shrink)