It is not uncommon to hear that poor school performance, welfare dependancy, youth unemployment, and criminal activity result more from shortcomings in the personal makeup of individuals than from societal forces beyond their control. Are American values declining as so many suggest? And are those values at the root of many social problems today?Shaped by experience and public policies, people's values and social norms do change. What role can or should a democratic government play in shaping values? And how do (...) these values conditon the efficacy of public policy?In this book, six distinguished social scientists identify trends in America's values and their consequences, and consider public policy tools with which some of those values might be changed.Daniel Yankelovich begins with a discussion of how American values have shifted in the last half-century, and argues that affluence is the driving force behind these changes in values. James Q. Wilson argues that destructive habits which can lead to social pathologies, like crime and drug use, are set early in life; he examines how public policy might intervene when children are young to promote better values. David Popenoe maintains that America has veered too far towards industrialist values, and explores the resulting decline of families and many attendant social ills. Nathan Glazer describes the history and present status of the dispute over multicultural education. Jane Mansbridge examines the process of building cooperation, consensus, and public spirit. And George Akerlof and Janet L. Yellen discuss the problem of gang criminality.Inthe past, social scientists have often sidestepped questions about values as undefinable, unquantifiable, and somehow unscientific. The essays in this volume address these questions at last.Henry J. Aaron, director of the Economic Studies program at Brookings, is the authorof numerous books, including most recently Serious and Unstable Condition: Financing America's Health Care (1991), and coeditor of Setting Domestic Priorities (1992). Thomas E. Mann is director of the Brookings Governmental Studies program, coeditor of Media Polls in American Politics (1992), and coauthor of the Renewing Congress series (1993). Timothy Taylor is managing editor of the Journal of Economic Perspectives at Stanford University. (shrink)

When some of his teachings were condemned by the papal bull Exsurge Domine in June, 1520, Martin Luther responded by publicly defending his views in a work entitled Defense and Explanation of all the Articles.1 The most extensive episcopal response to Luther’s defense of his forty-one condemned assertions was penned by John Fisher, the Bishop of Rochester, England.2 Fisher later became a Catholic martyr of King Henry VIII and was eventually canonized in 1935 together with Thomas More. Fisher’s (...) Confutation of Luther’s Assertion comprehensively answered all forty-one of Luther’s assertions in a work that has never been translated into English and that has received little.. (shrink)

This contribution looks at how the topic of sleep, prominent in the Parva naturalia, is picked up by philosophers and theologians of the late thirteenth century in texts that are not directly commentaries on the Parva naturalia. In particular, the chapter looks at the question of what sort of activity sleep is and whether it is possible to have higher-level cognitive activities during sleep. While most authors deny outright that we can perform acts of thinking while we are asleep, others (...) defend the occurrence of thought during sleep. Authors discussed include Henry of Ghent, Richard of Middleton, Thomas Aquinas, Peter of Tarentaise, and Peter John Olivi. (shrink)

In recent philosophical debates about the nature of human emotions the intentionality of emotions plays a key part. The article explores how medieval philosophers of the late 13th and early 14th centuries accounted for the fact that our emotions, such as love, hate, anger and the like, are intentional mental states, states that are ‘of’ or ‘about something’. Since medieval philosophers agree that emotions are essentially movements of the appetitive powers, the intentionality of emotions is part of the broader problem (...) of the intentionality of our appetitive acts. Do emotions and other appetitive acts derive their intentionality from the relevant cognitive acts on which their occurrence depends? And if so, how? Are appetitive acts intrinsically intentional states? The contribution discusses these and similar questions, while special attention is given to authors such as Thomas Aquinas, Henry of Ghent, Thomas of Bailly, Adam Wodeham and Gregory of Rimini. (shrink)

Der Körper hat Konjunktur. Als ausgestellter, verfüg- und verführbarer begegnet er uns täglichim Übermaß. Es war nur eine Frage der Zeit, bis im Spiel der sich in den Wissenschafteneinander ablösenden turns auch ein corporeal (oder body) turn ausgerufen würde. Dabeibleibt im genannten turn der Gegenstand der Untersuchung nicht selten reduziert auf das, wasman im deutschen Sprachgebrauch »Körper« nennt: ein physisches Substrat, das wie ein Dingunter Dingen beschreibbar ist. Gegen diese Verkürzung stellt der Begri des »Leibes«,spätestens seit Edmund Husserl, eine präzise (...) theoretische Intervention in die wissenschaftlicheund philosophische Diskussion um Körper und Körperlichkeit dar: Dem objektiv beobachtbaren Körper, den wir haben, wird der lebendige Leib, der wir sind, gegenübergestellt. Diesem »Leib«, seiner Geschichte, seinen Varianten und seinem Versprechen gehen dieAutoren der vorliegenden Beiträge nach. Inhaltsübersicht Emmanuel Alloa/Thomas Bedorf/Christian Grüny/Tobias Nikolaus Klass: Einleitung I. Der Leibbegriff in der Phänomenologie Emmanuel Alloa / Natalie Depraz: Edmund Husserl – „Ein merkwürdig unvollkommenkonstituiertes Ding“ – Stefan Kristensen: Maurice Merleau-Ponty I – Körperschema undleibliche Subjektivität – Emmanuel Alloa: Maurice Merleau-Ponty II – Fleisch und Dierenz – David Espinet: Martin Heidegger – Der leibliche Sinn von Sein – Thomas Bedorf: EmmanuelLevinas – Der Leib des Anderen – Karel Novotný: Körper, Leib, Aektivität in Jan Pato č kasPhänomenologie der natürlichen Welt – Julia Scheidegger: Michel Henry – TranszendentaleLeiblichkeit – Jörg Sternagel: Bernhard Waldenfels – Responsivität des Leibes – Kerstin Andermann: Hermann Schmitz – Leiblichkeit als kommunikatives Selbst- und Weltverhältnis II. Zur Geschichte des Leibbegris Emmanuel Alloa: Archaische Leiblichkeit. Die griechische Antike und die Entdeckung desKörpers – Theresia Heimerl: Der Leib Christi und der Körper des Christen: Körper und Leib alszentrale Problemzonen des Christentums – Marc Rölli: Philosophische Anthropologie im 19. Jahrhundert – Zwischen Leib und Körper – Tobias Nikolaus Klass: Friedrich Nietzsche – Denkenam „Leitfaden des Leibes“ – Andreas Cremonini: Sigmund Freud – Der gelebte vs. derphantasmatische Leib – Uta Noppeney: Kurt Goldstein und Frederik Buytendijk – Der Leib-Begri in der organismischen Biologie – Volker Schürmann: Max Scheler und Helmuth Plessner– Leiblichkeit in der Philosophischen Anthropologie – Marion Lauschke: Ernst Cassirer und AbyWarburg – Kulturanthropologie III. Grenzen und Kritik des Leibbegris Christian Grüny: Theodor W. Adorno – Soma und Sensorium – Ulrich Johannes Schneider: Michel Foucault – Der Körper und die Körper – Burkhard Liebsch: Paul Ricoeur – Das leiblicheSelbst begegnet dem Widerstand des Anderen – Mirjam Schaub: Gilles Deleuze – Was weiß ein„Körper ohne Organe“ vom Leib? – Kathrin Busch: Jean-Luc Nancy – Exposition und Berührung– Shaun Gallagher: Embodiment: Leiblichkeit in den Kognitionswissenschaften – Marie-Luise Angerer: Gender und Performance – Ist leibliche Identität ein Konstrukt? – Thomas Bedorf/Selin Gerlek: Praxistheorien – Leibkörperliche Praktiken im Vollzug. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

In this essay, I examine the religious peace activists during the war in Vietnam: Catholic (Daniel Berrigan, Dorothy Day, Thomas Merton), Jewish (Rabbi Abraham Joshua Heschel), Protestant (Martin Luther King, Jr.) and Buddhist (Thich Nhat Hanh) who, together with many others, constituted the greatest example of interfaith peace activism in our nation’s history. I extract from their writings principles that would enable us to create an interfaith peace movement today in a world desperately in need of such ecumenical (...) activity. Recently the worldwide Muslim community has called upon Christian and Jewish clerics and scholars to enter into an interfaith dialogue with them for purposes of peace. “Without peace and justice between [our] two communities,” these 138 Islamic scholars and clerics wrote to their Christian counterparts in October 2007, communities that constitute 55% of the world’s population, “there can be no meaningful peace in the world.” Christian and Jewish religious leaders and scholars have responded with wholehearted enthusiasm to the Muslim initiative. Judeo-Christian reconciliation in the 1960s in the wake of the Holocaust, which accomplished what must have been judged impossible only twenty years earlier, should be the model used to bring together all the major religions in the present century. In a spirit of respect and reverence, trust and reconciliation, with recognition of the holiness of all the major religions and in opposition to exclusivist conceptions of salvation and without any desire to convert others to one’s religion, this Islamic invitation to dialogue and peacemaking must be vigorously pursued and developed within the communities of all relevant nations where interfaith groups must be established in mosques, temples, churches and synagogues, for teaching, discussion and joint good works in peace and justice activities. (shrink)

In this essay, I examine the religious peace activists during the war in Vietnam: Catholic (Daniel Berrigan, Dorothy Day, Thomas Merton), Jewish (Rabbi Abraham Joshua Heschel), Protestant (Martin Luther King, Jr.) and Buddhist (Thich Nhat Hanh) who, together with many others, constituted the greatest example of interfaith peace activism in our nation’s history. I extract from their writings principles that would enable us to create an interfaith peace movement today in a world desperately in need of such ecumenical (...) activity. Recently the worldwide Muslim community has called upon Christian and Jewish clerics and scholars to enter into an interfaith dialogue with them for purposes of peace. “Without peace and justice between [our] two communities,” these 138 Islamic scholars and clerics wrote to their Christian counterparts in October 2007, communities that constitute 55% of the world’s population, “there can be no meaningful peace in the world.” Christian and Jewish religious leaders and scholars have responded with wholehearted enthusiasm to the Muslim initiative. Judeo-Christian reconciliation in the 1960s in the wake of the Holocaust, which accomplished what must have been judged impossible only twenty years earlier, should be the model used to bring together all the major religions in the present century. In a spirit of respect and reverence, trust and reconciliation, with recognition of the holiness of all the major religions and in opposition to exclusivist conceptions of salvation and without any desire to convert others to one’s religion, this Islamic invitation to dialogue and peacemaking must be vigorously pursued and developed within the communities of all relevant nations where interfaith groups must be established in mosques, temples, churches and synagogues, for teaching, discussion and joint good works in peace and justice activities. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 1 begins with a brief autobiography, and examines the development and progress of scientific practice and knowledge. (shrink)

Evolution and ethics. Prolegomena (1894).--Evolution and ethics (1893).--Science and morals (1886).--Capital, the mother of labour (1890).--Social diseases and worse remedies (1891): Preface. The struggle for existence in human society. Letters to the Times. Legal opinions. The articles of war of the Salvation Army.

Short biographies of twenty world famous philosophers.

Evolution and ethics: prolegomena--Evolution and ethics.--Science and morals.--Capital, the mother of labour.--Social diseases and worse remedies.

What is philosophy about? According to the author of this work it is fundamentally the answer to the question: 'What can I know?' T. H. Huxley , the distinguished English scientist and disciple of Darwin, succeeds in giving a clear and succinct account of the way in which Scottish philosopher David Hume answered this question. The book is divided into two parts: in the first, Huxley provides the reader with a sketch of Hume's life, but the main emphasis of the (...) book is in Part 2, where by expounding Hume's views on the object of philosophy, consciousness, theology, language and free will, Huxley guides the reader towards an understanding of how Hume's philosophical principles can be regarded as a search for the ultimate element out of which all valid knowledge may be shown to emerge. (shrink)

Hume: Hume's life. Hume's philosophy.--Helps to the study of Berkeley: Bishop Berkeley on the metaphysics of sensation (1871). On sensation and the unity of structure of sensiferous organs (1879).

Let us now imagine that some administrative authority, as far superior in power and intelligence to men, as men are to their cattle, is set over the colony, charged to deal with its human elements in such a manner as to assure the victory of the settlement over the antagonistic influences of the state of nature in which it is set down. He would proceed in the same fashion as that in which the gardener dealt with his garden.

Recently, Irad Kimhi has argued that negation and falsehood can be made intelligible by understanding assertions/judgements as acts of two-way logical capacities. These are capacities that are, at the same time, for (1) positive and negative assertions/judgements and (2) positive and negative facts. Kimhi’s account of negation and falsehood, however, faces severe problems. I argue that these problems can be resolved, and that a new understanding of cases of negation and falsehood can be achieved, by regarding two-way logical capacities for (...) assertion/judgement and facts as established and undergirded by what Ludwig Wittgenstein calls “samples”. The standard metre sample, for instance, establishes and undergirds the capacity for asserting that something, x, is one metre long (meaning: x is like the standard metre in length). At the same time, it establishes and undergirds the capacity for the fact that x is one metre long (when x is like the standard metre in length). As I explain, invoking samples means we cannot say, as Kimhi wants to, what assertion/judgement, negation, and facts, in general, are but can only show what they are, one case at a time. This, however, is a boon not a disadvantage. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 9 includes lectures delivered at Oxford University on the relationship between scientific thought and ethical problems. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 1 begins with a brief autobiography, and examines the development and progress of scientific practice and knowledge. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 2 examines the criticism and controversy surrounding Darwin's work, and the implications of his ideas on biological science. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 3 contains lectures and essays spanning thirty years of campaigning about the importance of science in education. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. In Volume 4, Huxley turns to the issue of faith and science, examining the apparent conflict between theology and evolution. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. In Volume 5, Huxley discusses the doctrines of Christianity and explains how his dissatisfaction with conventional religion led him to agnosticism. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. In Volume 6, Huxley focuses on the philosopher David Hume, discussing his life and his philosophical and intellectual work. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 7 features a collection of lectures discussing the biological relationship of humans to apes and other animals. (shrink)

Known as 'Darwin's Bulldog', the biologist Thomas Henry Huxley was a tireless supporter of the evolutionary theories of his friend Charles Darwin. Huxley also made his own significant scientific contributions, and he was influential in the development of science education despite having had only two years of formal schooling. He established his scientific reputation through experiments on aquatic life carried out during a voyage to Australia while working as an assistant surgeon in the Royal Navy; ultimately he became President (...) of the Royal Society. Throughout his life Huxley struggled with issues of faith, and he coined the term 'agnostic' to describe his beliefs. This nine-volume collection of Huxley's essays, which he edited and published in 1893–4, demonstrates the wide range of his intellectual interests. Volume 8 contains public lectures given by Huxley, on themes as diverse as yeast, lobsters and palaeontology. (shrink)

This treatise is divided int9 four chapters with footnotes appearing at the end of each chapter. Following the conclusion there are three appendices which clarify a few points introduced in the text but not treated there. Some changes have been made to secondary material. On occasion when quoting Kaufmann's Hegel: Texts and Commentary, the translation of Begriff as "Concept" is changed to "Notion". This was done only to preserve the flow of presentation. The majority of translations have Begriff as "Notion". (...) When these others are placed side by side with Kaufmann's or Knox's translations where Begriff is "Concept", the result is so times distracting. In addition, all titles to Hegel's sciences have been abbreviated. Thus, instead of referring to The Lectures on the History of Philosophy each time it is mentioned, an abbreviated name is given -- History of Philosophy. Instead of The Lectures on the Philosophy of Religion, we have placed Philosophy of Religion in the text. Again the readability of the treatise was the main concern. The objective of this study is to expound on Hegel's concept of science, to list its general features, and to provide a perspective with which one should be able to approach each of Hegel 's sciences individually and observe the concept at work. In the first chapter we have provided an outlined analysis of the concept and in the last chapter have carried this concept through each of five different sciences -- The Philosophy of Right, The Philosophy of History, The Philosophy of Art, The Philosophy of Religion, and The History of Philosophy. In the second chapter we have examined the universal-particular-individual progression that characterizes the dialectical method. In the third chapter we have considered the internal relations that serve to guarantee the scientific stature of the universal-to-individual progression. (shrink)

Lectures on evolution -- On the physical basis of life -- Naturalism and supernaturalism -- The value of witness to the miraculous -- Agnosticism -- The Christian tradition in relation to Judaic Christianity -- Agnosticism and Christianity.

Empedocles, Socrates, Plato, Aristotle, Confucius, Diogenes, Epicurus, St. Paul, Aurelius and Epictetus, Augustine, Maimonides, Machiavelli, More, Francis Bacon, John Locke's, Spinoza, Rousseau, Voltaire, Kant, Goethe, Schopenhauer, Auguste Comte, Thoreau, Nietzsche, Vivekananda, Havelock Ellis, William James, Kropotkin, Croce, John Dewey.

Tight control of the transcription process is essential for the correct spatial and temporal gene expression pattern during development and in homeostasis. Enhancers are at the core of correct transcriptional activation. The original definition of an enhancer is straightforward: a DNA sequence that activates transcription independent of orientation and direction. Dissection of numerous enhancer loci has shown that many enhancer‐like elements might not conform to the original definition, suggesting that enhancers and enhancer‐like elements might use multiple different mechanisms to contribute (...) to transcriptional activation. Here, we review methodologies to identify enhancers and enhancer‐like elements and discuss pitfalls and consequences for our understanding of transcriptional regulation. (shrink)

Introduction: historical and critical, by J. Huxley.--Prolegomena, written by T. H. Huxley as an introd. to Evolution and ethics.--Evolution and ethics, Romanes lecture delivered by T. H. Huxley in 1893.--Evolutionary ethics, Romanes lecture delivered by J. Huxley in 1943.--The vindication of Darwinism, by J. Huxley (1945)--Conclusion, by J. Huxley.

The vexed and ever-controversial question of hell and the possibility of its final realization is the subject matter of this article. The current fading of belief, or at least serious interest, in this traditional aspect of Christian teaching is the starting-point for a brief historical survey of the meaning of the term in general and its meaning within Christianity in particular. The article argues for a retention of the doctrine, albeit shorn of some of its more flamboyant, traditional attributes, as (...) being of lasting significance to the Christian understanding of salvation. (shrink)

As a consequence of the changing conditions of doing business, we can observe the emergence of an increasing number of industrial and company-specific codes of conduct, as well as social and environmental standards. This paper considers these initiatives as being self-regulating governance mechanisms, which are characterized by a process of voluntary adherence on the part of firms to certain mechanisms or principles that seek to promote a “good society.” Two specific internationally established standards are discussed: Social Accountability 8000 and AccountAbility (...) 1000. These institutionalized approaches are described and then contrasted in relation to a number of different factors, particularly the degree to which they foster “reflexivity,” in terms of how businesses think about these issues, and “dialog,” in terms of how businesses interact with stakeholders. Such questions are relevant to the ways in which these standards might be introduced and implemented, and which of these institutionalized approaches are the most promising for international businesses in developing countries. (shrink)