Here we identify approximately 40,000 healthy human volunteers who were intentionally exposed to infectious pathogens in clinical research studies dating from late World War II to the early 2000s. Microbial challenge experiments continue today under contemporary human subject research requirements. In fact, we estimated 4,000 additional volunteers who were experimentally infected between 2010 and the present day. We examine the risks and benefits of these experiments and present areas for improvement in protections of participants with respect to safety. These are (...) the absence of maximum limits to risk and the potential for institutional review boards to include questionable benefits to subjects and society when weighing the risks and benefits of research protocols. The lack of a duty of medical care by physician–investigators to research subjects is likewise of concern. The transparency of microbial challenge experiments and the safety concerns raised in this work may stimulate further dialogue on the risks to participants of human experimentation. (shrink)

The main purpose of this article is to consider the significance of different types of memory and non-genetic inheritance and different biosemiotic systems for the origin and evolution of language. It presents language and memory as distributed, heteronomous and system-determined processes implemented in biological and social domains. The article emphasises that language and other sign systems are both ecological and inductive systems that were caused by and always correlate with the environment and deductive systems that are inherited by and depend (...) on the internal development of organisms, individuals, and societies. The article also claims that the origin, re-occurrence and evolution of naturally-emerging sign systems presuppose their retention and accumulation in physical, biological, individual, and social types of memory and reinforcement and maintenance by conventional and deliberate social regulation and accumulation. All of this allows language and other sign systems to be situation-relevant and to be transmitted through generations without their constant reinvention. The novelty of the proposed theory of language origin and evolution is in interdisciplinary integration of biosemiotic studies, systems approaches to language and studies of inheritance systems presented by ‘Extended evolutionary synthesis’. (shrink)

The present description of the Merge model addresses only auditory, not audiovisual, speech perception. However, recent findings in the audiovisual domain are relevant to the model. We outline a test that we are conducting of the adequacy of Merge, modified to accept visual information about articulation.

Chris Darke _Light Readings: Film Criticism and Screen Arts_ London: Wallflower Press, 2000 ISBN 1903364078 206 pp.

Fowler, Colin At the laying of the foundation stone of the Pyrmont church in February 1867 it was announced that the new mission district would be placed under the patronage of the Venerable Bede. There is no documentation relating to the choice of this patron. However, it may be supposed that the decision was made deliberately to honour the archbishop. The name of this eighth-century English monk had been given to the young John Polding as his personal patron, when he (...) received the Benedictine habit in 1810. (shrink)

In an April 1892 edition of the 'Freeman's Journal' the editor wearily commented: 'The lecturing.

This book defends morality against the critiques of egoims, subjectivism, and relativism. It argues that we can and should construe some moral standards as objective and that justice and self-development are the cornerstones of healthy morality. Opening with a dialogue meant to tease and provoke the reader, the book's subsequent chapters treat misconceptions about morality, the possibility of unselfish action, the nature of free will and moral responsibility, and the identity of moral right and wrong.

My purpose here is to undercut rorty's critique of "the privacy objection" to the mind-body identity theory. central to his critique is his argument that in the case of introspective reports, we need to and can distinguish misnaming from misjudging only if we have "public" criteria for the proper use of introspective vocabulary. i grant rorty this much, but argue that this concession does "not" pose a problem for "the privacy objection." he supposes otherwise, i argue, because he "inflates" the (...) character of the public criteria we have/need in order to operate within such introspective contexts. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense of (...) the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

Zygon®, Volume 56, Issue 4, Page 1008-1026, December 2021.

The orderly output constraint (OOC) is extraneous. Talkers “speak in lines” in its absence. Further, there is no perceptual motivation for an OOC; perceivers ignore the linearity between F2 at consonant-vowel onset and F2 in the vowel. In any case, the analogy with bat and barn owl localization systems underlying the theory is extreme, Sussman et al.'s comments to the contrary notwithstanding.

The claim that perception and action are commonly coded because they are indistinguishable at the distal level is crucial for theories of cognition. However, the consequences of this claim run deep, and the Theory of Event Coding (TEC) is not up to the challenge it poses. We illustrate why through a brief review of the evidence that led to the motor theory of speech perception.

A significant international development agenda in the practice of nurses supporting families with young children focuses on establishing partnerships between professionals and service users. Qualitative data were generated through interviews and focus groups with 22 nurses from three child and family health service organisations, two in Australia and one in New Zealand. The aim was to explore what is needed in order to sustain partnership in practice, and to investigate how the concept of practice architectures can help understand attempts to (...) enhance partnerships between nurses and families. Implementation of the Family Partnership Model (FPM) is taken as a specific point of reference. Analysis highlights a number of tensions between the goals of FPM and practice architectures relating to opportunities for ongoing learning; the role of individual nurses in shaping the practice; relationships with peers and managers; organisational features; and extra‐organisational factors. The concept of practice architectures shows how changing practice requires more than developing individual knowledge and skills, and avoids treating individuals and context separately. The value of this framework for understanding change with reference to context rather than just individual’s knowledge and skills is demonstrated, particularly with respect to approaches to practice development focused on providing additional training to nurses. (shrink)

Embedding theories of language production and comprehension in theories of action-perception is realistic and highlights that production and comprehension processes are interleaved. However, layers of internal models that repeatedly predict future linguistic actions and perceptions are implausible. I sketch an ecological alternative whereby perceiver/actors are modeled as dynamical systems coupled to one another and to the environment.

Between 1904 and 1908, German colonialists in German South West Africa (GSWA, known today as Namibia) committed genocide and other international crimes against two indigenous groups, the Herero and the Nama. From the late 1990s, the Herero have sought reparations from the German government and several German corporations for what occurred more than a hundred years ago. This article examines and contextualizes the issues concerning reparations for historical human rights claims. It describes and analyzes the events in GSWA at the (...) time. It further explores whether international humanitarian law and international human rights law today permit reparatations to be obtained. The article therefore examines the origins of international criminal law, as well as international human rights and humanitarian law, to determine whether what occurred then were violations of the law already in force. Finally, the article examines and evaluates the Herero reparations cases, as well as the potential impact of the cases on the wider reparations movement that sees an increasing number of claims for events that occurred during colonial times. (shrink)