Pancreatitis is a complex, progressively destructive inflammatory disorder. Alcohol was long thought to be the primary causative agent, but genetic contributions have been of interest since the discovery that rare PRSS1, CFTR and SPINK1 variants were associated with pancreatitis risk. We now report two associations at genome-wide significance identified and replicated at PRSS1-PRSS2 and X-linked CLDN2 through a two-stage genome-wide study. The PRSS1 variant likely affects disease susceptibility by altering expression of the primary trypsinogen gene. The CLDN2 risk allele is (...) associated with atypical localization of claudin-2 in pancreatic acinar cells. The homozygous CLDN2 genotype confers the greatest risk, and its alleles interact with alcohol consumption to amplify risk. These results could partially explain the high frequency of alcohol-related pancreatitis in men. © 2012 Nature America, Inc. All rights reserved. (shrink)

Over recent years, the research community has been increasingly using preprint servers to share manuscripts that are not yet peer-reviewed. Even if it enables quick dissemination of research findings, this practice raises several challenges in publication ethics and integrity. In particular, preprints have become an important source of information for stakeholders interested in COVID19 research developments, including traditional media, social media, and policy makers. Despite caveats about their nature, many users can still confuse pre-prints with peer-reviewed manuscripts. If unconfirmed but (...) already widely shared first-draft results later prove wrong or misinterpreted, it can be very difficult to “unlearn” what we thought was true. Complexity further increases if unconfirmed findings have been used to inform guidelines. To help achieve a balance between early access to research findings and its negative consequences, we formulated five recommendations: (a) consensus should be sought on a term clearer than ‘pre-print’, such as ‘Unrefereed manuscript’, “Manuscript awaiting peer review” or ‘’Non-reviewed manuscript”; (b) Caveats about unrefereed manuscripts should be prominent on their first page, and each page should include a red watermark stating ‘Caution—Not Peer Reviewed’; (c) pre-print authors should certify that their manuscript will be submitted to a peer-review journal, and should regularly update the manuscript status; (d) high level consultations should be convened, to formulate clear principles and policies for the publication and dissemination of non-peer reviewed research results; (e) in the longer term, an international initiative to certify servers that comply with good practices could be envisaged. (shrink)

_The first part called the Preamble tackles: (a) the issues of silence and speech, and life and disease; (b) whether we need to know some or all of the truth, and how are exact science and philosophical reason related; (c) the phenomenon of Why, How, and What; (d) how are mind and brain related; (e) what is robust eclecticism, empirical/scientific enquiry, replicability/refutability, and the role of diagnosis and medical model in psychiatry; (f) bioethics and the four principles of beneficence, non-malfeasance, (...) autonomy, and justice; (g) the four concepts of disease, illness, sickness, and disorder; how confusion is confounded by these concepts but clarity is imperative if we want to make sense out of them; and how psychiatry is an interim medical discipline. The second part called The Issues deals with: (a) the concepts of nature and nurture; the biological and the psychosocial; and psychiatric disease and brain pathophysiology; (b) biology, Freud and the reinvention of psychiatry; (c) critics of psychiatry, mind-body problem and paradigm shifts in psychiatry; (d) the biological, the psychoanalytic, the psychosocial and the cognitive; (e) the issues of clarity, reductionism, and integration; (f) what are the fool-proof criteria, which are false leads, and what is the need for questioning assumptions in psychiatry. The third part is called Psychiatric Disorder, Psychiatric Ethics, and Psychiatry Connected Disciplines. It includes topics like (a) psychiatric disorder, mental health, and mental phenomena; (b) issues in psychiatric ethics; (c) social psychiatry, liaison psychiatry, psychosomatic medicine, forensic psychiatry, and neuropsychiatry. The fourth part is called Antipsychiatry, Blunting Creativity, etc. It includes topics like (a) antipsychiatry revisited; (b) basic arguments of antipsychiatry, Szasz, etc.; (c) psychiatric classification and value judgment; (d) conformity, labeling, and blunting creativity. The fifth part is called The Role of Philosophy, Religion, and Spirituality in Psychiatry. It includes topics like (a) relevance of philosophy to psychiatry; (b) psychiatry, religion, spirituality, and culture; (c) ancient Indian concepts and contemporary psychiatry; (d) Indian holism and Western reductionism; (e) science, humanism, and the nomothetic-idiographic orientation. The last part, called Final Goal, talks of the need for a grand unified theory. The whole discussion is put in the form of refutable points._. (shrink)

In a previous paper by Pollock and Singh, it was proven that the total entropy of de Sitter space-time is equal to zero in the spatially flat case K=0. This result derives from the fundamental property of classical thermodynamics that temperature and volume are not necessarily independent variables in curved space-time, and can be shown to hold for all three spatial curvatures K=0,±1. Here, we extend this approach to Schwarzschild space-time, by constructing a non-vacuum interior space with line element (...) ds 2=e2λ(r) dt 2−e−2λ(r) dr 2−r 2(dθ 2+sin2 θdϕ 2), where $\mathrm{e}^{2{\lambda }(r)}=-\frac{1}{2}(1-\frac{r^{2}}{R_{0}^{2}})$ , which matches onto the vacuum exterior Schwarzschild metric in such a way that e2λ and d(e2λ )/dr are both continuous at the Schwarzschild radius R 0=2M. Then we show that the volume entropy is equal to A/4, where $A\equiv 4\pi R_{0}^{2}$ is the area of the apparent horizon, as found by Hawking. (shrink)

To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; (...) Reeves, 1990; Castro, 1989; George, 1987; Golenet al., 1985) and in providing recommendations for teachers of business ethics (e.g., Nappi, 1990; Hosmer and Steneck, 1989). From the analytical perspective judgments have been made as to whether courses in ethics are in fact effective in achieving value and attitudinal modifications in students (e.g., Loeb, 1991; Weber, 1990; Wynd and Mager, 1989; Pamental, 1989; Martin, 1982; Purcell, 1977). The evidence to date suggests that courses can be a means of achieving ethical awareness and sensitivity in students although it should be recognized that significant objections to the teaching of business ethics do exist and greatly inhibit their successful introduction. This paper addresses a number of the common objections to the teaching of business ethics that must be overcome if ethical programs are to continue in the future, and concludes with recommendations to facilitate the establishment of ethical training in an academic context. (shrink)

Stanovich & West distinguish between evolutionary rationality and normative rationality, and System 1 and System 2 mental processes. They hold that the main function of System 2 has to do with normative and not evolutionary rationality. We ask how System 2 could then be an adaptation, especially given S&W's own work on individual differences.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Editors and commentators ancient and modern have not responded very well to the challenge of the two riddles which round off the contest between Damoetas and Menalcas at the end of Eclogue 3 . The first is generally regarded as impossibly difficult; the second as impossibly easy. Critics take refuge in quoting Servius' despairing statement: sciendum aenigmata haec sicuti pleraque carere aperta solutione. Yet it is most unlikely that Virgil would introduce insoluble or meaningless riddles into the Bucolica. If there (...) is no solution the lines become pointless, even tasteless; and these are not epithets to be applied lightly to Virgil's poetry. (shrink)

The notes that follow are concerned with certain mineralogical problems which could not be discussed at length in my edition of the De Lapidibus . For the most part, only the bare conclusions are stated there. In handling these problems I owe much to the discussions that I had during his lifetime with Dr. Stanley Smith, and to those that I have had more recently with Professor F. Coles Phillips and Mr. Robert H. S. Robertson.

This book proposes a theory of reference--answering the question of whether Jewish, Christian, and Muslim scriptures refer to the same God--within a semantic framework acceptable to atheists and fideists.

"Essays examine philosophical aspects of the iPod portable audio player, focusing on its status as a cultural icon and object with many meanings"--Provided by ...

"It's a jungle out there. And in here, too. Through this jungle prowl all the demons of dirt and disorder. Though they must win eventually, the way to delay their victory is to keep everything in its proper place, and that means noticing any detail that doesn't fit." "Welcome to the world of former San Francisco police detective Adrian Monk, intellectual athlete and behavioral cripple, master of crime-solving and slave to his own terrors. Mr. Monk and Philosophy examines that world (...) through the lens of philosophy, bags all the evidence, and identifies DNA samples of Aristotle, Aquinas, Nietzsche, and Wittgenstein." --Book Jacket. (shrink)

These books entertain as well as teach philosophical wisdom by looking closely at entertainment icons.