The mid-twentieth century marks a frontier in the development of social production: the scale of human transformative activity has come to approximate that of natural processes. As a result, a certain bilateral relationship has begun to manifest itself more and more clearly: The state of the environment depends on the scale of production and level of technology, while the growth rate of social production has come to depend on the state of the environment.

We report the results of a randomized trial to assess the impact of an innovative ethics curriculum on the knowledge and confidence of 85 medical house officers in a university hospital programme, as well as their responses to a simulated clinical case. Twenty-five per cent of the house officers received a lecture series, 25 per cent received lectures and case conferences, with an ethicist in attendance, and 50 per cent served as controls. A post-intervention questionnaire was administered. Knowledge scores did (...) not differ among the groups. Confidence regarding ethical issues was significantly greater in the aggregate intervention group compared to the control group. Confidence regarding procedural issues related to ethics was significantly higher for the EI group than for the controls. Responses to a simulated case showed that significantly fewer house officers in the EI group would intubate a patient for whom such therapy would be futile. We conclude that ethics education can have an impact on house officers' confidence and their responses to a simulated case, and that the EI was more effective than the LI. Such results have implications regarding the implementation of ethics education during residency. (shrink)

The climata played an important role in Greek geography. As used in the mathematical geography of Hipparchus and Ptolemy the word denotes a narrow belt or strip of land, 400 stades wide, on each side of a parallel of latitude; inhabitants of the same clitma were assumed to be situated in the same geographical latitude, since, for practical purposes, the celestial phenomena, lengths of the longest and shortest days, and general climatic conditions did not change appreciably within this distance. We (...) may compare the modern conception of arbitrary zones each possessing its own standard time; but whereas these are belts of longitude contiguous to each other, the climata were belts of latitude not necessarily contiguous. (shrink)

This paper offers a phenomenological description of torture that delves beneath its mere physical effect on the human body, in order to demonstrate that bodily pain is only one dimension of the experiential structure of torture. In fact, this paper’s central claim is that torture is better understood as a radical ontological violation of a lived world through the body. This claim is supported through Merleau-Ponty’s theory of the embodied subject. The main purpose of this paper is to show that (...) no matter how physically “unscarred” a survivor of torture may be, their lived world remains irretrievably damaged. (shrink)

A number of authors have drawn attention to the contributions to geology of Robert Hooke, and it has been pointed out that in several ways his ideas were more advanced than those of Steno, who is sometimes taken to be the founder of geology as a scientific discipline. Moreover, it has been argued that in a number of instances Hooke should receive the credit for ideas which are usually believed to have originated in the work of James Hutton. This recognition (...) of the significance of Hooke's work is regarded by the present writer as being well founded. But, by contrast, the relationship between Hooke's geological ideas and his views on the proper methods for conducting scientific enquiries has been largely overlooked, and his views on the methodology of science, as revealed in his Posthumous works, have received little discussion. Moreover, on one of the few occasions on which they were discussed, by William Whewell, they were belittled. Whewell regarded Hooke's methodological contribution as merely ‘an attempt to adapt the Novum organon to the age which succeeded its publication’, 5 and he implied that the ‘same imperfections’ were to be found in the writings of both Hooke and Bacon. The influence of Bacon is, to be sure, most obvious in Hooke's general philosophy. Nevertheless, it will be argued that Hooke had a much clearer idea than did Bacon of the importance of so-called ‘hypothetico-deductive’ methods in science, and that in many ways his methodological views represent a significant advance on those of Bacon. (shrink)

The Greeks attributed to Thales a great many discoveries and achievements. Few, if any, of these can be said to rest on thoroughly reliable testimony, most of them being the ascriptions of commentators and compilers who lived anything from 700 to 1,000 years after his death—a period of time equivalent to that between William the Conqueror and the present day. Inevitably there ilso accumulated round the name of Thales, as round that of Pythagoras , a number of anecdotes of varying (...) degrees of plausibility and of no historical worth whatsoever. These and the achievements credited to Thales have, of course, been painstakingly brought together by Hermann Diels in Der Fragmente der Vorsokratiker. Useful and necessary as this work undoubtedly is, it nevertheless has probably contributed as much as any other book to the exaggerated and false Aew of Thales which we meet in so many modern histories of science or philosophy, and which it is the purpose of this article to combat. (shrink)

Teaching business ethics classes can often be difficult because many students memorize enough of the moral theories to pass their tests, but never understand the motivating spirit underlying the theories. The result is that students are able to apply the moral principles to various situations, but produce the wrong results due to their illicit biases and rationalizations.What is needed is a practical test, which will strip away as many biases and rationalizations as possible, while at the same time emotionally connecting (...) the students to why morality is important in business. My suggestion is the Moral Paradigm Test, which is a version of the Ideal Person Standard. (shrink)