A reply to critiques by Jonathan Dancy and Lawrence Bonjour of "Knowledge in Perspective: Selected Essays in Epistemology" (Cambridge University Press, 1991).

This two-volume collection of essays brings together major contemporary theoretical works on freedom of speech. Volume I, begins with a theoretical overview of freedom of speech and then turns to the topics of what justifies freedom of speech and what kinds of acts raise free speech concerns. Volume II, examines the distinctions among content regulations and between content and content-neutral regulations. It also analyses the concept of the public forum, inciting and hateful speech and lastly the tension between the subsidizing (...) activities of the affirmative state and the negative liberty of freedom of speech. (shrink)

ABSTRACT By means of the high ratings that they awarded to subprime mortgage‐backed bonds, the three major rating agencies—Moody's, Standard & Poor's, and Fitch—played a central role in the current financial crisis. Without these ratings, it is doubtful that subprime mortgages would have been issued in such huge amounts, since a major reason for the subprime lending boom was investor demand for high‐rated bonds—much of it generated by regulations that made such bonds mandatory for large institutional investors. And it is (...) even less likely that such bonds would have become concentrated on the balance sheets of the banks, for which they were rewarded by capital regulations that tilted toward high‐rated securities. Why, then, were the agencies excessively optimistic in their ratings of subprime mortgage‐backed securities? A combination of their fee structure, the complexity of the bonds that they were rating, insufficient historical data, some carelessness, and market pressures proved to be a potent brew. This combination was enabled, however, by seven decades of financial regulation that, beginning in the 1930s, had conferred the force of law upon these agencies' judgments about the creditworthiness of bonds and that, since 1975, had protected the three agencies from competition. (shrink)

The primary sequence of two subunits of the rod and one subunit of the cone cGMP-gated channel have been described, but describing how structure determines function is only just beginning. The discovery that the affinity of the rod channel for its agonist can be modulated indicates that the relationship between intracellular cGMP and the channel's open probability (current) during the course of the photoresponse may be more complex than previously thought.

Aurélien Drezet has attempted in Found. Phys. 54(1), 5 (2023) to defend Relational Quantum Mechanics (RQM) against our recent critique, entitled Relational Quantum Mechanics is incompatible with quantum mechanics, published in Quantum 7, 1015 (2023). Drezet not only misrepresents our work, but he also misconstructs the very theory (RQM) that he claims to defend.

Revision of thesis (Ph. D.)--U.C.L.A., 1982?Includes index. Bibliography: p. 151-156.

Aquinas’s Five Ways are not to be understood as demonstrative proofs, successful or not, for the existence of God. Rather, they provide a necessary step towards supplying licensable surrogates for the essential predications that cannot logically be drawn from the incomprehensible nature of God, yet would seem needed for the Summa’s declared genre of argued theology. (Predication secundum analogiam provides surrogates for non-relational accidental predications, likewise unavailable.) What Aquinas is proving in arguing deum esse in ST I.2.3 is not God’s (...) actual existence (see ST I.3.4 ad 2) but an alternative interpretation of “God’s being something” where “God is something” is a placeholder for, say, “God is prime mover” or, more explicitly, for such (necessary) identities as “The prime mover is the necessitated necessitator,” an identity whose necessity depends at more than one place on the assumption of God’s existence from faith, not on demonstrative proof of God’s existence. (shrink)

Different socioeconomic backgrounds and barriers to education have contributed to low­er educational achievement among blacks, Latinos, and Native Americans, compared to American whites and Asians. The failure of legal integration to close the racial achieve­ment gap is the result of prejudice on the part of teachers, as well as a scarcity of cultur­ally relevant curricula materials for nonwhite children. As a plausible solution to these problems, recent studies show that poor children do better in classes where middle-class children are also (...) present. Middle-class children already have habits and values that sup­port success in the educational system. Integrated schools are not sufficient, because they are often divided in “tracks” that reproduce racial segregation. Racial diversity in the K-12 classroom is fruitful preparation for civic engagement in a pluralistic society made up of citizens from diverse backgrounds. (shrink)