Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

Background International collaborators face challenges in the design and implementation of ethical biomedical research. Evaluating community understanding of research and processes like informed consent may enable researchers to better protect research participants in a particular setting; however, there exist few studies examining community perspectives in health research, particularly in resource-limited settings, or strategies for engaging the community in research processes. Our goal was to inform ethical research practice in a biomedical research setting in western Kenya and similar resource-limited settings. Methods (...) We sought to use mabaraza , traditional East African community assemblies, in a qualitative study to understand community perspectives on biomedical research and informed consent within a collaborative, multinational research network in western Kenya. Analyses included manual, progressive coding of transcripts from mabaraza to identify emerging central concepts. Results Our findings from two mabaraza with 108 community members revealed that, while participants understood some principles of biomedical research, they emphasized perceived benefits from participation in research over potential risks. Many community members equated health research with HIV testing or care, which may be explained in part by the setting of this particular study. In addition to valuing informed consent as understanding and accepting a role in research activities, participants endorsed an increased role for the community in making decisions about research participation, especially in the case of children, through a process of community consent. Conclusions Our study suggests that international biomedical research must account for community understanding of research and informed consent, particularly when involving children. Moreover, traditional community forums, such as mabaraza in East Africa, can be used effectively to gather these data and may serve as a forum to further engage communities in community consent and other aspects of research. (shrink)

Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture. However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.

BackgroundCommentators believe that the ethical decision-making climate is instrumental in enhancing interprofessional collaboration in intensive care units. Our aim was twofold: to determine the perception of the ethical climate, levels of moral distress, and intention to leave one's job among nurses and physicians, and between the different ICU types and determine the association between the ethical climate, moral distress, and intention to leave.MethodsWe performed a cross-sectional questionnaire study between May 2021 and August 2021 involving 206 nurses and physicians in a (...) large urban academic hospital. We used the validated Ethical Decision-Making Climate Questionnaire and the Measure of Moral Distress for Healthcare Professionals tools and asked respondents their intention to leave their jobs. We also made comparisons between the different ICU types. We used Pearson's correlation coefficient to identify statistically significant associations between the Ethical Climate, Moral Distress, and Intention to Leave.ResultsNurses perceived the ethical climate for decision-making as less favorable than physicians. They also had significantly greater levels of moral distress and higher intention to leave their job rates than physicians. Regarding the ICU types, the Neonatal/pediatric unit had a significantly higher overall ethical climate score than the Medical and Surgical units and also demonstrated lower moral distress scores and lower “intention to leave” scores compared with both the Medical and Surgical units. The ethical climate and moral distress scores were negatively correlated ; moral distress and "intention to leave" was positively correlated ; and ethical climate and “intention to leave” were negatively correlated.ConclusionsSignificant differences exist in the perception of the ethical climate, levels of moral distress, and intention to leave between nurses and physicians and between the different ICU types. Inspecting the individual factors of the ethical climate and moral distress tools can help hospital leadership target organizational factors that improve interprofessional collaboration, lessening moral distress, decreasing turnover, and improved patient care. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume XX, Number 2, November 1994, pp. 179-194 Symposium A version of this paper was presented at the symposium on A Progress of Sentiments by Annette C. Baier, held at the Pacific Division Meetings of the American Philosophical Association, Los Angeles, March 1994. On an Unorthodox Account of Hume's Moral Psychology RACHEL COHON One can learn a great deal about Hume's Treatise from Annette Baier's fascinating (...) book, A Progress of Sentiments.1 It is in places dazzling, in others revelatory, occasionally puzzling, and everywhere interesting. Having said that, I proceed to criticize one aspect of it. Belief and the Passions My topic is Baier's interpretation of Hume's moral psychology. First I sketch out the striking differences between Baier's View of Hume's moral psychology and what I call the Standard View. Then I consider some of Baier's reasons for her unorthodox reading. I argue that Baier's View of Hume's moral psychology is motivated in part by a particular, unstated understanding of Hume's theory of the passions. As a consequence of this, I argue, Baier denies Hume the use of an especially strong argument against the moral rationalists' theory of motivation and morality, for that strong anti-rationalist argument (sometimes called the influence argument) depends upon a support that is incompatible with Hume's theory of the passions as Baier implicitly understands it. But without the influence argument, Hume's case against the moral rationalists would be much weaker. The relevant portion of the Standard View, on the other hand, makes better sense of Hume's campaign against Samuel Clarke and others, because it embraces the support Hume offers for the influence argument. So, in this one respect, I shall argue that a portion of the Rachel Cohon is at the Department of Philosophy, Stanford University, Stanford CA 94305 USA. 180 Rachel Cohon Standard View of Hume's moral psychology is superior to Baier's View. But whether we should reject Baier's View in favor of the relevant portion of the Standard View depends, of course, upon whether we can consistently reject the unstated interpretation of Hume's theory of the passions on which Baier's View seems to be based. Baier explicitly sees her version of Hume's moral psychology as shaped by the account of the passions in Book II. And Baier's discussion of the role of belief in the causation and individuation of the passions is illuminating. It helps guard against a common oversimplification of Hume's claim about the motivating power of reason. Baier reminds us that passions are impressions of reflection, and hence must be introduced in the mind by an impression or an idea; i.e., each passion is caused by certain ideas or impressions. Passions are "thought-caused" and "idea-mediated" (160). Anger, for example, "is always directed at someone for some perceived insult, injury or harm" (161). It has a "subject" or cause, the injury the person is thought to have done one. In one place Baier refers to the causes of passions as their "appropriate reasons" (164). The causes are "thoughts about what is or is likely to become the case" (161). For something to be a passion at all rather than a mere pleasure or pain, some idea must be present to cause it. Passions do, indeed, have their hedonic components, such as the two pleasures included in pride. But for pride to be the passion it is, rather than some other, "one must believe the fine thing to be one's own" (161). A particular belief is what identifies the passion. Even desire is influenced by a belief or idea, and subsequently is often called "preference " (164). Thus, since reason produces beliefs, and beliefs are the crucial, identifying causes of passions, reason has a thorough-going influence on passion. And since passions are what move us to act, reason provides indispensable causal input into volition and action. It is easy but inaccurate to describe Hume as saying that belief, or reason, does not cause action. Furthermore, besides having a characteristic cause, many passions have an intentional object distinct from their cause. For anger, this "object... (shrink)

This piece takes its cue from Malcolm Bowie's ‘speech creatures’, at once Aristotelian and psychoanalytic, to compare two forceful male characters in English novels who each make speeches proclaiming their own emotional reformation. Different as they are in other respects — an ex-libertine and a man of morals — Samuel Richardson's ‘Mr B.’ and Jane Austen's Mr Darcy both denounce their early parental education in relation to the humbler selfhood their wives-to-be have taught them. Such a development is both (...) like and unlike the later model of psychoanalytic re-education. It takes early emotional malformation as given, and it postulates the possibility of a beneficial re-education in later life; but it does not differentiate between the sexes, and it makes overall for a much more complete transformation and ‘cure by love’ than Freud's theories imagined. (shrink)

The vast majority of philosophers and legal theorists who have thought about the issue agree that there is such a thing as a moral right to privacy. However, there is little or no theoretical consensus about the nature of this right. According to reductionists, the right to privacy amounts to nothing more than a cluster of property rights and rights over the person, and therefore plays no autonomous explanatory role in moral theory (Thomson 1975, Davis 1959). Among non-reductionists, there are (...) almost as many accounts of the right to privacy as there are synagogues in the old town of Jerusalem. For one group of non-reductionists (perhaps the majority), the right to privacy is properly understood as a right of control, a form of autonomy. Within this group, some think that the right to privacy is the right to control information about oneself (Westin 1967, Beardsley 1971, Gerstein 1978, Fried 1970, Moore 2003), while others insist that it is the right to control access to oneself (Parker 1974, Scanlon 1975, Rachels 1975, Reiman 1976, Van den Haag 1971). For another group of non-reductionists, the right to privacy is the right to cognitive and/or physical inaccessibility (Gavison 1980, Garrett 1974, Allen 1988). Though these are by far the most widely adopted non-reductionist accounts of the relevant right, they are by no means the only ones currently on offer. There are hybrid accounts according to which the right to privacy is a cluster of various rights of control (Inness 1992) or a cluster of various rights of control and restricted access (DeCew 1997). And according to an influential “information-based” account, the right to privacy 1 is defined as the right that others not possess undocumented personal information about the right-holder (Parent 1983a; 1983b). The purpose of this paper is to bring some order to this theoretical chaos. On my view, none of these accounts of the right to privacy is accurate.. (shrink)

Samuel Scheffler says, “none of the most prominent contemporary versions of philosophical liberalism assigns a significant role to desert at the level of fundamental principle.” To the extent that this is true, the most prominent contemporary versions of philosophical liberalism are mistaken. In particular, there is an aspect of what we do to make ourselves deserving that, although it has not been discussed in the literature, plays a central role in everyday moral life, and for good reason. As with (...) desert, reciprocity inspires skepticism. What Allen Buchanan calls justice as reciprocity implies that duties of justice obtain only among those who can do each other favors. So characterized, justice as reciprocity is at best only a part of justice – a part that is silent on duties between people who have no favors to offer each other. Still, the more modest root idea of reciprocity – the idea that returning favors is at very least a good thing – remains compelling. What can we say on behalf of this root idea? This article is part of a larger work on the elements of justice. Both parts of it begin with and build on James Rachels’ seminal paper “What People Deserve.”. (shrink)

This book is about the norms of the speech act of assertion. This is a topic of lively contemporary debate primarily carried out in epistemology and philosophy of language. Suppose that you ask me what time an upcoming meeting starts, and I say, “4 p.m.” I’ve just asserted that the meeting starts at 4 p.m. Whenever we make claims like this, we’re asserting. The central question here is whether we need to know what we say, and, relatedly, whether what we (...) assert must be true. If the meeting is really at 3:30 p.m., you’ll be late, and probably rather upset that I told you the wrong time. In some sense, it seems like I’m on the hook for having said something false. This sense that I’ve done something wrong suggests that there are certain standards of evaluating assertions: a way of distinguishing between good and bad, appropriate and inappropriate. We call these standards norms. And so the debate about what, if any, norms govern the linguistic practice of assertion is known as the norms of assertion debate. When one’s assertion satisfies the norm, we say that the assertion is warranted. -/- Various philosophers have typically focused their views of the norms of assertion on articulating the level of epistemic support required for properly asserting. Some argue, for example, that one must know what one asserts. Others argue that one merely needs to justifiably believe what one asserts–an epistemic standing weaker than knowledge. The purpose of this book is to defend what I propose as the central norm governing our practice of assertion, which I call the Supportive Reasons Norm. Here’s what it looks like: -/- One may assert that p only if: One has supportive reasons for p, The relevant conventional and pragmatic elements of the context are present, and One asserts that p at least in part because the assertion that p satisfies and. -/- In rough outline, the standards for warrantedly asserting shift with changes in context, although knowledge is never required for warrantedly asserting. In fact, in some special contexts, speakers may warrantedly lie. This latter feature particularly sets apart my view from others in the debate. This also means that truth, knowledge, and even belief aren’t necessary conditions for warrantedly asserting. (shrink)

What happens when we consider transformative experiences from the perspective of gender transitions? In this paper I suggest that at least two insights emerge. First, trans* persons’ experiences of gender transitions show some limitations to L.A. Paul’s (forthcoming) decision theoretic account of transformative decisions. This will involve exploring some of the phenomenology of coming to know that one is trans, and in coming to decide to transition. Second, what epistemological effects are there to undergoing a transformative experience? By connecting some (...) experiences of gender transitions to feminist standpoint epistemology, I argue that radical changes in one’s identity and social location also radically affects one’s access to knowledge in ways not widely appreciated in contemporary epistemology. (shrink)

Many people have long-term commitments that require coordination and cooperation with others. To achieve this, we construct plans to settle when, how, and for how long to pursue certain goals rather than others. This raises an interesting cognitive problem, namely that individuals can, at any given moment, manage significantly less information than they will need to accomplish their goals. Call this the Problem of Scarce Information. The solution requires a special self-regulatory system that strategically manages the varying informational demands of (...) one's activity. This paper argues that vigilance has structural and functional characteristics that make it apt to play this role. This paper illuminates both crucial aspects of temporally extended agency, but also the unique practical norms that structure how we act over time. (shrink)

Diagnosing the Diagnostic and Statistical Manual of Mental Disorders (Karnac, 2014) evaluates the latest edition of the D.S.M.The publication of D.S.M-5 in 2013 brought many changes. Diagnosing the Diagnostic and Statistical Manual of Mental Disorders asks whether the D.S.M.-5 classifies the right people in the right way. It is aimed at patients, mental health professionals, and academics with an interest in mental health. Issues addressed include: How is the D.S.M. affected by financial links with the pharmaceutical industry? To what extent (...) were and should patients involved in revising the classification? How are diagnoses added to the D.S.M.? Does medicalization threaten the idea that anyone is normal? What happens when changes to diagnostic criteria mean that people lose their diagnoses? How important will the D.S.M. be in the future? (shrink)

Identifies, analyzes and critiques the philosophy's conceptual structure and theoretical groundwork.

Identity Economics provides an important and compelling new way to understand human behavior, revealing how our identities--and not just economic incentives--influence our decisions. In 1995, economist Rachel Kranton wrote future Nobel Prize-winner George Akerlof a letter insisting that his most recent paper was wrong. Identity, she argued, was the missing element that would help to explain why people--facing the same economic circumstances--would make different choices. This was the beginning of a fourteen-year collaboration--and of Identity Economics. The authors explain how (...) our conception of who we are and who we want to be may shape our economic lives more than any other factor, affecting how hard we work, and how we learn, spend, and save. Identity economics is a new way to understand people's decisions--at work, at school, and at home. With it, we can better appreciate why incentives like stock options work or don't; why some schools succeed and others don't; why some cities and towns don't invest in their futures--and much, much more. Identity Economics bridges a critical gap in the social sciences. It brings identity and norms to economics. People's notions of what is proper, and what is forbidden, and for whom, are fundamental to how hard they work, and how they learn, spend, and save. Thus people's identity--their conception of who they are, and of who they choose to be--may be the most important factor affecting their economic lives. And the limits placed by society on people's identity can also be crucial determinants of their economic well-being. (shrink)

We should give courage a more significant place in our understanding of how familiar virtues can and should be reshaped to capture what it is to be virtuous relative to the environment. Matthew Pianalto’s account of moral courage helps explain what a specifically environmental form of moral courage would look like. There are three benefits to be gained by recognizing courage as an environmental virtue: it helps us to recognize the high stakes nature of much environmental activism and to act (...) accordingly; it can make environmental activism more appealing to a broader audience by helping us dismantle stereotypes associated with environmentalism, including sexist and homophobic ones; and it aides in the de-militarization of the concept of courage. (shrink)

This article proposes a new account of luck and how luck impacts attributions of credit for agents' actions. It proposes an analogy with the expected value of a series of wagers and argues that luck is the difference between actual outcomes and expected value. The upshot of the argument is that when considering the interplay of intention, chance, outcomes, skill, and actions, we ought to be more parsimonious in our attributions of credit when exercising a skill and obtaining successful outcomes, (...) and more generous in our attributions of credit when exercising a skill but obtaining unsuccessful outcomes. Furthermore, the article argues that when agents skillfully perform an action, they deserve the same amount of credit whether their action is successful or unsuccessful in achieving the goal. (shrink)

Through an examination of the actual research strategies and assumptions underlying the Human Genome Project (HGP), it is argued that the epistemic basis of the initial model organism programs is not best understood as reasoning via causal analog models (CAMs). In order to answer a series of questions about what is being modeled and what claims about the models are warranted, a descriptive epistemological method is employed that uses historical techniques to develop detailed accounts which, in turn, help to reveal (...) forms of reasoning that are explicit, or more often implicit, in the practice of a particular field of scientific study. It is suggested that a more valid characterization of the reasoning structure at work here is a form of case-based reasoning. This conceptualization of the role of model organisms can guide our understanding and assessment of these research programs, their knowledge claims and progress, and their limitations, as well as how we educate the public about this type of biomedical research. (shrink)

The bioethical principle of autonomy is problematic regarding the future of the embryo who lacks the ability to self-advocate but will develop this defining human capacity in time. Recent experiments explore the use of clustered regularly interspaced short palindromic repeats /Cas9 for germline engineering in the embryo, which alters future generations. The embryo’s inability to express an autonomous decision is an obvious bioethical challenge of germline engineering. The philosopher Joel Feinberg acknowledged that autonomy is developing in children. He advocated that (...) to reserve this future autonomy, parents should be guided to make ethical decisions that provide children with open futures. Here, Feinberg’s 1980 open future theory is extended to the human embryo in the context of CRISPR germline engineering. Although the embryo does not possess the autonomous decision-making capacity at the time of germline engineering, the parental decision to permanently change the unique genetic fabric of the embryo and subsequent generations disregards future autonomy. Therefore, germline engineering in many instances is objectionable considering Feinberg’s open future theory. (shrink)

How should knowledge be analyzed? Compositionally, as having constituents like belief and justification, or as an atomic concept? In making arguments for or against these perspectives, epistemologists have begun to use experimental evidence from developmental psychology and developmental linguistics. If we were to conclude that knowledge were developmentally prior to belief, then we might have a good basis to claim that belief is not a constituent of knowledge. In this review, I present a broad range of developmental evidence from the (...) past decade and discuss some of the implications it has for the proper analysis of knowledge. The orthodox perspective from the developmental literature was one where children fail to understand belief and knowledge concepts until later in childhood, with typical asymmetries in belief attribution and knowledge attribution. But what emerges from both a discussion of newer findings and a contextualization of older findings is a picture of development whereby core competence with belief and knowledge concepts emerges much earlier than previously thought that apparent failures in later childhood may be explained by other aspects of development than conceptual development and that there is no clear evidence that knowledge attributions emerge earlier than belief attributions. (shrink)

Explaining Mental Illness est un manuel de sociologie sur la santé mentale dont l’ambition est explicitée dès l’introduction: il s’agit d’articuler les recherches sur la santé mentale avec la sociologie générale. Le livre est coécrit par Baptiste Brossard et Amy Chandler, tous les deux spécialistes de l’automutilation et du suicide, ainsi que chercheurs à l’université de York (Royaume-Uni). L’originalité de l’ouvrage se reflète dans son titre, il s’agit d’expliquer (explaining) la santé menta...

��We describe a comprehensive framework for text un- derstanding, based on the representation of context. It is designed to serve as a representation of semantics for the full range of in- terpretive and inferential needs of general natural language pro- cessing. Its most distinctive feature is its uniform representation of the various simple and independent linguistic sources that play a role in determining meaning: lexical associations, syntactic re- strictions, case-role expectations, and most importantly, contextual effects. Compositional syntactic structure from a (...) shallow parsing is represented in a neural net-based associative memory, where it then interacts through a Bayesian network with semantic associa- tions and the context or “gist” of the passage carried forward from preceding sentences. Experiments with more than 2000 sentences in different languages are included. (shrink)

"A rich historical pastiche of 17th- and 18th-century philosophy, science, and religion."—G. Y. Craig, New Scientist "This book, by a distinguished Italian historian of philosophy, is a worthy successor to the author's important works on Francis Bacon and on technology and the arts. First published in Italian (in 1979), it now makes available to English readers some subtly wrought arguments about the ways in which geology and anthropology challenged biblical chronology and forced changes in the philosophy of history in the (...) early modern era.... [Rossi] shows that the search for new answers about human origins spanned many disciplines and involved many fascinating intellects—Bacon, Bayle, Buffon, Burnet, Descartes, Hobbes, Holbach, Hooke, Hume, Hutton, Leibniz, de Maillet, Newton, Pufendorf, Spinoza, Toland, and, most especially, Vico, whose works are impressively and freshly reevaluated here."—Nina Gelbart, American Scientist. (shrink)

In this paper I have not, of course, presented all the embryological data that can be collected from the Talmudic and Midrashic literature. More details can be found in Julius Preuss' classical work on biblical and talmudic medicine, now available in Fred Rosner's English translation and in a French M.D. thesis by Martine Michel.75 I also did not present any data on teratology, and did not deal with the very rich Jewish mystical lore, the Cabbala. But a few comments are (...) in order here about the material on embryology.There are very few original ideas in the Talmudic corpus on embryology, but it is obvious that the Sages were well aware of the Greek and Roman theories on embryology.The fact that the Talmud is a compilation that was built up slowly, during several centuries, explains why the information recorded in it cannot be ascribed solely to one school of thought or one clear-cut influence.When a definite problem was difficult to solve because there were many different theories about it, the Sages based their opinion on a famous experiment that seemed to offer guarantees of validity. This was the case with the controversial problem of the formation of the embryo and its sexual differentiation, where the Sages made use of an experiment allegedly initiated by Cleopatra.The Sages were ready to discuss scientific problems with non-Jewish scholars and even to accept their arguments. This was the case with the important topic of the time of the entry of the soul into the embryo. But the legal conclusions drawn from the Sages' opinion were not consistent with those declared by Churth Fathers such as Tertullian. Embryotomy, for instance, was permitted by Jewish law.Wide interest, scholarly discussions, suggestive descriptions and readiness to inquire and to obtain detailed information characterized the Talmudic discussions of embryology.In conclusion, I quote a Talmudic text that reviews the whole process of embryological development through the sequence of prayers of a faithful Jew who learns that his wife is expecting a baby.The first three days, [he should pray to the Lord] that the seed should not putrefy.From the third to the fortieth day: that the child should be a male.From the fortieth day to the third month: that there should not occur any superfetation, which could lead the first embryo to be a fetus compressus.From the third to the sixth month: that an abortion should not occur.From the sixth to the ninth month: that the birth should be without problems.76. (shrink)

Resenha da obra Nietzsche e o Paradoxo, de Rogério Miranda de Almeida. Destinada aos interessados no pensamento de Nietzsche, especialmente os mais rigorosos, a obra analisa os escritos do filósofo a partir do original e o faz com rigor e precisão. Com linguagem sofisticada, o texto de Almeida revela profundo conhecimento da obra de Nietzsche, decifrando a presença do paradoxo em sua filosofia.

The notion of semantic descent made familiar by Quine is extended to a movement from the first-floor level of language use to the level of objects that language typically describes; descent here is to a basement level. The idea of such a descent is combined with the idea of qualification to produce what is called the ‘Semantic Descent’ account of metaphor. According to this account, metaphor first requires semantic descent to a level of non-linguistic objects, and these objects then fulfill (...) the predicative function described as qualification. The account is presented in a relatively minimalist way, to show how it copes with the features of metaphor discussed in Chapter 1, as well as provide a clear view of the obvious objections that might be raised against it. The latter centrally includes the fear that the use of objects as qualifiers might be too indeterminate. This is countered with a discussion of a notion called ‘attunement’. (shrink)

Excerpt from Spinoza and Time The Arthur Davis Memorial Lecture was founded in 1917, under the auspices of the Jewish Historical Society of England, by his collaborators in the translation of "The Service of the Synagogue," with the object of fostering Hebraic thought and learning in honour of an unworldly scholar. The Lecture is to be given annually in the anniversary week of his death, and the lectureship is to be open to men or women of any race or creed, (...) who are to have absolute liberty in the treatment of their subject. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)