Machine generated contents note: Preface; Introduction; Part I. Global Health, Definitions and Descriptions: 1. What is global health? Solly Benatar and Ross Upshur; 2. The state of global health in a radically unequal world: patterns and prospects Ron Labonte and Ted Schrecker; 3. Addressing the societal determinants of health: the key global health ethics imperative of our times Anne-Emmanuelle Birn; 4. Gender and global health: inequality and differences Lesley Doyal and Sarah Payne; 5. Heath systems and health Martin McKee; (...) Part II. Global Health Ethics, Responsibilities and Justice: Some Central Issues: 6. Is there a need for global health ethics? For and against David Hunter and Angus Dawson; 7. Justice, infectious disease and globalisation Michael Selgelid; 8. International health inequalities and global justice: toward a middle ground Norman Daniels; 9. The human right to health Jonathan Wolff; 10. Responsibility for global health? Allen Buchanan and Matt DeCamp; 11. Global health ethics: the rationale for mutual caring Solly Benatar, Abdallah Daar and Peter Singer; Part III. Analyzing Some Reasons for Poor Health: 12. Trade and health: the ethics of global rights, regulation and redistribution Meri Koivusalo; 13. Debt, structural adjustment and health Jeff Rudin and David Sanders; 14. The international arms trade and global health Salahaddin Mahmudi-Azer; 15. Allocating resources in humanitarian medicine Samia Hurst, Nathalie Mezger and Alex Mauron; 16. International aid and global health Anthony Zwi; 17. Climate change and health: risks and inequities Sharon Friel, Colin Butler and Anthony McMichael; 18. Animals, the environment and global health David Benatar; 19. The global crisis and global health Stephen Gill and Isabella Bakker; Part IV. Shaping the Future: 20. Health impact fund: how to make new medicines accessible to all Thomas Pogge; 21. Biotechnology and global health Hassan Masun, Justin Chakma and Abdallah Daar; 22. Food security and global health Lynn McIntyre and Krista Rondeau; 23. International taxation Gillian Brock; 24. Global health research: changing the agenda Tikki Pang; 25. Justice and research in developing countries Alex John London; 26. Values in global health governance Kearsley Stewart, Gerald T. Keusch and Arthur Kleinman; 27. Poverty, distance and two dimensions of ethics Jonathan Glover; 28. Teaching global health ethics James Dwyer; 29. Towards a new common sense: the need for new paradigms of global health Isabella Bakker and Stephen Gill; Index. (shrink)

Dynamic Consent is both a model and a specific web-based tool that enables clear, granular communication and recording of participant consent choices over time. The DC model enables individuals to know and to decide how personal research information is being used and provides a way in which to exercise legal rights provided in privacy and data protection law. The DC tool is flexible and responsive, enabling legal and ethical requirements in research data sharing to be met and for online health (...) information to be maintained. DC has been used in rare diseases and genomics, to enable people to control and express their preferences regarding their own data. However, DC has never been explored in relationship to historical collections of bioscientific and genetic heritage or to contexts involving Aboriginal and Torres Strait Islander people.In response to the growing interest by First Peoples throughout Australia in genetic and genomic research, and the increasing number of invitations from researchers to participate in community health and wellbeing projects, this article examines the legal and ethical attributes and challenges of DC in these contexts. It also explores opportunities for including First Peoples' cultural perspectives, governance, and leadership as a method for defining DC on cultural terms that engage best practice research and data analysis as well as respect for meaningful and longitudinal individual and family participation. (shrink)

How much responsibility ought a professional engineer to have with regard to supporting basic principles of sustainable development? While within the United States, professional engineering societies, as reflected in their codes of ethics, differ in their responses to this question, none of these professional societies has yet to put the engineer’s responsibility toward sustainability on a par with commitments to public safety, health, and welfare. In this paper, we aim to suggest that sustainability should be included in the paramountcy clause (...) because it is a necessary condition to ensure the safety, health, and welfare of the public. Part of our justification rests on the fact that to engineer sustainably means among many things to consider social justice, understood as the fair and equitable distribution of social goods, as a design constraint similar to technical, economic, and environmental constraints. This element of social justice is not explicit in the current paramountcy clause. Our argument rests on demonstrating that social justice in terms of both inter- and intra-generational equity is an important dimension of sustainability (and engineering). We also propose that embracing sustainability in the codes while recognizing the role that social justice plays may elevate the status of the engineer as public intellectual and agent of social good. This shift will then need to be incorporated in how we teach undergraduate engineering students about engineering ethics. (shrink)

The objective in this article is to apply a Daoist model of an ethic derived from the Laozi on writings of the Huang Lao tradition to offer a unique Daoist cosmically derived ethic in its own terms. Having our point of departure in the Laozi we refer to its paradoxical language as a living riddle that is inherent to the tradition, and as such it suggests a “model of modeling.” We find this model in Laozi 25, according to which self-so (...) (ziran自然) serves as foundation for an ethic that is neither dichotomizing nor rests on human moral conventions, rather as a guiding philosophy of living. On this basis we explore the question of an ethic in the Huang Lao tradition. (shrink)

Humanitarian interventions defined as “peace-keeping” missions are becoming an increasingly common occurrence. This paper will consider the relationship between the idea of human rights and the concept of legitimate intervention into the affairs of sovereign nations. I will argue that implicit within the concept of human rights are standards of political legitimacy which render all claims to sovereignty “conditional” upon adherence to these standards. After analyzing how both critics and supporters have viewed human rights interventions, I will consider how the (...) “war on terrorism” may contribute to a further extension of the concept of legitimate intervention. I will conclude with reflections on the implications of these interventions for cosmopolitan democracy and the conditions under which it can be realized. (shrink)

The main goal of our paper ‘The Critical Dialogue method of Ethics Consultation’ was to make a particular method of clinical ethics facilitation visible and therefore accessible to others. We believe that our method is a good one, but the idea behind exposing and explaining a method of ‘doing’ clinical ethics was not to claim that our model was the ideal model for clinical ethics facilitation or the most effective in achieving ethical resolution. Instead, we wanted to enable readers to (...) ‘see’ a set of specific goals of ethics facilitation and to ‘see’ the facilitation steps used to achieve them. By uncovering and demystifying the ethics facilitation processes and goals, our objective was to advance the scholarship of clinical ethics work. To advance scholarship in fields of education and research, the work or practice must be public, available for peer review and critique according to accepted standards and able to be reproduced and built on by other scholars.1 The five responses to the ‘Critical Dialogue’ (CD) method paper suggest that we have achieved our objective of advancing scholarship in clinical ethics work. In the responses, we see ethicists engaging with our method, reflecting on their own methods and goals, and thinking critically about the nature of clinical ethics work and how to do it well. In this brief response, we discuss three key issues raised in the responses to the ‘critical dialogue’ paper and then identify how they could be used to further refine and broaden specific steps of our method (table 1). View this table: Table 1 Refinements to the critical dialogue method of ethics facilitation Both Knox et al 2 and Boretti3 discuss some challenges of having consensus as a key goal of the CD method of clinical ethics consultation. Boretti explains that reliance on consensus building may not address …. (shrink)

The Companion to Montesquieu provides a first port-of-call for readers new to the study of Montesquieu, even as it makes major contributions to the specialist literature. The volume will attract scholars of multiple disciplines and readers interested in concepts like liberty, cosmopolitanism, sovereignty, and slavery treated in the thematic chapters.

In response to the changing global climate and the growing recognition of the professional associations in the teacher education community, universities around the country are beginning to recognize the need to add a global dimension to their education programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international and intercultural field experiences where candidates are immersed in another culture. Intercultural Student Teaching demonstrates examples of such successful programs.

By ruling out questions of impairment from the social critique of disability, Disability Studies analyses establish a limit point in the field. Of course the setting of “limits” enables possibilities in multiple directions as well as fortifies boundaries of refusal. For instance, impairment becomes in DS simultaneously a productive refusal to interpret disabled bodies as inferior to non-disabled bodies and a bar to thinking through more active engagements with disability as materiality. Disability materiality such as conditions produced by ecological toxicities (...) serve as active switch-points for creative corporeal navigations of the interaction between bodies and environments.In fact in this paper we want to propose a more “lively” definition of disability materiality to existing definitions of impairment as limiting expressions of non-normative bodies. We have no useful ways of explaining disability as adaptation and it’s time we begin the process of theorizing more active ideas of materiality that extend existing ideas of disability beyond simplistic conceptions of socially rejected biologies made available by social constructivist thought. (shrink)

Studies about women’s underrepresentation in the U.S. science, technology, engineering, and mathematics academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive “barriers” to equity in the context of their own work lives? What might the repercussions associated with variation (...) in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation’s ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM. (shrink)

Melatonin, the neuro‐hormone synthesized during the night, has recently seen an unexpected extension of its functional implications toward type 2 diabetes development, visual functions, sleep disturbances, and depression. Transgenic mouse models were instrumental for the establishment of the link between melatonin and these major human diseases. Most of the actions of melatonin are mediated by two types of G protein‐coupled receptors, named MT1 and MT2, which are expressed in many different organs and tissues. Understanding the pharmacology and function of mouse (...) MT1 and MT2 receptors, including MT1/MT2 heteromers, will be of crucial importance to evaluate the relevance of these mouse models for future therapeutic developments. This review will critically discuss these aspects, and give some perspectives including the generation of new mouse models. (shrink)

Can literature provide moral insight? Or can literary works do nothing more than reflect the moral views that readers bring to them? We argue that literary works can provide genuine moral insight by discussing one that does. Michael Ondaatje's The English Patient challenges two key assumptions about moral evil: that evil necessarily involves active malevolence, and that evil and aesthetic beauty are mutually exclusive. These assumptions play foundational roles both in everyday moral thinking, and in the interpretive practices of many (...) critics and readers. Thus, The English Patient provides genuine insights that are both aesthetic and moral. (shrink)

The author discusses the physical, social and psychological dimensions of personhood as they are affected by disfigurement. She draws on two case studies to discuss varying reactions to disfigurement and explores ways the physician can respond to requests for surgical correction of deformity.

A cosmopolitan education must help us identify with those who are unlike us. In Martha Nussbaum’s words, students must learn “enough to recognize common aims, aspirations, and values, and enough about these common ends to see how variously they are instantiated in the many cultures and their histories.” It is commonly thought that reading serious literature will play a significant role in this process. However, this claim is challenged by theorists we call sentimentalists, who claim that the goals of cosmopolitan (...) education are better served by less sophisticated, overtly sentimental texts which take a certain moral framework as given and encourage straightforward emotional responses within the guidelines of that framework. This paper critiques the sentimentalists’ position, arguing that their conception of a ‘sentimental education’ is inadequate to prepare students for the increasingly diverse, complex, cosmopolitan world their fate it is to inhabit. (shrink)

I argue that, if naturalistic dualism about consciousness is true, there are many conscious beings in the immediate vicinity of each of us. I give two arguments for this conclusion: an argument from analogy and an argument from inference to the best explanation. Both adapt traditional arguments for the existence of other minds. Together, they pose a novel challenge to naturalistic dualism. They also undermine a recent family of arguments for dualism in general and for substance dualism in particular.

I argue that some perceptual experiences are vague. To do so, I identify a characteristic feature of vagueness and show that some perceptual experiences have this feature. These include blurry experiences, experiences of color under low lighting, and experiences of number, as in the case of the speckled hen. The conclusion that these experiences are vague has two noteworthy consequences. First, it presses us to see whether and how existing theories of vagueness can be extended to perceptual experience. Second, it (...) sheds light on several puzzles in the philosophy of perception. (shrink)

A simple propositional operator is introduced which generalizes pairwise equivalence and occurs widely in mathematics. Attention is focused on a replacement theorem for this notion of generalized equivalence and its use in producing further generalized equivalences.

Whenever justification of classroom punishment has been attempted it has usually been on grounds that punishment acts either appropriately pedagogically, teaching students how to behave morally, or is a necessary evil that enables the practical running of the school so that it may carry out its educational business. By itself the first justification leaves punishment in schools as only an extension of wider social attitudes about the virtue of punishing perceived moral wrongdoing, rather than providing any distinct argument for punishment (...) specific to the special circumstances of the school. By highlighting an entanglement between the moral and the conventional, and between discipline and punishment, within the context of the school, I shall argue that the essentially contested nature of education and its purpose, and the related question of the school’s suitability as a venue for it, means that the school’s most promising defence of its use of punishment—that punishment of students might somehow be necessary for enabling the important educative business of the school—becomes undone. Schooling and education are not necessarily synonymous, and as schools provide only one vision of education—and this vision is contestable—then upholding the business of any one school in order for it to achieve its particular unsettled and disputed purpose is not a morally sufficient reason to coerce a student’s compliance through regimes of ‘harm intended as harm’. (shrink)

In his paper “Has Austin Refuted the Sense-Datum Theory?” A. J. Ayer contends that the argument from illusion calls attention to perspectival distortion, perceptual misidentification and elusive perceptual belief only in order to establish the possibility of perceptual error. Pointing to our occasional perceptual failures reminds us that perceptual error is always logically possible—that any particular perceptual belief to the effect that one is perceiving a physical surface could be mistaken. This in turn is thought by Ayer to show that (...) the ordinary belief that we perceive physical surfaces requires qualification—along lines urged by sense-datum philosophers—to the effect that even in those situations properly described for non-philosophical purposes as perceptions of physical surfaces it cannot be physical surfaces that are literally present to one's senses. Ayer believes that this can be established, for any given case, by the possibility of perceptual error alone. (shrink)

This paper discusses Socrates’ conversation with Cephalus in Book I of Plato’s “Republic”, arguing that the passage expresses Plato’s view that the activity of reminisce in old age can be a source of moral insight. To motivate this thesis, the author devotes a class session to explaining the theory of “life review”, which consists of an aging person’s final, retrospective articulation of the important components of their life. Finally, the paper points to three pedagogical implications for teaching the meaning of (...) Socrates’ conversation with Cephalus and several suggestions on how to help students develop their ideas about the Cephalus passage. (shrink)

A conventional experiment is proposed to resolve the realist/idealist debate by challenging the premise that double blinding and an attitude of objectivity in general deter the corroborative influence which preconceptions exert on perception. The possibility that objectivity enhances corroboration would not contradict empirical findings, and would account for the success of science.

John Calvin's teaching that Christians should pray “for all people who dwell on earth” is based on his interpretation of 1 Tim 2:1–2 and related to the Lords Prayer. It is also illustrated clearly in his daily practice of leading public worship.

According to Aristotle, the household was one of the constituent parts of the state. He defined the household in its complete form as consisting of slaves and freemen. Within the household he discerned three primary relationships: those between master and slave, husband and wife, and father and child.

As the percentage of U.S. citizenry over 65 years of age rises, people of old age will become increasingly present both in and out of the classroom. This paper recommends several methods for incorporating philosophical reflection about old age into several philosophy courses and various leading questions to help thematize how old age figures into philosophical texts. For an epistemology course, the author explores the question of epistemological authority (whether living a full human lifespan really imbues one with greater perspective (...) or insight into matters of importance) and epistemological conflict (by what common criteria can one evaluate one’s earlier and later judgments on something when they conflict?). For an ethics course, the author explores one factual question (viz., Do healthy, aging people gradually lose interest in the goals they held when younger and do they acquire different, contemplative priorities?) and one normative question (viz., Ought the elderly to turn towards contemplation?) and relates both questions to the broader philosophical themes of human nature, the nature of activity or action, and what it means to live well. The author relates these questions to a number of philosophical texts and figures, including Hindu classics, Plato, Cicero, and Montaigne. (shrink)

Many countries are experimenting with planned (or quasi-) markets to discover if they can efficiently deliver health care in keeping with societal objectives. This paper examines the information requirements of this approach. Information is necessary in order to compare the performance of providers, to support billing, and to monitor access to care. It should be accurate, unambiguous, and resistant to manipulation. We draw on a project to find out how information on hospitalisation could be used in contracting in the British (...) National Health Service. We conclude that the existing British system fails to provide robust measures of how many patients are treated, for what conditions, and with what treatments. We identify some promising remedies, others that are more difficult, and some which may be impossible to implement in any planned market, given the uncertainty of clinical practice. (shrink)