The increasing use of digital image recording devices, whether they are digital cameras or mobile phone cameras, has democratised clinical photography in the UK. However, when non-professional clinical photographers take photographs of patients the issues of consent and confidentiality are either ignored or given scant attention.Whatever the status of the clinician, the taking of clinical photographs must be practised within the context of a professional etiquette. Best practice recognises the need for informed consent and the constraints associated with confidentiality. Against (...) the background of the poverty of the current discourse of these issues, as presented during the Valentine GMC Fitness to Practice1 hearing, the paper considers the need for orthopraxy in the use of clinical photography. (shrink)

The fundamental question in the Marxist theory of revolution is that of the socioeconomic and class content of a revolution. Under today's conditions this question takes on primary significance and is central to the ideological struggle. Compelled to recognize the role of revolution in the development of society, bourgeois sociologists strive, however, to give the concept of revolution a new content, eliminating its class essence. Inasmuch as the revolution in science and technology now in progress is significantly changing the face (...) of the contemporary world, it is characteristic of leading Western sociologists that they seek to present the changes resulting from the technological revolution as a qualitative change in the existing system, a "transformation" of capitalism. "It is a fact," writes the prominent American sociologist and economist Adolph Berle, "that during and after the First World War the entire world was steeped in revolution, and that its base was substantially more technological than social." Technological and not social changes in society are thus proclaimed to be the most important problem of our time. (shrink)

Drawing on Pennock’s theory of scientific virtues, we are developing an alternative curriculum for training scientists in the responsible conduct of research that emphasizes internal values rather than externally imposed rules. This approach focuses on the virtuous characteristics of scientists that lead to responsible and exemplary behavior. We have been pilot-testing one element of such a virtue-based approach to RCR training by conducting dialogue sessions, modeled upon the approach developed by Toolbox Dialogue Initiative, that focus on a specific virtue, e.g., (...) curiosity and objectivity. During these structured discussions, small groups of scientists explore the roles they think the focus virtue plays and should play in the practice of science. Preliminary results have shown that participants strongly prefer this virtue-based model over traditional methods of RCR training. While we cannot yet definitively say that participation in these RCR sessions contributes to responsible conduct, these pilot results are encouraging and warrant continued development of this virtue-based approach to RCR training. (shrink)

This article takes the failure to grasp fully the paradigmatic case of European security after the Cold War as an example of how International Relations (IR) would benefit from reformulating not only its empirical research questions but also several of its central conceptual building blocks with the aid of Bourdieusian sociology. The separation between theory and practice and the overemphasis on military power and state actors blind IR from seeing the power struggles that reshaped European security. Instead, a Bourdieusian reformulation (...) adds new types of agency, focuses on the social production of forms of power, and stresses the processual rather than the substantive character of social reality. (shrink)

This is a descriptive study which examined the attitudes and perceptions of 273 business students at eight universities across the U.S. towards ethics education. The results indicate that students perceive that the level of discussion of ethics and ethical issues ranges from less than adequate in some marketing courses to adequate in others. Sales/sales management courses received the highest ratings for coverage of ethical issues, while transportation/logistics courses scored the lowest.The study also finds that students believe, quite strongly, that the (...) discussion of ethics and ethical issues is worthwhile and important. Many feel a course in business/marketing ethics should be required and more indicate that they would take such a course, if offered, even if it was not required. (shrink)

Cet ouvrage est une réédition numérique d’un livre paru au XXe siècle, désormais indisponible dans son format d’origine.

This edited collection provides insight into understanding architecture and urban design as technology. In order to understand how and why we live in built environments, we are in need of a conceptual framework that takes into account what role architecture as technology plays in our being and becoming in the world.

jild-i 1. Chand maqālah darbārah-ʼi maqāmāt-i [i.e. maqālāt] ʻilmī, va mujāhadāt-i farhangī, va khadamāt-i Islāmī-i ū-- -- jild-i 2. Chand maqālah az Prūfisūr ʻAbd al-Javād Falāṭūrī Iṣfahānī.

Farm to school is a popular approach to food systems education in K-12 schools across the United States. FTS programs are highly heterogeneous, but generally include serving locally grown fruits and vegetables in school nutrition programs, planting and maintaining school gardens, and engaging students in garden and food-based learning across the school curriculum. While FTS has been promoted as a “win–win–win” for children, farmers, and communities, it has also been critiqued for reinscribing neoliberal trends that exacerbate social inequalities. Through a (...) year-long, ethnographic study of FTS within one public middle school in the Southeast US, this paper contributes to these debates. Drawing upon theoretical frameworks of materiality and affective labor, we investigate how engagement with FTS activities can transform the social practice of everyday life in school for students, staff, and teachers. We find that FTS can reframe success in collaborative terms, engage the school around collective responsibility, and foster relationships across socioeconomic and racial difference. Although there is continued need to expand policies to ensure equitable funding for FTS, our research demonstrates that the hands-on work and collective subjectivities produced through FTS can mitigate the harms of neoliberalism and be a force for positive social change within a school. (shrink)

James I. The Political Works of James I. Reprinted from the Edition of 1616. With an Introduction by Charles Howard McIlwain. Cambridge: Harvard University Press, 1918. cxi, 354 pp. Reprinted 2002 by The Lawbook Exchange, Ltd.