Uwagi do komentarza prof. Michała Kokowskiego o badaniach życiorysu Jana Czochralskiego

Editors’ Note James M. DuBois and Ana S. Iltis We are pleased to present the second issue of Narrative Inquiry in Bioethics (NIB). This issue includes a narrative symposium on conflicting interests in medicine, a case study that offers an interesting twist on a familiar theme, and an original research article on the decision making of surrogates regarding participation in medical research studies. In this issue, we see once again how important it is that people are willing to share their stories. It is in sharing their stories through personal narratives, with researchers, and with ethics consultants and ethics committees that we come to better understand important issues and experiences in bioethics. Already some interesting patterns are emerging within the novel forum of the “narrative symposium.” With this issue, we publish our second set of commentary articles. Across the four commentary articles published to-date, we recognize at least three different ways of engaging the personal narratives: Some authors extensively quote the narratives while citing the authors by name; others refer to the authors and paraphrase their main points without quotes; others quote the narratives without citing authors by name. Each of these styles may have its place. Citing narrative authors by name may serve to communicate respect; omitting names may make comments, especially critical comments, less personal; paraphrasing may be a reasonable way of capturing perspectives expressed by multiple authors or of leaving things impersonal. As editors, we do not wish to prescribe one fixed way of engaging narratives. We simply ask commentators to engage them, draw out lessons, and relate these lessons to current ethics or policy debates found in the literature. Although we still wish to focus our publication efforts on narrative symposia, case studies, and research articles, we have added to our online guidelines for authors a new focus for articles: Narrative Education Reports. Increasingly programs that offer narrative education (e.g., to physicians in training) seek to share their educational experiences or to publish the qualitative outcomes of their programs. This seems to fit well with our overall mission. Accordingly, we will begin publishing occasional reports on the integration of narrative writing, journaling, or literature into the education of health professionals. Articles may be written as case studies describing and evaluating educational programs or as outcomes research studies using qualitative or mixed methods. Acknowledgment We wish to thank all of our story, commentary, and article contributors; our peer reviewers; Jocelyn Streid for proofreading; and the BF Charitable Foundation for a gift that enabled the publication of our first volume. Special thanks go to our managing editor, Susan DuBois, for her dedicated service in getting our first two issues to press. Starting a new journal has many hidden tasks, which have manifested themselves time and again over the past months. [End Page v] Copyright © 2011 The Johns Hopkins University Press

The reply of Hermida et al. (2020) to our critical comments on the MAPEC and HYGIA Lemmer and Middeke (2020) studies in this Journal is insufficient and incomplete. Hermida does not address our first and main point on the baseline blood pressure values of 131/77 mmHg over 48 hours comprising 57.4% of the treated hypertensives (according to Table 1 in HYGIA) and consequently 42.6% of the untretated hypertensives! We criticized that in the HYGIA study; both normal and treated patients were included in one group not separated by statistics and without information on the baseline blood pressure values in each subgroup. This basic failure is our key issue of criticism and the basis of unreliability concerning the whole publication. This issue was not picked up in the recent comment of Hermida et al. (2020). They just concentrated on minor points in order to reject our severe criticism.

The function of video games for effective learning has long been under heated discussions and studies. James Paul Gee is one of the best well-known experts in the field of video games, and he studied video games from a new and comprehensive perspective. He believes that the theory of learning in good video games is relevant to the theories of learning in cognitive science. His book, What Video Games Have to Teach Us about Learning and Literacy, presents 36 learning principles in video games, and discusses how video games enhance learning. This paper is a summary of the main view points of his book, and makes the conclusion that video games can enhance learning based on the theory of learning and basic needs of human beings. Some critical comments on Gee’s opinions are made.

At first sight, Mills & Boon romances may seem to bear little or no relation to environmentalism; however, critical comments about the negative impact of sun, sea and sand tourism are not uncommon in the pages of these novels. The tourism boom of the 1960s and 1970s led to increasing concern about its effects on the environment. Using a historical approach, I focus on several romance novels set in southern Europe, the area attracting the highest rate of visitors at that time and visibly suffering the consequences of unbridled construction. Some of the tools of econarratology and cognitive ecocriticism serve to provide further insights into the novels.

AntipodeVolume 18, Issue 2 p. 155-185 SOCIALISM, DEMOCRACY AND THE TERRITORIAL IMPERATIVE: ELEMENTS FOR A COMPARISON OF THE CUBAN AND NICARAGUAN EXPERIENCES* DAVID SLATER, Interuniversity Centre for Latin American Research and Documentation, 1016 EK Amsterdam.Search for more papers by this author DAVID SLATER, Interuniversity Centre for Latin American Research and Documentation, 1016 EK Amsterdam.Search for more papers by this author First published: September 1986 https://doi.org/10.1111/j.1467-8330.1986.tb00361.xCitations: 12 * This paper was originally prepared for the ISA/CUSUP Conference on: ‘The Urban and Regional Impact of the New International Division of Labour’, held at the Centre of Urban Studies and Urban Planning, University of Hong Kong, August 14–21, 1985. In revising the paper I have benefitted from the constructive criticisms and suggestions given by José-Luis Coraggio, Valpy Fitzgerald, William Goldsmith and Eric Sheppard. In addition I would like to thank the participants at seminars in Hong Kong, Managua and Rio de Janeiro. Through their critical comments I have been better able to clarify some of the main points of the paper. Whatever ambiguities and/or omissions that remain are my sole responsibility, as well as, of course, the views expressed. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume18, Issue2September 1986Pages 155-185 RelatedInformation

Critical comments on dynamic causal modelling

Introduction. Starting from R. Merton’s pioneer works, social studies of science have been a major part of Western intellectual and scientific life. The total number of periodicals on the subject, that is over 20, illustrates the point best. Meanwhile Russian social studies of science are far less intensive. Moreover Western studies of social constructivist type still haven’t received sufficient coverage in Russian scientific literature. Our article is an attempt to somewhat reverse the situation. The aim of the article is to analyze social constructivism evolution in the English speaking countries starting from Berger and Luckmann’s seminal work “The Social Construction of Reality” in 1966; to classify social constructivist versions of science together with their most prominent traits. Methods. When considering the problem, the author uses Y. Hacking’s schematic definition of social construction, P. Kitcher’s scheme of “socio-historical cluster” and M. Baghramian’s “objectivist conception of science”. Scientific novelty of the research. The analysis provides reasons for social constructivism popularity during the “science wars”; specifies social ontology and epistemic status of scientific knowledge in moderate versions of social constructivism; specifies some discourse peculiarities of radical versions of social constructivism (the consequence of somewhat unusual reception of continental tradition) and its view of the science. Results. The basic results are: a) certain convergence of ontological positions in analytic and moderate versions of social constructivist type, b) controversial issues of social (historical) approach to scientific explanation and c) controversial issues of postmodern rhetoric in radical versions. Conclusions. Social studies of science play an important role in science and society, the critical comments towards social constructivist versions notwithstanding.

This chapter distills and synthesizes the main points made by the contributors in setting out a research agenda for emotional intelligence, balancing critical comments with an assessment of the prospects for genuine progress in building a science of emotional competence in the future. It identifies areas in which there is an emerging consensus on answers to these questions and highlights the main points of dissension, as well as key empirical studies necessary to resolve disagreements and further scientific understanding. The chapter summarizes key points on the conceptualization, assessment, and applications of emotional intelligence.

I wish to thank Barbara Bender, Aron Gurevich and Ton Lemaire for reviewing my contribution and for making critical comments on the ideas put forward in it. I should like to take this opportunity to comment briefly on the main points in their reviews.

Bell & Howell Information and Learning: Foreign text omitted. ... Very few twentieth-century Bible scholars believed in the historicity of the book of Esther, but they certainly expended a lot of effort justifying their position. Lewis Bayles Paton, in 1908, wrote fourteen pages outlining the arguments for and against historicity and concluded that the book is not historical. In 1971 Carey A. Moore devoted eleven pages to the issue and arrived at the same conclusion. In more recent commentaries, those of Michael V Fox in 1991 and Jon D. Levenson in 1997, we find nine and five pages respectively, with both authors agreeing that the book is fictional.1 You might notice that the number of pages is going down, probably because all the main points were laid out by Paton, and if you are going to rehash an argument you should do it in fewer pages than the original. But why does every commentator, myself included,2 rehash the argument? The question of historicity seems to have loomed larger for Esther than for most other books in the Hebrew Bible, at least until the last decade or so, when the historicity of all parts of the Bible was put in doubt. During the greater part of the last century, scholars assumed the basic historicity of most of the Bible, although problems in its historical and chronological information were duly noted and debated. Exceptions were stories that could be defined as myth, epic, and legend. These genres were well known from the ancient Near East, so their presence in the Bible was not cause for concern. Short fiction, however, a late phenomenon in the Hebrew Bible, seems to have generated more apologetics than myth or legend. On what grounds is a story to be judged fictional? Because it is easier to accept a patently unrealistic story, fictionality was sometimes determined by whether or not the events of the story could have happened or by whether the story seemed realistic. But to judge a story's historicity by its degree of realism is to mistake verisimilitude for historicity. Verisimilitude is the literary term for the illusion of reality. Just because a story sounds real does not mean that it is. Realistic fiction is just as fictional as nonrealistic fiction. Among the leading arguments for Esther's historicity are that its setting is authentic and that its knowledge of Persian custom is detailed and accurate. But this realistic background proves nothing about the historicity of the story, as our aforementioned commentators were well aware. Why, then, did the commentators feel so defensive about denying the historicity of Esther? Perhaps from the need to convince readers whose religious convictions demand that everything in the Bible be taken as true. But there may be more to it than that. It has to do with the centrality of the discipline of history in biblical studies (and in the humanities in general) throughout a large part of the twentieth century. The historical approach saw as one of its objectives the recovery of the history of ancient Israel. A major resource in that quest was the Bible, and so it is not surprising that the Bible's historiographical writings (or what were thought to be its historiographical writings) played such a dominant role. One might even suspect that this encouraged scholars to view more and more of the biblical text as historiography-and, if at all possible, as historically accurate. More important for the present discussion, scholars retrojected their value system back to ancient Israel. That is to say, modern scholars liked to think that the ancient writers meant their work to be taken as history. The history they wrote might be selective, inaccurate, or otherwise flawed, but it was nevertheless history. That an ancient writer may not have intended for his work to be viewed as historical-by which most people mean true-does not seem to have entered the discussion until much more recently. What about the current reassessments of the Bible's historicity, especially by the scholars known as minimalists? …

This paper discusses the Value of Character Education in QS. al-Ṣāffāt / 37: 102-103. To obtain data, the researchers traced data through the library (library research) through searching books and research results related to the problem under study. The approach used in this research is the normative theological approach, psychological approach, and historical approach. The data analysis technique used is deductive namely data processing techniques by analyzing the data and information that have been obtained, but still scattered and then collected and analyzed so that the data and information are intact and can provide a true picture of the object under study. This data analysis technique is done by departing from general data and then drawing conclusions that are specific.The results found that QS. al-Ṣāffāt / 37: 102-103 commentators explain the story of the Prophet Abraham who was willing to slaughter his son named Ishmael for obedience and patience to obey God's commands through his dreams supported by obedience of the child to the commands of his parents. Character education in the verse is divided into three main points, namely: First. The method, the method used is the method of command, dialogue, and example. Second. The principle, the principle used is the principle of integration, balance, rububiyah, and open. Third. Material, material taught is patience, obedience, politeness, and sincerity. With the wisdom contained in this verse, educators, especially parents can educate their children using the methods and methods of the prophets as exemplified by the prophet Ibrahim in educating their children to be children of character.

La Revolución Islámica de 1979 tuvo éxito con las enseñanzas de la unidad y la convergencia entre los países islámicos y la unidad de las religiones islámicas. El enfoque histórico se ha utilizado en esta investigación. El objetivo principal es enfatizar su impacto en la cohesión social y política de la República Islámica del Irán sobre las funciones de las sectas. El punto principal es que al enfatizar su impacto en la cohesión social y política de la República Islámica de Irán, qué, por qué y las funciones de las sectas se están llevando a cabo. A este respecto, el Irán islámico no solo ha promovido las enseñanzas y los valores de la unidad, sino que también ha actuado para fortalecer el entorno para comprender y comprender puntos de vista convergentes.

As penned in verse by T.S. Elliot (1971), the naming of animals is a difficult matter. The process of defining species involves important biological issues and, more recently, some important conservation issues. Unfortunately, it remains a process without a clear, detailed, operational methodology, and therefore it is susceptible to bias. Our article on geopolitical species was motivated by concern that such a bias has influenced the taxonomy of an endangered sea turtle. applaud the editors of Conservation Biology for encouraging the articulation of diverse viewpoints. also thank J. M. Grady, E. D. McCoy, P. C. H. Pritchard, J. M. Quattro, and K. Shrader-Frechette for their critical evaluation and insightful comments published in the preceding commentaries. In this reply, we briefly summarize the main points of our article and then address some of the specific issues raised by each of the commentaries. Finally, we attempt to connect this forum to larger issues invoked by the haunting comment of a reviewer: We all know it is wrong to tell lies, except to confuse the enemy in wartime. If conservation is a war, what are the duties of conservationists and scientists in this war? Is it possible that biologists and conservationists can arrive at different names for the same animal based on the ethical tenets 1 or 3 (respectively) identified by Shrader-Frechette & McCoy? This dilemma goes to the heart of the black turtle controversy and reveals the often schizophrenic nature of conservation biology, which encompasses both scientific investigations and advocacy. In our article, we strove to convey the following points: (1) Conservation priorities and systematic rank are inextricably linked. This linkage is formalized in legislation such as the U.S. Endangered Species Act and in the scientific definitions of evolutionarily significant units (Bowen 1998). (2) The relationship between conservation and taxonomy must be unidirectional; conservation strategies should be influenced by taxonomy, but taxonomy cannot be influenced by conservation priorities. Nonetheless, there is a clear trend among conservationists to applaud the promotion of new species, whereas taxonomic demotion is regarded as detrimental to preservation efforts. (3) Chelonia agassizii likely is a case of conservation driving taxonomy, because no hard data are available to support species status for the black turtle. (4) In contrast to unsupported taxonomy, geopolitical management units have a legitimate role in conservation programs. Grady and Quattro provide a clear explanation of concordance principles and a strong argument for their use in taxonomy. Regardless of the underlying mechanisms of speciation (selection, drift, etc.), as isolated gene pools diverge, they accumulate diagnostic characteristics. In general, the shorter the time since separation, the fewer the number of diagnostic characters. In the period immediately following an isolation event, species may differ in no characters if extrinsically reproductively isolated, or as few as one character (perhaps gametic incompatibility) if intrinsically reproductively isolated. It is important to note, however, that some characters will not diverge. The attributes of shared ancestry are never completely washed away. Hence, character concordance as described by Grady and Quattro is a prudent approach that can provide a reliable operational method to assess species status. Under these pragmatic guidelines, species are isolated gene pools for which a preponderance of characters are concordant in demonstrating divergence. Three important questions should be addressed when character concordance is applied. First, how many characters must be examiined to accurately represent the species? The answer depends on whether the assessment is direct (i.e., a test of reproductive isolation) or indirect (i.e., morphological, ecological, or genetic differences). Assuming that the assessment is indirect (the most common circumstance), a modest number of concordant characters (relative to the huge pool of possible charac*Attributed to Aeschylus. Paper submitted May 24, 1999; revised manauscript accepted May 27, 1999.

This research aims to publicize how to deal with the other religions in the light of muslim scholars studies. The Researcher followed the inductive approach in the presentation of information concerning the definition of manhaj idiomatically and opinions of scientists to interpret the verses of the Koran and also the analytical approach was employed to study the manhaj used by scientists in dealing with other religions. The researcher came first pages in the definition of the manhaj idiomatically from within the books of various religions and the statement of the scientists in the interpretation of Quranic verses about dealing with the other non-Muslims. Besides, the researcher also mentioned and elaborated more about the most important methods used by scientists in dealing with other religions. The researcher ends the study with conclusions that can be summarized in two main points: first: the manhaj is organized plan for several intellectual or sensory processes in order to uncover the truth or proof of it, and is also the pillars of the task and the foundations on which describes the behavior of an individual, community or nation to achieve effects that aspire to each group; Second, Muslim scholars were applied numerous methods or manhaj in their study of religions, including historical descriptive approach and the methodology of analysis and comparison, the methodology of description and statement, case analytical approach, and the approach of arguing and debating.

It is often said that we find the square of opposition in the Organon of Aristotle. But an historical approach of the ancient texts leads us to question the claim. In this paper, I intend to show how from the logical definition of a contradiction, Aristotle was able to set up the main points which constitute the square of opposition. Aristotle analyzed for the first time the principle relations between the opposite propositions. But did Aristotle draw the square? Through a comparison of the two Aristotelian accounts of contradiction (in the Categories and Topics first, and then in the De Interpretatione), we observe that it is the logical definition which gives birth to the square, and not the semantic account of contradiction conceived of as one of the four meanings of ‘to be opposite’. But if Aristotle is the first to conceive of the main relations of the opposite propositions in the De Interpretatione, he is not the first to draw the square. According to extant texts, the first square was designed long before by Apuleius, the second by Ammonius and the third by Boethius. We shall examine how each diagram is introduced and what are their features. The aim of this article, beyond the search for the father of the square of opposition, is to answer to the question : what is the square of opposition good for?