Conservative Philosophy Research Articles

A Second Portfolio of Chest Radiographs for Undergraduate and Postgraduate Students

The book is a sequel to A Portfolio of Chest Radiographs , and both books attempt to fuse the clinical and radiologic approaches to chest disease. An interesting collection of roentgenographic reproductions, organized by a British thoracic surgeon and a British radiographer, is presented to illustrate a text written with sound conservative surgical philosophy. The authors stress basic diagnostic procedures such as routine chest roentgenography, bronchoscopy, and bronchography. The illustrations center on plain films of the chest supplemented with only a few bronchographs, three aortograms, and two pulmonary arteriograms. In this volume we find described and illustrated some usually unsaid truths, such as the lack of diagnostic value of many isolated routine chest roentgenograms as well as the lack of specificity of some roentgenographic signs. The ambitious undertaking of a description of the pulmonary vasculature in congenital heart disease falls flat, due to a lack of proper angiographic illustrations. A few

Conservation of Library Materials: A Manual and Bibliography on the Care, Repair and Restoration of Library Materials

The revised and expanded second edition presents philosophy of conservation; discusses conventional problems and examines new ones; and describes practices for the examination and treatment of deteriorating library materials. Volume I is a commentary on the information available. Included is bibliographical material at the end of each chapter and subject and author indices. Volume II, a bibliography, serves as a guide to the literature of library conservation and other areas of conservation closely related to it. The bibliography contains more than 4800 items subject classified in accordance with the topics covered in Volume I. Volume -- AATA

Man and His Changing Society: The Textbooks of Harold Rugg

THE ESTABLISHMENT of the Lincoln School of Teachers College at Columbia University in September 1917 was a reaction against the rigid educational practices of the time. (i) The school developed from the ideas of Charles W. Eliot and Abraham Flexner, who were deeply concerned with the conservative philosophy and lock-step methods of education practiced in the existing schools and who advocated reform of these practices. The publication of Eliot's Changes Needed in Secondary Education (2) and Flexner's A Modern School (3) had influenced the General Education Board under the leadership of Mr. and Mrs. John D. Rockefeller Jr. and Mrs. Willard Straight to recommend to Teachers College that an institution be established that would incorporate the proposed ideas. Both Eliot and Flexner were extremely interested in what was being taught in the schools, feeling that tradition rather than individual or social needs were governing what was included in the curriculum. (4) The General Education Board, in a series of meetings with representatives of Teachers College, convinced them of the value of participating in such an undertaking, and agreement was announced in May 1916. (5) The agreement specified that the proposed modern school be a laboratory for the working out of an elementary and secondary school curriculum, which shall eliminate obsolete material and endeavor to work up in usable form, materials adapted to the needs of modern living. (6) The General Education Board agreed to underwrite the annual deficit incurred by the school, and instruction began in September 1917. (7) The Lincoln School opened with a

Simple, Stable and Reliable Transistorized DC Amplifiers

A transistor dc feedback voltage amplifier using a differential input stage followed by a single common emitter stage is analyzed to obtain the gain and drift rate dependence on temperature. It is found that under typical restraints on allowable input terminal current, the open loop gain of such an amplifier is restricted to a value only somewhat greater than twenty (q/2kT) times the voltage across the collector load of the common emitter stage. The drift rate is found to depend on the common emitter stage transistor and on the signal source resistance as well as on the differential stage. A conservative design philosophy which limits each of the factors contributing to drift rate is found to be necessary if predictable, parameter independent performance is to be obtained.

THE SILICONES IN PLASTIC SURGERY.

The unique versatility of medical grade silicones as tissue substitutes has stimulated an unprecedented volume of research during the past several years. This paper is presented as a summary analysis of those silicones which have proved most useful in plastic and reconstructive surgery and as a description of their physical and chemical properties, their uses and dangers. It is essential that we pause for perspective in the face of a mounting enthusiasm for the use of silicone implants. We must survey our current knowledge objectively and arrive at a sane, conservative philosophy regarding their use. The properties for ideal synthetic soft tissue well defined by Scales1 in 1953 as follows: (1) not physically modified by soft tissue, (2) chemically inert, ^3) no inflammation or foreign body reaction, (4) noncarcinogenic, (5) produces no stage of allergy or hypersensitivity, (6) capable of resisting mechanical strains, (7) capable of fabrication in the form desired and (8) capable of sterilization. Recently the various silicones have been found to have many of these properties, and hence have been used in areas that had been limited to autograft or homograft or else had been virtually untreatable. Since the silicones are relatively new, having been in existence only for the past 20 years, there is much uncertainty and lack of knowledge in the profession relative to them.

Socio-Economic Attitudinal Correlates of Educational Viewpoint

EDUCATION, a pervasive government function, is likely to reflect liberal and conservative econom ic philosophies. Most previous investigations have assumed that liberalism-conservatism is a uni-di mensional socio-economic factor. Because Lipset (2) and others have shown that this assumption is untenable, separate scales were constructed in this study as measures of economic and social liberal ism-conservatism. Economic liberalism-conserva tism was defined with reference to disputes involv ing the distribution of wealth and power. Social lib eralism-conservatism was defined with reference to civil liberties issues. The Economic Scale is shown in Table 1 and the Social Scale is shown in Table 2. According to their responses to these two scales, respondents were characterized as conservative on both economic and social issues (CC), conservative on economic issues but liberal on social issues (CL), liberal on economic issues but conservative on so cial issues (LC) or liberal in both respects (LL). Each type of liberalism-conservatism has its own relevance for education, depending on which aspects of education are considered. Many educational is sues depend primarily on economic philosophy; oth ers depend primarily on willingness to encourage or tolerate dissent and general orientation concerning standards of morality. Accordingly, separate scales were constructed as measures of different t y p es of educational viewpoint. The sixscales, which constitute the dependent variables,were titled as follows: Equalization Scale; Moral Controver sies Scale; Methods, Standards, and Discipline Scale; Facilities Scale; Social Studies Controversies Scale ; and Breadth of Curriculum Scale. These scales are shown in Tables 3-8, respectively. All scales in the study are of the Likert-type, each hav ing six response alternatives.

History and Philosophy of Conservation

History and Philosophy of Conservation

The Revival of Democratic Theory in the United States

The modern democratic theorist is adversely criti cized on all sides. Consequently, the performance of the five main tasks of democratic theory is not easily undertaken. These tasks include, first, integration of the values, facts, and policies of a democratic society; second, clarification of the values that civilized men ought to live by; third, illumination of the way a democratic society actually conducts its business; fourth, prudent guidance in grappling with the real problems of political life; fifth, stimulation of significant normative, em pirical, and prudential research. A major hindrance in the performance of these tasks is the dread of the sin of Procrustes, the sin of stretching or mutilating political reality in order to make the world conform to a radical theory. Reaction against this dread has led some conservative thinkers to a shotgun attack on political theory which often fails to distinguish be tween radical-totalitarian and liberal-democratic theory. Care ful analysis of this attack suggests that there is room for a sane, sagacious, activistic liberal-democratic theory between a dan gerous radical theory and an unrealistic conservative philosophy.

Genetics and Political Conservatism

HE PRESENT-DAY INTEREST in political conservatism has led to considerable speculation concerning the social meanings of that political philosophy. A relatively neglected phase of this problem is the question of the relative importance to society of the innate hereditary characteristics of the individual in contrast to external environmental influences. In this paper, the principal purpose will be to show the relationship between the conservative philosophy and the inheritance theory of human development. In addition, the political and social attitudes which are associated with a genetically oriented conservatism will be discussed. But before proceeding to the heart of the question, it is important to clarify the meanings attached to the basic terms which will henceforth be employed. To be precise, inherited characteristics are those which are transmitted biologically from parents to offspring. These would include not only characteristics by which offspring resemble their parents but also characteristics wherein they may differ from their parents, provided, of course, that these, too, are products of biological inheritance. This would cover recessive characteristics as well as those which result from the interaction of multiple Mendelian factors. Perhaps the most meaningful way in which to conceive of inherited characteristics is in terms of traits that are inborn or native to the individual. In contrast, we find the environmental influences-all those which result from the impact of external causes, conditions and influences. It is this contrast between the impact of external factors and the innate characteristics of the individual that is basic to the heredity-environment dichotomy. For students of political and social phenomena, the problem of the relative importance of nature in contradistinction to nurture in influencing human social and psychological characteristics is pregnant with considerable significance. On the solution of this problem is dependent not only the general question of the effectiveness of social reform but also the related problem of the general direction which future reforms should take. Many writers have sought to settle this question by classifying human mental traits as the products of the mutual interaction of heredity with environment-an interaction so inextricable as to defy all attempts at separation of the factors involved. Apart from the problem of the validity of this position, the fact still remains that on the individual's relative emphasis as between these two categories will depend his attitude toward a wide variety of social and political questions.'

A Philosophy of Management

Presents a condensed statement of the basis of management philosophy. Obligation of private enterprises emphasized by the philosophy; Information on the philosophy of conservatism; How the philosop...

A PHILOSOPHY OF MANAGEMENT.

Presents a condensed statement of the basis of management philosophy. Obligation of private enterprises emphasized by the philosophy; Information on the philosophy of conservatism; How the philosop...

A Philosophy of Management

Presents a condensed statement of the basis of management philosophy. Obligation of private enterprises emphasized by the philosophy; Information on the philosophy of conservatism; How the philosop...

Conservation Series, Unit VII: Soil Conservation Education in Public Schools

Our boys and girls lmtust have an opportunity to develop conservation concepts, attitudes and habits. In other words, a way of life. If children are to have an opportunity to develop a conservation philosophy, training miust start early and be continued throughout the formative period of their lives. The formiinfg of sound conservation concepts, attitudes and habits in youth is, therefore, an educational process and must be provided in the curriculum of our public schools. There is no better approach. The national need for conservation education is easily understood when we consider the facts of erosion dameage. For illustration, consider the following:

From Hegel to Marx. Studies in the Intellectual Development of Karl Marx.

In this classic work, originally published in 1932, Hook set out to demonstrate to the radical and conservative philosophers and activists of the 1920s and 1930s that Marx was a systematic thinker who developed a sound set of philosophical principles. His major argument is that Marx was undogmatic in his approach to philosophy and a critical thinker who assimilated and synthesized a variety of ideas. Hook explains how Marx engaged both Hegel and the young Hegelians in order to develop the notion of the dialectic with Marx's take on historical materialism. The individual chapters engage the reader through the debates and discussions between Marx and young Hegelians such as Moses Hess, who influenced Marx in the study of social and economic problems; Feuerbach, who influenced Marx's view of religion; Bruno Bauer (antiliberalism); Arnold Ruge (philosophy as politics); and Max Stirner (ideals as illusions).