scholarly journals Seeing as We Cannot

2020 ◽  
pp. 75-102
Author(s):  
Carlos Alejandro Postlethwaite
Keyword(s):  
Satisfactory Explanation ◽  
Empirical Hypothesis ◽  
The Law ◽  
Fundamental Requirement

The belief that Jastrow’s duck-rabbit (J) is both a duck-head and a rabbit-head drawing violates the Law of Non-Contradiction (LNC), as does the belief that J seems to be something independent of all the ways J can seem. Call the former belief B1 and the latter B2. I argue that B1 and B2 are rational, though contradictory beliefs, and conclude that we must reassess the LNC’s status of being a fundamental requirement for rationality. In contrast with B1 and B2, our experiences that correspond to said beliefs do comply with the LNC. That is: we cannot see J as both duck and rabbit at the same time (E1), nor does J seem something independent of the ways J can seem (E2). Since there is no satisfactory explanation for why we are not able to see J as the contradictions E1 or E2―even though our corresponding beliefs about J are the contradictions B1 and B2―I propose that the LNC is merely an empirical hypothesis concerning the limits of our perception.

The Law, the Advocates, and the Universities in Late Sixteenth-Century Scotland

2015 ◽  
Author(s):  
John W Cairns
Keyword(s):  
Sixteenth Century ◽  
Educational Aspirations ◽  
Good Reason ◽  
Satisfactory Explanation ◽  
Unsuccessful Attempt ◽  
University Of Edinburgh ◽  
The Law ◽  
The University

About seventy years ago, W. C. Dickinson drew attention to a document that, he argued, explained the failure of the project initiated on January 16, 1589 by the Lords of Council and Session to found a chair in Law in the University of Edinburgh. This unsuccessful attempt had been noticed in the standard histories of the university, but no satisfactory explanation of the failure had been offered. Based on the document, Dickinson argued that the the project failed because of the opposition of the Advocates, on whom the Lords of Session had relied for help with the necessary endowment. This chapter suggests there was more substance to the Advocates’ arguments against the proposal. Examination of the evidence shows that the Advocates had good reason for their views, and also throws valuable light both on the development of education in law in the Scottish universities and on the early educational aspirations for advocates.

A General Refutation of the Law of One Price as Empirical Hypothesis / Eine allgemeine Widerlegung des „Gesetzes des einheitlichen Preises“ als einer empirischen Hypothese

2001 ◽  
Vol 221 (1) ◽  
Author(s):  
Carsten Herrmann-Pillath
Keyword(s):  
Law Of One Price ◽  
Empirical Hypothesis ◽  
The Law

ZusammenfassungDas „Gesetz des einheitlichen Preises“ spielt eine zentrale Rolle in der modernen Außenwirtschaftstheorie, insbesondere in monetären Ansätzen zu Wechselkurs und Zahlungsbilanz,

An AAP-Women Gap

PEDIATRICS ◽  
1985 ◽  
Vol 76 (1) ◽  
pp. 138-138
Author(s):  
WILLIAM A. SILVERMAN
Keyword(s):  
American Academy ◽  
Democratic Legitimacy ◽  
Wellesley College ◽  
American Academy Of Pediatrics ◽  
Baby Doe ◽  
The Law ◽  
Fundamental Requirement

To the Editor.— Appellate Judge Bork recently1 pointed out that a fundamental requirement of the law in this country is one of democratic legitimacy. The disturbing lack of that characteristic in the recently passed "Baby Doe Amendment" is evident in the results of a survey2 conducted by Wellesley College Center for Research on Women. Sixty-four percent of nearly 120,000 women opposed laws that would require treatment of severely defective infants. Why did the American Academy of Pediatrics distance itself so from the wishes of the majority of women by supporting passage of a measure that mandates actions that would be considered cruel and inhumane by many.

The Nature of the Intramembrane Particle

1980 ◽  
Vol 38 ◽  
pp. 688-691
Author(s):  
A.J. Verkleij
Keyword(s):  
Escherichia Coli ◽  
Tight Junction ◽  
Gap Junction ◽  
The Other ◽  
Fracture Face ◽  
Band 3 Protein ◽  
Satisfactory Explanation ◽  
Freeze Fracturing ◽  
Intramembrane Particle ◽  
Luminal Membrane

Freeze-fracturing splits membranes into two helves, thus allowing an examination of the membrane interior. The 5-10 rm particles visible on both monolayers are widely assumed to be proteinaceous in nature. Most membranes do not reveal impressions complementary to particles on the opposite fracture face, if the membranes are fractured under conditions without etching. Even if it is considered that shadowing, contamination or fracturing itself might obscure complementary pits', there is no satisfactory explanation why under similar physical circimstances matching halves of other membranes can be visualized. A prominent example of uncomplementarity is found in the erythrocyte manbrane. It is wall established that band 3 protein and possibly glycophorin represents these nonccmplanentary particles. On the other hand a number of membrane types show pits opposite the particles. Scme well known examples are the ";gap junction',"; tight junction, the luminal membrane of the bladder epithelial cells and the outer membrane of Escherichia coli.

Ethical Challenges: Less About Moral Wrongdoing and More About Communication Breakdown

2015 ◽  
Vol 20 (3) ◽  
pp. 72-84 ◽  
Author(s):  
Paula Leslie ◽  
Mary Casper
Keyword(s):  
Ethical Challenges ◽  
Speech Language Pathology ◽  
Thickened Liquids ◽  
Communication Breakdown ◽  
Professional Duty ◽  
Language Pathology ◽  
The Law ◽  
Personal Case

“My patient refuses thickened liquids, should I discharge them from my caseload?” A version of this question appears at least weekly on the American Speech-Language-Hearing Association's Community pages. People talk of respecting the patient's right to be non-compliant with speech-language pathology recommendations. We challenge use of the word “respect” and calling a patient “non-compliant” in the same sentence: does use of the latter term preclude the former? In this article we will share our reflections on why we are interested in these so called “ethical challenges” from a personal case level to what our professional duty requires of us. Our proposal is that the problems that we encounter are less to do with ethical or moral puzzles and usually due to inadequate communication. We will outline resources that clinicians may use to support their work from what seems to be a straightforward case to those that are mired in complexity. And we will tackle fears and facts regarding litigation and the law.

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