Review of Hans J. Morgenthau, Dilemmas of Politics, and Correspondence (University of Chicago Press; and London, Cambridge University Press, 1958)

In Wight’s view, ‘Perhaps the most interesting thing about this book is that it does not mention Morgenthau’s colleague at Chicago, Leo Strauss [ … ] Agreed in their concern about the retreat of political science into “the trivial, the formal, the methodological, the purely theoretical, the remotely historical”, they are divided by the gulf of natural law.’ Morgenthau asserted, however, that Wight in his review had made ‘a factual error’. Morgenthau quoted another one of his books, In Defense of the National Interest: ‘There is a profound and neglected truth hidden in Hobbes’s extreme dictum that the state creates morality as well as law and that there is neither morality nor law outside the state. Universal moral principles, such as justice or equality, are capable of guiding political action only to the extent that they have been given concrete content and have been related to political situations by society.’ Morgenthau wrote in criticism of Wight’s review: ‘To say that a truth is “hidden” in an “extreme” dictum can hardly be called an endorsement of the dictum. To call a position “extreme” is not to identify oneself with the position but to disassociate oneself from it. In the quoted passage I was trying to establish the point, in contrast to Hobbes’s, that moral principles are universal and, hence, are not created by the state.’ Wight replied: ‘I am sorry to have misinterpreted Professor Morgenthau, but I rejoice that my error has evoked an authoritative exegesis of a disputed passage.’

Subjective side of "Concealment of a crime" (Article 396 of the Criminal Code of Ukraine) and its impact on qualifications

The article considers the current problems that arise during the qualification "Concealment of a crime" (Article 397 of the Criminal Code of Ukraine), in particular on the basis of the subjective side. The problem of the correct qualification of a criminal offense depends on the correct establishment of all the features of the criminal offense, among which the greatest complexity are the features of the subjective side. To do this, it is necessary to disclose the content and characteristics of the subjective side, its mandatory features, and to determine the significance of the characteristics of the subjective side of the crime for the criminal assessment of the offense. The subjective side is a mandatory element of any criminal offense. Among its features are guilt, motive and purpose of the criminal offense. The analysis of judicial practice, scientific works gives the chance to develop scientific knowledge concerning the outlined question and to draw the following conclusions. The subjective side of concealment of a crime (Article 396 of the Criminal Code of Ukraine) is characterized by guilt exclusively in the form of direct intent. The qualification of concealment of a crime can be significantly affected by a person's legal or factual error. Motive and purpose are optional features of the composition of concealment of the crime, they do not affect the qualification of the perpetrator, but must be considered by the court in sentencing. At the same time, the selfish motive of concealment of a crime has a great social danger, but fixing it in the tort under investigation is considered inexpedient, as it may complicate the distinction between concealment of a crime committed for selfish motives and acquisition, receipt, storage or sale of criminally obtained property. The significance of the subjective side and its features for qualification is determined. The paper reveals the features of subjective signs of concealment of a crime on the basis of the provisions of the Criminal Code of Ukraine. Examples from judicial practice are analyzed.

Clinical practice guidelines, psychotherapy and implications for psychiatry

Objective: The 2020 RANZCP clinical practice guidelines (CPG) for mood disorders, published in January 2021, raise important questions for practice and teaching. The objective of this review is to critically appraise the content of the CPG to examine if it reflects contemporary practice-based evidence. Conclusion: Our review identifies factual error and notes international criticism. Retraction and amendment of the CPG is needed, particularly in the current political climate.

Facticity

This chapter analyses, from a comparative perspective, the law of judicial review of administrative action as it relates to factual error. The analyses is conducted in four common law jurisdictions (Australia, Canada, England and Wales, and Ireland), which have a ‘filial relationship’ as part of the common law tradition of controlling administrative action through the ordinary courts. The chapter outlines the traditional approach to judicial review of factual error in the four jurisdictions, characterized by limited judicial oversight of issues of fact. Next, the chapter describes the recent evolution in the law of judicial review of factual error. Although the evolutionary path has not led to the same destination in each jurisdiction, there has been increased judicial willingness to examine alleged factual errors in judicial review proceedings. However, the factors which have influenced the evolution of the law are different in each jurisdiction.

CHARACTERISTICS OF STUDENTS’ ABDUCTIVE REASONING IN SOLVING ALGEBRA PROBLEMS

When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.

Identifying Students’ Errors on Fractions

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.