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Epistles to Several Persons (Moral Essays)
Background
Limitations of traditional medicine and rising interest in complementary medicine call for a closer look at the potential relevance of manual medicine, specifically osteopathic manipulative treatment (OMT) in children.
Objective
To conduct a retrospective observational pilot study of babies who received OMT in the newborn nursery compared to those who did not, by quantifying their outpatient health issues in the first 6 months of life, and to determine the feasibility of further definitive randomized controlled trials of a similar nature.
Design
Retrospective chart review of the first 6 months of life from pediatric clinic records of 58 case-matched pairs of children, half of whom received OMT as part of their routine newborn care by virtue of their physician “call” assignment to the author. The sample from which the case-matched control group was chosen were babies who had received routine allopathic newborn care without OMT. Both groups received their pediatric care in the same academic ambulatory clinic and received no further OMT.
Methods
Outpatient paper chart review consisted of tabulation by points of the following variables: mention of spitting/vomiting, gassiness, food intolerance, irritability/sleeplessness, colic suggested or diagnosed, episodes of otitis media, frequency of antibiotics given, frequency of upper respiratory infections, frequency of lower respiratory problems, diarrhea, and rashes, separated by month of visit in which the variable was reported.
Results
Exploratory analysis by Pearson Chi-square yielded a few statistically significant differences between the 2 groups, in favor of the OMT-treated group, including Month 2 food intolerance (Χ²1=4.14, P=.04), Month 3 colic suggested (Χ²1=4.14, P=.04), Month 5 spitting/vomiting (Χ²1=8.59, P=.003), and Month 5 antibiotic usage (Χ²1=6.33, P=.012).
Conclusions
Findings point to the need for further research in this area based on the suggestion that OMT given to a newborn can positively affect that baby’s short-term and quite possibly long-term health, specifically related to GI complaints and irritability. Other studies would benefit from a variety of methodologic changes, including correlation of timing of administration of OMT with possible symptoms and changes in those symptoms over longer periods of observation, as well as correlation of anatomic osteopathic findings with specific symptoms.
This paper presents the work of an advanced graduate level studio from the University of British Columbia that engaged disciplinary history as a site of research through speculative design. Fourteen students working in teams of two explored the relationships between physical form and social function in canonical works of building and landscape architecture completed in the eighteenth century at Stowe house, grounds, and park in Buckinghamshire, England. They used design as a tool to envision alternative proposals which give form to a set of contemporary ethics.
Stowe was critical in the development of the discipline of landscape architecture, as it provided the location, labor, and funds for William Kent and Capability Brown to formalize a new aesthetic, later called the “English landscape garden.” This design direction moved away from an ordered geometric design and toward a less formal, more picturesque approach. This landscape tradition also anticipated the rise of ecological design and an ethic of environmental responsibility.
Beginning with this historical narrative, this design studio asked, “what are the physical forms that other ethical commitments would have taken?” This question is particularly important in academia today, where social justice and activism are attracting increasing attention. This paper discusses how design was used as the method to research these historically celebrated works at Stowe, and critically engage with history through the proposal of alternative designs.
What is satire? How can we define it? Is it a weapon for radical change or fundamentally conservative? Is satire funny or cruel? Does it always need a target or victim? Combining thematic, theoretical and historical approaches, John T. Gilmore introduces and investigates the tradition of satire from classical models through to the present day. In a lucid and engaging style, Gilmore explores: the moral politics of satire whether satire is universal, historically or geographically limited how satire translates across genres and media the boundaries of free speech and legitimacy. Using examples from ancient Egypt to Charlie Hebdo, from European traditions of formal verse satire to imaginary voyages and alternative universes, newspaper cartoons and YouTube clips, from the Caribbean to China, this comprehensive volume should be of interest to students and scholars of literature, media and cultural studies as well as politics and philosophy.
Mercantilists formed a close league with free traders by sucking them up to new "Gentleman" class, and ruled England in the interests of the commerce and the Empire. Transformation of the architectural taste was continuously and finely graded as the English social order was. Snobs of free traders, who were looking for an adventurous advance into new worlds, inherited the idea of Palladianism and shared so called "Gentleman Culture". They mix the Palladian and the Gothick taste to make Palladian Gothiek. Rococo was agreeable for free traders who had strong bent for going to the expense of acquiring "surveyable" wealth". Decorated Gothic reminds snobs of a pleasant success story, namely promotion to be "Gentleman" class, of Middle Ages merchants. They mixed the freedom and universality of Rococo, and Englishness of Decorated Gothic to make Rococo Gothick. Then, Palladian / Rococo Gothick became a status symbol for newly born gentlemen of free traders.
Despite their obvious functional and stylistic differences, hedge mazes and English landscape gardens have salient symbolic and structural similarities which make them fruitful objects of comparative analysis. Both invert the norms expected of interior and exterior spaces, of human cultivation and “wilderness”, creating landscapes of semiotic uncertainty. Being at once natural and cultural, both types of space present a “problem to be solved” either by reaching a centre or understanding a layout. Both “play” with the notion of boundary by constructing uncrossable and at times oppressive walls from seemingly fragile plant matter or by hiding their boundaries. At the same time there are important differences which make this comparison of boundary spaces even more interesting: hedge mazes and landscape gardens are distinguishable by their respective structural levels, the presence or absence of a centre, their relation to other parts of gardens and connected human habitations.
Using Juri Lotman’s notion of hybrid and transitional objects characteristic of boundary mechanisms, this paper explores the semiotically dense nature-culture boundary which these mazes and gardens both inhabit and create. The objects of our analysis are 17th-century English mazes and early English gardens dating from the beginning of the 18th century: mazes at Longleat and Hampton Court, and landscape gardens such as Rousham and Stowe.
This study traces a heuristic inquiry process from the point of view of a science educator, from a secular-humanist background in the northern United States, attempting to better understand and appreciate a major aspect of religious-influenced culture in the southern United States which has a major bearing on science education in the region. The intellectual and emotional viewpoints of selected scientists, science educators, science teachers, and prospective science teachers are examined regarding the relationship between their orthodox Christian religious beliefs and biological evolutionary theory. We view the prospect of teaching evolution to students with such a religious commitment as a prime example of the severe limitations of cognitively-oriented conceptual change theory. We also view conflicts between religion and science regarding evolution as a bona fide example of a multicultural issue in education. These theoretical perspectives are inconsistent with the common tendency among science professionals to view or treat orthodox Christian students in a manner unconscionable with others—to disrespect their intellect or belittle their motivations, to offer judgments based on stereotypes and prejudices, to ignore threats to personal selfesteem, or to deny the de facto connection of some scientific conceptions to the morals, attitudes, and values of individuals with such religious commitments.
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