Community participation in HIA: discords in teleology and terminology

Core HIA documents, researchers and practitioners assert the significance of community participation in health impact assessment. Despite the rhetoric, there has been little critical examination of the role of community participation in HIA. Knowledge and debate regarding what constitutes community participation and how it may best be achieved is often confused and opinion is divided as to its usefulness and appropriateness for HIA. This paper does not seek to argue the merits or drawbacks of community participation; rather, the authors explore the origins and character of the current discord around public participation in HIA and provide a lexicon for moving practice and discussion forward. The authors argue that the origins of the participation problem stem from: (1) unexplored tensions within the Gothenburg consensus paper and other formative documents in the development of HIA; (2) inherent tensions arising from the dual origins of HIA, specifically Environmental Impact Assessment (EIA) and Healthy Public Policy (HPP); and (3) a lack of rigour and clarity relating to the terminology of community participation where community participation is used as a 'catch all' phrase for every situation without critical examination. In order to move debate forward, the authors advance a model, the Typology of Public Involvement in HIA, for guiding discussion of community participation. This model comprises a set of context-specific HIA approaches with varying degrees of public involvement. The model also presents a suite of defined terms for understanding and discussing participation. <br />

Aristotle's teleology

This thesis examines Aristotle���s dynamic, organic model of teleological explanation to see if it is a viable alternative to material reductionism. I argue that his teleology provides both a model for and an overview of the scientific enterprise. Aristotle���s theory of knowledge and perception is capable of exerting a unifying effect on the diversity of knowledge. The adoption of substance ontology gives a deeper understanding of any subject than a strictly cause-effect approach. His hylomorphism provides a clearer idea of the role of necessity in regular natural processes, and identifies the role of chance events as accidental anomalies. His actual-potential distinction is the key to understanding both Aristotle���s teleological approach and the complexity and diversity of living things. Aristotle���s teleology does not use only finality: all four conditions of change are incorporated as necessary and sufficient conditions for explanation and full understanding of change. Aristotle���s teleology, based on the human being as part of nature, is applicable at least in biological sciences to provide both a scientific methodology and a scientific method for the study of nature. It is particularly relevant to ecological studies, while his notion of the ���good��� could be an acceptable criterion for funding of sustainable development.

Contemporary dramaturgy in theatre for young people : the conceptual shape of displacement and installation

This thesis investigates Theatre for Young People (TYP) as a site of performance innovation. The inquiry is focused on contemporary dramaturgy and its fieldwork aims to identify new dramaturgical principles operating in the creation and presentation of TYP. The research then seeks to assess how these new principles contribute to Postdramatic Theatre theory. This research inquiry springs from an imperative based in practice: Young people under 25 years have a literacy based on online hypertextual experiences which take the reader outside the frames of a dramatic narrative and beyond principles such as linearity, dramatic unity, teleology and resolution. As a dramaturg and educator I wanted to understand the new ways that young people engage in cultural products, to identify and utilize the new principles of dramaturgy that are now in evidence. My research examines how two playwright/directors approach their work and the new principles that can be identified in their dramaturgy. The fieldwork is scoped into two case studies: the first on TJ Eckleberg working in Australian Theatre for Young People and the second on Kristo ��agor working in German Children���s and Young People���s Theatre (KJT). These case studies address both types of production dramaturgy - the dramaturgy emergent through process in devised performance making, and that emergent in a performance based on a written playscript. On Case Study One the researcher, as participant observer, worked as production dramaturg on a large scale, site specific performance, observing the dramaturgy in process of its director and chief devisor. On Case Study Two the researcher, as observer and analyst, undertook a performance analysis of three playscripts and productions by a contemporary German playwright and director. Utilizing participant observation, reflective practice and grounded analysis the case studies have identified two new principles animating the dramaturgy of these TYP practitioners, namely ���displacement��� and ���installation.��� Taking practice into theory, the thesis concludes by demonstrating how displacement and installation contribute to Postdramatic Theatre���s ���arsenal of expressive gestures which serve as theatre���s response to changed social communication under the conditions of generalized communication technologies��� (Lehmann, H.-T., 2006, p.23). This research makes an original contribution to knowledge by evidencing that the principles of Postdramatic Theory lie within the practice of contemporary Theatre for Young People. It also contributes valuable research to a specialized, often overlooked terrain, namely Dramaturgy in Theatre for Young People, presented here with a contemporary, international and intercultural perspective.

Confucian education and enlightenment for the masses in the manner of Guwen guanzhi

The topic of this study is the most renowned anthology of essays written in Literary Chinese, Guwen guanzhi, compiled and edited by Wu Chengquan (Chucai) and Wu Dazhi (Diaohou), and first published during the Qing dynasty, in 1695. Because of the low social standing of the compilers, their anthology remained outside the recommended study materials produced by members of the established literati and used for preparing students in the imperial civil-service examinations. However, since the end of the imperial era, Guwen guanzhi has risen to a position as the classical anthology par excellence. Today it is widely used as required or supplementary reading material of Literary Chinese in middle-schools both in Mainland China and on Taiwan. The goal of this study is to explain the persistent longevity of the anthology. So far, Guwen guanzhi has not been a topic of any published academic study, and the opinions expressed on it in various sources are widely discrepant. Through a comparative study with a dozen classical Chinese anthologies in use during the early Qing dynasty, this study reveals the extent to which the compilers of Guwen guanzhi modelled their work after other selections. Altogether 86 % of the texts in Guwen guanzhi originate from another Qing era anthology, Guwen xiyi, often copied character by character. However, the notes and commentaries are all different. Concentrating on the special characteristics unique to Guwen guanzhi���the commentaries and certain peculiarities in the selection of texts���this study then discusses the possible reasons for the popularity of Guwen guanzhi over the competing readers during the Qing era. Most remarkably, Guwen guanzhi put in practise the equalitarian, educational ideals of the Ming philosopher Wang Shouren (Yangming). Thus Guwen guanzhi suited the self-enlightenment needs of the ���subordinate classes���, in particular the rising middle-class comprised mainly of merchants. The lack of moral teleology, together with the compact size, relative comprehensiveness of the selection and good notes and comments, have made Guwen guanzhi well suited for the new society since the abolition of the imperial examination system. Through a content analysis, based on a sample of the texts, this study measures the relative emphasis on centralism and localism (both in concrete and spiritual terms) expressed in the texts of Guwen guanzhi. The analysis shows that the texts manifest some bias towards emphasising innate virtue on the expense of state-defined moral. This may reflect hidden critique towards intellectual oppression by the centralised imperial rule. During the early decades of the Qing era, such critique was often linked to Ming-loyalism. Finally, this study concludes that the kind of ���spiritual localism��� that Guwen guanzhi manifests gives it the potential to undermine monolithic orthodoxy even in today���s Chinese societies. This study has progressed hand in hand with the translation of a selection of texts from Guwen guanzhi into Finnish, published by Gaudeamus Helsinki University Press: Jadekasvot ��� Valittuja tarinoita Kiinan muinaisajoilta (2005), Jadel��hde ��� Valittuja kirjoituksia Kiinan keskiajalta (2007) and Jadepeili ��� Valittuja kirjoituksia keisarillisen Kiinan kulta-ajoilta (2008). All translations are critical editions, complete with extensive notation. The trilogy is the first comprehensive translation based on Guwen guanzhi in a European language.

Scheffleril��inen rationaalisuus ja kasvatustodellisuuden monikerroksisuus : J��nnitteit�� ja ratkaisuja Israel Schefflerin kasvatusfilosofiassa

The study is a philosophical analysis of Israel Scheffler���s philosophy of education, focusing on three crucial conceptions in his philosophy: the conception of rationality, the conception of human nature, and the conception of reality. The interrelations of these three concepts as well as their relations to educational theorizing are analysed and elaborated. A conceptual problem concerning Scheffler���s ideal of rationality derives from Scheffler���s supposition of the strong analogy between science education and moral education in terms of the ideal of rationality. This analogy is argued to be conceptually problematic, since the interconnections of rationality, objectivity, and truth, appear to differ from each other in the realms of ethics and science, given the presuppositions of ontological realism and ethical naturalism, to which Scheffler explicitly subscribes. This study considers two philosophical alternatives for solving this problem. The first alternative relates the analogy to the normative concept of personhood deriving from the teleological understanding of human nature. Nevertheless, this position turns out to be problematic for Scheffler, since he rejects all teleological thinking in his philosophy. The problem can be solved, as it is argued, by limiting Scheffler���s rejection of teleology ��� in light of his philosophical outlook on the whole ��� in a manner that allows a modest version of a teleological conception of human nature. The second alternative, based especially on Scheffler���s later contributions, is to suggest that reality is actually more complex and manifold than it appears to be in light of a contemporary naturalist worldview. This idea of plurealism ��� Scheffler���s synthesis of pluralism and realism ��� is represented especially in Scheffler���s contributions related to his debate with Nelson Goodman dealing with both constructivism and realism. The idea of plurealism is not only related to the ethics-science-distinction, but is more widely related to the relationship between ontological realism and the incommensurable systems of description in diverse realms of human understanding. The Scheffler-Goodman debate is also analysed in relation to the contemporary constructivism-realism debate in educational philosophy. In terms of educational questions, Scheffler���s plurealism is argued as offering a fruitful perspective. Scheffler���s philosophy of education can be interpreted as searching for solutions to the problems deriving from the tension between the tradition of analytical philosophy and the complexity and multiplicity of educational reality. The complexity of reality combined with the supposition of the limitedness of human knowledge does not lead Scheffler to relativism or particularism, but, in contrast, Schefflerian formulations of rationality and objectivity preserve the possibility for critical inquiry in all realms of educational reality. In light of this study, Scheffler���s philosophy of education provides an exceptional example of combining ontological realism, epistemological fallibilism, and the defence of the ideal of rationality, combined with a wide-ranging understanding of educational reality.

La teolog��a ante la f��sica moderna : cuestiones fundamentales para un di��logo posible : 2�� parte: la teolog��a de la creaci��n ante la cosmolog��a cient��fica

Resumen: El descubrimiento de la verdadera naturaleza evolutiva y mutable de este universo en que vivimos ha dado origen a la moderna cosmolog��a cient��fica, que con sus modelos del nacimiento y evoluci��n del cosmos plantea estimulantes cuestiones teol��gicas como la relaci��n entre creaci��n e inicio del universo, la acci��n divina en el mundo o la teleolog��a y finalidad ��ltima de la Creaci��n.

Redescubrir la finalidad natural : Robert Spaemann y Tom��s de Aquino

Resumen: En ocasi��n de la autobiograf��a de Robert Spaemann aparecida en 2012, este trabajo examina la lectura que Spaemann hace de la teleolog��a en la doctrina de Santo Tom��s de Aquino, especialmente en su obra Nat��rliche Ziele (2005) que prosigue la versi��n de 1981. En la primera parte, se estudia la historia de la teleolog��a en el pensamiento filos��fico y cient��fico expuesta en ��Fines naturales��. La finalidad intr��nseca en la naturaleza de los seres es conocida con profundidad creciente gracias a Plat��n, Arist��teles, al estoicismo y a la tradici��n cristiana. Estos aportes se integran en una estructura teleol��gica unitaria en el Aquinate. Despu��s acontece una ��inversi��n�� de la teleolog��a centrada en la conservaci��n del propio ser y una consideraci��n de los fines como algo externo a la realidad. Con la teor��a evolucionista surge la teleonom��a que se limita a las reglas del dinamismo, suprimiendo el fin. Con todo, los cient��ficos no logran eliminar los t��rminos ��con el fin de�� o ��para�� en su lenguaje. Eso permite proceder a un redescubrimiento de los fines naturales. En la segunda parte, se ve c��mo Tom��s de Aquino lleva el conocimiento de la finalidad m��s all�� de Arist��teles, porque ella remite a una inteligencia creadora. La teleolog��a implica una teolog��a, aunque no queda del todo claro si es la teolog��a filos��fica o la cristiana. Spaemann tiene un planteo ontol��gico de tipo persuasivo, pero en algunos momentos siente dificultad para superar en el plano teor��tico a quien se limita a una teleonom��a.

Understanding Simple Picture Programs

What are the characteristics of the process by which an intent is transformed into a plan and then a program? How is a program debugged? This paper analyzes these questions in the context of understanding simple turtle programs. To understand and debug a program, a description of its intent is required. For turtle programs, this is a model of the desired geometric picture. a picture language is provided for this purpose. Annotation is necessary for documenting the performance of a program in such a way that the system can examine the procedures behavior as well as consider hypothetical lines of development due to tentative debugging edits. A descriptive framework representing both causality and teleology is developed. To understand the relation between program and model, the plan must be known. The plan is a description of the methodology for accomplishing the model. Concepts are explicated for translating the global intent of a declarative model into the local imperative code of a program. Given the plan, model and program, the system can interpret the picture and recognize inconsistencies. The description of the discrepancies between the picture actually produced by the program and the intended scene is the input to a debugging system. Repair of the program is based on a combination of general debugging techniques and specific fixing knowledge associated with the geometric model primitives. In both the plan and repairing the bugs, the system exhibits an interesting style of analysis. It is capable of debugging itself and reformulating its analysis of a plan or bug in response to self-criticism. In this fashion, it can qualitatively reformulate its theory of the program or error to account for surprises or anomalies.

Presbyterians and science in the north of Ireland before 1874

In his presidential address to the Belfast meeting of the British Association for the Advancement of Science in 1874, John Tyndall launched what David Livingstone has called a ���frontal assault on teleology and Christian theism���. Using Tyndall's intervention as a starting point, this paper seeks to understand the attitudes of Presbyterians in the north of Ireland to science in the first three-quarters of the nineteenth century. The first section outlines some background, including the attitude of Presbyterians to science in the eighteenth century, the development of educational facilities in Ireland for the training of Presbyterian ministers, and the specific cultural and political circumstances in Ireland that influenced Presbyterian responses to science more generally. The next two sections examine two specific applications by Irish Presbyterians of the term ���science���: first, the emergence of a distinctive Presbyterian theology of nature and the application of inductive scientific methodology to the study of theology, and second, the Presbyterian conviction that mind had ascendancy over matter which underpinned their commitment to the development of a science of the mind. The final two sections examine, in turn, the relationship between science and an eschatological reading of the signs of the times, and attitudes to Darwinian evolution in the fifteen years between the publication of The Origin of Species in 1859 and Tyndall's speech in 1874.

Po��ticas do testemunho em Maurice Blanchot e Samuel Beckett : o dom da literatura

Tese de doutoramento, Estudos da Literatura e da Cultura (Estudos Comparatistas), Universidade de Lisboa, Faculdade de Letras, 2014

Before identity, gender and human rights

This is the beginning of an exploration of before as the thesis ���before��� (temporally) and ���be-fore��� (spatially) difference. Before denotes the origin and the desired destination. Before (in the double sense of ���before��� and ���be-in-the-fore���) opens up a space of pre-difference, of origin and of forgotten memory, as well as a space of desire, objective, illusion of teleology, unity, completion. Applied to the two domains of Human Rights and Sex/Gender, the space of ���before��� yields two slightly different vistas: in human rights, a premodern, functionally undifferentiated society which had to invent human rights as its safeguards of functional differentiation. In Sex/Gender, 'before' brings a self-referential construction: that of ipseity, as the form of identity beyond comparison that does not play with id but with ipsum. Ipseity is inoperable but not useless. It is inoperable because it cannot be observed from anywhere without suffering rupture. It is not useless because it offers a ground for the reconceptualisation of difference, both through awe and desire.

La gen��se des objets id��aux dans la ph��nom��nologie tardive de Husserl

M��moire num��ris�� par la Division de la gestion de documents et des archives de l'Universit�� de Montr��al