Hegel

Edward Caird\u27s Hegel is a sympathetic exposition of the German philosopher Georg Wilhelm Friedrich Hegel\u27s beliefs. Caird\u27s purpose is to show that there is a center of unity to which the mind must come back out of all differences, however varied and alien in appearance. Please see the attached Contents.https://digitalcommons.winthrop.edu/rarebooks/1045/thumbnail.jp

The Modern conception of the science of religion

MakaleBu çalışma 1835-1908 yılları arasında yaşamış olan İskoç filozof Edward Caird’in Gifford konferanslarında vermiş olduğu derslerin açılış konuşmasıdır. Önemli bir din felsefecisi olan Caird, İngiliz idealizminin kurucu figürlerinden birisidir. Glasgow üniversitesinde eğitim almış ve aynı üniversitede hocalık yapmıştır. John Watson’ın hocalığını da yapmış olan Caird, düşünce ve kültürün evrimi konularında eserler yazmıştır. Bu konuşmasında din bilimleri kavramsallaşması henüz yaygınlaşmamışken neden böyle bir alana ve kavrama ihtiyaç duyulduğunu tartışmaktadır. Kimileri tarafından din insanlığın gelip geçici bir hevesi olarak görülse de insanlık tarihi boyunca var olmuştur. Çünkü insanın nihai sorularının cevabını içermektedir. O nedenle hangi bakış açısıyla bakarsak bakalım din ve dini ilimler araştırılmaya ve bilimsel olarak ele alınmaya değerdir. Zira insanlık tarihiyle ilgili tüm araştırmalarımızın altında yatan varsayımlar olan temel birlik ve insanın yapısal tekâmülü hakkındaki modern fikirler Caird’e göre bizi kaçınılmaz olarak, kendisini tüm bu çeşitli biçimlerde maskeleyen tek yaşam ilkesini aramaya zorlamaktadır. Bu arayışta din bilimleri alanı insanlığa yardımcı olacaktır.This study is the inaugural lecture of the Scottish philosopher Edward Caird, who lived between 1835 and 1908, at the Gifford Lectures. Caird, an important philosopher of religion, is one of the founding figures of British idealism. He was educated at the University of Glasgow and taught at the same university. Caird, who also taught John Watson, wrote on the evolution of thought and culture. In this talk, he discusses why there is a need for such a field and concept when the conceptualization of religious sciences has not yet become widespread. Although religion is seen by some as a passing fad of humanity, it has existed throughout human history. Because it contains the answers to the ultimate questions of human beings. Therefore, no matter from which point of view we look at it, religion and religious sciences are worthy of being researched and handled scientifically. For modern ideas about fundamental unity and human structural evolution, which are the assumptions underlying all our investigations of human history, inevitably force us, according to Caird, to search for the one principle of life that masks itself in all these various forms. In this search, the field of religious sciences will help humanit

The SusTEACH Methodology: Assessment of the environmental impacts of Higher Education Teaching Models and development of an Environmental Appraisal toolkit

Sustainable, low carbon Higher Education (HE) teaching systems are part of the carbon reduction strategies needed to meet the targets set for HE institutions. Significant changes in the use of Information and Communication Technologies (ICTs) have led to new methods in teaching and learning, blending conventional and ICT-based teaching models. Little is known about their environmental impacts. Few studies have considered the whole system carbon-based environmental impacts of different systems of delivering Higher Education. One notable exception was the Factor 10 Visions study ‘Towards Sustainable Higher Education’, which offered an exemplar methodology for conducting an environmental impact audit/assessment of HE courses/modules. Building on this, the SusTEACH project examined the transformative effect of ICTs on HE teaching models, and developed a methodology to assess the main carbon-based environmental impacts of HE courses/modules, and to provide estimations of the energy and carbon impacts associated with different HE teaching models. This methodology as outlined here has supported the SusTEACH project research analysis of over thirty HE courses and modules, and the SusTEACH toolkit available from OpenLearn Module: The environmental impact of teaching and learning

Adults with Cerebral Palsy have Higher Prevalence of Fracture Compared with Adults Without Cerebral Palsy Independent of Osteoporosis and Cardiometabolic Diseases

Individuals with cerebral palsy (CP) have an increased risk of fracture throughout their lifespan based on an underdeveloped musculoskeletal system, excess body fat, diminished mechanical loading, and early development of noncommunicable diseases. However, the epidemiology of fracture among adults with CP is unknown. The purpose of this cross‐sectional study was to determine the prevalence of fracture among a large sample of privately insured adults with CP, as compared with adults without CP. Data were from the Optum Clinformatics Data Mart (Eden Prairie, MN, USA), a deidentified nationwide claims database of beneficiaries from a single private payer. Diagnostic codes were used to identify 18‐ to 64‐year‐old beneficiaries with and without CP and any fracture that consisted of osteoporotic pathological fracture as well as any type of fracture of the head/neck, thoracic, lumbar/pelvic, upper extremity, and lower extremity regions. The prevalence of any fracture was compared between adults with (n = 5,555) and without (n = 5.5 million) CP. Multivariable logistic regression was performed with all‐cause fracture as the outcome and CP group as the primary exposure. Adults with CP had a higher prevalence of all‐cause fracture (6.3% and 2.7%, respectively) and fracture of the head/neck, thoracic, lumbar/pelvic, upper extremity, and lower extremity regions compared with adults without CP (all p < 0.01). After adjusting for sociodemographic and socioeconomic variables, adults with CP had higher odds of all‐cause fracture compared with adults without CP (OR 2.5; 95% CI, 2.2 to 2.7). After further adjusting for cardiometabolic diseases, adults with CP had higher odds of all‐cause fracture compared with adults without CP (OR 2.2; 95% CI, 2.0 to 2.5). After further adjusting for osteoporosis, adults with CP still had higher odds of all‐cause fracture compared with adults without CP (OR 2.0; 95% CI, 1.8 to 2.2). These findings suggest that young and middle‐aged adults with CP have an elevated prevalence of all‐cause fracture compared with adults without CP, which was present even after accounting for cardiometabolic diseases and osteoporosis. © 2019 American Society for Bone and Mineral Research.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/150537/1/jbmr3694_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/150537/2/jbmr3694.pd

Gene Expression Profile and Acute Gene Expression Response to Sclerostin Inhibition in Osteogenesis Imperfecta Bone

Sclerostin antibody (SclAb) therapy has been suggested as a novel therapeutic approach toward addressing the fragility phenotypic of osteogenesis imperfecta (OI). Observations of cellular and transcriptional responses to SclAb in OI have been limited to mouse models of the disorder, leaving a paucity of data on the human OI osteoblastic cellular response to the treatment. Here, we explore factors associated with response to SclAb therapy in vitro and in a novel xenograft model using OI bone tissue derived from pediatric patients. Bone isolates (approximately 2 mm3) from OI patients (OI type III, type III/IV, and type IV, n = 7; non‐OI control, n = 5) were collected to media, randomly assigned to an untreated (UN), low‐dose SclAb (TRL, 2.5 μg/mL), or high‐dose SclAb (TRH, 25 μg/mL) group, and maintained in vitro at 37°C. Treatment occurred on days 2 and 4 and was removed on day 5 for TaqMan qPCR analysis of genes related to the Wnt pathway. A subset of bone was implanted s.c. into an athymic mouse, representing our xenograft model, and treated (25 mg/kg s.c. 2×/week for 2/4 weeks). Implanted OI bone was evaluated using μCT and histomorphometry. Expression of Wnt/Wnt‐related targets varied among untreated OI bone isolates. When treated with SclAb, OI bone showed an upregulation in osteoblast and osteoblast progenitor markers, which was heterogeneous across tissue. Interestingly, the greatest magnitude of response generally corresponded to samples with low untreated expression of progenitor markers. Conversely, samples with high untreated expression of these markers showed a lower response to treatment. in vivo implanted OI bone showed a bone‐forming response to SclAb via μCT, which was corroborated by histomorphometry. SclAb induced downstream Wnt targets WISP1 and TWIST1, and elicited a compensatory response in Wnt inhibitors SOST and DKK1 in OI bone with the greatest magnitude from OI cortical bone. Understanding patients’ genetic, cellular, and morphological bone phenotypes may play an important role in predicting treatment response. This information may aid in clinical decision‐making for pharmacological interventions designed to address fragility in OI. © 2020 The Authors. JBMR Plus published by Wiley Periodicals, Inc. on behalf of American Society for Bone and Mineral Research.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/156449/2/jbm410377_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/156449/1/jbm410377.pd

Greening Higher Education qualification programmes with online learning

Digital infrastructure and devices and computer technology-based pedagogical applications are transforming the way higher education (HE) teaching, learning and assessment is delivered, and are having varied environmental, pedagogical and economic impacts. This chapter introduces the SusTEACH Modelling Tool, developed following an investigation of the impact of computing technologies or Information and Communication Technologies (ICTs) on HE teaching models together with a carbon-based environmental assessment of 30 courses, offered by 15 UK-based HE institutions. This offers lecturers a tool for modelling UK-based course and qualification programmes, and estimating their energy consumption and CO2 emissions, following an analysis of the relationship between various online and ICT-enhanced, face-to-face and print-based distance teaching models and the main sources of energy consumption in HE. Applied to the Open University’s BSc Environmental Management and Technology programme, which uses various Online and ICT-enhanced Distance teaching models, the Tool shows that compared with a wholly face-to-face taught programme, carbon reductions of 84% are achieved, although moving to a fully online programme would reduce carbon emissions by 87%. Discussion includes the role of online learning designs and pedagogical use of computer technologies for achieving carbon reduction in HE

The fundamental ideas of Christianity,

Microfiche (Negative). Louisville, Ky., Lost Cause Press, 1975. 9 fiches 10.5 x 15 cm.The Gifford lectures on natural theology delivered to the University of Glasgow in sessions 1892-3 and 1895-6.Mode of access: Internet

The evolution of religion /

Includes bibliographical references and index.Volume 2 -- The contrast of objective and subjective religion -- The idea of the relation of goodness to happiness, and its development in the Old Testament -- The relation of Judaism to Christianity -- The problem of the later Judaism and the answer of Jesus -- The distinctive characteristics of Christianity as contrasted with Judaism -- The religion of Jesus -- The lesson of death and of the death of Jesus -- The teaching of St. Paul -- The gospel of St. John and the idea of a divine humanity -- General characteristics of the evolution of Christianity in Post-Apostolic times -- The development of Christianity before the Reformation -- The development of Christianity after the Reformation.Volume 1 -- The possibility of a science of religion -- Different methods of defining religion -- The definition of religion -- The idea of the infinite as defined by Professor Max Muller and Mr. Herbert Spencer -- Mr. Spencer's dualistic view of the consciousness of the finite -- The idea of God as the beginning and the end of knowledge -- The main stages in the evolution of religion -- The objective form of the earliest religion -- Connexion of religion in its earliest phases of morality -- The religion of Greece -- The function of the imagination in the development of objective religion -- The logical justification of subjective religion -- The subjective religions-Buddhism and the philosophical religion of the Stoics -- The religion of IsraelMode of access: Internet