The Ethics of War: A New Individualist Rights-Based Account of Just Cause and Legitimate Authority

My thesis focuses upon the ad bellum criteria of just cause and, to a lesser extent, legitimate authority. I begin by developing an account of the individual right to self-defence, grounded upon the individual right to lead a flourishing life, drawing upon Jeff McMahan’s and Judith Jarvis Thomson’s rights-based accounts of defence, and developing a dual account of liability to attack. I then outline a broadly individualist account of just cause, based upon this account of the individual right to defence. I explain what kinds of just causes for war would exist, based upon the delegation of individual defensive rights to a collective entity. Following this, I develop an asymmetrical account of the rights of combatants, based upon the dual account of liability. I argue that most unjust combatants are weakly liable, and I propose a general presumption of weak liability for both just and unjust combatants. I suggest that unjust combatants may therefore possess at least some rights of individual defence, but that just combatants have additional war rights resulting from taking part in a wider act of defence. Finally, I expand upon my argument concerning the delegation of individual defensive rights, by explaining which types of collective entity may receive delegated defensive rights and how such rights are delegated, and I also argue that collective entities which have been delegated individual defensive rights are therefore legitimate authorities, based upon a definition of legitimate authority as moral authority. Overall, my thesis aims to develop an individualist account of just cause, grounded upon the delegation of individual defensive rights to a collective entity, and to use my account to develop an asymmetric account of combatants’ rights and a rights-based account of legitimate authority

The “entrepreneurial mindset” in creative and performing arts higher education in Australia

Creative and performing arts schools are increasingly facing the challenge of developing curricula to address an employability agenda in higher education. Arts entrepreneurship education is thought to address this need because it supports the unique nature of the work circumstances of creative and performing arts graduates. As an emerging area of research, arts entrepreneurship education faces the challenge of not only being relevant and important to creative and performing arts education but of being robust enough to contribute to a “paradigm shift” (Beckman, 2011, p. 29). With this in mind, this article attempts to clarify a recurring theme of arts entrepreneurship education, this being the development of an “entrepreneurial mindset.” We argue that if an entrepreneurial mindset is to be considered an essential aspect of arts entrepreneurship education, educators need to have a good understanding of what it means and how it might be taught. We examine data from four interviews with arts educators who have responsibility for teaching arts entrepreneurship in creative and performing arts schools. Their experiences enable us to clarify the meaning of an “entrepreneurial mindset” in a creative and performing arts context in higher education and to make suggestions about teaching and learning

Children's experiences of care on walking and cycling journeys between home and school in Healthy New Towns: Reframing active school travel

The Healthy New Town programme in England set out to ‘put health into place’ by supporting the design and construction of healthy places to live, including by creating safe environments for active travel. To explore the impact of this approach, this study examined how children and their families experienced school journeys in two contrasting Healthy New Towns in England, one an affluent new town in the early stages of construction and the other more economically deprived and established. We undertook photo-elicitation and go-along interviews with 24 children aged 7-12 years and semi-structured interviews with 17 caregivers. We found that experiences of care were important for children's school travel. In the ‘deprived’ town, opportunities for children to care and to be cared for were enjoyed, facilitated by routes with limited traffic, pockets of ‘nature’, and possibilities to encounter meaningful others. For families living in a town under construction, the need to negotiate unfinished travel infrastructure, and a sense of being ‘in limbo’, was experienced as an absence of care by planners and developers. Interventions to promote children's active travel should consider the role of care-full planning in facilitating walking and cycling journeys

Strategies for Ethics Education with Health Profession Students Before, During, and After Placements

Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or under-utilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts

FGF4 retrogene on CFA12 is responsible for chondrodystrophy and intervertebral disc disease in dogs.

Chondrodystrophy in dogs is defined by dysplastic, shortened long bones and premature degeneration and calcification of intervertebral discs. Independent genome-wide association analyses for skeletal dysplasia (short limbs) within a single breed (PBonferroni = 0.01) and intervertebral disc disease (IVDD) across breeds (PBonferroni = 4.0 × 10-10) both identified a significant association to the same region on CFA12. Whole genome sequencing identified a highly expressed FGF4 retrogene within this shared region. The FGF4 retrogene segregated with limb length and had an odds ratio of 51.23 (95% CI = 46.69, 56.20) for IVDD. Long bone length in dogs is a unique example of multiple disease-causing retrocopies of the same parental gene in a mammalian species. FGF signaling abnormalities have been associated with skeletal dysplasia in humans, and our findings present opportunities for both selective elimination of a medically and financially devastating disease in dogs and further understanding of the ever-growing complexity of retrogene biology

Indigenous views on the future of public archaeology in Australia. A conversation that did not happen

This paper was written in response to a request by the editors of the AP: Online Journal of Public Archaeology, Jaime Almansa Sánchez and Elena Papagiannopoulou, for Claire Smith to write on the future of public archaeology in Australia. In Australia, public archaeology focusses on high profile colonial sites such as The Rocks in Sydney (Karskens 1999) and Port Arthur in Tasmania (Steele et al. 2007; Frew 2012), tourism (e.g. Cole and Wallis 2019) or enhancing school curricula (Nichols et al. 2005; Owens and Steele 2005). However, given her decades-long relationships with Jawoyn and Ngadjuri people (Smith 1999; Smith et al. 2016; Smith et al. 2020), Claire Smith decided that a useful way of approaching this topic would be to obtain Indigenous views on the subject. Accordingly, she contacted the Aboriginal co-authors of this article and invited them to co-author the paper. The possibility to write in free form was a boon. The ‘conversation’ format we settled on was designed to facilitate the voices of individuals, to present a range of Indigenous views, to allow people to express their views frankly, and to deal with the constraints of people being located in different parts of Australia as well as occasional lock-downs due to COVID-19. We decided on five topics/questions that would be the basis of the conversation. Each Aboriginal author gave their views either by email or by phone. These views were interwoven into a ‘conversation’. The language has been edited lightly for clarity and to simulate a real-life conversation. The final text was approved by all authors