Sidgwick on Virtue

Sidgwick’s arguments for hedonism imply that virtue is not a good. Those arguments seemed to many wholly unpersuasive. The paper analyzes them, focusing also (especially in the final Appendix) on many changes Sidgwick made on chapter XIV of Book III through the various editions of the Methods. From an analysis of the first sections of this chapter, it emerges that Sidgwick employed two different argumentative schemes, one against the view that virtue is the sole good and the other against the much more diffused claim that virtue is one of the goods. These arguments can be fully understood in the context of Sidgwick’s general claim that only “desiderable conscious life” is good. Sidgwick’s general point is that virtue, insofar as it is valuable as an end, is so because of the feelings or consciousness associated with it

DIPL 4108 AA/AB International Political Economy

This course is a comprehensive introduction to the study of international political economy (!PE). Over the course of the semester, we will take an interdisciplinary approach to examine global trade, finance, and economic development in historical perspective. The course is divided into three sections. The first covers the history of the global economy from the early modern era to the end of the twentieth century. The second introduces the major contemporary theories of contemporary IPE. The last section applies these theories to current events. This course will include the study of monetary systems, trade regimes, international institutions, macroeconomic forces, and international relations

Geologic Story of the Lower Wabash Valley with Empahsis on the New Harmony Area

Indiana Geological Survey Occasional Paper 27The lower Wabash Valley--complex physiographic wonder: capricious (or misunderstood?) phenomenon; tireless geologic agent; artery, resource, playground, and home for prehistoric and modern man alike--what are its origins, how does it gain its boundless energy, and of what legacy does its physiography speak

Undergraduate Topics in Economic Development

This course is an introduction to economic development for undergraduate students. After introducing basic approaches to economic development, we consider dilemmas such as the alleviation of poverty, the provision of healthcare, education, and other services, the promotion of entrepreneurship, the importance of human rights and democracy, the role of knowledge in advancing economic and social well-being, and the effectiveness of the state in the changing world. We analyze experiences of different countries in Latin America, Africa, East Asia, Eastern Europe, and the Middle East. Classes will be discussion based, and students are expected to come to class having read the assigned readings in detail and prepared to provide their thoughts to the rest of the class. In addition to the assigned readings, students should regularly read the international section of a major daily newspaper such as The New York Times, Washington Post, or Wall Street Journal to keep abreast of and discuss current affairs. Particular articles may be assigned in class and are to be considered required reading. Each class will begin with a short, ungraded quiz, in which students will be asked to define one or more of the key concepts from the assigned reading. In the last section of the course students will instead be given map quizzes. As a final project, students will write an 8-10 page paper and prepare a presentation to be made to the rest of the class. Further guidelines for the project and paper will be distributed in class

DIPL 4108 International Political Economy

This course is a comprehensive introduction to the study of international political economy (IPE). Over the course of the semester, we will take an interdisciplinary approach to examine IPE theory, history, trade, development, multinational corporations, the international monetary system, and finance. Primary source readings are paired with the textbook so that students may understand ideas in their original formulation

DIPL 2110 Comparative Foreign Policy

This course is an introduction to foreign policy analysis and the comparative study of countries\u27 foreign policies. The first section of the course examines several major schools of international relations theory and introduces many key concepts in thinking about foreign policy. The second section of the course asks students to think about the policy process and implications of these theories. The last section of the course will survey the foreign policy decisions several countries have made in historical and current events. Classes will be discussion based, and students are expected to come to class having read the assigned readings in detail and prepared to provide their thoughts to the rest of the class. In addition to the assigned readings, students should regularly read the international section of a major daily newspaper such as The New York Times, Washington Post, or Wall Street Journal to keep abreast of and discuss current affairs. Particular articles may be assigned in class and are to be considered required reading. Each class will begin with a short, ungraded quiz, in which students will be asked to define one or more of the key concepts from the assigned reading. In the last section of the course students will instead be given map quizzes. As a final project, students will write an 8-10 page paper and prepare a presentation to be made to the rest of the class. Further guidelines for the project and paper will be distributed in class

Introduction to International Relations

This course is an introduction to the study of international relations (IR). It is designed to introduce students to how scholars and practitioners understand international relations by putting the major theories and issue areas within the discipline in historical perspective. It uses classic, primary source readings in conjunction with the textbook to present key concepts as they were originally expressed and developed

Adventures with Fossils

Indiana Geological Survey Circular 6Many laymen write to the Indiana Geological Survey and ask: “Please send me books and maps on fossils and where they can be found.” Some write on tablet paper in the labored fifth-grade hand of a school child; others write on linen in the neatly feminine and classic lines that are surely those of a school teacher; still others type on expensive letterheads that show the nature of their professions. This circular is written for all of them but especially for those of school age. It is for school teachers, scoutmasters, parents, and other counselors of children. It is a beginner’s guide to fossils, most useful to collectors in Indiana. It is for the curious everywhere who do not write to me, but who seek a hobby, avocation, or beginning knowledge to a profession. It is for all who are interested and seek, through fossils, one means to the Truth.Indiana Department of Conservatio