The Freilich Lectures 2007: Religious Toleration in an Age of Terrorism

These lectures ask how religion can be related to violent acts. They begin by considering the ways in which religiously motivated terrorism has been understood in the 21st century and then go on to ask whether the lessons (both historical and philosophical) of the 17th century can illuminate the problems we face in the modern world

Professor Waldron Goes to Washington

In Torture, Terror and Trade-Offs: Philosophy for the White House Jeremy Waldron asks how moral philosophy can illuminate real life political problems. He argues that moral philosophers should remind politicians of the importance of adhering to moral principle, and he also argues that some moral principles are absolute and exceptionless. Thus, he is very critical of those philosophers who, post 9/11, were willing to condone the use of torture. In this article I discuss and criticize Waldron’s absolutism. In particular, I claim that the arguments he offers in support of it are either dependent on religious conviction or support only rule utilitarianism, not absolutism. Additionally, I argue that the character of politics is such that it is both undesirable and morally irresponsible for politicians to adopt the absolutist approach favoured by Waldron. We have reason to be glad that Professor Waldron does not go to Washington

A rhizomatic edge-ucation : 'searching for the ideal school' through school tourism and performative autoethnographic-we

Alys-we searched for that oxymoron of the ‘Ideal School’.Performing School Tourism In over 180 schools in 21 countries,Unpicking the binary in education away from alternative or mainstream,Embodying places that are ‘educating differently’ Towards a queering...Rhizomatically dancing with those ‘gems’ of my edge-ucation.This thesis uses performing School Tourism to share stories that weave the complexities of the multiplicities of Alys, as the assemblage/ethnography (Wyatt & Gale, 2013) or my autoethnographic-we (Spry, 2016) searching for the ‘Ideal School’ around the world. The voices explored of the Alys-we are: Alys the UK state school teacher, Alys educating differently, Alys and Steiner, Alys the future parent, Alys the PhD student/ theorist, Alys the School Tourist, Alys the Performer, Alys the Van-Dweller, Alys the edge-dweller and the Queering of ‘Bad-Alys’. This thesis has developed performing School Tourism as an embodied approach, a feeling journey, that connects the ‘School Tourist’ rhizomatically (Deleuze and Guattari, 1980/87) with the more-than-human world of ways of ‘educating differently’. By accepting that their ‘Ideal School’ does not exist, these multiple-voices of Alys-we intra-act (Barad, 2007) to subvert the dominant discourse of education through uncovering ‘gems’ in these varied places around the world, thereby gaining a deeper understanding of the edge-ucation. This thesis concludes that current understandings of ‘school/schooling’ are not the future of learning but that sharing these ‘gems’ have potentiality (Munoz, 2009), through the ripple effect from performing School Tourism, to lead not to the ‘Ideal School’ but to changes within the current world and, on a more global scale, for new understandings of the ‘Earth-we’ as a 'utopian performative of hope' (Spry, 2016)

Mechanisms of drug resistance and side effects and strategies for their prevention

Die Studie analysiert an einem Mausmodell für das humane Lungenkarzinom die molekularen Mechanismen, die der Entwicklung von Therapieresistenz gegenüber Cisplatin zugrunde liegen. Außerdem untersucht sie die molekularen Prozesse, die zu den schwerwiegenden Nebenwirkungen einer Platin-basierten Tumortherapie führen und stellt eine neue pharmakologische Strategie zur Prävention der Oto- und Nephrotoxizität nach Cisplatin-Behandlung vor.This study analyzes the molecular mechanisms underlying the development of non-responsiveness to chemotherapy with cisplatin in a mouse model of human lung cancer. Secondly, it uncovers the cellular processes leading to the severe sides effects of tumor treatment with platinum compounds and provides a new pharmacological strategy to selectively prevent the oto- and nephrotoxidity of cisplatin

Chronic cisplatin treatment promotes enhanced damage repair and tumor progression in a mouse model of lung cancer

Chemotherapy resistance is a major obstacle in cancer treatment, yet the mechanisms of response to specific therapies have been largely unexplored in vivo. Employing genetic, genomic, and imaging approaches, we examined the dynamics of response to a mainstay chemotherapeutic, cisplatin, in multiple mouse models of human non-small-cell lung cancer (NSCLC). We show that lung tumors initially respond to cisplatin by sensing DNA damage, undergoing cell cycle arrest, and inducing apoptosis—leading to a significant reduction in tumor burden. Importantly, we demonstrate that this response does not depend on the tumor suppressor p53 or its transcriptional target, p21. Prolonged cisplatin treatment promotes the emergence of resistant tumors with enhanced repair capacity that are cross-resistant to platinum analogs, exhibit advanced histopathology, and possess an increased frequency of genomic alterations. Cisplatin-resistant tumors express elevated levels of multiple DNA damage repair and cell cycle arrest-related genes, including p53-inducible protein with a death domain (Pidd). We demonstrate a novel role for PIDD as a regulator of chemotherapy response in human lung tumor cells.National Institutes of Health (U.S.) (grant 5-UO1-CA84306)National Cancer Institute (U.S.) (CA034992

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Liverpool High Schools: Pedagogies, Practices and Cultures of Schooling for Girls and Boys

This report presents the findings of a comprehensive research project conducted by Western Sydney University at two single-sex schools, Liverpool Boys High School (LBHS) and Liverpool Girls High School (LGHS), in Liverpool, Sydney. The qualitative research aims to document current practices and inform the forthcoming merger of the schools into a single coeducational institution, addressing the unique pedagogical practices, student engagement, and community perspectives surrounding this significant transition

Ethics and the crimes of the powerful

The ethical dimension adds a key tool for the analysis of the crimes of the powerful. This dimension is introduced in the analysis of the present article, which seeks to establish how offenders endowed with resources and power justify their conduct through a selective interpretation of classical Western philosophy

Gifting an artistic licence: printing, radicalism and pedagogy

Spurred by an observation that ‘student art teachers don't want to be radical teachers’, this paper explores how the gift by a lecturer of a tongue‐in‐cheek hand‐printed ‘Artistic Licence’ to a new cohort of pre‐service teachers, gives permission to imagine new futures. Through a dialogic image‐exchange two educators bring their radical manifesto for art teachers/teaching as a performative autoethnography where they imagine new forms of teaching through small acts: printing, walking and talking, and being parents and artists. Similar to performative autoethnography, the act of giving projects materiality into the future and is transformative both for the giver and the gifted. The object (an artistic licence, an artwork, a poem) is an autonomous vessel that has its own agency and affect as it moves from one person to another, shifts and accrues meaning. When times are hard, art teaching can run the risk of becoming too outcome‐led, working backwards from a preconceived notion of what art should be, not what art could be. This paper draws on the imagination to counteract the internalised negative pull of art as part of a neoliberal system. It offers new art teachers, through the act of giving, the potential to give themselves permission to imagine their art practice and their artist identity as integral to situating themselves within the exchange of value and meaning in the human and post‐human world