Theodore J. Stein
- Published in print:
- 1998
- Published Online:
- January 2009
- ISBN:
- 9780195109429
- eISBN:
- 9780199865772
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195109429.001.0001
- Subject:
- Social Work, Health and Mental Health
This book examines the issues surrounding the growing epidemic of women and children with HIV and AIDS. It explores such issues as discrimination in employment, housing, health care, and education, ...
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This book examines the issues surrounding the growing epidemic of women and children with HIV and AIDS. It explores such issues as discrimination in employment, housing, health care, and education, and looks at medical testing, confidentiality, reproductive freedom, income assistance, child welfare, and child custody. Focusing on the federal and state statutes that protect women and children with HIV and AIDS from discrimination, this book also examines the statutes that govern the operation of the public systems to which significant numbers of women with HIV and AIDS turn to for financial and medical needs, housing assistance, and social services.Less
This book examines the issues surrounding the growing epidemic of women and children with HIV and AIDS. It explores such issues as discrimination in employment, housing, health care, and education, and looks at medical testing, confidentiality, reproductive freedom, income assistance, child welfare, and child custody. Focusing on the federal and state statutes that protect women and children with HIV and AIDS from discrimination, this book also examines the statutes that govern the operation of the public systems to which significant numbers of women with HIV and AIDS turn to for financial and medical needs, housing assistance, and social services.
Colin Howson
- Published in print:
- 2000
- Published Online:
- November 2003
- ISBN:
- 9780198250371
- eISBN:
- 9780191597749
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198250371.003.0004
- Subject:
- Philosophy, Philosophy of Science
Considers the increasingly popular, so‐called ‘No‐Miracles’ argument that we do have a valid inductive argument for supposing that our current theories, at any rate in physics, are substantially, if ...
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Considers the increasingly popular, so‐called ‘No‐Miracles’ argument that we do have a valid inductive argument for supposing that our current theories, at any rate in physics, are substantially, if not wholly, true: it would be incredibly improbable that theories very far from the truth could make such extremely precise predictions, verified experimentally up to one part in a billion. Such ‘miracles’ of chance agreement can clearly be ruled out as themselves too improbable to be true. This apparently plausible argument is examined carefully and shown to consist in a number of separate steps, all of which are fallacious.Less
Considers the increasingly popular, so‐called ‘No‐Miracles’ argument that we do have a valid inductive argument for supposing that our current theories, at any rate in physics, are substantially, if not wholly, true: it would be incredibly improbable that theories very far from the truth could make such extremely precise predictions, verified experimentally up to one part in a billion. Such ‘miracles’ of chance agreement can clearly be ruled out as themselves too improbable to be true. This apparently plausible argument is examined carefully and shown to consist in a number of separate steps, all of which are fallacious.
Neil F. Comins
- Published in print:
- 2017
- Published Online:
- January 2019
- ISBN:
- 9780231177542
- eISBN:
- 9780231542890
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231177542.003.0003
- Subject:
- Physics, History of Physics
Chapter 3 describes testing to see if you are qualified to travel into space. Discusses legal matters related to your flight.
Chapter 3 describes testing to see if you are qualified to travel into space. Discusses legal matters related to your flight.
William G. Rothstein
- Published in print:
- 1987
- Published Online:
- November 2020
- ISBN:
- 9780195041866
- eISBN:
- 9780197559994
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195041866.003.0025
- Subject:
- Education, History of Education
After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical ...
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After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical students. Government funding led to the creation of many new medical schools and to substantial enrollment increases in existing schools. Medical schools admitted larger numbers of women, minority, and low-income students. The impact of medical schools on the career choices of students has been limited. Federal funding for medical research immediately after World War II was designed to avoid politically controversial issues like federal aid for medical education and health care. The 1947 Steelman report on medical research noted that it did not examine “equally important” problems, such as financial assistance for medical education, equal access to health care, continuing medical education for physicians, or “the mass application of science to the prevention of many communicable diseases.” The same restraints prevailed with regard to early federal aid for the construction of medical school research facilities. Some medical school research facilities were built with the help of federal funds during and after World War II, but the first federal legislation specifically designed to fund construction of medical school research facilities was the Health Research Facilities Act of 1956. It provided matching grants equal to 50 percent of the cost of research facilities and equipment, and benefited practically all medical schools. In 1960, medical schools received $13.8 million to construct research facilities. This may be compared to $106.4 million for research grants and $41.5 million for research training grants in the same year. Federal grants for research and research training were often used for other activities. As early as 1951, the Surgeon General's Committee on Medical School Grants and Finances reported that “Public Health Service grants have undoubtedly improved some aspects of undergraduate instruction in every medical school,” with most of the improvements resulting from training rather than research grants. By the early 1970s, according to Freymann, of $1.3 billion given to medical schools for research, “about $800 million was 'redeployed' into institutional and departmental support. . . . The distinction between research and education became as fluid as the imagination of the individual grantees wished it to be.”
Less
After shortages of physicians developed in the 1950s and 1960s, federal and state governments undertook programs to increase the number of medical students. Government funding led to the creation of many new medical schools and to substantial enrollment increases in existing schools. Medical schools admitted larger numbers of women, minority, and low-income students. The impact of medical schools on the career choices of students has been limited. Federal funding for medical research immediately after World War II was designed to avoid politically controversial issues like federal aid for medical education and health care. The 1947 Steelman report on medical research noted that it did not examine “equally important” problems, such as financial assistance for medical education, equal access to health care, continuing medical education for physicians, or “the mass application of science to the prevention of many communicable diseases.” The same restraints prevailed with regard to early federal aid for the construction of medical school research facilities. Some medical school research facilities were built with the help of federal funds during and after World War II, but the first federal legislation specifically designed to fund construction of medical school research facilities was the Health Research Facilities Act of 1956. It provided matching grants equal to 50 percent of the cost of research facilities and equipment, and benefited practically all medical schools. In 1960, medical schools received $13.8 million to construct research facilities. This may be compared to $106.4 million for research grants and $41.5 million for research training grants in the same year. Federal grants for research and research training were often used for other activities. As early as 1951, the Surgeon General's Committee on Medical School Grants and Finances reported that “Public Health Service grants have undoubtedly improved some aspects of undergraduate instruction in every medical school,” with most of the improvements resulting from training rather than research grants. By the early 1970s, according to Freymann, of $1.3 billion given to medical schools for research, “about $800 million was 'redeployed' into institutional and departmental support. . . . The distinction between research and education became as fluid as the imagination of the individual grantees wished it to be.”
Steven J. Miller (ed.)
- Published in print:
- 2015
- Published Online:
- October 2017
- ISBN:
- 9780691147611
- eISBN:
- 9781400866595
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691147611.001.0001
- Subject:
- Mathematics, Probability / Statistics
Benford's law states that the leading digits of many data sets are not uniformly distributed from one through nine, but rather exhibit a profound bias. This bias is evident in everything from ...
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Benford's law states that the leading digits of many data sets are not uniformly distributed from one through nine, but rather exhibit a profound bias. This bias is evident in everything from electricity bills and street addresses to stock prices, population numbers, mortality rates, and the lengths of rivers. This book demonstrates the many useful techniques that arise from the law, showing how truly multidisciplinary it is, and encouraging collaboration. Beginning with the general theory, the chapters explain the prevalence of the bias, highlighting explanations for when systems should and should not follow Benford's law and how quickly such behavior sets in. The book goes on to discuss important applications in disciplines ranging from accounting and economics to psychology and the natural sciences. The book describes how Benford's law has been successfully used to expose fraud in elections, medical tests, tax filings, and financial reports. Additionally, numerous problems, background materials, and technical details are available online to help instructors create courses around the book. Emphasizing common challenges and techniques across the disciplines, this book shows how Benford's law can serve as a productive meeting ground for researchers and practitioners in diverse fields.Less
Benford's law states that the leading digits of many data sets are not uniformly distributed from one through nine, but rather exhibit a profound bias. This bias is evident in everything from electricity bills and street addresses to stock prices, population numbers, mortality rates, and the lengths of rivers. This book demonstrates the many useful techniques that arise from the law, showing how truly multidisciplinary it is, and encouraging collaboration. Beginning with the general theory, the chapters explain the prevalence of the bias, highlighting explanations for when systems should and should not follow Benford's law and how quickly such behavior sets in. The book goes on to discuss important applications in disciplines ranging from accounting and economics to psychology and the natural sciences. The book describes how Benford's law has been successfully used to expose fraud in elections, medical tests, tax filings, and financial reports. Additionally, numerous problems, background materials, and technical details are available online to help instructors create courses around the book. Emphasizing common challenges and techniques across the disciplines, this book shows how Benford's law can serve as a productive meeting ground for researchers and practitioners in diverse fields.
