Many educators believe entrepreneurial education’s promises, but their faith is misplaced. Analysing its manifestation in education policy and popular discourse in Canada, the US and the UK, I argue in the first section of this chapter that entrepreneurial education will not improve the economic security of those most marginalized or create a more equitable economy. The second section illustrates that entrepreneurial education will not create more meaningful work but instead under- mines our ability to create, engage in and even desire meaningful, autonomous activi- ties, while its moralization of work blames those most disadvantaged for capitalism’s insecurity and their consignment to meaningless work. To avoid a precarious future augmenting capital and its machines educators must reject entrepreneurial educa- tion in all its forms and instead promote the pursuit and mastery of activities and interests students find meaningful while providing activities to exercise and improve the civic skills and dispositions needed to create positive change. The latter must include activities and space to imagine, deliberate and debate how to implement and extend post-work initiatives such as a shortened workweek, a guaranteed income, economic democracy and an expansion of opportunities to pursue meaningful activ- ities and participate in civic governance (Gorz 2011; Means 2018; Weeks 2011). Our response to the news that robots are taking our jobs should be to lament that it took so long, not to invent new ways to forestall human emancipation from scarcity, hierarchy and tedium.

Medical Diagnosis and Expert Systems have a particular relationship. Since the birth of the Heuristic program from the Heuristic group headed by Feigenbaum and the beginning of the twentieth one century there were a lot of changes. In the first part of this paper I will introduce the topic of Medical Diagnosis and Expert Systems and how they are related. In the second part I will describe a small part of this story and how those changes can give us a different perspective about the development of Artificial Intelligence programs. The third part will be dedicated to Problem Solving and the structure of how we conceive problems. This part has its importance for explaining the differences of the solving methods for particular problem structures. The fourth part of this paper will characterize the Bayesian Networks and their links in structuring problems.

A study of ethics requires the ability to examine and understand the nature of the experience of the subject and recognize the foundational status of dynamic process and relationality. A new postmodern philosophic framework that recognizes the fundamental importance of relational functions is required to address the complex ethical dilemmas encountered in brain injury care adequately. Brain injury is best understood as 'an assault on the personal' played out in the context of the subjectivity of the injured person. Using an approach informed by 'semioethics,' the exceptionality of the injured person is fully honored and respected. 'Semioethics' can provide a framework for navigating the consensus-seeking dialogical inquiry that strives for a response to an ethical dilemma.

A conceptual exploration of the umbrella notion Wisdom, as well as dimensions, characteristics and components of the idea of wisdom as suggested by experimental philosophy, neurosciences and other studies and a comparison of the notion of wisdom with those of knowledge, truth, insight and understanding.

Similar to PHILOSOPHY = PHILO SOPHOS = LOVE OF WISDOM with enlarged Appendix adding an excellent analysis of Wisdom. http://www.drrogerwalsh.com/wp-content/uploads/2009/07/What-is-Wisdom-Cross-Cultural-Cross-Disciplinary-Syntheses-Roger-Walsh-2015-Review-of-General-Psychology.pdf .

In R v Christopher Killick [2011] EWCA Crim 1608, the Criminal Division of the Court of Appeal for England and Wales gave a decision setting out the rights of a crime victim to seek review of a Crown Prosecution Service (CPS) decision not to prosecute and concluded that victims have the right to seek review in such circumstances. This included a recommendation that the right to review should be made the subject of clearer procedures and guidance. This paper discusses article 10 of the Proposal for a Directive of the European Parliament and of the Council, (2011) 2011/0129 (COD), 18 May 2011 establishing minimum standards on the rights, support and protection of victims of crime (see article 11 Final Directive) as applied in the Killick case. The paper further discusses the implementation of Killick in prosecution policy, namely in the CPS guideline on the victims’ right to review (Director of Public Prosecutions for England and Wales 2014). Opportunities for victim participation will be canvassed in light of tensions between discourses of victim rights and the duty of the Crown to prosecute in the public interest.

Exploration of the different facets, levels, dimensions, characteristics and nature of wisdom and wisdom research. Enlarged again, with discussions by 3 professors at the Wisdom list and site for interdisciplinary research of Wisdom