Institute for Humanities Research

In her paper “Creative Evolution and the Creation of Man,” one of the
arguments Colebrook puts forth is that as a means of challenging the mechanistic and
teleological conception of Darwinian evolution, creative evolution takes an antihumanist
position by positing that there is an absence of end, thus “man” is able to create
his own end. But in taking this position, Colebrook points out that creative evolution
re-establishes the humanistic discourse on the human that it was attempting to
challenge. To elucidate Colebrook’s argument, this paper draws on the work of
Derrida to “play” with the notion of style in order to reflect on the ways in which
philosophical deductive argumentation and reasoning constitute and perpetuate
humanist and metaphysical discourses on the human, and the ends of “man.”

Venue details and registration costs will be posted to the Derrida Today website in Fall 2021 at derridatoday.com.au. Hybrid Delivery: The Conference will take place in-person and online. Papers can be presented in either English or French. Keynotes (alphabetical order): * Gil Anidjar (Columbia) * Marc Crepon (École Normale Supérieure) * Peggy Kamuf (USC) * Elisabeth Weber (UC-Santa Barbara) * Sam Weber (Northwestern).

Each year a.committee on freedom of the press, established in 1946 by the Inter American Press Association tIAPA) , exposes those countries which it feels do not have freedom of the press. In 1952 Bolivia underwent a social and economic revolution. As a'result; angry 'mobs forced the closure of the two newspapers with the largest circulation in Bolivia-"La Razon" and "Los Tiempos""when the new regime rfused/to-provide police protection. Although the revolutionary goveriment gave Bolivia political stability and social reform, this record was marred by. twelve years of-blacklisting by the IAPA. The Bolivian experience is representative of the misuse of censure power by the IAPA to foster its own political ends. Bolivian authorities disputed claims of. the IAPA' on the grounds that the organization was composed of entrepreneurs and that a proper Investigation had not .been conductech In the case of "Los Tiempos," the exiled publisher Canelas himself was a member of the committee. (EE) .

Background: This clinical study evaluated the effect of a suctioning maneuver on aspiration past the cuff during mechanical ventilation. Methods: Patients intubated for less than 48 hours with a PVC-cuffed tracheal tube, under mechanical ventilation with a PEEP ≥5 cm H 2 O and under continuous sedation, were included in the study. At baseline the cuff pressure was set at 30 cm H 2 O. Then 0.5ml of blue dye diluted with 3 ml of saline was instilled into the subglottic space just above the cuff. Tracheal suctioning was performed using a 16-French suction catheter with a suction pressure of-400 mbar. A fiberoptic bronchoscopy was performed before and after the suctioning maneuver, looking for the presence of blue dye in the folds within the cuff wall or in the trachea under the cuff. The sealing of the cuff was defined by the absence of leakage of blue dye either in the cuff wall or in the trachea under the cuff. Results: Twenty-five patients were included. The size of the tracheal tube was 7-mm ID for 5 patients, 7.5-mm ID for 16 patients, and 8-mm ID for four patients. Blue dye was never seen in the trachea under the cuff before suctioning and only in one patient (4%) after the suctioning maneuver. Blue dye was observed in the folds within the cuff wall in 6 of 25 patients before suctioning and 11 of 25 after (p = 0.063). Overall, the incidence of sealing of the cuff was 76% before suctioning and 56% after (p = 0.073). Conclusions: In patients intubated with a PVC-cuffed tracheal tube and under mechanical ventilation with PEEP ≥5 cm H2O and a cuff pressure set at 30 cm H2O, a single tracheal suctioning maneuver did not increase the risk of aspiration in the trachea under the cuff.

In the past, many assumptions were made about the benefits and perils of online learning. In addition, many conversations were had as to which populations of students were best suited for and most accepting of online coursework. With the dramatic shift online forced upon us by the onset of COVID, some of these assumptions were tested. Several assumptions are discussed in this paper. Current US university data reporting is reviewed and a case study examining the way some of these assumptions are playing out in an online CS I course are examined. There is much we can learn from our online teaching during the pandemic, here we examine a few of the discoveries that have come to light.

The Miriam Webster dictionary defines the archive as: 'a place in which public records or historical materials (such as documents) are preserved, an archive of historical manuscripts, a repository or collection especially of information'. The Collins English Dictionary definition is: 'a collection of historical documents or records providing information about a place, institution, or group of people'. The Cambridge English dictionary adds to these definitions with: 'a computer file used to store electronic information or documents that you no longer need to use regularly'. Consequently, despite minor differences, a formalised collection of events, objects, or works of art, that benefit the general public by representing and permanently conserving the past as an accurate record for posterity, would be a normative and traditional interpretation of this dictionary definition. However, in the history of scholarship and practice on the archive, the kinds of objects that constitute a representable archive, and what role

Dear J, We had been discussing your book The Post Card. Almost immediately you sent me one, and on it this line only: 'Notice I don't thank you'. How could one respond to this postcard? At the time, and while you were alive, one could not, and clearly should not, respond. The words 'Notice I don't thank you' precluded that, and perhaps more so because they were written; and ironically, on a postcard. After your death, can one write and ask the question? Rather than The Post Card, perhaps one can reflect on the question through Given Time: 1. Counterfeit Money. There you say that for there to be a gift there can be no gift. For 'the gift as gift ought not appear as gift: either to the donee or to the donor. It cannot be gift as gift except by not being present as gift. Neither to the "one" nor to the "other". If the other perceives or receives it, if he or she keeps it as gift, the gift is annulled. But the one who gives it must not see or know it either' (GT, 14). Therefore, the gift 'cannot take place between two subjects exchanging objects, things or symbols' (GT, 24). The postcard, then, was it a paradoxical or aporetic gift? 'A gift without wanting, without wanting-to-say, an insignificant gift, a gift without intention to give?' (GT 27) Was it a gift at all? Or was it a game; an entrapment within