Sudden cardiac death (SCD) in young athletes is a distressing event and it is not surprising that some physicians working with sports people are proposing that preventive action should be taken. There is a push for a system similar to that established in some countries, which involves screening and mandatory exclusion of those at risk. We argue that while screening can provide useful information to at-risk athletes making decisions about their future athletic careers, mandatory exclusion of athletes is paternalistic and such decisions are not rightfully within the domain of medicine.

Managing a healthcare situation in accordance with the best interests of a child can be challenging for both parents and healthcare professionals. These challenges take different forms as the child grows and develops physically, emotionally, and cognitively. In this article I argue that a child's best interests cannot be construed in terms of a narrow conception of human beings as isolated, self-contained biological organisms, in which "health" and "illness" are understood in terms of physiological function and dysfunction. Such an approach overlooks the wider context in which the child grows into and comes to dwell in the world, continually enacting her life within her community. The health of a child is intimately connected to the ways in which she is involved in the world, through active and rewarding engagement with significant others. That embeddedness implies that acting in her best interests calls for others to nurture and integrate her into a sustainable human community so that she is supported appropriately throughout all the contingencies and vagaries of life that impact on her health.

Kazuo Ishiguro's book Never Let Me Go is a thoughtful and provocative exploration of what it means to be human. Drawing on insights from the hermeneutic-phenomenology of Martin Heidegger, I argue that the movement of Ishiguro's story can be understood in terms of actualising the human potential for autonomous action. Liberal theories take autonomy to be concerned with analytically and ethically isolatable social units directing their lives in accordance with self-interested preferences, arrived at by means of rational calculation. However, I argue that such theories are simplistic abstractions from our human-life world, distorting the fundamental embodied, embedded, and relational nature of autonomy. When we attend closely to our concrete, lived existence we see instead that autonomy is about responding appropriately to others with whom we share a world. As we follow the path of Ishiguro's central character Kathy H., we are shown how an awareness and acceptance of our existential finitude as precarious and fallible creatures is necessary for guiding such appropriate interactions. As Kathy grows and is affirmed into her life-world, which grounds and supports her Being, she moves from heteronomy to autonomy; from being moved by external laws to embodying those laws, thereby becoming autonomous. This is exemplified by her appropriation of the carer role, through which she responds in a fitting way to those with whom she shares her world, bearing the weight of and dwelling responsibly within our human condition.

Background: This article describes the process of rewriting the code of ethics for New Zealand physical therapists. There was concern that the previous code was no longer fit for purpose, due to confusing terminology, inconsistencies about the level of detail, and the development of new ethical concerns in clinical practice. To ensure that the code is relevant to today's clinicians, an appropriate methodology was utilized to ascertain their views. Objectives: To achieve a code that is grounded in the clinical ethical concerns of clinicians, and which expresses the professional values of the group. Findings: New Zealand physical therapists identified a range of ethical concerns that could be grouped into five themes: resource issues, clinical relationships, safety competency and accountability, support for physical therapists, and student specific issues. This paper reports on how the five themes arose through comments from participants in the research process. Conclusion: Through the process of engaging with clinicians, a code was written that reflects and provides guidance on identified ethical concerns. It is envisaged that a code that embodies concepts appropriate and compatible with the ethos of the group will result in wider acceptance of the final document.

This paper is based on a literature review of articles discussing the teaching and learning of philosophy in primary and secondary schools. The purpose of this review was to address two research questions: What is philosophy? What does philosophy do? This paper addresses the second question-What does philosophy do?-by gathering together research that focuses on and discusses the impact of philosophy in the classroom. Two distinct claims emerge from the literature. The first claim is that philosophy improves academic and cognitive abilities, where the idea of 'cognition' is captured by forms of reasoning that can be tested and measured. The evidence for improvement in academic and cognitive abilities takes the form of IQ scores, Cognitive Abilities Test (CAT) and school academic assessments, including norm-referenced tests of reading, reasoning, and other curriculum-related assessments. The second claim is that engaging with the world philosophically promotes the art of living well together. It is argued that philosophical engagement is a collaborative endeavour, aimed at cultivating understanding through respectful interactions that are open to exploring, questioning and challenging aspects of the world. The outcome of engaging in philosophical conversations is personal and social transformation.