With "The Drug, the Soul, and God," John-Mark Miravelle examines the stance of the Catholic Church regarding the prescription and consumption of antidepressants. After a careful investigation of Catholic moral theology and philosophy, Miravelle argues that treating depression with medication alone fails to address the underlying causes of the depression and does not facilitate the cognitive, interpersonal, and environmental changes necessary for a patient's long-term health. In addition, he suggests that such medication may deprive sufferers of providential opportunities for personal and communal conversion and sanctification. This controversial volume will engage theologians and medical professionals alike.

This study examines the influence of John Calvin in ethics eschatology and education, as well as those influences that affected him. It examines his writings to determine if his vision made him an innovator. The research searched for reforms in the areas of ethics, curriculum, understanding of the teaching office, and universal education. It also looked at philosophy, economics, and labor. A belief in the after life and end times was an ethical motivation for Calvin and education was a means by which the people that he worked with and wrote to could understand how they should live and why they should live like that. Thus, there is an important connection among ethics, eschatology and education. All people were to work to their potential at their job because in doing their job they would honor God. Teachers were especially important. Those who taught would affect the quality of education. Calvin worked to provide teacher training and support. He believed that all occupations could be a special calling from God and education was a means to prepare the young person for his or her calling. Schools existed in Geneva before Calvin arrived in 1536; however, they did not function in the way that Calvin would have liked. Calvin provided the elementary students with a needed text when he prepared a catechism. The students had written material that they could read and study and a systematic presentation of the basic doctrines of the Christian faith. Calvin also wanted more appropriate facilities in which the students could learn. Although his organization of the schools improved the atmosphere for learning, the building of the Academy was his dream and became his major educational achievement in the city of Geneva. Because16th century students needed to be prepared for the new world, there was a need for curriculum change. The students were required to read many of the prominent Greek and Roman authors in the ancient languages but the student learned theology, Hebrew, poetry, dialectic and rhetoric, physics, and mathematics as well. Calvin wished to graduate a well rounded scholar who could take his or her place in society. In this way the citizens of Geneva and all those of the Reformed belief would be better prepared for life on earth and the after life.

Essential Professional Conduct: Legal Ethics provides a clear and concise guide to the key elements of Australian legal ethics. The book is written specifically for the undergraduate law and/or practical legal training student. Each chapter opens with a checklist of the areas covered in that part of the book, and the following text provides an easily assimilable discussion of the important principles of the topic in question. By avoiding the complexities of many textbooks, Essential Professional Conduct: Legal Ethics aims to provide students with a clear understanding of the legal practice and ethics, so that they can then build on their knowledge, and returning to this book for revision purposes