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J Donald Boudreau,1 Margaret A Somerville21Faculty of Medicine, Department of Medicine, McGill University, Montreal, QC, Canada; 2Faculty of Law, Faculty of Medicine, and Centre for Medicine, Ethics and Law, McGill University, Montreal, QC, CanadaAbstract: The debate on legalizing euthanasia and assisted suicide has a broad range of participants including physicians, scholars in ethics and health law, politicians, and the general public. It is conflictual, and despite its importance, participants are often poorly informed or confused. It is essential that health care practitioners are not among the latter. This review responds to the need for an up-to-date and comprehensive survey of salient ethical issues. Written in a narrative style, it is intended to impart basic information and review foundational principles helpful in ethical decision-making in relation to end-of-life medical care. The authors, a physician and an ethicist, provide complementary perspectives. They examine the standard arguments advanced by both proponents and opponents of legalizing euthanasia and note some recent legal developments in the matter. They consider an aspect of the debate often underappreciated; that is, the wider consequences that legalizing euthanasia might have on the medical profession, the institutions of law and medicine, and society as a whole. The line of argument that connects this narrative and supports their rejection of euthanasia is the belief that intentionally inflicting death on another human being is inherently wrong. Even if it were not, the risks and harms of legalizing euthanasia outweigh any benefits. Ethical alternatives to euthanasia are available, or should be, and euthanasia is absolutely incompatible with physicians' primary mandate of healing.Keywords: euthanasia, physician assisted-suicide, healing, suffering, palliative care, palliative sedationCorrigendum for this paper has been published

This book focuses on relations among subjectivity, work and learning that represent a point of convergence for diverse disciplinary traditions and practices. There are contributions from leading scholars in the field. They provide emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out

Preliminary Material /Margaret Somerville , Kerith Power and Phoenix de Carteret -- Introduction /Margaret Somerville , Kerith Power and Phoenix De Carteret -- Care at a Distance /Paul Carter -- Co-Creating a Place That Lies Between /Doris Paton and Laura Brearley -- Possession Island /Katrina Schlunke -- Footprints in the Mallee /Emily Potter -- Making Creative Places /Anna Hickey-Moody -- "If You See a Bubble Coming Up" /Jennifer Rennie -- Pedagogies of Place and Possibility /Debra Hayes -- Literacy, Landscapes and Learning in a Primary Classroom /Helen Nixon and Barbara Comber -- Jane Goes to Timor /Roslyn Appleby -- How do Places Become 'Pedagogical'? /Noel Gough -- Strange Entanglements /Alan Mayne -- Beyond Conventional Curriculum Cartography Via a Global Sense of Place /Jane Kenway -- Transforming Pedagogies of Water /Margaret Somerville -- Contributors /Margaret Somerville , Kerith Power and Phoenix de Carteret.

Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.