By means of data from the most comprehensive source of teacher data in the nation, Schools and Public School Teacher Staffing Survey (SASS), we designeda follow-up quantitative study to test the effects of two decades of national policy mandates on instructional time allotments for core academic subjects. We used data from the SASS data from National Center for Educational Statistics (NCES) (1993/1994, 1999/2000, 2003/2004, 2007/2008) to examine national trends of continued marginalization of social studies by exploring the influence of recent (...) educational policy on defining elementary curricula in the 21st Century. With the reauthorization of NCLB in 2007 and newly mandated science testing in grades 3 through 5, we sought to understand statistically how this policy change has affected instructional decisions regarding time allocated to core academic subjects (ELA, mathematics, science and social studies) in elementary schools. Findings provide evidence of the national trend of the declining role of social studies in an era in which testing is associated with importance. Moreover, grade level disparities unique to social studies intensified the effects of 2007 NCLB policy mandates of science testing for 3rd through 5th grade students. Results provide a broader and nationally generalizable understanding of the declining role of social studies in elementary schools and the reduction of time practitioners spend teaching social studies. Thus, the growing imbalance in instructional time distributions for social studies and the tipping of the time distribution scales in favor of science document teacher responses to the expansion of testing mandates and the continued absence of studies from the national testing landscape. (shrink)

Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 min to the instructional day and implemented a series of formative and summative assessments. Through classroom observations, interviews, time journals, and official school documents, this article describes underlying perceptions and priorities that were barriers to (...) any positive impact time or testing might have afforded social studies. Two recommendations emerge from results: 1) time structures need to provide space for the teaching of and planning for social studies; and 2) testing can have positive outcomes, but these are limited when assessments structures are hierarchical, misaligned, and poorly communicated. (shrink)

Using data from the Survey of the Status of Social Studies ( S4), this article describes the instructional decisions and practices of elementary teachers in two neighboring states, one where social studies is tested and another where it is not. We define students’ opportunity to learn within these states as a composite of three variables: time allocations for social studies (teacher reported instructional time), methods for teaching social studies (teacher reported instructional strategies), and content focus (teacher reported content emphases and (...) state-mandated curriculum standards). Our guiding research question for this study was: To what extent do teachers’ perceptions of elementary school social studies instructional practices and content vary between two states with different testing policies for social studies? Initial findings revealed notable differences that could not be explained by testing policies alone. Therefore, we conducted an exploratory content analysis of the elementary social studies curricula in these neighboring states. We uncovered curricular differences that suggest that state standards influence teachers’ decisions in both what and how they choose to teach social studies. However, there were curriculum differences that did not align with S4 instructional methods and content focus output. Thus, we concluded that other factors apart from the curriculum guide teachers’ decision-making. Results provided evidence that students have different opportunities to learn based on (1) state testing policies in social studies, (2) curriculum content, (3) how social studies is delivered (e.g., stand-alone versus integration), and (4) time allocated to social studies. We concluded that these variables constrict or expand students’ opportunity to learn social studies and may influence teachers’ pedagogical and content choices in elementary social studies. (shrink)

Developing informed and participatory citizens is one of the aims of the National Council for the Social Studies’ (NCSS) vision of civic education. However, when aspiring to meet the call for meaningful civic education, teachers may find themselves at odds with other goals of accountability-driven school environments, creating contexts in which ambitious teaching becomes the answer to instilling democratic citizenship in students. The purpose of this study is to document the experience of such an ambitious teacher, chronicling a fifth-grade teacher's (...) quest for ensuring her students’ access to civic education in an urban, highly-structured, and accountability-based school environment. Through describing her teaching philosophy, instructional strategies, and experience with administration hampering her ability to promote civic education, a pattern of ambitious social studies teaching commensurate with existing literature is supported and questioned. (shrink)

Previous research has examined the role of formal classroom economics education on student learning. However, few studies have examined the role of both in school and out of school economics education exposure on student learning. Using data from the 2006 National Assessment of Educational Progress (NAEP)-Economics 12th grade assessment, we conducted an analysis using multilevel modeling to examine both student- and school-level effects on economics content knowledge. We analyzed the relationship among student-level variables including demographics, economics course structure, and instructional (...) exposure. Unlike prior studies, we accounted for the nesting of students in schools and determined significant building-level effects associated with NAEP-E outcomes. We included district and state accountability policies (e.g., required testing and graduation requirements) as well as contextual variables (e.g., percent minority and percent college bound) at the building level. Findings offered a more nuanced interpretation of earlier NAEP-E studies and extended earlier analyses to include instructional exposure and building-level effects. (shrink)

Using an Item response theory (IRT) analysis, this study examined ethnic and gender groups differences in exposure to content material (i.e. access to curriculum) assessed on the 12th grade NAEP US History 2010 exam. Employing multi-step data analysis procedures, authors examined race and gender using the NAEP Item Mapping Tool available through NCES. Results revealed item-level patterns, which suggest that females and Black students are more likely to answer questions, related to social history, particularly the Civil Rights, when accounting for (...) student achievement. While instructional exposure matters, how students of similar performance differentiate themselves on item response is related to demographics. These findings have substantial implications for social studies, which include the need to develop a more democratic curriculum that reflects the cultural identities of students in order to make history and history knowledge meaningful. Additionally, results have implications for tests. Assessments should be mindful of cultural validity of items and become more inclusive; perhaps aligning with a more culturally relevant curriculum. (shrink)

It is hard to imagine a threat to international security or a tension within U.S. foreign policy that does not involve the imposition of economic sanctions. The United Nations Security Council has fourteen sanctions regimes currently in place, and all member states of the United Nations are obligated to participate in their enforcement. The United States has some thirty sanctions programs, which target a range of countries, companies, organizations, and individuals, and many of these are autonomous sanctions that are independent (...) of the measures required by the United Nations. Australia, Canada, the European Union, Japan, South Korea, and others also have autonomous sanctions regimes, spanning a broad range of contexts and purpose. Most well-known are those concerning weapons proliferation, terrorism, and human rights violations; but sanctions are also imposed in such contexts as money laundering, corruption, and drug trafficking. States may also impose sanctions as a means to achieve foreign policy goals: to pressure a foreign state to bend to the sanctioner's will, to punish those who represent a threat to the sanctioner's economic or political interests, or to seek the end of a political regime toward which the sanctioner is hostile, to give but a few examples. (shrink)

Economic sanctions are emerging as one of the major tools of international governance in the post-Cold War era. Gordon considers the issue of sanctions within three ethical frameworks: just war doctrine, deontological ethics, and utilitarianism.

In order to investigate whether addressees can make immediate use of speaker‐based constraints during reference resolution, participant addressees' eye movements were monitored as they helped a confederate cook follow a recipe. Objects were located in the helper's area, which the cook could not reach, and the cook's area, which both could reach. Critical referring expressions matched one object (helper's area) or two objects (helper's and cook's areas), and were produced when the cook's hands were empty or full, which defined the (...) cook's reaching ability constraints. Helper's first and total fixations showed that they restricted their domain of interpretation to their own objects when the cook's hands were empty, and widened it to include the cook's objects only when the cook's hands were full. These results demonstrate that addressees can quickly take into account task‐relevant constraints to restrict their referential domain to referents that are plausible given the speaker's goals and constraints. (shrink)

Civics and Moral Educationwas implemented as a new moral education programme in Singapore schools in 1992. This paper argues that the underlying theme is that of citizenship training and that new measures are under way to strengthen the capacity of the school system to transmit national values for economic and political socialisation. The motives and motivation for retaining a formal moral education programme have remained strong. A discussion of the structure and content of key modules in Civics and Moral Education (...) shows how curriculum writers have attempted to integrate separate strands of civics and moral education from earlier programmes and present them in a less divisive manner. The paper also assesses the impact of the written civics and moral education programme on teachers and pupils, and the way in which strategies have been used by curriculum agencies to overcome possible obstacles at the curriculum implementation phase. (shrink)

In this chapter, we identify and present predominant debates at the intersection of ethics and imagination. We begin by examining issues on whether our imagination can be constrained by ethical considerations, such as the moral evaluation of imagination, the potential for morality’s constraining our imaginative abilities, and the possibility of moral norms’ governing our imaginings. Then, we present accounts that posit imagination’s integral role in cultivating ethical lives, both through engagements with narrative artworks and in reality. Our final topic of (...) consideration focuses on the possibility of imagination constituting or constructing new ethical or political frameworks. (shrink)

The most popular English arithmetic of the 16th century was Robert Recorde’s Ground of Artes. Of the many surviving editions (15 before 1600), only two were published during Recorde’s lifetime, and a third was published shortly after his death. The first two differ materially from the latter, which was the basis of the long series of „augmented“ or „revised“ editions which appeared from 1561 to 1699. Because of their greater accessibility, discussions of 16th-century arithmetics usually cite these later editions, sometimes (...) tacitly ascribing material to the early editions which does not appear before 1558. (shrink)

Literary racial impersonation occurs when a narrative work fails to express the perspective of a minority ethnic or racial group. Interestingly, even when these works express moral themes congenial to promoting empathetic responses towards these groups, they can be met with public outrage if the group’s perspective is portrayed inaccurately. My goal in this paper is to vindicate the intuition that failure to express the perspective of a minority group well renders the work defective, both aesthetically and morally. I argue (...) that available frameworks exploring the connections between aesthetic and moral realms of value are inadequate to analyzing this phenomenon and propose a novel connection between aesthetic and moral values. Specifically, I demonstrate that the primary defect of literary racial impersonation is aesthetic and contingently constitutes a moral defect in our current social context. (shrink)

The notion of economic violence has long been recognized in the work of Johan Galtung and others. The work of Thomas Pogge and the field of global justice have addressed the impact of economic disparities between the Global North and the Global South, and their impact on human well-being, and social and economic development more broadly. Patents, publication in scholarly journals, academic collaborations, access to academic journals, and so forth do not on their face seem to be closely tied to (...) indicators of human well-being. However, disparities in knowledge production, including access to academic resources and publication venues, are tied directly or indirectly to infrastructure, food security, health and mortality rates, employment, and gender equity. (shrink)

A multidisciplinary text for the health professions, with relevance across the various health disciplines. International scholars, researchers, and teachers contribute their ideas, research findings, and experiences to promote discussion on the nature and teaching of clinical reasoning. Models, guidelines, and strategies are presented. These aim to promote effective clinical reasoning in practice, creative and successful clinical reasoning learning programs, and directions for future research. Annotation copyright by Book News, Inc., Portland, OR.

This paper provides a new interpretation of the three natures theory of Yogācāra-Vijñānavāda thought by means of an examination of the path theory associated with it, which has not been previously examined in scholarly literature. The paper first examines this path theory in a number of foundational texts to show that the widely accepted pivotal model is not in fact the three natures model that predominates in foundational Yogācāra-Vijñānavāda literature. Second, the paper offers a new interpretation of the three natures (...) theory as providing a new causal model of the arising of suffering, and a corresponding theory of its cessation. This new causal model both makes possible the continued use of the kind of dharma analysis that Abhidharma thought employs to provide a causal analysis of the arising of suffering, and also couches such dharma analysis within the Mahāyāna framework of the emptiness of dharmas. (shrink)

Bell inequalities are usually derived by assuming locality and realism, and therefore violations of the Bell-CHSH inequality are usually taken to imply violations of either locality or realism, or both. But, after reviewing an oversight by Bell, in the Corollary below we derive the Bell-CHSH inequality by assuming only that Bob can measure along vectors b and b' simultaneously while Alice measures along either a or a', and likewise Alice can measure along vectors a and a' simultaneously while Bob measures (...) along either b or b', without assuming locality. The violations of the Bell-CHSH inequality therefore only mean impossibility of measuring along b and b' simultaneously. (shrink)

Although the neural systems that underlie spoken language are well-known, how they adapt to evolving social cues during natural conversations remains an unanswered question. In this work we investigate the neural correlates of face-to-face conversations between two individuals using functional near infrared spectroscopy and acoustical analyses of concurrent audio recordings. Nineteen pairs of healthy adults engaged in live discussions on two controversial topics where their opinions were either in agreement or disagreement. Participants were matched according to their a priori opinions (...) on these topics as assessed by questionnaire. Acoustic measures of the recorded speech including the fundamental frequency range, median fundamental frequency, syllable rate, and acoustic energy were elevated during disagreement relative to agreement. Consistent with both the a priori opinion ratings and the acoustic findings, neural activity associated with long-range functional networks, rather than the canonical language areas, was also differentiated by the two conditions. Specifically, the frontoparietal system including bilateral dorsolateral prefrontal cortex, left supramarginal gyrus, angular gyrus, and superior temporal gyrus showed increased activity while talking during disagreement. In contrast, talking during agreement was characterized by increased activity in a social and attention network including right supramarginal gyrus, bilateral frontal eye-fields, and left frontopolar regions. Further, these social and visual attention networks were more synchronous across brains during agreement than disagreement. Rather than localized modulation of the canonical language system, these findings are most consistent with a model of distributed and adaptive language-related processes including cross-brain neural coupling that serves dynamic verbal exchanges. (shrink)

Forlagets beskrivelse: Informative, analytical and stimulating, this book examines the relationship between professional knowledge and clinical practice.Biography.

One of the central issues in political philosophy is the problem of perspective: if there is a dispute as to how justice is to be defined, or a dispute as to whether a particular situation is unjust, how do we determine who is right? I reject the claim that an idealized speech situation or a transcendental perspective can legitimately be invoked to resolve such disputes. In their place, I discuss critical theory's commitment to the position that all perspectives are ideo (...) logical, partial, and rooted in interests. I then discuss Lukács's notion that, given that ideology and interests are ineluctable, certain per spectives are epistemologically privileged (though not transcenden tal). I discuss the notion of the preferential option for the poor in liberation theology, as an instance of such a claim of epistemological privilege. I argue that this has implications for the concept of alterity, and specifically for the role of the Other in a community of discourse. Finally, I discuss Lyotard's notion of incommensurable phrase regi mens, and the particular kind of harm which is done by exclusion from a discursive community. Key Words: critical theory • epistemological privilege • liberation theology • Lukács • Lyotard. (shrink)

United Nations Security Council resolutions raise distinctive problems of interpretation, particularly in the context of Chapter VII measures. In disputes of interpretation, the stakes are very high, since Chapter VII measures may explicitly or implicitly authorize military action; may override the target nation’s sovereignty; and may put lives at risk. However, there is no direct, binding judicial review of Security Council measures where questions of interpretation can be resolved. Consequently, interpretive disputes are resolved in a highly politicized process. This article (...) considers three situations where the language of the resolutions was ambiguous. The interpretation of these resolutions was then shaped entirely by the political maneuvering which took place within the Security Council. (shrink)

Asset freezes are sometimes viewed as the quintessential form of targeted sanctions—relatively effective in achieving their goals, while affecting only the individuals and companies that are “bad actors.” However, as part of the roundtable “Economic Sanctions and Their Consequences,” this essay argues that there are significant ethical problems raised by asset freezes and other forms of targeted financial sanctions. Sanctioners have long been criticized for targeting individuals and companies for arbitrary reasons or without adequate due process. However, there is a (...) second concern that is less well known. Asset freezes and other targeted financial sanctions may be imposed on government officials, government agencies, or private companies that hold a critical role in the target country's economy. A country's central bank, national oil company, or national shipping line, for example, may be severely compromised as a result of its inclusion on a financial blacklist. In addition to the explicit prohibitions imposed by targeted financial sanctions, there is a chilling effect as well. This can be seen when international banks and corporations withdraw from the target country altogether because the burden of compliance with these measures is so great, and the potential penalties so high. (shrink)

The embryonic vertebrate face is composed of similarly sized buds of neural crest‐derived mesenchyme encased in epithelium. These buds or facial prominences grow and fuse together to give the postnatal morphology characteristic of each species. Here we review the role of neural crest cells and foregut endoderm in differentiating facial features. We relate the developing facial prominences to the skeletal structure of the face and review the signals and genes that have been shown to play an important role in facial (...) morphogenesis. We also examine two experiments one at the genetic level and one at the signal level in which transformation of facial prominences and subsequent change of jaw identity was induced. We propose that signals such as retinoids and BMPs and downstream transcription factors such as Distal‐less related genes specify jaw identity. BioEssays 25:554–568, 2003. © 2003 Wiley Periodicals, Inc. (shrink)

We illustrate an explicit counterexample to Bell's theorem by constructing a pair of dichotomic variables that exactly reproduce the EPR-Bohm correlations in a manifestly local-realistic manner.

It is shown that Bell's theorem fails for the Clifford algebra valued local realistic variables. This is made evident by exactly reproducing quantum mechanical expectation value for the EPR-Bohm type spin correlations observable by means of a local, deterministic, Clifford algebra valued variable, without necessitating either remote contextuality or backward causation. Since Clifford product of multivector variables is non-commutative in general, the spin correlations derived within our locally causal model violate the CHSH inequality just as strongly as their quantum mechanical (...) counterparts. (shrink)

Empirical studies that have attempted to describe nurses' ethical practice have used conceptual frameworks derived primarily from the disciplines of bioethics and psychology. These frameworks have not incorporated important concepts developed by nursing theorists over the past two decades. This article points out flaws in the past research frameworks and proposes a synthesis of ethical theory, nursing practice contexts, and empirical research methods to enrich theoretical development in nursing ethics. Keywords: ethics, ethics studies, nursing, theory development CiteULike Connotea Del.icio.us What's (...) this? (shrink)

Ulrich Beck asserts that global risks, such as climate change, generate a form of ‘compulsory cosmopolitanism’, which ‘glues’ various actors into collective action. Through an analysis of emerging ‘cosmopolitan risk communities’ in Chinese climate governance, this article points out a ‘blind spot’ in the theorization of cosmopolitan belonging and an associated inadequacy in explaining shifting power relations. The article addresses this problem by engaging with the intersectionality of the cosmopolitan space. It is argued that cosmopolitan belonging is a form of (...) performative identity. Its key characteristic lies in a ‘liberating prerogative’, which enables individuals to participate in the solution of common problems creatively. It is this liberating prerogative that forces the state from a position of political monopoly and marks the cosmopolitan moment. (shrink)

A local, deterministic, and realistic model within a Friedmann-Robertson-Walker spacetime with constant spatial curvature is presented which describes simultaneous measurements of the spins of two fermions emerging in a singlet state from the decay of a spinless boson. Exact agreement with the probabilistic predictions of quantum theory is achieved in the model without data rejection, remote contextuality, superdeterminism, or backward causation. An event-by-event numerical simulation of the model is presented, which confirms our analytical results with the accuracy of 4 in (...) 10,000 parts. (shrink)

We consider a deterministic rewrite system for combinatory logic over combinators , and . Terms will be represented by graphs so that reduction of a duplicator will cause the duplicated expression to be "shared" rather than copied. To each normalizing term we assign a weighting which is the number of reduction steps necessary to reduce the expression to normal form. A lambda-expression may be represented by several distinct expressions in combinatory logic, and two combinatory logic expressions are considered equivalent if (...) they represent the same lambda-expression (up to --equivalence). The problem of minimizing the number of reduction steps over equivalent combinator expressions (i.e., the problem of finding the "fastest running" combinator representation for a specific lambda-expression) is proved to be NP-complete by reduction from the "Hitting Set" problem. (shrink)

Since MacKinnon’s ground-breaking work in which she coined the term sexual harassment, there has been very little consensus as to what it actually is. Using callers’ stories of male sexual harassment taken from Kenyan talk radio, the purpose of this paper is to analyse the in situ production of an emic definition of sexual harassment. Further, using positioning theory as a methodology, this paper aims to make visible the gendered identity work that defining, or not defining, an event as male (...) sexual harassment occasions and to show how hegemonic masculinity is achieved through stories and their evaluation by the radio host and other callers who talk certain masculinities into being as normative and others as deviant. (shrink)

This paper is based on notes taken during a three day lecture given by Humberto Maturana in St Kilda, Victoria, August 7th - 9th, 1993. It was obvious from the participants that many non biologists have found Maturana's work to be influential in their thinking. The audience included immunologists, family therapists, academics, architects, agriculturalists and information technologists.

Only recently have ethicists been invited into the clinical setting to offer recommendations about patient care decisions. This paper discusses this new role for ethicists from the perspective of content and process issues. Among content issues are the usual ethical dilemmas such as the aggressiveness of treatment, questions about consent, and alternative treatment options. Among process issues are those that relate to communication with the patient. The formal ethics consult is discussed, the steps taken in such a consult, and whether (...) there should be a fee charged. We conclude with an examination of the risks and benefits of formal ethics consults. (shrink)

The Hipparchus features a conversation between Socrates and an un-named companion, at an unknown time and place, about gain and whether we should in any way limit our pursuit of gain. Socrates argues intransigently that we should not place any limits on our pursuit of gain, while the companion, despite being unable to counter his arguments, is equally firm in his rejection of Socrates’ moral position. The dialogue thus shows the strength of the conviction, in the souls of decent people, (...) that unrestrained pursuit of the good things is not good for you. This conviction exists prior to calculation, and the action of the dialogue thereby testifies to the existence of man’s natural conscience. (shrink)

The translation of Apology 30b 2–4 has long been controversial. The standard translation of this sentence reveals a Socrates who wants to highlight a problem about virtue by making an extremely optimistic statement about it; the alternative translation supported by Myles Burnyeat and Christopher Rowe would suppress the problem by appearing to resolve it. A detailed examination of Socrates’ speech at 28b–31c, defending the nobility of his Delphic activity, finds fault with the resolution proposed by Burnyeat and Rowe, shows how (...) Socrates’ speech is informed by his clear awareness of human hopes for virtue, highlights his clarity about his situation, and addresses the question of the character of the Socratic virtue or toughness that is the by-product of his activity. (shrink)

This volume explores a central paradox in the evolution of psychoanalytic thought and practice and the ways in which they were used.

Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental well-being. Hence, this (...) study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)