Soma‐to‐germline feedback is forbidden under the neo‐Darwinian paradigm. Nevertheless, there is a growing realization it occurs frequently in immunoglobulin (Ig) variable (V) region genes. This is a surprising development. It arises from a most unlikely source in light of the exposure of co‐author EJS to the haplotype data of RL Dawkins and others on the polymorphism of the Major Histocompatibility Complex, which is generally assumed to be the most polymorphic region in the genome (spanning ∼4 Mb). The comparison between the (...) magnitude of MHC polymorphism with estimates for the human heavy chain immunoglobulin V locus (spanning ∼1 Mb), suggests IGHV could be many orders of magnitude more polymorphic than the MHC. This conclusion needs airing in the literature as it implies generational churn and soma‐to‐germline gene feedback. Pedigree‐based experimental strategies to resolve the IGHV issue are outlined. (shrink)

The original comic version of T'Challa is a traditional monarch, whose actions demonstrate his concern for maintaining power and securing his nation. In fact, with his strategic use of violence, his demonstrations of empathy and humanity, and his embrace of religious symbolism, T'Challa was classically “Machiavellian” in the comics. "Panther's Rage" chronicles T'Challa's return to Wakanda after an extended stay in the United States as a costumed superhero, most notably with the Avengers. Machiavelli would approve of T'Challa's embrace of violence. (...) Machiavelli was keenly aware of how a ruler should be perceived by his subjects, suggesting that a successful ruler will appear to possess five key qualities that meet with the approval of his subjects: mercy, faith, honesty, humanity, and religion. T'Challa is never as cruel as some of Machiavelli's models, but he does preserve his divinely ordained kingdom by employing fear and religion to stay in power. (shrink)

We have previously found that attention to internal somatic sensations during a heart beat perception task increases the misperception of external touch on a somatic signal detection task , during which healthy participants erroneously report feeling near-threshold vibrations presented to their fingertip in the absence of a stimulus. However, it has been suggested that mindful interoceptive attention should result in more accurate somatic perception, due to its non-evaluative and controlled nature. To investigate this possibility, 62 participants completed the SSDT before (...) and after a period of brief body-scan mindfulness meditation training, or a control intervention . The meditation intervention reduced tactile misperception and increased sensitivity during the SSDT. This finding suggests that the perceptual effects of interoceptive attention depend on its particular nature, and raises the possibility that body-scan meditation could reduce the misperception of physical symptoms in individuals with medically unexplained symptoms. (shrink)

_Sufi Castigator_ investigates the writings of Ahmad Kasravi, one of the foremost intellectuals in Iran. It studies his work within the context of Sufism in modern Iran and mystical Persian literature and includes translations of Kasravi’s writings. Kasravi provides a fascinating topic for those with interests in Sufism and Iranian studies as he attempted to produce a form of Iranian identity that he believed was compatible with the modern age and Iranian nationalism. His stress on reason and the de-mystification of (...) religion caused him to repudiate Sufism and much of the Sufi literary heritage as backwards and believed it a reason for the weakness of modern Iran. Kasravi’s historical observations were weak, and his writings indicate that he was working towards pre-determined conclusions. However, his works are of significance because they contributed to a major discussion in the 1930s to 1940s about the ideal image and identity that Iranians should adopt. Despite the academic weaknesses of Kasravi’s works he had a profound effect on the next generation of thinkers. _Sufi Castigator_ is stimulating and meticulously researched book and includes two lengthy translations of Kasravi’s works, _Sufism_ and _What does Hafez Say?_ and will appeal to scholars of middle eastern studies. (shrink)

Essays omhandlende den etiske dimension i det militære liv.

In lieu of an abstract, here is a brief excerpt of the content:Ontological and Other AssumptionsLloyd A. Wells (bio) and Sandra J. Rackley (bio)Fahrenberg and Cheetham have conducted an immensely thought-provoking study of the assumptions about human nature made by 800 students and pose a question about the future impact of these assumptions on individuals’ practice in professions including medicine and psychotherapy.This work represents a branch of “philosophical anthropology,” which considers assumptions people make about human nature. The authors used a (...) questionnaire, much of which was newly designed, to assess the assumptions made by university students studying psychology, philosophy, sciences, and other disciplines. Most of the respondents were studying at Freiburg, but some were sampled at several other universities in both the former East and West Germanies. Questions involved consciousness and the brain, evolution, free will, belief in God, the meaning of life, and theodicy.Given the importance of these beliefs and assumptions in so many peoples’ lives, it is quite surprising that there are so few modern data available, and this study ventures an important first step in assessing these assumptions. However, there are many problems inherent in this study (and any like it).The first, for us, is the validity of the questionnaire itself, an issue that was not specifically addressed in the paper. Face validity is a problem even in the few questions quoted directly in the paper. For example, some statements contain two clauses, and one could well agree with one without agreeing with another: “I do not know whether a God exists and I do not believe it is possible to know.” This is the most relevant answer for a true agnostic, but the assumption that “I do not know whether a God exists” does not necessarily link at all with “I do not believe it is possible to know.” Similarly, a theist might have trouble with the two clauses, “I know God really exists” and “I do not doubt this.” (Technically, knowledge does imply a lack of doubt, but belief certainly does not.) Particularly in the trilemmas, where various patterns of response were analyzed, these multiple-clause statements may have led students to respond in a manner inconsistent with their true beliefs and assumptions. Furthermore, many of the questions contain terms that may have been unfamiliar to first-year university students. The authors explain their rationale in not defining terms, but the lack of clarity about definitions may have led some of the students to not fully understand the questions asked and to perhaps influence the answers they chose.Misunderstanding of the questions may account for some of the disparities reported in the results. Other apparent inconsistencies, however, do not seem to be a result of unclear questions. For example, sixty percent of the students agreed with the statement that “I believe in … existence after death,” whereas forty-seven percent agreed with the statement that “when my brain is dead my consciousness and my person cease to be.” These [End Page 203] findings do not add up, and this study has several similar sets of data. People contradict themselves in long and complex questionnaires, and this may be a simple explanation for these findings, but is this the only explanation? How seriously did the students take the questionnaire, often given as part of their class? How honest were their responses?How generalizable are the findings of this study? It is very difficult even to speculate about this. The statistics are incomprehensible in light of the data given, and one must essentially take them on faith, wherever one falls on the God/theodicy questions. The design has many flaws, but we do learn how a subsample of German university students rate important factors about the meaning of life. Statements are made in the paper that the students’ results correlate with similar results for the general population, but this assertion seems to be based on a very few questions. One would like much more delineation of this apparent correlation, because we wonder about the juxtaposition of developmental factors with the answers the students gave to this questionnaire. First-year university students are at a critical developmental point, and it would be fascinating to follow this large cohort of students over time to see whether... (shrink)

The nature and legitimacy of commitments. Objectivity vs. commitment, by H. Smith. Institutional commitment: a social scientist's view, by H. R. Davis. The sectarian nature of liberal education, by L. J. Averill. The identity of the Christian college, by W. W. Jellema.--Commitments and the dimensions of learning. Discursive truth and evangelical truth, by A. C. Outler. Natural order and transcendent order, by W. G. Pollard. Limited cognition and ultimate cognition, by R. W. Friedrichs. Academic teaching and human experience, by M. (...) Novak. Academic excellence and moral value, by W. W. Jellema.--Norms and models of commitment. Biblical realism as a norm, by W. Herberg. Christian ethical community as a norm, by W. Beach. A pluralistic model, by W. B. Martin. A singular model, by L. J. Averill. (shrink)

In our globalized world, differing conceptions of human nature and human values raise questions as to whether universal and partisan claims and perspectives can be reconciled, whether interreligious and intercultural conversations can help build human community, and whether a pluralistic ethos can transcend uncompromising notions as to what is true, good, and just. In this volume, world-class scholars from religious studies, the humanities, and the social sciences explore what it means to be human through a multiplicity of lives in time (...) and place as different as fourth-century BCE China and the world of an Alzheimer patient today. Refusing the binary, these essays go beyond description to theories of aging and acceptance, ethics in caregiving, and the role of ritual in healing the inevitable divide between the human and the ideal. (shrink)

We address the controversy in the literature concerning the definition of holobionts and the apparent constraints on their evolution using concepts from community population genetics. The genetics of holobionts, consisting of a host and diverse microbial symbionts, has been neglected in many discussions of the topic, and, where it has been discussed, a gene-centric, species-centric view, based in genomic conflict, has been predominant. Because coevolution takes place between traits or genes in two or more species and not, strictly speaking, between (...) species, it may affect some traits but not others in either host or symbiont. Moreover, when interacting species pairs are embedded in a larger community, indirect ecological effects can alter the expected pairwise dynamics. Mode of symbiont transmission and the degree of host inbreeding both affect the extent of microbial mixing across host lineages and thereby the degree to which selection on one trait of either partner affects other aspects of a holobiont phenotype. We discuss several potential defining criteria for holobionts using community genetics and population genetics models, suggesting their application and limitations. Using community genetics models, we show how conflict between genomes can be self-limiting, while cooperation and mutualism tend to be self-accelerating. It is likely that this bias in the evolutionary dynamics of interaction between hosts and symbionts is an important feature of holobionts. This bias in the evolutionary dynamic could contribute to explaining the absence of cheaters from natural mutualisms, although cheaters are predicted by gene-centered conflict theory to cause the evolutionary instability of mutualisms. Additionally, it may help explain the more frequent origin of mutualisms from parasitic than from free-living systems, an evolutionary trajectory opposite to that predicted by genome conflict theory. (shrink)

Climate change assessments rely upon scenarios of socioeconomic developments to conceptualize alternative outcomes for global greenhouse gas emissions. These are used in conjunction with climate models to make projections of future climate. Specifically, the estimations of greenhouse gas emissions based on socioeconomic scenarios constrain climate models in their outcomes of temperatures, precipitation, etc. Traditionally, the fundamental logic of the socioeconomic scenarios—that is, the logic that makes them plausible—is developed and prioritized using methods that are very subjective. This introduces a fundamental (...) challenge for climate change assessment: The veracity of projections of future climate currently rests on subjective ground. We elaborate on these subjective aspects of scenarios in climate change research. We then consider an alternative method for developing scenarios, a systems dynamics approach called ‘Cross-Impact Balance’ (CIB) analysis. We discuss notions of ‘objective’ and ‘objectivity’ as criteria for distinguishing appropriate scenario methods for climate change research. We distinguish seven distinct meanings of ‘objective,’ and demonstrate that CIB analysis is more objective than traditional subjective approaches. However, we also consider criticisms concerning which of the seven meanings of ‘objective’ are appropriate for scenario work. Finally, we arrive at conclusions regarding which meanings of ‘objective’ and ‘objectivity’ are relevant for climate change research. Because scientific assessments uncover knowledge relevant to the responses of a real, independently existing climate system, this requires scenario methodologies employed in such studies to also uphold the seven meanings of ‘objective’ and ‘objectivity.’. (shrink)

Patient consent has been formulated in terms of radical individualism rather than shared benefits. Medical education relies on the provision of patient consent to provide medical students with the training and experience to become competent doctors. Pelvic examination represents an extreme case in which patients may legitimately seek to avoid contact with inexperienced medical students particularly where these are male. However, using this extreme case, this paper will examine practices of framing and obtaining consent as perceived by medical students. This (...) paper reports findings of an exploratory qualitative study of medical students and junior doctors. Participants described a number of barriers to obtaining informed consent. These related to misunderstandings concerning student roles and experiences and insufficient information on the nature of the examination. Participants reported perceptions of the negative framing of decisions on consent by nursing staff where the student was male. Potentially coercive practices of framing of the decision by senior doctors were also reported. Participants outlined strategies they adopted to circumvent patients’ reasons for refusal. Practices of framing the information used by students, nurses and senior doctors to enable patients to decide about consent are discussed in the context of good ethical practice. In the absence of a clear ethical model, coercion appears likely. We argue for an expanded model of autonomy in which the potential tension between respecting patients’ autonomy and ensuring the societal benefit of well-trained doctors is recognised. Practical recommendations are made concerning information provision and clear delineations of student and patient roles and expectations. (shrink)

Little is known empirically about the role of supervisor listening and the emotional conditions that listening facilitates. Having the opportunity to speak is only one part of the communication process between employees and supervisors. Employees also react to whether they perceive the supervisor as actively listening. In two studies, this paper examines three important outcomes of employee perceptions of supervisor listening. Furthermore, positive and negative affect are investigated as distinct mediating mechanisms. Results from Study 1 revealed that employee perceptions of (...) supervisor listening reflected supervisors’ self-ratings of how they listen to their employees and these perceptions were associated with the three work outcomes. Study 2 replicated the findings in a larger sample and found evidence for two explanatory mechanisms. Positive affect mediated the effects of perceived supervisor listening on organizational citizenship behavior and turnover intention, whereas negative affect mediated listening effects on emotional exhaustion and turnover intention. Implications for organizational research and managerial practice concerning workforce sustainability are discussed. (shrink)

this requirement for adaptations. Emergent characters are always potential adaptations. Not all selection processes produce adaptations, however. The key issue, in delineating a selection process, is the relationship between a character and fitness. The emergent character approach is more restrictive than alternative schemas that delineate selection..

Physical literacy, a concept introduced by Britain’s physical education and phenomenological scholar, Margaret Whitehead, who aligned the term with her monist view of the human condition and emphasis that we are essentially embodied beings in-the-world, is a foundational hub of recent physical education curricular revision. The adoption of the term serves a political purpose as it helps stakeholders advocate for the educational, specifically literacy, rights of the whole child. Yet, one might wonder what impact conceptual shifts of becoming “physically literate” (...) in lieu of becoming “physically educated” have on physical education research and practice. Terms such as “reading” the game and metaphors that describe the body as an “instrument of expression” are entering the lexicon of physical education but from a seemingly cognitive frame of reference. Arguably, the extent to which the adoption of physical literacy has on dissolving Cartesian views of the body and the mechanization of movement it performs has yet to be questioned. This article thus acts as an invitation to explore physical literacy in a Merleau-Pontian inspired act of inscribing the world through movement and how a reading of a reversible imprint might awaken a more fluent sense of what it means to become physically literate as new curricular pathways in the field of physical education emerge. (shrink)