In this study, we elaborate connections among gender, structure, and practice to suggest how social structural relations shape social sexual practice and, in the process, reshape gender relations. Using survey data from a study of a community mobilization intervention, we investigate the connection between institutional arrangements and condom use practice in sexual encounters with commercial clients and intimate partners among 410 women engaged in sex trade in a semiurban town in southern India. Multinomial logistic regression analysis uncovers the effects of (...) 16 measures of gendered structural relations in three contexts—livelihood resources, household circumstances, and community mobilization intervention priorities. We compare women who practice either consistent or inconsistent condom use with both clients and partners with a reference group of women who practice consistent condom use with clients but not with partners. Results reveal the importance of household and community relations for consistent safer sex practice over and above the organization of sex trade. Our analysis advances gender theory in two interrelated ways: We contribute to gender theorizing in the implementation of health interventions, and to gender change more generally by thinking through possibilities emerging from recursive influences between reordered institutional configurations and altered expectations in interaction. (shrink)

This paper explores the nature of the language used when teaching mathematics to young children. It proposes that an important part of the teaching of a mathematical concept is the introduction of specific terminology. Children may need to be taught new meanings for already familiar words. The timing of these introductions to new words or meanings is critical to their understanding of the concepts being taught. It will be argued that there are two aspects of the children's learning that (...) need to be considered. First, their understanding of the concept being introduced, and secondly, their learning the appropriate word to describe that concept. By assessing children's understanding of new mathematical concepts through their own use of the terminology, the teacher can then negotiate new meanings with them through practical experiences, introducing new word meanings only when the concepts have been understood. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.2 (2003) 133-134 [Access article in PDF] Fictional Beings J. M. Coetzee What Does It Mean, "To Understand"? A tennis coach is teaching a young player a forehand topspin drive. He does so with a mixture of demonstrations (nonverbal) and explanations (verbal), such as, "At the moment of impact you roll the wrist over like this" (demonstrates). The player tries the stroke again and (...) again, and each time the coach shakes his head and says, "You haven't got it yet." Then the player gets the stroke right. The coach says "Now you've got it! Now you understand! Now let's do it again!"Is this a legitimate use of the word understand? I think it is. The coach intends the following: At first you may have understood my words but from your actions—the practice strokes you played—I could not see that you had understood my meaning. Then, when you got the stroke right, and could repeat it, I saw that you had finally understood the meaning behind my words.Understanding is in this case the effective translation of words, or words plus demonstrations, into actions, where effectiveness can be easily measured. The translation is from a verbal, or mixed verbal, system into an entirely nonverbal system of electrochemical impulses.Conversely, one can picture an exhaustive analysis of forehand topspin drives by André Agassi, conducted by microphotography, implanted sensors, and so on, to issue in a mixed verbal and diagrammatic account of how Agassi plays the stroke. In this case the physiologic system of the stroke has been successfully translated into a (partially) verbal system. Again, it would be meaningful to say that the sports physiologist who does the analysis has come to understand how the stroke is played.Although in both these cases understanding is conceived of as a translation process, I concentrate from here onward on the translation process from the verbal to the nonverbal, exemplified by understanding how to play a particular stroke.The coach says X and the player tries to "do" X, but fails and fails, until finally he succeeds. When the player has at last "done" X, he has understood. Thereafter, by steps, the player ceases to depend on the coach and the coach's X: the player can do X by himself; he understands X in the sense that whenever he says X to himself he can do X. He has made X his own.I read The Sound and the Fury, the part devoted to Benjy. Benjy says X and I don't understand. I understand the words on the page one by one, many of the sentences I understand one by one in the sense that I can translate them into other English sentences, but I don't understand the logic that gets Benjy from one sentence to the next, I don't understand the references of many words that are usually referential, and sometimes I am baffled by the syntax.For whatever reason, I go on reading Benjy. In a few respects I begin to understand better. For instance, there are sentences that stop in midstride, and I begin to suspect that such sentences stop because Benjy does not want to think what [End Page 133] comes next—that is to say, that the Faulkner behind Benjy means me to understand that Benjy lacks the wherewithal to face what would naturally come next. Mainly, however, I remain in the dark.Then I begin to experience something interesting. I find that I am, in my mind, going through some of the movements of Benjy's language. I am, as it were, practicing the characteristic strokes of his game. Although I remain, for the most part, unable to translate his pages into connected discourse—that is, into a discourse in which the logical connection between one sentence and the next is, however faulty, at least clear—I am better and better able to "do" Benjy."Doing" Benjy in this case means more than parrot-like repetition of Benjy's words. I can now speak of "entering Benjy" in a way that makes sense. I... (shrink)

Researchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to (...) education spanning multiple methodologies, from neuroimaging to neuroactive drugs to brain stimulation. They did so from two perspectives (student, teacher) and for three recipient populations (low-achieving, high-achieving students, students with learning disabilities). Overall, the biosciences students were more favorable to all neuroscience applications than the education students. Scenarios that measured brain activity (i.e., EEG or fMRI) to assess or predict intellectual abilities were deemed more acceptable than manipulations of mental activity by drug use or stimulation techniques, which may violate body integrity. Enhancement up to the norm for low-achieving students and especially students with learning disabilities was more favorably viewed than enhancement beyond the norm for high-achieving students. Finally, respondents rated neuroscientific applications to be less acceptable when adopting the perspective of a teacher than that of a student. Future studies should go beyond the acceptability ratings collected here to delineate the role that concepts of access, equity, authenticity, agency and personal choice play in guiding respondents’ reasoning. (shrink)

Heroes, villains, victims, and minions have been the building blocks of moral and political reputations throughout human history. In Public Characters, the authors look at visual images, music, and words to show the techniques by which these characters get constructed. They also trace the impact of these public characters in politics, including the 2016 triumph of Donald J. Trump through his ability to cast opponents as villains and minions.

Arguably, there is no gesture more typical to philosophy than its repudiation, the sense that philosophical endeavor is a symptom of the pathologies or dislocations of everyday life it seeks to remedy. Throughout the nineteenth century—in the writings of the German Romantics, Young Hegelians, Marx, Kierkegaard, and Nietzsche—the repudiation of philosophy is a constant. Sometimes this repudiation takes a reflective form in which traditional philosophical claims are translated into another vocabulary, or are deflated ; sometimes alternative methods are adopted (...) that attempt to undermine, explain away, what is thought of as uniquely philosophical; sometimes rhetorical strategies are adopted that aim to bring about a “conversion” in the reader away from philosophy and toward a more fully immanent or existential self-understanding; and sometimes that more everyday self-understanding that is to be the antidote to philosophical reflection is construed as not yet available but would come to be in an ideal or utopian future if particular radical transformations of current practices were accomplished. Apart from Kierkegaard, these attempts typically construe themselves as continuous with the critique of religion, as if philosophy were nothing but religious excess in rational dress, and thus continuous with modernity’s drive toward secularity. Because the stakes of repudiation are inevitably normative—the protest against philosophy for the sake of a more “realistic,” more truly natural or historical, conception of what is rational or good—the critique of philosophy becomes, despite itself, philosophical, burdened with presuppositions it can neither sustain nor forgo. In brief, this is the lesson of Daniel Brudney’s meticulous and patient excavation of the writings of the young Marx. (shrink)

This article argues that we could improve the design of research protocols by developing an awareness of and a responsiveness to the social contexts of all the actors in the research enterprise, including subjects, investigators, sponsors, and members of the community in which the research will be conducted. ?Social context? refers to the settings in which the actors are situated, including, but not limited to, their social, economic, political, cultural, and technological features. The utility of thinking about social contexts is (...) introduced and exemplified by the presentation of a hypothetical case in which one central issue is limitation of the probability of injury to subjects by selection of individuals who are not expected to live long enough for the known risks of the study to become manifest as harms. Benefits of such considerations may include enhanced subject satisfaction and cooperation, community acceptance, and improved data quality, among other desirable consequences. (shrink)

The author is interested in discussing various aspects of the propositional calculus; in particular, the relationships among the various propositional connectives in various systems of logic such as Intuitionistic and modal are scrutinized. The first three chapters survey the notation to be used and describe the general notion of logistic system; the author then describes the concept of a deductive system in exceptional generality, then treats the connexions of equivalence and independence among such deductive systems in what are essentially algebraic (...) terms. Building on the latter work, he then treats the idea of one system's being an extension of the other, going into the details concerning the fine structure of exactly what sort of extension it is—conservative, consistent, and thus arrives at Lindenbaum's lemma. The equivalence relations of congruence and equipollence among propositional systems form the central core around which Porte's discussion of axiomatizability of systems of connectives constituting various propositional calculi is based. Porte is one of the best of the several young logicians now working in France and this book is useful both as a technical treatise containing a sophisticated treatment of sentential logic, and as a guide to at least one direction and trend of contemporary French logical thought.—P. J. M. (shrink)

This article argues that we could improve the design of research protocols by developing an awareness of and a responsiveness to the social contexts of all the actors in the research enterprise, including subjects, investigators, sponsors, and members of the community in which the research will be conducted. “Social context” refers to the settings in which the actors are situated, including, but not limited to, their social, economic, political, cultural, and technological features. The utility of thinking about social contexts is (...) introduced and exemplified by the presentation of a hypothetical case in which one central issue is limitation of the probability of injury to subjects by selection of individuals who are not expected to live long enough for the known risks of the study to become manifest as harms. Benefits of such considerations may include enhanced subject satisfaction and cooperation, community acceptance, and improved data quality, among other desirable consequences. (shrink)

Arguably, there is no gesture more typical to philosophy than its repudiation, the sense that philosophical endeavor is a symptom of the pathologies or dislocations of everyday life it seeks to remedy. Throughout the nineteenth century—in the writings of the German Romantics, Young Hegelians, Marx, Kierkegaard, and Nietzsche—the repudiation of philosophy is a constant. Sometimes this repudiation takes a reflective form in which traditional philosophical claims are translated into another vocabulary, or are deflated ; sometimes alternative methods are adopted (...) that attempt to undermine, explain away, what is thought of as uniquely philosophical; sometimes rhetorical strategies are adopted that aim to bring about a “conversion” in the reader away from philosophy and toward a more fully immanent or existential self-understanding; and sometimes that more everyday self-understanding that is to be the antidote to philosophical reflection is construed as not yet available but would come to be in an ideal or utopian future if particular radical transformations of current practices were accomplished. Apart from Kierkegaard, these attempts typically construe themselves as continuous with the critique of religion, as if philosophy were nothing but religious excess in rational dress, and thus continuous with modernity’s drive toward secularity. Because the stakes of repudiation are inevitably normative—the protest against philosophy for the sake of a more “realistic,” more truly natural or historical, conception of what is rational or good—the critique of philosophy becomes, despite itself, philosophical, burdened with presuppositions it can neither sustain nor forgo. In brief, this is the lesson of Daniel Brudney’s meticulous and patient excavation of the writings of the young Marx. (shrink)

The volumes in the Clarendon Aristotle Series seek to meet the needs of philosophically inclined readers who do not know Greek by providing accurate translations of selected Aristotelian texts accompanied by philosophical commentaries. To these ends, Trevor Saunders’s welcome addition to the series, a treatment of the first two books of Aristotle’s Politics, provides a number of useful tools. First there is a new translation of books I and II. Saunders numbers the paragraphs of the translation and the corresponding sections (...) of the commentary to facilitate reference to the text and commentary within the discussion of each chapter, though not across chapters. Saunders provides Greek-English and English-Greek glossaries. These will be especially useful to Greek-less readers, because Saunders is often traditional in his translation of key terms and thus, for example, obscures connections that have to be made explicit. So, for example, Saunders follows the very common practice of rendering the cognates polis, politês, and politeia as ‘state’, ‘citizen’, and ‘constitution’, respectively. Each section of the commentary begins with an introduction and proceeds to discuss each paragraph in turn, often including several recommendations for where to go next in the secondary literature. The book also has a guide to the translation and commentary, a brief but helpful introduction, a short appendix on the alleged oligarchic bias in Plato’s Laws, a list of departures from Ross’s Oxford Classical Text, a bibliography of works cited, and a selective index. Sadly, but in company with most of its companions in the Clarendon Aristotle Series, it lacks an index locorum. (shrink)

F. H. George is Professor of Cybernetics at Brunel University in England. His book comprises eight chapters originally developed as lectures for a non-specialist audience. He points out the position of computer science among the sciences, explains its aims, procedures, and achievements to date, and speculates on its long-term implications for science in particular and society in general. Among the topics discussed are biological simulation and organ replacement, automated education, and the new philosophy of science. Each chapter concludes with a (...) brief summary. George's treatment of the technical details of his speciality is both illuminating and readable, thus serving as an excellent primer on one of the new technology's most important components. His wider forays into philosophy, economics, sociology, and religion are less happy, however; and unfortunately they take up a large part of the text. In general, they reveal that George identifies the methods of human advancement with the methods of the natural sciences in an equation whose rigidity would make even B. F. Skinner blush. Yet, the reader cannot claim that he was not forewarned; for in the introduction, D. J. Stewart, Chairman of the Rationalist Press Association, suggests that the current "swing of interest among young people away from the physical and biological sciences and towards the behavioural and social sciences... represents a symptom of disillusionment with science and technology and an attempted escape into irrationality."--J. M. V. (shrink)

The first few years of driving is a critical period when driving skills develop and the driving style is established. While the actual driving skills improve during the first few years of driving, a novice driver’s view of himself/herself as a safe and/or skilful driver also develops rapidly. The aim of this study was to investigate self-evaluated driver safety and perceptual-motor skills among different age groups of young drivers, along with the relationships between self-evaluated skills and driving behaviour. The (...) sample consisted of a stratified random sample of 18–25-year-old drivers from the Finnish driving licence register. The questionnaires, which included the Driver Skill Inventory, Driver Behaviour Questionnaire and background information, were completed and returned by a total of 1,058 participants. While female drivers assessed their safety skills to be higher than their perceptual-motor skills, the opposite was true for males. In both sexes, perceptual-motor skills increased, and safety skills decreased with experience. Perceptual-motor skills correlated negatively with safety skills, lapses and errors, but positively with aggressive and ordinary violations. Safety skills correlated negatively with all DBQ variables. Safety orientation seems to be most clearly reflected in deliberate aberrant driving behaviours. Sex differences were observed in the development of behaviours and skills, perceptual-motor skills only increased with age among males, while safety skills decreased through experience among both men and women. Results showed that driving experience was strongly related to both driving style and the drivers’ view of their skills, highlighting the importance of the first few years of driving. (shrink)

The network concept is increasingly used for the description of complex systems. Here, we summarize key aspects of the evolvability and robustness of the hierarchical network set of macromolecules, cells, organisms and ecosystems. Listing the costs and benefits of cooperation as a necessary behaviour to build this network hierarchy, we outline the major hypothesis of the paper: the emergence of hierarchical complexity needs cooperation leading to the ageing (i.e. gradual deterioration) of the constituent networks. A stable environment develops cooperation leading (...) to over‐optimization, and forming an ‘always‐old’ network, which accumulates damage, and dies in an apoptosis‐like process. A rapidly changing environment develops competition forming a ‘forever‐young’ network, which may suffer an occasional over‐perturbation exhausting system resources, and causing death in a necrosis‐like process. Giving a number of examples we demonstrate how cooperation evokes the gradual accumulation of damage typical to ageing. Finally, we show how various forms of cooperation and consequent ageing emerge as key elements in all major steps of evolution from the formation of protocells to the establishment of the globalized, modern human society. (shrink)

The progression of research and scholarly inquiry does not occur in isolation and is wholly dependent on accurate reporting of methods and results, and successful replication of prior work. Without mechanisms to correct the literature, much time and money is wasted on research based on a crumbling foundation. These guidelines serve to outline the respective responsibilities of researchers, institutions, agencies, and publishers or editors in maintaining the integrity of the research record. Delineating these complementary roles and proposing solutions for common (...) barriers provide a foundation for best practices. (shrink)

Background Voluntary post-mortem donation to science (PDS) is the most appropriate source for body dissection in medical education and training, and highly useful for biomedical research. In Mexico, unclaimed bodies are no longer a legal source, but PDS is legally possible, although scarcely facilitated, and mostly ignored by the general population. Therefore, we aimed to evaluate the attitude and willingness for PDS and to identify a sociodemographic profile of people with willingness toward PDS. Methods A validated on-line survey was distributed (...) by the convenience method via the social networks of a Catholicism-inspired, private university in northern Mexico. Frequency analyses of all variables and coded free comments were complemented with association studies. Results Although the responder cohort (n = 143) was too small and biased to be representative of the university community (n = 13,500), willingness to post-mortem organ donation was 90.7% and to PDS 70.7%. In this cohort, PDS willingness had the strongest association with mature age (> 40 years old; P, 0.0008). Among young adults, willingness to PDS was the lowest among volunteers from technical and business schools and the highest among those from the social sciences (P, 0.009). Respondents from the social sciences were also the most consistent between attitude and behavior with respect to organ donation. A free comment option revealed respondents were interested in the unusual taboo topic. Conclusions A small, but sufficiently large proportion expressed willingness toward PDS. In our university cohort, which was biased in higher education and altruism, mature age and social interest were associated with PDS willingness. (shrink)

This collection of papers by prominent feminist thinkers advances the positive feminist project of remapping the moral by developing theory that acknowledges the diversity of women.

In their environment, plants are continuously submitted to natural stimuli such as wind, rain, temperature changes, wounding, etc. These signals induce a cascade of events which lead to metabolic and morphogenetic responses. In this paper the different steps are described and discussed starting from the reception of the signal by a plant organ to the final morphogenetic response. In our laboratory two plants are studied: Bryonia dioica for which rubbing the internode results in reduced elongation and enhanced radial expansion and (...) Bidens pilosa for which the response occurs at distance, hence pricking the cotyledon of a plantlet induces the growth inhibition of both the hypocotyl and the axillary bud of the pricked cotyledon. Reception of the signal and transmission of the message. In Bryonia the signal is received by epidermal cells while in Bidens they are the cells adjacent to the midrib of the cotyledon which receive the mechanical signal. In both plants the message is transmitted via a wave of electric depolarization. This latter is composed of an action potential associated with a slow wave whose transmission rates are respectively 1cm s−1 and 1 mm s−1. Recent results have shown the involvement of Ca2+ in the triggering of the slow wave and the role of the H+ pump during the slow wave. Transient and fast biochemical responses. An entry of extraceilular Ca2+ into the cells and a transient increase in IP3 occur within seconds following the mechanical stimulus. At the same time, the membrane becomes more fluid, correlated with qualitative changes in phospholipids. The rapid increase in the concentration of peroxidated lipids may be correlated with ethylene biosynthesis which is stimulated after rubbing. Other parameters such as cytoplasmic pH, relative water content, hydric potential, membrane potential and modifications of K+, Mg2+-ATPase and Ca2+-ATPase activities, play a key role in the early responses induced by the traumatisms. Irreversible-biochemical responses. The mechanical stimulus performed on a Bryonia internode induces an acceleration of: i) enzymatic activities related to the lignification, ii) esterification of phenolic acids in the cell wall. Consequently the lignification process is accelerated. Storage of the information. After being received by the target cells the information can be stored during several days before being expressed. At the level of cotyledonary bud, the first message, previously stored, can be expressed or not by a second treatment. Bidens thus behaves as if it was able to “store” and to “retrieve” morphogenetic messages, using a sort of rudimentary memory. The nuclei of the bud cells of the pricked cotyledon show that these cells, initially in G2 phase, divide and then remain in the G1 phase. In Bryonia, calli derived from young stimulated internodes, keep thigmomorphogenetic characteristics during several weeks. In the last part of this paper the particularity of our plant model which permits a study of the transmission and storage of the message, is underlined. The links between the different steps induced by the stimulus are discussed. Special attention is devoted to second messengers and to the amplification of the message. (shrink)

The static properties of leaves with parallel venation from terrestrial orchids of the genus Epipactis were modelled as coupled elastic rods using the geometrically exact Cosserat theory and the resulting boundary-value problem was solved numerically using a method from Shampine, Muir and Xu. The response of the leaf structure to the applied force was obtained from preliminary measurements. These measurements allowed the Young’s modulus of the Epipactis leaves to be determined. The appearance of wrinkles and undulation characteristics for some (...) leaves has been attributed to the small torsional stiffness of the leaf edges. (shrink)