Happiness can be expressed through smiles. Happiness can also be expressed through physical displays that without context, would appear to be sadness and anger. These seemingly incongruent displays of happiness, termed dimorphous expressions, we propose, represent and communicate expressers’ motivational orientations. When participants reported their own aggressive expressions in positive or negative contexts, their expressions represented positive or negative emotional experiences respectively, imbued with appetitive orientations. In contrast, reported sad expressions, in positive or negative contexts, represented positive and negative emotional (...) experiences respectively, imbued with consummatory orientations. In six additional experiments, participant observers interpreted that aggression displayed in positive contexts signalled happy-appetitive states, and sadness displayed in positive contexts signalled happy-consummatory states. Implications for the production and interpretation of emotion expressions are discussed. (shrink)

ABSTRACTClose relationship partners often respond to happiness expressed through smiles with capitalization, i.e. they join in attempting to up-regulate and prolong the individual’s positive emotion, and they often respond to crying with interpersonal down-regulation of negative emotions, attempting to dampen the negative emotions. We investigated how people responded when happiness was expressed through tears, an expression termed dimorphous. We hypothesised that the physical expression of crying would prompt interpersonal down-regulation of emotion when the onlooker perceived that the expresser was experiencing (...) negative or positive emotions. When participants were asked how they would behave when faced with smiles of joy, we expected capitalization responses, and when faced with tears of joy, we expected down-regulation responses. In six experimental studies using video and photographic stimuli, we found support for our hypotheses. Throughout our investigations we test and discuss boundaries of and poss... (shrink)

The Protein Ontology (PRO; http://proconsortium.org) formally defines protein entities and explicitly represents their major forms and interrelations. Protein entities represented in PRO corresponding to single amino acid chains are categorized by level of specificity into family, gene, sequence and modification metaclasses, and there is a separate metaclass for protein complexes. All metaclasses also have organism-specific derivatives. PRO complements established sequence databases such as UniProtKB, and interoperates with other biomedical and biological ontologies such as the Gene Ontology (GO). PRO relates to (...) UniProtKB in that PRO’s organism-specific classes of proteins encoded by a specific gene correspond to entities documented in UniProtKB entries. PRO relates to the GO in that PRO’s representations of organism-specific protein complexes are subclasses of the organism-agnostic protein complex terms in the GO Cellular Component Ontology. The past few years have seen growth and changes to the PRO, as well as new points of access to the data and new applications of PRO in immunology and proteomics. Here we describe some of these developments. (shrink)

Resumo Palavras-chave Keywords : Children’s literature. Music. Pedagogical practice : This article’s main purpose is to present a few possibilities of work with activities that involve pieces of children’s literature and music in the perspective of Children’s Education and first years of Primary School. As theoretical support, the paper presents several studies from authors such as Brito (2003), Ponso (2008), Souza (2006), Torres and Gallicchio (2004), among others who suggest developing activities of sound exploration through audition/appreciation and improvise/ sound editing (...) from some texts and books of children’s literature. A conclusion has been reached that the proposal of activities transforming words in music enables readers to experiment different sounds to compose the soundtrack of stories. Besides, when selecting a diversified repertoire with several texts, possibilities are created to the students to tell, recount and sing varied stories, allowing, thus, the entrance of different social voices. : Literatura Infantil. Música. Prática pedagógica. : O objetivo maior deste artigo é o de apresentar algumas possibilidades de trabalho com atividades que envolvam obras de literatura infantil e músicas, na perspectiva da Educação Infantil e Séries Iniciais do Ensino Fundamental. Como suporte teórico, o trabalho apresenta diversos estudos de autores, tais como Brito (2003), Ponso (2008), Souza (2006),Torres e Gallicchio (2004) entre outros, que sugerem desenvolver atividades de exploração sonora através da audição/ apreciação e improvisação/sonorização a partir de alguns textos e de livros de literatura infantil. Constatou-se que a proposta de atividades, transformando palavras em músicas, possibilita interpelar os leitores a experimentarem diferentes sons para compor a trilha sonora de histórias. Além disso, ao selecionar um repertório diversificado com vários textos, criam-se possibilidades aos alunos para contarem, recontarem e cantarem variadas histórias, permitindo, dessa maneira, a entrada de diferentes vozes sociais. (shrink)

O objetivo maior deste artigo é o de apresentar algumas possibilidades de trabalho com atividades que envolvam obras de literatura infantil e músicas, na perspectiva da Educação Infantil e Séries Iniciais do Ensino Fundamental. Como suporte teórico, o trabalho apresenta diversos estudos de autores, tais como Brito, Ponso, Souza, Torres e Gallicchio entre outros, que sugerem desenvolver atividades de exploração sonora através da audição/ apreciação e improvisação/sonorização a partir de alguns textos e de livros de literatura infantil. Constatou-se que a (...) proposta de atividades, transformando palavras em músicas, possibilita interpelar os leitores a experimentarem diferentes sons para compor a trilha sonora de histórias.Além disso, ao selecionar um repertório diversificado com vários textos, criam-se possibilidades aos alunos para contarem, recontarem e cantarem variadas histórias, permitindo, dessa maneira, a entrada de diferentes vozes sociais.This article's main purpose is to present a few possibilities of work with activities that involve pieces of children's literature and music in the perspective of Children's Education and first years of Primary School. As theoretical support, the paper presents several studies from authors such as Brito, Ponso, Souza, Torres and Gallicchio, among others who suggest developing activities of sound exploration through audition/appreciation and improvise/ sound editing from some texts and books of children's literature. A conclusion has been reached that the proposal of activities transforming words in music enables readers to experiment different sounds to compose the soundtrack of stories. Besides, when selecting a diversified repertoire with several texts, possibilities are created to the students to tell, recount and sing varied stories, allowing, thus, the entrance of different social voices. (shrink)

Uncoupling proteins (UCPs) regulate mitochondrial function, and thus cellular metabolism. Angiotensin‐converting enzyme (ACE) is the central component of endocrine and local tissue renin–angiotensin systems (RAS), which also regulate diverse aspects of whole‐body metabolism and mitochondrial function (partly through altering mitochondrial UCP expression). We show that ACE expression also appears to be regulated by mitochondrial UCPs. In genetic analysis of two unrelated populations (healthy young UK men and Scandinavian diabetic patients) serum ACE (sACE) activity was significantly higher amongst UCP3‐55C (rather than (...) T) and UCP2 I (rather than D) allele carriers. RNA interference against UCP2 in human umbilical vein endothelial cells reduced UCP2 mRNA sixfold (P < 0·01) whilst increasing ACE expression within a physiological range (<1·8‐fold at 48 h; P < 0·01). Our findings suggest novel hypotheses. Firstly, cellular feedback regulation may occur between UCPs and ACE. Secondly, cellular UCP regulation of sACE suggests a novel means of crosstalk between (and mutual regulation of) cellular and endocrine metabolism. This might partly explain the reduced risk of developing diabetes and metabolic syndrome with RAS antagonists and offer insight into the origins of cardiovascular disease in which UCPs and ACE both play a role. (shrink)

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents reported on their children’s academic motivation and participation in extracurricular activities. We used a multi-group latent change score model to (...) compare Italian and Portuguese students’: pre-COVID mean motivation scores; rate of change in motivation; individual variation in the rate of change in motivation; and dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation. Furthermore, students’ age was significantly associated with changes in motivation. No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. (shrink)

Music can reduce stress and anxiety, enhance positive mood, and facilitate social bonding. However, little is known about the role of music and related personal or cultural variables in maintaining wellbeing during times of stress and social isolation as imposed by the COVID-19 crisis. In an online questionnaire, administered in 11 countries, participants rated the relevance of wellbeing goals during the pandemic, and the effectiveness of different activities in obtaining these goals. Music was found to be the most effective activity (...) for three out of five wellbeing goals: enjoyment, venting negative emotions, and self-connection. For diversion, music was equally good as entertainment, while it was second best to create a sense of togetherness, after socialization. This result was evident across different countries and gender, with minor effects of age on specific goals, and a clear effect of the importance of music in people's lives. Cultural effects were generally small and surfaced mainly in the use of music to obtain a sense of togetherness. Interestingly, culture moderated the use of negatively valenced and nostalgic music for those higher in distress. (shrink)

A formidable challenge to the research of non-verbal behavior can be in the assumptions that we sometimes make, and the subsequent questions that arise from those assumptions. In this article, we proceed with an investigation that would have been precluded by the assumption of a 1:1 correspondence between facial expressions and discrete emotional experiences. We investigated two expressions that in the normative sense are considered negative expressions. One expression, “anger” could be described as clenched fists, furrowed brows, tense jaws and (...) lips, the showing of teeth, and flared nostrils, and the other “sadness” could be described as downward turned mouths, tears, drooping eyes, and wrinkled foreheads. Here, we investigated the prevalence, understanding, and use of these expressions in both positive and negative contexts in South Korea and the United States. We found evidence in both cultures, that anger and sadness displays are used to express positive emotions, a notion relevant to Dimorphous Theory. Moreover, we found that anger and sadness expressions communicated appetitive feelings of wanting to “go!” and consummatory feelings of wanting to “pause,” respectively. There were moderations of our effects consistent with past work in Affect Valuation Theory and Display Rule Theory. We discuss our findings, their theoretical relevance, and how the assumptions that are made can narrow the questions that we ask in the field on non-verbal behavior. (shrink)

BackgroundThere is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality.MethodsA partially blinded, randomized, controlled multi-center study (...) was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts.ResultsSixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (−8.5%) and non-mentored (−13.9%) residents (p = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p = 0.001), understanding of manuscripts (3.73 vs 2.87; p = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p = 0.50).ConclusionsWe used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice. (shrink)

Few figures of the Middle Ages command the attention of so many modern disciplines as Robert Grosseteste (c. 1170-1253). Theology, Philosophy, History, and Science are all areas which his life and thought continue to have significance and to inspire re-interpretation. Accompanied by a series of original commentaries, this new edition of Grosseteste's work, with English translation, draws together the perspectives of modern scientists and medieval specialists. Volume I of a six volume series, Knowing and Speaking presents two of the earliest (...) of Grosseteste's works, the treatises On the Liberal Arts and On the Generation of Sounds. These are accompanied by a significant Middle English treatise on the Seven Liberal Arts whose anonymous fifteenth-century author translated and excerpted passages from Grosseteste's treatises in a re-imagining of their structure and function.0Each work is treated separately within the volume, which is constructed in three parts. On the Liberal Arts sets Grosseteste's thoughts on the arts subjects and emphasises moral concerns about the purpose of learning. On the Generation of Sounds builds on the theories and statements of On the Liberal Arts in connection to the production of sound, elaborating the earlier position, relating the generation of sounds to human vocal and speech production. (shrink)

The paediatric Moral Distress Scale-Revised was previously translated and adapted to Swedish paediatric oncology. Cognitive interviews revealed five not captured situations among the 21 items, resulting in five added items: 22) Lack of time for conversations with patients/families, 23) Parents’ unrealistic expectations, 24) Not to talk about death with a dying child, 25) To perform painful procedures, 26) To decide on treatment/care when uncertain. The aim was to explore experiences of moral distress in the five added situations in the Swedish (...) paediatric MDS-R, among healthcare professionals in paediatric oncology. In this national cross-sectional survey, the Swedish paediatric MDS-R, including five added items, were used. Descriptive statistics, non-parametric analysis of differences between professions and a MDS-R score for each item were calculated. Internal consistency was tested using Cronbach’s alpha and inter-item correlation test. HCPs at all six Swedish paediatric oncology centres participated. The Regional Ethical Review Board had no objections. Consent was assumed when the survey was returned. Nursing assistants reported higher intensity and lower frequency on all added items; registered nurses reported a higher frequency on item 22–25; medical doctors reported higher MDS-R score on item 26. On item 22, intensity was moderate for RNs and MDs and high for NAs, and frequency was high among all. Item 22, had the second highest MDS-R score of all 26 for all professional groups. On item 23, the level of disturbance was low but it occurred often. The 26-item version showed good internal consistency for the overall sample and for all professional groups. However, item 22 and 24 could be viewed as redundant to two of the original 21. In accordance with other studies, the intensity was higher than the frequency, however, the frequency of the added items was higher than of the original items. In line with previous research, item 22 and 23 are important elements of moral distress. RNs experience the situations more often while NAs find them more disturbing. The results indicate that the added items are important in capturing moral distress in paediatric oncology. (shrink)

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years. The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling (...) profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems. (shrink)

Paediatric cancer care poses ethically difficult situations that can lead to value conflicts about what is best for the child, possibly resulting in moral distress. Research on moral distress is lacking in paediatric cancer care in Sweden and most questionnaires are developed in English. The Moral Distress Scale-Revised is a questionnaire that measures moral distress in specific situations; respondents are asked to indicate both the frequency and the level of disturbance when the situation arises. The aims of this study were (...) to translate and culturally adapt the questionnaire to the context of Swedish paediatric cancer care. In doing so we endeavoured to keep the content in the Swedish version as equivalent to the original as possible but to introduce modifications that improve the functional level and increase respondent satisfaction. The procedure included linguistic translation and cultural adaptation of MDS-R’s paediatric versions for Physicians, Nurses and Other Healthcare Providers to the context of Swedish paediatric cancer care. The process of adjustment included: preparation, translation procedure and respondent validation. The latter included focus group and cognitive interviews with healthcare professionals in paediatric cancer care. To achieve a Swedish version with a good functional level and high trustworthiness, some adjustments were made concerning design, language, cultural matters and content. Cognitive interviews revealed problems with stating the level of disturbance hypothetically and items with negations caused even more problems, after having stated that the situation never happens. Translation and cultural adaptation require the involvement of various types of specialist. It is difficult to combine the intention to keep the content as equivalent to the original as possible with the need for modifications that improve the functional level and increase respondent satisfaction. The translated and culturally adapted Swedish MDS-R seems to have equivalent content as well as improved functional level and respondent satisfaction. The adjustments were made to fit paediatric cancer care but it could be argued that the changes are relevant for most areas of paediatric care of seriously ill patients. (shrink)

This book provides methods and practical cases and experiences with the aim of stimulating Responsible Research and Innovation through the direct engagement of researchers, Civil Society Organisations, citizens, industry stakeholders, policy and decision makers, research funders and communicators. The book furthermore aims to advance debate on Responsible Research and Innovation and also to reinforce the RRI community identity. With chapters covering governance, public engagement and inclusion in responsible R&D and innovation processes; RRI actions in science education and communication; gender and (...) ethical issues in RRI initiatives; and sustainability of RRI processes, the book is solidly part of the Europe 2020 strategy to promote a vision for a stronger collaborations between social, natural and physical scientists and the societal actors for a wider dimensions of science and innovation and the role in environmental preservation. (shrink)

This book gathers case studies presented at the International Conference on Responsible Research and Innovation in Science, Innovation and Society. It highlights European initiatives and projects in various domains and contexts, each of which explores how to create guidelines and good practices for Responsible Research and Innovation and how to promote them among citizens, industry stakeholders, policy and decision makers, research funders and educational institutions to foster their adoption as a potential benchmark in establishing RRI processes. Further, the book discusses (...) gender and ethical issues, which are highly relevant for RRI initiatives in connection with representativeness, risks and in some cases, minority rights. (shrink)

Current empirical work suggests that early social experiences could have a substantial impact on the areas of the brain responsible for representation of the body. In this context, one aspect of functioning that may be particularly susceptible to social experiences is interoception. Interoceptive functioning has been linked to several areas of the brain which show protracted post-natal development, thus leaving a substantial window of opportunity for environmental input to impact the development of the interoceptive network. We first introduce a biopsychosocial (...) model of interoceptive development. In our proposed model of interoceptive development, attachment related processes are purported to affect the development of interoception by influencing the growth of neural architecture and by modifying functioning of the HPA axis. Further, the idea that patterns of caretaking affect children’s development of interoception is presented. This model explains both normatively developing interoception and accounts for instances in which dysfunctional attachment related processes can lead to either a hypersensitivity or a blunted awareness of bodily cues. Second, we report findings from two existing datasets showing significant relationships between attachment related processes and interoception. In the first study, looking at a sample of healthy young adults (n = 132, 66 males), we assessed self-reported interoceptive awareness and attachment style. We found relationships between aspects of interoception and attachment style such that avoidant individuals reported lower interoceptive functioning across several dimensions (r’s (130) = -.20 to -.26, p’s<.05). More anxious individuals, on the other hand, reported heightened interoceptive across several dimensions (r’s(130)=.18 to.43, p’s <.05). In the second study, we examined the congruence between a person’s self-reported negative emotion and a measure of sympathetic nervous system arousal (SCL). The congruence score was positively associated with parental rejection of negative emotion. These results suggest that parenting style, as reported by the mother, are associated with a child’s ability to coordinate their self-reported emotional and physiological responding across a series of independent assessments, r(108)= -.24, p<.05. In other words, the more maternal reported parental rejection of child negative emotions, the less congruent a child’s self and physiological reports of distress. (shrink)

This piece, included in the drift special issue of continent. , was created as one step in a thread of inquiry. While each of the contributions to drift stand on their own, the project was an attempt to follow a line of theoretical inquiry as it passed through time and the postal service(s) from October 2012 until May 2013. This issue hosts two threads: between space & place and between intention & attention . The editors recommend that to experience the (...) drifiting thought that attention be paid to the contributions as they entered into conversation one after another. This particular piece is from the BETWEEN INTENTION & ATTENTION thread: Jeremy Fernando, Sitting in the Dock of the bay, watching... * R.H. Jackson, Reading Eyes * Gina Rae Foster, Nyctoleptic Nomadism: The Drift/Swerve of Knowing * Bronwyn Lay, Driftwood * Patricia Reed, Sentences on Drifitng * David Prater, drift: a way * * * * The gaze drifts where the stare dares not. The gaze is attentive while the stare is intent. Dériver : Equally to drift and/or to derive. —When drifting then, something must be taken along. Something must be derived from the drift. Something of oneself must always become other. Incorporating the other, incorporating oneself as other. Je est un autre , Rimbaud disait; 1 this in his last letter to Georges Izambard, a final correspondence to a former mentor and friend, from whom he was drifting away, having derived much. The drift is a control incomplete. To drift is to come closer and closer, but to always be turning away, pulling apart, pulling oneself apart. It is parabolic in the sense that it is always eluding a formerly established intent. Of all axes, it never finds room to rest. Filling new spaces, always changing places, ever escaping the Cartesian; the indubitable pinpointing of position. It is never pinned down. Love together what we will be apart. Once together, we will drift apart. Il le faut . Attention is held; it traces the path. It follows each point which traces the arc, the line, the swerve. It is not concerned with the figure being drawn, but rather the movement between one point and the next. The smallest movement. The clinamen of De Rerum Natura is the smallest of swerves, it is nothing more than the minimum — nec plus quam minimum . Michel Serres says of the clinamen , that it is an absurdity — a logical, geometrical, mechanical, physical absurdity. 'The clinamen, from here (its state of absurdity), finds refuge in subjectivity; it passes from the world to the soul, from the physical to the metaphysical, from the theory of inert bodies in freefall to the theory of the free movements of the living.' 2 So this swerve is something of the mind and something of the body, both in action, rather than a body which is merely acted upon. Swerve, however, has a connotation of suddenness. It is a movement which is made to avoid an otherwise inevitable impact. Drift, on the other hand, is the unleashing of something which is then allowed to follow a more complex series of forces. These forces now come from within as well as without. It is no longer tethered; now following tides, winds, flows or pitched slopes, now acting on its own. We are not atoms in freefall. Our attention long ago pulled us from this precipitous descent. We now live, ourselves, as one of the many forces. In the drift, as with the gaze, there is an ease. ‘Ease is the proper name of this unrepresentable space.’ It is the space nearest, the next, the neighboring space. To occupy this space requires a turn, a shift or a drift. It cannot be reached by proceeding straight ahead. ‘..the space adjacent, the empty place where each can move freely, in a semantic constellation where spatial proximity borders on opportune time (ad-agio, moving at ease) and convenience borders on the correct relation.’ 3 Intention always seeks to straighten this line, to make it less complex, to isolate the point of departure and the desired destination. It believes there can be two points and, between them, there must be a straight line. Can there be? Maybe. Must there be? Never. Straight lines may exist, but they can never be followed to the finish. After leaving this point, we will never reach that one without being buffeted at least a little — at least the least. One foot in front of the other, this is a very restrictive dance, less even than a two-step. Straight lines lead only to lost intentions, being the shortest and quickest way to get there. When attention drifts it slowly turns away from the intended target, leaving it for something which pulls the attention away. Now we are for a moment free; all at once we can pivot, now we can waltz. Drifting along the page, deriving from what is seen. Reading is seeing; the movement of the eyes as they drift. Reading in the eyes what has been seen, what has been derived from the act of reading. Reading eyes drift back and forth down the page, now and then jump back and forth, up to the top, one word, back down, quickly a few pages back, now gaze out towards the horizon. When attention drifts it is the gaze that follows. Our attention is not restricted to the path the words follow, but links them together; deriving what is to be seen, rather than read. La philosophie fait voir . ‘Thus, philosophers speak through proverbs, and demonstrate. They connect their imaginations with foreign rings, flown into famous tombs.’ 4 Now drifting off to sleep, dreams come as unintended visions. To dream is pure drift, vision without an object, gazing into the dark, reading the unknown of the night. NOTES: Arthur Rimbaud, Poésies (Paris: Bibliothéque de Cluny, 1958), 57. Michel Serres, La Naissance de la Physique (Paris: Les Editions de Minuit, 1977), 10. Translation courtesy of R.H. Jackson. Giorgio Agamben, The Coming Community (Minneapolis: University of Minnesota, 1993), 25. Louis Aragon, Une Vague des Rêves (Paris: Editions Seghers, 2006), 10. Translation courtesy of R.H. Jackson.  . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music, Myth, and EducationThe Case of The Lord of the Rings Film TrilogyEstelle R. Jorgensen (bio)In probing the interrelationship of myth, meaning, and education, I offer a case in point, notably, Peter Jackson's film adaptations and Howard Shore's musical scores for J. R. R. Tolkien's The Lord of the Rings trilogy—The Fellowship of the Ring, The Two Towers, and The Return of the King.1 Intersecting literature, film, and music (...) allows me to explore various perspectives or ways of meaning making associated with this myth. I then trace some of the implications of the analysis for musical and general education.I am particularly interested in the musical connections with myth evident in societies around the world and well established in the anthropological, ethnomusicological, and philosophical literatures. For example, Steven Feld finds the myth of the muni bird to be foundational to a New Guinea society in shaping musical expression and communal beliefs and practices.2 Likewise, as Lewis Rowell argues, Western music is rooted in and acquires its own mythos of person, power, and musical instruments; Dionysius, Apollo, Lachesis, Clotho, Atropos, Orpheus, Guido of Arezzo, St. Cecilia, and Thomas Mann's Doctor Faustus are among those whose impact on music are legendary, formative, and figurative.3 Associations of particular myths with operatic, orchestral, and choral repertoire in the Western classical tradition also abound, such as Wagner's operatic setting of the Lay of the Nibelung and Sibelius's evocation of the Finnish Vālhālla. Music and myth are interconnected especially in the film music of our time, for example, The Lord of the Rings trilogy, Titanic, and the Star Trek and Star Wars series.In The Lord of the Rings, my present focus, Shore's musical scores help to highlight the mythic character of Tolkien's narrative, bridge the externally perceived phenomenal world and the internal and subjective "inner world," interrelate the experience of time—especially past and present—and evoke a sense of wonder and awe that otherwise may be forgotten in pervasively [End Page 44] materialistic societies. Music's role in kindling reverence goes to the heart of what these films share that make them mythic—transcendence, profundity, ambiguity, narrativity, and an aesthetic and didactic character that arouse awe, mystery, and a heightened sense of the human condition. Here, music is primarily representational,4 serving functional as well as aesthetic/artistic roles in expressing such mythic themes as the contest between good and evil (in which good is often more fragile and the odds sometimes insurmountable) and the inevitability of death, in which human beings are often at the whim of capricious gods, natural forces, and their own weakness. It adds emotional and intellectual feeling to the visual images, pointing particular attention to specific scenes and representing the tensions built or released as the narrative and visual images unfold.Music's role in blurring past and present is particularly interesting since it is an art of time. The Lord of the Rings evokes an earlier time of crisis in Middle-earth, when the survival of humanity was in jeopardy. The soundtrack assists the moviegoer to make connections between times and travel imaginatively through time, thereby bringing alive the past and imagined future in the present moment. Boundaries between past and present become fuzzier, and one is helped in moving from one time to another. Leitmotifs are of particular interest in helping to make the ambiguity of the narrative more easily accessible and comprehensible, even at risk of oversimplifying matters—a quality evocative of music's use in the speech-song performances of the Iliad, among other ancient stories.Tolkien's fairytale is not couched for children, as is his earlier The Hobbit, but written unabashedly for adults.5 The Fellowship of the Ring can be seen as an epic fairytale with "a kind of religious significance."6 In her analysis of "life symbols"—or artistic, ritualistic, and mythic systems that are read "non-discursively," having no assigned connotation and therefore felt and grasped imaginatively and intuitively—Susanne Langer suggests that fairytales are a genre below that of myth in the continuum between dream and myth. For her, "myth has … a... (shrink)

Még 2013 májusában került sor arra a Metafora című nyelvészeti és filozófiai workshopra, amelynek a keretein belül elhangzottak a jelen kötetben helyet kapott tanulmányok alapját képező, az Erasmus Kollégium nyelvfilozófiai kutatócsoportjának tagjai által jegyzett előadások. Ezeknek, s így a mostani összeállításnak is kiemelt témája a relevanciaelmélet, amellyel (pontosabban annak metaforafelfogásával) részletesen foglalkozik a bevezető dolgozat, illetve az azt követő három írás. Ezek közül az elsőben Pete Krisztián a teória klasszikus vonulatát állítja párhuzamba az átdolgozott, továbbfejlesztett változatokkal, majd Zvolenszky Zsófia - (...) részben ehhez kapcsolódva - a konvencionális és költői metaforák témáját illetően kritikával illeti a modern megközelítést. Kuti Judit a Sperber-Wilson- és a Harald Weinrich-féle metaforaelméletet hasonlítja össze. A folytatásban olyanok metaforaleméleteivel ismerkedhetünk meg, mint Donald Davidson és Paul Ricoeur; Kálmán László egy hagyományos irányzatból kinövő, mégis új nyelvfelfogást és metaforaelemzést mutat be; Kiss Angelika és Jellinek Sára egy-egy nyelvhasználati jelenséget és metaforikus beszédmódot mutat be (a japán és koreai nyelv, és a humor nyelvfilozófiai vonatkozásai kapcsán); Nemesi Attila László a filmes és mozgóképes trópusokról, s azok csoportosításáról ír; Molnár Cecília Sarolta pedig a mai modern dalszövegek metaforakészletét elemzi. A mutatóval záruló kiadvány nyelvészeti szakgyűjteményekbe javasolható beszerzésre. (shrink)

El currículo de Geografía e Historia en Secundaria.

In this article, I argue that gender is a primary cultural frame for coordinating behavior and organizing social relations. I describe the implications for understanding how gender shapes social behavior and organizational structures. By my analysis, gender typically acts as a background identity that biases, in gendered directions, the performance of behaviors undertaken in the name of organizational roles and identities. I develop an account of how the background effects of the gender frame on behavior vary by the context that (...) different organizational and institutional structures set but can also infuse gendered meanings into organizational practices. Next, I apply this account to two empirical illustrations to demonstrate that we cannot understand the shape that the structure of gender inequality and gender difference takes in particular institutional or societal contexts without taking into account the background effects of the gender frame on behavior in these contexts. (shrink)

The procedures for structuring clinical ethics case reflections in a childhood cancer care setting are presented, including an eight-step model. Four notable characteristics of the procedures are: members of the inter-professional health care team, not external experts, taking a leading role in the reflections; patients or relatives not being directly involved; the model explicitly addressing values and moral principles instead of focussing exclusively on the interests of involved parties; using a case-based rather than principle-based method. By discusing the advantages and (...) disadvantages of the proposed procedures, our paper aims to contribute to the literature on models and procedures for ethical analysis that can be used in clinical settings. It is suggested that our proposed procedures have some advantageous features when it comes to promoting health care staff’s learning to structure their thinking about ethical issues. (shrink)

Se define “iatrofilosofía” como la disciplina traslacional entre la medicina y la filosofía que tiene un doble objetivo, teórico y práctico. Se presenta un modelo de iatrofilosofía práctica aplicado al dolor crónico asociado a depresión y estrés —depresalgia— que expande al ámbito médico general la psicoterapia Fenomenológica, Hermenéutica Dinámica (PHD). Se parte del modelo general de la triada médica — patología (disease), padecimiento (illness) y condición de enfermo (sickness)— y, en el horizonte de la antropología de Ortega, se proponen cinco (...) metáforas nucleares: avaricia del cuerpo, angustia de circunstancia, desgarro personal, nudos personales y expropiación personal. Estas se relacionan con los mecanismos neurobiológicos de sensibilización central, alostasis y alteración del eje hipotálamo-hipófisis-suprarrenal. Se propone un proceso de recuperación personal basado en la concordia terapéutica. El análisis del dolor crónico y de otros problemas complejos de salud puede beneficiarse de metodologías filosóficas como la hermenéutica clínica. (shrink)

1. Properties of mirror neurons in monkeys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (...) . . . 000 1.1. Action types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 1.2. Context effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2. Is there a human ‘mirror neuron system’? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.1. Monkeys versus humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.2. Action understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3. The development of mirroring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.1. Imitation in newborns? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.2. Effects of experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.3. Effects of sensorimotor experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (shrink)

El libro centroamericano de los muertos de Balam Rodrigo es un retrato del terrible viaje que realizan los migrantes centroamericanos al pasar por México. Este oscila entre el verso y la prosa poética, así como en la narrativa, pues en ocasiones los poemas cuentan historias de muerte y desamparo de una persona en particular. Aunado a esto se encuentran los encabezados o extractos de notas periodísticas que titulan algunos poemas o se mezclan con los versos. Así, la naturaleza del libro (...) de Rodrigo es híbrida. Por ello en el presente artículo se analiza cómo es que el lenguaje perteneciente al mundo no-poético, se fusiona con los versos y crea metáforas y significados que van más allá de sus propias páginas. Lo cual hace que el lector sienta el dolor y angustia de los migrantes y se vuelva consciente de esta realidad. Esto se descubre al rastrear las fuentes originales de los extractos periodísticos, respetando el orden que da el autor. Como resultado se obtienen mapas espaciales y temporales, que exigen al lector conocer a fondo la causa que los propios versos gritan. (shrink)

Background The ambulance service provides emergency care to meet the patient’s medical and nursing needs. Based on professional nursing values, this should be done within a caring relationship with a holistic approach as the opposite would risk suffering related to disengagement from the patient’s emotional and existential needs. However, knowledge is sparse on how ambulance personnel can meet caring needs and avoid suffering, particularly in conjunction with urgent and emergency situations. Aim The aim of the study was to explore ambulance (...) nurses’ experiences of relationships with patients in urgent and emergency situations. Methods Data collection was performed using individual open-ended interviews with six ambulance nurses. The data were analyzed using a thematic analysis. Results Relationships with patients during urgent and emergency assignments emerged as three themes: “ Ambiguous silence,” “ Professional competence” and “ Challenging inadequacy” comprising eight sub-themes in total. The result shows that the ambulance nurses found it difficult to prioritize between medical care and establishing a caring relationship with the patient. However, sometimes a wordless relationship was perceived sufficient and considered a first step towards a verbal relationship. Conclusions Ambulance nurses experience that a caring relationship cannot and does not need to be prioritized in the acute stage. This uncovers a dichotomy approach to medical care versus caring relationships that exclude a holistic approach. Thus, patients’ emotional, existential and physical needs are not considered as equally important. Clinical relevance: It is important to stimulate reflection on core ethical nursing values, in training and simulation exercises among clinically active ambulance nurses. (shrink)

Розкрито сутність поняття «рейтинг». Доведено значущість рейтингової оцінки для суб’єктів фінансового ринку, зокрема для страхових компаній, потенційних страхувальників, інвесторів та кредиторів.

This paper aims to contribute to the current debate about the status of the “Ought Implies Can” principle and the growing body of empirical evidence that undermines it. We report the results of an experimental study which show that people judge that agents ought to perform an action even when they also judge that those agents cannot do it and that such “ought” judgments exhibit an actor-observer effect. Because of this actor-observer effect on “ought” judgments and the Duhem-Quine thesis, talk (...) of an “empirical refutation” of OIC is empirically and methodologically unwarranted. What the empirical fact that people attribute moral obligations to unable agents shows is that OIC is not intuitive, not that OIC has been refuted. (shrink)

RESUMO Neste artigo, analiso um conjunto de seis cartões comerciais pertencentes a uma duradoura campanha de marketing da Liebig Extract of Meat Co. A análise crítica dos textos promocionais produzidos na virada do século XX oferece insights significativos sobre os mecanismos discursivos que contribuíram para a hegemonização do capitalismo burguês. Diferentemente de outras formas de publicidade, os cartões comerciais não são rapidamente descartados e esquecidos; pelo contrário, eles podem se distanciar dos produtos anunciados para se tornar parte dos discursos populares (...) de instrução em massa. Como produtos e produtores de ideologias capitalistas, os anúncios são um local privilegiado de inscrição do capitalismo e, portanto, se prestam a uma análise crítica. Minha análise mostra como os textos selecionados se baseiam e texturizam os discursos do progresso, impregnados como crenças colonialistas e desencadeando uma cadeia de ações pela qual, mesmo antes de realmente obterem os cartões, são promulgadas ações e crenças capitalistas. ABSTRACT In this paper, I analyze a set of six trading cards belonging to Liebig’s Extract of Meat Co. long-standing marketing campaign. The critical analysis of promotional texts produced at the turn of the 20th century offer meaningful insights on the discursive mechanisms that contributed to the hegemonization of bourgeois capitalism. Unlike other forms of advertising, trading cards are not rapidly discarded and forgotten; on the contrary, they can detach themselves from the advertised products to become part of popular discourses of mass instruction. As both products and producers of capitalist ideologies, ads are a privileged site of inscription of capitalism, and thus lend themselves to a critical analysis. My analysis shows how the selected texts draws on and textures the discourses of progress, inculcated as colonialist beliefs and triggering an actional chain whereby, even before they actually obtained the cards, capitalist actions and beliefs are enacted. (shrink)