I argue that, although it is probably not possible to construct a thoroughly consistent interpretation of Kantian metaphors, there is a perspective in Kant’s later writings which provides a framework for selecting and sorting central metaphors. Following a discussion of the work or Lakoff and Johnson on metaphor, I provide an examination of Kant’s distinction between noumenon and phenomenon as an example of a metaphor grounded upon spatio-temporal experience, and conclude with suggestions concerning the role of metaphor in Kant’s account (...) of personhood and community. (shrink)

I argue that, although it is probably not possible to construct a thoroughly consistent interpretation of Kantian metaphors, there is a perspective in Kant’s later writings which provides a framework for selecting and sorting central metaphors. Following a discussion of the work or Lakoff and Johnson on metaphor, I provide an examination of Kant’s distinction between noumenon and phenomenon as an example of a metaphor grounded upon spatio-temporal experience, and conclude with suggestions concerning the role of metaphor in Kant’s account (...) of personhood and community. (shrink)

The juvenile hormones of insects regulate an unusually large diversity of processes during postembryonic development and adult reproduction. It is a long‐standing puzzle in insect developmental biology and physiology how one hormone can have such diverse effects. The search for molecular mechanisms of juvenile hormone action has been guided by classical models for hormone–receptor interaction. Yet, despite substantial effort, the search for a juvenile hormone receptor has been frustrating and has yielded limited results. We note here that a number of (...) lipid‐soluble signaling molecules in vertebrates, invertebrates and plants show curious similarities to the properties of juvenile hormones of insects. Until now, these signaling molecules have been thought of as uniquely evolved mechanisms that perform specialized regulatory functions in the taxon where they were discovered. We show that this array of lipid signaling molecules share interesting properties and suggest that they constitute a large set of signal control and transduction mechanisms that include, but range far beyond, the classical steroid hormone signaling mechanism. Juvenile hormone is the insect representative of this widespread and diverse system of lipid signaling molecules that regulate protein activity in a variety of ways. We propose a synthetic perspective for understanding juvenile hormone action in light of other lipid signaling systems and suggest that lipid activation of proteins has evolved to modulate existing signal activation and transduction mechanisms in animals and plants. Since small lipids can be inserted into many different pathways, lipid‐activated proteins have evolved to play a great diversity of roles in physiology and development. BioEssays 25:994–1001, 2003. © 2003 Wiley Periodicals, Inc. (shrink)

Although technology is often viewed as value-free, an anthropological perspective suggests that technological tools embody values and assumptions of their builders. Drawing upon extended field research, this article investigates the construction of work in the expert systems community of artificial intelligence. Describing systematic deletions in practitioners' representations of their own work, the article relates these to both the selectivity of conventional knowledge acquisition procedures and the tendency of expert systems to "fall off the knowledge cliff." Although system builders see the (...) latter problem as purely technical, this article suggests that it is also the result of nontechnical factors, including the system builders' own tacit assump tions. This article supports the view that technology has a cultural dimension. (shrink)

The article explores the private nature of subjectivity in programs of integration the phenomenology with naturalism. It is considered if their tools are relevant for the phenomenological, rather than naturalistic way of subjectivity’s explaining. Justification of the key ideas is provided with the help of such concepts as “body image”, “body scheme”, (Sh. Gallagher), “ontological significance” (L. Baker), “experience”, “cognitive niches” (F. Varela), “transparent body” (T. Fuchs). Based on the traditional phenomenology of E. Husserl, it is shown that a set (...) of approaches that integrate phenomenology and naturalism within the framework of “first-person philosophy” can be characterized as a phenomenology without a phenomenological subject. It is shown that the phenomenological nature of the self-perspective in integrative programs is more likely to be understood as the qualification and privacy of subjectivity, while the transcendental aspect of the unobservable and biased consciousness is practically not taken into account. The article concludes that the logic of some projects of integration of phenomenology and naturalism overlook this transcendental peculiarity of consciousness, its fundamentally unobserved character. The classical phenomenological approach emphasizes on the extra-natural, biased, and non-empirical nature of consciousness. The role and significance of the phenomenological approach is not limited to the idea of “what-is-likeness” and privacy of subjective states. Phenomenology, which preserves the idea of the subject, means a radical break with the ontology of things and, in general, with the ontology of something objective at all. (shrink)

The article discusses the peculiarities and specific features of phenomenological approach developed in contemporary analytical philosophy. Despite the fact that the trust in phenomenological approaches continue to grow in analytical philosophy, it is necessary to recognize the presence of noticeable divergence between the classical transcendental phenomenology of E. Husserl and contemporary versions of phenomenology in analytical philosophy. The article examines some of these divergences. It is shown that, unlike the skepticism of transcendental phenomenology in relation to scientific methodology in the (...) research of consciousness, the analytical tradition of phenomenology is oriented toward cooperative dialogue with science. Phenomenology in analytical philosophy places great hopes on the possibility of making consciousness a subject of joint research of neuroscientists and phenomenologists. The article claims that in the course of realization of this task, phenomenology in analytical tradition often starts to be interpreted from realistic and partly from naturalistic positions, and that does not meet the project of transcendental phenomenology. As an illustration of this idea, certain approaches of analytical phenomenology are considered, in particular: phenomena are interpreted from the point of view of logical and linguistic analysis, intentionality is connected with the activity of the brain and is located in the natural world, phenomenal consciousness is interpreted as the awareness of a high order, and the phenomena have a gradual nature and are often identified only with sensual experience, which implies a correlative correspondence of the substrate data of brain physiology. In that regard, there are reasons to interpret phenomenological theories that are funded by analytical tradition as an example of a specific phenomenology of non-transcendental origin. (shrink)

As nursing professionals, we believe access to healthcare is fundamental to health and that it is a determinant of health. Therefore, evidence suggesting access to healthcare is problematic for many Indigenous peoples is concerning. While biomedical perspectives underlie our current understanding of access, considering alternate perspectives could expand our awareness of and ability to address this issue. In this paper, we critique how access to healthcare is understood through a biomedical lens, how a postcolonial theoretical lens can extend that understanding, (...) and the subsequent implications this alternative view raises for the nursing profession. Drawing on peer‐reviewed published and gray literature concerning healthcare access and Indigenous peoples to inform this critique, we focus on the underlying theoretical lens shaping our current understanding of access. A postcolonial analysis provides a way of understanding healthcare as a social space and social relationship, presenting a unique perspective on access to healthcare. The novelty of this finding is of particular importance for the profession of nursing, as we are well situated to influence these social aspects, improving access to healthcare services broadly, and among Indigenous peoples specifically. (shrink)

Polyphenic differences between individuals arise not through differences at the genome level but as a result of specific cues received during development. Polyphenisms often involve entire suites of characters, as shown dramatically by the polyphenic castes found in many social insect colonies. An understanding of the genetic architecture behind polyphenisms provides a novel means of studying the interplay between genomes, gene expression and phenotypes. Here we discuss polyphenisms and molecular genetic tools now available to unravel their developmental bases in insects. (...) We focus on several recent studies that have tracked gene-expression patterns during social insect caste determination. BioEssays 23:62–68, 2001. Published 2001 John Wiley & Sons, Inc. (shrink)

Perceived control in contingency learning is linked to psychological wellbeing with low levels of perceived control thought to be a cause or consequence of depression and high levels of control considered to be the hallmark of mental healthiness. However, it is not clear whether this is a universal phenomenon or whether the value that people ascribe to control influences these relationships. Here we hypothesize that values affect learning about control contingencies and influence the relationship between perceived control and symptoms of (...) mood disorders. We tested these hypotheses with European university samples who were categorized as endorsing (or not) values relevant to control - individualist and collectivist values. Three online experimental contingency learning studies (N1 = 127, N2 = 324, N3 = 272) were carried out. Evidence suggested that individualist values influenced basic learning processes via an effect on learning about the context in which events took place. Participants who endorsed individualist values made control judgments that were more in line with an elemental associative learning model, whilst those who were ambivalent about individualist values made judgments that were more consistent with a configural process. High levels of perceived control and individualist values were directly associated with increased euphoric symptoms of bipolar disorder, and such values completely mediated the relation between perceived control and symptoms. The effect of low perceived control on depression was moderated by collectivist values. Anxiety created by dissonance between values and task may be a catalyst for developing mood symptoms. Conclusions are that values play a significant intermediary role in the relation between perceived control and symptoms of mood disturbance. (shrink)

Polyphenic differences between individuals arise not through differences at the genome level but as a result of specific cues received during development. Polyphenisms often involve entire suites of characters, as shown dramatically by the polyphenic castes found in many social insect colonies. An understanding of the genetic architecture behind polyphenisms provides a novel means of studying the interplay between genomes, gene expression and phenotypes. Here we discuss polyphenisms and molecular genetic tools now available to unravel their developmental bases in insects. (...) We focus on several recent studies that have tracked gene‐expression patterns during social insect caste determination. BioEssays 23:62–68, 2001. Published 2001 John Wiley & Sons, Inc. (shrink)

This discussion paper aims to explore potential ethical and moral implications of (patient) centredness in nursing and healthcare. Healthcare is experiencing a philosophical shift from a perspective where the health professional is positioned as the expert to one that re‐centres care and service provision central to the needs and desires of the persons served. This centred approach to healthcare delivery has gained a moral authority as the right thing to do. However, little attention has been given to its moral and (...) ethical theoretical grounding and potential implications for nurses, persons served and the healthcare system. Based upon a review of academic and grey literature, centredness is proposed as a value‐laden concept in nursing inquiry. Potential moral and ethical implications of centredness on nurses/healthcare providers, persons served and the healthcare system are discussed. These challenges are then considered within the context of normative and relational ethical theories. These perspectives may offer guidance relative to how one should act in those circumstances as well as an understanding as to how interdependency and engagement with the other person(s) can help navigate the challenges of a centred care approach. Viewing centredness through an ethical theoretical lens provides a valuable discourse to nursing in efforts to expand the knowledge base and integrate centred approaches into practice and policy. (shrink)

The study used a thematic analysis to examine student and faculty responses to two qualitative questions focused on their perceptions of the consequence of incivility and solutions that would embed civility expectations as a key element to professional role socialization in higher education. Participants included students and faculty across multiple academic programs and respondent subgroups at a regional university in the southern United States. A new adapted conceptual model using Clark’s in _Nursing Education Perspectives_, _28_(2), 93–97 ( 2007, revised 2020) (...) Conceptual Model for Fostering Civility in Nursing Education and Daniel Goleman’s in _Emotional intelligence: Why it can matter more than IQ_. Bantam Books ( 1995 ) Emotional Intelligence domains was used as the framework for this study to give meaning and context to its findings. For this group of respondents, the study found that seventy percent of faculty and students agree that incivility has the largest impact on the emotional intelligence domain of self-management, which includes negative emotional outcomes, loss of respect, negative professional and student outcomes, poor academic outcomes, attrition, and less success. Leadership in higher education will strengthen their institutions by using a relational approach centered on communication skill-building to ensure that faculty have been socialized to the importance of civil professional behavior and that stakeholders collectively explore and agree on the meaning and organizational integration of civility. (shrink)

A sample of 227 business students from the United States and Australia was used to evaluate factors that impact business students' ethical orientation and factors that impact students' perceptions of ethical classroom behaviors. Perceptions of classroom behaviors was considered a surrogate for future perceptions of business behaviors. Independent factors included age, gender, religious orientation, country of origin, personality, and ethical orientation. A number of factors were related to ethical orientation, but only age and religious orientation exhibited much impact upon perceptions (...) of ethical classroom behaviors. (shrink)

Sumner B. (Barney) Twiss, who died in 2023, was for ten years a General Editor of the Journal of Religious Ethics (JRE). He was a frequent contributor of articles, a member of the JRE Editorial Board, and a member of the journal's Board of Trustees. In this article, colleagues and students reflect on some of his many contributions, not only to the JRE but to the broader discursive fields of comparative religious ethics and human rights.

_341_ _Objectives: _In patients with multivessel disease both the detection of the culprit lesion and the exact allocation are important preconditions for sufficient treatment and improved outcome. In a vessel based approach the combination of quantitative coronary angiography and fractional flow reserve measured by a pressure wire should be advantageous compared to myocardial SPECT, as morphological and functional information is delivered simultaneously. Therefore our aim was to evaluate MS in the detection and allocation of hemodynamically significant stenoses obtained by the (...) combined gold standard QCA plus FFR in patients with multivessel disease. _Methods: _FFR and QCA of 95 vessels in 80 patients have been evaluated. Hemodynamically significant target lesions were defined as intermediate stenoses between 50 and 75% with an FFR. (shrink)

In the words of Catharine MacKinnon, "a woman is not yet a name for a way of being human." In other words, women are still excluded, as authors and agents, from identifying what it is to be human and what therefore violates the dignity and integrity of humans. Recognition, Responsibility, and Rights is written in response to that failure. This collection of essays by prominent feminist thinkers advances the positive feminist project of remapping the moral landscape by developing theory that (...) acknowledges the diversity of women. (shrink)

The aim of this study was to understand how incivility is viewed across multiple academic programs and respondent subgroups where different institutional and cultural power dynamics may influence the way students and faculty perceive uncivil behaviors. This study used the Conceptual Model for Fostering Civility in Nursing Education as its guiding framework. The Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to gather self-assessment and personal perspective data regarding incivility in the higher education setting. (...) This approach aspired to collect a comprehensive perspective of incivility in higher education. With data from 400 students and 69 faculty, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Faculty and students did agree that the solution to incivility may be found with the creation of a code of conduct that defines acceptable and unacceptable behavior, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions. Despite significant differences in participants’ perceptions of incivility, they shared common solutions. With a shared goal, faculty and students can work toward cultivating civility in higher education. (shrink)

Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric‐driven competency‐based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper‐focus on “figuring out” the teacher (...) with minimal focus on the act of writing. Students used a form of behavioral “code‐switching” to maximize their grade while considering how their “valuing” of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment. (shrink)

¡PRESENTE! investigates the many answers to a seemingly simple question: What does it mean to be present? Performance studies scholar Diana Taylor answers that question by offering an expansive explication of presence as both ethical command and performative knowledge production. Taking the histories of state violence, colonialism, and imperialism as her starting point, Taylor situates being ¡Presente! as an embodied and performed practice of standing alongside those harmed by historical and ongoing violence. Noting that Present/e is simultaneously single and (...) plural in English and Spanish, and drawing on Jean Luc Nancy's formulation of being singular plural, Taylor asks how presence is imbricated in questions of subject formation and collectivity. She begins with reframing the racialization of Latin Americans as a coming into presence through colonial conquest-a presence not as subjects but as subjugated objects-and asks what was made absent through this racialized process. For Taylor, the epistemicide of Indigenous, Native, and African ways of knowing stands at the center of this process of presence and absence. To counter this ongoing epistemicide, Taylor situates ¡Presente! as a performative and decolonial mode of knowledge production that decenters European Enlightenment traditions and seriously takes up Native, Indigenous, and African ways of knowledge and temporality. Grounded in performance studies, this book links knowledge to action as a doing practice, or what Taylor calls a "peripatetic strategy" that emphasis movement in learning. This book offers an expansive theory of ¡Presente! in various locations and situations: the original colonial conquest of Columbus and the Spanish; the May 1968 student protests; a study in Zapatistan autonomy; the 43 disappeared students of Ayotzinapa; queer histories of Mexico; and the former torture centers of the Pinochet dictatorship. Throughout these varied locations, Taylor weaves a methodology, theory, and practice of ¡Presente!. This book will be of interest to students and scholars of performance studies, Latin American studies, American studies, critical ethnic studies, colonial, decolonial, and postcolonial studies, and queer theory. (shrink)

This study aims to better understand the perceptions and experiences related to incivility by students and faculty across multiple academic programs and respondent subgroups at a regional university in the southern United States. The study used a thematic analysis to examine student and faculty responses to three qualitative questions that focused on their perceptions of recent experiences and primary causes of incivility in higher education. Clark’s ( 2007, revised 2020) Conceptual Model for Fostering Civility in Nursing Education and Daniel Goleman’s (...) ( 1995 ) Emotional Intelligence domains were used to give meaning and context to the study findings. For this group of respondents, the study found that incivility in higher education between faculty, students, and faculty and student relationships remain pervasive. Despite the global pandemic and social unrest occurring during the study period, these behaviors did not coalesce around a specific subgroup. Both faculty and students agreed that relationship management with a keen focus on communication could mitigate academic incivility. These findings can inform educators, students, and future researchers in planning meaningful interventions that address incivility in higher education. A relational approach centered on communication skill-building is needed to combat the persistent issue of incivility in higher education. (shrink)

New fetal therapies offer important prospects for improving health. However, having to consider both the fetus and the pregnant woman makes the risk–benefit analysis of fetal therapy trials challenging. Regulatory guidance is limited, and proposed ethical frameworks are overly restrictive or permissive. We propose a new ethical framework for fetal therapy research. First, we argue that considering only biomedical benefits fails to capture all relevant interests. Thus, we endorse expanding the considered benefits to include evidence-based psychosocial effects of fetal therapies. (...) Second, we reject the commonly proposed categorical risk and/or benefit thresholds for assessing fetal therapy research. Instead, we propose that the individual risks for the pregnant woman and the fetus should be justified by the benefits for them and the study’s social value. Studies that meet this overall proportionality criterion but have mildly unfavorable risk–benefit ratios for pregnant women and/or fetuses may be acceptable. (shrink)

This book updates and adds to the classic Social Movements of the Sixties and Seventies, showing how social movement theory has grown and changed.

To corroborate the music and social bonding hypothesis, we propose that future investigations isolate specific components of social bonding and consider the influence of context. We deconstruct and operationalize social bonding through the lens of social psychology and provide examples of specific measures that can be used to assess how the link between music and sociality varies by context.

A sample of 227 business students from the United States and Australia was used to evaluate factors that impact business students' ethical orientation and factors that impact students' perceptions of ethical classroom behaviors. Perceptions of classroom behaviors was considered a surrogate for future perceptions of business behaviors. Independent factors included age, gender, religious orientation, country of origin, personality, and ethical orientation. A number of factors were related to ethical orientation, but only age and religious orientation exhibited much impact upon perceptions (...) of ethical classroom behaviors. (shrink)

The Power of Teaching: Readings on the Philosophical, Theoretical, and Practical Issues Associated with Teaching and Learning provides preservice K-12 teachers with a collection of curated readings that help them prepare for their future in teaching. The reader is divided into five units, each addressing one broadly defined topic in education. The first unit introduces readers to the multiple complexities associated with learning to teach effectively. The second unit contains four articles that explore a variety of pedagogical perspectives. In the (...) third unit, readers are provided with a brief survey of a variety of purposes that shape the overarching mission of schools. The fourth unit features five readings that address the importance of creating a safe and nurturing learning environment for all students. The final unit posits a successful multicultural approach involves self-reflection, a deep understanding of culture, and respect for culturally and linguistically diverse families. Designed to educate and empower, The Power of Teaching is an ideal anthology for courses and programs in K-12 education. (shrink)

New Materialisms brings into focus and explains the significance of the innovative materialist critiques that are emerging across the social sciences and humanities. By gathering essays that exemplify the new thinking about matter and processes of materialization, this important collection shows how scholars are reworking older materialist traditions, contemporary theoretical debates, and advances in scientific knowledge to address pressing ethical and political challenges. In the introduction, Diana Coole and Samantha Frost highlight common themes among the distinctive critical projects that (...) comprise the new materialisms. The continuities they discern include a posthumanist conception of matter as lively or exhibiting agency, and a reengagement with both the material realities of everyday life and broader geopolitical and socioeconomic structures. Coole and Frost argue that contemporary economic, environmental, geopolitical, and technological developments demand new accounts of nature, agency, and social and political relationships; modes of inquiry that privilege consciousness and subjectivity are not adequate to the task. New materialist philosophies are needed to do justice to the complexities of twenty-first-century biopolitics and political economy, because they raise fundamental questions about the place of embodied humans in a material world and the ways that we produce, reproduce, and consume our material environment. Contributors Sara Ahmed Jane Bennett Rosi Braidotti Pheng Cheah Rey Chow William E. Connolly Diana Coole Jason Edwards Samantha Frost Elizabeth Grosz Sonia Kruks Melissa A. Orlie. (shrink)