High school students are at risk for increased sedentary behavior due in part to a decrease in physical activity throughout adolescence and to required sedentary behavior during much of the school day. The purpose of the current study is to examine the impact of using activity workstations in a high school English class for struggling readers. Twenty high school students participated in the study. The participants completed a 16-week study where each participant used an activity workstation for 8 weeks and (...) a traditional desk for 8 weeks in a crossover design for a 40-min period during normal class. They responded to a series of subjective questions about reading and schoolwork at the beginning and end of each 8-week session and followed the READ 180 program designed to help struggling readers during the study. The results indicated that academic performance increased in both desk conditions during the study and from the beginning to the end of the study. In addition, there was a significant improvement in items in the subjective survey related to reading, motivation, and schoolwork in both desk conditions across the study. The current results suggest that using an activity workstation in the classroom did not negatively affect academic performance or students’ perceptions of working on academic assignments compared to the traditional desk condition. These results indicate that activity workstations could be implemented in classrooms to provide students with a non-sedentary option during the school day thus increasing physical activity in students. (shrink)

What is the role of cultural archives in creating and sustaining connections between diasporic communities? Through an analysis of an audiovisual archive that has sought to bring together representations of and by African, Caribbean and Asian people, this article discusses the relationship between diasporic film, knowledge production and feminist solidarity. Focusing on a self-curated, UK-based archive, the June Givanni Pan-African Cinema Archive, we explore the potentiality of archives for carving out spaces of diasporic connectivity and resistance. This archive assembles (...) the holdings of pan-African films and film-related materials, built over several decades by June Givanni, a Guyanese-born London-based film curator. Givanni’s archive embodies her long relationship with the intersecting worlds of African and Asian diasporic cinema, which hold deep connections to Black British heritage through global networks spanning across empire. In the making of this cultural analysis, we employ a co-produced, decolonial methodological approach by designing and producing the article in collaboration with Givanni over a two-year period. We aim to foreground the role of feminist labour (academic and practitioner) as agents of change who are reclaiming stories, voices and memory-making. The wider backdrop to this co-produced analysis is the ongoing resilience of a cultural amnesia that has pervaded the Black British experience and the current fragility of Black arts and cultural spaces in the UK. Our question is how might archives help us map the connections between racialised ideas of belonging, memory politics and the reconfiguration of colonial power whilst also operating as a site of feminist connectivity? (shrink)

In some cases people judge it morally acceptable to sacrifice one person’s life in order to save several other lives, while in other similar cases they make the opposite judgment. Researchers have identified two general factors that may explain this phenomenon at the stimulus level: (1) the agent’s intention (i.e. whether the harmful event is intended as a means or merely foreseen as a side-effect) and (2) whether the agent harms the victim in a manner that is relatively “direct” or (...) “personal”. Here we integrate these two classes of findings. Two experiments examine a novel personalness/directness factor that we call personal force, present when the force that directly impacts the victim is generated by the agent’s muscles (e.g., in pushing). Experiments 1a and b demonstrate the influence of personal force on moral judgment, distinguishing it from physical contact and spatial proximity. Experiments 2a and b demonstrate an interaction between personal force and intention, whereby the effect of personal force depends entirely on intention. These studies also introduce a method for controlling for people’s real-world expectations in decisions involving potentially unrealistic hypothetical dilemmas. (shrink)

Using Africana critical theory as a critical framework to analyze W. E. B. Du Bois’s Black Flame trilogy, this study establishes a transdisciplinary theory of the dehumanization of Black students in the United States. As lenses of analysis, critical race theory and Post Traumatic Slave Syndrome reveal how the processes of racialization, colonization, and globalization contribute to the multigenerational traumas many Blacks have experienced in education since Reconstruction.

Analysis of ART and abortion must include the experiences of women at the emerging center of American life, as well as those at the top and bottom of the socioeconomic scale. Our contribution explores the triple system of fertility regulation, analyzing the intersections between fertility and class and using the experiences of women in the middle to add depth to our understanding of women's exercises of autonomy.

The knots of images in Aeschylus’ Septem with their exuberant and powerful vocabulary give the play the aura that prompted Gorgias and Aristophanes to proclaim it “full of Ares”. The ferocity of the ancient siege is brought to life in the destruction of the city the chorus imagines and in the duels at the seven gates that achieve epic proportions through the dueling speeches of Eteocles and his scout. The play’s transparent dependence on language for its emotive effect readily invites (...) close examination. Aeschylus’ Septem abounds with contemporary cosmological and mathematical ideas and images. The poet uses them consistently throughout the play, I suggest, to make of Thebes a seven-sided, shield-shaped cosmos, ruled over by the seven-month lord of sevens (heptamagetes), Apollo, and the completion of whose circumference seals the unified fate of Polynices and Eteocles. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed—through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming—as one way to think about high school music programs as potential sites for contributing to optimal adolescent wellbeing. Writing at the nexus of practice and theory the authors analyze two rites of (...) passage examples from their high school music classrooms. Musicking experiences that offer students openings for embarking upon rites of passage hold potential for addressing students' needs for autonomy, relatedness, and competence—needs Richard Ryan and Edward Deci document as predictive of psychological wellbeing in all cultures and that Dissanayake argues are evolved psychobiological needs. (shrink)

Recently, Edwards and Liaschenko questioned the validity of an argument put forward by Dr Søren Holm and Joseph Dunne concerning the impossibility of a theory of nursing. Taking into consideration the premises of the argument, I describe how Maritain's conception of philosophy allows for the possibility of a theory of nursing conceived as a philosophy of nursing art that is both practical and propositional in nature. As well, I identify how the philosophy of nursing art guides nursing art in developing (...) and applying other kinds of artistic practical nursing knowledge: artistic nursing rules and artistic prudential nursing judgements. Finally, the relationship of ethical knowledge to artistic practical nursing knowledge is set down. (shrink)

God presented each of us with the gift of human life, for which we each have a duty of stewardship. The complementary principles of totality and integrity provide moral guidance for decisions on whether specific acts are consistent with this obligation. Totality directs that anatomical completeness must not be sacrificed without proportional justification. Integrity focuses on maintaining basic human capacities and provides a hierarchical ordering of higher functions over lower functions for use in decision making. The decisions of secular American (...) courts rely heavily on statutory authority and case precedent. This essay explores whether the moral principle of totality and integrity is reflected in judicial opinions. The first part examines judicial decisions in cases in which the plaintiff’s desired outcome was consistent with the principle of totality and integrity. The second part analyzes judicial decisions in which the desired outcome was not consistent with this moral principle. National Catholic Bioethics Quarterly 12.1 (Spring 2012): 43–54. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 102-125 [Access article in PDF] Towards an Ecology of Music Education June Boyce-Tillman King Alfred's College, England Western culture has developed a concept of knowledge as divided into discrete categories, which are reflected in the disconnected subjects of our school curricula and the titles of our university faculties. However, music should be intimately bound up with the wider curriculum, particularly in (...) the areas of personal, social, cultural, moral, and spiritual education. From an examination of the values that are implicit in the musical traditions that dominate music education in Western culture, in this paper I will set out some pointers towards a more ecological understanding of music education, drawing on experiences I have had with music and music education in a variety of settings. I will examine how musicology has concentrated only on certain aspects of the musical experience, ignoring areas such as expressive character, value systems, and spirituality, which are the areas that link the musical experience to the fabric of life as lived beyond the confines of the classroom and academe. This paper seeks to re-establish a notion of connectedness both within the musical experience and also beyond it and through it to other areas of knowledge and understanding. For this I have adopted the term "ecology." To explicate this notion of ecology, I have developed a model which incorporates the values that are both usually associated with Western culture and are subjugated by it, drawing on the experience of music itself. [End Page 102] Ways of Knowing The first of these models deals with the social construction of knowledge. Stan Gooch defines two systems of thought embodied in various cultures in the world. He identifies the favored characteristics of one system (Type A) as activity leading to products; objectivity; impersonal logic; thinking and thought; detachment; and discrete categories of knowledge that are based on proof and scientific evidence. The other system (Type B) favors being; subjectivity; personal feeling; emotion; magic; involvement; associative ways of knowing; and belief and non-causal knowledge.1Gooch suggests that the Western world has chosen to value the first of these systems and neglect the other. This is done by a process of devaluation that can be carried out in various ways. In the Western media this devaluation can be manifested as public ridicule or by simply ignoring those events that reflect Type B values. Community-building activities based on associative ways of knowing and acknowledgement of people's feelings and sensibilities are not reported, while a considerable amount of space is given to the essentially dehumanizing practices of warfare and the dissociative practices of violence and crime. For example, reports and articles on holistic, associative approaches to health based on belief systems that defy rational explanation often end with throw-away comments like "If you believe that, then you will believe anything!" Public figures sometimes indulge in similar practices in their pronouncements by initiating policies to outlaw health practices that cannot be supported by scientific methodologies and appealing to the grounds of public safety. People who wish to embrace the values of Type B can easily be pathologized or criminalized as the dominant culture seeks to reinforce the validity of its Type A values. Academic, medical, psychological, and even sociological research concentrates on so-called objective methodologies associated with scientific ways of knowing and the use of numbers in some shape or form. Qualitative methodologies that collect people's stories are often regarded with suspicion because of the alleged subjectivity of the approach.So the values of Type B have become hidden or repressed by Western culture. I have therefore called the ways of knowing that characterize Type B "subjugated ways of knowing,"2 following the work of Michel Foucault and his notion of subjugated knowledges.3 This paper will concentrate on how the ideas of the subjugated ways of knowing can be used to understand where we are in music education, drawing on my experience in the UK. I shall look at ways of bringing the two ways of knowing-Type A and... (shrink)

Government-sponsored school lunch programs have garnered attention from activists and policymakers for their potential to promote public health, sustainable diets, and food sovereignty. However, across country contexts, these programs often fall far short of their transformative potential. It is vital, then, to identify policies and organizing strategies that enable school lunch programs to be redesigned at the national scale. In this article, we use document analysis of historical newspapers and government data to examine the motivating factors and underlying conditions that (...) allowed South Korea’s universal free, eco-friendly school lunch program to become a tool for advancing social justice and ecological goals at the national scale. We analyze the socio-historical evolution and current status of the Korean school lunch program, combining the multi-level perspective with insights from environmental sociology and critical food studies, in order to shed light on the factors that enabled the program to become an innovative niche and articulate the opportunities and challenges it now faces. We identify the state-sponsored creation of what we call “precautionary infrastructure” as a key anchoring mechanism between the school food niche and agri-food regime. Precautionary infrastructure includes new supply chains, certification standards, and sourcing policies that provide a stable market for eco-friendly farms and small-scale producers, while minimizing the environmental health risks of school lunch by delivering organic and pesticide-free ingredients to on-site kitchens that serve free lunches to all students. This analysis offers insight into how public school-lunch programs can become protected niches that help drive sustainability transitions within agri-food systems. (shrink)

This paper will critique the values embedded in the Western classical tradition from a Foucauldian perspective. It will identify issues of power as a central problem for Western culture which is developing into a monoculture in which many people are disempowered. It identifies the role of the dialogic imagination in challenging the dominant culture and how this might inform work with children. It will see a way forward as the valuing of difference, drawing on the work of Martin Buber, Emmanuel (...) Levinas, and Jacques Derrida. It will examine the origins of the hierarchy of the Western classical music tradition in the development of patriarchal values in early Christianity. It will analyze the use of the arts as cultural intervention for personal and cultural re-empowerment, drawing examples from Improvisation Theatre, Carnival, heteroglossia in contemporary poetry and Victor Turner's notion of liminality. It will draw on examples from a variety of art forms and then look at how music might be re-envisioned. It will interrogate a musical event drawing on these strands to encourage children to think outside the cultural conventions and to value difference. (shrink)

Walter Conn's theory of Christian Conversion (1986) provides an illuminating lens for understanding Dorothy Day's conversion experience. Day's story, conversely, offers an opportunity to test selected features of Conn's theory, specifically the affective, cognitive, moral, and religious categories of analysis. The dialectic is a fruitful one, yielding insight into both Day's story and Conn's theory, while at the same time raising provocative questions about and contributing to the current debate regarding an "ethic of care" as distinct from an "ethic of (...) justice.". (shrink)

In this paper a complete proper subclass of Hilbert-style S4 proofs, named non-circular, will be determined. This study originates from an investigation into the formal connection between S4, as Logic of Provability and Logic of Knowledge, and Artemov's innovative Logic of Proofs, LP, which later developed into Logic of Justification. The main result concerning the formal connection is the realization theorem , which states that S4 theorems are precisely the formulas which can be converted to LP theorems with proper justificational (...) objects substituting for modal knowledge operators. We extend this result by showing that on the proof level, non-circular proofs are exactly the class of S4 proofs which can be realized to LP proofs. In turn, this study provides an alternative algorithm to achieve the realization theorem, and a novel logical system, called S4ΔS4Δ, is introduced, which, under an adequate interpretation, is worth studying for its own sake. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Dialogic and the Aesthetic:Some Reflections on Theatre as a Learning MediumAnthony Jackson (bio)A Doll's House will be as flat as ditchwater when A Midsummer Night's Dream will still be as fresh as paint; but it will have done more work in the world; and that is enough for the highest genius, which is always intensely utilitarian.— George Bernard Shaw, "The Problem Play"1People have tried for centuries to use (...) drama to change people's lives, to influence, to comment, to express themselves. It doesn't work. It might be nice if it worked, but it doesn't. The only thing dramatic form is good for is telling a story.—David Mamet, A Whore's Profession2These two assertions, some 100 years apart, were of course meant to be contentious—but they do point to one of the recurring questions about the role that theatrical art plays in modern Western culture and nicely encapsulate the contrasting claims made by practitioners and critics alike for the "work in the world" that drama can do. On the one hand, it is argued that what is conventionally thought of as great dramatic art—while it may be imaginatively rich, aesthetically compelling, and "timeless" in its appeal—will not achieve the social impact that plays such as A Doll's House have done. Such plays have a different function. They can be directly useful to us in the "real world" beyond the theatre walls, perhaps capable of influencing that world or at least influencing the way we think about and operate in the world—but they may not, consequently, have much shelf life. A Doll's House, of course, obstinately refuses to leave both shelf and stage but in this respect may be an exception that proves the rule; the vast majority of "interventionist" dramas rarely outlive their historical moment. (A play such as Spirochete, a [End Page 104] living newspaper written in 1938 in Chicago with the aim of heightening public awareness of the widespread—but barely discussed—problem of syphilis and of the cures available, undoubtedly did much effective work in the world but remains of and for its time.3 )On the other hand, playwright David Mamet casts buckets of cold water over the whole notion of "useful" dramatic art. Let us not delude ourselves, he argues, into thinking drama is good for anything else than telling a story—the value of good dramatic storytelling is important enough as it is. It serves the art form—and possibly those we wish to influence—badly if we insist on trying to change the world using drama as our lever. A genuine work of art, it is often said, cannot be didactic or "instrumental." The novel, play, or poem that sets out to convey information or to preach a message risks surrendering those very qualities we usually value in art—complexity, multilayered meanings, richness of imagination. Jonathan Levy, in his A Theatre of the Imagination, argues that "the impulse to create theatre for children is the impulse to give a gift, without strings. It is this impulse... we should... call upon when we find ourselves in the theatre tempted to teach."4 Further, "when art is used to teach, either the teaching or the art must suffer."5 The implication is clearly that teaching and dramatic art make awkward bedfellows. It has to be one or the other, not both. The late, much missed, Lowell Swortzell took a not dissimilar line in his provocative essay on theatre-in-education, "Trying to like TIE,"6 and many practitioners of children's and young people's theatre have likewise resisted having their work categorized as educational or in any way curriculum driven. The work must have its own justification, as art, as storytelling, offering young people an experience that may complement but that is fundamentally different from anything else they get in school. Even Augusto Boal has at times appeared to reinforce the dichotomy. Arguing for a theatre that can serve the immediate needs of the marginalized, the oppressed, and the disadvantaged, he has negotiated a challenging and productive path through the artistic and socially responsive implications of... (shrink)

Scholars have not reached an agreement on a theoretical foundation that underlies the psychological effects of avatar use on users. One group of scholars focuses on the perceptual nature of avatar use, proposing that perceiving the self-being represented by a virtual representation leads to the effects. Another group suggests that social traits in avatars prime users causing them to behave in accordance with the social traits. We combine these two theoretical explanations and present an alternative approach, hinging on a concept (...) of meta-cognitive experience. The psychological mechanism of the avatar-user bond is explicated in terms of cognitive fluency, a type of meta-cognitive experience reflecting an awareness of how readily or easily information is processed. Under this explication, two concepts related to avatar-user bond, identification and embodiment, are understood as the meta-cognitive experience of cognitive fluency at the level of one’s identity and physical body, respectively. Existing empirical evidence on avatar effects is revisited to explore how this new theoretical framework can be applied. (shrink)

This paper will examine the transformative possibilities of liminal space as described by Victor Turner and Isabel Clark in the musical experience. It draws on the author's previous phenomenography of musical experience an analytical frame based on the liminality of musical experience using the notion of difference-in-relationship drawing on Martin Buber's "I-Thou experience" and including theorists such as Dewey, Maslow, Levinas, Derrida, Noddings and Shore, M and I. S. Csikszentmihalyi, and Custodero. It will examine the implications of the use of (...) a liminal music space for cultural and personal transformation including its relationship between this space and the everyday world, the loss of boundaries, collective vulnerability, the opportunity to try out new personas, the handing over of responsibility to a higher power and the capacity for joyful play and the possibility of empowerment. It draws on Shakespeare's play Midsummer Night's Dream (drawing, as it does on Ovid's Metamorphoses) to illuminate the nature of transformation. (shrink)

The world’s first living donor liver transplant from an HIV-positive mother to her HIV-negative child, performed by our team in Johannesburg, South Africa in 2017, was necessitated by disease profile and health system challenges. In our country, we have a major shortage of donor organs, which compels us to consider innovative solutions to save lives. Simultaneously, the transition of the HIV pandemic, from a death sentence to a chronic illness with excellent survival on treatment required us to rethink our policies (...) regarding HIV infection and living donor liver transplantation. Although HIV infection in the donor is internationally considered an absolute contraindication for transplant to an HIV-negative recipient, there have been a very small number of unintentional transplants from HIV-positive deceased donors to HIV-negative recipients. These transplant recipients do well on antiretroviral medication and their graft survival is not compromised. We have had a number of HIV-positive parents in our setting express a desire to be living liver donors for their critically ill children. Declining these parents as living donors has become increasingly unjustifiable given the very small deceased donor pool in SA; and because many of these parents are virally suppressed and would otherwise fulfil our eligibility criteria as living donors. This paper discusses the evolution of HIV and transplantation in SA, highlights some of the primary ethical considerations for us when embarking on this case and considers the new ethical issues that have arisen since we undertook this transplant. (shrink)

Reflecting on a career that temporally coincides with that of the JRE and discloses a like commitment to approaching ethics through attention to multiple religious traditions, the author traces the evolution of her abiding interest in socio-historical expressions of religious convictions and the processes of ethical reflection and analysis that accompany and challenge these. As her research has increasingly focused on a North-South axis, the compelling voices of the poor have provided moral insight and have reformed the author's questions about (...) the interplay of circumstance and moral sensibility, awakening new appreciation both of indomitable moral integrity and of the fragility of virtue. (shrink)

Whereas the chief development question of the past has been “how much is a nation producing?” the human development perspective that characterizes the United Nations Human Development Reports shifts the question to “how are its people faring?” This shift reflects the fundamental moral orientation of the human development perspective which makes a case for the common good in a global economy. Relating the themes and claims of the human development reports to Brian Stiltner’s recent study on religion and the common (...) good, the author shows a variety of ways in which the common good as a moral norm is embedded in the human development perspective, without the context of religion. She explicates the presence and utility of this norm in these United Nations reports written by economists, development specialists, and policy advisors who seek to present and assess the humanizing and dehumanizing features of globalization. (shrink)

Discrimination against particular groups has existed throughout history and in all types of societies. Few would challenge the idea that inequality of income based on discrimination is unjust. The more problematic issues are the extent to which discrimination is in fact a significant source of inequality and whether such discrimination-based inequality is inherent in a capitalist system. There is little doubt that discrimination can affect a group's income. But the link is by no means automatic or certain. Thus, the incomes (...) of blacks, particularly in past decades, seem surely to have been lowered by discrimination. Yet other examples are less clear. Jewish and Japanese Americans, for instance, have had incomes substantially above those of white non-Jewish groups, despite evidence of discrimination against them. (shrink)

Whereas the chief development question of the past has been "how much is a nation producing?" the human development perspective that characterizes the United Nations Human Development Reports shifts the question to "how are its people faring?" This shift reflects the fundamental moral orientation of the human development perspective which makes a case for the common good in a global economy. Relating the themes and claims of the human development reports to Brian Stiltner's recent study on religion and the common (...) good, the author shows a variety of ways in which the common good as a moral norm is embedded in the human development perspective, without the context of religion. She explicates the presence and utility of this norm in these United Nations reports written by economists, development specialists, and policy advisors who seek to present and assess the humanizing and dehumanizing features of globalization. (shrink)

MOHAMMED SA, WALTERS KL, LAMARR J, EVANS‐CAMPBELL T and FRYBERG S. Nursing Inquiry 2012; 19: 116–127 [Epub ahead of print]Finding middle ground: negotiating university and tribal community interests in community‐based participatory researchCommunity‐based participatory research (CBPR) has been hailed as an alternative approach to one‐sided research endeavors that have traditionally been conducted on communities as opposed to with them. Although CBPR engenders numerous relationship strengths, through its emphasis on co‐sharing, mutual benefit, and community capacity building, it is often challenging as well. (...) In this article, we describe some of the challenges of implementing CBPR in a research project designed to prevent cardiovascular disease among an indigenous community in the Pacific Northwest of the United States and how we addressed them. Specifically, we highlight the process of collaboratively constructing a Research Protocol/Data Sharing Agreement and qualitative interview guide that addressed the concerns of both university and tribal community constituents. Establishing these two items was a process of negotiation that required: (i) balancing of individual, occupational, research, and community interests; (ii) definition of terminology (e.g., ownership of data); and (iii) extensive consideration of how to best protect research participants. Finding middle ground in CBPR requires research partners to examine and articulate their own assumptions and expectations, and nurture a relationship based on compromise to effectively meet the needs of each group. (shrink)