Volume 20, Issue 7, July 2020, Page 182-184.

Abordaré la crítica de Axel Honneth a la primera Escuela de Frankfurt y su aparente omisión de Herbert Marcuse. Defenderé a Marcuse contra algunas de las críticas hechas por Honneth a la teoría crítica temprana de la Escuela de Frankfurt. Luego argumentaré que Marcuse siempre estuvo en busca de una subjetividad radical, incluso cuando advirtió contra los mecanismos unidimensionales en curso de producción de sujetos. Finalmente, mostraré que Honneth también construye su proyecto en torno a la búsqueda de una subjetividad (...) radical, pero aborda el problema a través de una teoría de la intersubjetividad que complementa el proyecto de Marcuse. (shrink)

In “Postponed Withholding: Balanced Decision-Making at the Margins of Viability,” Syltern et al. (2022) propose a novel approach to life-and-death decision making for extremely preterm infants in t...

Based on studies with infants, we expand on Stoffregen & Bardy's explanation of perceptual motor errors, given the global array. Information pick-up from the global array is not sufficient without adequate exploratory movements and learning to support perceptually guided activity.

This article explores the norms that govern regular users’ acts of sharing content on social networking sites. Many debates on how to counteract misinformation on Social Networking Sites focus on the epistemic norms of testimony, implicitly assuming that the users’ acts of sharing should fall under the same norms as those for posting original content. I challenge this assumption by proposing a non-epistemic interpretation of (mis) information sharing on social networking sites which I construe as infrastructures for forms of life (...) found online. Misinformation sharing belongs more in the realm of rumour spreading and gossiping rather than in the information-giving language games. However, the norms for sharing cannot be fixed in advance, as these emerge at the interaction between the platforms’ explicit rules, local norms established by user practices, and a meta-norm of sociality. This unpredictability does not leave us with a normative void as an important user responsibility still remains, namely that of making the context of the sharing gesture explicit. If users will clarify how their gestures of sharing are meant to be interpreted by others, they will implicitly assume responsibility for possible misunderstandings based on omissions, and the harms of shared misinformation can be diminished. (shrink)

An increasingly popular solution to the anti-scientific climate rising on social media platforms has been the appeal to more critical thinking from the user's side. In this paper, we zoom in on the ideal of critical thinking and unpack it in order to see, specifically, whether it can provide enough epistemic agency so that users endowed with it can break free from enclosed communities on social media (so called epistemic bubbles). We criticise some assumptions embedded in the ideal of critical (...) thinking online and, instead, we propose that a better way to understand the virtuous behaviour at hand is as critical engagement, namely a mutual cultivation of critical skills among the members of an epistemic bubble. This mutual cultivation allows members within an epistemic bubble (in contrast, as we will show, with the authority-based models of epistemic echo chambers) to become more autonomous critical thinkers by cultivating self-trust. We use the model of relational autonomy as well as resources from work on epistemic self-trust and epistemic interdependence to develop an explanatory framework, which in turn may ground rules for identifying and creating virtuous epistemic bubbles within the environments of social media platforms. (shrink)

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...) will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text. (shrink)

Based on the assumption that consumers will reward firms for their support of social programs, many organizations have adopted corporate social responsibility (CSR) practices. Drawing on social identity theory, a model of influence of CSR on loyalty is developed and tested using a sample of real consumers. Results demonstrate that CSR initiatives are linked to stronger loyalty both because the consumer develops a more positive company evaluation, and because one identifies more strongly with the company. Moreover, identity salience is shown (...) to play a crucial role in the influence of CSR initiatives on consumer loyalty when this influence occurs through consumer-company identification. A strong identifier is not necessarily in a constant state of salience, but activating identity salience of a particular consumer social identity (a company) will affect consumer reactions to product stimuli, increasing consumer loyalty. (shrink)

This paper proposes a conceptual framework for evaluating how social networking platforms fare as epistemic environments for human users. I begin by proposing a situated concept of epistemic agency as fundamental for evaluating epistemic environments. Next, I show that algorithmic personalisation of information makes social networking platforms problematic for users’ epistemic agency because these platforms do not allow users to adapt their behaviour sufficiently. Using the tracing principle inspired by the ethics of self-driving cars, I operationalise it here and identify (...) three requirements that automated epistemic environments need to fulfil: (a) the users need to be afforded a range of skilled actions; (b) users need to be sensitive to the possibility to use their skills; (c) the habits built when adapting to the platform should not undermine the user’s pre-existing skills. I then argue that these requirements are almost impossible to fulfil all at the same time on current SN platforms; yet nevertheless, we need to pay attention to these whenever we evaluate an epistemic environment with automatic features. Finally, as an illustration, I show how Twitter, a popular social networking platform, will fare regarding these requirements. (shrink)

The extent to which people identify with an organization is dependent on the attractiveness of the organizational identity, which helps individuals satisfy one or more important self-definitional needs. However, little is known about the antecedents of company identity attractiveness (IA) in a consumer–company context. Drawing on theories of social identity and organizational identification, a model of the antecedents of IA is developed and tested. The findings provide empirical validation of the relationship between IA and corporate associations perceived by consumers. Our (...) results demonstrate that the Corporate Social Responsibility (CSR) contribution to company IA is much stronger than that of Corporate Ability (CA). This may be linked to increasing competition and of decreasing CA-based variation in the marketplace. (shrink)

In this chapter we argue that emotions are mediated in an incomplete way in online social media because of the heavy reliance on textual messages which fosters a rationalistic bias and an inclination towards less nuanced emotional expressions. This incompleteness can happen either by obscuring emotions, showing less than the original intensity, misinterpreting emotions, or eliciting emotions without feedback and context. Online interactions and deliberations tend to contribute rather than overcome stalemates and informational bubbles, partially due to prevalence of anti-social (...) emotions. It is tempting to see emotions as being the cause of the problem of online verbal aggression and bullying. However, we argue that social media are actually designed in a predominantly rationalistic way, because of the reliance on text-based communication, thereby filtering out social emotions and leaving space for easily expressed antisocial emotions. Based on research on emotions that sees these as key ingredients to moral interaction and deliberation, as well as on research on text-based versus non-verbal communication, we propose a richer understanding of emotions, requiring different designs of online deliberation platforms. We propose that such designs should move from text-centred designs and should find ways to incorporate the complete expression of the full range of human emotions so that these can play a constructive role in online deliberations. (shrink)

Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...) best, the university lecture functions as a technique for thinking together or for making collective thinking happen in a lecture hall. The lecture offers the set-up, both technological and architectural, to forge a common experience that binds together the listeners and the speakers; that experience can be characterised as visualising ideas or seeing things as if they had taken on a ‘bodily form’. By looking at several examples of lecturing moments experienced by Gadamer as a student and later recounted in his autobiography, we can better understand the paradigmatic experience that characterises the lecture – as an ideal to be sought, even if, perhaps, not always actualised in everyday lectures. (shrink)

The COVID-19 pandemic has been accompanied on social media by an explosion of information disorders such as inaccurate, misleading and irrelevant information. Countermeasures adopted thus far to curb these informational disorders have had limited success because these did not account for the diversity of informational contexts on social media, focusing instead almost exclusively on curating the factual content of user’s posts. However, content-focused measures do not address the primary causes of the infodemic itself, namely the user’s need to post content (...) as a way of making sense of the situation and for gathering reactions of consensus from friends. This paper describes three types of informational context—weak epistemic, strong normative and strong emotional—which have not yet been taken into account by current measures to curb down the informational disorders. I show how these contexts are related to the infodemic and I propose measures for dealing with them for future global crisis situations. (shrink)

Starting from the current trend to digitise the university, this thesis aims to clarify the specific relation between university thinking and its use of media. This thesis is an investigation concerning the sensorial and medial conditions which enable the event of thinking to emerge at the university, i.e. conditions which do not make thinking necessary, but possible. Thinking is approached as an event which can happen while studying at the university, not as an outcome, nor a disposition or skill. The (...) ambition of this thesis is theory development and of making a contribution in the field of philosophy of education. The theoretical framework discussed in chapters one and two will allow first, an analysis of the university sensorium inspired by the work of Ivan Illich who, through a history of the senses, pioneered this kind of research applied to medieval reading practices. Secondly, the work of media philosopher Vilém Flusser is used to operationalize the analysis of media at the university; this thesis will use the Flusserian concepts of code, modes of consciousness, transcoding, gestures, intellectual field, dialogue and apparatus. The methodology consists of a novel approach inspired by Flusser’s phenomenology of gestures: in order to find traces of thinking, this investigation looks for gestures (with media) occurring in university practices, gestures which seem to imply some form of coding or transcoding. The first chapter critically discusses Ivan Illich’s historical hypothesis of the mediatic specificity of the university thinking. Illich works with a particular conception of the history of the senses through which he shows how the invention of the optical text and its way of reading gave rise to a new way of thinking which was later fostered by the university. The text emerges as an instrumental way of using the book for studying and thinking, a profanation and suspension of the book. This move is taken to be the signature move of the university which enables a particular way of thinking: abstract and non-visual thinking, which is made present through the event of reading. The second chapter introduces the media-theoretical framework of Flusser by discussing his particular take on codes and the modes of consciousness enabled by the dominant codes. Provisionally, transcoding is taken to be an indication of the event of thinking. The threshold introduces the approach of a phenomenology of gestures which will be used in the following two chapters. The third chapter examines the practice of university lecturing from a sensorial and gestural perspective by using several direct observations of lectures and historical reports of lectures. It was found that the lecture does not promote any particular sense, hence no particular mode of consciousness, and that the media in the lecture suffers a continuous transcoding. Thinking in the lecture was described as a thinking which suddenly makes itself present for all those attending the lecture. The fourth chapter examines MOOCs which are taken to be the digital counterpart of the university course. The specific media usage enabled by MOOCs is described starting from two case studies: an xMOOC and the bMOOC (designed by KU Leuven and LUCA researchers). Using interviews and an autoethnographic account, this chapter finds indications of what could be digital gestures in the MOOC and concludes that thinking in the MOOC occurs as a collective construction of a techno-image. The fifth and final chapter outlines the theoretical contributions of this thesis. The kind of thinking made possible by university practices is described as a form of collective thinking, non-productive and anti-apparatus. The ways in which this thinking is made possible are theorised by introducing the notion of mediatic displacement, a specific event in which the particular logic of media is suspended in such a way as to make room for a thinking which is not determined by any mediality. The notion of intellectual askesis is proposed for the collective enactment of attention, as the sensorial condition which makes possible the mediatic displacement. In light of these findings, the thesis proposes to understand the promise of the digital university as still a utopian project to come, because it cannot yet enable the sensorial and collective attention techniques which the classical university managed to enact through its study practices. (shrink)

1. Dimensiunea românească a existenței.

This article draws attention to a form of injustice in intimate relationships of care that is largely ignored in discussions about the legal rights and obligations of intimate partners. This form of injustice is connected to a feature of caregiving I call “flexibility,” in virtue of which caregiving requires “skills of flexibility.” I argue that the demands placed by these skills on caregivers create constraints that amount to “vulnerability to oppression.” To lift these constraints, caregivers are entitled to open-ended responses (...) to their work, responses that would enable them to pursue their own projects while providing care. Instead of protecting individual choice of intimate relationships, marriage law should protect these entitlements. (shrink)

This paper proposes three principles for the ethical design of online social environments aiming to minimise the unintended harms caused by users while interacting online, specifically by enhancing the users’ awareness of the moral load of their interactions. Such principles would need to account for the strong mediation of the digital environment and the particular nature of user interactions: disembodied, asynchronous, and ambiguous intent about the target audience. I argue that, by contrast to face to face interactions, additional factors make (...) it more difficult for users to exercise moral sensitivity in an online environment. An ethics for social media user interactions is ultimately an ethics of human relations mediated by a particular environment; hence I look towards an enactive inspired ethics in formulating principles for human interactions online to enhance or at least do not hinder a user’s moral sensitivity. This enactive take on social media ethics supplements classical moral frameworks by asking us to focus on the relations established through the interactions and the environment created by those interactions. (shrink)

El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...) estudio en la universidad es la experiencia del pensamiento colectivo desencadenado por acuerdos materiales y sociales específicos. Procedo a describir las condiciones materiales para desencadenar el pensamiento en términos de lo que llamo desplazamiento mediático, que es una forma de integrar los medios en las prácticas educativas que permite un tipo de atención fluctuante. El artículo concluye argumentando que necesitamos desarrollar nuevas tecnologías para la educación en línea y entrenar nuestra atención deliberadamente para los entornos en línea estableciendo nuevos protocolos para tratar la dispersión digital de la atención. (shrink)

It is often suggested that social media is a hostile environment for critical thinking and that a major source for epistemic problems concerning social media is that it facilitates emotions. We argue that emotions per se are not the source of the epistemic problems concerning social media. We propose that instead of focusing on emotions, we should focus on the affective scaffolding of social media. We will show that some affective scaffolds enable desirable epistemic practices, while others obstruct beneficial epistemic (...) practices, or enable hostile epistemic practices. Particularly, we will show that emotions play a crucial role in the epistemic practice of critical thinking and that the affective scaffolding of social media can support, or hinder, online critical thinking. The upshot of our argument is that affective scaffoldings of social media can harness emotions to support beneficial epistemic practices, like online critical thinking. (shrink)

The classification of ageing as a disease is fundamental to developing new pharmacological strategies that can target said phenomenon. The European Medicines Agency does not do this and maintains a questionable perspective based on the traditional naturalistic argument and the value-free ideal. An alternative is proposed which, inspired by consequentialism, is committed to considering ageing as a disease in European regulatory contexts as long as the ethical consequences are desirable. Within a realistic framework, I show that making this decision would (...) have moderate positive effects such as increased knowledge about antiageing pharmacology or potential greater chances of completing vital projects. Furthermore, we will see that the main arguments used by critics to show that the negative effects outweigh the positive ones are not sound. Therefore, I conclude that it would be beneficial for the European Medicines Agency to change its position on ageing. (shrink)

Recent works about ecumenical systems, where connectives from classical and intuitionistic logics can co-exist in peace, warmed the discussion on proof systems for combining logics. This discussion has been extended to alethic modalities using Simpson’s meta-logical characterization: necessity is independent of the viewer, while possibility can be either intuitionistic or classical. In this work, we propose a pure, label free calculus for ecumenical modalities, nEK\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\mathsf {nEK}$$\end{document}, where exactly one logical operator figures (...) in introduction rules and every basic object of the calculus can be read as a formula in the language of the ecumenical modal logic EK\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\mathsf {EK}$$\end{document}. We prove that nEK\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\mathsf {nEK}$$\end{document} is sound and complete w.r.t. the ecumenical birelational semantics and discuss fragments and extensions. (shrink)

Globalisation has given rise to a new field of debate due to the growing mobility of the workers and the consequent cultural diversity inside companies. In this sense, a complex world like ours demands a review of the professional profile which should include the so called intercultural competences as a structuring element of companies’ policy and strategic plan. Subsequently it is suggested that, as the intercultural competences affect the cognitive, affective and behavioural aspects, they actually imply a transformation of the (...) person’s identity. (shrink)

Virtual reality is a useful tool to study consumer behavior while they are immersed in a realistic scenario. Among several other factors, personality traits have been shown to have a substantial influence on purchasing behavior. The primary objective of this study was to classify consumers based on the Big Five personality domains using their behavior while performing different tasks in a virtual shop. The personality recognition was ascertained using behavioral measures received from VR hardware, including eye-tracking, navigation, posture and interaction. (...) Responses from 60 participants were collected while performing free and directed search tasks in a virtual hypermarket. A set of behavioral features was processed, and the personality domains were recognized using a statistical supervised machine learning classifier algorithm via a support vector machine. The results suggest that the open-mindedness personality type can be classified using eye gaze patterns, while extraversion is related to posture and interactions. However, a combination of signals must be exhibited to detect conscientiousness and negative emotionality. The combination of all measures and tasks provides better classification accuracy for all personality domains. The study indicates that a consumer’s personality can be recognized using the behavioral sensors included in commercial VR devices during a purchase in a virtual retail store. (shrink)

In this paper I examine the structure of hope and trust from a phenomenological perspective in order to analyze the kinds of beliefs, valuings, and practical dispositions involved in them. I claim that there are some basic aspects of the social world that would be inconceivable without the feeling components of these attitudes. However, since these attitudes are only rational in as far as they involve rational beliefs, valuings, and practical assumptions, a complex theory of reason that deals with these (...) three domains is necessary to understand what is at stake in them. Accordingly, I attempt to sketch central aspects of the Husserlian pluralistic conception of reason and highlight the way in which, when they are rational, the valuings involved both in hope and trust open new possibilities to act in rational or meaningful ways. This leads me to stress the role of the feelings involved in these attitudes, for I claim that such valuings or axiological assessments are based on them. I argue that hope allows us to act rationally in the face of uncertainty and what lies beyond our control. In the final part I elaborate on the idea that trust is founded on hope. I examine what happens when hope is expressed and how being found trustworthy by others implies being capable of establishing all kinds of social relationships, including relationships in which the trusted one is dominated. This opens the possibility of raising ethical questions concerning trusting and responding to the trust of others. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...) live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

For cognitivist accounts of aesthetic appreciation, appreciation requires an agent (1) to perceptually respond to the relevant aesthetic features of an object o on good evidential grounds, (2) to have an autonomous grasp of the reasons that make the claim about the aesthetic features of o true by pointing out the connection between non-aesthetic features and the aesthetic features of o, (3) to be able to provide an explanation of why those features contribute to the overall aesthetic value of o. (...) In this framework, aesthetic emotions have traditionally been confined to the level of aesthetic perception (1) and dismissed from the process of reason-giving (2, 3). I argue that this dismissal is due, firstly, to a questionable perceptual reading of the connection between emotional experience and value, and, secondly, to a narrow focus on the basic emotions. My argument will reveal that the non-standard or ‘intellectual’ emotions, the emotions which are in fact most important to appreciation, can play a significant epistemic role in our appreciative practices. They can do this because they (a) help us to deliberately focus our attention and (b) place the appreciator in a state of second-order awareness of their mental states. I conclude the paper by showing how these two epistemic tools (a, b) can help the appreciator to meet the explanatory/justificatory conditions (2) and (3). (shrink)

This article explores the use of epistemic stance strategies in journalistic discourse in English and Spanish. The linguistic resources of epistemic stance include evidential and modal expressions, as well as verbs of cognitive attitude and expressions of factivity. This article examines the pattern of distribution of epistemic stance expressions in three types of journalistic genres in English and Spanish and the presence of multifunctionality of some evidential expressions in the two languages. The article aims to reveal possible similarities or differences (...) in the use of the stance resources in the various genres and across languages. (shrink)

Bilingualism has been shown to induce neuroplasticity in the brain, but conflicting evidence regarding its specific effects in grey matter continues to emerge, probably due to methodological differences between studies, as well as approaches that may miss the variability and dynamicity of bilingual experience. In our study, we devised a continuous score of bilingual experiences and we investigated their non-linear effects on regional GM volume in a sample of young healthy participants from an immersive and naturalistic bilingual environment. We focused (...) our analyses on cortical and subcortical regions that had been previously proposed as part of the bilingual speech pipeline and language control network. Our results showed a non-linear relationship between bilingualism score and grey matter volume of the inferior frontal gyrus. We also found linear increases in volumes of putamen and cerebellum as a function of bilingualism score. These results go in line with predictions for immersive and naturalistic bilingual environments with increased intensity and diversity of language use and provide further evidence supporting the dynamicity of bilingualism’s effects on brain structure. (shrink)

This article presents counter evidence against Smolensky's theory that human intuitive/nonconscious congnitive processes can only be accurately explained in terms of subsymbolic computations carried out in artificial neural networks. We presentsymboliclearning models of two well‐studied, complicated cognitive tasks involving nonconscious acquisition of information: learning production rules and artificial finite state grammars. Our results demonstrate that intuitive learning does not imply subsymbolic computation, and that the already well‐established, perceived correlation between “conscious” and “symbolic” on the one hand, and between “nonconscious” and (...) “subsymbolic” on the other, does not exist. (shrink)

Este trabajo se centra en el papel de la gestisn de la superacisn de los directivos universitarios y el reto que significa para las universidades latinoamericanas. Desde una perspectiva ciencia- tecnologma y sociedad se pretende determinar las condiciones sociales en que se sustenta la necesidad de elaboracisn de un modelo de superacisn en la gestisn acadimica de los directivos para perfeccionar el proceso formativo de la Escuela Superior Politicnica de Manabm "Manuel Filix Lspez", en Ecuador. A partir de un diagnsstico (...) realizado previamente en esa universidad se identificaron limitaciones en el modelo de gestisn de superacisn actual, que demandan el diseqo e implementacisn de un modelo, ajustado a las necesidades sociales concretas de ese centro de educacisn superior. The role of negotiation in order to improve the level of the principal staff in higher education is the main objective of this research. This work was carried out through a scientific and technologic point of view based on a creative model which develop a formative process at Manuel Filix Lspez" polytechical school in Ecuador. A diagnosis revealed the necessity of implementing a model according to the real needs in higher education. (shrink)

O comportamento de apego se expressa em adultos quando estes se encontram em situações que envolvam medo, mudança ou conflito, como em casos de perda. O objetivo do presente estudo foi investigar os comportamentos de apego adulto frente à perda repentina de um ente querido. Participaram cinco adulto..

_Higher Education and the Color Line_ examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. In the wake of the U.S. Supreme Court's landmark decision upholding affirmative action, this comprehensive and timely book outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political issues, the book focuses on (...) the racial transformation of higher education and the structural barriers that perpetuate racial stratification at the postsecondary level. _Higher Education and the Color Line_ includes chapters that outline the demographic changes in elementary, secondary, and postsecondary school enrollment; the evolving role of law and policy; the barriers faced by minority college students; and the kinds of programs that best serve them. Topics addressed include financial aid; the role of community colleges; nontraditional paths to postsecondary education; and the role of higher education in social and economic mobility. In addition to providing a thorough and up-to-date assessment of the state of racial integration in higher education, the book goes beyond the usual black-and-white analysis to provide a multiethnic perspective supported by extensive new data. Taken together, these discussions examine the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. It provides insight for how institutions, states, and the country should be thinking about U.S. Supreme Court Justice Sandra Day O’Connor’s hope that affirmative action will no longer be needed in 25 years. (shrink)

En este trabajo se define formamente el concepto de representacion en química utilizando homomorfismos desde estructuras algebraicas, que llamamos sistemas de tipo C, en otras estructuras especiales de símbolos muy relacionados con los que son habituales en la qímica experimental. Para la definicion de los sistemas de tipo C se ha seleccionado un conjunto minimo de relaciones y funciones, que son necesarias para expresar proposiciones significativas en química. Tambien se define un lenguaje formal de primer orden adecuado a los sistemas (...) de tipo C, que llamamos L(C). EI resultado principal que se demuestra es que toda representación que verifica las mismas sentencias de L(C) que un sistema de tipo C, es necesariamente isomorfo a él. Se concluye por lo tanto que puede existir un problema linguístico subyacente en la aplicacion que de la mecaníca cuántica se hace en la química teórica.The concept of representation in chemistry bas been formallv defined by means of homomorphisms from algebraical structures, which we call type-C systems, to some special sets of symbols which can be related to the symbols ordinarily used in experimental chemistry. A minimum number of relations and functions, which would suffice to express significant propositions in chemistry, have been chosen to define type-C systems. A first order formal language L(C) adequate to type-C systems has been defined. It has been shown that each representation that verifies the same sentences of L(C) as a type-C system is necessarily isomorphic to it. It is concluded that a systematic study of the representation problem in chemistry is in order because a deep language problem underlies the application of quantum mechanies to chemical problems. (shrink)