All organisms possess mechanisms to repair double strand breaks (dsbs) generated in their DNA by damaging agents. Site‐specific dsbs are also introduced during V(D)J recombination. Four complementation groups of radiosensitive rodent mutants are defective in the repair of dsbs, and are unable to carry out V(D)J recombination effectively. The immune defect in Severe Combined Immunodeficient (scid) mice also results from an inability to undergo effective V(D)J recombination, and scid cell lines display a repair defect and belong to one of these (...) complementation groups. These findings indicate a mechanistic overlap between the processes of DNA repair and V(D)J recombination. Recently, two of the genes defined by these complementation groups have been identified and shown to encode components of DNA‐dependent protein kinase (DNA‐PK). We review here the three fields which have become linked by these findings, and discuss the involvement of DNA‐PK in dsb rejoining and in V(D)J recombination. (shrink)

Author note: Penny A. Weiss, Associate Professor of Political Science at Purdue University, is the author of Gendered Community: Rousseau, Sex, and Politics. Marilyn Friedman, Associate Professor of Philosophy at Washington University, is the author of What Are Friends For? Feminist Perspectives on Personal Relationships and Moral Theory.

A discussion of women thinkers in political philosophy, and the nature of political inquiry --Provided by publisher.

Applying the idea of conversation broadly, Penny A. Weiss offers a collection of essays that are either constructed dialogues, letters, or discussions about voice and silencing. Conversation emerges as both a theory and a method of feminist political inquiry and practice. The most vocal participants in Weiss' conversations are historical political thinkers both within the Western canon (Plato, Aristotle, Machiavelli, Rousseau) and beyond its confines (Astell, Coopers, Wollstonecraft, de Pizan). Other figures appear as well, from Anita Hill and U.S. (...) Supreme Court justices to the author's own students and children. Conflicts between feminists and anti-feminists frame some essays, while others represent debates within feminism. This unique collection is unified by a commitment to dialogue as a part of feminist ethics, strategy, and pedagogy, and builds upon the belief that a conversational approach does not preclude disagreement or contrasting stories, but requires them. Conversations With Feminism is an important book for students and scholars of political theory, philosophy, and women's studies. (shrink)

Weiss (political science, Purdue U.) wades through the tangled prose and ideas of the 18th-century French philosopher to resolve some of his male-female role contradictions. She finds that his gender-based division of labor was designed to make everyone dependent on the whole society, rather than to relegate women to a subordinate role, but that the actual arrangements he suggests are based on a purely antifeminist culture. Annotation copyright by Book News, Inc., Portland, OR.

Within the popular consciousness, Emma Goldman has become something of an icon, a symbol for rebellion and women’s rights. But there has been surprisingly little substantive analysis of her influence on social, political, and feminist theory. In _Feminist Interpretations of Emma Goldman,_ Weiss and Kensinger present essays that resist a simplistic understanding of Goldman and instead attempt to examine her thinking in its proper social, historical, and philosophical context. Only by considering the sources, influences, and specific significance of Goldman’s ideas (...) can her proper place in feminist theory be truly understood. In addition to the editors, the contributors are Martha A. Ackelsberg, Kathryn Pyne Addelson, Lynne M. Adrian, Berenice A. Carroll, Voltairine de Cleyre, Janet E. Day, Candace Falk, Kathy E. Ferguson, Marsha Aileen Hewitt, Lori Jo Marso, Jonathan McKenzie, Alix Kates Shulman, Craig Stalbaum, Jason Wehling, and Alice Wexler. (shrink)

Many of the concrete examples found in older philosophical texts that aim at showing how a philosophical idea is relevant tend, for many students, to be mysterious. While instructors can substitute examples from their own lives to show an idea’s relevance, such examples can fail to be effective since college students are not a homogenous group and faculty often do not know their students well. This paper describes a writing assignment where students are asked to choose an event from their (...) lives and write, in the first person, from the perspective of the theorist they are analyzing. Such an assignment not only challenges students to use their own lives to explain a philosophical idea but also allows charges them to use philosophical ideas to examine their own lives. (shrink)

The purpose of this research was to explore the concept of collaboration within a specific healthcare context and to include the perspectives of healthcare users, a position largely lacking in previous studies. In applying a critical theoretical approach, the focus was on, as an exemplar, mothers with newborn babies who had spent more than 48 hr in a special care nursery. Semistructured interviews were undertaken with child health nurses, midwives and mothers. The three key theoretical findings on collaboration generated in (...) the study point to layers of meanings around identity, knowledge and institutions of care. Findings from the interview data analysis were further examined through the lens of key policy documents. The research outcomes indicate that the concept of collaboration serves an important function in healthcare in obscuring the complexities and ambiguities that characterise the care continuum. The study concludes the need for a more critical approach to the assumptions that underlie the language of collaboration and the implications for practice in healthcare. (shrink)

Research suggests that typically developing children begin to understand verbal irony around 5 or 6 years of age. Children's production of verbal irony, however, has not previously been examined. This study was a preliminary investigation of children's irony production, including both verbal and gestural (nonverbal) forms. We coded instances of irony in interactions within 118 family triads, each consisting of 1 parent and 2 children, aged 3 to 15 years. Triads performed an 8-min cooperative task with dominos. In this context, (...) gestural irony was used more frequently than verbal irony: 80% of the families used gestural irony at least once and 32% used verbal irony at least once. Children produced gestural irony as early as 4 years of age, and verbal irony as early as 5 years of age. Children's use of irony was not related to their general cognitive ability or vocabulary, but was related to use of irony by other members of the triad. Results suggest that social context is important to the emergence of irony production. (shrink)

This chapter explores normative conceptions of citizenship and their implications for moral and civic education. Starting with an account of the historical emergence of Republican and Liberal conceptions of citizenship, it notes important conceptual links between notions of citizenship and agency, democracy, general will formation, political authority and legitimacy, rights and duties, and moral and political standing. Against this historical background, it then turns to a discussion of the cognitive and affective capacities that these notions of citizenship involve, and the (...) role of education in the development of citizens. Contemporary analyses and controversies, such as the role of national identity and the role of educational institutions as sites for developing civic knowledge and dispositions, are outlined. The chapter concludes by exploring the idea of global citizenship and its implications for citizenship education. (shrink)

This article examines the phenomenon of Black Madonnas as a discrete grouping within the iconography of the Virgin. It addresses the question whether they are just black/indigenous/dark-skinned versions of the Virgin or whether their meaning goes far beyond Christianity. Are they venerated as the Mother of God or are they deities in their own right? They are political and personal, leading both to action and to healing journeys.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Some concerns raised by gender violence have been taken up by churches and individuals within them over the last ten years or so, but now the World Council of Churches has set up a project to work specifically on Overcoming Violence Against Women. The project has a three-fold task aimed at enabling constructive engagement with the issue of gender violence: to support and encourage the churches' to develop a network of concerned theologians; to establish an accessible resource base. The prevalence (...) of violence against women in all parts of society, including churches and Christian communities, raises theological questions. Some areas of language, doctrine and the interpretation of Scripture need to be examined and perhaps reconsidered, to provide theologies consistent with churches as communities of safety, respect and justice for women. (shrink)

Renewed Accountability for Access and Excellence provides a forum for contributing scholars and practitioners to advance the discussion of Tenuto’s democratic professional practice in education by sharing additional insights, perspectives, and implications for both policy and practice. Consistent with the model itself, this collective work is intended to encourage meaningful conversations and critical thinking about inclusionary practices, equitable access, excellence, and renewed accountability for teaching and leading.

Miller (1956) identified his famous limit of 7 ± 2 items based in part on absolute identification—the ability to identify stimuli that differ on a single physical dimension, such as lines of different length. An important aspect of this limit is its independence from perceptual effects and its application across all stimulus types. Recent research, however, has identified several exceptions. We investigate an explanation for these results that reconciles them with Miller’s work. We find support for the hypothesis that the (...) exceptional stimulus types have more complex psychological representations, which can therefore support better identification. Our investigation uses data sets with thousands of observations for each participant, which allows the application of a new technique for identifying psychological representations: the structural forms algorithm of Kemp and Tenenbaum (2008). This algorithm supports inferences not possible with previous techniques, such as multidimensional scaling. (shrink)

Life appears to be a natural property of matter, but the problem of its origin only arose after early scientists refuted continuous spontaneous generation. There is no chance of life arising ‘all at once’, we need the standard scientific incremental explanation with large numbers of small steps, an approach used in both physical and evolutionary sciences. The necessity for considering both theoretical and experimental approaches is emphasized. After describing basic principles that are available (including the Darwin-Eigen cycle), the search for (...) origins is considered under four main themes. These are the RNA-world hypothesis; potential intermediates between an RNA-world and a modern world via the evolution of protein synthesis and then of DNA; possible alternatives to an RNA-world; and finally the earliest stages from the simple prebiotic systems to RNA. The triplicase/proto-ribosome theory for the origin of the ribosome is discussed where triples of nucleotides are added to a replicating RNA, with the origin of a triplet code well-before protein synthesis begins. The length of the code is suggested to arise from the early development of a ratchet mechanism that overcomes the problem of continued processivity of an RNA-based RNA-polymerase. It is probable that there were precursor stages to RNA with simpler sugars, or just two nucleotides, but we do not yet know of any better alternatives to RNA that were likely to arise naturally. For prebiotic stages (before RNA) a flow-reactor model is suggested to solve metabolism, energy gradients, and compartmentation simultaneously – thus the intense interest in some form of flow reactor. If an autocatalytic cycle could arise in such a system we would be major steps ahead. The most likely physical conditions for the origin of life require further clarification and it is still unclear whether the origin of life is more of an entropy (information) problem (and therefore high temperatures would be detrimental), rather than a kinetic problem (where high temperatures may be advantageous). (shrink)

Feminist scholars have been highly attentive to the ways that crises have become an everyday technique of global governance. They are particularly sensitive to the mechanisms through which ‘crisis management’ entrenches the power of particular economic orders and constrains the possibilities, and space, for contestation and critique. This paper seeks to contribute to but also to extend existing feminist research on financial crisis by arguing that, over the course of what has commonly been labelled the ‘global financial crisis’, the emergence (...) of ‘crisis governance feminism’ has enabled existing structures and mechanisms of gendered privilege, such as the global financial industry, to suppress calls for their overhaul and to re-entrench their power in the global political economy. Adopting a discursive approach to gender and governance that situates gender centrally in understanding governance discourses and their reproduction of common sense (about what people do, how they labour, where they invest and so on), this paper argues that the governance of crisis in the contemporary era, in particular the various actors, institutions, policies and ideas that have sought to describe and ‘contain’ the global financial crisis, are gendered. Gender has become, in the contemporary global political economy, a technique of governance, and with deleterious effects. Despite inciting more discussion of ‘gender’ in economic systems than ever before (particularly in terms of discussions of ‘economic competitiveness’), this paper argues that the ‘global financial crisis’ has precipitated and continues to reproduce techniques of governance that trivialise feminist concerns while further embedding a masculinised, white and elitist culture of global financial privilege. (shrink)

Urban studies understandably dominate the historiography and our comprehension of the French Wars of Religion. Social, religious and, more recently, political issues have all been in vogue in studies of the wars and, therefore, in the histories of towns. Confessional conflict and coexistence, relations between royal and municipal authorities, affiliation to Protestantism or the Catholic League, have all exercised urban histories. Key moments during the wars highlight the importance of the towns and the trauma they experienced. Yet, despite tension and (...) division, urban communities had a shared concern in the maintenance of civic order and the defence of local integrity. (shrink)

Birth cohort studies can be used not only to generate population-level quantitative data, but also to recompose persons. The crux is how we understand data and persons. Recomposition entails scavenging for various (including unrecognised) data. It foregrounds the perspective and subjectivity of survey participants, but without forgetting the partiality and incompleteness of the accounts that it may generate. Although interested in the singularity of individuals, it attends to the historical and relational embeddedness of personhood. It examines the multiple and complex (...) temporalities that suffuse people’s lives, hence departing from linear notions of the life course. It implies involvement, as well as reflexivity, on the part of researchers. It embraces the heterogeneity and transformations over time of scientific archives and the interpretive possibilities, as well as incompleteness, of birth cohort studies data. Interested in the unfolding of lives over time, it also shines light on meaningful biographical moments. (shrink)

The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophically equipped approach to policy, which is inevitably theoretically laden, we argue that philosophical (...) investigation should be construed not as an initial step anterior to the task of research, but as a way of standing in relation to evidence and policy making throughout the process of investigation and adjudication. To illustrate the distinctive contribution philosophy can make, we propose five interrelated stages where philosophical thinking plays a constitutive role in the full process of policy development, critique and instantiation. (shrink)

In 1992, the Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) passed a mandate that all its approved hospitals put in place a means for addressing ethical concerns.Although the particular process the hospital uses to address such concernsmay vary, the hospital or healthcare ethics committee (HEC) is used most often. In a companion study to that reported here, we found that in 1998 over 90% of U.S. hospitals had ethics committees, compared to just 1% in 1983, and that many (...) have some and a few have sweeping clinical powers in hospitals. (shrink)

Discourse analysis is a relatively recent form of inquiry without a strict step‐by‐step method. The methodology of discourse analysis has a longer history in Continental Europe than in other countries.1 The complex theoretical assumptions, the goals and the target (discourse) have been explicated, but the methodology may be applied in different ways. This paper will describe discourse analysis and give examples of some of the possible variations. It is the claim of this paper that discourse analysis deserves consideration as a (...) methodology for nursing inquiry. (shrink)

Ethics in science is integrated into an interdisciplinary science course called “Science, Technology and Society” (STS). This paper focuses on the section of the course called “Societal Impact on Science and Technology”, which includes the topics Misconduct in Science, Scientific Freedom and Responsibility, and the Use of Human Subjects in Research. Students in the course become aware not only of the science itself, but also of the process of science, some aspects of the history of science, the social responsibilities of (...) scientists, and the ethical issues in science. Teaching techniques include the instructor sharing experiences as a scientist with the students, sharing books and resources with students, utilizing current sources of information like the weekly “Science Times”, inviting guest speakers, and utilizing portfolios to assess student learning. (shrink)

"A collection of essays on the early modern English writer, proto-feminist, and rhetorician Mary Astell. Includes discussions on human nature, equality, rationality, power, freedom, friendship, marriage, and education"--Provided by publisher.

Softlifting (software piracy by individuals) is an unethical behavior that pervades today''s computer dependent society. Since a better understanding of underlying considerations of the behavior may provide a basis for remedy, a model of potential determinants of softlifting behavior is developed and tested. The analysis provides some support for the hypothesized model, specifically situational variables, such as delayed acquisition times, and personal gain variables, such as the challenge of copying, affect softlifting behavior. Most importantly, the analysis indicated that ethical perception (...) of softlifting has no significant affect on softlifting behavior. These findings suggest major implications for both software manufacturers and academicians attempting to reduce piracy behavior through ethics instruction. (shrink)

Several cognitive accounts of human communication argue for a language-independent, prelinguistic basis of human communication and language. The current study provides evidence for the universality of a prelinguistic gestural basis for human communication. We used a standardized, semi-natural elicitation procedure in seven very different cultures around the world to test for the existence of preverbal pointing in infants and their caregivers. Results were that by 10–14 months of age, infants and their caregivers pointed in all cultures in the same basic (...) situation with similar frequencies and the same proto-typical morphology of the extended index finger. Infants’ pointing was best predicted by age and caregiver pointing, but not by cultural group. Further analyses revealed a strong relation between the temporal unfolding of caregivers’ and infants’ pointing events, uncovering a structure of early prelinguistic gestural conversation. Findings support the existence of a gestural, language-independent universal of human communication that forms a culturally shared, prelinguistic basis for diversified linguistic communication. (shrink)

As mandated reporters, health care providers have a duty to report concerns about vulnerable adults if they believe abuse, neglect, or financial exploitation has occurred. Filing a report for conce...

Citizenship has traditionally been equated with borders and boundaries and, in particular, membership of a nation-state. Motivated by recent interest in the crossing of boundaries and processes of inclusion which operate across a common basis such as the nation-state, this article explores the ways in which international relations were implicitly and explicitly embedded in constructions of British citizenship in the 1940s. Focusing on representations of English girls in literature relating to the education and leisure of girls, this article identifies and (...) explores four international aspects of citizenship. First, it addresses the ways in which British citizenship was defined through an implicit or explicit juxtaposition with the citizenship associated with other nation-states. This international dimension worked to delineate boundaries. Second, the article examines how British citizens were defined as members of a community which transcended the nation. Following this, it explores the expectation that girls required international knowledge in order to effectively fulfil their duties as British citizens. Finally, the article investigates some of the ways in which British citizenship involved international responsibilities. Although some aspects of girls’ citizenship challenged national parochialism, the duties and characteristics of apprentice female citizens were articulated in ways that restated hierarchies which assumed the distinctiveness and authority of Britain and the British. (shrink)

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the (...) protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity. (shrink)

This paper discusses the critical necessity of teaching students about the social and ethical responsibilities of scientists. Both a university scientist and a middle school science teacher reflect on the value of teaching the ethical issues that confront scientists. In the development of the atomic bomb in the US-led Manhattan Project, scientists faced the growing threat of atomic bombs by the Germans and Japanese and the ethical issues involved in successfully completing such a destructive weapon. The Manhattan Project is a (...) prime example of the types of ethical dilemmas and social responsibilities that scientists may confront. (shrink)

This collection opens with an inquiry into the assumptions and methods of the historical study of culture, comparing the new cultural history with the old. Thirteen essays follow, each defining a problem within a particular culture. In the first section, Biography and Autobiography, three scholars explore historically changing types of self-conception, each reflecting larger cultural meanings; essays included examine Italian Renaissance biographers and the autobiographies of Benjamin Franklin and Mohandas Gandhi. A second group of contributors explore problems raised by the (...) writing of history itself, especially as it relates to a notion of culture. Here examples are drawn from the writings of Thucydides, Jacob Burckhardt, and the art historians Alois Riegl and Josef Strzygowski. In the third section, Politics, Nationalism, and Culture, the essays explore relationships between cultural creativity and national identity, with case studies focusing on the Holy Roman Emperor Maximilian I, the place of Castile within the national history of Spain, and the impact of World War I on work of Thomas Mann. The final section, Cultural Translation, raises the complex questions of cultural influence and the transmission of traditions over time through studies of Philo of Alexandria's interpretation of the Hebrew Bible, Erasmus' use of Socrates, Jean Bodin's conception of Roman law, and adaptations of the Hebrew Bible for American children. (shrink)

In this sense the collection offers a model of how international collaborative work should proceed. The book is the product of a workshop held at the International Institute for the Sociology of Law (IISL) in Onati, Spain.

Minds, Brains and Biology -- A Body of Knowledge -- Towards an Aesthetics of Behavior.

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the (...) protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity. (shrink)

Rawls argues that ‘Parties in the original position would wish to avoid at almost any cost the social conditions that undermine self-respect’. But what are these social conditions that we should so urgently avoid? One evident candidate might be conditions of material inequality. Yet Rawls seems confident that his account of justice can endorse such inequalities without jeopardising citizens’ self-respect. In this article I argue that this confidence is misplaced. Unequalising incentives, I claim, jeopardise the self-respect of those least advantaged—at (...) least under a Rawlsian schema—by undermining the very processes by which Rawls hopes to make distributional inequalities and self-respect compatible. I begin by setting out Rawls’s distinct account of self-respect before moving to describe how Rawls expects the difference principle to support citizens’ in this regard. I then draw upon GA Cohen’s distinction between ‘strict’ and ‘lax’ interpretations of the difference principle to argue that the presence of unequalising incentives undermines both the direct and indirect support that the difference principle can offer to citizens’ self-respect. As such, I claim that Rawls must either weaken his endorsement of unequalising incentives, or risk violating his ‘prior commitment’ to avoiding social conditions harmful to citizens’ self-respect. (shrink)

Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with particular reference to their implications for education. Second, I argue that if her ideas are (...) extended to the issue of global justice, the strategies which she offers should be extended, at least when it comes to educational intervention, to allow for a wider range of actions in support of global justice through education for democracy than Iris Young's work so far seems to allow. The wider range of strategies which I propose call on western feminists and their governments to do more to promote democracy and social justice globally. This can be done in ways that are consistent with Iris Young's stipulation that transnational interference is permissible if undertaken against dominative harm. (shrink)

The Black Lives Matter campaign has forced a reassessment of monuments that commemorate historical figures in public spaces. One of these, a statue of General Lord Roberts, stands in Glasgow, once the Second City of the Empire. A critical reading of this monument as a memorial text in a landscape of power contrasts the intended heroic depiction of Roberts with the excluded histories of those who were on the receiving end of his actions. I consider possible courses of action in (...) determining what should be done with this memorial, recommending against its removal. Keeping the monument in its privileged public space without further action will not do. Arguing that the Roberts memorial is educationally valuable, despite and because of its celebration of Roberts as a hero of Empire, I defend its potential role in postcolonial and postimperial education. (shrink)