School gardens and garden-based learning continue to gain great popularity in the United States, and their pedagogical potential, and ability to impact students’ fruit and vegetable consumption and activity levels have been well-documented. Less examined is their potential to be agents of food system reskilling and transformation. Though producer and consumer are inextricably linked in the food system, and deskilling of one directly influences the other, theorists often focus on production-centered and consumption-centered deskilling separately. However, in a school garden, the (...) production/consumption disconnect is erased, by virtue of the design of the site itself and how it is utilized by the actors within it. School gardens provide the critical component of education in alternative food networks, and contribute to the producer/consumer reskilling that is a necessary part of food system transformation. We conducted a case study of an established school garden program during its transition from autonomous non-profit to official, district-funded program of a rural school district in the Midwest. By participating in the full “seed to plate” life cycle of a garden crop, students in the garden were actively involved in the reconnection of producer and consumer, while educators were fostering in students an appreciation for fresh, healthy foods and actively challenging the “McDonaldization” of both students’ diets and education. Based upon these findings, we argue that school gardens in rural areas could leverage the dominant role of rural America in developing and shifting food system paradigms. (shrink)

Why are some arguments fallacious? Since argumentation is an intellectual activity that can be performed better or worse, do we evaluate arguments simply in terms of their content, or does it also make sense to evaluate the arguer in light of the content put forward? From a ‘virtue’ approach, I propose understanding fallacies as having some link with intellectual vice. Drawing from recent work by Paul Grice, Linda Zagzebski, Andrew Aberdein, and Douglas Walton, this essay argues that if there is (...) some sense of argumentation where an argument is truth-propagating and not put forward in order to ‘win’, fallacies may be the vicious element in arguments that undermines, most often because the arguer’s goal is only. From this perspective, fallacies may not only be improper ‘moves’ in an argument, but may also reveal something lacking in the arguer’s intellectual character. (shrink)

Raciolinguistics reveals the central role that language plays in shaping our ideas about race and vice versa. The book brings together a team of leading scholars-working both within and beyond the United States-to share powerful, much-needed research that helps us understand the increasingly vexed relationships between race, ethnicity, and language in our rapidly changing world. Combining the innovative, cutting-edge approaches of race and ethnic studies with fine-grained linguistic analyses, authors cover a wide range of topics including the struggle over the (...) very term "African American," the racialized language education debates within the increasing number of "majority-minority" immigrant communities in the U.S., the dangers of multicultural education in a Europe that is struggling to meet the needs of new migrants, and the sociopolitical and cultural meanings of linguistic styles used in Brazilian favelas, South African townships, Mexican and Puerto Rican barrios in Chicago, and Korean American "cram schools" in New York City, among other sites. Taking into account rapidly changing demographics in the U.S and shifting cultural and media trends across the globe--from Hip Hop cultures, to transnational Mexican popular and street cultures, to Israeli reality TV, to new immigration trends across Africa and Europe--Raciolinguistics shapes the future of scholarship on race, ethnicity, and language. By taking a comparative look across a diverse range of language and literacy contexts, the volume seeks not only to set the research agenda in this burgeoning area of study, but also to help resolve pressing educational and political problems in some of the most contested raciolinguistic contexts in the world. (shrink)

Cohesin establishes sister‐chromatid cohesion during S phase to ensure proper chromosome segregation in mitosis. It also facilitates postreplicative homologous recombination repair of DNA double‐strand breaks by promoting local pairing of damaged and intact sister chromatids. In G2 phase, cohesin that is not bound to chromatin is inactivated, but its reactivation can occur in response to DNA damage. Recent papers by Koshland's and Sjögren's groups describe the critical role of the known cohesin cofactor Eco1 (Ctf7) and ATR checkpoint kinase in damage‐induced (...) reactivation of cohesin, revealing an intricate mechanism that regulates sister‐chromatid pairing to maintain genome integrity.1,2 BioEssays 30:5–9, 2008. © 2007 Wiley Periodicals, Inc. (shrink)

The authors focus on the ways in which various models of the distribution of power in society treat interest groups and evaluate their significance.

Originally published in 1929, this book presents a selection of Thomas Carlyle's writings, aiming 'to collect and arrange the passages most representative of Carlyle's contribution to culture and to thought, particularly in the spheres of Literary Criticism, Philosophy, Political Economy, and History.' A detailed editorial introduction is also included, with information on Carlyle's life and intellectual views. This book will be of value to anyone with an interest in Thomas Carlyle and his works.

In the latter period of his work, Samuel Beckett began to devote much of his writing to exploring the nature of the voice and the gaze. Even those works that directly concerned silence and blindness implicitly thematized the voice and the gaze by embodying their absence. With later works, Beckett began to call into question the way in which these phenomena contributed to the constitution of subjects, modes of self-identification, and their relation to chosen objects of desire. In the 1950s (...) and 1960s, Beckett produced dozens of short pieces of prose and theatrical works that wholly dispensed with traditional plot and character in favor of a series of experimental reductions, for example, to breath and light, to a disembodied voice, or to a mouth illuminated by a point of light. Jacque Lacan, who would come to secure the place of the voice and the gaze in the philosophical canon, wrote and lectured on these concepts at the same time. If brought into dialogue, the work of each thinker—each highly nuanced and complex in its own right—can serve as a hermeneutic tool for better elucidating the function of the voice and the gaze and the role that they play in the formation of subjects. A great deal of critics have erroneously overlooked Lacan’s insistence that when he invokes these concepts he is not speaking about the phenomenal voice or the gaze of perception as such; similarly, Beckett’s work, though it directly thematizes their phenomenal aspects, treats these concepts in a thoroughly Lacanian manner. (shrink)

Virtue Reliabilism and Virtue Responsibilism are two theories within the enterprise of Virtue Epistemology. The former considers virtues to be those competences whose reliability is what confers justification on its product beliefs. The latter considers virtues as being those deep-seated intellectual traits that are part of a person's very character, and so when such virtues are possessed and exercised by an agent, they achieve beliefs that are justified via being the products of virtue. Both theories face difficult objections, however. Virtue (...) reliabilism is challenged by the generality problem which claims that since justification is determined by how reliable the belief-forming process is, what we have to do to figure out just how reliable a process is will be by coming up with a proper description of the relevant process. However, there is no principled way to come up with such descriptions in order to determine the correct level of generality regarding the description of a belief-forming process. Virtue responsibilism is challenged by the situationist critique which claims that virtues do not do the kind of work we think they do. Rather, when agents morally and intellectually act in praiseworthy ways, their success is due to situational features of their experience and not to anything like what we think of as virtue. What both problems have in common is that they require their respective target theories to come up with explanations that accurately describe what's going on when people get things right epistemically. As such, virtue reliabilism and virtue responsibilism both face the same sort of problem. In this dissertation, I attempt to provide a contextual response to the generality problem that doesn't solve that problem per se, but suggests that the problem itself is problematic. In requiring the reliabilist to come up with a universal principle(s) that allows the epistemic practitioner to determine the relevant description for reliable belief-forming processes, the proponent of the generality problem assumes that processes are relevantly alike in all instances of belief formation. But our epistemic practices show otherwise. Indeed, standards for belief justification vary between different situations and contexts. Some contexts have quite stringent standards regarding how reliable a process must be in order to be considered reliable enough while other contexts are not so stringent. As such, that there could be some universal standard or principle for process description is impossible. This dissertation argues for a contextual resolution to the generality problem. Furthermore, it argues that the Virtue Reliabilism of Ernest Sosa seems to have embedded in it a very congenial affinity to attributor contextualism. In light of (i) those arguments, (ii) the similar contextual nature of neo-Aristotelian aretaic thought, (iii) as well as the similarity of the situationist critique to the generality problem, a similar contextual response to that critique is then offered. (shrink)