_Global Discovery Activities_ is a ready-to-use guide that helps students learn and appreciate cultures from around the world. Each section explores a different culture and includes recommendations for children’s books, folk tales, celebrations, games, songs, arts and crafts, and foods. This informative and fun-filled book contains more than 400 activities and 150 full-page reproducible activity sheets. _Global Discovery_ will help your students learn about the cultures of * Africa * Asia * Australia and New Zealand * Canada * Caribbean and (...) other Islands * East Europe * Western Europe * Latin America * North America. (shrink)

Impairments in emotional face processing are demonstrated by individuals with neurodevelopmental disorders, including autism spectrum disorder and attention-deficit/hyperactivity disorder, which is associated with altered emotion processing networks. Despite accumulating evidence of high rates of diagnostic overlap and shared symptoms between ASD and ADHD, functional connectivity underpinning emotion processing across these two neurodevelopmental disorders, compared to typical developing peers, has rarely been examined. The current study used magnetoencephalography to investigate whole-brain functional connectivity during the presentation of happy and angry faces in (...) 258 children, including ASD, ADHD and typically developing groups to determine possible differences in emotion processing. Data-driven clustering was also applied to determine whether the patterns of connectivity differed among diagnostic groups. We found reduced functional connectivity in the beta band in ASD compared to TD, and a further reduction in the ADHD group compared to the ASD and the TD groups, across emotions. A group-by-emotion interaction in the gamma frequency band was also observed. Greater connectivity to happy compared to angry faces was found in the ADHD and TD groups, while the opposite pattern was seen in ASD. Data-driven subgrouping identified two distinct subgroups: NDD-dominant and TD-dominant; these subgroups demonstrated emotion- and frequency-specific differences in connectivity. Atypicalities in specific brain networks were strongly correlated with the severity of diagnosis-specific symptoms. Functional connectivity strength in the beta network was negatively correlated with difficulties in attention; in the gamma network, functional connectivity strength to happy faces was positively correlated with adaptive behavioural functioning, but in contrast, negatively correlated to angry faces. Our findings establish atypical frequency- and emotion-specific patterns of functional connectivity between NDD and TD children. Data-driven clustering further highlights a high degree of comorbidity and symptom overlap between the ASD and ADHD children. (shrink)

Introduction: There is significant overlap in the type of structural language impairments exhibited by children with autism spectrum disorder and children with attention deficit hyperactivity disorder. This similarity suggests that the cognitive impairment contributing to the structural language deficits in ASD and ADHD may be shared. Previous studies have speculated that procedural memory deficits may be the shared cognitive impairment. The procedural deficit hypothesis argues that language deficits can be explained by differences in the neural structures underlying the procedural memory (...) network. This hypothesis is based on the premise that the neural structures comprising the procedural network support language learning. In this study, we aimed to test the PDH in children with ASD, ADHD, and typical development.Methods: One hundred and sixty-three participants : 91 with ASD, 26 with ADHD, and 46 with TD, completed standardized measures of cognitive and language ability as well as structural magnetic resonance imaging. We compared the structural language abilities, the neural structures underlying the procedural memory network, and the relationship between structural language and neural structure across diagnostic groups.Results: Our analyses revealed that while the structural language abilities differed across ASD, ADHD, and TD groups, the thickness, area, and volume of the structures supporting the procedural memory network were not significantly different between diagnostic groups. Also, several neural structures were associated with structural language abilities across diagnostic groups. Only two of these structures, the inferior frontal gyrus, and the left superior parietal gyrus, are known to be linked to the procedural memory network.Conclusions: The inferior frontal gyrus and the left superior parietal gyrus, have well-established roles in language learning independent of their role as part of the procedural memory system. Other structures such as the caudate and cerebellum, with critical roles in the procedural memory network, were not associated with structural language abilities across diagnostic groups. It is unclear whether the procedural memory network plays a fundamental role in language learning in ASD, ADHD, and TD. (shrink)

This paper discusses the importance of local knowledge for institutional epistemology—the study of the epistemic capacities and dysfunctions of institutions, and the choice and design of institutions needed to discover, correct, and transmit the information needed to solve collective action problems. Local knowledge is knowledge of particulars held by individuals and communities with deep familiarity with those particulars. Political economists in anti-authoritarian traditions have long stressed the importance of local knowledge for solving many collective action problems. Institutions capable of deploying (...) such knowledge effectively must include the bearers of relevant local knowledge, recognize them as experts with respect to it, and respect their autonomy in deploying their local knowledge to solve such problems. I focus on mētis, a type of practical local knowledge of how to interact with particulars. I argue that the need for relevant mētis justifies three policies: (1) resisting the proletarianization of professionals; (2) taking affirmative action to include members of marginalized groups in research and the professions; and (3) recognizing the scientific status of certain types of Indigenous knowledge and incorporating it into science curricula. (shrink)

When debating the need for prophets, Muslim theologians frequently cited an objection from a group called the Barāhima - either a prophet conveys what is in accordance with reason, so they would be superfluous, or a prophet conveys what is contrary to reason, so they would be rejected. The Barāhima did not recognise prophecy or revelation, because they claimed that reason alone could guide them on the right path. But who were these Barāhima exactly? Were they Brahmans, as their title (...) would suggest? And how did they become associated with this highly incisive objection to prophecy? This book traces the genealogy of the Barāhima and explores their profound impact on the evolution of Islamic theology. It also charts the pivotal role that the Kitāb al-Zumurrud played in disseminating the Barāhima's critiques and in facilitating an epistemological turn in the wider discourse on prophecy (nubuwwa). When faced with the Barāhima, theologians were not only pressed to explain why rational agents required the input of revelation, but to also identify an epistemic gap that only a prophet could fill. A debate about whether humans required prophets thus evolved into a debate about what humans could and could not know by their own means. (shrink)

Behind every sermon lies an understanding of the nature of the Bible; by its contribution to that understanding, biblical studies can make a crucial difference for preaching.

The question is not whether women should enjoy equal status but how that God-given freedom is to be gained-or perhaps better, regained-in a Christian community that needs to be faithful to the liberating message proclaimed by and in Jesus Christ.

Understanding the form and content of the Bible's hymns allows the sermon to share their principal characteristic: praise to the honor and glory of God.

My scholarly work on the problem of race relations began with a general inquiry into the theory of economic inequality. Specifically, my 1981 paper, "Intergenerational Transfers and the Distribution of Earnings," which appeared in the journal Econometrica, introduced a model of economic achievement in which a person's earnings depended on a random endowment of innate ability and on skills acquired from formal training. The key feature of this theory was that individuals had to rely on their families to pay for (...) their training. In this way, a person's economic opportunities were influenced by his inherited social position. I showed how, under these circumstances, the distribution of income in each generation could be determined by an examination of what had been obtained by the previous generation. My objective with the model was to illustrate how, in the long run, when people depend on resources available within families to finance their acquisition of skills, economic inequality comes to reflect the inherited advantages of birth. A disparity among persons in economic attainment would bear no necessary connection to differences in their innate abilities. (shrink)

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Today, Catholic health care involves complex medical professional organizations, incredible technological and scientific accomplishments, prohibitive costs, and interfering governmental participation. Notwithstanding the challenges presented by the structural transformation of Catholic hospitals in recent years, Pope Francis’s instruction revives the duty of health care professionals to act as missionaries. This essay explores why Francis maintains the importance of building Catholic health care during these changing circumstances. Confronting the penchant of our modern medical culture to marginalize the weakest members of our society, (...) Francis addresses the perils that follow when health care professionals are no longer seen as servants to the dignity of all life. National Catholic Bioethics Quarterly 14.3 : 421–428. (shrink)

This paper develops a Kantian account of the moral assessment of institutions. The problem I address is this: while a deontological theory may find that some legal institutions are required by justice, it is not obvious how such a theory can assess institutions not strictly required (or prohibited) by justice. As a starting-point, I consider intuitions that in some cases it is desirable to attribute non-consequentialist moral value to institutions not required by justice. I will argue that neither consequentialist nor (...) virtue-ethical accounts account for these intuitions, suggesting that a distinctive deontological account is needed. The account I give is drawn from Kant’s Metaphysics of Morals; I distinguish it from Kantian views of institutions developed by Barbara Herman and Onora O’Neill. Throughout, I use marriage as an example. (shrink)

This collaborative companion piece, written as a postscript to the three preceding essays, highlights four themes in comparative religious ethics that emerge through our focus on sex and gender: language, embodiment, justice, and critique.

Showing respect is a key value in society today. Readers will learn about its cultural origins, how it applies to rules and laws in our society today, and how democratic societies rely on it to function properly.

This interdisciplinary study of commitment draws on the disciplines of theology, philosophy, and psychology to demonstrate the importance of trust in midlife adulthood. It gives particular attention to the place of trust in resolving tensions surrounding commitments. Taking a relational perspective, this text addresses the various aspects of commitment as they affect the self, the community, and God. Several midlife people serve as test cases to illustrate the crucial role of trust for those who are called to reassess interpersonal commitments (...) at midlife. Contents: An Ethics of Trust; Marcel on Philosophy of Trust; Theology of Trust; Psychology of Trust; and An Ethics of Trust; Trust and Commitment in Adulthood. (shrink)

Trafficking and persistence of fetal microchimeric cells (fMCs) and circulating extracellular vesicles (EVs) have been observed in animals and humans, but their consequences in the maternal body and their mechanistic contributions to maternal physiology and pathophysiology are not yet fully defined. Fetal cells and EVs may help remodel maternal organs after pregnancy‐associated changes, but the cell types and EV cargos reaching the mother in preterm pregnancies after exposure to various risk factors can be distinct from term pregnancies. As preterm delivery‐associated (...) maternal complications are rising, revisiting this topic and formulating scientific questions for future research to reduce the risk of maternal morbidities are timely. Epidemiological studies report maternal cardiovascular risk as one of the major complications after preterm delivery. This paper suggests a potential link between fMCs and circulating EVs and adverse maternal cardiovascular outcomes post‐pregnancies, the underlying mechanisms, consequences, and methods for and how this link might be assessed. (shrink)

Jonathan Dancy charges that Hutcheson's distinction between justifying reasons and motivating reasons is unimportant: it is simply between moral reasons and other good reasons. I argue that the distinction is between propositions with different presuppositions and different functions. One identifies qualities of objects that we desire; the other identifies qualities that we approve. I situate Hutcheson in the current debate about the nature of practical reasons. I argue that he avoids problems posed for factivists and for Humeans. On Hutcheson's view, (...) motivating and justifying reasons at times refer to the same qualities, which makes it possible for one to serve the function of the other. (shrink)

Machine generated contents note: -- PART I: THEORETICAL FRAMEWORK AND INTRODUCTION * Introduction * PART II: ANALYSIS OF LITERARY TEXTS * Pygmalion as allegory for transformational adult learning: Ovid, Shaw and Hughes * Educating Rita and Oleanna * The Winter's Tale * PART III: BIOGRAPHICAL DATA * Interview with Joe * Interview with Jane * Interview with Sarah * SECTION IV: AUTO/BIOGRAPHICAL DATA * Interview with Lilian * Autobiographical Writing * Final thoughts.