Recent research on the cognitive abilities and emotional capacities of animals has fueled the animal rights movement and renewed debate over the differences between human and non-human animals. This debate has not been central to sociology, although George Herbert Mead drew a very hard line between humans and animals by asserting that the latter were not capable of symbolic interaction. Sociologists are now beginning to question this assumption, and this article falls within this new line of research. We begin by (...) presenting alternative interpretations of symbolic interaction that allow for the possibility of such activity in non-human animals. We review recent research on symbolic interaction between humans and dogs, and we present our own research findings on human-feline interaction. We conclude that there is growing evidence that symbolic interaction is widely distributed throughout the animal kingdom, and that it enables animals to survive more effectively in a wide variety of environments. (shrink)

There is an increasing interest in how managers describe and respond to what they regard as moral versus nonmoral problems in organizations. In this study, forty managers described a moral problem and a nonmoral problem that they had encountered in their organization, each of which had been resolved. Analyses indicated that: (1) the two types of problems could be significantly differentiated using four of Jones' (1991) components of moral intensity; (2) the labels managers used to describe problems varied systematically between (...) the two types of problems and according to the problem's moral intensity; and (3) problem management processes varied according to the problem's type and moral intensity. (shrink)

This study explores the value of traditional ethnographic methods in sociology for the study of human-animal and animal-animal interactions and culture. Itargues that some measure of human-animal intersubjectivity is possible and that the method of participant observation is best suited to achieve this. Applying ethnographic methods to human-cat and cat-cat relationships in a no-kill cat shelter, the study presents initial findings; it concludes that the social structure of the shelter is the product of interaction both between humans and cats and (...) cats and cats and that the observed structure represents, to a large degree, choices made by the cats. The study also concludes that, within the cat community of the shelter, a distinctive cat culture has emerged, which represents the cats' adaptation to the particular conditions of shelter life. Specifically, the shelter allows for the emergence of higher order needs and goals that stress affection, friendship, and social cohesion among the cats rather than territoriality and conflict. The study further argues that traditional animal researchers have mistaken the relative equality of cat colonies for a lack of social structure, as opposed to a different structure from that found in sharply ranked nonhuman animal communities. (shrink)

This paper challenges nurses to join together as a collective in order to facilitate ongoing analysis of the issues that arise for nurses and patients when nursing care is harnessed for health care efficiencies. It is a call for nurses to respond with a collective strategy through which we can ‘talk back’ and ‘act back’ to the powerful rationality of current thinking and practices. The paper uses examples from an institutional ethnographic (IE) research project to demonstrate how dominant approaches to (...) understanding nursing position nurses to overlook how we activate practices of reform that reorganize how we nurse. The paper then describes two classroom strategies taken from my work with students in undergraduate and graduate programs. The teaching strategies I describe rely on the theoretical framework that underpin the development of an IE analysis. Taken into the classroom (or into other venues of nursing activism) the tools of IE can be adapted to inform a pedagogical approach that supports nurses to develop an alternate analysis to what is happening in our work. (shrink)

This article identifies a misfit between transnational feminist networks observed at the World Social Forum and the extant scholarship on transnational feminism. The conceptual divide is posited as one between transnational feminism understood, on the one hand, as a normative discourse involving a particular analytic and methodological approach in feminist knowledge production and, on the other, as an empirical referent to feminist cross-border organising. The author proposes that the US-based and Anglophone character of the scholarship, its post-structuralist and post-colonial genealogies (...) and the transnational paradigm’s displacement of area studies can be seen as contributing to the misfit. The article concludes by arguing for theoretical reconsideration of activist practice, place and the ‘posts’ – post-structuralism and post-colonialism – in the study of contemporary transnational feminist activisms. This marks an effort to get beyond the binary framework of ‘transnational feminism’ versus ‘global sisterhood’ in analysing activist practices within an increasingly diverse and complex transnational feminist field. (shrink)

‘Patient satisfaction’: Knowledge for ruling hospital reform — An institutional ethnography Driven by funding restraint, Canadian health‐care has undergone over a decade of significant reform. Hospitals are being restructured, as text‐based practices of accountability bring a new business‐orientation into hospital and clinical management. New forms of knowledge, generated through records of various sorts, are a necessary resource for managing care in the new environment. This paper's research uses Canadian sociologist Dorothy E. Smith's institutional ethnographic methodology to critically analyse one instance (...) of text‐based management. I analyse information about ‘patient satisfaction’ as it is generated through a patient survey (in which I was implicated through my involvement with a hospitalized family member). Subsequently, I have studied the management environment into which that information would be entered. I argue that in the instance analysed, the information becomes part of a dominant consumer oriented healthcare discourse that subordinates concerns about ‘what actually happened’ as a professional caregiver would have known it. On this basis, I contend that this sort of taken‐for‐granted approach to making decisions about quality care in hospitals may be seriously, even dangerously, flawed. (shrink)

BAIARDI JM, BRUSH BL and LAPIDES S. Nursing Inquiry 2010; 17: 289–296 Common issues, different approaches: strategies for community–academic partnership developmentCommunities around the United States face many challenging health problems whose complexity makes them increasingly unresponsive to traditional single‐solution approaches. Multiple approaches have considered ways to understand these health issues and devise interventions that work. One such approach is community‐based participatory research. This article describes the development of a new collaborative partnership between a school of nursing and an urban social (...) service agency using community‐based participatory research as a framework. We describe the partnership’s evolution and process of data collection and analysis and evaluate the outcomes of both. We argue that community‐based participatory research involves partnerships at its core whose members, both as individuals and part of the collaboration, must be committed and nimble in the face of shifting and challenging health and social problems, recognize common issues and concerns across the boundaries of community and academia, and respect each other’s different approaches and expertise. (shrink)

A la question des athéismes modernes , l'A. répond par la théologie biblique qui se dégage d'Exode 3. Il s'agit du passage où Moïse dialogue avec Dieu qui a pris la forme d'un buisson ardent. Ce qui intéresse plus particulièrement l'A., c'est la révélation de son nom que Dieu fait à Moïse : YHWH, je suis celui qui est ou encore je suis qui je suis. L'A. fait une analyse narrative de la péricope. Celle-ci contient trois noms divins dont l'A. (...) explore les significations et les implications. (shrink)

M.B.A. programs in the United States continue to admit foreign students in record numbers, yet we know little about how this cultural diversity may impact the values and ethical decision making behavior of either American or foreign students. The research discussed here examined this issue within the context of a large M.B.A. program where non-U S. citizens comprise over twenty percent of the student population.Comparisons of U.S. and Asian students supported existing notions about the independent vs. interdependent conceptions of the (...) role of the individual within each culture. However, these differences were not a major factor in explaining the significantly different choices made by U.S. and Asian students in selected decision making vignettes. (shrink)

In three studies, factors influencing the incidence of fraudulent financial reporting were assessed. We examined (1) the effects of personal values and (2) codes of corporate conduct, on whether managers misrepresented financial reports. In these studies, executives and controllers were asked to respond to hypothetical situations involving fraudulent financial reporting procedures. The occurrence of fraudulent reporting was found to be high; however, neither personal values, codes of conduct, nor the interaction of the two factors played a significant role in fraudulent (...) financial reporting. (shrink)

In this article, we discuss how we used institutional ethnography (Institutional ethnography as practice, Rowman & Littlefield, Lanham, MD and 2006) to map out powerful ruling relations that organize nurses’ wound care work. In recent years, the growing number of people living with wounds that heal slowly or not at all has presented substantial challenges for those managing the demands on Canada's publicly insured health‐care system. In efforts to address this burden, Canadian health‐care administrators and policy‐makers rely on scientific evidence (...) about how wounds heal and what treatments are most effective. Advanced wound care exemplifies the growing authorization of particular forms of evidence that change the ways in which nurses come to know about and conduct their work. The focus of this paper's nursing inquiry is a critique of registered nurses’ wound work as it arises within the established uptake of scientific evidence. (shrink)

In earlier work we have described how computer algebra may be used to derive composite rate laws for complete systems of equations, using the mathematical technique of Gröbner Bases (Bennett, Davenport and Sauro, 1988). Such composite rate laws may then be fitted to experimental data to yield estimates of kinetic parameters.Recently we have been investigating the practical application of this methodology to the estimation of kinetic parameters for the closed two enzyme system of aspartate aminotransferase (AAT) and malate dehydrogenase (...) (MDH) (Fisher 1990a; Fisher 1990b; Bennett and Fisher, 1990). (shrink)

The study of a collection of metabolites as a whole (metabolome), as opposed to isolated small molecules, is a fast‐growing field promising to take us one step further towards understanding cell biology, and relating the genetic capabilities of an organism to its observed phenotype. The new sciences of metabolomics and metabonomics can exploit a variety of existing experimental and computational methods, but they also require new technology that can deal with both the amount and the diversity of the data relating (...) to the rich world of metabolites. More specifically, the collaboration between bioinformaticians and chemoinformaticians promises to advance our view of cognate molecules, by shedding light on their atomic structure and properties. Modelling of the interactions of metabolites with other entities in the cell, and eventually complete modelling of reaction pathways will be essential for analysis of the experimental data, and prediction of an organism's response to environmental challenges. BioEssays 28: 534–545, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

A survey was carried out on 108 Chilean children and a selection of their families. The factors studied were: (1) social, (2) demographic and dietaryto assess the incidence and degree of malnutrition and (4) haematology—to determine the incidence of anaemia.

Much has been written about the ethics and values of today's business student, but this research has generally been characterized by a variety of methodological shortcomings — the use of convenience samples, a failure to establish the relevance of comparison groups employed, attempts to understand behavior in terms of unidimensional values preselected by the researcher, and the lack of well-designed longitudinal studies. The research reported here addresses many of these concerns by comparing the values and ethical decision making behavior of (...) a large cohort of students entering an M. B. A. program to students entering law school. Using the Rokeach value survey and several ethical decision making vignettes, significant differences were found between the two groups which have important implications for both the business and legal professions and the education of their future leaders. (shrink)

Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior of a cohort of students at two major universities in (...) the northeast. The results suggest that the M.B.A. curriculum remains a value-neutral experience for most students. In contrast, the law school program had a significant impact on both values and ethical decision making. (shrink)

The present chapter provides a review of the literature addressing changes in memory performance in older adults (often retired individuals with an age between 60 and 80 years), compared to younger adults (often college students around age 20). While it is well-established that memory performance declines in older adults (e.g., Kausler, 1994; Ryan, 1992), it is now clear that not all aspects of memory are impaired (e.g., Balota & Duchek, 1988; Burke & Light, 1981; Craik, 1983; Schacter, Kihlstrom, Kaszniak & (...) Valdiserri, 1993; Shimamura, 1989). Dissociations across age groups with respect to impairments in different memory types/processes have provided (a) insights into the influence of aging on neuropsychological underpinnings of memory, and (b) leverage for memory theorists to develop a better understanding of normal memory functioning. This chapter involves three sections: First, we provide a summary of selected empirical findings that document the nature of age-related changes across a wide set of memory tasks. Although it is beyond the scope of the present chapter to review the rich literature concerning memory and aging, this section will acquaint the reader with examples of paradigms used to study distinct aspects of memory and the conclusions that researchers have reached regarding the influence of age on each memory type/process. Second, we discuss the major theoretical perspectives that have been proposed as explanatory constructs for these age-related memory deficits. Finally, we provide an overview of recent developments that shed some light on understanding the possible neurological underpinnings of aging on memory functioning. (shrink)

This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...) is a human tragedy. With nearly a million deaths reported worldwide to date, and with everyone effected in one way or another by Covid-19, there is a degree of discomfort, and a responsibility to be sensitive, in reflecting and writing about it academically. Members of this ‘Covid Collective’ come from various countries, with perspectives from Great Britain and Ireland well represented, and we see academic practice as a globally connected enterprise, especially since the digital revolution in academic publishing. The concerns raised in this article relate to but move beyond Covid-19, reflecting the impact of neoliberalism [and other political developments] on geopolitics with educational concerns as central to our focus. (shrink)

To meet the specific education needs of ethics committee members (primarily full-time healthcare professionals), the Regional Ethics Department of Kaiser Permanente Northern California (KPNCAL) and Washington State University’s Elson Floyd School of Medicine have partnered to create a one-academic year Medical Ethics Certificate Program. The mission-driven nature of the KPNCAL-WSU’s Certificate Program was designed to be a low-cost, high-quality option for busy full-time practitioners who may not otherwise opt to pursue additional education. This article discusses the specific competency-focused methodologies and (...) pedagogies adopted, as well as how the Certificate Program made permanent changes in response to the global pandemic. This article also discusses in detail one of the Program’s signature features, its Practicum—an extensive simulated clinical ethics consultation placing students in the role of ethics consultant, facilitating a conflict between family members played by paid professional actors. This article concludes with survey data responses from Program alumni gathered as part of a quality study. (shrink)

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic (...) neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement. (shrink)

"Neuroscience and Philosophy" begins with an excerpt from "Philosophical Foundations of Neuroscience," in which Maxwell Bennett and Peter Hacker question the ...

Writing from a scientifically and philosophically informed perspective, the authors provide a critical overview of the conceptual difficulties encountered in many current neuroscientific and psychological theories.

Being all-good and gracious, God cannot be so envious as not to allow anything else besides him to exist. The necessitarian view thus limits God in His choice of creation and argues that God had to create in the first place out of His infinite ...

History of Cognitive Neuroscience documents the major neuroscientific experiments and theories over the last century and a half in the domain of cognitive neuroscience, and evaluates the cogency of the conclusions that have been drawn from them. Provides a companion work to the highly acclaimed Philosophical Foundations of Neuroscience – combining scientific detail with philosophical insights Views the evolution of brain science through the lens of its principal figures and experiments Addresses philosophical criticism of Bennett and Hacker?s previous book (...) Accompanied by more than 100 illustrations. (shrink)