Purpose:This experimental cross-sectional research study examined the emotional reactivity and emotion regulation in preschool-age children who do (CWS) and do not stutter (CWNS) by assessing their psychophysiological response during rest and while viewing pictures from the International Affective Picture System (Lang et al.,2008).Method:Participants were 18 CWS (16 boys and two girls; mean age 4 years, 5 months) and 18 age- and gender-matched CWNS. Participants' psychophysiological responses were measured during two baselines and two picture viewing conditions. Skin conductance level (SCL) and (...) heart rate were measured to assess emotional reactivity. Respiratory sinus arrhythmia (RSA) was measured to assess emotional regulation. Participants' shyness and executive function were assessed via parent report and considered for their effects on participants' psychophysiological responses.Results:First, CWNS and CWS did not differ in their initial baseline SCL, heart rate, or RSA, but all participants had higher SCL and lower RSA in the second baseline, subsequent to the first challenge condition, compared to the first baseline. Second, during the challenge conditions, CWS did not differ from CWNS in their SCL, but showed a significantly higher heart rate than CWNS. Third, CWS exhibited a significantly lower RSA during the challenge conditions compared to CWNS. Lastly, the temperamental quality of shyness was associated with preschool-age children's SCL, such that participants who were rated higher in shyness had a higher SCL during the challenge conditions. Participants' executive function had a marginally significant effect on the RSA, such that the participants who had higher executive function composite scores exhibited lower RSA during the challenge conditions.Conclusions:Our findings suggest that CWS and CWNS did not differ in their emotional reactivity and emotional regulation abilities at rest. During challenge conditions, however, CWS tended to be more emotionally reactive, as indicated by a higher heart rate, and also employed more emotional regulation, indexed by a greater decrease in RSA, compared to CWNS. Preschool-age children's behavior is largely dominated by reactivity, but there is the emergence of regulation, which can help children adjust to various contextual demands. For CWS who are more emotionally reactive, regulatory skills may be particularly critical to their prognosis and treatment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HIV, Art, and a Journey toward Healing:One Man's StoryJulia Kellman (bio)Some of the territory is wilder and reports do not tally. The guides are good for only so much. In these wild places I become part of the map, part of the story, adding my versions there. This Talmudic layering of story on story, map on map, multiplies possibilities, but also warns me of the weight of accumulation. (...) I live in one world—material, seemingly solid—and the weight of that is quite enough.1I have just reread anthropologist Ruth Behar's2 essay, "Anthropology That Breaks Your Heart." It started me thinking about several things—the outer limits of psychic pain, for example, or the relationship of the researcher and the researched, of bearing witness and giving testimony, and of the "ethnographic experience of talking, listening, transcribing, translating, and interpreting" that forms the core of enquiry about people and their lives.3 What can I say, I wonder, to touch readers in such a way that they see the indispensable truth in the individual stories that develop from such enquiries? How can my role as interpreter and witness lead to the understanding that the buffeting winds of lived experience (those of the researcher and of those who are researched) are not inconveniences but an essential quality of humanistic research? How can I use the accretion of stories that make up my research and my life (as if there were a difference), I muse, as I sit at my computer screen reading a text as "it in its turn reads me," as the writer Jeanette Winterson4 describes this experience. For over the years, I, too, not only have come to feel this pulse of the systole and diastole of telling and being told, but I have also used this alternating relationship to develop insight into the nature of the connection of researcher and researched, teacher and taught.There are two main narratives that form the core of this particular undertaking—one personal and the other the result of informal conversations, [End Page 33] formal interviews, casual interactions, social events, and interchanges during the art class for people with HIV/AIDS that I teach weekly at a local hospital. The stories both probe the mystery of disease, expression, and the search for coherence, and, in my case, the role of "the wild places on the map"5 where the researcher/writer adds her witness and testimony to the narrative to become part of the story.Individual ExperienceBefore we begin this discussion of individual experience, art, and illness, it is important to point out that there are only two general types of humanities enquiry: One enumerates, compares and contrasts, creates and tests hypotheses, reads literature, and/or examines the minutiae of materials or systems of one sort or another. The other is engaged in exploring the individual, the idiosyncratic, and the unique. Its subject is that which is particular. My research consists of the second type, qualitative to its core, and deeply sunk in the narrative, personal world of lived experience.The privacy of individual situations, our utter singularity, is one of the factors that most marks our lives as creatures. We can share our stories, describe our impressions, explain our sensations, but unless we participate in an actual experience in which our boundaries momentarily disappear, the most we can hope for is the simultaneous partaking of similar feelings with a sensitive, empathetic companion in what philosopher-sociologist Alfred Schutz6 describes as a We-relationship, an intersubjective experience that leads to sharing time, mutuality, and growing old together. Thus the ticklish nature of achieving actual interpersonal congruence makes enquiries into the specifics of actual lived experience difficult. If one is to learn anything useful from such considerations, one must focus on the individual and the story of his/her particular life journey in an intimate, extended, multifaceted manner and content one's self with the fact that all one will ever be able to report about in such an undertaking are discrete events and single people, never grand numerical accumulations or demographically significant quantities.Researcher's DisclaimerFor a reader to orient herself in... (shrink)

Abstract:Representations of the space of the village, the wilderness, and the overlapping edge of the forest between them often play a critical role in intercultural collisions between the “developing” world's spaces and pressures from the ‘developed’ world's activities within them. These collisions include land grabs and resource extraction, conversion of forest or wilderness to mechanized agriculture, uneven legal disputes over what constitutes ownership and use, and conservation efforts to reduce climate change or restore genetic biodiversity in forests. This study illuminates (...) how the physical and perceptual spaces of village, wilderness, and forest change, resist change, and are forced to change in three key domains: health (traditional medicine), food security (hunting, farming, and resource extraction in general), and use-ownership (as indigenous knowledge, occupancy, and access to land-use generally). Findings from the study disclose a need to include time (as the pace of change) whenever changed perceptions of space are proposed or occur. Recommendations include applying the criterion to strive always for the least disruptive (short-term) procedures for addressing a problem such that those outcomes achieve the most sustainable impacts over the long-term. (shrink)

The effect of recent experience on current behavior has been studied extensively in simple laboratory tasks. We explore the nature of sequential effects in the more naturalistic setting of automobile driving. Driving is a safety-critical task in which delayed response times may have severe consequences. Using a realistic driving simulator, we find significant sequential effects in pedal-press response times that depend on the history of recent stimuli and responses. Response times are slowed up to 100 ms in particular cases, a (...) delay that has dangerous practical consequences. Further, we observe a significant number of history-related pedal misapplications, which have recently been noted as a cause for concern in the automotive safety community. By anticipating these consequences of sequential context, driver assistance systems could mitigate the effects of performance degradations and thus critically improve driver safety. (shrink)

To the renowned psychoanalyst, philosopher, and linguist Julia Kristeva, Melanie Klein (1882--1960) was the most original innovator, male or female, in the psychoanalytic arena. Klein pioneered psychoanalytic practice with children and made major contributions to our understanding of both psychosis and autism. Along the way, she successfully introduced a new approach to the theory of the unconscious without abandoning the principles set forth by Freud. In her first biography of a fellow psychoanalyst, the prolific Kristeva considers Klein's life and (...) intellectual development, weaving a narrative that covers the history of psychoanalysis and illuminates Kristeva's own life and work. Kristeva tells the remarkable story of Klein's life: an unhappy wife and mother who underwent analysis, and -- without a medical or other advanced degree -- became an analyst herself at the age of 40. In examining her work, Kristeva proposes that Klein's "break" with Freud was really an attempt to complete his theory of the unconscious. Kristeva addresses Klein's numerous critics, and, in doing so, bridges the wide gulf between the clinical and theoretical worlds of psychoanalysis. Klein is celebrated here as the first person to see the mother as the source of not only creativity, but of thought itself, and the first to consider the place of matricide in psychic development. As such, Klein is a seminal figure in the evolution of the provocative ideas about motherhood and the psyche for which Kristeva is most famous. Klein is thus, in a sense, a mother to Kristeva, making this book an account of the development of Kristeva's own thought as well as Klein's. (shrink)

Businesses increasingly assume political roles, despite issues of legitimacy. The presented two case studies illustrate how businesses harness their political influence in Corporate Social Responsibility (CSR) practices through collaboration and dialog with stakeholders and civil society actors. These cases are set around issues arising in global supply chains in sourcing activities where the core problem is associated with businesses managing extended responsibilities under conflicting institutional conditions. The article seeks to provide empirical examples of Political CSR and illustrates the role of (...) deliberative democracy in contemporary business behavior. It adopts a Western business perspective, more specifically from an end-producer and retailer’s standpoint. Findings suggest that civil society is influential in driving these businesses to act responsibly. Joint collaboration is understood as key to strive toward holistic solutions. Political CSR theory remains an ideal, but offers fruitful grounds for speculating on what the political role of business is or could be and how this translates into pragmatic implications for businesses. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Mother Earth, Mother City:Abjection and the AnthropoceneJanell WatsonIf the term “Anthropocene” designates the global influence of the human species over its terrestrial habitat, then its arrival profoundly changes a number of relations that have long occupied Western philosophy: that between humans and animals; between humans and nature; and between humans and their technologies. The possibility that humans have transformed not only the biology but also the geology of the (...) earth brings to the forefront the physical world, whose corporeal materiality was all but ignored by mid-twentieth-century continental philosophy, focused almost exclusively on language and politics. As Michel Serres put it in 1990, “Our a-cosmic philosophies, for almost half a century now, have been holding forth only on language or politics, writing or logic” (1995b, 29). Technicians and scientists have created a new world, observes Serres, while philosophers act as if they still live in the old one (2001, 4). By the time Paul Crutzen and Eugene F. Stoermer formally introduced the term “Anthropocene” in 2000 (Crutzen and Steffen, 2003), Serres had developed a philosophy for the new human-dominated techno-scientific world. It is true that the physical world has in the meanwhile reappeared in continental philosophy thanks to object-oriented philosophy and various new materialisms, but Serres was among the first to formulate into a philosophical question the human impact on the physical and biological earth (2014, 63). He may well have been the very first to develop a philosophy of pollution. Serres complains that Plato, one of the few Western philosophers to even mention detritus, excludes residue and waste from metaphysics (2001, 185). Garbage, atmospheric emissions, and toxic waste not [End Page 269] only threaten life, but are also transforming biological and geological features of the earth. The philosophical dimension of pollution will be the topic of my paper.Philosophy has remained silent on this question of waste, with the notable exception of Julia Kristeva, whose theory of abjection brought the body and its discharges back into philosophy at the height of the linguistic turn. Although she presents abjection as a psychic formation, she derives the notion from the physical reaction of repugnance, vomiting, retching, and turning away when confronted with “filth, waste, or dung” and “defilement, sewage, and muck” (1982, 2). Both Serres and Kristeva portray pollution and abjection as remainders left behind by a subject-object dialectic that positions (male) humans as subjects, and everything else (and everyone) as objects to be mastered and appropriated. They both locate this oozing dialectic in Plato’s semiotic khôra, the mother’s womb. Read together, these philosophers of pollution expose the “materialist foundation” of “dialectical logic” by way of the maternal body (Kristeva 1984, 15). Kristeva focuses on the mother in order to demonstrate a corporeal basis for language and subjectivity. Although he shares the view that language comes from the body, Serres celebrates the womb as the first human habitat. He emphasizes the maternal functions of the earth: neonatal incubator, nurturer, habitat.However, waxing poetic about the sea, the riverside, and the wilderness, Serres writes very little about cities, even though they are the preferred human habitat of the new epoch. I therefore extend his reflections on human habitation in the Anthropocene epoch by considering the maternal aspects of the global megalopolis, which simultaneously sustains domestic life and produces deadly pollution. The maternal functions of reproduction, nourishment, and shelter are pushing the limits of the earth’s physical capacities. Maternity thus lies at the heart of the problem of the Anthropocene: the possibility that human domination of the earth will deplete its ability to sustain life.MatrixAlthough he grounds his philosophy in complexity, chaos, narrative, and anthropology, in his 1990 manifesto, The Natural Contract, Serres argues that science and technology have brought about a subject-object reversal between the human species and the earth (1995b). He bases his argument on a dialectical model in order to expose a struggle for domination, the classical confrontation between master and slave. Serres credits Descartes with foreseeing from his vantage point at the dawn of the scientific age that humans would go on to “dominate and appropriate” the natural world according... (shrink)

We give Scott sentences for certain computable groups, and we use index set calculations as a way of checking that our Scott sentences are as simple as possible. We consider finitely generated groups and torsion-free abelian groups of finite rank. For both kinds of groups, the computable ones all have computable \ Scott sentences. Sometimes we can do better. In fact, the computable finitely generated groups that we have studied all have Scott sentences that are “computable d-\” sentence and a (...) computable \ sentence). In [9], this was shown for the finitely generated free groups. Here we show it for all finitely generated abelian groups, and for the infinite dihedral group. Among the computable torsion-free abelian groups of finite rank, we focus on those of rank 1. These are exactly the additive subgroups of \. We show that for some of these groups, the computable \ Scott sentence is best possible, while for others, there is a computable d-\ Scott sentence. (shrink)

Concerning challenges with the social inclusion of children with special educational needs, it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this (...) approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach. (shrink)

There are considerable gaps in our knowledge of how children develop abstract language. In this paper, we tested the Affective Embodiment Account, which proposes that emotional information is more essential for abstract than concrete conceptual development. We tested the recognition memory of 7- and 8-year-old children, as well as a group of adults, for abstract and concrete words which differed categorically in valence. Word valence significantly interacted with concreteness in hit rates of both children and adults, such that effects of (...) valence were only found in memory for abstract words. The pattern of valence effects differed for children and adults: children remembered negative words more accurately than neutral and positive words, whereas adults remembered negative and positive words more accurately than neutral words. In addition, signal detection analysis revealed that children were better able to discriminate negative than positive words, regardless of concreteness. The findings suggest that the memory accuracy of 7- and 8-year-old children is influenced by emotional information, particularly for abstract words. The results are in agreement with the Affective Embodiment Account and with multimodal accounts of children’s lexical development. (shrink)

This article reflects on some ethical dilemmas presented by an ethnographic study of prostitution that I conducted in the 1990s. The study drew one research subject into a long and very close relationship with me, and though she was an active and fully consenting participant in the research, she was also objectified within both the field relationship and the textual products it generated. This kind of contradiction has been recognized and discussed as a more general problem for ethnography by feminist (...) and critical ethnographers. In this article it is considered specifically in relation to informed consent as an ethical issue. If an ethnographer secures the free and informed consent of a research subject, does this necessarily make the intimacy of their subsequent relationship ethical? Is it possible for anyone to genuinely consent to being objectified through the research process? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Realm Without Angels: MENCs Partnerships with Disney and Other Major Corporations Julia EkIund Koza University of Wisconsin-Madison My interest in partnerships between the MENC: The National Association for Music Educators and major corporations such as Disney dates back to 1996 when I was invited to attend a free premiere screening of the movie Mr. Holland 's Opus.1 Never one to turn down anything free, in January of (...) that year I joined more than twenty-fivethousandmusiceducators, administrators, and friends ofthe arts, who gathered at fiftyone locations across the nation to watch the movie. Sponsored and promoted by theNational Coalition for Music Education, ofwhich MENC is a member, in cooperation with the National AcademyofRecordingArts and Sciences Foundation, the American Music Conference, and Hollywood Pictures (a Disney subsidiary), the promotional screening was the result of an education/business partnership. I did not like the film much even though I agreed with its message that public schools and public school music should be adequately funded, and I was sorry that MENC had entered into a partnership to promote it. Part ofthe problem may have been timing. I had recentlyreturned froma parental leave during whichIhad sufferedseriouspostpartumcomplications and had struggled fornearly a yearwithpoor health. January 1996 found me trying to figure out how I would manage a full-blown academic career, my still fragile health, and a lively child. Ibristledatthevisionsofprofessionalismfostered by Mr. Holland's Opus, recognizing that I would never again have the luxury he did of indulging myselfuninterruptedly in my career; I knew that I might never again be seen as a "real professional " even though I was more exhausted and working harder than I ever had. From my perspective the film's images of teachers, teaching, andprofessionalismwereprofoundlymasculinist; I also knew that a popular film can play a powerful role in shapingpublic imaginaries. Who tends tobenefit fromtheperpetuationoftheseimagesof teachers, teaching, and professionalism, I wondered? Who tends to be harmed? So my first step on this journey was to write a critique of Mr. Holland's Opus. I soon discovered that the film itselfwas but one small part of a much larger story about MENCs deepening involvement in education /business partnerships. One of the main themes of Mr. Holland's Opus is that budget cuts can have devastating effects on music programs. The education/business partnership forged to promote Opus and the manner in which the film was promoted suggested that the corporate world is socially responsible and genuinely concerned both aboutthe quality ofAmerican education and the demise of music education. In no way did they intimate that corporate practices may be at least partially responsible for any declines in the quality ofpublic schooling. I was also aware, however, of a corpus of scholarship suggesting that recent trends toward corporate partnerships and philanthropy are window-dressing at a time when corporations are sneaking out the back door carrying everything else in the store. Critics contend that on the one hand, corporationsengageinmuchpublicizedacts of gift-giving or school partnership, which cost the corporations relatively little (or in the case of Opus, result in considerable financial profit for the corporation), while on the other hand, they chisel away at the financial infrastructure of©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 72-79. Julia Eklund Koza 73 schools with unrelenting demands for special corporate tax cuts, breaks, and incentives. This practice is especially detrimental to the arts because, relegated to the feminized status of "frill," they may be among the first subjects to suffer. Tax breaks are but one example of what critics term "corporate welfare." John Hood, in Policy Review, provides a list ofincentives states use to attract and keep corporations. In addition to tax abatements and tax credits, Hood mentions land giveaways, releases from infrastructure costs, the issuanceoftax-exemptdevelopmentbonds, offers to promote products, and job training packages. These deals are unfair to existing businesses, Hood argues, especially small ones that can never hope to receive such treatment, and he concludes that there is no clear-cut evidence these forms of corporate welfare benefit state economies.2 Accordingto JayTaylor, school-business partnerships have become increasingly popular; they quadrupled between 1982 and 1992 as financially strappeddistricts found themselves "dredgingfor dollars."3 Taylor explains that "school officials... (shrink)

Academic writings– writings that take place in academic settings, from undergraduate essays to research monographs – are social practices and methods of knowledge enquiry. In virtue of being social and epistemic, they should be of concern to critical realists because of critical realism's stratified approach to reality. By critiquing approaches to academic writing that can flatten reality, I propose that if academic writings were understood as ontologically stratified social practices, they could afford writers the rational judgement to make textual choices. (...) Specifically, I show there is the possibility to produce discourse that is different from standardized ‘objective' and ‘transparent' academic prose, which, inter alia, also has colonial roots. If academic writings were understood ontologically and epistemologically as practices and methods of enquiry that require writers (i.e. agents) to rationally judge what form their texts should take, this could further academic writing’s educative and emancipatory purpose of advancing knowledge and justice. (shrink)

En What Emotions Really Are y en otros artículos, Griffiths afirma que las clases naturales de los organismos vivos en Biología son cladistas. La afirmación está inmersa en una nueva teoría acerca de las clases naturales. En este trabajo examinaré los argumentos esgrimidos por Griffiths para sostener el estatus privilegiado de las clasificaciones cladistas frente a otras clasificaciones. No se discutirá la teoría de las clases naturales ofrecida, de cuyos méritos no dudo, sino su capacidad para ofrecer una solución en (...) la cuestión particular de qué sistema de clasificación de organismos debería utilizarse en Biología. In What emotions really are and in other papers Griffiths states that in Biology, natural classes ofliving organisms are clades. This assertion is made within the bounds of a new theory of natural classes. In this paper I wiIl consider the arguments employed by Griffiths to support the privileged status of the cladistic classification over other classifications. It is not Griffith's theory of natural classes what will be discussed, but his ability to offer a solution to the particular issue ofwhich classification system of organisms should be used in Biology. (shrink)

Physicians are trained to an expert degree in the scientific knowledge and skills of biomedicine. Despite this training, however, physicians’ professional lives are rife with instances in which they do not know. They must operate adeptly in the face of numerous uncertainties, as the extensiveness of the scientific literature, unknown mechanisms of pharmaceuticals or biological processes, and variations in patients’ etiologies and anatomies render it impossible to know everything. Similarly, physicians study vast swaths of scientific concepts and clinical skills throughout (...) their careers, yet individual physicians cannot commit all that biomedical knowledge to memory. Given the impossibility of absolute knowledge... (shrink)

To these rather restrained opinions, one must add the unremitting efforts of the media but also of academia—these powers and institutions are decidedly united—who aim to ridicule and discredit for ever more literary theory’s encroachment, or attemptedencroachment, of its authority on literature. It may seem paradoxical that such a sparing, abstract, or even, as they say, insignificant activity should elicit such an... eroticization. Why so much passion for such an elusive object? We must look back to the beginningsof theoretical thought (...) in the area of arts and literature, in order to attempt to uncover the reasons for this apparent anomaly. (shrink)

The use of eHealth components in healthcare is often viewed in the context of disruptive change and ethical pitfalls. We focus on interpersonal relationships between physicians, patients, and care providers and show that positive changes (also) occur within this context.