Amidst expanding interest in local food and agriculture, food banks and allied organizations across the United States have increasingly engaged in diverse gleaning, gardening, and farming activities. Some of these programs reinforce food banks’ traditional role in distributing surplus commodities, and most extend food banks’ reliance on middle class volunteers and charitable donations. But some gleaning and especially gardening and farming programs seek to build poor people’s and communities’ capacity to meet more of their own food needs, signaling new roles (...) for some food banks in promoting community food security and food justice. This article reports the results of a national survey and in-depth case studies of the ways in which food banks are engaging in and with local agriculture and how this influences food banks’ roles in community and regional food systems. The patterns it reveals reflect broader tensions in debates about hunger relief and food security. (shrink)

Bioethicists influence practices and policies in medicine, science, and public health. However, little is known about bioethicists’ views. We recently surveyed 824 U.S. bioethicists on a wide range of ethical issues, including topics related to abortion, medical aid in dying, and resource allocation, among others. We also asked bioethicists about their demographic, religious, academic, and professional backgrounds. We find that bioethicists’ normative commitments predict their views on bioethical issues. We also find that, in important ways, bioethicists’ views do not align (...) with those of the U.S. public: for instance, bioethicists are more likely than members of the public to think abortion is ethically permissible but are less likely to believe compensating organ donors is. Our demographic results indicate the field of bioethics is far less diverse than the U.S. population—less diverse even than other academic disciplines—suggesting far more work needs to be done to build an inclusive field. (shrink)

This study examined within-person co-occurrence of self-focus, negative affect, and stress in a community sample of adolescents with or without emotional disorders. As part of a larger study, 278 adolescents were interviewed about emotional disorders. Later, they completed diary measures over three days, six times a day, reporting their current thoughts, affect, and levels of stress. Negative affect was independently related to both concurrent stress and self-focus. Importantly, the association between negative affect and self-focus was stronger among participants with a (...) recent unipolar mood disorder, compared to those with an anxiety disorder, comorbid anxiety and depression, or those without an emotional disorder. The implications of these findings to theories of self-focus and its role in emotional disorders are discussed. (shrink)

The exchange between Peter Park, Dan Flory and Leah Kalmanson on Park’s book Africa, Asia and the History of Philosophy: Racism in the Formation of the Philosophical Canon took place during the APA’s 2016 Central Division meeting on a panel sponsored by the Committee on Asian and Asian-American Philosophers and Philosophies. After having peer-reviewed the exchange, JWP invited Sonia Sikka and Mark Larrimore to engage with these papers. All the five papers are being published together in this issue.

_K. al-Manām_ by Ibn Abī al-Dunyā is a compendium of 350 Muslim dream narratives in Arabic. The English introduction examines the function of dreams in classical Arabic literature with a focus on dreams as a means of edification.

Research has shown high levels of housing precarity among government-assisted refugees connected to difficult housing markets, limited social benefits, and other social and structural barriers to positive settlement. The COVID-19 pandemic has likely exacerbated this precarity. Research to date demonstrates the negative consequences of the COVID-19 pandemic for refugees and low-income households, including both health-related issues and economic challenges, that may exacerbate their ability to obtain affordable, suitable housing. In this context, we examined Syrian government-assisted refugees’ experiences during the pandemic, (...) asking: how the COVID-19 pandemic has impacted Syrian refugees’ experiences of housing stability. To examine this issue, we interviewed 38 families in Calgary, London, and Fredericton. Using a qualitative descriptive methodology for analysis and interpretation, we found the liminality of settling as a GAR has been compounded by isolation, further economic loss, and new anxieties during the pandemic. Ultimately, for many participants, the pandemic has thwarted their housing stability goals and decreased their likelihood of improving their housing conditions. Based on our findings, we discuss potential policy and practice relevant solutions to the challenges faced by refugees in Canada during the pandemic and likely beyond. (shrink)

As social media becomes increasingly popular, human subjects researchers are able to use these platforms to locate, track, and communicate with study participants, thereby increasing participant retention and the generalizability and validity of research. The use of social media; however, raises novel ethical and regulatory issues that have received limited attention in the literature and federal regulations. We review research ethics and regulations and outline the implications for maintaining participant privacy, respecting participant autonomy, and promoting researcher transparency when using social (...) media to locate and track participants. We offer a rubric that can be used in future studies to determine ethical and regulation-consistent use of social media platforms and illustrate the rubric using our study team’s experience with Facebook. We also offer recommendations for both researchers and institutional review boards that emphasize the importance of well-described procedures for social media use as... (shrink)

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

This paper concerns product constructions within the continuous-logic framework of Ben Yaacov, Berenstein, Henson, and Usvyatsov. Continuous-logic analogues are presented for the direct product, direct sum, and almost everywhere direct product analyzed in the work of Feferman and Vaught. These constructions are shown to possess a number of preservation properties analogous to those enjoyed by their classical counterparts in ordinary first-order logic: for example, each product preserves elementary equivalence in an appropriate sense; and if for \(i\in \mathbb {N}\) \(\mathcal {M}_i\) (...) is a metric structure and the sentence \(\theta \) is true in \(\prod _{i=0}^k\mathcal {M}_i\) for every \(k\in \mathbb {N}\), then \(\theta \) is true in \(\prod _{i\in \mathbb {N}}\mathcal {M}_i\). (shrink)

IntroductionThe COVID-19 pandemic required more responsibilities from teachers, including implementing prevention strategies, changes in school policies, and managing their own mental health, which yielded higher dissatisfaction in the field.MethodsA cross-sectional web survey was conducted among educators to collect information on their experiences teaching during the COVID-19 pandemic throughout the 2020–2021 academic year. Qualtrics, an online survey platform, fielded the survey from May 6 to June 8, 2021 to a national, convenience sample of 1,807 respondents.ResultsFindings revealed that overall, 43% of K-12 (...) teachers reported a greater intention to leave the profession than previously recalled prior to the COVID-19 pandemic. Intention to leave was multi-level, and associated with socio-demographic factors, individual factors, and teachers’ agency. We also found demographic disparities with respect to race and gender around teachers’ ability to provide feedback to schools on opening/closing and overall dissatisfaction with school/district COVID-19 prevention strategies implementation and policies.ConclusionThese findings are consistent with the Job-Demand and Resources Model, which posits that lack of organizational support can exacerbate job stressors, leading to burnout. Specifically, dissatisfaction with the way school policies were implemented took a toll on teachers’ mental health, leading to a desire to leave the profession. These findings are also consistent with research conducted once in-person teaching resumed in 2020–2021, specifically that the COVID-19 pandemic exacerbated preexisting teacher shortages that led to self-reported issues of stress, burnout, and retention.ImplicationsFurther research is necessary to understand the resources that may be most useful to reduce the demands of teaching in the context of the COVID-19 pandemic. Some teachers are more likely to leave the field, and educational agencies may wish to target their teacher-retention efforts with emphasis on strong employee wellness programs that help educators to manage and reduce their stress. Education agency staff may wish to review policies and practices to provide meaningful opportunities to give input to school/district decisions and enable proactive communication channels. (shrink)

Leah Andress,1 Anjali Gupta,2 Nida Siddiqi,3 Kwaku Marfo2,3 1University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Department of Pharmacy Practice, Buffalo, 2Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine Department of Abdominal Organ Transplant Program, Bronx, 3Montefiore Medical Center, Department of Pharmacy, Bronx, NY, USA: Rabbit anti-thymocyte globulin has proven benefit as induction therapy in renal transplant recipients, achieving reduced acute rejection rates and better short-term allograft function, with slightly higher rates of complications such (...) as infections and malignancy. Compared with other agents, the most benefit from rATG induction has been observed in renal transplant recipients at high immunologic risk for rejection. However, in special populations, such as pediatrics, the elderly, and hepatitis C-positive and human immunodeficiency virus-positive renal transplant recipients, additional information is needed to delineate the absolute benefit of rATG induction compared with other induction agents. Selection of rATG as the choice of induction therapy in renal transplant recipients should be guided by a cost-effective approach in balancing efficacy, safety, and cost. This review summarizes the published literature on efficacy, safety, and cost of rATG induction in renal transplantation. Keywords: anti-thymocyte globulin, renal transplantation, induction therapy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Mapping Gendered Ecologies: Engaging with and Beyond Ecowomanism and Ecofeminism by K. Melchor Quick Hall and Gwyn KirkCecilia Herles (bio)K. Melchor Quick Hall and Gwyn Kirk, Mapping Gendered Ecologies: Engaging with and Beyond Ecowomanism and Ecofeminism. Lanham, MD: Rowman & Littlefield, 2021. ISBN- 978-1-7936-3946-2K. Melchor Quick Hall and Gwyn Kirk are leading feminist authors who have beautifully woven together an inspiring and diverse collection of essays in the (...) anthology, Mapping Gendered Ecologies: Engaging with and beyond Ecowomanism and Ecofeminism. What does it take to gather together some of the most eloquent voices of activists, teachers, farmers, artists, and organizers in an anthology focused on engaging with and beyond ecowomanism and ecofeminism, and what could this cultivate? I find Hall and Kirk's reflections on the process and their approach to collaboration illustrate some of the tools needed to address complex issues of disasters, the global pandemic, climate justice, white supremacy, gender oppression, and practices of domination. Their approach is to build relationships, acknowledge vulnerability, and appreciate differences in experiences. It seems fitting that this project initially began with Margo Okazawa-Rey who connected Hall and Kirk together. Okazawa-Rey's introduction generated the openness needed to bring this collection to fruition. Mapping as the thematic image of this collection is found in destructive boundary-making, the violence of enslavement, wars, and the dumping of contaminants in the environment. Mapping is also evident in the physical, temporal, and evolving locations in which Okazawa-Rey's work of sustaining community and recognizing interconnections across locations opens up the time and spaces to envision peace.This collection marks a shift away from the elitism of academic spaces by illuminating connections between community and university, and actively resisting against patriarchal notions of what counts as expertise and scholarship. The anthology draws attention to personal experiences as fundamentally relevant to perspectives about place, location, and [End Page 97] belonging and relations with land, water, sky and nonhumans. It begins with an autobiographical account by Hall who brilliantly weaves together her life story with her analytical insight in illustrating how Black geographies show spaces as often hard to map and in flux for the marginalized. In "Darkness All around Me: Black Waters, Land, Animals, and Sky" Hall notes how she is unable to discuss her understanding and relationship with Nature outside of being a Black Woman. When she poses the question, "how would our maps be different if they were rooted in the histories and realities of people of color?" (23) Hall pivots mapping to the contingent, unstable complexities that mark Black people's relations with land and food. In doing so, Hall reveals compelling insights into trauma, anxieties, and relationships with land and water in shifting landscapes. Connecting to the mission of Soul Fire Farm, to resist the US food apartheid and mobilize towards food justice, Hall reveals the possibilities for reparative healing properties in agricultural activities at Soul Fire Farm. Hall's narrative about racialized hierarchies recognizes how human hierarchies are connected to human-nonhuman animal divisions, raising the question of "How might we imagine freeing ourselves and other animals from the systems that seek to devalue us as (human and nonhuman) beings?" (27). Hall intervenes and challenges geographical mapping centered in white frameworks rooted in claims of stolen territories and measured in segregation and displacement. Pointing to Black shoals, Black food geographies, and Afrofuturism, to name a few, Hall is marking potential paths to shared liberation. Although Hall does not identify strongly as ecofeminist nor ecowomanist, this provides a promising direction for ecowomanist and ecofeminist inquiries, speaking to the need to explore what it takes for shared liberation. This direction also has the potential to offer insight into an alternative mapping for disability justice. Hall's acknowledgement of "being out of place" connects to the disability justice work of Sunaura Taylor (2014) and Leah Lakshmi Piepzna-Samarasinha (2018) in the mapping of access in describing surroundings and focusing on interconnectedness.In Kirk's autobiographical account, "Roots, Branches, Wings" she points to how Margo Okazawa-Rey (2020) introduced her to philosopher Alan Rosenberg's (1998) distinction between knowing and understanding. In contrast to knowing facts that... (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Sefer Ḳol min ḥayim -- Sefer Ḳol rinah ṿi-yeshuʻah -- Sefer Orḥot ḥayim ʻim perush Netiv ḥayim -- Sefer Zikhron ʻolam -- Maʼamar Zikhron Yerushalayim.

TheCulexis now widely recognized as a piece of post-Ovidian, possibly Tiberian, pseudo-juvenilia written by an author impersonating the young Virgil, although it was attached to Virgil's name already in the first centuryc.e., being identified as Virgilian by Statius, Suetonius and Martial. Dedicated to the young Octavian (Octauiin line 1), the poem seems to fill a biographical gap in Virgil's career before his composition of theEclogues. It is introduced as aludus, which Irene Peirano suggests may openly refer to ‘the act of (...) impersonating Virgil’, and, like many of the poems in theAppendix Vergiliana, it seems to have a parodic intent. TheCulexhas been interpreted as a parody of neoteric style and the epyllion, as mock-epic, as Virgil parody (John Henderson called it a ‘spoofAeneidin bucolic drag’), as pointed Augustan satire, as mock Ovidian ‘Weltgedicht’ and as just very bad poetry (Housman's ‘stutterer’). Glenn Most has observed that the poem's three ‘acts’ structurally recapitulate Virgil's three major works in chronological succession. Little attention, however, has been paid to theCulex's final lines, which contain a catalogue of flowers thepastorplaces on the gnat's tomb. Recent scholarship has reintroduced an older interpretation of the gnat's tomb as a political allegory of Augustus’ Mausoleum; in this paper I suggest instead that the tomb and its flowers serve a closural and metapoetic function at the end of the poem. (shrink)

A series of letters between a professor of philosophy and an eleven-year-old girl.

Grush's emulation theory comprises both modality-specific and amodal emulators. I suggest that the amodal variety be replaced by multisensory emulators. The key distinction is that multisensory processing retains the characteristics of individual sensory modalities, in contrast to amodal processing. The latter term is better reserved for conceptual and linguistic systems, rather than perception or emulation.

I wish to discuss symbols concerned with the way we feel about the world and the way we conduct our lives in consequence of those feelings. Our conduct is guided by commands and instructions which for some reason we have to obey. We are guided by our knowledge of the world. The symbols I wish to discuss express and excite desires and preferences and that is how they affect our conduct.