© 2015, Springer-Verlag Berlin Heidelberg.Genetic studies have identified single nucleotide polymorphisms associated with the risk of prostate cancer. It remains unclear whether such genetic variants are associated with disease aggressiveness. The NCI-SPORE Genetics Working Group retrospectively collected clinicopathologic information and genotype data for 36 SNPs which at the time had been validated to be associated with PC risk from 25,674 cases with PC. Cases were grouped according to race, Gleason score and aggressiveness. Statistical analyses were used to compare the frequency (...) of the SNPs between different disease cohorts. After adjusting for multiple testing, only PC-risk SNP rs2735839 was significantly and inversely associated with aggressive and high-grade disease in European men. Similar associations with aggressive and high-grade disease were documented in African-American subjects. The G allele of rs2735839 was associated with disease aggressiveness even at low PSA levels in both European and African-American men. Our results provide further support that a PC-risk SNP rs2735839 near the KLK3 gene on chromosome 19q13 may be associated with aggressive and high-grade PC. Future prospectively designed, case-case GWAS are needed to identify additional SNPs associated with PC aggressiveness. (shrink)

The history of education, as it has been conceived and taught in the United States (and in the West generally), has focused almost entirely on the ways in which our own educational tradition emerged, developed, and changed over the course of the centuries. Although understandable, this means that the many other ways that societies have sought to meet the same challenges have been ignored. This book seeks to redress this oversight by providing a brief yet comprehensive review of a small (...) number of other, non-Western approaches to educational thought and practice. Understanding the ways that other peoples have tried to educate their children--as well as what counted for them as "education"--may help us to think more clearly about some of our own assumptions and values. It should also help us to become more open to alternative viewpoints about important educational matters. (shrink)

A persistent complaint about modal forms of the ontological argument is that the characteristic modalized existence assumptions of these arguments are simply too close to the conclusion to be of much probative value in establish­ing it. I present an abstract form of the ontological argument in which the properties imputed to the divine nature by these assumptions are replaced by any of a wide class of properties of a sort I call “actualizing.” These include basic theistic attributes such as authorship, (...) sovereignty and omniscience. The import of these arguments is to show that the metaphysical coherence of some of the most familiar conceptions of the divine nature ensures their actual realization. (shrink)

In articulating a theological account of Christian hope faithful to its objective character, Pope Benedict XVI summons the authority of Thomas Aquinas, citing his comments on faith and hope as those terms occur in Hebrews 11:1. Benedict sets off Aquinas's understanding of hope-filled faith's objectivity by placing it in contrast with Luther's apparently more subjective interpretation of faith in Hebrews 11:1 as conviction. Closer analysis of both Aquinas and Luther, however, suggests a greater overlap in their exegetical conclusions, opening the (...) way for a more nuanced appreciation of a virtue whose living possession and exercise, as the rest of Spe Salvi confirms, involves both objective and subjective dimensions. (shrink)

Informative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author's own teaching (...) practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition * NEW! Chapter 2 exploring key features of the 'western educational tradition', and information about the contemporary educational systems in different countries * NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai'ians, and the Australian Aboriginal peoples * Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa * Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia * Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century * Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism. (shrink)

This paper points out some of the weaknesses of the traditional account of the Homeric phrase androteta kai hében and suggests instead that the entire phrase is a relatively recent creation of the tradition on the model of an *an(b)roteta kai hében. This phrase in turn has a clear Avestan cognate hauruuatata ameretata.

This text provides a brief, yet comprehensive, overview of a number of non-Western approaches to educational thought and practice. The history of education, as it has been conceived and taught in the United States (and generally in the West), has focused almost entirely on the ways in which our own educational tradition emerged, developed, and changed over the course of the centuries. Although understandable, this means the many ways that other societies have sought to meet many of the same challenges (...) have been ignored. This book seeks to redress this omission. Its premise is that gaining an understanding of the ways that other peoples educate their children--as well as what counts for them as "education"--may help us to think more clearly about some of our own assumptions and values, as well as to become more open to alternative viewpoints about important educational matters. Because it is not traditionally included in the training of educators, very few have had any real exposure to non-Western educational traditions. Thus, the audience for this book is broad and diverse. Intended as a text for both preservice and in-service teachers, each chapter includes pedagogically helpful "Questions for Discussion and Reflection" and "Recommended Further Readings." The book is equally appropriate for advanced students in graduate programs as well as faculty members. New in the Second Edition: The text has been thoroughly revised to expand and clarify points, update chapters as needed, and improve the pedagogical usefulness of the text. A section on Mayan education has been added to the chapter on the Mesoamerican educational experience. One entirely new chapter "'Familiar Strangers': The Case of the Rom" has been included. (shrink)

Life in the Flesh offers a new spiritual philosophy of the body, contrasting sources from the Christian tradition with contemporary voices in philosophy and theology. Cooper challenges the Gnostic impulse either to marginalize or else to worship the body and gives a critical perspective on perennial issues including pornography, feminism, sterility, and death.

The government purchasing market constitutes the largest business sector in the world. While marketers would benefit from a deep understanding of both sectors, how the two sectors differ in terms of ethics and strategy largely remains unknown. The purpose of this research, therefore, is to explore differences between the for-profit and not-for-profit sectors on two critical aspects of business-to-business procurement: ethics and strategy. Using survey data from a sample of 328 procurement professionals in the for-profit and not-for-profit sectors, key differences (...) are explored. Findings suggest that buyers in the for-profit sector are more likely to behave opportunistically. Conversely, the buyers’ leaders in the not-for-profit sector behave more opportunistically and are more willing to turn a blind eye to their subordinate buyers’ opportunistic behaviors. In addition, key differences in procurement strategy are unveiled suggesting that not-for-profit procurement practices have some room for improvement. Based on the findings, theoretical and managerial implications are drawn, and a future research agenda is proposed. (shrink)

We hypothesize that as one of the most consequential events in evolution, primary endosymbiosis accelerates lineage divergence, a process we refer to as the endosymbiotic ratchet. Our proposal is supported by recent work on the photosynthetic amoeba, Paulinella, that underwent primary plastid endosymbiosis about 124 Mya. This amoeba model allows us to explore the early impacts of photosynthetic organelle (plastid) origin on the host lineage. The current data point to a central role for effective population size (Ne) in accelerating divergence (...) post‐endosymbiosis due to limits to dispersal and reproductive isolation that reduce Ne, leading to local adaptation. We posit that isolated populations exploit different strategies and behaviors and assort themselves in non‐overlapping niches to minimize competition during the early, rapid evolutionary phase of organelle integration. The endosymbiotic ratchet provides a general framework for interpreting post‐endosymbiosis lineage evolution that is driven by disruptive selection and demographic and population shifts. Also see the video abstract here: https://youtu.be/gYXrFM6Zz6Q. (shrink)

The amygdala is a key brain area regulating responses to stress and emotional stimuli, so improving our understanding of how it is regulated could offer novel strategies for treating disturbances in emotion regulation. As we review here, a growing body of evidence indicates that the gut microbiota may contribute to a range of amygdala-dependent brain functions from pain sensitivity to social behavior, emotion regulation, and therefore, psychiatric health. In addition, it appears that the microbiota is necessary for normal development of (...) the amygdala at both the structural and functional levels. While further investigations are needed to elucidate the exact mechanisms of microbiota-to-amygdala communication, ultimately, this work raises the intriguing possibility that the gut microbiota may become a viable treatment target in disorders associated with amygdala dysregulation, including visceral pain, post-traumatic stress disorder, and beyond. Also see the video abstract here: https://youtu.be/O5gvxVJjX18 The amygdala plays a central role in regulating many aspects of behavior in rodents and humans, from pain responding to social interaction and psychiatric function. Accumulating evidence suggests microbiota-to-amygdala communication along the gut-brain axis is a key modulator of these amygdala-dependent behaviors, with critical implications for health and disease. (shrink)

O’Donohue et al. sought to derive, from classical ethical theories, the ethical obligation of psychologists to assist “enhanced interrogations and torture” in national defense scenarios under strict EIT criteria. They asked the American Psychological Association to adopt an ethics code obligating psychologists to assist such EIT and to uphold the reputation of EIT psychologists. We contest the authors’ ethical analyses as supports for psychologists’ forays into torture interrogation when the EIT criteria obtain. We also contend that the authors’ application of (...) these ethical analyses violates the Geneva Conventions, contravenes military doctrine and operations, and undermines psychology as a profession. We conclude that “good” public reputation is not owed to, or expected by, “good” intelligence professionals, and collaborating operational psychologists must share their providence. (shrink)

Composite beings (“monsters”) are those mythical creatures composed of a mix of different anatomical forms. There are several scholarly claims for why these appear in the imagery and lore of many societies, including claims that they are found near-universally as well as those arguments that they co-occur with particular sociocultural arrangements. In order to evaluate these claims, we identify the presence of composite monsters cross-culturally in a global sample of societies, the Standard Cross-Cultural Sample. We find that composite beings are (...) not universal, and that their presence or absence co-varies most significantly with social stratification and transportation technology. This supports hypotheses that the cultural evolution of composite monsters is driven by human concerns with social distinctions within societies as well as increased contact with distant peoples. (shrink)

Hospice is the premiere end of life program in the United States, but its requirement that patients forgo disease-directed therapies and that they have a prognosis of 6 months or less means that it serves less than half of dying patients and often for very short periods of time. Palliative care offers careful attention to pain and symptom management, added support for patients and families, and assistance with difficult medical decision making alongside any and all desired medical treatments, but it (...) does not include a comprehensive system of care as is provided by hospice. The practice of palliative care and hospice is filled with sometimes overt (requests for hastened death in an environment where such acts are legally prohibited) and other times covert (the delay in palliative care referral because the health care team believes it will undermine disease directed treatment) ethical issues. The contributors to this volume use a series of case presentations within each chapter to illustrate some of the palliative care and hospice challenges with significant ethical dimensions across the three overarching domains: 1) care delivery systems; 2) addressing the many dimensions of suffering; and 3) difficult decisions near the end of life. The contributors are among the most experienced palliative care, hospice and ethics scholars in North America and Western Europe. Each has been given relatively free reign to address what they feel are the most pressing ethical challenges within their domain, so a wide range of positions and vantage points are represented. As a result, the volume provides a very diverse ethical exploration of this relatively young field that can deepen, stretch, and at times confront any simple notion of the challenges facing patients, their families, professional caregivers, and policy makers. (shrink)

A general method for constructing a new class of topological Ramsey spaces is presented. Members of such spaces are infinite sequences of products of Fraïssé classes of finite relational structures satisfying the Ramsey property. The Product Ramsey Theorem of Sokič is extended to equivalence relations for finite products of structures from Fraïssé classes of finite relational structures satisfying the Ramsey property and the Order-Prescribed Free Amalgamation Property. This is essential to proving Ramsey-classification theorems for equivalence relations on fronts, generalizing the (...) Pudlák–Rödl Theorem to this class of topological Ramsey spaces. To each topological Ramsey space in this framework corresponds an associated ultrafilter satisfying some weak partition property. By using the correct Fraïssé classes, we construct topological Ramsey spaces which are dense in the partial orders of Baumgartner and Taylor generating p-points which are k-arrow but not \-arrow, and in a partial order of Blass producing a diamond shape in the Rudin-Keisler structure of p-points. Any space in our framework in which blocks are products of n many structures produces ultrafilters with initial Tukey structure exactly the Boolean algebra \\). If the number of Fraïssé classes on each block grows without bound, then the Tukey types of the p-points below the space’s associated ultrafilter have the structure exactly \. In contrast, the set of isomorphism types of any product of finitely many Fraïssé classes of finite relational structures satisfying the Ramsey property and the OPFAP, partially ordered by embedding, is realized as the initial Rudin-Keisler structure of some p-point generated by a space constructed from our template. (shrink)

Computability theory is used to evaluate the complexity of classifying various kinds of Lebesgue spaces and associated isometric isomorphism problems.

This methodological discussion invites critical reflection about the procedures used to analyze the contribution of qualitative and mixed methods research to nursing trials by mounting an argument that these should rest on multiple publications produced about a project, rather than a single article. We illustrate the value‐added of this approach with findings from a qualitative, cross‐case analysis of three critical case exemplars from nursing researchers that each used a qualitative approach with a mixed method phase. The holistic lens afforded by (...) a case‐based approach informs nursing inquiry by documenting that the critical case exemplars presented evidence of (a) a sustained commitment of resources and expertise for the qualitative methods that extended across more than one phase of the trial, (b) the impact of the qualitative methods on the trial or its aftermath, (c) deploying a theoretical or conceptual framework for a variety of purposes, and (d) integrating qualitative and quantitative data for purposes of extending explanatory power. Findings challenge the practice of linking purposes served by qualitative and mixed methods to a single trial phase. (shrink)

The “function debate” in the philosophy of biology and the “venom debate” in the science of toxinology are conceptually related. Venom systems are complex multifunctional traits that have evolved independently numerous times throughout the animal kingdom. No single concept of function, amongst those popularly defended, appears adequate to describe these systems in all their evolutionary contexts and extant variations. As such, a pluralistic view of function, previously defended by some philosophers of biology, is most appropriate. Venom systems, like many other (...) functional traits, exist in nature as points on a continuum and the boundaries between “venomous” and “non-venomous” species may not always be clearly defined. This paper includes a brief overview of the concept of function, followed by in-depth discussion of its application to venom systems. A sound understanding of function may aid in moving the venom debate forward. Similarly, consideration of a complex functional trait such as venom may be of interest to philosophers of biology. (shrink)

High school students are at risk for increased sedentary behavior due in part to a decrease in physical activity throughout adolescence and to required sedentary behavior during much of the school day. The purpose of the current study is to examine the impact of using activity workstations in a high school English class for struggling readers. Twenty high school students participated in the study. The participants completed a 16-week study where each participant used an activity workstation for 8 weeks and (...) a traditional desk for 8 weeks in a crossover design for a 40-min period during normal class. They responded to a series of subjective questions about reading and schoolwork at the beginning and end of each 8-week session and followed the READ 180 program designed to help struggling readers during the study. The results indicated that academic performance increased in both desk conditions during the study and from the beginning to the end of the study. In addition, there was a significant improvement in items in the subjective survey related to reading, motivation, and schoolwork in both desk conditions across the study. The current results suggest that using an activity workstation in the classroom did not negatively affect academic performance or students’ perceptions of working on academic assignments compared to the traditional desk condition. These results indicate that activity workstations could be implemented in classrooms to provide students with a non-sedentary option during the school day thus increasing physical activity in students. (shrink)