Neste artigo trataremos do tema das metáforas como agentes na produção do ódio a determinados grupos sociais. Para isso, usaremos as contribuições de Hannah Arendt (1906-1975)e Susan Sontag (1933-2004) no campo das metáforas (orgânicas e sobre doenças) que estigmatizam sujeitos. Tratamos da questãocomo manifestação de um tipo de política que suscita práticas de exclusão à determinados grupos, operando através de palavras carregadas de sentido pejorativo, cuja intencionalidade, muitas vezes, está mascarada por um campo de controle e dominação dos corpos, atrelado (...) ao ódio racial e moral. Colocamos a discussão em outro nível, o das palavras e metáforas oriundas originalmente de diagnósticos médicos e que, de algum modo, assume outra dimensão na sociedade, qual seja: a de mortificar sujeitos através do ódio, deslocá-los e interditá-los.Desse modo, ao falarmos das metáforas situaremos as suas definições a partir do seguinte percurso. O entendimento de Hannah Arendt sobre metáforas orgânicaspresente em A Condição Humana (1958). A afirmação de Hannah Arendt sobre as metáforas orgânicas como formas de produção de atosviolentos e de discriminação, presente em Sobre a Violência (1969). E, principalmente, a proposta de Susan Sontagpresente nos livros Doença como Metáfora (1978) e AIDS e suas metáforas (1989), de que as metáforas são enganadoras, produzem mentiras, modificam a realidade e, desse modo, passam a ser utilizadas para fins políticode controle de grupos indesejados e distribuição do ódio a estes grupos. Por fim, quando necessário, recorremos a outros autores para justificar nosso posicionamento teórico. (shrink)

We examine the embodiment of one foundational aspect of human cognition, language, through its bodily association with the gestures that accompany its expression in speech. Gesture is a universal feature of human communication. Gestures are produced by all speakers in every culture . They are tightly timed with speech . Gestures convey important communicative information to the listener, but even blind speakers gesture while talking to blind listeners , so the mutual co-occurrence of speech and gesture reflects a deep association (...) between the two modes that transcends the intentions of the speaker to communicate. Indeed, we believe that this linkage of the vocal expression of language and the arm movements produced with it are a manifestation of the embodiment of thought: that human mental activities arise through bodily interactions with the world and remain linked with them throughout the lifespan. In particular, we propose that speech and gesture have their developmental origins in early hand-mouth linkages, such that as oral activities become gradually used for meaningful speech, these linkages are maintained and strengthened. Both hand and mouth are tightly coupled in the mutual cognitive activity of language. In short, it is the initial sensorimotor linkages of these systems that form the bases for their later cognitive interdependence. (shrink)

Scientific societies can play an important role in promoting ethical research practices among their members, and over the past two decades several studies have addressed how societies perform this role. This survey continues this research by examining current efforts by scientific societies to promote research integrity among their members. The data indicate that although many of the societies are working to promote research integrity through ethics codes and activities, they lack rigorous assessment methods to determine the effectiveness of their efforts.

The evolutionary scenario described in this target article parallels developmental patterns observed in human infants. Early vocalizations are largely expressive, manual control develops more rapidly than intentional vocal articulation, and vocal and manual activity are linked. In ontogenetic development, language is strongly rooted in bodily action and gesture.

Este ensayo explica la idea de progreso en La Ciencia Nueva de Giambattista Vico. El progreso para Vico consiste en etapas que tienen patrones y la historia ideal eterna como punto de referencia. No es un progreso lineal e irreversible, sino un progreso general y cíclico con cabida para recaídas.

This systematic review identifies and critically evaluates instruments that have been developed to measure clinical trial informed consent comprehension in non-cognitively-impaired adults.Literature searches were carried out on Medline (Ovid), PsycInfo, CINHAL, ERIC, ScienceDirect, and Cochrane Library for English language articles published between January 1980 and September 2008. Instruments were excluded if they focused on consent onto paediatric trials, the construct under study was primarily capacity or competency, or the instrument was developed specifically for psychiatric or cognitively-impaired populations. Instruments selected for (...) review were evaluated against the following criteria: (1) method of item generation; (2) type and format of test items; (3) administration and interpretation of test results; and (4) psychometric properties.Three instruments met our defined inclusion criteria: the Deaconess Informed Consent Comprehension Test (DICCT), the Quality of Informed Consent (QuIC) questionnaire and the Brief Informed Consent Protocol (BICEP). Each instrument varied in terms of content measured. Significantly, these are the first standardized instruments developed to assess comprehension in non-cognitively-impaired adults. Yet, each instrument had its own set of limitations such as the lack of generalizability and the absence of details pertaining to how test results should be used to guide clinical decision-making.Standardized clinical trial informed consent comprehension assessments have been developed to identify gaps in research participants' understanding and ensure that respect for patient autonomy is satisfied. (shrink)

In this article, we blend the Piagetian informed understanding of critical thinking with the scholarship of critical theory to analyze service-Iearning as a pedagogical strategy to promote critically conscious thinking among Students in higher education. We draw from our teaching experiences and student reflections in three different courses at two universities. In these courses, service-leaming was designed to: promote understandings of course content related to societal systems of advantage and disadvantage, develop self-awareness, promote understanding of sociocultural identity differences, and to (...) instill a sense of responsibility for social change. Recommendations are provided. (shrink)

Over the last generation, the womanist idea--and the tradition blooming around it--has emerged as an important response to separatism, domination, and oppression. Gary L. Lemons gathers a diverse group of writers to discuss their scholarly and personal experiences with the womanist spirit of women of color feminisms. Feminist and womanist-identified educators, students, performers, and poets model the powerful ways that crossing borders of race, gender, class, sexuality, and nation-state affiliation(s) expands one's existence. At the same time, they bear witness to (...) how the self-liberating theory and practice of women of color feminism changes one's life. Throughout, the essayists come together to promote an unwavering vein of activist comradeship capable of building political alliances dedicated to liberty and social justice. Contributors: M. Jacqui Alexander, Dora Arreola, Andrea Assaf, Kendra N. Bryant, Rudolph P. Byrd, Atika Chaudhary, Paul T. Corrigan, Fanni V. Green, Beverly Guy-Sheftall, Susan Hoeller, Ylce Irizarry, M. Thandabantu Iverson, Gary L. Lemons, Layli Maparyan, and Erica C. Sutherlin. (shrink)

An account of the distribution of the dorsal fricative in German has generally been assumed to require cyclic derivation and/or multiple phonological levels (Hall 1989, Moltmann 1990, Noske 1990, MacFarland and Pierrehumbert 1991, Iverson and Salmons 1992, Borowsky 1993). In this squib, I argue that the facts of fricative assimilation can be accounted for without cyclicity or separate phonological levels within Optimality Theory (OT) (Prince and Smolensky 1993) by employing a version of the theory of alignment proposed by McCarthy (...) and Prince (1993b), which permits direct interaction between morphological and phonological structures. I propose that the fricative in these cases is ambisyllabic, permitting an account under which fricative assimilation occurs only tautosyllabically. My analysis assumes that alignment constraints proper are not violated in cases of multiple linking, supporting the premise that the satisfaction of alignment constraints is to be distinguished from satisfaction of constraints requiring prosodic units to have crisp edges (as argued for in Itô and Mester (in press)). (shrink)