Attending to the rich entanglements of scientific and critical theory, contributors to this issue scrutinize phenomena in nature to explore new territory in feminist science studies. With a special focus on relating theory to method, these scholars generate new feminist approaches to scientific practice. Contributors probe this relationship by way of topics from poetics of human-jellyfish interactions to a feminist reconsideration of a well-known thought experiment in thermodynamics. Two contributors analyze plant-insect encounter research to spin their own symbiotically inflected account (...) of “affective ecologies.” Technologies of human memory storage and retrieval lead one writer to interrogate how our understandings of memory and amnesia are currently under revision. Another contributor tracks the lively evolutionary and morphological theories that textile artisans manifest in material models of sea creatures. What emerges from these diverse essays is an approach to critical thinking that inhabits, elaborates, and feeds upon scientific theory, holding feminist theory accountable to science and vice versa. _Sophia Roosth_ is Assistant Professor of the History of Science at Harvard University. _Astrid Schrader_ is Visiting Assistant Professor of Science, Technology, and Society at Sarah Lawrence College. _Contributors_: Karen Barad, Lina Dib, Eva Hayward, Carla Hustak, Vicki Kirby, Natasha Myers, Sophia Roosth, Astrid Schrader. (shrink)

Drawing on implicit leadership theory and the mindfulness literature, we propose that perceived authentic leadership mediates the relationship between follower mindfulness and follower well-being. Leader mindfulness plays a moderating role in this process. We validated these hypotheses with the two-wave data from 56 leaders and 275 followers in two private enterprises located in China. We used Mplus 8.0 to test our hypotheses. Consistent with our hypotheses, the results showed that perceived authentic leadership mediated the positive relationship between follower mindfulness and (...) follower well-being. Higher leader mindfulness enhanced the effect of follower mindfulness on perceived authentic leadership, and also strengthened the indirect effect of follower mindfulness on follower well-being via perceived authentic leadership. The theoretical and managerial implications are further discussed in the light of these findings. (shrink)

Chloride channels are probably found in every cell, from bacteria to mammals. Their physiological tasks range from cell volume regulation to stabilization of the membrane potential, signal transduction, transepithelial transport and acidification of intracellular organelles. These different functions require the presence of many distinct chloride channels, which are differentially expressed and regulated by various stimuli. These include various intracellular messengers (like calcium and cyclic AMP), pH, extracellular ligands and transmembrane voltage. Three major structural classes of chloride channels are known to (...) date, but there may be others not yet identified. After an overview of the general functions of chloride channels, this review will focus on these cloned chloride channels: the CLC chloride channel family, which includes voltage‐gated chloride channels, and the cystic fibrosis transmembrane regulator (CFTR), which performs other functions in addition to being a chloride channel. Finally, a short section deals with GABA and glycine receptors. Diseases resulting from chloride channel defects will be specially emphasized, together with the somewhat limited information about how these proteins work at the molecular level. (shrink)

An important function of the self is to identify external objects that are potentially personally relevant. We suggest that such objects may be identified through mere ownership. Extant research suggests that encoding information in a self-relevant context enhances memory , thus an experiment was designed to test the impact of ownership on memory performance. Participants either moved or observed the movement of picture cards into two baskets; one of which belonged to self and one which belonged to another participant. A (...) subsequent recognition test revealed that there was a significant memory advantage for objects that were owned by self. Acting on items had no impact on memory. Results are discussed with reference to the importance of self-object associations in cognition. (shrink)

BackgroundHIV cure research involving cell and gene therapy has intensified in recent years. There is a growing need to identify ethical standards and safeguards to ensure cell and gene therapy (CGT) HIV cure research remains valued and acceptable to as many stakeholders as possible as it advances on a global scale.MethodsTo elicit preliminary ethical and practical considerations to guide CGT HIV cure research, we implemented a qualitative, in-depth interview study with three key stakeholder groups in the United States: (1) biomedical (...) HIV cure researchers, (2) bioethicists, and (3) community stakeholders. Interviews permitted evaluation of informants’ perspectives on how CGT HIV cure research should ethically occur, and were transcribed verbatim. We applied conventional content analysis focused on inductive reasoning to analyze the rich qualitative data and derive key ethical and practical considerations related to CGT towards an HIV cure.ResultsWe interviewed 13 biomedical researchers, 5 community members, and 1 bioethicist. Informants generated considerations related to: perceived benefits of CGT towards an HIV cure, perceived risks, considerations necessary to ensure an acceptable benefit/risk balance, CGT strategies considered unacceptable, additional ethical considerations, and considerations for first-in-human CGT HIV cure trials. Informants also proposed important safeguards to developing CGT approaches towards an HIV cure, such as the importance of mitigating off-target effects, mitigating risks associated with long-term duration of CGT interventions, and mitigating risks of immune overreactions.ConclusionOur study identified preliminary considerations for CGT-based HIV cure across three key stakeholder groups. Respondents identified an ideal cure strategy as one which would durably control HIV infection, protect the individual from re-acquisition, and eliminate transmission to others. Known and unknown risks should be anticipated and perceived as learning opportunities to preserve and honor the altruism of participants. Preclinical studies should support these considerations and be transparently reviewed by regulatory experts and peers prior to first-in-human studies. To protect the public trust in CGT HIV cure research, ethical and practical considerations should be periodically revisited and updated as the science continues to evolve. Additional ethics studies are required to expand stakeholder participation to include traditionally marginalized groups and clinical care providers. (shrink)

Prelude : scientists as prophets and the rhetoric of prophecy -- The Delphic oracle and ancient prophetic ethos -- The natural magician and the prophet : Francis Bacon's ethical alchemy -- Confirming signs : the prophetic ethos of the early Royal Society -- Interlude : competing ethical models and a catch-22 -- J. Robert Oppenheimer : cultic prophet -- Rachel Carson, kairotic prophet -- Media, metaphor, and the "oracles of science" -- Climate change and the technologies of prophecy -- Postlude (...) : problems and solutions. (shrink)

Collection of important essays by feminist scholars from cultural studies, philosophy of education, curriculum theory, and women’s studies. Education Feminism is a revised and updated version of Lynda Stone’s out-of-print anthology, The Education Feminism Reader. The text is intended as a course text and provides students a foundational base in feminist theories in education. The classics section is comprised of the readings that students have most responded to in classes. The contemporary readings section demonstrates how the third-wave feminist criticism (...) of the 1990s has an impact on today’s feminist work. Both of these sections address critical multicultural educational issues and have an inclusive, diverse selection of feminist scholars who bring race, class, sexual orientation, religious practices, and colonial/postcolonial perspectives to bear on their work. The individual essays are concise and well written and arranged in such a way that it is easy for instructors to assign them around themes of their own choosing. “The incredible value of this fine collection is that it demonstrates what it means to critically consider, interrogate, and challenge historic and contemporary ideas regarding educational equity while using these very ideas to imagine new possibilities. It will serve as an indispensable resource in graduate classrooms where students can use the text to ground and forward explorations of the necessarily complex considerations of equity in education today.” — Adela C. Licona, coeditor of Feminist Pedagogy: Looking Back to Move Forward. (shrink)

The book then addresses the human/animal opposition implicit in much feminist theorizing, arguing that the opposition helps to maintain the essentialism that feminists have so often criticized. The final chapter brings us back from ideas of what 'the animal' is, to ask how these questions might relate to environmental politics, including ecofeminism and animal rights.

Birke, a feminist biologist who has written extensively on the connections between feminism and science, seeks to bridge the gap between feminist cultural analysis and science by looking "inside" the body, using ideas in anatomy and physiology to develop the feminist view that the biological body is socially and culturally constructed. She rejects the assumption that the body's functioning is fixed and unchanging, claiming that biological science offers more than just a deterministic narrative of how nature works. Annotation copyrighted by (...) Book News, Inc., Portland, OR. (shrink)

Can visual interaction with artwork prompt healing? Can the brain recover from traumatic experiences and help heal the whole body? Since the 1940s, art therapists have claimed that the production of art can help heal past traumas. Similarly, occupational therapists have employed techniques from arts and crafts since the end of World War II to retrain soldiers helping them recover from the trauma of war. The global Covid-19 pandemic has caused health-related and psychological problems--isolation, increased anxiety, and fear--for people of (...) all ages, with the rates of such traumas affecting children tripling over the past two years. According to the Nebraska-based quilting company, Accuquilt, during the first six months of pandemic isolation in 2020, sales more than doubled as new customers showed a desire to participate in arts and crafts from home. This essay explores various approaches to the arts to determine how art may restore dignity and health following traumatic experiences. (shrink)

This essay addresses the troubling and uncanny figure of Mother in feminist theory, psychoanalytic theory, literary criticism, and real life. Readings of feminist literary criticism and the films Alien and Aliens explore the liminality of Mother and the consequences for feminist thought and practice of the persistent narrative modes (the sentimental and the gothic) locatable in all of these discourses on/of Motherhood.

Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature addressing socio-scientific and historical controversies in science, less has been paid to the teaching of contemporary scientific controversies. Using semi-structured qualitative interviews with 18 teachers at different career stages in (...) England, we investigated teachers’ social representations of scientific controversies using the discourse of the collective subject. We found a lack of controversy in teachers’ responses. Whilst scientific controversies were seen as an essential feature of how science works, they were not viewed as essential in science education and were represented as a distraction and dealt with informally, outside the planned curriculum and in response to students’ questions. Subject knowledge was considered a barrier. We argue that teaching about carefully selected scientific controversies has the potential to contribute to teachers’ and students’ understandings of science and the nature of science. There are perceived to be few opportunities for teachers to exercise this in the English context. We suggest how the collective subject discourses might be used to open up a discussion about teaching controversies in professional learning situations. Materials to stimulate discussion of scientific controversies could be useful in future curriculum development in science, but these would need to address the barriers of subject knowledge, access to literature and conflict with assessment-related priorities and a perceived need to advocate for trust in science. (shrink)

This is an interview with Professor Lynda Birke, one of the key figures of feminist science studies. She is a pioneer of feminist biology and of materialist feminist thought, as well as of the new and emerging field of hum-animal studies. This interview was conducted over email in two time periods, in the spring of 2008 and 2010. The format allowed for comments on previous writings and an engagement in an open-ended dialogue. Professor Birke talks about her key arguments (...) and outlooks on a changing field of research. The work of this English biologist is typical of a long and continuous feminist engagement with biology and ontological matters that reaches well beyond the more recently articulated ‘material turn’ of feminist theory. It touches upon feminist issues beyond the usual comfort zones of gender constructionism and human-centred research. Perhaps less recognized than for instance the names of Donna Haraway or Karen Barad, Lynda Birke’s oeuvre is part of the same long-standing and twofold critique from feminist scholars qua trained natural scientists. On the one hand, theirs is a powerful critique of biological determinism; on the other, an acutely observed contemporary critique of how merely cultural or socially reductionist approaches to the effervescently lively and biological might leave the corporeal, environmental or non-human animal critically undertheorized within feminist scholarship. In highlighting the work and arguments of Lynda Birke, it is hoped here to provide an accessible introduction to the critical questions and challenges that circumvent contemporary discussions within feminist technoscience as theory and political practice. (shrink)

This book is about feminism, its critics, and its possible directions for change. The nine chapters raise questions about theories of sexual difference, power, justice and history. A central theme concerns the prospects for combining feminist with other, non-feminist, political perspectives.

This paper examines the rise of what is popularly called "natural horsemanship" , as a definitive cultural change within the horse industry. Practitioners are often evangelical about their methods, portraying NH as a radical departure from traditional methods. In doing so, they create a clear demarcation from the practices and beliefs of the conventional horse-world. Only NH, advocates argue, properly understands the horse. Dissenters, however, contest the benefits to horses as well as the reliance in NH on disputed concepts of (...) the natural. Advocates, furthermore, sought to rename technologies associated with riding while simultaneously condemning technologies used in conventional training . These contested differences create boundaries and enact social inclusion and exclusion, which the paper explores. For horses, the impact of NH is ambiguous: Depending on practitioners, effects could be good or bad. However, for the people involved, NH presents a radical change—which they see as offering markedly better ways of relating to horses and a more inclusive social milieu. (shrink)

This paper explores how horses are represented in the discourses of "natural horsemanship" , an approach to training and handling horses that advocates see as better than traditional methods. In speaking about their horses, NH enthusiasts move between two registers: On one hand, they use a quasi-scientific narrative, relying on terms and ideas drawn from ethology, to explain the instinctive behavior of horses. Within this mode of narrative, the horse is "other" and must be understood through the human learning to (...) communicate and through appropriate training. On the other hand, NH enthusiasts—like many horse owners—seek to emphasize partnership. In this type of discourse, people portray their horses as almost human. The tensions between these two ways of talking about horses reflect contradictory ideas about control versus freedom in relating to horses, especially as related to emotions expressed by caregivers about their relationships with horses. (shrink)

This article reviews three recent books that enhance our understanding of the work of French feminist Luce Irigaray: Marine Lover of Friedrich Nietzsche and The Irigaray Reader, and Philosophy in the Feminine, a commentary on Irigaray's work by Margaret Whitford. The author emphasizes a dynamic reading of Irigaray's philosophy and integrates theoretical concepts with poetic/utopian passages from the works.

The debate between liberal contractualists and political perfectionists has recently changed its focus: now, the most important issue is no longer the problem of neutrality of justification but the practical problem of comprehensive inclusion of marginalized social groups. This paper argues that the contractualists′ principle of neutrality is incompatible with the principle of inclusion. The second thesis to be defended is that perfectionism is only able to assert its constructive position as a philosophy of inclusion as long as it is (...) not restricted to a vague, partial theory of the good, but is based on a comprehensive moral ideal that recognizes individuals as equals in their diversity. (shrink)

This paper explores the many meanings attached to the designation,"the rodent in the laboratory". Generations of selective breeding have created these rodents. They now differ markedly from their wild progenitors, nonhuman animals associated with carrying all kinds of diseases.Through selective breeding, they have moved from the rats of the sewers to become standardized laboratory tools and saviors of humans in the fight against disease. This paper sketches two intertwined strands of metaphors associated with laboratory rodents.The first focuses on the idea (...) of medical/scientific progress; in this context, the paper looks at laboratory rodents often depicted as epitomizing medical triumph or serving as helpers or saviors. The second strand concerns the ambiguous status of the laboratory rodent who is both an animal and not an animal.The paper argues that, partly because of these ambiguous and multiple meanings, the rodent in the laboratory is doubly "othered"—first in the way that animals so often are made other to ourselves and then other in the relationship of the animal in the laboratory to other animals. (shrink)

What role do nonhuman animals play in the construction of medical knowledge? Animal researchers typically claim that their use has been essential to progress – but just how have animals fitted into the development of biomedicine? In this article, I trace how nonhuman animals, and their body parts, have become incorporated into laboratory processes and places. They have long been designed to fit into scientific procedures – now increasingly so through genetic design. Animals and procedures are closely connected – animals (...) in science are disassembled and reassembled in various ways. Indeed, biomedical knowledge can be said to rest on a large pile of animal bodies and body parts. The process of producing animal body parts to order has implications for how we conceptualize the body (human or nonhuman), which I discuss in the final section. (shrink)

This article considers how scientists involved in animal experimentation attempt to defend their practices. Interviews with over 40 scientists revealed that, over and above direct criticisms of the antivivisection lobby, scientists used a number of discursive strategies to demonstrate that critics of animal experimentation are ethically and epistemologically infenor to British scientific practitioners. The scientists portrayed a series of negative "others" such as foreign scientists, farmers, and pet owners. In this manner, they attempted to create a "socioethical domain" which rhetorically (...) insulated them from criticism while simultaneously problematizing the critiques of the anti- animal-experimentation public. Some of the implications for relations between science and the public, especially regarding scientific credibility, are discussed. (shrink)

PurposeThe purpose of this paper is to analyze written reflections of final year computing students taking a professionalism module that covered the social, legal, professional and ethical aspects of computing. Society's dependence on computers makes it essential that computing students, whose future work may involve the analysis, storage and security of private data, are capable of identifying ethical issues and of making reflective moral judgements. The capacity to make moral judgements has been linked to an ability to reflect, so the (...) aim of this research was twofold, to investigate students' familiarity with the concepts the module covered and their reflective ability.Design/methodology/approachThe research takes the form of an exploratory case study with qualitative data from written reflections examined using NVivo and word cloud analysis.FindingsThe students found it difficult to write reflectively and the majority of their reflections were either descriptive writing or descriptive reflection which considered events from one perspective. Awareness of the topics covered by the module appeared to be low prior to taking the module.Research limitations/implicationsThis research identifies the need to develop students' reflective skills and professional awareness in order to enhance their professional performance.Practical implicationsReflective writing and concepts such as profession and ethics need to be included throughout computing degrees, not just in a final year module. As students are strategic learners these topics also need to be covered in enough depth at each level so they are assessed and treated seriously by students.Social implicationsGiven the ubiquitous nature of computers and society's high level of dependence on them it is essential that students' moral reasoning skills are developed throughout their course, so on graduation they are capable of ethical thinking and can make reflective moral judgements.Originality/valueNo other qualitative research was found which covered this area and no research was found which raised these issues. (shrink)

PurposeHigher education in the past has been found to have a positive effect on the moral development of students from a variety of disciplines, decreasing conventional and increasing post‐conventional moral reasoning progressively at each level of study. This research aims to explore to what extent changes in moral judgement could be detected in students on computing degree courses, at three different stages of study, in order to establish if HE in the twenty‐first century has a similar effect and what level (...) of moral awareness computing graduates/practitioners exhibit.Design/methodology/approachThe research takes the form of an exploratory case study which aimed to investigate the current situation in one institution. The defining issues test questionnaire was used to gather data.FindingsResults showed little difference in the level of post‐conventional thinking between undergraduate students about to enter HE, final year undergraduates and students undertaking postgraduate studies.Research limitations/implicationsThis research questions if IT students moral judgement skills are at a level that enables them to be considered professionals.Practical implicationsRecommendations are made for different teaching approaches to be adopted which place greater emphasis on relating learning outcomes to professional codes of conduct, and for computing professional bodies to take a more active role in defining components of courses they accredit.Social implicationsGiven the ubiquitous nature of computers and society's high level of dependence on them it is argued that post‐conventional thinking skills are essential for people intending to work with computer technology.Originality/valueAlthough the DIT questionnaire is been used extensively, no other research has been found that has utilised it to analyse moral judgement levels of HE students within the same subject discipline, at different levels of study. (shrink)