As a consequence of recent changes, health research policies in the United States mandate the inclusion of women and members of racial and ethnic minority groups as experimental subjects in biomedical research. This article analyzes debates that underlie these policies and that concern the medical management of bodies, groups, identities and differences. Much of the uncertainty surrounding these new policies reflects the fact that researchers, physicians, policy makers and health advocates have adopted competing, and often murky, understandings of the nature (...) of sex, gender, racial and ethnic differences, and of the relation of the biological to the social in the manifestation of bodily illness. (shrink)

The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of “a garden” that students drew (...) both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterwards characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students’ graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas towards an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented towards learning about it. (shrink)

No adequate evidence exists for the evolution of facial pain expression and detection mechanisms, as opposed to social-learning processes. Although brain affective/emotional processes, and resulting whole body action patterns, have surely evolved, we should also aspire to monitor human suffering by direct neural measures rather than by more indirect indices.

Errata slip inserted. Bibliography: p. 137-140.

Using the Remember/Know procedure, we compared the impact of a reflective repetition by refreshing and a perceptual repetition on subjective experience during recognition memory. Participants read aloud words as they appeared on a screen. Critical words were presented once , immediately repeated , or followed by a dot signalling the participants to think of and say the just-previous word . In Experiments 1 and 2, Remember responses benefited from refreshing a word . In Experiment 2, this benefit disappeared when participants (...) had to refresh one of three active items. Perceptual repetition increased Remember responses in Experiment 1, but not in Experiment 2 regardless of whether participants had just previously seen 1- or 3-items. These findings indicate that under some circumstances, reflective and perceptual repetition may have different consequences for later subjective experience during remembering, suggesting differences in their underlying functional mechanisms. (shrink)

Moral distress arises when healthcare providers recognize that a professional ethical obligation cannot be met due to constraints beyond their perceived or actual control. In this commentary, I expand a bit on the meaning and implications of moral distress identified among Israeli maternal-fetal medicine (MFM) physicians who participate in feticide. I examine briefly how exploring unmet professional obligations (for example, preventing harm), identifying who is burdened by the decisions of others, and drawing attention to what is owed to the woman, (...) fetus, and physician may illuminate relevant ethical issues not currently considered in the calculus of lateterm abortion decisions. Ultimately, the goal is not to mitigate MFM physicians’ moral distress, but to adequately address the problems that create it. (shrink)

Perhaps nothing so radically changes one’s value perspective as psychosis. In a moving article, writer Mark Lukach describes his wife Giulia’s struggle with an illness presumed to be bipolar disorder. A woman with a “concrete life plan … to become a director of marketing at a fashion company and have three kids by the time she turned 35”, Gulia’s acute psychosis resulted in her ranting “unintelligible babble about heaven, hell, angels, and the devil”. For her husband, Gulia had become a (...) different person; “the person you love is no longer there, replaced by a stranger who’s shocking and exotic”.Yet, change to value systems is ubiquitous and usually far less dramatic than that occurring in... (shrink)

"Oh, no, no," she replied. "You don't understand. My husband and I are in a terrible business. The monk here, who is my spiritual teacher, told me that we should sell it or we will face horrible karmic retribution, but we just can't seem to extricate ourselves. I just try to create a little merit to help us, but I know it is not enough.".

The new millennium will be ushered in by the biotech century. The earlier we prepare the better. In the short term, we will be affected in these main areas: medical treatment; industrial, agricultural, and forest use; and food. First, let us take a brief look at some problems with the use of genetic engineering in agriculture and in our food. Then I would like to make some simple suggestions about steps we can take to assess the situation here in Mendocino (...) County. (shrink)

Measure H is confusing to many people, because the scientific issues involved are complex, and few have the necessary scientific background to analyze them themselves. When those of us of more advanced years were growing up, the university scientific community for the most part was independent and objective, today even the best universities are dependent upon multinational corporations for their funding. Many scientists even have to go out and fund-raise for major portions of their own salaries. Nowhere is the situation (...) worse in this regard than in the field of biotechnology. And no modern day Jesus has yet driven the money-changers from the temple of science. Where else can we look for guidance? (shrink)

Measure H reads: “It shall be unlawful for any person, firm, or corporation to propagate, cultivate, raise, or grow genetically modified organisms in Mendocino County.” It goes on to exempt any GMOs associated with medical treatment and any GMOs that come into the county through commerce. Genetic modification in the sense in which it is defined in the ordinance refers to genetic engineering, not conventional breeding or hybridizing. GMOs cannot be produced conventionally.

I would like to thank the Sangha for inviting me to speak with you tonight. Some of you may be wondering what Measure H has to do with the Buddhadharma and why we are taking time during the period for sutra lectures to discuss it. I think it's very important to remember that all dharmas are Buddhadharmas, and that the Venerable Master Hua taught us that we have a responsibility towards the country in which we are living. This is one (...) of the few places in the world where we can freely practice Buddhism without interference or oppression from the government. This is a democratic country in which the principle of freedom of religion is practiced. In order to protect freedom of religion and to maintain the democracy in this country, all the people in the country, including us-both lay Buddhists and monastic Buddhists-must act responsibly. If you are a citizen, you have the responsibility to vote intelligently. If you are a teacher, you have a responsibility to teach the students how to be knowledgeable and responsible citizens of this country. And if you are student, you should learn what it means to be a responsible citizen. And if you are in none of those categories, you still have a responsibility to do whatever you can to lessen the suffering of all the sentient beings in this country. That is why it is important that you understand about Measure H and its relationship to the Buddhadharma. (shrink)

The Venerable Master's vision was as vast as the Dharma Realm, and he taught and transformed all beings without regard to path of rebirth, country, ethnic origin, religion, and so forth. There are two countries, however, where he had special affinities in this life: China and the United States. Although the majority of his disciples are Chinese, history will probably remember him primarily for his work in bringing the teachings of the Buddha to the people of the West.