In December 1984 Angela Weir and Elizabeth Wilson, two founding members of Feminist Review, published an article assessing contemporary British feminism and its relationship to the left and to class struggle. They suggested that the women's movement in general, and socialist-feminism in particular, had lost its former political sharpness. The academic focus of socialist-feminism has proved more interested in theorizing the ideological basis of sexual difference than the economic contradictions of capitalism. Meanwhile the conditions of working-class and black women (...) have been deteriorating. In this situation, they argue, feminists can only serve the general interests of women through alliance with working-class movements and class struggle. Weir and Wilson represent a minority position within the British Communist Party (the CP), which argues that ‘feminism’ is now being used by sections of the left, in particular the dominant ‘Eurocommunist’ left in the CP, to justify their moves to the right, with an accompanying attack on traditional forms of trade union militancy. Beatrix Campbell, who is aligned to the dominant position within the CP, has been one target of Weir and Wilson's criticisms. In several articles from 1978 onwards, and in her book Wigan Pier Revisited, Beatrix Campbell has presented a very different analysis of women and the labour movement. She has criticized the trade union movement as a ‘men's movement’, in the sense that it has always represented the interests of men at the expense of women. And she has described the current split within the CP as one extending throughout the left between the politics of the ‘old’ and the ‘new’: traditional labour movement politics as against the politics of those who have rethought their socialism to take into account the analysis and importance of popular social movements – in particular feminism, the peace and anti-racist movements. In reply to this debate, Anne Phillips has argued that while women's position today must be analysed in the context of the capitalist crisis, it is not reducible to the dichotomy ‘class politics’ versus ‘popular alliance’. Michèle Barrett, in another reply to Weir and Wilson, has argued that they have presented a reductionist and economistic approach to women's oppression, which caricatures rather than clarifies much of the work in which socialist-feminists have been engaged. To air these differences between socialist-feminists over the question of feminism and class politics, and to see their implications for the women's movement and the left, Feminist Review has decided to bring together the main protagonists of this debate for a fuller, more open discussion. For this discussion Feminist Review drew up a number of questions which were put to the participants by Clara Connolly and Lynne Segal. (Michèle Barrett was present in a personal capacity.) They cover the recent background to socialist-feminist politics, the relationship of feminism to Marxism, the role of feminists in le ft political parties and the labour movement, the issue of racism and the prospects for the immediate future. The discussion was lengthy and what follows is an edited version of the transcript. (shrink)

Victorian poets Elizabeth Barrett (1806-1861) and Robert Browning (1812-1889) first fell in love through letters, which they began to write to each other in 1845 (Figures 1 and 2). Their growing relationship, slowly progressing from letter to first encounter and eventual secret marriage in 1846, is documented in two volumes of letters, with a plot that unfolds as warmly and compellingly as the best page-turner invented by a novelist. Both were master wordsmiths, so the beauty of their letters (...) is no surprise. But one reason Barrett Browning was such a prolific correspondent is that she spent much of her life housebound, due to an illness whose nature was never truly explained when she was alive and that has been .. (shrink)

Nurses have moral obligations incurred by membership in the profession to participate knowingly in health policy advocacy. Many barriers have historically hindered nurses from realizing their potential to advance health policy. The contemporary political context sets additional challenges to policy work due to polarization and conflict. Nursing education can help nurses recognize their role in advancing health through political advocacy in a manner that is consistent with disciplinary knowledge and ethical responsibilities. In this paper, the authors describe an exemplar of (...) Elizabeth Barrett's “Power as Knowing Participation in Change” theory as a disciplinary lens within a doctoral nursing health policy course. Barrett (radically) emphasizes “power as freedom” instead of “power as control.” This approach is congruent with nursing disciplinary values and enhances awareness of personal freedom and building collaborative relationships in the policy process. The theory was used in concert with other traditional policy content and frameworks from nursing and other disciplines. We discuss the role of nursing ethics viewed as professional responsibility for policy action, an overview of Barrett's theory, and the design of the course. Four student reflections on how the course influenced their thinking about policy advocacy are included. While not specific to policymaking, Barrett's theory provides a disciplinary grounding to increase students' awareness of freedom and choices in political advocacy participation. Our experience suggests that Barrett's work can be fruitful for enhancing nurses' awareness of choices to participate in change across settings. (shrink)

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Donald Schön’s theory of reflective practice has been extensively referred to and has had enormous impact in education and related fields. Nonetheless, there continues to be tremendous conceptual and practical confusion surrounding interpretations of reflective practice and philosophical assumptions underlying the theory. In this paper, I argue that one of the original contributions of reflective practice is the theory’s attention to an embodied reflective dimension. In this regard, the influences of Michael Polanyi and Gilbert Ryle, within Donald Schön’s classic work, (...) are examined and shed light on a unique embodied reflective dimension within the theory of reflective practice. This paper suggests that the notion of an embodied mode of reflection is a useful way to conceive of the original contributions that Schön brings to understandings of reflective processes in professional education. Such understanding is crucially important to practical applications of the theory amidst widespread confusion in educational contexts. (shrink)

Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner , and Educating the Reflective Practitioner , and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory (...) bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. (shrink)

Donald Schön’s theory of reflective practice has received unprecedented attention as an approach to professional development in nursing and other health and social care professions. This paper examines technical rationality in Schön’s theory of reflective practice and argues that its critique is a broad and often overlooked epistemological underpinning in this work. This paper suggests that the popularity of Schön’s theory is tied in part to his critique of technical rationality, and to his acknowledgement of the significance of practitioner experience (...) and indeterminate zones of practice in the development of expertise. Schön tapped into a growing disillusionment with technical rationality that coincided with a crisis of knowledge across a range of disciplines. The question is raised as to whether Schön’s critique sets up a dichotomy between technical rationality and experience, or overcomes it. The conclusions suggest that Schön is not discarding research‐based professional knowledge, but rather challenging conflated views of its practical significance. In this way, it is proposed that his critique of technical rationality can be interpreted as an attempt to overcome dualistic thinking as it pertains to professional knowledge. (shrink)

The Ethics of Economic Sanctions Economic sanctions involve the politically motivated withdrawal of customary trade or financial relations from a state, organisation or individual. They may be imposed by the United Nations, regional governmental organisations such as the European Union, or by states acting alone. Although economic sanctions have long been a feature of international … Continue reading Ethics of Economic Sanctions →.

In lieu of an abstract, here is a brief excerpt of the content:Response To June Boyce-Tillman, “Towards an Ecology of Music Education”Elizabeth BauerJune Boyce-Tillman explores the values implicit in the Western musical traditions that also dominate music education. She examines the five interlocking areas of materials, expression, construction, values, and spirituality and how these areas create a more holistic way of conceptualizing the musical experience within music education. By describing the divide between the values of system A and system (...) B, Boyce-Tillman reminds us that these issues are persistent and demand our constant attention as music educators. She supports the conviction that music [End Page 186] curricula should not be dictated by a national curriculum. Instead, education should be a powerful way of supporting the dominant value system of a culture. As an educator focusing on the population of students with special needs, I find myself agreeing with her advocacy of holistic education and suggest that she look at the model of special education to implement this ecology of music education. Boyce-Tillman's proposal evokes a number of responses, of which I will mention two.My first response is to her belief in the individual within the community. This is often problematic in current educational circles. States and countries are being held to standardized curricula. While in and of themselves standards are not bad because they set educational expectations, dictated curricula do not allow for individuality and creativity. Special education addresses this problem by the use of an individualized education plan (IEP). This plan is devised to meet the abilities and capabilities of each individual student. An IEP states the educational goals for the student with special needs for one academic year. Although the IEP contains year-long educational goals, it also contains the methods for how a student will meet those goals. No two students with special needs will have the same educational curriculum. This idea is supported by humanistic ideas in that the individual child is more important than a fixed curriculum. Furthermore, the IEP is developed by all teachers working with the child. For example, a child with Down syndrome normally works with a speech therapist, physical therapist, occupational therapist, general education teacher, and several other subject specific teachers (music, art, physical education, and so on). During the creation of the IEP, all therapists and teachers work together to devise the best educational plan for the student. This helps to ensure continuity between therapies and teaching methods.Currently, many music teachers are excluded from the process of devising the IEP. This also supports Boyce-Tillman's ideas on how national curricula often support the dominant value systems and reinforce the notion of subjugating other value systems. However, I propose that the inclusion of the music teacher in the IEP process because music class is one of the easiest ways to make the student with special needs feel part of a community. The music classroom supports the idea of working together to accomplish a common goal.My second response relates to the valuing of process. While Western culture has typically placed value on product, the converse is true in special education. Throughout the devising of the IEP, the process of learning is valued. Although special education teachers have an ultimate goal for what the student is to accomplish, it is more important to examine the process of how the student achieves that goal. Furthermore, students with special needs are not given rigid time-lines in which they have to accomplish a goal. Instead, a student is allowed to move at his or her own pace. [End Page 187]Moreover, while the students with special needs are moving at their own pace, they are also nurtured by the teacher. In the United States it is common for students with special needs to be educated in the classroom with their nondisabled peers. This is referred to as inclusion. For certain parts of the day, the students with special needs may leave the regular classroom and receive tutoring in certain subject areas by the special education teacher. Many teachers who do not have experience in teaching students with special needs have noticed how the students with special needs achieve more when they are with their special education... (shrink)

The philosophical import of the chariot images found in the Katha Upanishad and the Phaedrus is considered here. It is claimed that the resemblance in the accounts provided in these disparate texts is not merely incidental. Rather, each chariot-image should be read as contributing to a careful answer to the same thorny philosophical problem: the identification and justification of the best life for the individual. It is argued that each serves to illuminate an internal and complex account of the self, (...) which grounds and supports an effective rejection of the life spent in pursuit of the satisfaction of bodily desires in favor of the life spent in pursuit of wisdom. (shrink)

Writing about writers of utopian vision aims to understand how individual ideology motivates the creation of grand social narratives. With this goal in mind, Michael Robertson has selected four whi...

Foreword -- Preface -- Acknowledgments -- Introduction to corporate social responsibility and ethics -- Business ethics and the meetings and events industry -- Strategies for sustainable meetings -- Social responsibility and culture -- Meetings, events, and environmental science -- Shared value and strategic corporate responsibility -- Communication, marketing, and public relations -- Sustainable supply chains for meetings and events -- Sustainability measurement and evaluation -- Sustainability reporting for meetings and events -- Risk management and legal considerations -- Backcasting and scenario (...) planning for a sustainable meetings and events industry -- Glossary -- Index. (shrink)

Fanon and the Decolonization of Philosophy explores the range of ways in which Frantz Fanon's decolonization theory can reveal new answers to perennial philosophical questions and new paths to social justice. The aim is to show not just that Fanon's thought remains philosophically relevant, but that it is relevant to an even wider range of philosophical issues than has previously been realized. The essays in this book are written by both renowned Fanon scholars and new scholars who are emerging as (...) experts in aspects of Fanonian thought as diverse as humanistic psychiatry, the colonial roots of racial violence and marginalization, and decolonizing possibilities in law, academia, and tourism. In addition to examining philosophical concerns that arise from political decolonization movements, many of the essays turn to the discipline of philosophy itself and take up the challenge of suggesting ways that philosophy might liberate itself from colonial—and colonizing—assumptions. -/- This collection will be useful to those interested in political theory, feminist theory, existentialism, phenomenology, Africana studies, and Caribbean philosophy. Its Fanon-inspired vision of social justice is endorsed in the foreword by his daughter, Mireille Fanon-Mendès France, a noted human rights defender in the French-speaking world. -/- Contributions by Anna Carastathis; Nigel C. Gibson; Lewis R. Gordon; Peter Gratton; Ferit Güven; Mireille Fanon Mendès-France; Marilyn Nissim-Sabat; Olúfémi Táíwò; Mohammad H. Tamdgidi; Chloë Taylor and Sokthan Yeng. (shrink)

Who is God? If we want to love God, to serve God, and to make God the center of our lives, we would do well to settle this question at least in some small way. Yes, we can never know everything about God, and yes, the Christian life is about coming to know God more and more. However, this book serves as a starting point for understanding what Christians mean when they say "God," and to whom they are referring when (...) they use this name. Part of the What Every Catholic Should Know series, God: What Every Catholic Should Know is born out of the recognition that God is central to the Faith, but we encounter misconceptions about God all the time. In an effort to clear up these misconceptions, this book addresses three major concepts-the nature of God, the Trinity, and the Incarnation-so that we may strengthen our faith and our ability to communicate it to other people. Some of us might protest that we are not smart enough to do theology and that less is more when it comes to contemplating the divine. We might even think that too much theology detracts from simple faith. But if God is perfect, wonderful, all goodness, love itself-as the Bible tells us in 1 John 4:8-it would be strange indeed if we did not want to give our whole selves to God, including our minds. After all, the Lord himself tells us: "you shall love the Lord with all your heart and with all your soul and with all your mind and with all your strength" (Mark 12:30). Book jacket. (shrink)

In the Phaedrus, Plato asserts that divine erotic mania is not an "invariable evil," but enables the philosopher to ascend to the forms and attain "true knowledge," On this view of the best life, this mania has value---it is even "superior" to sophrosume. This dissertation argues that this Phaedrus account should be read as a work in moral psychology. ;To this end, this dissertation considers the development of the ways of thinking about the individual, behavior, and ethics in Greek thought (...) before Plato, and argues that Homer, Aeschylus, and Euripides display a movement from an externalist to an internalist view. This movement, then, continues in the Charmides, Protagoras, and Gorgias, as Plato develops an increasingly complex moral psychology. Further, this internalist movement is revealed in a consideration of the concepts of sophrosune and mania, and in the development of a view of mania as an intensification of desire. ;Next, this dissertation argues that the failure of the Gorgias response to Callicles issues in the Republic's complex moral psychology---in an internalist view and justification of the best life. The Republic , account, however, results in a view on which excessive desires for the pleasures of wisdom may result in mania. Finally, then, the Symposium and the Phaedrus are read as attempts to construct a moral psychology which is both accurate and able to avoid this wisdom/mania difficulty. ;The Phaedrus, then, represents the result of the development and refinements of the internalist approach in Plato's thought. Plato provides a revised, complex psychology, which issues in a view on which the soul's proper goal---the apprehension of the forms---requires both the direction of reason and the motivational energy of the irrational elements. On this account, divine erotic mania---eros-doubled, as both the reason and desire are engaged---represents the method for attaining this knowledge. ;Thus, this dissertation concludes that the Phaedrus may be read as the culmination of the internalist movement toward moral psychology; that the dialogue extraordinary assertions about mania and sophrosune are part of a new view and justification of the best life. (shrink)

Based on mirror neurons' properties, viewers are emotionally engaged when observing others infant interactions.

Some researchers have explored problems with the traditional triad student teaching framework (cooperating teacher--studet teacher--college supervisor), particularly the uneven, inconsistent quality of supervision provided by this triad. As a result, a number of alternative approaches have been proposed. National commissions have recommended combining the roles of cooperating teacher and college supervisor into one role called the “clinical master teacher” or “CMT,” who joins a cohort of CMTs that assumes responsibility for supervising student interns in the field. This study explores the (...) perspectives and ideas of three secondary social studies teachers who participate in a clinical master teacher (CMT) supervisory program. Specifically, using case study methodology, the authors focus on the CMT s’ reflectivity and decision-making in social studies and supervision. The social studies CMTs in this study found that this program increased their effectiveness as teachers and supervisors, and they concluded that the added responsibility gave them a more vested interest in student teaching and in issues related to social studies content knowledge and pedagogical content knowledge. Further, the teachers were able to share their ideas and views of social studies teaching and learning by participating in social studies education at the university level, thus bridging the gap between campus and classroom. On the other hand, while the CMTs in this study seemed highly analytical about their own supervision, content knowledge, and pedagogical content knowledge, little data from this study confirms that this was the case for their student teachers. The authors conclude that further efforts could be made systematically to encourage student teachers to be more reflective about social studies and broader teaching and learning matters. Overall, however, the CMT program appeared to address some of the deficiencies in traditional teacher education programs. (shrink)

Research on the teaching and learning of history has suggested the likelihood of a strong relationship between teachers’ ability to think historically and the development of their pupils’ historical understanding. However, inquiry into the nature of teachers’ historical thinking, especially in the context of their pieservice education, remains a relatively unexplored territory. Elementary history instruction, especially, invites closer scrutiny. First, inquiry into the historical thinking of experienced and preservice teachers is significant in light of the unclear status of history in (...) the elementary social studies curriculum. Second, recent reconceptualizations of children’s capabilities in history necessitate a more robust understanding of teachers’ epistemologies of the subject and their translation into effective pedagogical practices. (shrink)

The concept of phronesis is venerable and is experiencing a resurgence in contemporary discourses on professional life. Aristotle’s notion of phronesis involves reasoning and action based on ethical ideals oriented towards the human good. For Aristotle, humans possess the desire to do what is best for human flourishing, and to do so according to the application of virtues. Within health care, the pervasiveness of economic agendas, technological approaches and managerialism create conditions in which human relationships and moral reasoning are becoming (...) increasingly de‐valued. This creates a tension for nurses, and nursing leaders, as the desire to do what is morally right is often in conflict with contextual demands. In this paper, Aristotle’s writing on phronesis is examined with a focus on his classic conceptions of eudaimonia, the virtues, deliberation, judgement, and praxis. Building on Aristotle’s work, a number of contemporary views are explored with a focus on what various conceptualizations offer for the discipline of nursing. These expanded conceptions of phronesis include attention to: embodiment in practice; open‐mindedness including the capacity to stay curious and open to recognizing what we do not know; perceptiveness as a disposition towards insight and aesthetic understanding; and reflexivity as an ongoing process of interrogation and inquiry into ourselves and our actions. Drawing on these concepts, we discuss the affordances of phronesis as a morally informed guiding force to attend to modern‐day challenges in nursing practice and nursing leadership. (shrink)

The practice of nursing involves ongoing interactions between nurses' and clients' lived bodies. Despite this, several scholars have suggested that the “lived body” (Merleau‐Ponty, 1962) has not been given its due place in nursing practice, education or research (Draper, J Adv Nurs, 70, 2014, 2235). With the advent of electronic health records and increased use of technology, face‐to‐face assessment and embodied understanding of clients' lived bodies may be on the decline. Furthermore, staffing levels may not afford the time nurses need (...) to be as “present” with their clients in embodied ways. The failure to attend to the lived body may contribute to missed opportunities for care and decreased quality of life for both clients and healthcare practitioners. In this paper, we undertake an analysis of selected aspects of the work of Maurice Merleau‐Ponty. The aim is to advance understanding of the affordances this work may offer to enhancing client–nurse interactions within the practice of nursing. Merleau‐Ponty's notions of embodiment, intersubjectivity and intercorporeality as articulated in his seminal texts The Phenomenology of Perception (New York, NY: Routledge, 2012) and The Visible and the Invisible (Evanston, IL: Northwestern University Press, 1968) are examined. These three constructs are discussed as they relate to the lived body in client–nurse interactions in nursing practice and education. Finally, implications of how attention to “the lived body” could shape interactions and have the potential to foster increased quality of life of clients and nurses are considered. (shrink)

In this article I discuss Plato’s use of method in the Republic in light of the Socratic method. I show that in Book 4 this method is a key moment in the conversion from a political way of life (wh...

Phronesis is often described as a ‘practical wisdom’ adapted to the matters of everyday human life. Phronesis enables one to judge what is at stake in a situation and what means are required to bring about a good outcome. In medicine, phronesis tends to be called upon to deal with ethical issues and to offer a critique of clinical practice as a straightforward instrumental application of scientific knowledge. There is, however, a paucity of empirical studies of phronesis, including in medicine. (...) Using a hermeneutic and phenomenological approach, this inquiry explores how phronesis is manifest in the stories of clinical practice of eleven exemplary physicians. The findings highlight five overarching themes: ethos (or character) of the physician, clinical habitus revealed in physician know-how, encountering the patient with attentiveness, modes of reasoning amidst complexity, and embodied perceptions (such as intuitions or gut feeling). The findings open a discussion about the contingent nature of clinical situations, a hermeneutic mode of clinical thinking, tacit dimensions of being and doing in clinical practice, the centrality of caring relations with patients, and the elusive quality of some aspects of practice. This study deepens understandings of the nature of phronesis within clinical settings and proposes ‘Clinical phronesis’ as a descriptor for its appearance and role in the daily practice of (exemplary) physicians. (shrink)

Intent and mitigating circumstances play a central role in moral and legal assessments in large-scale industrialized societies. Al- though these features of moral assessment are widely assumed to be universal, to date, they have only been studied in a narrow range of societies. We show that there is substantial cross-cultural variation among eight traditional small-scale societies (ranging from hunter-gatherer to pastoralist to horticulturalist) and two Western societies (one urban, one rural) in the extent to which intent and mitigating circumstances influence (...) moral judgments. Although participants in all societies took such factors into account to some degree, they did so to very different extents, varying in both the types of considerations taken into account and the types of violations to which such considerations were applied. The particular patterns of assessment characteristic of large-scale industrialized societies may thus reflect relatively recently culturally evolved norms rather than inherent features of human moral judgment. (shrink)

The clinical clerkships in medical school are the first formal opportunity for trainees to apply bioethics concepts to clinical encounters. These clerkships are also typically trainees’ first sustained exposure to the “reality” of working in clinical teams and the full force of the challenges and ethical tensions of clinical care. We have developed a specialized, embedded ethics curriculum for Vanderbilt University medical students during their second year to address the unique experience of trainees’ first exposure to clinical care. Our embedded (...) curriculum is centered around core “ethics competencies” specific to the clerkship: for Medicine, advanced planning and end-of-life discussions; for Surgery, informed consent; for Pediatrics, the patient-family-provider triad; for Obstetrics and Gynecology, women’s autonomy, unborn child’s interests, and partner’s rights; and for Neurology/Psychiatry, decision-making capacity. In this paper, we present the rationale for these competencies, how we integrated them into the clerkships, and how we assessed these competencies. We also review the additional ethical issues that have been identified by rotating students in each clerkship and discuss our strategies for continued evolution of our ethics curriculum. (shrink)

In the past decade the central principles of western feminist theory have been dramatically challenged. many feminists have endorsed post-structuralism's rejection of essentialist theoretical categories, and have added a powerful gender dimension to contemporary critiques of modernity. Earlier 'women' have been radically undermined, and newer concerns with 'difference', 'identity', and 'power' have emerged. Destabilizing Theory explores these developments in a set of specially commissioned essays by feminist theorists. Does this change amount to a real shift within feminist theory, or will (...) feminism's links with an emancipatory modernism reinstate an older political agenda? Can we transcend the common counterposition of equality and difference, or is feminism condemned to argue within the terms of this binary opposition? (shrink)

This study examines conceptions of democracy held by undergraduate college students majoring in elementary education, history, and political science. The study extends a study by Ross and Yeager (1999 ) that examined preservice elementary teacher education students' conceptions of democracy. Ross and Yeager (1999) found students expressed a procedural, process-oriented view of democracy that emphasized key political features of democratic governance. This study examines whether these views of democracy were unique to education students or whether they were reflected in other (...) majors as well. The perspectives of Dewey (1916, 1927), Barber (1992, 1998), Parker (1996 ), and Goodman (1992 ) provide the analytical framework for the study. Interviews with eighteen undergraduate students revealed procedural, process- oriented views of democracy and citizenship and interesting perspectives on diversity and equity across majors. Implications for teacher education are discussed. (shrink)

Arbib suggests that language emerged in direct relation to manual gestural communication, that Broca's area participates in producing and imitating gestures, and that emotional facial expressions contributed to gesture-language coevolution. We discuss functional and structural evidence supporting localization of the neuronal modules controlling limb praxis, speech and language, and emotional communication. Current evidence supports completely independent limb praxis and speech/language systems.

Although moral distress is now a well-recognized phenomenon among all of the healthcare professions, few evidence-based strategies have been published to address it. In morally distressing situations, the “presenting problem” may be a particular patient situation, but most often signals a deeper unit- or system-centered issue. This article describes one institution’s ongoing effort to address moral distress in its providers. We discuss the development and evaluation of the Moral Distress Consultation Service, an interprofessional, unit/system-oriented approach to addressing and ameliorating moral (...) distress. (shrink)