During early embryonic development in several metazoans, accurate DNA replication is ensured by high number of replication origins. This guarantees rapid genome duplication coordinated with fast cell divisions. In Xenopus laevis embryos this program switches to one with a lower number of origins at a developmental stage known as mid‐blastula transition (MBT) when cell cycle length increases and gene transcription starts. Consistent with this regulation, somatic nuclei replicate poorly when transferred to eggs, suggesting the existence of an epigenetic memory suppressing (...) replication assembly origins at all available sites. Recently, it was shown that histone H1 imposes a non‐permissive chromatin configuration preventing replication origin assembly on somatic nuclei. This somatic state can be erased by SSRP1, a subunit of the FACT complex. Here, we further develop the hypothesis that this novel form of epigenetic memory might impact on different areas of vertebrate biology going from nuclear reprogramming to cancer development. (shrink)

Much of the recent work on epistemology of inquiry defends two related theses. First, inquiry into a question rationally prohibits believing an answer to that question. Second, knowledge is the aim of inquiry. I develop a series of cases which indicate that inquiry is not as narrow as these views suggest. These cases can be accommodated if we take a broader approach and understand inquiry as aiming at epistemic improvement, described more generally. This approach captures a wider range of inquiring (...) phenomena because it accounts for forms of epistemic improvement that fall short of, or go beyond, coming to know the answer to a question. (shrink)

What is the relationship between inquiry and epistemology? Are epistemic norms the norms that guide us as inquirers—as agents in the pursuit of knowledge and understanding? Recently, there has been growing support for what I, following Friedman (Philosophical Review 129(4):501–536, 2020), will call the zetetic turn in epistemology, the view that all epistemic norms are norms of inquiry. This paper investigates the prospects of an inquiry-centered approach to epistemology and develops several motivations for resisting it. First, I argue that the (...) norms of inquiry are most plausibly seen as practical, not as distinctively epistemic. Second, I argue that a zetetically-grounded epistemology is unable to properly account for the rationality of belief. It fails to account for cases where intuitively irrational beliefs promote inquiry, or where intuitively rational beliefs are zetetically useless or counterproductive to inquiry. The main upshot is this: there must be a source of epistemic normativity that isn’t ultimately zetetic. (shrink)

A puzzle arises when combining two individually plausible, yet jointly incompatible, norms of inquiry. On the one hand, it seems that one shouldn’t inquire into a question while believing an answer to that question. But, on the other hand, it seems rational to inquire into a question while believing its answer, if one is seeking confirmation. Millson (2021), who has recently identified this puzzle, suggests a possible solution, though he notes that it comes with significant costs. I offer an alternative (...) solution, which doesn’t involve these costs. The best way to resolve the puzzle is to reject the prohibition on inquiring into a question while believing an answer to it. Resolving the puzzle in this way makes salient two fruitful areas in the epistemology of inquiry which merit further investigation. The first concerns the nature of the inquiring attitudes and the second concerns the aim(s) of inquiry. (shrink)

Recent pragmatic accounts of slurs argue that the offensiveness of slurs is generated by a speaker's free choice to use a slur opposed to a more appropriate and semantically equivalent neutral counterpart. I argue that the theoretical role of neutral counterparts on such views is overstated. I consider two recent pragmatic analyses, Bolinger (Noûs, 51, 2017, 439) and Nunberg (New work on speech acts, Oxford University Press, 2018), which rely heavily upon the optionality of slurs, namely, that a speaker exercises (...) a deliberate lexical choice to use a slur when they could have easily used a neutral counterpart instead. Against such views, I argue that across a range of different offensive uses of slurs, a speaker's choice to use a slur opposed to a neutral counterpart plays little to no role in accounting for why the slur generates offence. Such cases cast serious doubt upon the explanatory depth of these pragmatic analyses, and raise more general concerns for views which draw upon the relationship between a slur and its neutral counterpart. The main upshot is this: theorists should exercise caution in assuming that neutral counterparts play any fundamental or systemic role in explaining why slurs are offensive. (shrink)

What is the epistemic significance of higher-order evidence? Recently, philosophers have defended zetetic approaches to higher-order evidence, which appeal to factors related to inquiry. According to such views, in response to higher order evidence, one should open inquiry and deliberate on the question further. While it can often be productive to inquire in response to higher-order evidence, whether one should inquire is settled on primarily practical—not purely epistemic—grounds. I defend various cases where one can rationally respond to higher-order evidence without (...) engaging in zetetic activity of any kind. Zetetic responses to higher-order evidence are thus bound to be incomplete. Reflection on these cases suggests a deeper lesson: epistemic norms never require us to engage in inquiry or to perform any action whatsoever. Zetetic proposals give rise to an overly demanding and implausible picture of normative epistemology, according to which epistemic norms are in the business of helping us to settle the answers to our questions. However, epistemic norms do not—and importantly should not—be expected to fulfill this role. (shrink)

Cultural code-switching concerns how we adjust our overall behaviours, manners of speaking, and appearance in response to a perceived change in our social environment. We defend the need to investigate cultural code-switching capacities in artificial intelligence systems. We explore a series of ethical and epistemic issues that arise when bringing cultural code-switching to bear on artificial intelligence. Building upon Dotson’s (2014) analysis of testimonial smothering, we discuss how emerging technologies in AI can give rise to epistemic oppression, and specifically, a (...) form of self-silencing that we call “cultural smothering.” By leaving the sociodynamic features of cultural code-switching unaddressed, AI systems risk negatively impacting already-marginalised social groups by widening opportunity gaps and further entrenching social inequalities. (shrink)

Various philosophers have recently defended norms of inquiry which forbid inquiry into questions which lack true answers. I argue that these norms are overly restrictive, and that they fail to capture an important relationship between inquiry and our position as non-ideal epistemic agents. I defend a more flexible and forgiving norm: Epistemic Improvement. According to this norm, inquiry into a question is permissible only if it’s not rational for one to be sure that by inquiring one won’t improve epistemically upon (...) the question. This norm illuminates the significant role that inquiry plays in our lives, given our epistemic nonideality, and it also motivates a robust understanding of the value of inquiry, as encompassing epistemic improvements which go beyond figuring out the answers to questions. (shrink)

Les explications de ce pourquoi mentir est mal sont toutes inadéquates. Leur problème commun se situe dans leur structure unitaire. Ces analyses présupposent que tous les mensonges sont mauvais pour la même raison unificatrice. Cette supposition ne rend cependant pas justice au phénomène du mensonge, et ce, parce qu’on peut s’objecter à l’acte de mentir de différentes façons. Ainsi je suggère qu’il faut un changement dialectique en direction d’un traitement pluraliste de ce qui est mauvais dans le mensonge. Il ne (...) faut pas forcer une unité sur la structure morale du mensonge lorsqu’il y a en fait pluralité. (shrink)

Young proposes an extremely important definition of social groups, which champions the flexible nature of the concept over attempts to freeze and fix the content of groups' identity on a cultural basis. Young shows an increasing disaffection with claims for groups' legislative presence that results in the abandoning of an essential definition of groups and the promotion of an analytical one. This entails that social groups remain the instruments to acknowledge and reproduce patterns of injustices, yet mechanisms to enhance effective (...) inclusion of marginalized groups do not depend on political mobilization around groups' shared backgrounds. This increasing rejection of social groups as privileged instruments of political mobilizations leads me to elaborate an Arendtian `inessential coalition', viewed as the development of Young's reworking of the concept of social groups. (shrink)

This article reports a notable misprint in J.C.G. Strachan's Oxford Classical Text of Plato's Phaedo.

Around the globe, economists affect markets by saying what markets are doing, what they should do, and what they will do. Increasingly, experimental economists are even designing real-world markets. But, despite these facts, economists are still largely thought of as scientists who merely observe markets from the outside, like astronomers look at the stars. Do Economists Make Markets? boldly challenges this view. It is the first book dedicated to the controversial question of whether economics is performative--of whether, in some cases, (...) economics actually produces the phenomena it analyzes.The book's case studies--including financial derivatives markets, telecommunications-frequency auctions, and individual transferable quotas in fisheries--give substance to the notion of the performativity of economics in an accessible, nontechnical way. Some chapters defend the notion; others attack it vigorously. The book ends with an extended chapter in which Michel Callon, the idea's main formulator, reflects upon the debate and asks what it means to say economics is performative.The book's insights and strong claims about the ways economics is entangled with the markets it studies should interest--and provoke--economic sociologists, economists, and other social scientists.In addition to the editors and Callon, the contributors include Marie-France Garcia-Parpet, Francesco Guala, Emmanuel Didier, Philip Mirowski, Edward Nik-Khah, Petter Holm, Vincent-Antonin Lépinay, and Timothy Mitchell. (shrink)

To commemorate 40 years since the founding of the Journal of Business Ethics, the editors-in-chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialog around the theme Bringing Excitement to Empirical Business Ethics Research (inspired by the title of the commentary by Babalola and van Gils). These editors, considering the diversity of empirical approaches in business ethics, envisage a future in which quantitative (...) business ethics research is more bold and innovative, as well as reflexive about its techniques, and dialog between quantitative and qualitative research nourishes the enrichment of both. In their commentary, Babalola and van Gils argue that leadership research has stagnated with the use of too narrow a range of perspectives and methods and too many overlapping concepts. They propose that novel insights could be achieved by investigating the lived experience of leadership (through interviews, document analysis, archival data); by focusing on topics of concern to society; by employing different personal, philosophical, or cultural perspectives; and by turning the lens on the heroic leader (through “dark-side” and follower studies). Taking a provocative stance, Bal and Garcia-Lorenzo argue that we need radical voices in current times to enable a better understanding of the psychology underlying ethical transformations. Psychology can support business ethics by not shying away from grander ideas, going beyond the margins of “unethical behaviors harming the organization” and expanding the range of lenses used to studying behavior in context. In the arena of finance and business ethics, Guedhami, Liang, and Shailer emphasize novel data sets and innovative methods. Significantly, they stress that an understanding the intersection of finance and ethics is central to business ethics; financial equality and inclusion are persistent socio-economic and political concerns that are not always framed as ethics issues, yet relevant business policies and practices manifest ethical values. Finally, Charles Cho offers his opinion on the blurry line between the “ethical” versus “social” or “critical” aspects of accounting papers. The Journal of Business Ethics provides fertile ground for innovative, even radical, approaches to quantitative methods (see Zyphur and Pierides in J Bus Ethics 143(1):1–16, https://doi.org/10.1007/s10551-017-3549-8, 2017), as part of a broad goal of ethically reflecting on empirical research. (shrink)

Since March 2020, many countries throughout the world have been in lockdown in response to the COVID-19 pandemic. In Italy, the quarantine began on March 9, 2020, and containment measures were partially reduced only on May 4, 2020. The quarantine experience has a significant psychological impact at all ages but can have it above all on adolescents who cannot go to school, play sports, and meet friends. In this scenario, this study aimed to provide a general overview of the perceived (...) risk related to COVID-19 and the psychological experience of quarantine in a large sample of Italian adolescents. 978 adolescents (males = 339; females = 639) living in 13 Italian regions and attending upper secondary school (age range: 13–20, M = 16.57, SD = 1.20), responded to an internet-based questionnaire about perceived health risk related to COVID-19, knowledge and information on measures to control the pandemic, beliefs and opinions on stage two of the quarantine, and psychological experiences related to quarantine. 31.1% of the participants lived in "red zones," which are places where the government has imposed stricter measures of containment due to exponential and uncontrolled growth in contagion cases compared to other areas in Italy. According to our results, Italian adolescents had a low perception of risk of COVID-19. Perceived comparative susceptibility and perceived seriousness were also very low. However, they were aware of the restriction measures necessary to contain the spread of the virus, and they agreed with the limitations imposed by the government. Females and adolescents living in a “red zone” showed more significant psychological negative feelings about the quarantine experience. However, no significant differences were found about the regions where the teenagers of our sample live and the other variables related to the COVID-19 experience. This is very interesting data, leading us to hypothesize that the participants' negative feelings may be more related to the adolescent period than to the pandemic itself. (shrink)

Online crowdsourcing platforms have rapidly become a popular source of data collection. Despite the various advantages these platforms offer, there are substantial concerns regarding not only data validity issues, but also the ethical, societal, and global ramifications arising from the prevalent use of online crowdsourcing platforms. This paper seeks to expand the dialogue by examining both the “internal” aspects of crowdsourcing research practices, such as data quality issues, reporting transparency, and fair compensation, and the “external” aspects, in terms of how (...) the widespread use of crowdsourcing data collection shapes the nature of scientific communities and our society in general. Online participants in research studies are informal workers who provide labor in exchange for remuneration. The paper thus highlights the need for researchers to consider the markedly different political, economic, and socio-cultural characteristics of the Global North and the Global South when undertaking crowdsourcing research involving an international sample; such consideration is crucial for both increasing research validity and mitigating societal inequities. We encourage researchers to scrutinize the value systems underlying this popular data collection research method and its associated ethical, societal, and global ramifications, as well as provide a set of recommendations regarding the use of crowdsourcing platforms. (shrink)

Emerging technologies such as cloud computing, augmented and virtual reality, artificial intelligence and robotics, among others, are transforming the field of manufacturing and industry as a whole in unprecedent ways. This fourth industrial revolution is consequentially changing how operators that have been crucial to industry success go about their practices in industrial environments. This short paper briefly introduces the notion of the Operator 4.0 as well as how this novel way of conceptualizing the human operator necessarily implicates human values in (...) the technologies that constitute it. Similarly, the design methodology known as value sensitive design (VSD) is drawn upon to discuss how these Operator 4.0 technologies can be design for human values and, conversely, how a potential value-sensitive Operator 4.0 can be used to strengthen the VSD methodology in developing novel technologies. (shrink)

Here we explore whether mental training in the form of meditation can help to overcome age-related attentional decline. We compared performance on the attentional blink task between three populations: A group of long-term meditation practitioners within an older population, a control group of age-matched participants and a control group of young participants. Members of both control groups had never practiced meditation. Our results show that long-term meditation practice leads to a reduction of the attentional blink. Meditation practitioners taken from an (...) older population showed a reduction in blink as compared to a control group taken from a younger population, whereas, the control group age-matched to the meditators’ group revealed a blink that was comparatively larger and broader. Our results support the hypothesis that meditation practice can: alter the efficiency with which attentional resources are distributed and help to overcome age-related attentional deficits in the temporal domain. (shrink)

Sports are an excellent venue for demonstrating evolutionary principles to audiences not familiar with academic research. Team sports and sports fandom feature dynamics of in-group loyalty and intergroup competition, influenced by our evolved coalitional psychology. We predicted that reactions to expressions signaling mutual team/group allegiance would vary as a function of the territorial context. Reactions should become more prevalent, positive, and enthusiastic as one moves from the home territory to a contested area, and from a contested area to a rival’s (...) territory during active rival engagement. We also predicted that men would be more responsive than women based on sex differences in evolved coalitional psychology. The research team visited public places immediately prior to 2016–2017 collegiate football and basketball games. A male research confederate wore a sweatshirt displaying the logo of one of the competing university teams and vocalized the team’s most popular slogan when he saw a fan displaying similar logos. Observers followed 5 m behind, recording reactions and response positivity/enthusiasm. Reaction tone was most positive in the rival territory, least positive in the home territory, and intermediate in the periphery and contested territory. Rates of “no reaction” were lowest in the rival territory but were highest in the periphery. Men had higher reaction rates and more positive and enthusiastic reaction tones than women. Reactions generally followed predictions based on expected signal value. This project provides evidence that coalitional psychology influences dynamics related to university sports team rivalries and that context matters for expressions of alliance. (shrink)

Breastfeeding policies and the production of motherhood: a historical–cultural approach This paper revisits some of the aspects that allow us to situate historically the process that has been called the ‘politicization of women's breasts’. It is part of a broader research project being undertaken in Rio Grande do Sul, Brazil, which is studying information from the educational material used in the National Campaign for the Incentive of Breastfeeding. The methodological approach used is cultural analysis, and its theoretical basis is informed (...) by feminist studies and cultural studies, from a poststructuralist perspective. Knowledges and practices that produce notions of maternity are problematized to argue that current political and economic arrangements have necessitated a redefinition of motherhood. This re‐signification of motherhood has transferred to women the duty of solving an array of problems that were previously considered government's responsibility, in particular those related to the physical and emotional development of infants. (shrink)

Universal por estar no direito e particular por estar fora do direito, o “sujeito” de referência deste trabalho é o “autista”. Esta escolha garantiu a definição do sistema social, que foi concebido segundo o modo como os autistas se viam ou eram vistos. O sistema teórico foi delimitado segundo tradições intelectuais que problematizam o “sujeito” de acordo com questões formuladas pelos campos empíricos. O esquema metodológico visa a conhecer o “sujeito” por dentro dos sistemas e entre eles. O objetivo teórico (...) é pensar o “sujeito” considerando que o universal do direito não resulta da pluralidade do “sujeito”. (shrink)

Software testing is a complex and critical process for achieving product quality. Its importance has been increasing and well recognized, and there is a growing concern in improving the accomplishm...

Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. (...) We note that influential philosophers of education, such as Martin Buber, Paulo Freire, Michael Apple, Gert Biesta and Ilan Gur-Ze’ev have also made use of metaphors to discuss education and specific issues in educational contexts. In this article, we do two things: we discuss the methodological importance of metaphors in helping us make better sense of concepts and particular problems; building on this methodological discussion, we critically discuss the problems posed by the current processes of ‘marketisation’ and ‘learnification’ in education. We conclude by arguing that metaphors do not provide us with ultimate answers to the problems we face; rather, they help us unveil a diversity of novel perspectives and a world of new possibilities. (shrink)

Gene therapy and gene editing are revolutionising the treatment of genetic diseases, most notably haematological disorders. This paper evaluates the use of both techniques in hereditary blood disorders. Many studies have been conducted in this field, especially with gene therapy, with very promising results in diseases such as haemophilia, certain haemoglobinopathies and Fanconi anaemia. The application of these techniques in clinical practice and the foreseeable development of these approaches in the coming years suggest that it might be useful to evaluate (...) the results achieved thus far. It is also essential to reflect on the possible bioethical concerns raised by the use of both techniques, especially in terms of safety issues for patients, potential side effects, treatment duration, accessibility and cost of treatment, and the heritability of genetic changes produced if germline cells are used. (shrink)

Resumo: O estudo objetivou analisar os efeitos de uma proposta de intervenção da área da Psicologia Escolar e Educacional, voltada para a inclusão social e educacional de estudantes com deficiência no contexto universitário. Participaram quatro estudantes (três com deficiência física e um com transtorno do espectro autista), matriculados numa universidade pública brasileira. A coleta de dados ocorreu em três etapas: 1) entrevistas abertas individuais e aplicação de instrumentos; 2) intervenção grupal; 3) entrevistas individuais e reaplicação dos instrumentos. Neste texto, serão (...) destacados os procedimentos qualitativos e suas respectivas análises, iluminando as atuações do profissional da Psicologia como mediador e facilitador, por meio de uma análise crítica dos encontros e análise pelo núcleo de significação dos relatos obtidos nas entrevistas. Pode-se dizer que o programa de intervenção de apoio psicológico se configurou como um local de escuta, acolhimento e voz de estudantes com deficiência na instituição. Conclui-se que a Psicologia Escolar e Educacional pode contribuir para favorecer o empoderamento de estudantes com deficiência, seu desenvolvimento pessoal, social e acadêmico, possibilitando uma participação mais ativa desses sujeitos no Ensino Superior. Palavras-chave: Ensino Superior; Educação Inclusiva. Pessoas com deficiência; Inclusão Social; Psicologia. Psychology and Inclusion: Intervention proposition of students with disability in Higher Education Abstract: This study’s goal was to analyze the effects of an intervention proposition in the area of School and Educational Psychology, aimed at the social and educational inclusion of students with disability in the University context. Four students have participated (three of them with physical disabilities and one with Autistic Spectrum Disorders), enrolled in a Brazilian public university. Data collection occurred in three stages: 1) individual and open interviews and application of instruments; 2) group intervention; 3) individual interviews and reapplication of instruments. In this text, the qualitative procedures are highlighted along with their analysis, elucidating practices from Psychology professionals as mediators and facilitators, by means of critical analysis of the encounters and by the analysis of meaning cores of the accounts obtained during the interviews. It can be said that the intervention program for psychological support became a safe place for sharing, understanding, and as a platform for disabled students to make their voices heard throughout the institution. It was concluded that School and Educational Psychology can contribute to promote the empowerment of disabled students, as well as their personal, social, and academic development, enabling a more active participation of these students in Higher Education. Keywords: Higher Education; Inclusive Education; People with disabilities; Social Inclusion; Psychology. Psicología e Inclusión: Una propuesta de intervención a estudiantes con discapacidad en Educación Superior Resumen: El estudio tuvo como objetivo analizar los efectos de una propuesta de intervención en el área de Psicología Escolar y Educativa, orientada a la inclusión social y educativa de estudiantes con discapacidad en el contexto universitario. Participaron cuatro estudiantes (tres con discapacidad física y uno con trastorno del espectro autista), matriculados en una universidad pública brasileña. La recolección de datos se llevó a cabo en tres etapas: 1) entrevistas abiertas individuales y aplicación de instrumentos; 2) intervención grupal; 3) entrevistas individuales y reaplicación de los instrumentos. En este texto se destacarán los procedimientos cualitativos y sus respectivos análisis, destacando el trabajo del profesional de la psicología como mediador y facilitador, a través de un análisis crítico de los encuentros y análisis por el núcleo de significado de los relatos obtenidos en las entrevistas. Se puede decir que el programa de intervención de apoyo psicológico se configuró como un lugar para escuchar, acoger y hablar a los estudiantes con discapacidad de la institución. Se concluye que la Psicología Escolar y Educativa puede contribuir a favorecer el empoderamiento de los estudiantes con discapacidad, su desarrollo personal, social y académico, posibilitando una participación más activa de estas materias en la Educación Superior. Palabras clave: Educación superior; Educación inclusive; Personas con deficiencia; Inclusión social; Psicología. Data de registro: 30/04/2021 Data de aceite: 16/02/2022. (shrink)

O ato de amamentar apresenta diversos benefícios tanto à mãe quanto ao bebê. No entanto, amamentar um bebê com cardiopatia requer inúmeros desafios. Este estudo tem o propósito de compreender a vivência do aleitamento materno de bebês com cardiopatia congênita e as propostas dos serviços de saúde à paciente com essas condições. Estudo descritivo, qualitativo, realizado por meio de entrevista semiestruturada com mães de bebês internados em hospital de referência em cardiopediatria. Utilizou-se a técnica de análise de conteúdo de Minayo, (...) com referencial teórico específico para embasamento da discussão. Os resultados encontrados apontam para a dura realidade dessas mães que se deparam com inúmeras dificuldades diante do enfrentamento da doença e das repercussões emocionais e físicas advindas dela. O impacto emocional e inviabilização dos cuidados com a amamentação exige uma equipe de saúde especializada para oferecer suporte afetivo, fortalecer vínculo mãe-bebê e minimizar prejuízos que a doença pode ocasionar. (shrink)

A humane and respectful treatment of patients by the staff has inspired the creation of the Department of Humanism and Bioethics at the University Hospital of Fundación Santa Fe de Bogotá which not only has met, but even surpassed established goals. Since 2013, the Department has developed different activities that have made it possible to respond more ethically to the daily needs of patients and to strengthen other humanization processes. Currently, the Department of Humanism and Bioethics addresses five lines of (...) work: a continuing education program, an assistance advisory program, support, and strengthening of existing committees, support for the activities of our institutional humanization program and research activities. This article updates the experience of this Department, specifically focusing on notable changes in the last years. (shrink)

Autonomy is conceptualized as the need for agency, self-actualization and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual-level (e.g. sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school-level (e.g. programme quality, online (...) programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socio-economic conditions, results showed that students with scholarships had higher scores than financially-dependent students (those who had students loans) and financially-independent students (those who self-funded their studies or who worked during the week) who had low-scores in the national standardized academic achievement test. (shrink)

In Brazil, induced abortion in adolescents has been frequent in less-advantaged socioeconomic classes, and the vulnerability of these adolescents has not been addressed. Given this context, the present study sought to investigate the relationship between the practice of abortion and vulnerability in adolescents. This was a descriptive cross-sectional study of 201 adolescents who completed a structured questionnaire that allowed the analysis of variables with respect to intent to abort. The profile of the pregnant adolescents in the sample studied was the (...) following: average age, 16.1 years; stable partner; mulatas; did not use condoms during sexual relations; precocious with respect to their first sexual relations; and did not plan the pregnancy. According to the classification of the World Health Organization, 81.59% of the subjects‘ abortions were known to be induced. Twenty-one were vulnerable to induced abortion; of these, 13 reported forced sexual intercourse, of whom 8 reported that they had suffered associated violence. These results indicate that sexual violence and unwanted pregnancy subject adolescents to a context of greater vulnerability to induced abortion. Thus, it is suggested that this relationship should be considered from the perspective of bioethics and human rights, but always respecting the cultural values of the society in which the adolescents live, as well as their human dignity. (shrink)