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Variety Of Contexts (variety + of_context)
Selected AbstractsPERSPECTIVE: GENETIC ASSIMILATION AND A POSSIBLE EVOLUTIONARY PARADOX: CAN MACROEVOLUTION SOMETIMES BE SO FAST AS TO PASS US BY?EVOLUTION, Issue 7 2003Massimo Pigliucci Abstract., The idea of genetic assimilation, that environmentally induced phenotypes may become genetically fixed and no longer require the original environmental stimulus, has had varied success through time in evolutionary biology research. Proposed by Waddington in the 1940s, it became an area of active empirical research mostly thanks to the efforts of its inventor and his collaborators. It was then attacked as of minor importance during the "hardening" of the neo-Darwinian synthesis and was relegated to a secondary role for decades. Recently, several papers have appeared, mostly independently of each other, to explore the likelihood of genetic assimilation as a biological phenomenon and its potential importance to our understanding of evolution. In this article we briefly trace the history of the concept and then discuss theoretical models that have newly employed genetic assimilation in a variety of contexts. We propose a typical scenario of evolution of genetic assimilation via an intermediate stage of phenotypic plasticity and present potential examples of the same. We also discuss a conceptual map of current and future lines of research aimed at exploring the actual relevance of genetic assimilation for evolutionary biology. [source] Determinants of outcome in the pathways through care for children hearing voicesINTERNATIONAL JOURNAL OF SOCIAL WELFARE, Issue 3 2004Sandra Escher Auditory hallucination, or hearing voices, is generally associated with psychopathology. In psychiatry it is inter-preted as a symptom of an illness, with no connection to the individual's life history. Voice hallucinations in childhood occur in a variety of contexts and have variable long-term outcomes. Little is known about the course of the experience. In this study, 80 children and youngsters hearing voices were interviewed on four occasions over a period of three years about the content of the voices and their overall experience of voices, focusing on the determinants for a promising outcome in the pathways through care. The results indicate that the need for care in the context of the experience of voices is associated not only with high levels of problem behaviour and associated negative symptoms of psychosis, but also, independently, with an appraisal of the voices in terms of anxiety, depression, dissociation and frequency of occurrence. In 60 per cent of the participants the voices disappeared during the three-year research period. The relationship between the disappearance of voices and the course of mental health treatment is, however, ambiguous. [source] Regeneration as an evolutionary variableJOURNAL OF ANATOMY, Issue 1-2 2001JEREMY P. BROCKES abstract Regeneration poses a distinctive set of problems for evolutionary biologists, but there has been little substantive progress since these issues were clearly outlined in the monograph of T. H. Morgan (1901). The champions at regeneration among vertebrates are the urodele amphibians such as the newt, and we tend to regard urodele regeneration as an exceptional attribute. The ability to regenerate large sections of the body plan is widespread in metazoan phylogeny, although it is not universal. It is striking that in phylogenetic contexts where regeneration occurs, closely related species are observed which do not possess this ability. It is a challenge to reconcile such variation between species with a conventional selective interpretation of regeneration. The critical hypothesis from phylogenetic analysis is that regeneration is a basic, primordial attribute of metazoans rather than a mechanism which has evolved independently in a variety of contexts. In order to explain its absence in closely related species, it is postulated to be lost secondarily for reasons which are not understood. Our approach to this question is to compare a differentiated newt cell with its mammalian counterpart in respect of the plasticity of differentiation. [source] The reduction of psychological aggression across varied interpersonal contexts through repentance and forgivenessAGGRESSIVE BEHAVIOR, Issue 3 2006Judy Eaton Abstract Research on the resolution of interpersonal conflict has shown that forgiveness is important in reducing aggression and promoting prosocial interactions following a transgression. Although the benefits of forgiveness have been demonstrated in a variety of relationship contexts, a single theoretical model has not been tested across these different contexts. In this study, we employed an attributional framework to examine the relationship between attributions of responsibility for a transgression, repentance, emotions, forgiveness, and psychological aggression toward three different categories of transgressor: a coworker, a friend, and a romantic partner. One hundred and seven participants were asked to describe a recent transgression with a coworker, a friend, and a romantic partner. In each case, responsibility for the event, the degree to which the transgressor apologized, anger, sympathy, forgiveness, and subsequent psychological aggression toward the transgressor were measured. A basic model of aggression reduction, whereby repentance facilitates forgiveness and reduces psychological aggression, was reliable in each category of transgressor. A comparison of the models showed minor differences in how individuals respond to transgressors. Although coworkers apologized less, they were just as likely to be forgiven as romantic partners and friends. In addition, participants were least likely to respond with psychological aggression when a friend transgressed against them. This research provides a theoretical framework within which to study forgiveness and aggression across a variety of contexts. Aggr. Behav. 32:1,12, 2006. © 2006 Wiley-Liss, Inc. [source] Synthesis of high specific activity 35S-labelled N-methanesulfonyl farnesylcysteine and a photoactive analogJOURNAL OF LABELLED COMPOUNDS AND RADIOPHARMACEUTICALS, Issue 1 2003Tamara A. Kale Abstract Prenylated cysteine analogs, which mimic the prenylated cysteine residue of prenylated GTP-binding proteins (G-proteins), have been used in a variety of contexts for the study of prenylated G-protein behavior. In earlier work in this area, we prepared the photoactive analog [35S]4 and showed that it labelled RhoGDI upon photolysis; those results were consistent with the idea that GDI contains an isoprenoid binding site. Here, we describe the preparation of [35S]N -methanesulfonyl labelled analogs (1a and 2a) of N -acetyl farnesylcysteine and its methyl ester together with an improved synthetic procedure for photoactive analogs 3 and 4; specific activities of ,1100 Ci/mmol were achieved. Compounds 1a and 2a in unlabelled form were used as competitors in photolysis reactions to show that the methanesulfonamido group is a reasonable acetamide substitution. Additional experiments show that the photoactive ester [35S]3 can cross-link GDI in both purified form and crude bacterial extract. However, the extent of cross-linking obtained with the ester ([35S]3) is significantly less than that observed with the free acid ([35S]4) despite the fact that the esterified form probably more closely reflects the structure of the C-terminus of a prenylated protein; using the GDI·Cdc42 co-crystal structure, the structural basis for these results is discussed. Copyright © 2002 John Wiley & Sons, Ltd. [source] My Choice, Your Categories: The Denial of Multiracial IdentitiesJOURNAL OF SOCIAL ISSUES, Issue 1 2009Sarah S. M. Townsend Mixed-race individuals often encounter situations in which their identities are a source of tension, particularly when expressions of multiracial and biracial identity are not supported or allowed. Two studies examined the consequences of this identity denial. In Study 1, mixed-race participants reported that their biracial or multiracial identity caused tension in a variety of contexts. Study 2 focused on one often-mentioned situation: completing a demographic questionnaire in which only one racial background can be specified. Relative to mixed-race participants who were permitted to choose multiple races, those compelled to choose only one showed lower subsequent motivation and self-esteem. These studies demonstrate the negative consequences of constraining mixed-race individuals' expression of their chosen racial identity. Policy implications for the collection of racial and ethnic demographic data are discussed. [source] Informed Consent: Documenting the Intersection of Bureaucratic Regulation and Ethnographic PracticePOLAR: POLITICAL AND LEGAL ANTHROPOLOGY REVIEW, Issue 2 2007Jennifer Shannon Standardized institutional review board (IRB) procedures suggest that informed consent can be enacted in the same way everywhere,across disciplines and across different cultural communities. With attention to documents as artifacts and embedding ethics, I consider consent documents to be located at a productive site for anthropological analysis the intersection of bureaucratic and ethnographic practice. Through fieldwork that engaged both American Indians in Chicago and museum professionals in Washington, D.C., I was able to view these procedures in a variety of contexts. Unlike the joking references to IRB scripts when interviewing museum professionals, American Indians were wary of such procedures. The particular meaning attached to signing documents varied in these communities and in one case prompted people to challenge and change the consent protocol that I would use in my fieldwork practice. This comparative approach shows how different institutions are represented by and transact through documents in ways that significantly impact the nature of fieldwork relations. [source] The learning credit card: A tool for managing personal development,BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2008Nick Rushby This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands,the state of the art of the technology and its potential for supporting, delivering and managing learning. In addition to a study of the literature and extensive discussions with people using smart cards, potential users of smart card and visionaries, the project team developed two illustrative systems using cards to store personal data relating to education and training. The term ,smart card' is often used loosely to describe three different types of card, each of which is similar in general shape and size to a traditional credit card. These are: memory cards, laser cards,and true smart cards incorporating a processor and memory. This study has been concerned with memory cards and smart cards. The focus for smart card applications has been predominantly financial: there are relatively few applications in education or training. A notable exception is the large scale project at the University of Bologna which uses smart cards to manage the progress and achievements of a large number of students in the Department of Electronics. The two illustrative systems provided valuable experience of using memory cards and smart cards in quasi-real education and training applications. They highlighted the problems of limited memory capacities and confirmed the high level of user acceptance reported by other trials. We can expect considerable advances in the technology of both memory cards and smart cards over the next months and years. The memory capacities of both types of cards will increase many-fold and the unit costs will fall as large quantities of cards are produced for financial applications. Education and training applications will benefit from this expanding market. The major surprise from the study was the level of interest in the work and the enthusiasm expressed by almost all of those who came to hear of it. The general level of awareness of smart card technology was found to be low. However, the requirement for a system which will enable individuals to manage and own their learning on an extended timescale was generally recognised. Some of the possible applications for smart cards and memory cards in education and training had emerged before the official start of the study and it is clear that the technology is potentially pervasive. The project team and those consulted identified a wide range of possible applications both in education and in training. These focussed on assessment, personal course planning and management, identification of relevant learning opportunities, and the ownership of learning. It was felt that, over the next few years, smart cards are very likely to be in common use as credit cards for financial applications. Therefore, their use for education and training should be planned now. The recommendations from the study are that: More detailed studies are needed to find out how smart cards and memory cards could be used by different organisations in a fully operational system; Standards should be established for smart card applications in education and training, similar to those governing financial applications; Applications should be developed after the standards have been established. To be convincing, these should take a case study approach with small pilot studies in a variety of contexts and must follow real needs rather than attempt to drive them; The case studies would then form the basis for a campaign to increase awareness of smart cards and their potential for education and training, together with a programme for building an infrastructure to support the proposed systems. The public sector should fund the task of developing standards and providing interfaces with existing educational systems and projects to demonstrate the feasibility of various applications. Since educational standards have a European dimension, the European Community may be a source of support for work in the area of standards. At the same time, private sector funding should be sought for skill development and career development systems in industry and in education. The Training Agency itself should consider the application of smart card technology to the control and management of the Youth Training Scheme (YTS). [source] More than the sum of its parts? inter-professional working in the education of looked after childrenCHILDREN & SOCIETY, Issue 3 2004Rachael M. Harker This article highlights work underway in three English local authorities to promote effective inter-agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter-agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated with effective collaboration are highlighted. Barriers which have served to obstruct joint working and strategies adopted to deal with these are also discussed. [source] | ||||||||||||||||