Acting ethically,responding culturally: framing the new reproductive and genetic technologies in Sri Lanka

The spread of new reproductive and genetic technologies to the developing world stimulates reflection on the ethical issues they generate. The ‘built-in-ness’ of assumptions about personhood and relationality within these technologies means that local professionals must, perforce, engage with attempts to make sense of new technology with reference to local meanings and traditions or take positions which reject them. This paper explores such attempts to indigenise bioethics in contemporary Sri Lanka with reference to ethical/ cultural conflicts surrounding two practices: donor insemination and consanguinity counselling. The former is discussed in relation to the now defunct practice of polyandry and the latter in relation to matrilateral cross-cousin marriage. The final discussion takes up the consequences of this detailed parsing of local relationality for the larger project of rendering bioethics in some sense comparative.     

FERAL ARCHAEOLOGY AND THE ATLANTIS PROBLEM: THE 'HOAX' TRICK AS DISCURSIVE PATHOLOGY

This article uses a case study of a TV programme, Atlantis Uncovered, an archaeological programme debunking popular ideas of Atlantis and the ancient past, as an instance of a discursive paradox, or discursive pathology, in which defenders of traditional canons of scholarship (science and rationality) decide they must go feral, fighting fire with fire, using the illogical and irrational methods of thought they attribute to what they perceive as the enemies of reason in order to defeat them. The devices used in the archaeological programme are compared with the devices used in a more famous and influential ‘hoax’, Sokal's so-called ‘spoof’ of postmodernism published in the journal Social Text, used to discredit ‘postmodernism’ and cultural studies. The two episodes, with all their differences, suggest that whether these tactics are successful or not, they contradict the core beliefs in rationality and science of their protagonists, illustrating instead the ‘postmodern’ decline in intellectual values that they claim to deplore.     

Exploring the squeezed middle: Aucklanders talk about being ‘squeezed’

ABSTRACT

This research explores how middle-class Aucklanders, participants in ‘the middle’, see themselves in terms of being squeezed. It is intended to augment existing statistical based work on class stratification and life chances and facilitate aspects of qualitative research around giving voice. The research confirms the notion of a squeezed middle for the participants based in Auckland, and a striking feature of that confirmation is the centrality of age in demarcating both resourcing (in particular, homeownership versus renting) and narratives. Insofar as the research captures the zeitgeist of the middle, this confirms a neoliberal governmentality wherein a class analysis is interpolated with personal responsibility – and the latter remains paramount. Further, the research demonstrates that empathy is associated with social proximity. The semi-structured interviews also illuminated a widespread sense of resentment. This had two dimensions: directed against neoliberalism as an historic transformation that is seen as the cause of an increasingly squeezed middle, and; against baby boomers. Participants in their 40s demonstrated the highest levels of resentment, and this confirms other research which identifies them as a problematic age cohort because of changing socio-economic conditions.     

Pathways to Ready Schools

To encourage communities to play a more significant role in getting kids ready for school and schools ready for kids, the W. K. Kellogg Foundation launched Supporting Partnerships to Assure Ready Kids (SPARK) in 2001. This nationwide initiative emphasized community-based collaboration and the development of strategic infrastructures to support early care and education and school readiness among at-risk children. As part of this initiative, the authors were charged with developing a definition of a ready school. Following consultation with experts, a literature review, and four site visits, the authors identified the following nine pathways to ready schools: children succeed in school; a welcoming atmosphere; leadership; connections to early care and education; connecting culturally and linguistically with children and families; parental involvement; partnering with the community; using assessment results for individual student progress and improving school performance; and quality improvement including professional development and training.     

Compounding the trauma: the coercive treatment of voice hearers

For more than a hundred years, voice hearing has been treated as a symptom of serious mental illnesses with biological origins. Pharmaceutical companies have expanded the range of products targeted at treating these illnesses and the diagnosis of schizophrenia now underpins a multi-billion dollar, world-wide business. Throughout the western world, nation states have vested an authority in psychiatry to compulsorily treat people who meet a set of diagnostic criteria that is widely discredited. There is considerable evidence that more effective ways of responding to people experiencing psychosis can be provided without coercion. These approaches differ in essence to traditional Kraepelinian psychiatry in that they acknowledge the role of people's life experiences in creating the problems they face, and the professionals work in partnership with the service users. The approaches recognise that people have histories which often include considerable trauma and social workers are in an ideal position to work with voice hearers to help them understand their experiences and to develop ways of coping. The authority vested in psychiatry is not static and within Europe mental health professionals can contribute to changing what is meant by ‘unsound mind’ and extending the right of liberty to voice hearers. In doing this, social workers can ensure that they do not compound the trauma by devaluing and discrediting people's experience.     

Anaemia following initiation of androgen deprivation therapy for metastatic prostate cancer: A retrospective chart review

Objective. Haemoglobin levels often decline into the anaemic range with androgen deprivation therapy (ADT). We conducted a chart review of patients receiving ADT for metastatic prostate cancer to assess anaemia-related symptoms.

Methods. 135 stage IV prostate cancer cases were reviewed for treatment type; haemoglobin values before and after treatment; and symptoms of anaemia. Mean haemoglobin levels before and after for all treatment forms, for leuprolide alone, and for combination leuprolide/bicalutamide were calculated and evaluated for significant differences. The numbers of patients developing symptoms were recorded and the effects of specific therapies evaluated.

Results. For all ADT treated patients, mean haemoglobin declined by ?1.11 g/dL (p < .0001). Leuprolide-alone treated patients had a mean decline of ?1.66 g/dL (p < 0.0001). Leuprolide and bicalutamide combination treatment caused a mean decline of ?0.78 g/dL (p = 0.0426). 16 of 43 patients had anemia symptoms. Contingency analysis with Fisher's exact test shows patients receiving leuprolide therapy alone versus other forms of ADT were significantly less likely to have symptoms (χ² = 0.0190).

Conclusions. The present study confirms that ADT results in a significant drop in haemoglobin levels into the anaemic range. A number of patients become symptomatic from this change. Practitioners should monitor haemoglobin levels, and treat symptomatic patients.     

Middle Class Identity in the Modern World: How Politics and Economics Matter

It is widely accepted that people tend to identify with the middle classes regardless of their social class position. Nevertheless, this “middle class identity bias” is not equally prominent in all western democracies. The goal of this article is to assess the role of political and economic conditions in shaping this phenomenon. By exploring the relationship between class identity and national context in 15 modern societies, I address two main questions: (1) how individual‐level income affects where people place themselves in the class system, and (2) how national political and economic context affects this relationship. In doing so, I offer several important findings. First, although there is a positive relationship between income and class identification in all 15 societies, middle class identification is weakest when income inequality is high. Consistent with previous findings, the results suggest that economic development has a positive impact on class identity. The results also uncover a role for political ideology by suggesting a lingering affect of Communist rule. Even after controlling for economic development and income inequality, respondents in former Communist countries are more likely than others to identify as belonging to a low social class.     

The trend of blended learning in Taiwan: perceptions of HRD practitioners and implications for emerging competencies

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan.