Job strain in different types of employment affects the immune response

The immune system, in cooperation with neuroendocrine functions, defends from cancer and infections mainly by the activity of blood natural killer (NK) cells. Blood NK activity may be influenced by the type of employment since work is the central part of life; moreover, job stress is a situation affecting both neuroendocrine and immune systems. This study examines anxiety (by STAI 1 and 2), job strain (by the Karasek's JCQ) and blood NK activity (by an in vitro radio-isotopic method) of 134 male workers. These men, over 38 years old with stable employment, were working in factories, in construction yards, in offices, as hospital attendants or as self-employed craftsmen. Workers in factories and in construction yards, with high job strain, showed lower NK activity, while office employees, with low job demand, and craftsmen with low anxiety and elevated decision latitude, showed higher NK activity; the level of NK activity of the hospital attendants was between the other groups. In conclusion, this study confirms that the type of employment, related to job stress, affects blood NK activity. Moreover, blood NK activity may be used in the bio-monitoring of workers at high risk.     

Values on Paper,in the Head,and in Action: On Max Weber and Value Freedom Today

This article starts out with a summary of Weber's views on value freedom, by emphasizing: (1) that value freedom constitutes a special constellation of values; and (2) that value freedom makes it possible for the social scientist to theorize on the basis of new and more extensive knowledge than if she had simply stated her own values and focused the analysis around these. The latter point emerges most clearly in Weber's instructions for how a social scientist should proceed when carrying out an analysis of her own preferred social policy. After the section on Weber's views on value freedom, an attempt is made to update his views. This is done by arguing that the impact of values (and value freedom) differs, depending on where these can be found: on paper, in the head of the social scientist, or in her actions. “Actions,” in the context of value freedom, refer to the research process and especially to the element of theorizing. Value freedom helps to guide the research into new and fruitful directions and to steer it clear of propaganda.     

Honesty and Dishonesty Don’t Move Together: Trait Content Information Influences Behavioral Synchrony

Emerging evidence revealed that honesty and trustworthiness are important drivers of the impression-formation process. Questions remain, however, regarding the role of these moral attributes in guiding real and concrete behaviors. Filling this gap, the present study investigated the influence of honesty on a nonverbal behavior that regulates social interactions: behavioral synchrony. Movements were recorded while participants interacted with a partner who was depicted as honest (versus dishonest) or as friendly (versus unfriendly). Results showed that synchrony was affected only by the honesty of the partner. Specifically, the more the interaction partner lacked honesty, the lower the perceived similarity between the self and the interaction partner, which in turn diminished the promptness to engage in behavioral synchrony. Our findings connected the literature on behavioral synchrony with that on the implication of morality for social perception, revealing the key role of the honesty facet of moral character in shaping nonverbal behaviors.     

Children's Covid-19 writing and drawings and the existential imperative to educate for uncertainty

The Covid-19 pandemic provokes a pedagogic crisis: education is ill-adapted to accommodate multiple uncertainties in students' lives. We examine how pandemic uncertainty is registered in a global collection of writing and drawing from 4 to 17-years-old, during the 2020 lockdowns. The study engages with Biesta's (2021) philosophical work on 'world-centred education', offering empirical examples from the collection that goes beyond the immediacy of everyday lives. We identify educational implications: acknowledging students' present experiences of the world; a slowing of pedagogical tempo; supporting students to navigate desires and fears; a language for expressing uncertainty; and engaging students in ethical and existential difficulty.