铁过度负荷与疾病

铁是机体微量元素中含量最多的一种,是血红蛋白、肌红蛋白、细胞色素系统、呼吸链的主要复合物、过氧物酶和过氧化氢酶等的重要组成部分,广泛参与机体生理功能和生化反应,缺铁可导致贫血等疾病.体内铁过多,称为铁过度负荷.随着医疗条件改善、生活水平提高,源于生理性因素、病理性因素和外源性铁剂应用(治疗性应用、预防性应用),铁过度负荷相关疾病日益增多.铁过度负荷可对内分泌代谢、心血管、神经系统、肾脏、肝脏等系统器官产生损害,导致多种疾病或使疾病加重.目前铁过度负荷相关疾病的治疗措施主要有放血疗法和药物治疗.放血疗法,只可作于短期治疗.去铁胺作为目前较为有效的去铁剂,由于价格昂贵,不能广泛应用于临床.铁过度负荷对人体的影响和相关疾病尚未外起医学界的重视.深入研究以铁过度负荷为主要和次要病因相关疾病,探索正确补铁措施,是预防铁过度负荷相关疾病、增进人体健康的重要措施,也是临床面临床的新课题.     

Foucault and the Imperatives of Education: Critique and Self-Creation in a Non-Foundational World

This article outlines Foucault’s conception of critique in relation to his writings on Kant. In that Kant saw Enlightenment as a process of release from the status of immaturity in that we accept someone else’s authority to lead us in areas where the use of reason is called for, it is claimed in this article that Foucault’s notion of critique reveals his own conception of maturity. Whereas Kant sees maturity as the rule of self by self through reason, Foucault sees it as an attitude towards ourselves and the present through an historical analysis of the limits, and the possibility of transgression, of going beyond. Critique is thus a permanent interrogation of the limits, an escape from normalization, and a facing-up to the challenges of self-creation while seeking to effect changes in social structures on specific regional issues of concern. The article concludes by suggesting that the problem of historical and epistemological relativism, which a conception of total critique gives rise to, may not be as insurmountable as some critics of Foucault have claimed.     

On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom

Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom' is a matter of maintaining the delicate psychicbalance that leads neither to domination nor to submission.This paper investigates how such an authoritative balance functions.     

Can Traditional Ethical Theory Meet the Challenges of Feminism, Multiculturalism, and Environmentalism?

This paper aims to evaluate thechallenges posed to traditional ethical theoryby the ethics of feminism, multiculturalism,and environmentalism. I argue that JamesSterba, in his Three Challenges to Ethics,provides a distorted assessment by trying toassimilate feminism, multiculturalism, andenvironmentalism into traditional utilitarian,virtue, and Kantian/Rawlsian ethics – which hethus seeks to rescue from their alleged``biases.' In the cases of feminism andmulticulturalism, I provide an alternativeaccount on which these new critical discourseschallenge the whole paradigm or conception ofethical inquiry embodied in the tradition.They embrace different questions, goals, toolsof analysis, and wider audiences, typicallyignored or marginalized by traditionalethicists.I illustrate my argument through briefinterpretations of writers such as Susan Okin,Catharine Mackinnon, Sandra Bartky, JohnStoltenberg, Richard Wasserstrom, AnthonyAppiah, Charles Mills, Will Kymlicka, CharlesTaylor, and Martha Nussbaum. In many of thesecases, I suggest that they provide us with newways of being ethicists.In the case of environmentalism, I defend amore conservative and negative assessment.Sterba embraces authors such as Peter Singer,Tom Regan, and Paul Taylor in order to advancean environmentalist ethic of ``speciesequality/impartiality' and ``biocentricpluralism.' Here I argue that the traditionalKantian/Rawlsian ethics – which Sterba hopesto accommodate – actually provides compellingmoral reasons for rejecting his principles of``species impartiality' and biocentricpluralism. Moreover, Rawlsian ethics canprovide a more coherent, consistent, andplausible account of environmental issues thanSterba's brand of environmental ethics. Iargue that in practice, his ethics concedeswhat it denies in theory – namely, the specialvalue which inheres in human beings.As such, environmental ethics, unlike feminismand multiculturalism, poses very little in theway of a credible challenge or alternative totraditional ethics.     

“Freedom of speech requires actions”: Exploring the discourse of politicians convicted of hate-speech against Muslims

This study explores how politicians convicted of hate-speech against Muslims account for their actions in statements on their Facebook-pages as well as in reported interviews. Taking a critical discursive psychological perspective, the study examines the strategies through which the politicians discursively claim and resist various subject positions, thus managing to construct their hate-speech as everything from trivial mishaps to acts of virtue. The study examines the multifaceted dynamics of these constructions, and shows how elements from the Five Step Social Identity Model of the Development of Collective Hate are flexibly deployed in the discourse to serve distinct social and political purposes. By allowing the Social Identity and (critical) discursive approaches to challenge and develop each other, the study advances social psychological research on political communication and persuasion, and contributes to the debate on the boundaries between hate-speech and freedom of speech.     

My Scholarly Life in Cybernetics

This article narrates how I discovered cybernetics, who inspired me to make the contributions of which I am proud, and the ideas that led me to recognize the importance of understanding the social world we live in as a consequence of what we do in language. It took me some time before I recognized that circular causality and digitalization that made cybernetics the driver of the current revolution toward a computationally autonomous information society had serious limitations. When used to explain human involvements, the mathematics of cybernetics trivializes what we do to each other and blinds us to recognize how cybernetics transformed society. Studying conversations and discourses made me aware of how cybernetic vocabularies, guiding concepts, and computational metaphors were enacted. By contrast to (first- or second-order) cybernetics, I learned that a cybernetics that is practiced in conversations and acknowledges the social consequences of what it generates had to be reflexive. Shifting attention from causal circularities to reflexive circularities opens up huge new areas for exploring socially meaningful contributions and criticizing the epistemologies of mindless discursive practices (e,g., of claiming the superiority of artificial intelligence and the power of computers). Such claims merely entrap their believers into inaction.     

An examination of the potential lingering effects of smartphone use on cognition

Smartphones might offer an extension of our own cognitive abilities, potentially preventing practice of certain forms of cognition. Our first study established that heavier usage of smartphones was negatively correlated with social problem solving and delayed gratification, as well as positively correlated with some aspects of critical thinking. Studies 2 and 3 involved experiments where participants were assigned to either a lower or higher smartphone usage group. In both experiments, higher usage of smartphones led only to a diminished ability to interpret and analyze the deeper meaning of information. However, Study 3 showed that, after a 4‐week interval, the difference in the ability to interpret and analyze meaning between lower and higher phone usage groups was no longer evident. The findings of this study suggest that, even in the rare cases where smartphones might alter cognition, this effect is likely transitory.     

Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course

Many studies have documented the benefits of incorporating reflective journals into foreign language education at university level, though the pedagogic tendency has been to utilise these valuable learning resources to enhance students’ written language skills. This study focuses on how the production of a digital reflective journal in video format can assist in the improvement of oral language abilities in tertiary students of Spanish as a foreign language. With spoken language as the driving vehicle for this assessment task, the course coordinator and educator in charge aimed to promote the development of learner autonomy and self-reflection. In addition, to foster students’ agency in this process, the task incorporated the use of modern digital technologies, which are part of the repertoire of communication channels used by today’s university language learners. Findings suggest that completing this self-reflection assessment task afforded creative teaching and learning experiences, and generated opportunities for learners to improve critical thinking skills, written language proficiency and oral communication. It also heightened their motivation to engage with language-related cultural knowledge, and minimised feelings of anxiety towards communicating verbally in a foreign language.     

Moving beyond reflection in a hall of mirrors: developing critical reflective capacity in teachers and teacher educators

Using reflection to merely affirm existing beliefs rather than engaging in confrontation and examination of beliefs is like reflecting in a hall of mirrors. This study explores the process of critical reflective development of practicing teachers through program reflections written to prompts during master’s-level coursework, seeking to understand: How does critical reflective capacity develop and change in practicing teachers enrolled in advanced coursework in an M.Ed. program? Researchers used a three-level reflective practice pyramid as a frame for examining teachers’ reflective writings. Specifically, 103 reflections from 26 PK-12 teachers were available for analysis. Where finding a clear trajectory in teacher’s reflective development was an anticipated outcome in which teachers would progress from the technical to contextual to dialectical levels of reflection, findings did not indicate such linear development for most teachers. As faculty analyzed the data, they engaged in critical reflection, also questioning purposes and program outcomes. This paper reports on both our study’s findings in response to the research question and on the results of faculty reflective engagement. Results reinforce the understanding that reflection is an individual journey for teachers and faculty alike; results also highlight the importance for engagement in critical reflection for both teachers and teacher educators.     

Community Psychology Is (Thank God) More Than Science

Thinking about Community Psychology primarily as a science may make it harder, rather than easier, to embrace certain aspects of the field to which we are deeply committed, but usually fall outside the conventional meaning of doing science. While community psychologists use (and expand) the tools of science, this is different than saying that Community Psychology is only, or even primarily, a science. The field is just as much social criticism as it is science. In order to further conversation about these matters, seven thoughts about why (thank God) community psychology is more than a science are offered, the most basic of which is that today the greatest danger to freedom is not in the union of church and state, but in the union of science and state.Based on a paper presented at a Symposium, A. Wandersman (Chair), Science and Community Psychology, Held at the 9th Biennial Meeting of the Society for Community Research and Action, June, 2003, Las Vegas, New Mexico.