The various routes to functional regeneration in the central nervous system

© The Author(s), 2020. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Echeverri, K. The various routes to functional regeneration in the central nervous system. Communications Biology, 3(1), (2020): 47, doi:10.1038/s42003-020-0773-z.The axolotl is a type of Mexican salamander with astonishing regenerative capacity1. In our recent paper, we identified a signaling heterodimer that is formed directly after injury in the glial cells adjacent to the injury in axolotls. The c-Fos and JunB genes forming this heterodimer are not unique to animals with high regenerative capacity but they are present in humans too. In this paper I propose perspectives on molecular control of regeneration and future directions that need to be taken to advance our understanding of regeneration at a molecular level

Perceptual Knowledge, Discrimination, and Closure

Carter and Pritchard (2016) and Pritchard (2010, 2012, 2016) have tried to reconcile the intuition that perceptual knowledge requires only limited discriminatory abilities with the closure principle. To this end, they have introduced two theoretical innovations: a contrast between two ways of introducing error-possibilities and a distinction between discriminating and favoring evidence. I argue that their solution faces the “sufficiency problem”: it is unclear whether the evidence that is normally available to adult humans is sufficient to retain knowledge of the entailing proposition and come to know the entailed proposition. I submit that, on either infallibilist or fallibilist views of evidence, Carter and Pritchard have set the bar for deductive knowledge too low. At the end, I offer an alternative solution. I suggest that the knowledge-retention condition of the closure principle is not satisfied in zebra-like scenarios

Visual Reference and Iconic Content

Evidence from cognitive science supports the claim that humans and other animals see the world as divided into objects. Although this claim is widely accepted, it remains unclear whether the mechanisms of visual reference have representational content or are directly instantiated in the functional architecture. I put forward a version of the former approach that construes object files as icons for objects. This view is consistent with the evidence that motivates the architectural account, can respond to the key arguments against representational accounts, and has explanatory advantages. I draw general lessons for the philosophy of perception and the naturalization of intentionality

Emotional Justification

Theories of emotional justification investigate the conditions under which emotions are epistemically justified or unjustified. I make three contributions to this research program. First, I show that we can generalize some familiar epistemological concepts and distinctions to emotional experiences. Second, I use these concepts and distinctions to display the limits of the ‘simple view’ of emotional justification. On this approach, the justification of emotions stems only from the contents of the mental states they are based on, also known as their cognitive bases. The simple view faces the ‘gap problem’: If cognitive bases and emotions (re)present their objects and properties in different ways, then cognitive bases are not sufficient to justify emotions. Third, I offer a novel solution to the gap problem based on emotional dispositions. This solution (1) draws a line between the justification of basic and non-basic emotions, (2) preserves a broadly cognitivist view of emotions, (3) avoids a form of value skepticism that threatens inferentialist views of emotional justification, and (4) sheds new light on the structure of our epistemic access to evaluative properties

Six Degrees of Separation: Attribution Under the Foreign Sovereign Immunities Act in OBB Personenverkehr AG v. Sachs

The Foreign Sovereign Immunities Act (FSIA) generally prevents foreign sovereigns from falling within the jurisdiction of U.S. courts, subject to exceptions the FSIA lists. This commentary analyzes BB Personenverkehr AG v. Sachs, a case before the Supreme Court on the question of whether the commercial activities exception of the FSIA applies when only one element of a plaintiff\u27s claim is based upon commercial activity occurring in the United States and whether that sale can be attributed to a foreign sovereign. In this case, the plaintiff purchased a rail pass through an online, third-party travel agent. While traveling abroad and using the rail service, the plaintiff suffered severe physical injuries. The plaintiff then sued in U.S. courts for damages resulting from those injuries, arguing that the purchase of the ticket constituted commercial activity and that the ticket was sold by an agent of the rail service. The Author reviews the facts of the case and current law and concludes that the Court should rule in favor of the petitioners and hold that the sale of the ticket does meet the commercial-activity exception of the FSIA but that because a third-party sold the ticket, that action cannot be attributed to the state-owned rail service

Análisis del impacto sociocultural que se genera en las relaciones interpersonales entre la población universitaria foránea y las familias anfitrionas

Este trabajo presenta una investigación de la prestación del servicio de alojamiento familiar en la ciudad de Medellín; la cual pretende establecer las condiciones de estandarización para el alojamiento de estudiantes foráneos. Para llevar a cabo este estudio se tomó como referencia la experiencia de otros países, que en la actualidad ofrecen servicios de calidad para el intercambio estudiantil a nivel internacional. Como es el caso de los Estados Unidos, Australia, Canadá e Inglaterra y a nivel nacional con otras ciudades como Cartagena y Bogotá.98 p., anexos.Contenido parcial: Condiciones de prestación del servicio – Legislación turística -- Capacitación para las familias para mejorar la calidad del servicio prestado -- Programas de inglés del SENA

Énième plaidoyer pour l’innovation dans les cours pratiques de traduction. Préalables à l’innovation?

Nombreux sont les didacticiens de la traduction qui, au cours des trente dernières années, ont proposé des idées pour innover en matière de techniques d’intervention pédagogique dans les cours pratiques de traduction. Cependant, la situation n’a pas beaucoup changé et encore aujourd’hui les formules pédagogiques utilisées dans de nombreux cours pratiques de traduction se limitent aux méthodologies traditionnelles (performance magistrale, traductions collectives et la méthodologie du « lisez et traduisez »). Notre travail reprend ce désir d’innover tout en soulignant l’importance de cinq idées que nous considérons des préalables à l’innovation en enseignement de la traduction. Ces idées aident à établir le pont manquant entre la traductologie et les sciences de l’éducation. Pour que l’innovation ait un vrai impact sur les pratiques d’enseignement, le discours sur l’enseignement de la traduction doit se nourrir des connaissances partagées et non des appréciations subjectives. Les cinq idées que nous considérons des préalables à l’innovation à l’intérieur des cours pratiques de traduction sont : 1. la formation pédagogique de base des futurs formateurs; 2. la prise en compte de la composante métacognitive de l’apprentissage; 3. la responsabilisation des apprenants dans le déroulement des cours; 4. la mise en valeur de la présence physique des apprenants dans les salles de cours, et 5. l’exploration des formules propres à l’approche par compétences. Il sera davantage illogique d’envisager la formation des langagiers qui seront actifs dans les deux prochaines décennies avec des méthodologies vieilles de plus de cinquante ans.In the last thirty years, many authors interested in the teaching of translation have come up with innovative ideas for translation classroom instruction. However, teaching techniques in practical translation classes are characterized by the use of traditional approaches (lecture method, group translation, and the ‘Read and translate’ method). In this article, we insist on the need to bring some innovation to the translation classroom and on the need to establish an interdisciplinary link between translation studies and educational sciences. However, we consider that for innovation to have a real impact on the way translation is taught, innovative endeavors have to be based on shared knowledge and not on subjective considerations. Thus, we have established five preconditions to prepare the discipline for innovation in the translation classroom: 1. basic pedagogical training for translation instructors; 2. consideration of the metacognitive aspects of learning; 3. students’ involvement in classroom activities; 4. valorization of learner’s presence in the classroom; 5. exploration of the potentialities of competence-based learning techniques. It will be increasingly illogical to keep training future translators with 50-year-old methodologies

Epistemic Responsibility and Perceptual Experience

Any theory of perceptual experience should elucidate the way humans exploit it in activities proper of responsible agents, like justifying and revising their beliefs. In this paper I examine the hypothesis that this capacity requires the positing of a perceptual awareness involving a pre-doxastic actualization of concepts. I conclude that this hypothesis is neither necessary nor sufficient to account for empirical rationality. This leaves open the possibility to introduce a doxastic account, according to which the epistemic function of perception is fulfilled by perceptual beliefs. I develop this claim by showing that the doxastic account satisfies a series of intuitive requirements of justification and belief revision