Family Values, Social Capital and Contradictions of American Modernity

Contemporary American social and political discourses have integrated concerns about family values into the realm of debates about the associational life of social capital. In these discussions, theoretical and historical confusions about the relations between family and civil society run rampant. In this article, I first bring theoretical clarity to these social structures and the type of relations upon which they are predicated and, second, briefly historicize the relationships between an American idea of family and civil society. By tracing changes in popular understandings of family and civil society, I demonstrate that the modern family values movement spurns its Victorian roots by maintaining the nostalgic language for a life and family of old built around a Christian home, while embracing means and institutions, and even more importantly, a form of family, which belies the nostalgia. The family has now become an institution or association which can be sustained through instrumental interventions; it is no longer to do with the organic relations of sentiment remaining from some long-faded Gemeinschaft. The family and the Christian home ideal, which were at the center of American critiques of modernization, have ceased to be.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Exploring molecular variation in Schistosoma japonicum in China

This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. The attached file is the published version of the article

(Bio)ética e Estratégia Saúde da Família: mapeando problemas

Este artigo apresenta os resultados de uma investigação dirigida ao delineamento dos principais problemas (bio)éticos identificados pelos membros das equipes da Estratégia Saúde da Família (ESF) do município de Viçosa (MG). Trata-se de estudo com abordagem qualitativa, situando-se no campo da pesquisa social. A investigação foi realizada por meio da aplicação de questionário semiestruturado com perguntas abertas e fechadas aos profissionais - médicos, profissionais de enfermagem e agentes comunitários de saúde - que atuam na ESF. Realizouse a apreciação das respostas pela técnica de análise de conteúdo - mais especificamente, sua modalidade temática -, em razão de sua adequação à investigação qualitativa na área da saúde. Participaram da investigação 73 profissionais de 15 equipes da ESF. Observou-se que grande parte dos entrevistados tinha dificuldade para identificar problemas de cunho (bio)ético em seu processo de trabalho. Ainda assim, foi possível categorizar cinco grandes grupos de problemas (bio)éticos vivenciados pelas equipes: os relacionados à desigualdade de acesso aos serviços de saúde; os relacionados à relação ensino-trabalho-comunidade; os relacionados ao sigilo e à confidencialidade; os relacionados aos conflitos entre equipe e usuários; e os relacionados aos conflitos entre membros da equipe. Conclui-se que, mesmo que aparentemente mais sutis - se comparados às questões (bio)éticas que se passam nas instituições hospitalares -, existem situações de conflitos morais atinentes ao âmbito da atenção primária à saúde que corroem o processo de trabalho e o alcance da promoção da integralidade do cuidado

“It Takes a Village” – (Catholic) Education in the 21st Century

Borrowing from the proverb “It takes a village to raise a child” Hillary Rodham Clinton published a book entitled It Takes a Village: And Other Lessons Children Teach Us in 1996, which was answered in 2005 by Rick Santorum with his It Takes a Family: Conservatism and the Common Good. The question of who raises and educates our children is not only an American debate, but is asked all over the western world. This is not only due to the results of PISA, but also prompted by our changing societies and, especially, the decline of traditional families. Today learning and education are not “leaving” schools, but families. Schools, teachers, social workers, and also co-students have to take over more and more responsibilities formerly hold by parents and grandparents thus forming the proverbial “village”. Peer learning, learning by doing, and self-education, play an important role in this new system. Using an example from Germany’s small but growing private school sector – Catholic schools and their pedagogical concept called “Marchtaler-Plan” – this article focuses on one possible way to create a productive learning environment for students in the 21st century