Immanence and Autobiography: Gilles Deleuze’s a Life and Sarah Kofman’s Autobiogriffure

How does the “I” of autobiography relate to the “I” of the philosopher? Is there an alternative to conceiving of this relation in terms of the opposition between the particular to the universal? This essay offers Deleuze’s notion of immanence as a fruitful way of approaching this question by staging an encounter between Sarah Kofman’s autobiographical work, Rue Ordener, Rue Labat, and Gilles Deleuze’s “Immanence: A Life.” In this textual encounter, Kofman’s autobiography is interpreted in light of Deleuze’s concept of “immanence” and Deleuze’s notion of “a life” is explicated through its application to autobiography

Forgetting and Forgiving: A Nietzschean Perspective

Beautiful that war, and all its deeds of carnage, must in time be utterly lost;That the hands of the sisters Death and Night, incessantly softly wash again, and ever again, this soil’d world:... For my enemy is dead__a man divine as myself is dead; I look where he lies, white-faced and still, in the coffin__I draw near;I bend down, and touch lightly with my lips the white face in the coffin.Walt Whitman, Reconciliatio

Ethics from a Feminist Perspective

In this two-part lecture, Doc Jean discusses Philosophy from the lens of a meta-ethical feminist critique. Speaker: Jean P. Tan is an Assistant Professor of Philosophy at Ateneo de Manila University. She received her doctorate from Loyola University Chicago, where she wrote her dissertation on Sarah Kofman. She has served as the Editor of Budhi: A Journal of Ideas and Culture. She teaches a variety of philosophy courses, among which is a course on feminist thought.https://archium.ateneo.edu/magisterial-lectures/1008/thumbnail.jp

Bioecological Theory and Risk Management: A Model for School Risk Planning

With the vulnerability, unpredictability, and ambiguity of the situation, schools all over the world have faced a variety of restrictions and unprecedented risks that caused some to cease operations and classes permanently or for an extended period of time. The concept of risk has become closely associated with every school process and structure so as to aid them in adapting to the current situation. This paper explores the concept of risk management and risks planning through the lens of school management and the Plan-Do-Check-Act (PDCA) Cycle. Furthermore, the researchers link the permeation of the direct and indirect effects of risks in the school system by reflecting on the layers of the school’s bioecological nest as adapted from the Bioecological Theory of Urie Bronfenbrenner. Finally, this paper suggests a model for risk planning that can help school administrators and leaders in managing risks and aid future researchers in studying concepts related to risk management

Reflection on the Influence of the Artistic Atmosphere on the University Organization Development

This article reflects on the influence of the artistic atmosphere on the university organization development, emphasizing that the artistic atmosphere should be regarded as the strategic objective. Universities must use technology and aesthetics to build an artistic campus environment, influence the values of its organization members through an artistic atmosphere, and then integrate the humanistic factors of artistic aesthetics and creative awareness in the university culture, awaken more humanized communication and interaction, and shape the behavior of organization members, ultimately make the members of the organization have a strong sense of collective creativity, finally improve the effectiveness of organization management to promote the development of the organization

Quo Vadis? A Reflection on the Challenges of Curricular Reforms in the Philippine Higher Education

The continuity of education must be seamless. Hence, adjustments in the basic education curriculum also calls for adjustments in the higher education curriculum to ensure the continuity of the learning process after transitioning from senior high school to tertiary education. Philippine Higher Educational Institutions is challenged everyday with the series of developments happening in the country. As such, adapting to these developments must be captured though curricular reforms in the PHEI curriculum. This short reflection deals with the adjustments made by the higher education in the Philippines in order to align themselves with the curricular reforms made in the basic education

A PICTURE PAINTS A THOUSAND WORDS: A PHENOMENOLOGICAL STUDY OF MISCONCEPTIONS OF GRADE 7 MATHEMATICS TEACHERS ON DIFFERENTIATED INSTRUCTION IN THE PHILIPPINES

Differentiated Instruction has been found to be effective in catering to the individuality of students and at the same time helping students to have positive attitudes about school, increased engagement in learning, and improved achievement.  Misconceptions of this type of instruction limit the teachers’ response to student conceptions and ability to create challenging learning situations.  For these reasons, researches on this topic are highly needed, especially in the Philippines, wherein, content differentiation is suggested in the implementation of the K-12 curriculum program, hence this study aimed to surface the misconceptions of Grade 7 mathematics teachers on differentiated instruction through the research question: What are the misconceptions of Grade 7 Filipino mathematics teachers on Differentiated Instruction?  Data from the interviews of 21 Grade 7 Filipino mathematics teachers are qualitatively described through this phenomenological study which utilizes the Colaizzi’s Method to analyze data. The findings of this study surfaced the Grade 7 mathematics teachers’ misconceptions on DI in the Philippines as fragmented ideas, and tagged them as head, heart, life, hand, road, and gadget.  Fragmented because the respondents did not give the complete picture of DI but rather they provided characteristics of other teaching approaches related to DI.  The findings are not surprising since DI came from the constructivist view, but DI has unique features and characteristics, and outside of these are all misconceptions.  Hence, the respondents’ notions of DI are as, “a picture paints a thousand words.” Future researches are suggested out of the findings of this study such as “Determining the Effects of Relating Real Life Situations in Teaching Mathematics Lessons Utilizing DI” and “Challenges Encountered by Mathematics Teachers in Applying DI in Basic Education Institutions in Asia.

Classic features of primary systemic amyloidosis (AL amyloidosis) leading to diagnosis of plasma cell myeloma

The diagnosis of primary systemic amyloidosis, also known as AL (amyloid light-chain) amyloidosis, is often delayed owing to its nonspecific manifestations as well as its rarity. A 64-year-old woman presented with an eight-month history of significant weight loss, anemia, fatigue, and progressive painful cutaneous lesions on her hands, lips, back, perianal, and vulvar area that were originally treated unsuccessfully with antimalarials and systemic corticosteroids. Histopathological examination revealed an amorphous dermis with pale pink material that demonstrated positive birefringence with Congo red staining. Subsequently, the patient underwent a bone marrow biopsy, which uncovered a plasma cell myeloma, the source of her amyloidogenic protein production

Vaccine-induced carbohydrate-specific memory B cells reactivate during rodent malaria infection

A long-standing challenge in malaria is the limited understanding of B cell immunity, previously hampered by lack of tools to phenotype rare antigen-specific cells. Our aim was to develop a method for identifying carbohydrate-specific B cells within lymphocyte populations and to determine whether a candidate vaccine generated functional memory B cells (MBCs) that reactivated upon challenge with Plasmodium (pRBCs). To this end, a new flow cytometric probe was validated and used to determine the kinetics of B cell activation against the candidate vaccine glycosylphosphatidylinositol conjugated to Keyhole Limpet Haemocyanin (GPI-KLH). Additionally, immunized C57BL/6 mice were rested (10 weeks) and challenged with pRBCs or GPI-KLH to assess memory B cell recall against foreign antigen. We found that GPI-specific B cells were detectable in GPI-KLH vaccinated mice, but not in Plasmodium-infected mice. Additionally, in previously vaccinated mice GPI-specific IgG1 MBCs were reactivated against both pRBCs and synthetic GPI-KLH, which resulted in increased serum levels of anti-GPI IgG in both challenge approaches. Collectively our findings contribute to the understanding of B cell immunity in malaria and have important clinical implications for inclusion of carbohydrate conjugates in malaria vaccines