The organic crisis of Internationalism and the challenge of remembering alternative futures: Woman suffrage,parliamentarism, and anti-colonial critique in the Communist International

ABSTRACT

The function and meaning of voting can vary across political systems. Despite its diffusion as a norm alongside the global spread of political liberalism in the post-colonial period, women's franchise continues to expose key fault lines in the foundations of democratic theory. Recalling the Third Comintern's debates and activities in the aftermath of World War I, this paper explores how gender organized the left's critiques of bourgeois parliamentarism and its imperial tendencies in the early twentieth century. It draws particular attention to how, in the context of global anti-capitalist and anti-colonial struggles, the woman suffrage issue juxtaposed the promises and premises of bourgeois and proletarian internationalism, the democratic potential and limits of electoral systems and their political alternative, the soviet. From these experiences, this paper highlights the radical challenge that gender poses to the development of alternative democratic imaginations.     

商品"窜货"的成因及对策

“窜货”是一个让生产厂家头痛的现象。这种现象如果处理不好，生产厂家建立的商品销售渠道就有可能受到危害，对企业的品牌也会有不良影响。为了解决这种“窜货”现象，本文从分析造成“窜货”现象的原因与危害入手，从生产厂家和经销商两个不同角度提出相应对策，以期保证商品流通渠道能够有序地畅通。     

An alternative to social learning theory: Discussion of papers by Whitehurst,Zimmerman, and Brody

Social learning theory, in explaining cognitive development, fails to account for rule invariance in the face of capricious and informationally impoverished experience, offers no explanatory mechanism for the process by which systems of abstract rules are acquired, and offers less flexibility than alternative explanations based on operations and reflective abstraction.     

Thyroid dysfunction,either hyper or hypothyroidism,promotes gallstone formation by different mechanisms

We have investigated comprehensively the effects of thyroid function on gallstone formation in a mouse model. Gonadectomized gallstone-susceptible male C57BL/6 mice were randomly distributed into three groups each of which received an intervention to induce hyperthyroidism, hypothyroidism, or euthyroidism. After 5 weeks of feeding a lithogenic diet of 15% (w/w) butter fat, 1% (w/w) cholesterol, and 0.5% (w/w) cholic acid, mice were killed for further experiments. The incidence of cholesterol monohydrate crystal formation was 100% in mice with hyperthyroidism, 83% in hypothyroidism, and 33% in euthyroidism, the differences being statistically significant. Among the hepatic lithogenic genes, Trβ was found to be up-regulated and Rxr down-regulated in the mice with hypothyroidism. In contrast, Lxrα, Rxr, and Cyp7α1 were up-regulated and Fxr down-regulated in the mice with hyperthyroidism. In conclusion, thyroid dysfunction, either hyperthyroidism or hypothyroidism, promotes the formation of cholesterol gallstones in C57BL/6 mice. Gene expression differences suggest that thyroid hormone disturbance leads to gallstone formation in different ways. Hyperthyroidism induces cholesterol gallstone formation by regulating expression of the hepatic nuclear receptor genes such as Lxrα and Rxr, which are significant in cholesterol metabolism pathways. However, hypothyroidism induces cholesterol gallstone formation by promoting cholesterol biosynthesis.     

Reasoning strategies used by students to solve stoichiometry problems and its relationship to alternative conceptions,prior knowledge,and cognitive variables

Achievement in science depends on a series of factors that characterize the cognitive abilities of the students and the complex interactions between these factors and the environment that intervenes in the formation of students' background. The objective of this study is to: a) investigate reasoning strategies students use in solving stoichiometric problems; b) explore the relation between these strategies and alternative conceptions, prior knowledge and cognitive variables; and c) interpret the results within an epistemological framework. Results obtained show how stoichiometric relations produce conflicting situations for students, leading to conceptual misunderstanding of concepts, such as mass, atoms and moles. The wide variety of strategies used by students attest to the presence of competing and conflicting frameworks (progressive transitions, cf. Lakatos, 1970), leading to greater conceptual understanding. It is concluded that the methodology developed in this study (based on a series of closely related probing questions, generally requiring no calculations, that elicit student conceptual understanding to varying degrees within an intact classroom context) was influential in improving student performance. This improvement in performance, however, does not necessarily affect students' hard core of beliefs.