Search results

Joshua Pederson's Sin Sick: Moral Injury in War and Literature proposes the use of moral injury – a psychological concept describing the affliction of those who break their moral code when committing despicable acts – as a framework through which war narratives of the American War on Terror can be productively read without resorting to the controversial idea of perpetrator trauma, which seems to excuse veterans as victims of the war.
Pederson provides the reader with a clinical overview of the condition as well as a first literary theory of moral injury as a manifestation of various forms of excess through a genealogical reading that includes analyses of Dostoevsky's Crime and Punishment and Camus' The Fall. Sin Sick appears as a step in the right direction as it addresses in a timely manner a blind spot in trauma theory using a concept that more accurately describes a specific type of suffering. In the author's mind the very term "moral injury" entails an acknowledgement of the soldiers' wrongdoing, and this allows him to defend contemporary war writers from critics accusing them of using a narrow point of view that focuses on the pain of the American protagonists and hides the suffering of their victims.
Ultimately, the study introduces readers to a fresh way to understand the psychological pain of perpetrators and seeks to inaugurate a new branch of studies that can run in parallel with trauma theory.

RESUMO O controle dos agregados monetários no Brasil enfrenta três grandes problemas: 1) alto déficit orçamentário do governo; 2) a ineficácia da taxa de juros como instrumento de política em um ambiente de alta inflação; 3) inovação financeira imprevisível. Os dois primeiros problemas são especialmente importantes quando se tenta projetar programas de estabilização. Depois que a inflação atinge um certo nível, as políticas monetárias padrão tornam-se impotentes. O controle do déficit orçamentário (ou seja, a limitação do uso do imposto inflacionário) torna-se uma condição necessária para a estabilização.

AbstractThis article discusses the conceptual bridges between the leadership learning framework; specifically, its emphasis on metacognition and social justice advocacy, and explores how leadership education might be revamped. The focus of the article is practicing socially shared metacognition using the American Counseling Association's (ACA) advocacy competencies model. The purpose of the ACA advocacy model is to offer comprehensive advocacy—at individual, group, and community dimensions—with interventions aimed at systematic change. The model stresses creating alliances and working with the community. The article concludes with the practical implications of applying metacognition in leadership education and additional resources. A case example (Kai) is used throughout this article.

AbstractThough promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices demonstrating the importance of the realization of distortions in student advocacy development and links distortions with how power communicates and upholds systemic oppression. Finally, we offer practical recommendations based on a case scenario that utilize Black feminist perspectives of dissonance in refining student advocacy leadership education. Such insight prompts more effective strategies in student advocate development.