How much we desire a meal depends on both the constituent foods and how hungry we are, though not every meal becomes more desirable with increasing hunger. The brain therefore needs to be able to integrate hunger and meal properties to compute the correct incentive value of a meal. The present study investigated the functional role of the amygdala and the orbitofrontal cortex in mediating hunger and dish attractiveness. Furthermore, it explored neural responses to dish descriptions particularly susceptible to value-increase following fasting. We instructed participants to rate how much they wanted food menu items while they were either hungry or sated, and compared the rating differences in these states. Our results point to the representation of food value in the amygdala, and to an integration of attractiveness with hunger level in the orbitofrontal cortex. Dishes particularly desirable during hunger activated the thalamus and the insula. Our results specify the functions of evaluative structures in the context of food attractiveness, and point to a complex neural representation of dish qualities which contribute to state-dependent value.
This article examines the role of anchor institutions in the urban revitalization process. We use case study analysis to understand how concerns about residential displacement are addressed by anchor institutions in the urban planning process. This analysis is designed to build upon William Worthy's critique of anchor-based development during the 1960s and 1970s. Our analysis examines the degree to which his concept of ''institutional rape'' applies to contemporary urban revitalization efforts. The article focuses on university and medical campus expansion in Buffalo, NY. We describe how the planned expansion of the Buffalo-Niagara Medical Campus has raised concerns about the displacement of residents living in a neighboring subsidized housing development. We conclude that despite incremental improvements in the planning process designed to facilitate coordination between anchor institutions and grassroots interests, resident empowerment has not been fully realized. Instead, the planning process continues to be dominated by
This article focuses on a specific component of the US Department of Housing and Urban Development's (HUD's) strategy to implement fair housing policy, its requirement for local jurisdictions that receive community development block grant (CDBG) dollars to prepare an analysis of impediments to fair housing choice (AI) report. The article's analysis is based on an evaluation of the City of Buffalo's 2004 AI report. The evaluation was conducted by a local fair housing organization in collaboration with university-based researchers. The findings from the evaluation revealed that the City had made little progress in implementing the action plan from its AI report over an eight year period. This was an outgrowth of local funding constraints, limited staff capacity, ambiguous HUD rules for AI reporting, and a lack of political will to pursue fair housing in Buffalo. In light of these findings, we recommend that HUD: mandate timeframes for AI implementation, require AI updates at regular intervals, and more clearly specify the format and content of AI reports. We also recommend that HUD require jurisdictions to include evaluation plans in their AI reports and measure outcomes from the implementation of AI action plans. These reforms will enhance the ability of AI reports to serve as effective planning tools for the affirmative furthering of fair housing policy.
The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.