This article explores the interrelationships and tensions between public engagement in higher education and media discourse. It tracks the mediated trajectory of an attempt by a group of academics to connect with audiences beyond academia, comparing a magazine article in which their opinions first became public, to its recontextualisation across various UK newspapers and their Internet spin-offs. A mediated stylistic analysis reveals the discursive, rhetorical and performative techniques via which a sociologically imaginative attempt to transform a seemingly-personal-trouble into a definitively-public-issue (...) got recontextualised as if merely the public projection of personal angst. The article concludes by noting that in an era where public engagement increasingly means mediated public engagement, to take seriously the interactive, intertextual and rhetorical affordances of media discourse is to understand that and how sociologically imaginative work can – but does not always – end up circulating within public debate. (shrink)

This article charts the ways in which students negotiate an academic identity whilst pursuing academic tasks that are publicly observable precisely as ‘academic tasks’ to their peers. Previous research into aspects of student interaction that take place within university tutorial sessions has suggested that different kinds of student identity come into conflict as students interact, face-to-face. Most notably, the imperative of ‘doing education’ — as a keen proto-academic seeking a good final degree classification — is often overridden by the imperative (...) of ‘doing being a student’ — as an average and/or indifferent student who does not stand out. In this article, however, it is not the university tutorial but a slightly different and hitherto unexplored site of interaction that is foregrounded: the university library textbook. As with tutorials, the margins of library textbooks are spaces within which individually accomplished research becomes publicly observable — in the former as group work, and in the latter as student marginalia. Drawing on discourse analytic concepts such as ‘footing’ and ‘stake’ this article seeks to understand what student marginalia can tell us about the ways in which the tension between ‘doing education’ and ‘doing being a student’ is managed and negotiated in sites other than the university tutorial. (shrink)

In light of rapid globalization, there has been an increase in U.S. psychologists conducting international cross-cultural research. Such researchers face unique ethical dilemmas. Although the American Psychological Association has its own Code of Ethics with guidelines regarding research, these guidelines do not specifically address international and cross-cultural research. The purposes of this article are to (a) provide a review of current ethical guidelines for research on human subjects, (b) provide a review of major ethical challenges and dilemmas in conducting cross-cultural (...) research, (c) highlight several existing frameworks that maybe useful for increasing cross-cultural understanding of these ethical challenges for U.S. psychologists, and (d) issue a call to the American Psychological Association to begin to assess and evaluate the nature and extent of ethical problems in conducting cross-cultural research among its members. (shrink)

During the last several years social scientists have increasingly recognized the impact of globalization on research and practice. It is imperative that psychology as a field be cognizant of this ongoing shift and that psychologists begin to integrate their various models, theories, and perspectives into a global curriculum.Sponsored by the International Testing Commission, The ITC International Handbook of Testing and Assessment is dedicated to the advancement of theory, research, and practice in the area of international testing and assessment in psychology, (...) education, counseling, organizational behavior, human resource management, and related disciplines. Bringing together international contributors from a range of disciplines, each chapter provides a review of testing and assessment research and practices around the world as well as a discussion of conceptual and methodological challenges to help advance the field. As The ITC International Handbook of Testing and Assessment, it also provides a historical perspective of international testing, the development of the ITC, and its guidelines. Recognizing that cultural and international contexts are essential to a true and accurate psychology, the authors describe how cultural, economic, political, and social factors in different countries frame the science and practice of testing and assessment. The ITC International Handbook of Testing and Assessment is a must-have resource for testing professionals and graduate students from psychology and related disciplines. (shrink)

In a recent article Humphreys has developed an intriguing proposal for making sense of emergence. The crucial notion for this purpose is what he calls "fusion" and his paradigm for it is quantum nonseparability. In what follows, we will develop this position in more detail, and then discuss its ramifications and limitations. Its ramifications are quite radical; its limitations are substantial. An alternative approach to emergence that involves quantum physics is then proposed.

An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to (...) differ only on the general dimensions of how well they acquire the productions and how well they retain the productions. Instructional manipulations such as remediation, content of feedback, and timing of feedback are effective to the extent they give students more practice programming, and explain to students why correct solutions work. (shrink)

In this thorough compendium, nineteen accomplished scholars explore, in some manner the values they find inherent in the world, their nature, and revelence through the thought of Frederick Ferré. These essays, informed by the insights of Ferré and coming from manifold perspectives—ethics, philosophy, theology, and environmental studies, advance an ambitious challenge to current intellectual and scholarly fashions.

In this thorough compendium, nineteen accomplished scholars explore, in some manner the values they find inherent in the world, their nature, and revelence through the thought of Frederick FerrZ. These essays, informed by the insights of FerrZ and coming from manifold perspectives—ethics, philosophy, theology, and environmental studies, advance an ambitious challenge to current intellectual and scholarly fashions.

The immune system can generate an almost infinite number of different antibody specificities, the sum of which is the antibody repertoire. This article considers aspects of the mechanism and control of immunoglobulin variable (V) region gene assembly with a focus on how these factors may affect generation of the antibody repertoire in normal and disease states. New model systems to study the mechanism and control of V gene assembly are described, in particular the introduction of V gene recombination substrates into (...) Abelson murine leukemia virus‐transformed pre‐B cells. Finally, a model is presented which suggests that control of V gene assembly is mediated by regulating accessibility of substrate gene segments to recombinational machinery. (shrink)

The coronavirus disease pandemic fundamentally disrupted humans’ social life and behavior. Public health measures may have inadvertently impacted how people care for each other. This study investigated prosocial behavior, its association well-being, and predictors of prosocial behavior during the first COVID-19 pandemic lockdown and sought to understand whether region-specific differences exist. Participants from eight regions clustering multiple countries around the world responded to a cross-sectional online-survey investigating the psychological consequences of the first upsurge of lockdowns in spring 2020. Prosocial behavior (...) was reported to occur frequently. Multiple regression analyses showed that prosocial behavior was associated with better well-being consistently across regions. With regard to predictors of prosocial behavior, high levels of perceived social support were most strongly associated with prosocial behavior, followed by high levels of perceived stress, positive affect and psychological flexibility. Sociodemographic and psychosocial predictors of prosocial behavior were similar across regions. (shrink)

Contrary to frequent declarations that descriptivism as a theory of how names refer is dead and gone, such a descriptivism is, to all appearances, alive and well. Or rather, a descendent of that doctrine is alive and well. This new version—neo-descriptivism, for short—is supposedly immune from the usual arguments against descriptivism, in large part because it avoids classical descriptivism’s emphasis on salient, first-come-to-mind properties and holds instead that a name’s reference-fixing content is typically given by egocentric properties specified in terms (...) of broadly causal relationships between a speaker and his environment: properties like being the actual individual called ‘Aristotle’ referred to by my informants’ use of the name, being the actual individual called ‘George Bush’ whom I have seen/heard described as the U.S. President who started the second Gulf War, and so on. names is not in contention.) What these neo-descriptivists claim is that the usual modal, semantical, and epistemological arguments against classical descriptivism don’t get much of a foothold against this new version, especially if we don’t insist that speakers be able to state these properties on demand. It is enough that these are properties implicit in the semantic judgments of speakers. Recent attacks notwithstanding, such a neo-descriptivism has struck many philosophers as a credible and worthy successor to classical descriptivism. (shrink)

Mindfulness and compassion meditation are thought to cultivate prosocial behavior. However, the lack of diverse representation within both scientific and participant populations in contemplative neuroscience may limit generalizability and translation of prior findings. To address these issues, we propose a research framework calledIntersectional Neurosciencewhich adapts research procedures to be more inclusive of under-represented groups. Intersectional Neuroscience builds inclusive processes into research design using two main approaches: 1) community engagement with diverse participants, and 2) individualized multivariate neuroscience methods to accommodate neural (...) diversity. We tested the feasibility of this framework in partnership with a diverse U.S. meditation center (East Bay Meditation Center, Oakland, CA). Using focus group and community feedback, we adapted functional magnetic resonance imaging (fMRI) screening and recruitment procedures to be inclusive of participants from various under-represented groups, including racial and ethnic minorities, gender and sexual minorities, people with disabilities, neuropsychiatric disorders, and/or lower income. Using person-centered screening and study materials, we recruited and scanned 15 diverse meditators (80% racial/ethnic minorities, 53% gender and sexual minorities). The participants completed the EMBODY task – which applies individualized machine learning algorithms to fMRI data – to identify mental states during breath-focused meditation, a basic skill that stabilizes attention to support interoception and compassion. All 15 meditators’ unique brain patterns were recognized by machine learning algorithms significantly above chance levels. These individualized brain patterns were used to decode the internal focus of attention throughout a 10-min breath-focused meditation period, specific to each meditator. These data were used to compile individual-level attention profiles during meditation, such as the percentage time attending to the breath, mind wandering, or engaging in self-referential processing. This study provides feasibility of employing an intersectional neuroscience approach to include diverse participants and develop individualized neural metrics of meditation practice. Through inclusion of more under-represented groups while developing reciprocal partnerships, intersectional neuroscience turns the research process into an embodied form of social action. (shrink)

This paper defends a direct reference view of empty names, saying that empty names literally have no meaning and cannot be used to express truths. However, all names, including empty names, are associated with accompanying descriptions that are implicated in pragmatically imparted truths. A sentence such as “Vulcan doesn’t exist” pragmatically imparts that there is no tenth planet. This view is defended against objections.

Ethics of Judaism, by M.J. Routtenberg.--Ethics of Roman Catholicism, by J.P. Fitzpatrick.--Ethics of Protestantism, by A.T. Mollegen.--The ethical culture movement, by J. Nathanson.--Rational ethics, by L. Bryson.--Ethical frontiers, by W.G. Muelder.

In Romantic theories of art and literature, the notion of mimesis—defined as art’s reflection of the external world—became introspective and self-reflexive as poets and artists sought to represent the act of creativity itself. Frederick Burwick seeks to elucidate this Romantic aesthetic, first by offering an understanding of key Romantic mimetic concepts and then by analyzing manifestations of the mimetic process in literary works of the period. Burwick explores the mimetic concepts of "art for art's sake," "Idem et Alter," and (...) "palingenesis of mind as art" by drawing on the theories of Philo of Alexandria, Aristotle, Immanuel Kant, Friedrich Schiller, Friederich Wilhelm Joseph von Schelling, Thomas De Quincey, and Germaine de Staël. Having established the philosophical bases of these key mimetic concepts, Burwick analyzes manifestations of mimesis in the literature of the period, including ekphrasis in the work of Thomas De Quincey, mirrored images in the poems of Samuel Taylor Coleridge and William Wordsworth, and the twice-told tale in the novels of Charles Brockden Brown, E. T. A. Hoffmann, and James Hogg. Although artists of this period have traditionally been dismissed in discussions of mimesis, Burwick demonstrates that mimetic concepts comprised a major component of the Romantic aesthetic. (shrink)

In Romantic theories of art and literature, the notion of mimesis—defined as art’s reflection of the external world—became introspective and self-reflexive as poets and artists sought to represent the act of creativity itself. Frederick Burwick seeks to elucidate this Romantic aesthetic, first by offering an understanding of key Romantic mimetic concepts and then by analyzing manifestations of the mimetic process in literary works of the period. Burwick explores the mimetic concepts of "art for art's sake," "Idem et Alter," and (...) "palingenesis of mind as art" by drawing on the theories of Philo of Alexandria, Aristotle, Immanuel Kant, Friedrich Schiller, Friederich Wilhelm Joseph von Schelling, Thomas De Quincey, and Germaine de Staël. Having established the philosophical bases of these key mimetic concepts, Burwick analyzes manifestations of mimesis in the literature of the period, including ekphrasis in the work of Thomas De Quincey, mirrored images in the poems of Samuel Taylor Coleridge and William Wordsworth, and the twice-told tale in the novels of Charles Brockden Brown, E. T. A. Hoffmann, and James Hogg. Although artists of this period have traditionally been dismissed in discussions of mimesis, Burwick demonstrates that mimetic concepts comprised a major component of the Romantic aesthetic. (shrink)

Alston begins his exposition of the realist conception of truth in chapter 1 with a roughly Aristotelian formulation: “A statement is true if and only if what the statement says to be the case actually is the case”. This condition has the drawback that it defines truth via illocutionary acts; yet, as Alston argues, propositions are the most basic truth-bearers. Alston therefore turns to the universalized T-schema for a condition that characterizes the truth of propositions without mentioning illocutionary acts: “ (...) The proposition that p is true iff p”, where “” is a substitutional rather than objectual quantifier over propositions. Later Alston avers that this account of truth is equivalent to another that is overtly realist in characterizing truth in terms of facts, a minimalist correspondence theory: “ The proposition that p is true iff it is a fact that p”. (shrink)

The author discusses the activity of deceiving" as deceiving another and as self-deception. he attempts a logical equivalence between the two. the discussion encompasses 'belief'. the author concludes that the statement 'jones is deceiving himself' translates into "'"how could" jones believe such nonsense'?" with the answer built-in: "'he really "can't"'." (staff).