Measuring a complex and theologically challenging concept like spiritual formation can be daunting. This article describes a multiyear process and methodology that was used in constructing a measure that demonstrated reasonably high levels of reliability, validity, and useability. The article also describes the many challenges in developing this type of measure and strategies for overcoming those challenges. Reflections on how a measure such as this might be helpful, as well as potentially challenging, to churches and pastors are provided in the (...) closing. (shrink)

This new edition of Baran and Davis's successful text provides a comprehensive, historically based, introduction to mass communication theory. Clearly written with examples, graphics, and other materials to illustrate key theories, this edition traces the emergence of two main bodies of mass communication theory: social, behavioral and critical, cultural. The authors emphasize that media theories are human creations that typically are intended to address specific problems or issues.

For centuries medical schools in Britain and elsewhere had a fairly static curriculum based on what might be called the 'three Rs' of medicine, and consequently had to make room for new subjects as the need arose in a fashion which was sometimes makeshift. However, Southampton University has only had a medical school for six years, and therefore their course on medical ethics and legal medicine was carefully integrated into the curriculum after some preliminary experiments carried out by a subcommittee (...) which is continually reviewing the situation. Medical ethics has now a definite place in the fourth year, preceded by an introduction to ethical problems encountered in medicine in the first year. Not only do members of the medical faculty participate in this teaching but also members of the faculties of law and the arts. (shrink)

Members of the Clinical Ethics Consultation Affairs Standing Committee of the American Society for Bioethics and Humanities present a collection of insights and recommendations developed from their collective experience, intended for those engaged in the work of healthcare ethics consultation.

Review of new edition of K. L. Reinhold's Versuch (1789), ed. E.-O. Onnasch.

Sensation elicited by a skin stimulus was subjectively reported to feel stronger when followed by a stimulus to somatosensory cerebral cortex , even when C was delayed by up to 400 ms or more. This expands the potentiality for retroactive effects beyond that previously known as backward masking. It also demonstrates that the content of a sensory experience can be altered by another cerebral input introduced after the sensory signal arrives at the cortex. The long effective S-C intervals support the (...) thesis that a duration of cortical activity of up to 0.5 s is required before awareness of a sensory stimulus is developed. (shrink)

It is a mystery how we just know to be in any context of our lives. It happens without our thinking. By this same token we never have to work out how to speak an English sentence that we utter. We just know to talk and do. This paper is an exploration of this mystery.

In 1942 Robert K. Merton tried to demonstrate the structure of the normative system of science by specifying the norms that characterized it. The norms were assigned the abbreviation CUDOs: Communism, Universalism, Disinterestedness, and Organized skepticism. Using the results of an on-line survey of climate scientists concerning the norms of science, this paper explores the climate scientists’ subscription to these norms. The data suggests that while Merton’s CUDOs remain the overall guiding moral principles, they are not fully endorsed or present (...) in the conduct of climate scientists: there is a tendency to withhold results until publication, there is the intention of maintaining property rights, there is external influence defining research and the tendency to assign the significance of authored work according to the status of the author rather than content of the paper. These are contrary to the norms of science as proposed by Robert K. Merton. (shrink)

Students in 80 kindergarten to grade six classrooms photographed and captioned experiences in class which they identified as examples of democratic citizenship education. With the assistance of a teacher candidate placed in their classroom for a semester, students chose and captioned five of the photographs they considered to best represent demonstrate citizenship education. Four main categories of citizenship events emerged describing key elements associated with democratic citizenship education; shared decision making, participating in a learner-oriented classroom context in which students have (...) some individual choice of daily activities, equality of opportunity, and activities extending into the community and integrating community and classroom. Early grades students (K-3) identified activities they associated with democratic citizenship education while upper grades (4-6) students additionally presented rationales and gave evidence to support their representations. Empowerment, problem solving, and contributing to the common good were additional elements associated with democratic citizenship education in the classes sampled, although these were not strongly represented as were the four key elements. This study provides an initial portrait indicating a need for deeper investigation of K-6 students' own representations of the democratic citizenship education they experience. (shrink)

Students in 80 kindergarten to grade six classrooms photographed and captioned experiences in class which they identified as examples of democratic citizenship education. With the assistance of a teacher candidate placed in their classroom for a semester, students chose and captioned five of the photographs they considered to best represent demonstrate citizenship education. Four main categories of citizenship events emerged describing key elements associated with democratic citizenship education; shared decision making, participating in a learner-oriented classroom context in which students have (...) some individual choice of daily activities, equality of opportunity, and activities extending into the community and integrating community and classroom. Early grades students identified activities they associated with democratic citizenship education while upper grades students additionally presented rationales and gave evidence to support their representations. Empowerment, problem solving, and contributing to the common good were additional elements associated with democratic citizenship education in the classes sampled, although these were not strongly represented as were the four key elements. This study provides an initial portrait indicating a need for deeper investigation of K-6 students' own representations of the democratic citizenship education they experience. (shrink)

Wavefunction collapse models modify Schrödinger's equation so that it describes the rapid evolution of a superposition of macroscopically distinguishable states to one of them. This provides a phenomenological basis for a physical resolution to the so-called “measurement problem.” Such models have experimentally testable differences from standard quantum theory. The most well developed such model at present is the Continuous Spontaneous Localization (CSL) model in which a universal fluctuating classical field interacts with particles to cause collapse. One “side effect” of this (...) interaction is that the field imparts energy to the particles: experimental evidence on this has led to restrictions on the parameters of the model, suggesting that the coupling of the classical field to the particles must be mass-proportional. Another “side effect” is that the field imparts momentum to particles, causing a small blob of matter to undergo random walk. Here we explore this in order to supply predictions which could be experimentally tested. We examine the translational diffusion of a sphere and a disc, and the rotational diffusion of a disc, according to CSL. For example, we find that the rms distance an isolated 10−5 cm radius sphere diffuses is ≈(its diameter, 5 cm) in (20 sec, a day), and that a disc of radius 2 ⋅ 10−5 cm and thickness 0.5 ⋅ 10−5 cm diffuses through 2πrad in about 70 sec (this assumes the “standard” CSL parameter values). The comparable rms diffusions of standard quantum theory are smaller than these by a factor 10−3±1. It is shown that the CSL diffusion in air at STP is much reduced and, indeed, is swamped by the ordinary Brownian motion. It is also shown that the sphere's diffusion in a thermal radiation bath at room temperature is comparable to the CSL diffusion, but is utterly negligible at liquid He temperature. Thus, in order to observe CSL diffusion, the pressure and temperature must be low. At the low reported pressure of 5 ⋅ 10−17 Torr, achieved at 4.2°K, the mean time between air molecule collisions with the (sphere, disc) is ≈(80, 45)min. This is ample time for observation of the putative CSL diffusion with the standard parameters and, it is pointed out, with any parameters in the range over which the theory may be considered viable. This encourages consideration of how such an experiment may actually be performed, and the paper closes with some thoughts on this subject. (shrink)

Krueger & Funder (K&F) correctly identify work on conformity, obedience, bystander (non)intervention, and social cognition as among social psychology's most memorable contributions, but they incorrectly portray that work as stemming from a “negative research orientation.” Instead, the work they cite stimulates compassion for the human actor by revealing the enormous complexity involved in deciding what to think and do in difficult, uncertain situations.