Much work has recently been done on Jane Addams, her writings, and the general atmosphere and thought associated with Hull House and other settlement places in American cities.1 But although we might think of Addams and her work as the center of the Hull House effort, many other women (and a few men) were involved in the efforts, and the strengths that they brought to bear on the activities in Chicago in the early part of the twentieth century need to (...) be delineated and, to some extent, given pride of place. Two women whose work was applauded by Addams at the time, but whose thought remains somewhat under investigated are Ellen Gates Starr and Julia Lathrop. Indeed, Addams wrote a book about her partnership with .. (shrink)

This study aimed to investigate the longitudinal trends in mathematical competencies of Grade 8 students in a public high school located in Zamboanga del Sur, Philippines. The study collected data over a period of six academic years, allowing for a comprehensive analysis of students' performance in 16 distinct mathematical competences of basic education curriculum. These topics include, but are not limited to, special products and factors, factoring, and basic concepts of probability. Using a quantitative research design, the study analyzed both (...) numerical and secondary data to identify patterns or trends in students' mathematical competencies. Trends were analyzed through regression analysis using slopes. The significance of these trends was then evaluated using t-tests for the standard error of slopes. The statistical analysis revealed significant upward trends in certain mathematical topics, indicating an improvement in the students' competencies over the six academic years. However, certain topics displayed downward or stable trends, indicating areas for improvement in the teaching methods used for these topics. The study highlights the importance of flexible and adaptable approaches to mathematics education. It emphasizes the need for constant evaluation and improvement of teaching methods to enhance student learning outcomes. The findings of this study provide valuable insights for educators and policymakers to guide evidence-based decision-making and improve the quality of mathematics education in the new normal setup. Implications and future research directions are incorporated in the study. (shrink)

The role of Alfred Kinsey, America's most influential sexologist, in the cultural revolution of sex and gender during the past fifty years remains as unquestionable as it has been controversial. This admiring biography argues that Kinsey also qualifies as an authentic great man of science in the tradition of Darwin. Kinsey's expert authority was recently challenged by James Jones, who claimed in his 1997 biography that Kinsey's terrible personal secrets—homosexuality and masochism—plagued his life and ruined his science. Jonathan Gathorne‐Hardy sets (...) out to repair Kinsey's reputation by defending him against this “Kenneth Starr school of biography” . The author seeks to rescue Kinsey's achievement from the stigmatizing charge that it was flawed because it subordinated science to subjectivity.Gathorne‐Hardy emphasizes Kinsey's methodological creativity and his interviewing genius. During his early career, when he worked on gall wasps, Kinsey's science developed as a practice of scrupulous collection, observation, and documentation. Even in graduate school, he was dubbed “get a million Kinsey,” and his belief in sheer quantity—as well as quantification—was just as apparent when he turned his attention to human sexuality. In 1938 Kinsey taught a course on marriage at Indiana University, where he spent his entire working life. Limited to married or engaged students and faculty, the course covered reproductive physiology, contraception, and a host of other sexual topics in explicit detail. Kinsey also used the course to gather data about his students' sex lives. The thousands of sexual histories collected at the Institute for Sex Research in later years—7,985 by Kinsey alone—attest to his scientific commitment to behavior as the only legitimate basis for a science of sex.The behavioral unit of analysis chosen by Kinsey was the orgasm—or “outlet,” as Kinsey called it. Because it was countable, the theory went, it was objective. Kinsey's ethic of measurement resulted in interviews involving at least 350 standard questions, whose answers were recorded in a custom code designed to fit on a single sheet of paper divided into 287 squares. Among the ironies of Kinsey's method was the fact that his sex histories measured linguistic rather than sexual behavior. What Kinsey actually compiled was a huge cache of stories, not direct observations of sexual behavior. Kinsey, who gathered more sexual stories than any other person alive, systematically aimed to eradicate all quirks and complexities in order to produce a statistical portrait of population‐wide behavior. Meanings might be historically important, but numbers, not narratives, would yield truth. The easy use of “human males” and “human females” in the titles of Kinsey's famous reports suggests how universal his scientific claims were—and also how devoid of temporal and cultural particularity.The resulting conception of human sexual nature is probably best represented in Kinsey's six‐point scale, where behavioral possibilities ranged from exclusively homosexual at one pole to exclusively heterosexual at the other. Diversity emerged as the premier fact about sexual behavior. While this placed men and women uncomfortably close to their primate cousins on an evolutionary map, making human sexual exceptionalism objectively unsustainable, it also produced a reformist sensibility that rooted its demand for toleration in the powerful evidence of natural facts. It is difficult to overstate how shocking Kinsey's picture of polymorphous sexuality was in a culture devoted to either/or binaries and prone to harsh judgments about deviation from norms. Kinsey's contribution was to point out the gap between ideology and behavior . That lots of people did lots of things at odds with professed sexual morality was, for some, a welcome relief and call to revolution. For others, it was a reason to hate Kinsey and blame him for changes in the realm of gender and sexuality already well under way by midcentury.No biographies can save scientific heroes from the fatal charge that their methods and findings were bound up in their lives, or they would not be biographies worth reading. This attests to the stubborn endurance of the psychoanalytic paradigm. Kinsey despised Freud for passing off philosophy as science. Yet because of the conventions of post‐Freudian biography, Gathorne‐Hardy must explore exactly those dimensions of Kinsey's life and character that Freud embraced but that Kinsey himself would never have admitted into the precincts of science. His childhood illnesses and struggles with an overbearing father, his rage against religion, fondness for music, charismatic yet autocratic style, and his own anguished sexuality are keys to puzzling out not only a life in science, but a life.Gathorne‐Hardy can hardly ignore evidence that Kinsey's own sexual appetites were diverse—“bisexual” is this author's preferred designation—or that his enterprise in sex research involved experimentation: the mostly married male members of Kinsey's team were expected to engage in sexual activities with one another and one another's wives. Kinsey's wife Clara was a confidant and supporter from the start. Their loving marriage was also an open marriage. Mac was a participant‐observer in the world of sex research. She had a series of affairs with Kinsey's colleagues and even changed the bedsheets during energetic sessions of sexual cinematography that took place in the attic of their home. Yet the Kinseys also shielded their children from their own unorthodox sexual practices.This biography concludes by suggesting that Kinsey died tragically in 1957, convinced that his enemies had the upper hand. Kinsey was wrong. The diversity he championed has become a theoretical staple in the human and life sciences as well as a practical goal in social policies related to gender, race, and sexuality. However unfinished it may be, it is difficult to imagine Kinsey's revolution being reversed in either science or society. (shrink)

Jane Addams had two romantic partnerships during her years as Head of Hull House, one with Ellen Gates Starr and the second with Mary Rozet Smith. This paper traces the story of these two relationships, highlighting their importance in sustaining her emotionally and examining to the extent possible the place of sexuality in both.

This paper aims to address the difficulties of high school students in bridging their computational understanding with their visualization skills in understanding the notion of the limits in their calculus class. This research used a pre-experimental one-group pretest-posttest design research on 62 grade 10 students enrolled in the Science, Technology, and Engineering Program (STEP) in one of the public high schools in Zamboanga del Sur, Philippines. A series of remedial sessions were given to help them understand the function values, one-sided (...) limits, limits of a function, and its discontinuities with the aid of the GeoGebra. Results revealed that there is a significant improvement in their mathematics performance before and after the remediation, t(61) = -19.99, p<.05. The real-time feedback provided by the drawing interface of GeoGebra has provided the students the insights into how objects behave in geometrical space, bridging their understanding in locating the values shown by the computational algebraic processes. Additionally, the significant difference in the achievement reveals a large effect size (Cohen’s =2.54) which could be accounted for by the remediation using interactive activities in the GeoGebra. (shrink)

The objective of the study was to develop a structural model that explores the relationship between Mathematics Performance and students’ self-regulated learning skills, grit, and expectancy-value towards science, technology, engineering and mathematics (STEM). The research collected survey data from 664 senior high school students from 17 STEM high schools, and conducted a covariance-based structural equation modeling (SEM) analysis. The results of the SEM analysis indicate that the Re-specified Self-Regulated Learning Skill – Expectancy-Value towards STEM – Grit – Mathematics Performance (Re-specified (...) SRL-EV-GR-MP) model is the most parsimonious fit, offering the best empirical support for the theoretical model of the study. The research findings suggest that the mathematics performance of senior high school students in STEM curriculum is attributed to their high expectancies for success and perceived values of the STEM tasks, high grit, and high self-regulated learning skills. Moreover, the research also observed evidence of mediating and moderating grit effects in the concurrent effects of expectancy-values towards STEM and self-regulated learning skills towards students’ mathematics performance. (shrink)

In 1904, Ellen Richards introduced “euthenics.” By 1912, Lewellys Barker, director of medicine and physician-in-chief at Johns Hopkins Hospital, would tell the _New York Times_ that the “task of eugenics” and the “task of euthenics” was the “Task for the Nation.” Alongside the emergence of hereditarian eugenics, where fate was firmly rooted in heredity, this article places euthenics into the same Progressive Era demands for the scientific management over environmental issues like life and labor, health and hygiene, sewage and (...) sanitation. I argue that euthenics not only heralded women as leaders in the quest for what Richards and eugenicists termed “racial improvement,” but also aimed to make reforms through environmental and educational changes rather than hereditary interventions. Seeking to recuperate the figure of Ellen Richards in the history of science, I place Richards and her euthenics more into the debate over eugenics rather than over the emergence of home economics. Building on the work of Donald Opitz, Staffan Bergwik, and Brigette Van Tiggelen, this article shows, first, how Richards’ career threads the needle between the home and the laboratory as sites of science making, not as separate spheres but as overlapping realms, and helps recover how domestic concerns shaped the focus of the life sciences. Second, this article shows how euthenics shaped eugenics by looking at the writings of American eugenicists Charles Davenport, Paul Popenoe, and David Starr Jordan. Third, the article describes how euthenics took root in new academic departments of domestic science, home economics, and departments child welfare and family life in the 1920 and 1930s, most notably the department of euthenics at the Kansas State Agricultural College from 1926 and the Institute of Euthenics at Vassar College after 1923. (shrink)

Max Weber's distinction in "Politics as a Vocation" between the ethic of conviction and the ethic of responsibility is best understood as a distinction between mutually exclusive ethical worldviews. Interpretations that correlate the two ethics with Weber's distinction between value-rational social action and instrumental-rational social action are misleading since Weber assumes that both types of rational social action are present in both ethics. The ethic of conviction recognizes a given hierarchy of values as the context for moral endeavor. The ethic (...) of responsibility acknowledges value obligations, but assumes the absence of any given hierarchy of values and the inevitability of value conflict as the context for moral endeavor. When interpreted in the context of his multilayered understanding of value conflict, Weber's ethic of responsibility emerges as a coherent ethical perspective. (shrink)

Ellen Meiksins Wood is a leading contemporary political theorist who has elaborated an innovative approach to the history of political thought, the social history of political theory .

Although affective facial pictures are widely used in emotion research, standardised affective stimuli sets are rather scarce, and the existing sets have several limitations. We therefore conducted a validation study of 490 pictures of human facial expressions from the Karolinska Directed Emotional Faces database (KDEF). Pictures were evaluated on emotional content and were rated on an intensity and arousal scale. Results indicate that the database contains a valid set of affective facial pictures. Hit rates, intensity, and arousal of the 20 (...) best KDEF pictures for each basic emotion are provided in an appendix. (shrink)

One of the signal developments in contemporary criticism over the past several years has been the ascendancy of the colonial paradigm. In conjunction with this new turn, Frantz Fanon has now been reinstated as a global theorist, and not simply by those engaged in Third World or subaltern studies. In a recent collection centered on British romanticism, Jerome McGann opens a discussion of William Blake and Ezra Pound with an extended invocation of Fanon. Donald Pease has used Fanon to open (...) an attack on Stephen Greenblatt’s reading of the Henriad and the interdisciplinary practices of the new historicism. And Fanon, and published interpretations of Fanon, have become regularly cited in the rereading of the Renaissance that have emerged from places like Sussex, Essex, and Birmingham.1My intent is not to offer a reading of Fanon to supplant these others, but to read, even if summarily, some of these readings of Fanon. By focusing on successive appropriations of this figure, as both totem and text, I think we can chart out an itinerary through contemporary colonial discourse theory. I want to stress, then, that my ambitions here are extremely limited: what follows may be a prelude to a reading of Fanon, but does not even begin that task itself.2 1. See Jerome McGann, “The Third World of Criticism,” in Rethinking Historicism: Critical Readings in Romantic History, ed. Marjorie Levinson et al., pp. 85-107, and Donald Pease, “Toward a Sociology of Literary Knowledge: Greenblatt, Colonialism, and the New Historicism,” in Consequences of Theory, ed. Barbara Johnson and Jonathan Arac.2. A properly contextualized reading of Fanon’s Black Skin, White Masks, the text to which I most frequently recur, should situate it in respect to such germinal works as Jean-Paul Sartre’s Réflexions sur la question Juive, Dominique O. Mannoni’s Psychologie de la colonisation, Germaine Guex’s La Névrose d’abandon, as well as many lesser known works. But this is only to begin to sketch out the challenge of rehistoricizing Fanon. Henry Louis Gates, Jr. is coeditor of Transition, a quarterly review, and the author of Figures in Black and The Signifying Monkey, which received an American Book Award. (shrink)

This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...) the following key issues: § 1.Providing information about research integrity § 2.Providing education, training and mentoring § 3.Strengthening a research integrity culture § 4.Facilitating open dialogue § 5.Wise incentive management § 6.Implementing quality assurance procedures § 7.Improving the work environment and work satisfaction § 8.Increasing transparency of misconduct cases § 9.Opening up research § 10.Implementing safe and effective whistle-blowing channels § 11.Protecting the alleged perpetrators § 12.Establishing a research integrity committee and appointing an ombudsperson § 13.Making explicit the applicable standards for research integrity. (shrink)

A uniform theory of conditionals is one which compositionally captures the behavior of both indicative and subjunctive conditionals without positing ambiguities. This paper raises new problems for the closest thing to a uniform analysis in the literature (Stalnaker, Philosophia, 5, 269–286 (1975)) and develops a new theory which solves them. I also show that this new analysis provides an improved treatment of three phenomena (the import-export equivalence, reverse Sobel-sequences and disjunctive antecedents). While these results concern central issues in the study (...) of conditionals, broader themes in the philosophy of language and formal semantics are also engaged here. This new analysis exploits a dynamic conception of meaning where the meaning of a symbol is its potential to change an agent’s mental state (or the state of a conversation) rather than being the symbol’s content (e.g. the proposition it expresses). The analysis of conditionals is also built on the idea that the contrast between subjunctive and indicative conditionals parallels a contrast between revising and consistently extending some body of information. (shrink)

Joann Starr, a Roman Catholic nun, and Bruce Zawacki, a burn surgeon, met 22 years ago in the Los Angeles County, University of Southern California Burn Center in the roles of a patient and her physician struggling over issues of autonomy and informed consent. After recovery, she remained a nun and has become a patient advocate and doctoral candidate in bioethics. He remained a burn surgeon and has become a bioethics teacher and author. Although they live in distant locations, (...) they maintain their friendship and frequently discuss their shared experience. Recently they met to reflect on the events, lessons, and meanings of their original encounter. (shrink)

Putting the ethical tools of philosophy to work, Ellen K. Feder seeks to clarify how we should understand "the problem" of intersex. Adults often report that medical interventions they underwent as children to "correct" atypical sex anatomies caused them physical and psychological harm. Proposing a philosophical framework for the treatment of children with intersex conditions—one that acknowledges the intertwined identities of parents, children, and their doctors—Feder presents a persuasive moral argument for collective responsibility to these children and their families.

Troeltsch and Simmel both feared that the loss of religion on a cultural scale would deprive the modern European world of a potentially effective resource for ethical and spiritual unity. To conserve this resource, Simmel argued for a purely formal spirituality that depended upon no doctrines and no institutions. Troeltsch concluded that on a cultural scale, Simmel's program was a recipe for spiritual and ethical suicide; he recommended instead the possibility of a liberal Christianity. In developing this possibility, Troeltsch used (...) Simmel's analysis of symbols of exchange to present a fruitful new sociological conception of the symbol of Christ as a model for shaping the interaction of Christianity and society. (shrink)

Some health care organizations allow physicians to withhold cardiopulmonary resuscitation from a patient, despite patient or surrogate requests that it be provided, when they believe it will be more harmful than beneficial. Such cases usually involve patients with terminal diagnoses whose medical teams argue that aggressive treatments are medically inappropriate or likely to be harmful. Although there is state-to-state variability and a considerable judicial gray area about the conditions and mechanisms for refusals to perform CPR, medical teams typically follow a (...) set of clearly defined procedures for these decisions. The procedures are based on the principle of nonmaleficence and typically include consultation with hospital ethics committees, reflecting the guidelines of relevant professional associations. Ethical debates about when CPR can and should be limited tend to rely more on discussions of theory, principles, and case studies than systematic empirical study of the situations in which such limitations are applied. Sociologists of bioethics call for empirical study, arguing that what ethicists and health professionals believe they are doing when they draft policies or invoke principles does not always mirror what is happening on the ground. In this article, we begin the task of modeling the empirical analyses sociologists call for, focusing on a cohort at Massachusetts General Hospital. We inductively analyzed ethics committee notes and medical records of nineteen patients whose surrogates did not accept the decision to withhold CPR. (shrink)

Philosophical questions surrounding skill and expertise can be traced back as far as Ancient Greece, China, and India. In the twentieth century skilled action was an important factor in the work of phenomenologists such as Heidegger and Merleau-Ponty and analytic philosophers including Gilbert Ryle. However, as a subject in its own right it has, until now, remained largely in the background. The Routledge Handbook of Philosophy of Skill and Expertise is an outstanding reference source and the first major collection of (...) its kind, reflecting the explosion of interest in the topic recent years. Comprising thirty-nine chapters written by leading international contributors, the Handbook is organised into six clear parts: Skill in the History of Philosophy Skill in Epistemology Skill, intelligence, and agency Skill in Perception, Imagination, and Emotion Skill, Language, and, Social Cognition Skill and Expertise in Normative Philosophy. Essential reading for students and researchers in philosophy of mind and psychology, epistemology and ethics, The Routledge Handbook of Philosophy of Skill and Expertise is also suitable for those in related disciplines such as social psychology and cognitive science. It is also relevant to those who are interested in conceptual issues underlying skill and expertise in fields such as sport, the performing arts, and medicine. (shrink)

One antidote to moral distress is stronger moral agency—that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses’ moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN (...) sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture‐style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty‐seven over three years of the program) indicated that CERN achieved transformative learning. (shrink)

There is strong theoretical support for a relationship between various characteristics of religiousness and attitudes towards business ethics. This paper examines three frequently- studied dimensions of religiousness (fundamentalism, conservatism, and intrinsic religiousness) and their ability to predict students' willingness to behave unethically. Because prior research indicated a possible relationship between the religious affiliation of an institution and its members' ethical orientation, we studied students at universities with three different types of religious affiliation: evangelical, Catholic, and none.Results of the study lend (...) support to a negative relationship between the above-mentioned dimensions of religiousness and willingness to behave unethically. In addition, students at the Evangelical university were far less willing to engage in unethical behavior than were students at either the Catholic or the unaffiliated institutions. (shrink)

- How can anthropology improve our understanding of the interrelationship between nature and culture? - What can anthropology contribute to practical debates which depend on particular definitions of nature, such as that concerning sustainable development? Humankind has evolved over several million years by living in and utilizing 'nature' and by assimilating it into 'culture'. Indeed, the technological and cultural advancement of the species has been widely acknowledged to rest upon human domination and control of nature. Yet, by the 1960s, the (...) idea of culture in confrontation with nature was being challenged by science, philosophy and the environmental movement. Anthropology is increasingly concerned with such issues as they become more urgent for humankind as a whole. This important book reviews the current state of the concepts of 'nature' we use, both as scientific devices and ideological constructs, and is organised around three themes: - nature as a cultural construction; - the cultural management of the environment; and - relations between plants, animals and humans. (shrink)

Ellen Feder's monograph is an attempt to think about the categories of race and gender together. She explains and then employs some critical tools derived from Foucault, in order to advance her main argument: that the institution of the family is the locus of the production of gender and race, and that gender is best understood as a function of a "disciplinary" power that operates within the family, while race is the function of a "regulatory" power acting upon the (...) family from outside. Her interdisciplinary work will be of interest to feminist philosophers and theorists because it plays into a recent expansion of interest in the family, as well as to literary scholars of Foucault, to scholars of race and race theory, and to other feminist scholars in political science, sociology, anthropology, and cultural studies. (shrink)

I argue for the usefulness of the evolutionary kind of biological individual.

Whether level 1 predictors should be centered per cluster has received considerable attention in the multilevel literature. While most agree that there is no one preferred approach, it has also been argued that cluster mean centering is desirable when the within-cluster slope and the between-cluster slope are expected to deviate, and the main interest is in the within-cluster slope. However, we show in a series of simulations that if one has a multilevel autoregressive model in which the level 1 predictor (...) is the lagged outcome variable (i.e., the outcome variable at the previous occasion), cluster mean centering will in general lead to a downward bias in the parameter estimate of the within-cluster slope (i.e., the autoregressive relationship). This is particularly relevant if the main question is whether there is on average an autoregressive effect. Nonetheless, we show that if the main interest is in estimating the effect of a level 2 predictor on the autoregressive parameter (i.e., a cross-level interaction), cluster mean centering should be preferred over other forms of centering. Hence, researchers should be clear on what is considered the main goal of their study, and base their choice of centering method on this when using a multilevel autoregressive model. (shrink)

Several theories, which attempt to give an account of cumulative culture, emphasize the importance of high‐fidelity transmission mechanisms as central to human learning. These high‐fidelity transmission mechanisms are thought to account for the ratchet effect, that is, the capacity to inherit modified or improved knowledge and skills rather than having to develop one's skills from the ground up via individual learning. In this capacity, imitation and teaching have been thought to occupy a special place in the explanation of cumulative culture (...) because they are both thought to function as high‐fidelity transmission mechanisms. In contrast to this standard view, I will argue that imitation and teaching are not both best construed as primarily high‐fidelity transmission mechanisms. Rather, I will argue that though both can contribute to the high‐fidelity transmission of information, imitation and teaching make two distinct contributions to cumulative culture. I will claim that imitation functions primarily as a high‐fidelity transmission mechanism while teaching is primarily responsible for the innovation and creativity characteristic of cumulative culture. (shrink)

In this article, Ellen Bliss Talbot affirms the reality of both time and change in individual human lives, asserting that moral growth is possible because an individual is a unity in and through time.