PurposePast research has documented a significant relationship between family violence and adolescent violence. However, much is unknown about the processes through which this association occurs, especially in the non-Western cultural context. To address this gap, we propose an integrated model encompassing multiple pathways that connect family violence to adolescent violence. Specifically, this study investigates how family violence is related to adolescent violence through violent peer association, normative beliefs about violence, and negative emotions.MethodWe tested the model using the two-wave survey data (...) collected from a probability sample of more than 1,100 adolescents residing in one of the largest metropolitan areas in China in 2015 to 2016.Results and ConclusionsThe results indicated that family violence predicted adolescent violence perpetration. Violent peer association, normative beliefs, and negative emotions, however, mediated much of the relationship between family violence and adolescent violence. (shrink)

This commentary presents indirect support for Corballis's claim that language evolved out of a gestural system in our evolutionary past. Specifically, it presents behavioral and neurological evidence that present-day speech and gesture continue to be tightly integrated in language production and comprehension.

This article introduces and defines the Health in All Policies concept and examines existing state legislation, with a focus on California. The article starts with an overview of HiAP and then analyzes the status of HiAP legislation, specifically addressing variations across states. Finally, the article describes California's HiAP approach and discusses how communities can apply a HiAP framework not only to improve health outcomes and advance health equity, but also to counteract existing laws and policies that contribute to health inequities.

Previous research has showed that Chinese rural-to-urban migrant adolescents are at high risk for discrimination, negative emotions, and aggression. However, little is known about how discrimination, negative emotions, and aggression are interrelated and whether social support addressing the emotional needs of the adolescents would moderate the relationship of discrimination to aggression. This study attempts to fill these gaps. Based on prior research, it is proposed that perceived discrimination relates to reactive aggression by increasing negative emotions that foster aggressive responses to (...) stressful events. Considering the central role that negative emotions may play, it is also hypothesized that socioemotional support provided by family, friends, and community mitigates the impact of perceived discrimination on reactive aggression by reducing negative emotions. The results obtained from the analysis of two-wave survey data collected from a probability sample of 470 migrant students aged 11–17 in China supported these hypotheses. The findings indicate that perceived discrimination fosters negative emotions, which in turn increase reactive aggression. Additionally, socioemotional support reduces the adverse impact of perceived discrimination on reactive aggression by weakening the link between perceived discrimination and negative emotions. Practical and policy implications of these findings are discussed. (shrink)

A quick mental survey of one's friends or acquaintances reveals an important difference between them. On the one hand, there are seemingly stoic people for whom emotional events (e.g., having a pap...

Biomarkers can be powerful tools to guide diagnosis, treatment, and research. However, prudent use of biomarkers requires formal validation efforts. Although the data needed for biomarker validation has traditionally been hard to access, new research initiatives can ease this process.

The FDA's new table of surrogate endpoints used for drug approvals is an important step forward for overseeing the use of biomarkers in clinical trials. Nevertheless, we present several ways in which the table can be improved.

This chapter contends that Husserl's view of history is typical for the early twentieth century, even while the specific form of Husserl's crisis is intimately connected to his personal situation as a Jew in Nazi Germany and to the situation of German philosophy as a whole at this time. It considers the analytical and epistemological aspects of Husserl's theory, examining whether it can also be regarded as a contribution to the critical philosophy of history. It also argues that Husserl cannot (...) affirm the absolutely universal character of philosophy, but he was similarly aware that in conceiving of philosophy as a European tradition, he opened it to the charge of cultural relativism. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

I contend that scientific realism and realism about natural kinds should be given separate treatment because a person could be a scientific realist in general without having key realist commitments about natural kinds. I utilize Chakravartty’s three dimensions of commitment for scientific realism to create three key conditions for realism regarding natural kinds in particular. I find that Dupré’s promiscuous realism fails at least one these conditions, and therefore, for the sake of terminological consistency and clarity, we should classify promiscuous (...) realism as an antirealist view of natural kinds. (shrink)

As a recent distinguished editor of British Journal of Aesthetics and a major contributor in his own right to recent debates on aesthetics and the philosophy of art – not least in the particular field with which this particular volume is concerned – Peter Lamarque is particularly well placed to author this survey of past and contemporary work on the philosophy of literature. Moreover, as those already familiar with Professor Lamarque's work will no doubt expect, this volume offers remarkably clear (...) and extensive coverage of a wide and complex philosophical field in its relatively short space of under 300 pages.Following a short preface, the work is divided into seven chapters. The first, entitled ‘Art’, generally explores the relationship between philosophy, literary theory, art …. (shrink)

A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...) legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft-directive” teaching. (shrink)

(1981). Professionalism in education and physical education: A reply to David best. British Journal of Educational Studies: Vol. 29, No. 2, pp. 152-158.

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)