Long Working Hours and Well-being: What We Know,What We Do Not Know,and What We Need to Know

Despite a widespread belief in both the academic and public policy literatures that working long hours is deleterious to health and well-being, our critical review of this large and complex literature fails to support a robust direct causal effect of work hours on either physical or mental well-being outcomes. Large-scale epidemiological studies, many of which are prospective and include objective health outcome measures, support a statistically significant association between long work hours and coronary heart disease and depression, but the effect sizes are very small. Moreover, there is an absence of true longitudinal studies that assess the consistency of working long hours over time and its relationship to well-being. Our review suggests that the effects of working long hours are nuanced in that they may vary considerably for different working populations based on gender, age, working conditions, and other factors. Primary and meta-analytic studies suggest that such moderator effects are plausible, yet rigorous testing of these remains to be done. We conclude with suggestions for specific moderator effects that seem worth investigating in future research.     

The New Meaning of MS.: Single, But Too Old for Miss

We examined understanding of the title Ms ., in college students and individuals surveyed via the Internet. Participants were asked to define Ms. and other titles, and rate the likely marital status and age of those using the titles. While some participants indicated that Ms. was a title for women of any marital status, a common alternative definition of Ms. was a title for unmarried women. Younger participants (those under 20) were significantly more likely to use this definition. We also asked what title women preferred for themselves. Older unmarried women were more likely to prefer Ms. as their own title than were younger unmarried women, while married women overwhelmingly preferred the use of Mrs . Perhaps this is why many younger people assume that Ms. is a title for unmarried women too old to use Miss .     

What is Working,What is Not,and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. Thus, the primary questions driving this research are as follows: (1) what course characteristics moderate the effectiveness of ethics instruction?, and (2) have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs.     

Women Are On, But Not In, the News: Gender Roles in Local Television News

This investigation examined 580 news stories in the top three local television news programs in a Northeastern U.S. television market for a two-week period. Content analysis was used to determine whether or not there were gender differences in the prevalence of reporters and anchors and in the type of stories they reported. Analysis of newscasts revealed that female reporters were more likely to present human interest and health related stories, while males were more likely to present political stories. Analysis of news sources revealed that male experts were used significantly more often than were female experts as news sources. There was no relationship between time news stories were presented and gender of the reporters or anchors.     

Delayed,But Not Immediate,Feedback After Multiple-Choice Questions Increases Performance on a Subsequent Short-Answer,But Not Multiple-Choice,Exam: Evidence for the Dual-Process Theory of Memory

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.     

Testing of Collegiate Athletes for Sickle Cell Trait: What We,as Genetic Counselors Should Know

In August 2010, the National Collegiate Athletic Association (NCAA) mandated that all of its incoming Division I student-athletes be tested for sickle cell trait. Student-athletes have the additional options to provide proof of a previous sickle cell test result or decline testing, by signing a waiver releasing their institution of liability. This article addresses the origins of the NCAA recommendations, and stresses the importance of proceeding with care. In doing so, it seeks to start a discussion in the genetic counseling community as to what, if any, should our role be?     

Seeing What We Know, Knowing What We See: Challenging the Limits of Visual Acuity

Ageism has resulted in overstated expectations regarding the inevitable deterioration in human capabilities, such as visual perception, with age (Rowe and Kahn in Science, 237, 143?C149, 1987; Grant in Health and Social Work, 21, 9?C15, 1996). Human visual perception, however, is of a largely constructive nature, evidenced in the complementary interactions between top-down inputs (e.g., expectations) and bottom-up stimuli (Engel et al. in National Review of Neuroscience, 2(10), 704?C716, 2001; Miller and Cohen in, Annual Review of Neuroscience, 24, 167-202, 2001). Based on this constructive nature, we hypothesized that visual perception may be better than is typically expected. In three experiments, we demonstrated the malleability of visual acuity using a conditioning procedure involving manipulations in bottom-up stimuli. Experimental groups read a book excerpt with one letter in decreased font size, while the control groups read the same book excerpt with all letters in the same font size. Experiment 1 (N?=?112) examined whether visual acuity could be enhanced for a specific letter. Experiment 2 (N?=?70) assessed whether visual acuity could be enhanced for a non-conditioned letter, while Experiment 3 (N?=?108) evaluated whether the visual conditioning effects would transfer to all non-conditioned letters. Visual acuity for experimental groups was significantly better than that in the control groups, speaking to the general malleability of our visual sense.     

The More You See It, the More You Know It: Memory Accessibility and Sexual Harassment Judgments

The influence of the availability of personally known and media known sexual harassment victims and harassers on perceptions of social sexual workplace conduct was examined. Male and female full-time workers evaluated two videotapes that depict sexual harassment in the workplace. Results indicated that perceived likelihood of harassment and discrimination increased as participants recalled more examples of harassment victims whom they personally knew. In some instances, recall of victims in the media had a similar influence. As predicted, the influence of availability was stronger for men than for women. Similar findings resulted from the analyses of the unwelcomeness, severity, and pervasiveness of the conduct; however, legal standard, gender, or case often moderated this relationship. The implications of these findings are discussed.     

What We Know and Where We Go from here: A Review of Lesbian,Gay, and Bisexual Youth Hookup Literature

In this paper, we acknowledge and critique the absence of lesbian, gay, and bisexual (LGB) experiences in the recent proliferation of scholarship on “hooking up” among youth (aged 16 to 24). Although previous research has documented that LGB youth hookup at high rates (up to three-quarters of LGB youth), and oftentimes more than heterosexuals, the most basic aspects of hookups (e.g., motivations, experiences, and outcomes) have not been comprehensively explored. This is pertinent because young adulthood, in particular, is a time when young people explore their sexuality. Most scholarship on hooking up has focused on White heterosexual college students, mostly due to sampling constraints and impediments, and so we are left with a critical gap in our knowledge about LGB youth—a population that is typically at higher risk for sexual, mental, and emotional health issues. We begin by reviewing the literature on hooking up among heterosexual young adults as organized by four themes: hookup definitions/frequencies, contexts, motivations, and outcomes. We do this to explicitly highlight and contrast what little is known about LGB youth hookups. We then provide a research agenda that projects how future researchers can advance this area of scholarship and begin to fill its gaps, while considering the hookup experiences of diverse LGB youth.     

Not Me,But Reflects Me: Validating a Simple Implicit Measure of Psychological Capital

We propose the recently introduced implicit measure of psychological capital (PsyCap), the Implicit Psychological Capital Questionnaire (I-PCQ; Harms & Luthans, 2012), can provide a needed valid alternative to the self-report Psychological Capital Questionnaire (PCQ). We explain the development of the I-PCQ items, assess the structural validity of the instrument, test its vulnerability to response distortion, and assess its capacity to predicting work attitudes and behaviors vis-à-vis the PCQ and Big Five personality facets. We found that the I-PCQ demonstrated acceptable structural validity that was consistent with and added to prior theorizing, was resistant to response distortion, and predicted work outcomes above and beyond the widely used self-report PCQ and Big Five personality traits. We conclude that the I-PCQ represents a valid, easily administered measure of psychological capital that minimizes problems associated with self-reports and is appropriate for use in work settings.     

Ceaselessly Exploring,Arriving Where We Started and Knowing It for the First Time

In this paper I explore the implications of the increasing social and sociable uses of new, mobile internet associated technologies (MIATs) for online learning. In particular I focus on tablet computers as at the vanguard of this shift. Drawing on discourses of technobiophilia and phatic communion, the propositions explored in this paper are that: (a) that internet associated technologies have been shaped by and reflect the ways in which humans engage with objects and each other in the physical world, (b) that of particular significance for MIATs are frequent small scale social interactions between users, and (c) that a more detailed consideration of these affordances would enhance online learning. I develop this account by considering the potential role of relationships for supporting the development of socially cohesive learning groups and the enhancement of online learning. In particular I focus on the need for partiality within a learning group and mechanisms for managing conflict. I conclude by offering two broad principles for a more sociable online learning experience.     

What We Know Now About Bias and Intergroup Conflict, the Problem of the Century

After nearly a century's study, what do psychologists now know about intergroup bias and conflict? Most people reveal unconscious, subtle biases, which are relatively automatic, cool, indirect, ambiguous, and ambivalent. Subtle biases underlie ordinary discrimination: comfort with one's own in–group, plus exclusion and avoidance of out–groups. Such biases result from internal conflict between cultural ideals and cultural biases. A small minority of people, extremists, do harbor blatant biases that are more conscious, hot, direct, and unambiguous. Blatant biases underlie aggression, including hate crimes. Such biases result from perceived intergroup conflict over economics and values, in a world perceived to be hierarchical and dangerous. Reduction of both subtle and blatant bias results from education, economic opportunity, and constructive intergroup contact.     

也谈《周易》的今古文问题

后人说解《周易》时,常常从今古文的角度立论.其实,这当中多系误解:秦焚书而儒门《易》传之不绝,《周易》只有师法、家法之争,并无纯粹的今古文本之争;用扬雄之言证明河内女子所得逸《易》一事,则是对扬雄《法言》断章取义的误读;《汉书·艺文志》说《费氏易》与古文同,是说其字之多寡同于中古文,无脱缺,并不是说《费氏易》一直用古文字传播;许慎《说文序》中列出包括《孟氏易》在内的书目,是说他引用的这些书中的某些字的用法合乎仓颉、史籀造字本意,并不是说它们都是古文经,“皆古文”三字是针对《论语》、《孝经》而言,是说这二书用的是篇章、词句与今文本有不同(但字体可能都是今文隶书)的古文本.     

Have Your Cake and Eat It Too: The Old Principal Principle Reconciled with the New*

David Lewis (1980) proposed the Principal Principle (PP) and a “reformulation” which later on he called ‘OP’(Old Principle). Reacting to his belief that these principles run into trouble, Lewis (1994) concluded that they should be replaced with the New Principle (NP). This conclusion left Lewis uneasy, because he thought that an inverse form of NP is “quite messy”, whereas an inverse form of OP, namely the simple and intuitive PP, is “the key to our concept of chance”. I argue that, even if OP should be discarded, PP need not be. Moreover, far from being messy, an inverse form of NP is a simple and intuitive Conditional Principle (CP). Finally, both PP and CP are special cases of a General Principle (GP); it follows that so are PP and NP, which are thus compatible rather than competing.