Antigone's Dilemma: A Problem in Political Membership

I would like to thank Donna Haraway, Barrie Thome, Daniel Scripture and, especially, Peter Euben for their many helpful comments and suggestions on various drafts of this article. I would also like to thank Thelma Francis for her generous support and encouragement.     

Inductive learning by machines

The research described herein has been supported by funding from the Lockheed AI Center and the California MICRO Program. The author would also like to thank Benjamin Grosof, John Pollock, Devika Subramanian, Thomas Dietterich and Steven Muggleton for their valuable comments and suggestions.     

A note on identification in the oblique and orthogonal factor analysis models

Conditions for removing the indeterminancy due to rotation are given for both the oblique and orthogonal factor analysis models. The conditions indicate why published counterexamples to conditions discussed by Jöreskog are not identifiable.The author would like to thank Gordon Bechtel and the reviewers for their comments and suggestions.     

Hierarchical causes in the cosmological argument

I would like to thank Linda Zagzebski for her very helpful comments on an earlier version of this paper.     

Demonstratives,demonstrations, and demonstrata

I would like to thank Kate Kearns and an anonymous reviewer for helpful comments and suggestions.     

Sexual harassment of university faculty by colleagues and students

The focus of this research was on faculty members as victims of sexual harassment by colleagues (peer harassment) and students (contrapower harassment). A self-administered, mailed questionnaire was sent to a probability sample of faculty at a large, public Midwestern university and to the whole population of faculty at a small, public institution in the Western Mountain region. Several hypotheses were made based on conflict theory, role theory, and previous research. Results indicated that women faculty generally have more negative attitudes toward and broader definitions of sexual harassment than do male faculty. Moderate levels of sexual harassment of faculty by both colleagues and students were reported; minor and anonymous (course evaluations and obscene phone calls) forms were the most common. Female faculty were more likely to report harassment by colleagues; male faculty were more likely to report some potentially harassing behaviors by students. Incidents of sexual harassment were usually not reported to formal agents of social control.This research was funded, in part, through the Small Grant Program of the Office of Research and Sponsored Activities, Illinois State University. The author would like to thank Krista Moore for her assistance in data collection at the Colorado site, Nancy Uphoff for her assistance with the library research, Robyn Leech and Ann Marie Woods for coding and data entry, and Elizabeth Grauerholz and Susan Specher for their comments on an earlier draft of this paper.     

Binary programming and test design

An algorithmic approach to test design, using information functions, is presented. The approach uses a special branch of linear programming, i.e. binary programming. In addition, results of some benchmark problems are presented. Within the same framework, it is also possible to formulate the problem of individualized testing.I would like to thank my colleagues N. Veldhuijzen, H. Verstralen and M. Zwarts for their suggestions and comments. Furthermore, I would like to thank Professor W. van der Linden, Department of Educational Measurement and Data Analysis, Technological University Twente, for offering facilities at his department; Ellen Timminga of the same department and S. Baas, department of Operational Research at the same University for their efforts in linear programming.     

On self-disclosure: The vulnerable therapist

The therapist may stimulate the family's growth by sharing his personal experiences directly with them. This helps by providing the family with a model of a real (versus symbolic) person and encouraging them to respond in new and competent ways. As a result, the emotional commitment of the therapeutic system may deepen, while unconscious conflicts that have been causing impasses may surface and be resolved. The therapist hopes that his self-disclosure will benefit the therapy, but understands that there are risks involved. Specific guidelines can help in deciding when not to share, what kinds of problems can be revealed, and what attitudes best strengthen this endeavor. Self-disclosure is discussed here in an experiential frame-work. The author illustrates the above points with examples from his own personal clinical and supervisory experiences.The author would like to thank his wife, Linda Barth Garfield, MSS, without whose sustaining support this paper could not have been written, and his partner, Ellen Berman, MD, for her valuable comments and encouragement. The masculine pronoun is used in this paper for convenience, and because the author is often referring to himself.     

A model for the analysis of multiple strategies

In many decision problems the decision-maker must ask a series of questions or select cues relevant to but prior to the decision. There are many strategies which would prescribe an order for asking such questions or selecting such cues. It is the purpose of the paper to describe a manner in which the strategy or strategies of the decision-maker can be analyzed. From this model can be derived limits corresponding to thepossible use of a particular strategy, and theeffective or observed use of the strategy or strategies by the decision-maker.Preparation of this paper was supported in part by Fellowship 1-F1-MH-24, 324-01, from the National Institute of Mental Health. This paper comprises Publication Number 63 of the Institute of Behavioral Science, University of Colorado. The author would like to thank K. R. Hammond and D. W. Stilson for many helpful comments and suggestions.     

The Correspondence Principle and the closure of theories Two Incompatible Aspects of Heisenberg''s Philosophy of Science

The author would like to thank Jan van Brakel (University of Utrecht) and the referees for helpful suggestions on an earlier draft of this paper.     

Mind,consciousness, and cognition: Phenomenology vs. cognitive science

I would like to thank Steven Crowell from Rice University (Philosophy Department) for helpful comments and suggestions about my discussion of Husserl and other phenomenologists, and Edouard Philippe, also from Rice University (Electrical Engineering Department), for offering me the opportunity to formulate my views on cognitive science and artificial intelligence.     

Developmental and individual differences in preschoolers' recognition memories: The influences of gender schematization and verbal labeling of information

Eighty-three 37-92-month-old children's gender schematization and recognition memories for gender-typed content were assessed. Verbal labeling of stimuli and age were positively associated with children's memories. Highly gender schematic children displayed better memories for gender-role consistent information and committed more gender transformation errors than less gender schematic children. Interactions between children's gender schematization, age, and labeling condition were observed. Labeling of stimuli facilitated less schematic children's memories for gender-role consistent information. Gender schematization was positively associated with younger children's memories, suggesting younger children's memories are more strongly mediated by gender schematization than older children's. Results support the position that studies of gender schema development require an integrated approach recognizing individual and developmental differences in gender schematic processing.Completion of this project was facilitated by funds received while the author was a National Institute of Mental Health Postdoctoral Fellow at the University of Denver: Grant 5T32 MH 15780-09. This support is gratefully acknowledged. An earlier version of this paper was presented at the Conference on Human Development, Charleston, South Carolina, 1988. The author would like to thank the faculty and staff of the Tiny Tot, Jack & Jill, Little Learners II, Plymouth and Upstate preschools for their assistance and cooperation. The author wishes to recognize James Aber, Rosanne David, Melisa Shack, and Susan Zigelbaum for their exceptional service in conducting the project; and would also like to thank Joan Barth, D. Bruce Carter, Gail S. Goodman, Carol L. Martin, William J. Meyer, Kathy Park, Ralph J. Roberts, Jaipaul L. Roopnarine, Margaret L. Signorella, and the anonymous reviewers for their comments and suggestions on earlier drafts of this article.     

The social and emotional well-being of divorced residential parents

Social and emotional well-being of 141 divorced mothers and 36 divorced fathers were examined. All parents had children living in their households. There were no differences between mothers' and fathers' reports of psychosomatic symptomatology, life satisfaction, life-area rankings, family cooperation, social support from relatives, and satisfaction with the contact with their former spouses. Mothers reported more health improvements since the divorce and higher levels of family esteem than fathers did. These findings are discussed in relation to the expectations associated with and the enactment of social and familial roles.This study was partially funded by the University of Minnesota Experiment Station. The author would like to thank M. J. Hogan for her support of this project and Jo Lynn Cunningham for her helpful comments on an earlier draft of this paper.     

Women business school academicians: Disparities and progress

The recency of the phenomenon of increased numbers of women business school professors led to an investigation of the characteristics of 1,492 female faculty members. The data suggest that women with very recent degrees are better prepared than their forerunners: They are more likely than those who received earlier degrees to hold a doctorate, to have published, to have held a prior management position, and to teach in a larger and better school. A comparison of male and female subsamples reveals that the women are less likely than men to hold a doctorate; this single factor greatly accounts for women's inequity in rank and administrative position. Implications of the findings on students and on curriculum are elaborated.A preliminary version of this article was presented to the Academy of Management, San Francisco, August, 1978. The author wishes to thank Howard E. Mitchell, Director of the Human Resources Center, for his comments on an earlier draft.     

Transference reactions in conjoint therapy: A view from an observation group

Summary This paper reports on conjoint therapy conducted with the individual therapists of two of the group's members observing the group sessions. The development of the transference reactions of all group members are highlighted and suggestions are made regarding the most useful methods of handling these transference reactions to help create a mutative experience for the members of the group.The author wishes to thank Dr. Judith Isaac for her comments and editorial assistance throughout the preparation of this paper.     

Men,shame, and group psychotherapy

Male difficulties with shame and intimacy are described. Theories and research addressing the sources of the problem are summarized. Technical issues to keep in mind when conducting psychotherapy with men are also discussed. Finally, the special value of group therapy for treating men with shame-related problems is discussed and illustrated.The author would like to thank Drs. Robert Friedman, Robert Karen, and Amy Schaffer for their editorial suggestions.     

Newcomer socialization: The role of supervisors, coworkers, friends and family members

The present study examined referents for sensemaking and the relationships between choice of referent and socialization outcomes. Newly hired employees of a state department of mental health were surveyed at two time periods approximately six months apart. Results indicated that newcomer use of friends and family as referents for sensemaking predicted socialization outcomes at Time 1, whereas use of supervisors and coworkers as referents for sensemaking predicted socialization outcomes at Time 2. The implications of these results for practice are discussed.The authors would like to thank Meryl Reis Louis for her assistance in developing the measures used in this study. We also acknowledge the helpful comments of Kevin Mossholder, Craig Russell and Adrienne Collela on previous drafts of this paper.     

Male and female responses to ambiguous instructor behaviors

Sexual harassment is widely prevalent within academic environments. Yet, many implicit harassing behaviors bear resemblance to instructor immediacy behaviors (i.e., behaviors intended to reduce relational distance). Since females are largely the targets of sexual harassment, it was proposed that they would rate immediacy behaviors to be less appropriate and would experience less comfort with these behaviors than their male counterparts. Three-hundred-fifty-four students (approximately 70% of whom were European-American) were asked to rate 19 ambiguous instructor behaviors for appropriateness. Participants were also asked to indicate how personally comfortable they would be with the described behaviors. Results indicated males rated 12 of 19 behaviors to be significantly more appropriate than females and indicated significantly greater comfort with 14 of 19 behaviors.The author would like to thank Dr. Paul Mongeau, Dr. Joseph Walther, and Jan Toth for assistance with this article. He would also like to thank the department chairs and instructors at DePaul University for their assistance in data collection.     

Skepticism and legal interpretation

For comments and suggestions on earlier drafts of this article, I would like to thank Kendall Walton, Edward Averill, Marcia Baron, Richard Brandt, and Walter Schaller. This paper was first developed while in residence as a visiting scholar at the University of Michigan in Ann Arbor. I wish to thank both that institution for making its resources available to me during the 1986–87 academic year, and my home institution for granting me the Developmental Leave that permitted me to pursue my research. Finally, I wish to thank Thomas W. Pogge for helping me to make several substantive clarifications in the final version of this paper.