Skin Bleaching and the Prestige Complexion of Sexual Attraction

This article focuses on the sexual attraction motive for skin bleaching in Jamaica. Some captive Africans on plantations in Jamaica altered their complexion. These Africans modeled the British in the colony who bleached their skin to protect the “superior,” “sexy,” and ideal white skin from the “impurities” of interracial sex and the tropical climate. The beauty and sexual attraction accorded to light skin was also evident in skin bleaching newspaper ads in the 1950s. The ads told women that acquiring light complexion through skin bleaching would make them sexually attractive to men. The persistence of colorism and its most blatant expression—skin bleaching—is also evident in contemporary Jamaica as expressed in some dancehall songs which praise skin bleachers, and the explanatory narratives of skin bleachers that bleaching makes them pretty and sexually attractive to potential spouses. Similar themes are reflected in the criticism that the browning Dancehall Queen Carlene was deemed sexually attractive and choreographically talented only because of her brown physicality. Some spouses request that their partner acquire the bleached physicality because they find it sexually attractive similar to many male clients in “massage parlors” who only request female sex workers who bleach their skin.     

Should Engineering Ethics be Taught?

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition.     

Crossmodal correspondences: A tutorial review

In many everyday situations, our senses are bombarded by many different unisensory signals at any given time. To gain the most veridical, and least variable, estimate of environmental stimuli/properties, we need to combine the individual noisy unisensory perceptual estimates that refer to the same object, while keeping those estimates belonging to different objects or events separate. How, though, does the brain “know” which stimuli to combine? Traditionally, researchers interested in the crossmodal binding problem have focused on the roles that spatial and temporal factors play in modulating multisensory integration. However, crossmodal correspondences between various unisensory features (such as between auditory pitch and visual size) may provide yet another important means of constraining the crossmodal binding problem. A large body of research now shows that people exhibit consistent crossmodal correspondences between many stimulus features in different sensory modalities. For example, people consistently match high-pitched sounds with small, bright objects that are located high up in space. The literature reviewed here supports the view that crossmodal correspondences need to be considered alongside semantic and spatiotemporal congruency, among the key constraints that help our brains solve the crossmodal binding problem.     

Influences of relational and item-specific orienting tasks on the magnitude of concreteness effects

Abstract

Three experiments explored concreteness effects in memory for words following imagery-related orienting tasks. Predictions from dual coding and relational-distinctive explanations of concreteness and imagery effects were contrasted. Of particular interest were differences in the magnitudes of concreteness effects in an item-specific imagery task (timed image generation) and a relational imagery task (rating of relative imageability). The effects of restricted-range (high and medium-imagery) versus full-range (high, medium and low-imagery) materials were also considered as a means to evaluate the effects of relative item distinctiveness on concreteness effects. The results demonstrated the importance of relational information in the production of concreteness effects and indicated that imagery alone is an insufficient explanation of concreteness effects. At the same time, they revealed the need for a more comprehensive theoretical account of the role of mental imagery in memory, as neither model under consideration could account for all of the present findings.     

Reviews of current books

Pastoral Psychology -     

Phillips,Barth, and the concept of God

International Journal for Philosophy of Religion -     

Effect of drugs on the cardiac conditioned response of dogs

Dogs were conditioned to an anxiety response characterized by an increase in heart rate upon presentation of a musical tone. Meprobamate, chlordiazepoxide and diazepam effectively prevented the cardiac conditioned response. Phenobarbital and chlorpromazine were less effective. Amphetamine, 1.5 orally, also blocked the cardiac conditioned response. Atropine, meperidine, caffeine, imipramine and -methyl-dopa had no effect on the cardiac conditioned response. Morphine and methyl phenidate were clearly active only in doses producing marked side effects. Ethanol in relatively small doses was mildly effective.