Living in a Post-Punk Papacy: Religion and education in a modernist world

This article examines the constraints on discourse in a modernist context and the means by which these constraints are imposed. It explores the deconstructive possibilities and opportunities offered in applying a postmodern critique of the same within this context. It primarily advocates a re-reading of the construct of knowledge such that it does not depend on epistemological theorising but performative activity, related to the observations of a number of postmodern and pre-postmodern writers. It suggests a dislocation between what we regard as knowledge and what might be experienced as empowerment through involvement in more democratic political processes. It also takes account of what is understood as the changing of an environment from the modern to postmodern, altering the situation of the subject, and applies this critically to religious and educational ideologies.     

Do the EPR correlations pose a problem for causal decision theory?

We argue that causal decision theory (CDT) is no worse off than evidential decision theory (EDT) in handling entanglement, regardless of one’s preferred interpretation of quantum mechanics. In recent works, Ahmed (Evidence, decision, and causality, Cambridge University Press, Cambridge, 2014) and Ahmed and Caulton (Synthese, 191(18): 4315–4352, 2014) have claimed the opposite; we argue that they are mistaken. Bell-type experiments are not instances of Newcomb problems, so CDT and EDT do not diverge in their recommendations. We highlight the fact that a Causal Decision Theorist should take all lawlike correlations into account, including potentially acausal entanglement correlations. This paper also provides a brief introduction to CDT with a motivating “small” Newcomb problem. The main point of our argument is that quantum theory does not provide grounds for favouring EDT over CDT.

     

Psychometric analysis of the Stunkard-Messick Eating Questionnaire (SMEQ) and Comparison with the dutch Eating Behavior Questionnaire (DEBQ)

The factor structure of the Stunkard-Messick Eating Questionnaire (SMEQ) differs from that of the Dutch Eating Behavior Questionnaire (DEBQ). Using students and members of a weight watchers club, we factor-analyzed responses to the SMEQ and produced a solution which was different from that obtained by Stunkard and Messick, but which had some similarities to the factor structure of the DEBQ. “External” taste items and “internal” hunger items loaded on the same factor, a finding inconsistent with externality theory but consistent with the common sense notion of appetite strength. Although our finding suggests factor instability of the SMEQ, the stability of the DEBQ appears to be the consequence of a restricted range of DEBQ items compared with SMEQ items. Financial support for this research was given by Lilly Industries.     

Victim to offender: A review

It has been suggested that victimization during childhood may be a primary factor in the adoption of offending behaviour during adolescence. Why is it, therefore, that the majority of child abuse victims do not become delinquent? Although empirical and theoretical evidence abounds in the victim to offender literature, the pathways responsible for vulnerability towards and protection against criminal activity have so far been unidentified. The significance of detecting these influencing factors is apparent, specifically in relation to termination of the cycle either before or after it has begun.     

Exploring the Individual's Perception of Sources and Credibility of Feedback in the Work Environment

This study reports on the construction of an instrument to assess individuals' perceptions of feedback from various sources in a work environment, and to investigate the effects of the sources' credibility on those perceptions. Six dimensions were found to reflect the sources of feedback and the type of information they convey, and 10 dimensions were found to represent the degree of credibility the individual attributes to the sources of feedback. Data collected from a heterogeneous sample of 706 employees in the UK and Brazil were analysed to establish the reliability and construct validity of the questionnaire.     

Retention and treatment failure in Classwide Peer Tutoring: Implications for further research

Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested.     

Anomic depression and the migrating family

Anomic family depression is a form of depression which occurs in reaction to a disruption in a family's ability to discover a sense of meaning and purpose in life. Anomic depression often occurs during times of family migration where there is an increased danger of a disruption in the family's traditional methods of discovering and experiencing meaning. Existential family therapy utilizing network intervention, social skills training, and existential reflection is frequently a useful form of treatment in this kind of practice situation.James Lantz, PhD, and Karen Harper, PhD, are assistant professors at The Ohio State University College of Social Work and serve as family therapy practitioners and consultants at The Midwest Institute for Advanced Study in Existential Family Study.