The effect of Method Variance on Relationships Between the Work Ethic and Individual Difference Variables

A great deal of research relating the work ethic to other individual difference variables has been conducted using questionnaires to measure all the variables. Many researchers believe that using a single method of measurement for multiple constructs results in artificially inflated correlations. A Confirmatory Factor Analysis of the work ethic, locus of control, and conscientiousness reveals that approximately 16% of the variance in measures of these constructs is a function of the method of measurement. This suggests that correlations in work ethic research based on only one method of measurement may be overstated.     

Syllogisms with fractional quantifiers

Aristotle's syllogistic is extended to include denumerably many quantifiers such as more than 2/3 and exactly 2/3. Syntactic and semantic decision procedures determine the validity, or invalidity, of syllogisms with any finite number of premises. One of the syntactic procedures uses a natural deduction account of deducibility, which is sound and complete. The semantics for the system is non-classical since sentences may be assigned a value other than true or false. Results about symmetric systems are given. And reasons are given for claiming that syllogistic validity is relevant validity.     

Group therapy with the multiply oppressed: Treating Latino,HIV-infected injecting drug users

The Latino community in New York City and across the country is disproportionally represented in the AIDS epidemic. This article explores the impact of multiply oppressed group membership on the psychotherapeutic group treatment of Latino, HIV-infected injecting drug users. The interaction of traditional Latino values with injecting drug user and seropositive identities is described. Clinical examples drawn from a bilingual group held in a methadone maintenance clinic in the South Bronx highlight how oppressed group memberships affect Yalom's curative factors.This article was written with the support of a Ryan White CARE Act Title I grant to Montefiore Medical Center through the City of New York, contract OHF-4165.     

The aimless rationality of science 1

It is usually attempted teleologically to demonstrate the rationality of the so‐called scientific method. Goals or aims are posited (and their specification defended) and it is then argued that conformity with some body of methodological rules is conducive to the realization of these goals or aims. A ‘ deontological’ alternative to this approach is offered, adapting insights of contemporary political philosophers, especially John Rawls and Bruce Ackerman. The ‘circumstances of method’ are defined as those circumstances in which it alone makes sense to seek some method for the resolution of disputed issues. It is then shown that individuals who find themselves in these circumstances have reason to conduct themselves in conformity with certain simple rules of argumentation—have reason, indeed, in the very fact that they do so find themselves and altogether without reference to any goals or aims which it might be hoped to achieve. These rules require non‐interference, responsiveness, relevance, and publicity, and are, arguably, the rules which define the concept (and which therefore provide a framework for various conceptions,) of scientific method.     

Introduction

I would also like to extend my special thanks to my co-editor for this special section, Dr. Nancy Edwards. Her sensible editorial judgment, emotional support, and intellectual lucidity were crucial in bringing this project to fruition.     

Experiential Learning and Social Justice Action: An Experiment in the Scholarship of Teaching and Learning

Abstract. This essay discusses the process and findings of an experiment on the scholarship of teaching and learning conducted in a religious ethics classroom that utilized an experiential approach to teaching and learning about social justice. The first part lays out the focus of the investigation and the pedagogical principles drawn from experiential learning theory that provided the foundation for the experiment. The second part describes all of the components of the pedagogical strategy used in the experiment, the social justice action project. The third part discusses the qualitative methodology used to gather evidence and the findings drawn from that evidence. What the evidence shows is that an experiential approach to teaching and learning about social justice can be quite effective. The essay concludes with discussions of areas for further study and the implications for the practice of others. (The survey described in this article can be found on the Wabash Center Web site〈 http://www.wabashcenter.wabash.edu/journal/glennon.html 〉).