How high the sky? Rumfitt on the (putative) indeterminacy of the set-theoretic universe

This comment focuses on Chapter 9 of The Boundary Stones of Thought and the argument, due to William Tait, that Ian Rumfitt there sustains for the indeterminacy of set. I argue that Michael Dummett’s argument, based on the notion of indefinite extensibility and set aside by Rumfitt, provides a more powerful basis for the same conclusion. In addition, I outline two difficulties for the way Rumfitt attempts to save classical logic from acknowledged failures of the principle of bivalence, one specifically for his treatment of the set-theoretic case, the other of more general bearing but especially germane to the case of vagueness.     

Establishing and Evaluating the Substantive Adequacy of Positive Behavioral Support Plans

The Individuals with Disabilities Education Improvement Act (2004) renewed the commitment to provide positive behavioral support (PBS) for students that engage in persistent problem behavior. Behavior intervention plans (also known as PBS plans) serve as legal documents that help guide the implementation of intervention strategies to encourage more positive forms of behavior. The purpose of this study was to evaluate the substantive adequacy of PBS plans developed for special education students. This was accomplished by documenting the content of plans developed by two different groups of educators using a rating instrument based on the key concepts of PBS planning. Results revealed that the majority of plans developed by teams without identified training and expertise in PBS were rated as substantively inadequate, lacking critical information related to effective behavioral support planning. The implications of the results for everyday practice in the schools and directions for future research are discussed.     

Learning and transfer of a relative phase pattern and a joint amplitude ratio in a rhythmic multijoint arm movement

According to the coordination dynamics perspective, one can characterize the learning of novel relative phase patterns as the formation of a stable attractor in the coordination landscape of the order parameter relative phase. The authors examined 18 participants' learning and transfer of a 90 degrees relative phase pattern and a 0.6-joint-amplitude ratio between the elbow and wrist. Variability in the relative phasing and the joint amplitude ratio between the elbow and wrist decreased with practice. Positive transfer of the 90 degrees relative phase pattern was not dependent on the learning arm (dominant or nondominant). Positive transfer of the joint amplitude ratio was dependent on the learning arm and the direction of transfer. The results demonstrated that relative phase is an order parameter that characterizes the coordination dynamics of learning and transferring multijoint arm movements, and they provide preliminary evidence that joint amplitude ratios act as order parameters in the learning and transfer of multijoint arm movements.     

Relations of perceived motivational climate and feelings of belonging in physical education in urban schools

The current pilot study examined the relationship between feelings of belonging and perceptions of motivational climate in physical education classes among 87 African-American, inner-city high school students (41 boys, 46 girls). Motivational climate was assessed by the Perceived Motivational Climate Questionnaire and feelings of belonging were assessed by the Belonging Scale. Contrary to the hypothesis, scores for both the task- and ego-involved subscales of the Perceived Motivational Climate Questionnaire had moderate positive correlations with scores on the Belonging Scale, indicating the relationship between these specific motivational climates and social-emotional outcomes in physical education is not clear and direct. Further research is warranted to assess these findings and to identify what experiences and instructional strategies are most effective in promoting social-emotional outcomes in physical education in urban schools.     

RULE‐FOLLOWING WITHOUT REASONS: WITTGENSTEIN'S QUIETISM AND THE CONSTITUTIVE QUESTION

This is a short, and therefore necessarily very incomplete discussion of one of the great questions of modern philosophy. I return to a station at which an interpretative train of thought of mine came to a halt in a paper written almost 20 years ago, about Wittgenstein and Chomsky, ¹ 1 Wright [1989 ]; reprinted in Wright [2001 ].
hoping to advance a little bit further down the track. The rule‐following passages in the Investigations and Remarks on the Foundations of Mathematics in fact raise a number of distinct (though connected) issues about rules, meaning, objectivity, and reasons, whose conflation is encouraged by the standard caption, ‘the Rule‐following Considerations’. ² 2 – the caption was first introduced in my [ 1980 ], so I take some responsibility for such conflations as it may have encouraged.
Let me begin by explaining my focus here.     

Graphing within-subjects confidence intervals using SPSS and S-Plus

Within-subjects confidence intervals are often appropriate to report and to display. Loftus and Masson (1994) have reported methods to calculate these, and their use is becoming common. In the present article, procedures for calculating within-subjects confidence intervals in SPSS and S-Plus are presented (an R version is on the accompanying Web site). The procedure in S-Plus allows the user to report the bias corrected and adjusted bootstrap confidence intervals as well as the standard confidence intervals based on traditional methods. The presented code can be easily altered to fit the individual user’s needs.     

Dialogical journal writing as ‘self‐therapy’: ‘I matter’

Aim: This case study of one woman's (Jane's) experience of dialogical journal writing presents a way of finding a ‘compassionate image’ for self‐therapy. Various theoretical analyses are indicated with Mindfulness‐based conceptualisations at the forefront. Methodology: Based on three recorded interviews, the narrative inquiry took place over a year. Methodologically, this paper is also one contribution to an ongoing debate about different research approaches in therapeutic writing research. Participants: This study took place in Aotearoa New Zealand, where both Jane and I are migrants. Discussion: This account draws on a report of self‐directed writing for well‐being, seen as an alternative to counselling or medication for depression and anxiety. It focuses on how a particular style of writing evolved and how the motivation to write continues.