Trumping the causal influence account of causation

Here is a simple counterexample to David Lewis’s causal influence account of causation, one that is especially illuminating due to its connection to what Lewis himself writes: it is a variant of his trumping example

E‐jing: Using Information Technology to Teach about Chinese Religions

Abstract. This article discusses ways in which modern online information technologies may be used to enhance students' understanding of Chinese religions and religious texts. This discussion is predicated upon a model of linguistic communication that places significant weight on the structures and “sedimented presuppositions” of language in determining the meanings of discourse. Assignments are presented that use online technologies to give even beginning students insight into the presuppositions of Chinese religious discourse, while also allowing them to explore, kinesthetically, one of Confucianism's central practices, the reading and writing of Chinese characters. Appendices providing additional materials related to the course are available online: http://www.wabashcenter.wabash.edu/journal/article2.aspx?id=14153 .     

Free Love: A Hegelian Defense of Same‐Sex Marriage Rights

By revisiting Hegel's Philosophy of Right, I mount a Hegelian defense of same‐sex marriage rights. I first argue that Hegel's account of the Idea of freedom articulates both the necessity of popular shifts in the determinations of the institutions of right, as well as the duty to struggle to progressively actualize freedom through them. I then contend that Hegel, by grounding marriage in free consent, clears the path for expanding this ethical institution to include all monogamous couples. Lastly, I close by sketching the specifically Hegelian reasons we ought to actively struggle to expand the institution of marriage.     

Women's experiences of workplace bullying: changes in social relationships

This article reports a qualitative study, which investigated social processes in workplace bullying, based on in‐depth interviews with ten British women professionals who were targets of workplace bullying. Data were analysed using grounded theory methods. The resulting analysis showed links between disclosures of bullying, reactions of others, and some impacts on targets' psychological health. Key themes which emerged from the data included ‘being heard’ which describes how others reacted to disclosures of bullying behaviours, and the ‘ripple effect’ which describes how bullying impacted upon targets' significant others; these predominantly describe relationships with others outside the workplace. The theme of ‘withdrawal’ describes how targets and others managed relationships within the workplace, and ‘denial’ and ‘personalizing problems’ describe how others within the workplace responded to knowledge of bullying behaviours. The theme ‘maintaining self’ describes how participants responded to changed relationships and struggled to maintain a coherent sense of self during and subsequent to bullying. This research emphasizes the role of social processes and social environments, rather than individual or personality characteristics, in explaining the development of workplace bullying and its impacts on targets. Copyright © 2004 John Wiley & Sons, Ltd.     

FORCES OF TOMORROW

This article examines the social experience of belonging to the British section of the international Socialist Zionist youth movement, Hashomer Hatzair. The study is based on interviews conducted with 10 former activists across four generations and focuses primarily on the movement in London. It will be argued that Hashomer Hatzair represented a unique alternative youth culture based on a model developed by the movement's founders in the Austro-Hungarian Empire. This model synthesized Robert Baden-Powell's Scouting, the Jugendkultur of the German youth movements, Socialist Zionism and Marxism. Imported to Britain by young German and Austrian refugees from Nazism, this youth culture was reproduced initially in the English countryside, and after the war plugged into the pre-existing politics of Jewish radicalism in London and the general Zionist fervour that anticipated the establishment of Israel. Hashomer Hatzair emphasized autonomy from adult society. By creating autonomous youth spaces, the movement opened a portal for young Jews to shape their own identities. Through a process of politicization and education, the movement's adherents would identify life on Israeli kibbutzim as an ideal future in adulthood. In tandem with the projection of heroic Jewish role models, this process encouraged Hashomer Hatzair's followers to define their Jewishness in secular and existential terms, in opposition both to contemporary consumerist and urbanized capitalism, and to the traditional communal associations of the past.     

Specific Life Events and Chronic Experiences Differentially Associated with Depression and Anxiety in Young Twins

Behavioral genetic analyses indicate that environmental influences associated with depression and anxiety are specific to each symptom type; however, this has not been tested specifically in children. Sixty-one (61) child twin pairs in which at least one twin had a very high anxiety or depression score, and 29 nonanxious, nondepressed pairs were interviewed about life events and chronic stressors in the previous 12 months. Loss events, schoolwork stressors, family relationship problems, and friendship problems were all significantly associated with depression but not anxiety. Threat events were significantly associated with anxiety but not depression. Loss events and schoolwork stressors appeared to act as shared environment influences in that they made twin pairs resemble one another. Threat events, friendship problems, and family relationship problems were individual specific and accounted for differences within the pairs. These results clarify the associations between life events and depressive and anxious symptoms in children and adolescents and reveal specific associations previously unidentified in this age range.     

Qualitative differences between implicit and explicit sequence learning

Four experiments investigate the differences between implicit and explicit sequence learning concerning their resilience to structural and superficial task changes. A superficial change that embedded the SRT task in the context of a selection task, while maintaining the sequence, did selectively hinder the expression of implicit learning. In contrast, a manipulation that maintained the task surface, but decreased the sequence validity, affected the expression of learning specifically when it was explicit. These results are discussed in the context of a dynamic framework (Cleeremans & Jiménez, 2002), which assumes that implicit knowledge is specially affected by contextual factors and that, as knowledge becomes explicit, it allows for the development of relevant metaknowledge that modulates the expression of explicit knowledge.     

Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study

The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills.