Namik Kemal's constitutional Ottomanism and non‐Muslims

The nineteenth century was a turning point in Muslim conceptualization of non‐Muslims in Islamic societies. This paper analyzes Namik Kemal's (1840–88) conceptualization of the role of non‐Muslims in Ottoman society. I argue that it stemmed from his reformist discourse, in particular, from his criticism of the ideology of absolutist Ottomanism, and gave rise to a variety of discursive tensions. Specifically, tension emerged in his attempt to reconcile the issue of egalitarianism with that of Islamic political and cultural unity. I link Kemal's ideas on the means and objectives of reforms, in particular, his thoughts on constitutional Ottomanism, to his views on the political role of non‐Muslims in the Ottoman state. The results should hopefully elucidate our understanding of the organizing principles of inclusion and exclusion of non‐Muslims in the Ottoman Empire.     

Lesions of Periaqueductal Gray Dissociate-Conditioned Freezing From Conditioned Suppression Behavior in Rats

It is commonly assumed that suppression of an ongoing behavior is an indirect measure of freezing behavior. We tested whether conditioned suppression and freezing are the same or distinct conditioned responses. Rats were trained to press a bar for food and then given fear-conditioning sessions in which a tone was paired with a foot shock (two pairings a day for 2 days). They then received either sham or electrolytic lesions of the periaqueductal gray (PAG). Post-training PAG lesions blocked freezing to the conditioned stimulus (CS), but had no effect on the suppression of operant behavior to the same CS. Thus, conditioned suppression and freezing, which both cause a cessation in activity, appear to be mediated by separate processes.     

Benchmark Memories in Adulthood: Central Domains and Predictors of Their Frequency

This study extended earlier research on the reminiscence bump phenomenon in autobiographical memory by examining the central domains and predictors of benchmark memories from a life history timeline and from three selected significant events. Memories elicited by these methods demonstrated the reminiscence bump as occurring in early adulthood. The central domains representing this era involved events with family and relationships followed by those related to education and work. Individual differences in socio-emotional variables associated with self and identity formations (i.e., family climate, defensive style, self-complexity, and adult attachment) were associated with the reminiscence bump. These findings support the self-narrative hypothesis that the reminiscence phenomenon is related to the process of identity formation in late adolescence and early adulthood.     

Similarities and Differences Between Younger and Older Suicidal People

More younger people attempt and more older people commit suicide, but the bulk of research and treatment activities, presumably by younger professionals, is devoted to the younger suicidal population. In this paper, both younger and older suicidal patients were compared for age differences, age similarities, and the relationships between generations. Examples are presented of the precipitants and family determinants that were most frequently associated with suicidal behavior, with a discussion of their theoretical and clinical implications. The precipitants were based upon developmental tasks and crises which differ with age, while the family determinants were similar at all ages. Families also played a major role in the origin, outcome, and healing of a suicidal state. To a great extent, the steps leading to a self-destructive episode occurred outside of awareness. The examples illustrated both the typical and the unusual experiences that take place during the treatment of suicidal individuals, often involving the therapist in emotional, dramatic, and moving situations.     

Wisdom and Life Experience: How Grandfathers Mentor Their Grandchildren

This exploratory study uses qualitative methods to focus on the largely unexamined role of the grandfather and to examine men's experiences as grandfathers. We gathered information through both surveys and individual interviews to explore men's feelings and attitudes toward the grandfather role. Of the 51 grandfathers that completed a survey, 20 participated in interviews. Our examination of the data collected reveals the life lessons men teach their grandchildren. The grandfathers in this study expressed strong desires for purposeful involvement in their grandchildren's lives and indicated desires for transferring values to grandchildren and teaching interpersonal relationships. Through this involvement, they educate through life experiences and serve as mentors for their grandchildren. We suggest that this mentoring role makes a positive contribution to the lives of grandchildren and to the identity of grandfathers.     

The Stranger as Sacrament: Karl Barth and the Ethics of Ecclesial Practice>

Recent theology has devoted attention to ecclesial practices as a matrix for ethical reflection. Barth stands in ambivalent relation to these developments. On the one hand, Barth urges consideration of the relation of church practice to the gospel of divine action; on the other, Barth's christocentric account of ethics might be corrected by an ethics of ecclesial practice. The ambivalence is explored in an interpretation of Barth's account of the ministry of the Christian community in Church Dogmatics IV/3 and of his treatment of love of one's neighbour in I/2.     

Explaining Normativity: On Rationality and the Justification of Reason

Aspects of the world are normative in as much as they or their existence constitute reasons for persons, i.e. grounds which make certain beliefs, moods, emotions, intentions or actions appropriate or inappropriate. Our capacities to perceive and understand how things are, and what response is appropriate to them, and our ability to respond appropriately, make us into persons, i.e. creatures with the ability to direct their own life in accordance with their appreciation of themselves and their environment, and of the reasons with which, given how they are, the world presents them.
An explanation of normativity would explain the various puzzling aspects of this complex phenomenon. In particular it would explain how it is that aspects of the world can constitute reasons for cognitive, emotive, and volitional responses; how it is that we can come to realise that certain cognitive, emotional or volitional responses are appropriate in various circumstances, and inappropriate in others; and how it is that we can respond appropriately. This paper explores an aspect of the last of these questions.     

COMPETITION BETWEEN POSITIVE AND NEGATIVE REINFORCEMENT IN THE TREATMENT OF ESCAPE BEHAVIOR

We compared the effects of reinforcing compliance with either positive reinforcement (edible items) or negative reinforcement (a break) on 5 participants' escape-maintained problem behavior. Both procedures were assessed with or without extinction. Results showed that compliance was higher and problem behavior was lower for all participants when compliance produced an edible item rather than a break. Treatment gains were achieved without the use of extinction. Results are discussed regarding the use of positive reinforcement to treat escape behavior.