Mandatory Vaccination: An Unqualified Defence

The 2015 Disneyland outbreak of measles in the US unequivocally brought to light what had been brewing below the surface for a while: a slow but steady decline in vaccination rates resulting in a rising number of outbreaks. This can be traced back to an increasing public questioning of vaccines by an emerging anti‐vaccination movement. This article argues that, in the face of diminishing vaccination rates, childhood vaccinations should not be seen as part of the domain of parental choice but, instead, as a non‐negotiable legal obligation. The first part of the article formulates and defends two arguments in favour of unqualified mandatory childhood vaccination laws. First, government should not permit parents to put their children at avoidable risk of death and suffering; second, government should guard the common good of herd immunity to protect vulnerable persons. The second part rejects legal and pragmatic objections against such mandatory vaccination laws.     

Re‐reading Bach as a Lutheran Theologian

Abstract : The presence of certain motifs associated with pietism in the music of J. S. Bach has led some scholars to conclude that the composer was profoundly influenced by the 17^th century movement within the German Lutheran Church. This essay argues that Bach was a Lutheran theologian, whose works can be understood only in the closest relationship to Martin Luther. Bach's commitment to Lutheran orthodoxy is evidenced by his erudite grasp of the writings of Luther and his long friendship with Eerdmann Neumeister. But it is in his music that Bach shows himself to be the true heir of the Lutheran tradition. This essay examines Bach's commitment to Scripture, his Christology and his soteriology.     

When “Just Say No” is not enough: Affirmation versus negation training and the reduction of automatic stereotype activation

Previous research has shown that extended training in non-stereotypic responding (i.e., negating stereotypes and affirming counterstereotypes) can reduce automatic stereotype activation. In the present research, we claim that the effects of non-stereotypic association training on automatic stereotype activation are primarily driven by the affirmation of counterstereotypes rather than by the negation of stereotypes. In two experiments, participants received extensive training in either (a) negating stereotype-congruent information or (b) affirming stereotype-incongruent information, and then completed a measure of automatic stereotyping (Experiment 1) or automatic evaluation (Experiment 2). Consistent with our predictions, only training in the affirmation of counterstereotypes led to a reduction in the activation of stereotypes and negative evaluations. In contrast, extended training in the negation of stereotypes enhanced rather than reduced the activation of stereotypes and negative evaluations. Implications for prejudice and stereotype control are discussed.     

How subtyping shapes perception: Predictable exceptions to the rule reduce attention to stereotype-associated dimensions

Two experiments examined the relation between stereotype disconfirmation and attentional processes. Using an instrumental learning-paradigm, we successfully simulated stereotype acquisition and the subsequent subtyping of disconfirming exemplars. While replicating established markers of subtyping, the present research demonstrates a hitherto neglected cognitive consequence of subtyping: Predictable stereotype disconfirmation increased attention to features that facilitated discriminating between confirming and disconfirming exemplars, and reduced attention to features associated with the original stereotype. These effects were not observed when stereotype disconfirmation was not easily predictable and, hence, subtyping proved difficult. The discussion focuses on implications for research on subtyping and stereotype change.     

The Developmental Mentoring Relationship Between Academic Women

This exploratory study focused on the needs and attributes that female doctoral students, during their academic and professional careers, seek in mentoring relationships with female faculty. Two domains—personal and professional—were identified as essential components in the developmental mentoring relationship. As a result, the Rheineck Mentoring Model was created.