Identification with the American South and Anti-Muslim Attitudes

ABSTRACT

The number of anti-Muslim hate groups in the U.S. nearly tripled between 2015 and 2016. In addition, the number of hate crimes committed against members of the religion jumped 67% in 2015 alone. Addressing the rise in anti-Muslim prejudice is critical. We examined (N = 406) the role of regional identification in predicting anti-Muslim attitudes. That is, identification with the American South, a more conservative and religious part of the country with a history of slavery and violent secession movements, predicted anti-Muslim attitudes. This relationship was mediated by conservation values. For Southerners who strongly identified with “the South”, the endorsement of values related to a general resistance to change led to greater anti-Muslim attitudes. Anti-Muslim bias may lie in perceptions of threat: for strongly identified Southerners, the Muslim faith is viewed as a societal threat.     

An Epistemic Case for Empathy

Much recent work on empathy assumes that one cannot give non‐question‐begging reasons for empathizing with others. In this article I argue that there are epistemic reasons for cultivating empathy. After sketching a brief general account of empathy, I proceed to argue that empathic information is user‐friendly, fostering the achievement of widely held cognitive goals. It can also contribute to social knowledge and the satisfaction of democratic ideals. The upshot of my analysis is that there are strong, but defeasible, epistemic reasons for empathizing with others.     

The structure of emotion: An empirical comparison of six models

There are a number of conflicting approaches to the problem of the relationship between different emotions. One category of models focuses on the valence of emotional experience and typically reports evidence for dimensional approaches to emotion. A second category of models argues for the possibility of discrete basic emotions, but typically focuses on evidence from emotion systems other than conscious experience. In the present study, a list of emotion terms was drawn up that were derived conceptually from a set of basic emotions. A group of participants filled out a questionnaire that asked how much in general they experienced each of the emotions. A structural equation modelling approach was then used with the resultant dataset, an approach that permitted the comparison of six different models that ranged from the positive-negative affect models to models of discrete basic emotions. The analyses gave support for a set of five basic emotions but only when these were allowed to correlate with each other. Implications for theories of emotion are considered.     

The Problem of Interpersonal Comparisons of Pleasure and Pain

The Journal of Value Inquiry -     

Metacognition in nurse practitioner students: How nurse educators can best serve their students

The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Elements of Presentation: Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty-nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the curriculum's content delivery, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to assist students better.