Species of Pluralism in Political Philosophy

The Journal of Value Inquiry -     

Epistemic Logic,Monotonicity, and the Halbach–Welch Rapprochement Strategy

Studia Logica - Predicate approaches to modality have been a topic of increased interest in recent intensional logic. Halbach and Welch (Mind 118(469):71–100, 2009) have proposed a new formal...     

Recognizing and responding to a suicide crisis.

Data from therapists who were treating 26 patients when they committed suicide were utilized to identify signs that warned of a suicide crisis. Three factors were identified as markers of the suicide crisis: a precipitating event; one or more intense affective states other than depression; and at least one of three behavioral patterns: speech or actions suggesting suicide, deterioration in social or occupational functioning, and increased substance abuse. Problems in communication between patient and therapist were identified as factors interfering with crisis recognition. Evaluation of the identified affects and behaviors may help therapists recognize a suicide crisis.     

KNOWING ABOUT READING BEFORE READING: PRESCHOOL CHILDREN'S CONCEPTS OF READING

This paper reports findings from an investigation of preschool children's concepts about reading. Three tasks related to several basic ideas about reading were presented to 60 preschool children, ranging in age from three to five years. The first task assessed children's ability to identify oral and silent reading. The number of children who correctly identified both forms of reading increased with age, with almost all five‐year‐olds giving accurate responses. The second task was aimed at establishing children's perceptions of their own reading ability. Only four of the 60 children incorrectly evaluated their own reading ability. The third task investigated children's ability to recognize what it is on a page that is read. Three‐year‐olds were, on the whole, quite unaware of the salient information in books. Even among the five‐year‐olds, who performed significantly better than three‐ and four‐year‐olds on this task, some children's responses indicated an ambiguity about the role of print in reading. Suggestions for adults who guide young children through their early experiences with print are drawn from the findings of this investigation.