Father identification,achievement, and occupational behavior of rural youth: One year follow-up

Rural economically deprived adolescent males, who had been previously surveyed as high school seniors concerning their post-high school plans, were surveyed again 1 yr later concerning their present occupational status and feelings of personal satisfaction. The Ss had been divided in an earlier study into two groups, low identification males (LIM) and high identification males (HIM) based upon independent evaluators' judgments of the adequacy of their fathers as identification models. Each group's responses to the survey were compared. The results indicate that there are no statistically significant differences between the two groups on the variables of satisfaction, having received counseling from others and optimism about the future. There are statistically significant differences between the current occupational status and future occupational plans of the two groups.     

W-shaped and U-shaped functions obtained for monoptic and dichoptic disk-disk masking

For nonmetacontrast (disk-disk) masking, if the outer diameter of the mask equals that of an annulus which produces typical metacontrast functions, U- and W-shaped functions will be obtained if (1) the stimuli are viewed dichoptically and monoptically, respectively. and (2) the mask is no more than about 10 times the energy (luminance x duration) of the target. As this energy ratio is approached, both types of functions become monotonic. These shapes suggest that interactions at different visual-pathway loci may he mapped by visual masking functions.     

Mastering moral misery: Emotional and coping responses to intragroup morality (vs. competence) evaluations

In social groups, individuals are often confronted with evaluations of their behaviour by other group members and are motivated to adapt their own behaviour accordingly. In two studies we examine emotional responses towards, and perceived coping abilities with, morality vs. competence evaluations individuals receive from other in-group members. In Study 1, we show that evaluations of one's immoral behaviour primarily induce guilt, whereas evaluations of incompetent behaviour raise anger. In Study 2, we elaborate on the psychological process associated with these emotional responses, and demonstrate that evaluations of immorality, compared to incompetence, diminish group members’ perceived coping abilities, which in turn intensifies feelings of guilt. However, when anticipating an opportunity to restore one's self-image as a moral group member, perceived coping abilities are increased and the experience of guilt is alleviated. Together these studies demonstrate how group members can overcome their moral misery when restoring their self-image.     

Natural and Ethical Normativity

In this paper, I argue that ethical normativity can be grounded in the natural normativity of organisms without being reducible to it. Michael Thompson and Philippa Foot both offer forms of neo‐Aristotelian ethical naturalism; I argue that both accounts have gaps that point toward the need for a constructive virtue ethics grounded in natural normativity. Similarly, Korsgaard's constructivist ethics ignores the ongoing relevance of natural norms in human ethical life. I thus offer an account according to which the self‐shaping activity of human organisms supplements and transforms natural normativity, giving rise to ethical norms. Such an account grounds human ethical distinctiveness in rationality without excluding nonrational humans from the ethical community. In the final section of the paper, I argue that ethical standards can be discovered (or hidden) through human activities, thus allowing for gradual progression (or regression) in ethical knowledge, both on individual and cultural levels.     

Systematicity is necessary but not sufficient: on the problem of facsimile science

Paul Hoyningen-Huene argues that what makes scientific knowledge special is its systematic character, and that this can be used to solve the demarcation problem. He labels this STDC: “Systematicity Theory’s Demarcation Criterion.” This paper argues that STDC fails, because there are areas of intellectual activity that are highly systematic, but that the great majority of scientists and historians and philosophers of science do not accept as scientific. These include homepathy, creationism, and climate change denial. I designate these activities “facsimile sciences” because they mimic the appearance of science but are not, by the standards of philosophers and scientists, scientific. This suggests that we need additional criteria to demarcate science from non-science and/ or nonsense.

     

Experience of a Lifetime: Study Abroad,Trauma, and Institutional Betrayal

This study is the first to expand the investigation of study-abroad risks to include a range of traumatic experiences for male and female students and to examine effects of institutional betrayal (i.e., an institution’s failure to prevent trauma or support survivors). In an online survey of 173 university students who had studied abroad, many respondents (45.44%, n = 79) reported exposure to at least 1 traumatic experience while abroad, most frequently natural disasters, sexual assault, and unwanted sexual experiences. Of students exposed to potentially traumatic events, more than one third (35.44%, n = 28) also reported at least 1 form of related institutional betrayal, which uniquely correlated with posttraumatic distress in some participants, when controlling for lifetime trauma history.     

Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation

Background: nursing students are required to think reflectively in both real and simulated clinical practice. Although the Reflective Thinking instrument is reliable in its measurement of reflective thinking, its validity is unknown. Method: confirmatory factor analysis was undertaken in an iterative manner within a non-equivalent control-group study to measure nursing students’ reflective thinking and satisfaction with high-fidelity simulation. The validity and reliability of the Reflective Thinking instrument was tested. Results: the resulting instrument consisted of 15 items across four factors. The final model was plausible as it demonstrated ‘goodness of fit’; however, it had neither convergent or discriminatory validity, nor reliability. Internal consistency was fair to reasonable for the four subscales. Conclusion: the testing of the Reflective Thinking instrument using confirmatory factor analysis is a vital initial step in the modification of this instrument. Further development using exploratory factor analysis will enhance the instrument’s relevance within high-fidelity simulation.