Job Conditions and Wellness/Health Outcomes in Dutch Secondary School Teachers

The aim of the present study is to compare the work situation of Dutch secondary school teachers to job conditions of European teachers and to test the Job Demand-Control-Social Support model (JDCS model, Karasek and Theorell, <citeref rid="bib24">1990</citeref>) on burnout, job satisfaction and somatic symptoms. The Dutch data (N = 304) were gathered in seven secondary schools from across the country. The remaining European group consisted of 1878 upper secondary school teachers originating from 10 countries. Additive and interactive effects in the JDCS model could be identified for emotional exhaustion only. Furthermore, a curvilinear (U-shaped) relationship was found between control and emotional exhaustion. In addition to the JDCS model, the contribution of coping in the explanation of the outcomes was tested. Attempts have been made to deal with criticisms, which are frequently leveled at the implementation of the JDCS model. Dutch teachers do not differ on job conditions from the European sample except for two working conditions where the Dutch indicate less physical exertion and environmental risks than the European reference sample. The Dutch report lower levels of coping than the reference group, they are more depersonalised and are less satisfied than teachers of the European reference group. On the other hand, the Dutch teachers had fewer somatic complaints and reported higher levels of personal accomplishment than their European colleagues.     

What Philosophy Might be About: Some Socio-philosophical Speculations

The most important sources of contemporary American literary theory are neither the linguistics-based movement of French structuralism, as the term 'poststructuralism' implies, nor a 'modernity' that has been superseded, as the term 'postmodernism' implies, but rather a modernist tradition of aesthetics shaped by eighteenth- and early nineteenth-century German romanticism and idealism, movements that culminated in the work of Heidegger during the Weimar period between the World Wars and afterward, exercising an increasingly dominant influence on French theorists after World War II, from Sartre through Derrida, and subsequently on the development of poststructuralism and postmodernism during the 1970s and 1980s in the United States. This essay strives to put well-accepted facts and issues within what Wittgenstein called a 'perspicuous' perspective. Although it is common to observe that deconstruction shares with Romanticism certain very general features, the same judgment is not often applied to deconstruction's semiotic account of language as a system of arbitrary signs without positive values. The essay's claim, by contrast, is that romanticist, especially German influences, operating in complementary relation with influences from the English and French Enlightenments, provided the cultural and conceptual milieu in which literary theory's distinctively modern, characteristically ontological, and anti-metaphysical view of language developed.     

Visual laterality in dolphins when looking at (un)familiar humans

Understanding the evolution of brain lateralisation including the origin of human visual laterality requires an understanding of brain lateralisation in related animal species. However, little is known about the visual laterality of marine mammals. To help correct this lack, we evaluated the influence of familiarity with a human on the visual response of five captive bottlenose dolphins. Dolphins gazed longer at unfamiliar than at familiar humans, revealing their capacity to discriminate between these two types of stimuli. Pooled data for responses to all test stimuli demonstrated a preferential use of left eye by all our five dolphin subjects. However, familiarity with particular humans did not influence preferential use of a given eye. Finally, we compared our results with those on other vertebrates.     

Building a multiple modality, theory-based physical activity intervention: The development of CardiACTION!

OBJECTIVES: Despite the widely acknowledged benefits of regular physical activity (PA), specific goals for increased population levels of PA, and strongly recommended strategies to promote PA, there is no evidence suggesting that the prevalence of PA is improving. If PA intervention research is to be improved, theory should be used as the basis for intervention development, participant context or environment should be considered in the process, and intervention characteristics that will heighten the likelihood of translation into practice should be implemented (e.g., ease of implementation, low human resource costs). The purpose of this paper is to describe the implementation of the aforementioned concepts within the intervention development process associated with CardiACTION an ongoing randomized 2 × 2 factorial trial. METHODS: The Ecological Model of Physical Activity integrated with Protection Motivation Theory was used to inform the design of the interventions. This integrated model was selected to allow for the development of theory-based individual, environmental, and individually + environmentally targeted physical activity interventions. All intervention strategies were matched to proposed mediators of behavior change. Strategies were then matched to the most appropriate interactive technology (i.e., interactive computer session, automated telephone counseling, and tailored mailings) delivery channel. CONCLUSIONS: The potential implications of this study include determining the independent and combined influence of individual and environment mechanisms of behavior change on intervention effectiveness. In addition, all intervention models are developed to be scalable and disseminable to a broad audience at a low cost.     

Morally we Roll Along: (Optimistic Reflections) on Moral Progress

Changes over time in many large scale human practices such as science and technology seem best understood in terms of progress. Further, regarding such practices as slavery, we seem to have moved on and for the better, that is, to have progressed morally. But moral progress seems something different from other forms of progress. If possible at all, in what can it consist? Progress is understood as falling into three distinguishable categories; namely, progress as mere change, as change culminating in some end-state, and as change involving improvement or betterment. While scientific or economic progress seem of the last sort, moral progress is best understood as a hybrid of culminative change and improvement, a variety of progress labelled millenarian. Though there is an end towards which moral progress must tend, we do not know what it is. Further, moral progress must occupy a special superordinate and regulatory role regarding other progressive practices; that is, for moral progress to be possible, other progressive practices must come under the aegis of increasingly stringent moral regulation. This paper elaborates a model of moral progress, speculates upon signs of its presence, considers various relativist objections, and makes an exhortative plea for the need to have such a notion as a condition of the very possibility of moral progress.     

THE EFFECTIVENESS OF FOUR SELF‐CORRECTED SPELLING TEST METHODS

ABSTRACT

Spelling achievement of fourth graders was assessed using four self‐corrected test methods. Two‐hundred nine children in two schools were randomly assigned to one of four treatments. Methods included visual and listwise, visual and wordwise, oral and listwise, and oral and wordwise.

A 2 x 2 x 2 factorial design was implemented. Factors included (a) type of feedback (wordwise versus listwise), (b) presentation mode (oral versus visual), and (c) student's gender. Analyses of covariance were conducted, with the pretest as a covariate. Wordwise feedback produced significantly higher gains than listwise. There were no significant differences in gains between visual and oral modes, or among presentation mode, gender, and ability.

Students should use the self‐corrected test as a method of spelling study, and use wordwise, feedback during self‐correction.