An epistemological use of nonstandard analysis to answer Zeno's objections against motion

Three of Zeno's objections to motion are answered by utilizing a version of nonstandard analysis, internal set theory, interpreted within an empirical context. Two of the objections are without force because they rely upon infinite sets, which always contain nonstandard real numbers. These numbers are devoid of numerical meaning, and thus one cannot render the judgment that an object is, in fact, located at a point in spacetime for which they would serve as coordinates. The third objection, an arrow never appears to be moving, is answered by showing that it only applies to a finite number of instants of time. A theory of motion is also advanced; it consists of a finite series of contiguous infinitesimal steps. The theory is immune to Zeno's first two objections because the number of steps is finite and each lies outside the domain of observation. Present motion is hypothesized to be an unobservable process taking place within each step. The fact of motion is apparent through a summing (Riemann integration) of the steps.     

The Impact of Childhood Emotional Abuse on Adolescents’ Subjective Happiness: the Mediating Role of Emotional Intelligence

Subjective happiness has been considered a key indicator of adolescents’ healthy development. The present study aimed at identifying the impact of childhood emotional abuse on adolescents’ subjective happiness and the possible role of emotional intelligence as a mediating variable. Using convenience sampling, a cross-sectional survey was conducted with 9 secondary schools in Hong Kong, China. Participants included a total of 1710 grade 8 to grade 9 secondary school students. The mean age was 13.6, and 61.2% were boys. Measures included child abuse and trauma, emotional intelligence, and subjective happiness. The results showed that childhood emotional abuse in adolescents’ childhood is a significant risk factor for subjective happiness. Emotional intelligence has a partial mediation effect on the relationship between childhood emotional abuse and subjective happiness. It is noteworthy that parenting practices in childhood have a significant impact on children’s happiness even after a period of time. It is suggested that students’ emotional intelligence be enhanced to increase their subjective happiness. Although the conventional parenting style may be rooted in Chinese culture, a paradigm shift in parenting seems to be needed for Chinese parents. Efforts should be made to promote appropriate parenting methods and emotional intelligence in Chinese societies. Limitations of the study and recommendations for future research are also discussed.

     

Rejecting Darwinian Evolution: The Effects of Education,Church Tradition,and Individual Theological Stance Among UK Churchgoers

A sample of 2232 committed churchgoers from a range of churches in the UK completed a questionnaire that included a measure of rejection of Darwinian evolution. Respondents with undergraduate or postgraduate qualifications had slightly lower odds of rejecting evolution than those without degrees, but whether qualifications were in non-biological science, biology or theology made little difference to the likelihood of rejection. Those who attended Anglican or Methodist (AM) churches were much less likely to reject evolution than those who attended Evangelical or Pentecostal (EP) churches, but the effect of education on reducing rejection was similar in both groups. Individual theological conservatism was strongly associated with rejection, but whereas liberals showed declining rejection with increased education, there was no such effect for conservatives. Frequent church attendance and Bible reading both predicted rejection, and the effect of Bible reading was most pronounced among AM churchgoers. Higher education of any kind may reduce the likelihood of rejection of evolution among many UK churchgoers, but theological conservatives from any tradition will tend to maintain their belief that Darwinian evolution does not explain the origin of species whatever their educational experience.     

Cognitive load selectively interferes with utilitarian moral judgment

Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions that maximize good consequences) with controlled cognitive processes and associates non-utilitarian moral judgment with automatic emotional responses. Consistent with this theory, we find that a cognitive load manipulation selectively interferes with utilitarian judgment. This interference effect provides direct evidence for the influence of controlled cognitive processes in moral judgment, and utilitarian moral judgment more specifically.     

Biases Influencing Recommendation Letter Contents: Physical Attractiveness and Gender1

This study investigated whether 2 well‐known biases, gender and physical appearance, influence readers' perceptions of different types of letters of recommendation (LORs; inflated vs. noninflated). Based on 244 participants, a main effect for letter type was found. Applicants with inflated letters were more likely to be hired and were predicted to become more successful, despite readers recognizing that the inflated letter contained exaggerations. A 3‐way interaction was also present. Gender and physical attractiveness did not influence reader perceptions when given an inflated letter, but when readers received a noninflated letter, attractive women were predicted to become most successful. These results demonstrate that readers may still be biased by irrelevant factors when reading LORs, emphasizing a need for letter reader training.     

The Importance of Program Evaluation: How Can it be Applied to Diverse Genetics Education Settings?

The role of a genetic counselor often entails providing education to patient, community and/or health professional groups. While counseling supervision assists genetic counselors to be reflective about their clinical work and to enhance clinical skills, evaluation is a rather analogous process in the provision of education. Program evaluation of education activities can be applied to provide information about the needs of the target group (needs assessment), the delivery of the program (process evaluation) as well as determining the extent to which the education activity has met its intended aims (summative evaluation). Evaluation assists the educator to assess the impact of their program and provides an evidence base about genetics education. Although program evaluation can be a complex activity, the tools are ones that can be used by individuals to evaluate single or simple education activities. The components of evaluation are discussed with reference to genetic counseling practice and three very different examples of actual evaluations are provided to illustrate the diversity of evaluation strategy and programs to which it can be applied.     

Physical Activity and Perceived Self‐Efficacy in Older Adults

The purpose of this study was to examine predictors of self‐efficacy in older adults, with physical activity, age, and sex as the predictor variables. Regression analyses revealed physical activity to be the only statistically significant predictor of self‐efficacy. These findings may be of interest to counselors who work with older people.     

Long-Term Psychological Health Among Individuals Pursuing Emerging Adulthood-Type Pathways in the 1950s and 1960s

We analyzed data from the Wisconsin Longitudinal Study (N?=?6390) to investigate how common an emerging adulthood-type lifestyle (e.g., delayed marriage and childbearing, pursuit of higher education) was in the late 1950s and early 1960s, and what the long-term psychological-health correlates were of such a lifestyle. Cluster analyses of marital, childbearing, educational, and occupational variables from 1957 (high school graduation) to 1964 generated six clusters that we labeled: fast-starters (early marriage and childbearing, little education beyond high school, virtually all employed), very-educated/partnered (mean educational attainment well into graduate school and among the earliest to get married), moderately educated/family-oriented (mean years of education somewhat shy of a bachelor’s degree, early marriage and childbearing), educated singles (late marriage and childbearing, if at all, averaging a bachelor’s degree; most prototypical of emerging adulthood), work/military-first (little education past high school, late marriage and childbearing), and military/professional-aspiration (envisioning career requiring college education and pursuing one). The clusters were then compared on health and well-being measures from 1992 to 1993 and 2003 to 2005, controlling for family-of-origin socioeconomic status. In general, individuals whose life pursuits combined higher education, professional career aspirations, and marriage exhibited the best long-term psychological health. Results are discussed in terms of historical conditions when these individuals transitioned to adulthood.