Stress,healthiness and health behaviours: An exploration of the role of life events,daily hassles,cognitive appraisal and the coping process

In a study of 220 participants, the relationship between life events, daily hassles, cognitive appraisal and coping, stress and general healthiness was investigated utilizing a self report methodology. The different aspects of healthiness and health behaviour/lifestyle appear to be related to different appraisal and coping styles. The role of daily hassles and life events in the process also vary across different aspects of health, illness and health behaviours. In fact the number of life events experienced appear to contribute more to hardiness than to vulnerability. It is proposed that to understand the process an integrative model is required which allows for flexibility in analysis.     

A study of system execution of performance appraisal

Dissatisfaction with traditional performance appraisal (PA) has led some organizations to eliminate formal reviews entirely and to substitute alternative methods of performance feedback, while other firms search for ways to improve the formal process. This study attempts to contribute to the ongoing debate about the future of PA by investigating the effects of an understudied aspect of the PA process: how well the PA system is executed by the supervisor. Our results indicate that system execution explains a significant amount of variance in intention to improve over and above a host of variables studied in previous PA studies, and that these effect sizes suggest clear practical significance.     

Infants' behavioral reenactment of "failed attempts": exploring the roles of emulation learning,stimulus enhancement,and understanding of intentions

Two studies were conducted to examine whether infants' reenactment of intended but unconsummated acts in A. N. Meltzoff's (1995) failed-attempt paradigm is due to reading the adult's underlying intention or to the effects of nonimitative social learning processes. Two novel conditions that emphasized the object affordances and the spatial contiguity of the object sets were devised. When infants' first actions only were counted, infants who observed the full-demonstration model produced more target acts. When all target acts produced within the 20-s response period were counted, infants in the emulation-learning and spatial contiguity conditions produced as many target acts as infants in the full-demonstration and failed-attempt conditions. This pattern of findings suggests that nonimitative social learning processes may influence infants' response in the behavioral reenactment paradigm.     

Theological determinism and the problem of evil: Are Arminians any better off?

International Journal for Philosophy of Religion -     

Unconscious, stimulus-dependent priming and conscious, percept-dependent priming with chromatic stimuli

Using metacontrast masking to suppress the conscious registration of a prime stimulus, Breitmeyer, Ro, and Singhal (2004) showed that color priming produced by a masked prime disk occurs at unconscious stimulus-dependent rather than at percept-dependent levels of visual processing. The current set of experiments compares this type of unconscious stimulus-dependent priming to conscious priming produced by a prime that, in two separate ways, is rendered visible and thus activates percept-dependent visual processes. The results indicate that while the masked prime again acts at a stimulus-dependent level of processing, the unmasked, visible primes additionally act at a later percept-dependent level of processing.     

Theorizing Democratic Education from a Senian Perspective

Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen’s recent work and understanding how it informs his CA; and, second, by carefully drawing out the implications of these aspects of Sen’s thinking for democratic education. Ultimately, I argue that Senian democratic education (SDE) is a composite of various learning processes that enhance one’s capability for social and political (democratic) participation. Particular attention is given to the learning that happens through one’s actual engagement in democratic practices and that which happens through one’s formal schooling. I call the former of these learning processes SDEp and the latter SDEs. SDEp is democratic life itself, and its effectiveness both depends on and contributes to the development of a culture of political participation within society. SDEs is best understood as the process of facilitating children’s achievement of democratic functioning, that is, children’s achievement of certain “beings and doings” associated with the emergence and exercise of their individual and collective democratic existence.