Coexistence of Unconditionality and Conditionality of the Davidic Covenant in Chronicles

The Davidic covenant is the basis of the hope for a restoration of the Davidic kingdom in Chronicles. The Chronicler's retention of both the unconditionality and conditionality of the Davidic covenant does not mean that he was inconsistent; in my view, he views the two as complementary. The royal promise is conditional in the sense that the Davidic kings are disciplined and punished, and the kingdom ceases to exist when it does not meet the conditions set down by YHWH; it is unconditional in that YHWH's will never depart from the kingdom, as seen in 1 Chron. 17:13 where YHWH distinguishes his promise to David from his promise to Saul. Following this line of thought, the Chronicler yearns for further change in the postexilic temple‐centered society through a restoration of the lost kingdom by appealing to the Davidic covenant. The latter subtends the preservation of the Davidic kingdom in the preexilic period and a possible restoration in the postexilic period.     

Psycho-educational group treatment for the severely and persistently mentally ill: how much leader training is necessary?

Psycho-educational groups (PEGs) have been shown to be a particularly effective form of treatment for patients classified under the rubric of severely and persistently mentally ill (SPMI). However, recent surveys suggest that certain professionals, such as nurses and clinical psychologists, called on to conduct these groups may have limited to no training. This study tested three methods (self-instructional, workshop, and workshop plus clinical supervision) designed to provide on-the-job training to practicing clinicians. Specifically, training was based on two manuals; one that operationalized the basic knowledge and skills needed to run an effective PEG and the second being a commonly used PEG program for symptom management targeted at SPMI patients. Eight nurses from four adult units at a state psychiatric hospital initially received self-instructional or workshop training and then conducted a 12-session symptom management PEG composed of four to five SPMI patients (e.g., schizophrenia, schizoaffective or major depression disorders). In a second wave of additional training, nurses received workshop training or clinical supervision and then conducted a second PEG. Differences between training methods were assessed by nurse- and patient-completed measures that tapped the knowledge and skills emphasized in the symptom management and PEG (nurses only) manuals. Results indicated limited support for the superiority of the workshop method on the nurse measures alone. Implications for training working professionals in group treatments and assessing outcomes with chronic SPMI patients are discussed.     

Bayesian generalized structured component analysis

Generalized structured component analysis (GSCA) is a component-based approach to structural equation modelling, which adopts components of observed variables as proxies for latent variables and examines directional relationships among latent and observed variables. GSCA has been extended to deal with a wider range of data types, including discrete, multilevel or intensive longitudinal data, as well as to accommodate a greater variety of complex analyses such as latent moderation analysis, the capturing of cluster-level heterogeneity, and regularized analysis. To date, however, there has been no attempt to generalize the scope of GSCA into the Bayesian framework. In this paper, a novel extension of GSCA, called BGSCA, is proposed that estimates parameters within the Bayesian framework. BGSCA can be more attractive than the original GSCA for various reasons. For example, it can infer the probability distributions of random parameters, account for error variances in the measurement model, provide additional fit measures for model assessment and comparison from the Bayesian perspectives, and incorporate external information on parameters, which may be obtainable from past research, expert opinions, subjective beliefs or knowledge on the parameters. We utilize a Markov chain Monte Carlo method, the Gibbs sampler, to update the posterior distributions for the parameters of BGSCA. We conduct a simulation study to evaluate the performance of BGSCA. We also apply BGSCA to real data to demonstrate its empirical usefulness.     

Cesarean childbirth in sweden: Effects on the mother and father-infant relationship

The effects of Cesarean delivery on father-infant and mother-infant interaction were studied in a sample of 30 Swedish, two-parent families with a full-term healthy first-born infant. Fifteen infants were delivered vaginally, and 15 infants were delivered under full anesthesia by Cesarean section. The infants and parents were observed at home when the infants were 3 and 8 months old. The findings indicate that mothers of infants delivered by Cesarean section reacted less positively when they saw their infants for the first time and encountered more difficulties breastfeeding than did mothers of vaginally delivered infants. At 3 months post-partum, fathers of infants who were Cesarean-delivered participated in a greater amount of caregiving activities. There were no differences between Cesarean and vaginally delivered mothers at 3 months after delivery. At 8 months, there were no differences between the two groups (Cesarean and vaginal) on either the interview questions or on-any of the behavioral measures. Results from this study do not support reports from the USA of long-lasting effects of Cesarean delivery on parent-infant interaction. The results suggest the need to study cultural variations that surround Cesarean section delivery so as to understand in what way the subsequent parent-infant relationship is influenced by this event.     

Functional Parallel Factor Analysis for Functions of One- and Two-dimensional Arguments

Parallel factor analysis (PARAFAC) is a useful multivariate method for decomposing three-way data that consist of three different types of entities simultaneously. This method estimates trilinear components, each of which is a low-dimensional representation of a set of entities, often called a mode, to explain the maximum variance of the data. Functional PARAFAC permits the entities in different modes to be smooth functions or curves, varying over a continuum, rather than a collection of unconnected responses. The existing functional PARAFAC methods handle functions of a one-dimensional argument (e.g., time) only. In this paper, we propose a new extension of functional PARAFAC for handling three-way data whose responses are sequenced along both a two-dimensional domain (e.g., a plane with x- and y-axis coordinates) and a one-dimensional argument. Technically, the proposed method combines PARAFAC with basis function expansion approximations, using a set of piecewise quadratic finite element basis functions for estimating two-dimensional smooth functions and a set of one-dimensional basis functions for estimating one-dimensional smooth functions. In a simulation study, the proposed method appeared to outperform the conventional PARAFAC. We apply the method to EEG data to demonstrate its empirical usefulness.     

Meta-analytic techniques reveal that corvid causal reasoning in the Aesop’s Fable paradigm is driven by trial-and-error learning

The classic Aesop’s fable, Crow and the Pitcher, has inspired a major line of research in comparative cognition. Over the past several years, five articles (over 32 experiments) have examined the ability of corvids (e.g., rooks, crows, and jays) to complete lab-based analogs of this fable, by requiring them to drop stones and other objects into tubes of water to retrieve a floating worm (Bird and Emery in Curr Biol 19:1–5, 2009b; Cheke et al. in Anim Cogn 14:441–455, 2011; Jelbert et al. in PLoS One 3:e92895, 2014; Logan et al. in PLoS One 7:e103049, 2014; Taylor et al. in Gray R D 12:e26887, 2011). These researchers have stressed the unique potential of this paradigm for understanding causal reasoning in corvids. Ghirlanda and Lind (Anim Behav 123:239–247, 2017) re-evaluated trial-level data from these studies and concluded that initial preferences for functional objects, combined with trial-and-error learning, may account for subjects’ performance on key variants of the paradigm. In the present paper, we use meta-analytic techniques to provide more precise information about the rate and mode of learning that occurs within and across tasks. Within tasks, subjects learned from successful (but not unsuccessful) actions, indicating that higher-order reasoning about phenomena such as mass, volume, and displacement is unlikely to be involved. Furthermore, subjects did not transfer information learned in one task to subsequent tasks, suggesting that corvids do not engage with these tasks as variants of the same problem (i.e., how to generate water displacement to retrieve a floating worm). Our methodological analysis and empirical findings raise the question: Can Aesop’s fable studies distinguish between trial-and-error learning and/or higher-order causal reasoning? We conclude they cannot.     

Parenting Surviving Children After the Death of a Child from Cancer: An Interpretative Phenomenological Analysis

Journal of Child and Family Studies - The death of a child is a tragic, devastating event with enormous emotional and relational impact on the family unit. Parental changes are significant,...     

Interdependence in Ethnic Identity and Self: Implications for Theory and Practice

This article broadens the conceptual framework of ethnic identity theory by integrating an interdependent perspective of self into counseling theory and practice. An extensive review of ethnic identity theory is presented with a focus on the literature emphasizing the relational and cultural context in the development of self. A dynamic, situationally based theory of ethnic identity is presented, and implications for counseling from an interdependent perspective are discussed.     

AIDS, FRAIDS, and Quarantine: Student Responses to Pro-Quarantine Initiatives in California

In the literature on AIDS, only a few empirical social reactivist studies of heterosexuals have been done, probably due to the preoccupation with explaining the incidence of AIDS among high-risk groups. The following study of 563 students enrolled in a large Southern California university adds to the heterosexual student literature by operationalizing an important research variable, FRAIDS, and by embarking on explanatory analysis of attitude and self-reported behavior. FRAIDS, which we will define as the fear of getting AIDS from casual contact sources, may be helpful in explaining both high-risk sexual behavior among heterosexuals and pro-quarantine sentiment. However, only the subsets of the FRAIDS variable (FRAIDS-dry and FRAIDS-wet) proved explanatory. FRAIDS-dry (fear of HIV infection from dry sources) proved significant in explaining sexual activity, while FRAIDS-wet (fear of HIV infection from wet casual contact sources) was found significant in explaining pro-quarantine sentiment. The converse was not true. Using homophobia as a control variable, homophobia was found to overshadow FRAIDS-wet for males but FRAIDS-wet rivaled homophobia in predicting pro-quarantine sentiment for females. Growing quarantine sentiment was noted among the students, as the survey took place during two different time periods (Fall of 1986 ( N = 375) and Spring of 1988 ( N = 188)), essentially before and after the actual vote in November 1986 on a pro-quarantine initiative (Proposition 64) that appeared on the California ballot. This apparent increase in pro-quarantine sentiment among students (and voters) highlights the need for attention to homophobia as well as detailed discussion of the fear of wet casual contact in AIDS education.     

Factor analysis of responses to the WISC-R for gifted children

Several researchers have focused on the question of whether the traditional two-factor interpretation of WISC--R scores proposed by Wechsler (1974) is appropriate in selecting students to be admitted to gifted programs. Some researchers have suggested that the two-factor solution (Verbal and Performance) of Karnes and K. E. Brown provides the appropriate model, while others have proposed an alternative model based on exploratory research with gifted and average students. The current study expands exploratory findings of S. W. Brown with Rood in 1982 and Yakimowski in 1987, using confirmatory factor analytical procedures. The confirmatory factor analyses for selected groups of gifted (n = 158) and average (n = 195) students (M = 9.6 yr.) indicate that the alternative three-factor solution model may be a better system for interpreting the pattern of WISC--R subtest scores of gifted students than the conventional Verbal and Performance solution.