Theology's Need for a New Interpretation of Nature: Correlate of the Doctrine of Grace

Abstract : Important aspects of contemporary life—from increasing dependence on technology to climate change, from changing views of human nature to global interactions among varied cultures and religions—demand that theologians consider the best understandings of the world that the sciences can offer. To help support a fully relational trinitarian concept of God, namely, one that offers a richer interpretation of God's relationship with the world, theology needs truth about the world, humans, and our place in relation to the rest of nature. Lutheran theological foci have a built‐in thirst that only dialogue with science can quench. Too narrow an approach to anthropology and justification by faith focuses on God's activity on behalf of humans as if apart from nature. We need a more comprehensive vision of God's activity in creation, redemption and sanctification by grace. To explicate this, we turn to Luther's emphasis on God's incarnation in human flesh and blood—thus also in the cells, molecules, and subatomic activity of the world; the communication of attributes; and the indwelling Christ. For a deeper understanding of God as triune and of redemption, we need a renewed emphasis on the connection between creation, incarnation and redemption, and between nature and grace. An increased knowledge of science contributes to a healthier approach to the church's mission by giving a theological basis for ethical action in relation to the (natural) world.     

高中生压力源和心理健康的研究

本研究对２９８６名上海高中生对压力感受进行了调查。因素分担 些压力可以归为六大类别：社会人际关系及性发展方面,学习和学业方面,与发母交往方面,未来前途方面,经济方面,以及健康方面。资料显示高中生最大的三种压力源多与学习或学业有关,而压力最小的三种压力源主要与性发展的和健康有关。     

John Polkinghorne and the Task of Addressing a "Messy" World

As a physicist-theologian, John Polkinghorne has done a great service for the community of scholars engaged in the theology-and-science dialogue as well as for a broader audience of interested persons. We examine Polkinghorne's theological method to see what it suggests about his understanding of the function of systematic theology and his philosophy of science. His strong emphasis on rationality in theology corresponds to his epistemological discussions. Polkinghorne links his methodology to "thinking," so "experience" seems relegated to the minds, and not the lives, of the believers. Consequently, his theology does not easily engage ethical, political, and cultural landscapes where the concrete contexts of particular people's lives engage their faith. The challenge for those of us in religion-and-science is to come to grips with this messy, complicated world.     

Maternal confidence,knowledge, and quality of mother-toddler interactions: A preliminary study

The purpose of this study was to examine the relationships among maternal confidence, knowledge of child development, and quality of mother-toddler interactions using self-efficacy (Bandura, 1977, 1989) as the theoretical framework. Using the Toddler Care Questionnaire, 50 mothers of toddlers were asked to estimate their confidence in their ability to parent their toddlers. Mothers also completed the Knowledge of Infant Development Questionnaire and were videotaped in their homes during a structured interaction with their toddlers. Maternal confidence was positively correlated with maternal knowledge of child development and parenting. The relationships among mother's knowledge of child development, maternal confidence, and quality of mother-toddler interactions were examined by a 2 × 3 analysis of variance with quality of interactions as the dependent variable. There were no significant main effects for maternal knowledge or confidence on quality of mother-toddler interactions, but there was a significant interaction effect. That is, the combined effects of maternal knowledge and confidence were related to quality of mother-toddler interactions. These results may explain previous inconsistencies in the literature regarding the significance of maternal confidence for mother-child interactions and are congruent with self-efficacy theory. Implications for interventions are discussed.     

Measuring Change During Behavioral Parent Training Using the Parent Instruction-Giving Game with Youngsters (PIGGY): A Clinical Replication

This is the second study to investigate the clinical use of the Parent-Instruction Game with Youngsters (PIGGY) which is a structured observation system derived from the Dyadic Parent-Child Interaction Coding System II (DPICS-II; Eyberg, Bessmer, Newcomb, Edwards, & Robinson, 1994) and the Behavior Coding System (BCS; Forehand & McMahon, 1981 Forehand , R. L. , & McMahon , R. J. ( 1981 ). Helping the noncompliant child . New York , NY : Guilford Press . [Google Scholar]). In a previous study, the PIGGY demonstrated strong reliability and validity as well as clinical utility (Hupp, Reitman, Forde, Shriver, & Kelley, 2008). The present study is a replication of the previous research on clinical utility by using the PIGGY to monitor changes in parent and child behavior during and after behavioral parent training.     

Detecting Social Desirability Bias Using Factor Mixture Models

Based on the conceptualization that social desirable bias (SDB) is a discrete event resulting from an interaction between a scale's items, the testing situation, and the respondent's latent trait on a social desirability factor, we present a method that makes use of factor mixture models to identify which examinees are most likely to provide biased responses, which items elicit the most socially desirable responses, and which external variables predict SDB. Problems associated with the common use of correlation coefficients based on scales' total scores to diagnose SDB and partial correlations to correct for SDB are discussed. The method is demonstrated with an analysis of SDB in the Attitude toward Interprofessional Service-Learning scale with a sample of students from health-related fields.     

Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension

First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM) showed that students whose teachers were trained in Language Enrichment instruction had higher third grade reading comprehension achievement than students whose teachers were not trained. Additionally, a significant effect of the length of Language Enrichment teaching experience of the second grade teacher on third grade reading comprehension was found. Earlier occurring second grade teacher training was associated with higher reading scores than later training. Based on these findings it is suggested that teachers who have content-rich knowledge known to support literacy acquisition can provide reading instruction that results in a level of reading comprehension that is significantly higher than that resulting from teachers who do not have a well-developed domain of knowledge concerning the reading process. This study also indicates that teacher competence was enhanced through practice because student reading achievement of the more-experienced Language Enrichment teachers was higher than that of the less-experienced Language Enrichment teachers.     

Language after temporal or frontal lobe surgery in children with epilepsy

The purpose of this study was to compare language function in children undergoing temporal or frontal lobe surgery to control intractable epilepsy. Language measures (expressive vocabulary, receptive vocabulary, comprehension, reading, spelling, phonemic fluency, and category fluency) were administered to 9 children with frontal lobe epilepsy (mean age: 10.8 +/- 2.7 years) and 10 children with temporal lobe epilepsy (11.5 +/- 2.6 years). The results indicate that no differences exist, in language function, before and after surgery between children with frontal and temporal lobe epilepsy (all p > or = .05). Children with left hemisphere lesions had significantly lower scores than those with right on category fluency and comprehension, but laterality effects were not seen on the other measures. In both groups, language function was not significantly affected by surgery.     

汉语同音字具体频率和同音字数在听觉词汇通达中的相互作用

用跨通道的音-字同音判断任务配以视觉词汇判断作协变分析,实验研究了汉语同音字音节的听觉词汇通达中同音字具体频率和同音字数的相互作用,等同了音节的累积频率和笔画数,结果发现了稳健的同音字族内的词频效应,同音字数与同音字频率相互牵制,表现在同音字数效应缺失,两因素刺激材料难以完全控制新的影响因素产生,出现逆抑制效应。结果说明在同音字频率和同音字数的相互作用中频率起稳健和主导的作用。