A longitudinal panel study on antecedents and outcomes of work-home interference

Theoretical models of the antecedents and outcomes of work-home interference (WHI) suggest that work characteristics (e.g., job stressors, working hours) increase the probability that an individual experiences work-home interference. Since work-home interference is considered as a role stressor, these experiences should be detrimental for long-term well-being. In this 2-wave panel study, the authors compared this suggested pathway with competing models that propose reverse causation and reciprocal effects in a sample of 365 employees (N at T2 = 130) from the German workforce using structural equation modeling. In particular, a model with two proposed antecedents (job stressors, working hours) of WHI and two proposed consequences (depression, turnover motivation) was analyzed in alternative configurations. The results support a cyclical model with a job stressors → depression → WHI → job stressors pathway. Furthermore, working hours affected WHI, and turnover motivation emerged as an outcome of WHI.     

Not all gifts are good: The potential practical costs of motivated gifts

People rely on support from others to accomplish mundane and momentous tasks. When asking for assistance, is it beneficial to incentivize a helper by offering a motivated gift (i.e., a gift with the hope of getting support in return)? Six studies (N > 2,500) examine the frequency and potential costs of motivated gifts. In Study 1, a third of Americans indicated that they had given a motivated gift at least once, while nearly two‐thirds believed they had received one. In Studies 2a–d, most participants who imagined receiving a motivated gift before a favor request reported lower willingness to help and anticipated satisfaction from helping than participants who imagined simply being asked for a favor. Finally, Study 3 replicates these findings with actual help provided among friends in a laboratory setting. Findings suggest that motivated gifts are relatively common but may sometimes undermine the assistance that people hope to receive.     

“Everybody is an Artist”: Arts‐based Education and Formerly Incarcerated Young Black Men's Academic and Social–Emotional Development in an Alternative School

Although arts‐based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts‐based program in the context of an alternative school designed for formerly incarcerated young people facilitates emerging adult Black men's academic and social–emotional development. Data collection consisted of observations and interviews with school personnel and formerly incarcerated Black male students. Analysis and interpretation included a range of inductive techniques (coding, constant comparisons, and memoing). Results indicate that offering arts‐based activities fostered an environment where students could build caring and supportive relationships with peers and school personnel. Instructional practices that integrated music and poetry provided meaningful opportunities for the young men to participate, which appeared to enhance their motivation and attitudes (self, others, learning, and school) and academic self‐efficacy, and lessen their psychological and emotional distress. Study findings provide insights into how an arts‐based program in an alternative school can improve healthy development and academic achievement among formerly incarcerated young Black men transitioning into adulthood.     

Flickers of Freedom and Modes of Action: A Reply to Timpe

In recent years, many incompatibilists have come to reject the traditional association of moral responsibility with alternative possibilities. Kevin Timpe argues that one such incompatibilist, Eleonore Stump, ultimately fails in her bid to sever this link. While she may have succeeded in dissociating responsibility from the freedom to perform a different action, he argues, she ends up reinforcing a related link, between responsibility and the freedom to act under a different mode. In this paper, I argue that Timpe’s response to Stump exploits concessions she need not have made. The upshot is that, contrary to what Timpe maintains, there is no reason to doubt that Stump's brand of incompatibilism is a genuine alternative to the traditional variety.

F. A. Trendelenburg and the Neglected Alternative

Despite his impressive influence on nineteenth-century philosophy, F. A. Trendelenburg's own philosophy has been largely ignored. However, among Kant scholars, Trendelenburg has always been remembered for his feud with Kuno Fischer over the subjectivity of space and time in Kant's philosophy. The topic of the dispute, now frequently referred to as the ‘Neglected Alternative’ objection, has become a prominent issue in contemporary discussions and interpretations of Kant's view of space and time. The Neglected Alternative contends that Kant unjustifiably moves from the claim that we have a priori intuitions of space and time to the sceptical conclusion that space and time are exclusively subjective. Most current discussions trace the objection back to Trendelenburg and often use him to motivate the objection. However, to date Trendelenburg's actual arguments and reasons for rejecting the Kantian view of space and time have not been sufficiently uncovered; my goal here is to fill this lacuna. By better understanding what Trendelenburg actually argued, we will be in a better position to assess whether the Neglected Alternative objection against Kant is successful. But in addition, Trendelenburg's own system is of independent philosophical interest, and my work here will shed light on one part of it.     

ABA-Based Programs for Children Diagnosed With Autism Spectrum Disorder: Parental and Professional Experiences at School and at Home

Having a child diagnosed with Autism Spectrum Disorder (ASD) poses a range of challenges to families, many of which can be addressed through appropriate intervention. A study of parental (n = 95) and professional (n = 67) experiences was carried out in relation to two settings: (a) schools that provided intensive interventions based on the science of Applied Behavior Analysis (ABA), and (b) non-intensive ABA-based home programs. Results show that parents whose children attend ABA-based schools were generally more satisfied with their child's educational provision, monitoring procedures, and level of staff training, than parents who were not offered ABA-based education in schools.     

Reviews

The Prayers and Tears of Jacques Derrida: Religion Without Religion, John D. Caputo, Bloomington: Indiana University Press. 1997. The Indiana Series in the Philosophy of Religion, xxix + 374 pp. ISBN 0–253–21112–3 (pbk.)

Religion in the Contemporary World: A Sociological Introduction, Alan Aldridge, Polity Press: Cambridge, 2000. vii, 232 pp. ISBN 0–7456–2083–3

The Anthropology of Religion, Fiona Bowie, Oxford, Blackwell. 1999. 284pp, tables & bibliogr. ISBN 0–631 20848–8 (pbk)

Theorizing about Myth, Robert Segal, Amherst: University of Massachusetts Press. 1999. 184pp. Cloth £45, paper £15. ISBN 1–558–49194–5 (hbk), 1–558–49191–0 (pbk)     

The emotional geographies of neoliberal school reforms: Spaces of refuge and containment

This paper draws from a larger research project about the post high school transitions of young people who were at school during New Zealand’s neoliberal reforms. Our participants included a group of four young men excluded from school and redirected to an Alternative Education programme. Their accounts of their experiences at school differed starkly from what they said about their Alternative Education programme. The emotional content of their accounts reveals how the social and material practices of these respective education sites are constituted differently. Alternative Education operated as a space of refuge from alienation experienced in mainstream schooling as well as a site of containment, separating Alternative Education students from their mainstream peers. Focusing on the emotional geography of one Alternative Education programme offers insight into the emotional geographies of mainstream schooling and, more broadly, of neoliberal education reforms. Drawing on ideas from Massey and Bondi, we demonstrate how alienation is produced and manifested on different scales: teacher–student interactions, school exclusions and policies establishing Alternative Education. The Alternative Education programme discussed here provides a barometer of the broader emotional geographies of New Zealand’s neoliberal education reforms.     

Contingency and changing reality: Perspectives from Germany

The World Wide Web connects less and disconnects more. In Germany as in the United States, disconnecting factions digitize their ideologies and overnight multiply their adherents. Such forces of disruption are incessant. Appeal to constructivist theory reveals that beneath this destabilizing dynamic is awareness of contingency, the feeling of disempowerment in the face of an unpredictable and uncontrollable future. Religion has the potential for stabilizing, but religious leaders will need to reignite a faith in the future to make this happen.     

Response to Jennifer Hockenbery Dragseth's review of Else Marie Wiberg Pedersen (ed.), The Alternative Luther: Lutheran Theology from the Subaltern

This is a response to Jennifer Hockenbery Dragseth's review of Else Marie Wiberg Pedersen (ed.), The Alternative Luther: Lutheran Theology from the Subaltern. Dragseth delivers a prudent and insightful review of the book. I agree with Dragseht's points, thus I will here make no more than a few deepening points in addition to those.