SLAP: Specification logic of actions with probability

A logic for specifying probabilistic transition systems is presented. Our perspective is that of agents performing actions. A procedure for deciding whether sentences in this logic are valid is provided. One of the main contributions of the paper is the formulation of the decision procedure: a tableau system which appeals to solving systems of linear equations. The tableau rules eliminate propositional connectives, then, for all open branches of the tableau tree, systems of linear equations are generated and checked for feasibility. Proofs of soundness, completeness and termination of the decision procedure are provided.     

两种估计多维测验合成信度置信区间方法比较

有两种方法可以估计多维测验合成信度的置信区间：Bootstrap法和Delta法.本文用模拟研究比较这两种方法,结果发现,Delta法与Bootstrap法得到结果的差异很小.因为Bootstrap法得到的是实证结果,通常被认为是真值的反映,而Delta法比Bootstrap法简单得多,所以可以用Delta法估计合成信度的置信区间.举例演示如何计算多维测验的合成信度以及用Delta法计算其置信区间.     

Agreement of adolescent ratings with mother ratings and teacher ratings of ADHD symptom groups: A correlated trait-correlated method minus one analysis

This study examined the level of agreement of adolescent ratings with mother ratings, and adolescent ratings with teacher ratings of the inattention (IA) and hyperactivity/impulsivity (HI) symptom groups of ADHD. A total of 214 adolescents provided self-ratings of IA and HI, and their IA and HI were also rated by their mothers and teachers. The correlated trait-correlated method minus one model was applied, with adolescent ratings as the reference method, and the other two ratings as the non-reference methods. The findings indicated no additional variance in adolescent ratings for IA and HI that could not be accounted by mother ratings of IA and HI, respectively. In contrast, there was additional variance in adolescent ratings for IA and HI that could was not accounted by teacher ratings of IA and HI, respectively. The findings suggest that when diagnosing ADHD in adolescents, their reports of their own ADHD behaviors are not needed when mother reports of such behaviors are used.     

Ultraorthodox young drivers in Israel – Driving through cultural lenses

Research has paid little attention to driving and road safety in the ultraorthodox communities in Israel, in which perceptions on such issues display unique cultural characteristics, and may have long-term effects on traffic safety. This study attempts to gain insight into the attitudes and behaviors of the ultraorthodox young men road users in Israel with regard to driving and road safety, using a qualitative research method based on 42 face-to-face in-depth interviews with men from different ultraorthodox circles in different stages of life. The analysis reveals that the stringent cultural norms strongly influence road behavior, far beyond what is known about young novice drivers and their peers in general. For example, owning a license by young, single ultraorthodox students is seen as an offense against the ultraorthodox establishment compared to driving without a license, which is considered a one-time lapse. The findings indicate that unique cultural phenomena such as concealing the process of licensing, unlicensed driving and road interactions create a dangerous effect extending beyond the ultraorthodox neighborhoods. They also imply that road safety can be interpreted differently in diverse cultures, a fact which should be considered while planning safety intervention strategies.     

Philosophical Method and Intuitions as Assumptions

Many philosophers claim to employ intuitions in their philosophical arguments. Others contest that no such intuitions are used frequently or at all in philosophy. This article suggests and defends a conception of intuitions as part of the philosophical method: intuitions are special types of philosophical assumptions to which we are invited to assent, often as premises in argument, that may serve an independent function in philosophical argument and that are not formed through a purely inferential process. A series of philosophical case studies shows that intuitions in these arguments contain the relevant features. The view has implications for philosophical method, offering a compromise between opponents on the divisive debate of the merits of experimental philosophy: experimental philosophy provides an especially useful role in philosophical assumption analysis.     

How Philosophers Appeal to Priority to Effect Revolution

This article argues that philosophers tend to employ a particular method in constructing their theories and critiquing their opponents. To substantiate this claim, the article examines the work of Nietzsche and Locke, the Empiricists and Rationalists, Heidegger, Levinas, and Derrida, and Russell and Wittgenstein, showing how each relies on a method the article labels “revolution‐through‐return.” The method consists in identifying the authority behind your opponent's theory, then appealing to something “prior to” that authority, from which you then proceed to derive your own theory. The article distinguishes between several senses of priority (temporal, ontological, axiological, and so on), argues that modern philosophers tend to rely on temporal priority, and discusses the questions in priority theory that need to be addressed in order evaluate and construct revolution‐through‐return arguments.     

On Wittgenstein's Kantian solution of the problem of philosophy

In 1931 Wittgenstein wrote: ‘the limit of language manifests itself in the impossibility of describing the fact that corresponds to (is the translation of) a sentence without simply repeating the sentence’. Here, Wittgenstein claims, ‘we are involved?…?with the Kantian solution of the problem of philosophy’. This paper shows how this remark fits with Wittgenstein's early account of the substance of the world, his account of logic, and ultimately his view of philosophy. By contrast to the currently influential resolute reading of the Tractatus, the paper argues that the early Wittgenstein did not aim at destroying the idea of a limit of language, but that the notion lies at the very heart of Wittgenstein's early view. In doing so, the paper employs and defends the Kantian interpretation of Wittgenstein's early philosophy.     

The meaning of work for South African women: A phenomenological study

This study sought to gain an in-depth understanding of the meaning that women attribute to their work in the South African context. The six women informants were 27–32 years old, all with tertiary education, in senior positions, without children. Data on the meaning of work for South African women were collected using semi-structured interviews. Findings indicate that the meaning of work for South African women changes when they experience work autonomy. Working women also report having a sense of identity and self-worth, meeting instrumental needs, achieving social relatedness, and being of service to others. The meaning of work also comes from intrinsic satisfaction, a sense of power and authority.     

Pedagogical Practices for Teaching Addiction Counseling Courses in CACREP‐Accredited Programs

We used a grounded theory approach to investigate educational strategies for teaching master's‐level addiction counseling courses. An emergent model of pedagogical practices, factors that influence development and implementation, and suggestions for counselor education programs are presented.     

A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study

ObjectiveThe purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation.Methods507 sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity.FindingsThroughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA.ConclusionQualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality.Trial registrationEthics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12.FundingGerman Research Foundation grant DE2680/3-1.