慢性前列腺炎认识和治疗的困惑与提高疗效的策略

针对我国慢性前列腺炎发病率高、疗效差的困惑,全面系统地分析慢性前列腺炎基础和临床目前所面临的问题,探讨其规范化诊治程序和提高临床疗效的策略。对提高治疗决策因素结合方法论进行探讨,引导医生从减少患者痛苦、减轻经济负担的角度,探索较为合理的治疗方案,以提高治疗决策实施率,促进和谐的现代医患关系形成,提高慢性前列腺炎治疗效果。     

Anticipating the inevitable: When leader and member attribution styles clash

This article supported the hypothesis that leaders’ and members’ attribution styles have interactive effects on members’ perceptions of the quality of their leader–member relations. Across two samples, results revealed an interactive effect such that members’ perceptions of poor leader–member relations were most accentuated when they were biased toward external and unstable attributions (i.e. optimistic attributions) for their negative outcomes, while their leaders were biased toward attributing negative outcomes to the internal and stable characteristics of the members (i.e. pessimistic attribution styles). In Study 2, results indicated that the members’ perceptions of distributive and procedural justice mediated the interactive effects of leader pessimism and member optimism on relationship quality.     

Socially anxious adolescents' perception of treatment by classmates

This study addressed the question if socially anxious adolescents have a negatively biased perception of the way they are treated by their peers. A total of 998 high school students from Grades 8-10 were categorized as socially low, middle, or high anxious on the basis of their SAS-A score. The perceived behavior of classmates was measured using three lists that described class behaviors during oral presentations of students, one list was concerned with the behaviors directed towards the student him/herself and the other two with behaviors directed towards a hypothetical high and low socially anxious peer, respectively. The results indicated that high socially anxious students felt negatively treated by their peers and that the other students too perceived that socially anxious classmates were treated more negatively. This suggests that the perception of the high socially anxious students is not distorted but based on the actual treatment they receive from their classmates.     

The Logic of Theory Assessment

This paper starts by indicating the analysis of Hempel’s conditions of adequacy for any relation of confirmation (Hempel, 1945) as presented in Huber (submitted). There I argue contra Carnap (1962, Section 87) that Hempel felt the need for two concepts of confirmation: one aiming at plausible theories and another aiming at informative theories. However, he also realized that these two concepts are conflicting, and he gave up the concept of confirmation aiming at informative theories. The main part of the paper consists in working out the claim that one can have Hempel’s cake and eat it too — in the sense that there is a logic of theory assessment that takes into account both of the two conflicting aspects of plausibility and informativeness. According to the semantics of this logic, α is an acceptable theory for evidence β if and only if α is both sufficiently plausible given β and sufficiently informative about β. This is spelt out in terms of ranking functions (Spohn, 1988) and shown to represent the syntactically specified notion of an assessment relation. The paper then compares these acceptability relations to explanatory and confirmatory consequence relations (Flach, 2000) as well as to nonmonotonic consequence relations (Kraus et al., 1990). It concludes by relating the plausibility-informativeness approach to Carnap’s positive relevance account, thereby shedding new light on Carnap’s analysis as well as solving another problem of confirmation theory. A precursor of this paper has appeared as “The Logic of Confirmation and Theory Assessment” in L. Běhounek & M. Bílková (eds.), The Logica Yearbook 2004, Prague: Filosofia, 2005, 161–176.     

Second-Order Quantifier Elimination in Higher-Order Contexts with Applications to the Semantical Analysis of Conditionals

Second-order quantifier elimination in the context of classical logic emerged as a powerful technique in many applications, including the correspondence theory, relational databases, deductive and knowledge databases, knowledge representation, commonsense reasoning and approximate reasoning. In the current paper we first generalize the result of Nonnengart and Szałas [17] by allowing second-order variables to appear within higher-order contexts. Then we focus on a semantical analysis of conditionals, using the introduced technique and Gabbay’s semantics provided in [10] and substantially using a third-order accessibility relation. The analysis is done via finding correspondences between axioms involving conditionals and properties of the underlying third-order relation. Presented by Wojciech Buszkowski     

The Role of Christian Belief in Public Policy

It seems intuitive to the believer that God intended throughinstruction in the Law to define morality, intended to leadhumankind to "the right and the good." Further, God's love forhumankind, exemplified by the incarnation, atonement and teachingsof Jesus, and empowered by the Holy Spirit, should lead to abetter world. Indeed, the Christian worldview is a coherentand valid way to look at bioethical issues in public policyand at the bedside. Yet, as this paper explores, in a pluralisticsociety such as the United States, it is neither possible nordesirable for Christians to try to force their views on others.Still, it is obligatory for Christians to stand up and articulatetheir views in the public square. We should try to persuadeothers using either prudential or moral arguments. While wemust be willing to live with "the will of the people," at thesame time, we must not be intimidated into accepting the positionthat our voice is not valid because it has a religious basis.     

Peer behavior toward socially anxious adolescents: classroom observations

This study focused on the relation between adolescents' social anxiety and the way they are treated by classmates. The link between class behavior during oral presentations and the social anxiety of the speakers was investigated. Social anxiety was measured both as a trait variable and as manifest in two state anxiety characteristics. A group of 55 students from Grades 8 and 9 were selected to participate in the study. Class behavior during their presentations was rated by the students themselves, their teacher, and an independent observer. Results showed that negative class behavior was related to social anxiety, particularly when behavior was rated by the independent observer. The data suggested that this negative social outcome is related to longer lasting social interactions in the classroom and not to specific state anxiety characteristics.     

Overt and Relational Aggression and Victimization: Multiple Perspectives within the School Setting

The current study involved a comprehensive comparative examination of overt and relational aggression and victimization across multiple perspectives in the school setting (peers, teachers, observers in the lunchroom, self-report). Patterns of results involving sociometic status, ethnicity and gender were explored among 4th graders, with particular emphasis on girls. Controversial and rejected children were perceived as higher on both forms of aggression than other status groups, but only rejected children were reported as victims. Both European American and African American girls showed a greater tendency toward relational aggression and victimization than overt aggression or victimization. Results indicated negative outcomes associated with both relational and overt victimization and especially overt aggression for the target girl sample. Poorer adjustment and a socially unskillful behavioral profile were found to be associated with these three behaviors. However, relational aggression did not evidence a similar negative relation to adjustment nor was it related to many of the behaviors examined in the current study. Implications of these results are discussed.