The interactive category schema of candidate competence: an Australian experience

The Education Committee of the Australian Psychoanalytic Society, inspired by David Tuckett's research, relating to the measurement of candidate competence, conducted a similar study that, they believe, added value to his earlier work. The indicators of analytic competence were more numerous and specific, and greater emphasis was placed on how these criteria could further be operationalized. Besides being used in the measuring of candidate competence, the author makes a case for how the criteria can be adapted for use in the selection of prospective trainees; the defining of teaching and supervisory objectives and processes; and as a basis for further research. The close resonance that the qualitative research method used has with analytic thought and practice is highlighted. It is proposed that this synchrony reduces the resistance that analysts often have in participating in such research. There were definite advantages that arose out of the Australian project aside from producing a society-specific schema of candidate capacities. The research process opened up a space for dialogue, debate and experimentation that increased group cohesion and society identity. Including the candidates in the survey facilitated the increase of transparency between candidates and members, contributing to the strengthening of the educational alliance.     

Metaphilosophical Criteria for Worldview Comparison

Philosophy lacks criteria to evaluate its philosophical theories. To fill this gap, this essay introduces nine criteria to compare worldviews, classified in three broad categories: objective criteria (objective consistency, scientificity, scope), subjective criteria (subjective consistency, personal utility, emotionality), and intersubjective criteria (intersubjective consistency, collective utility, narrativity). The essay first defines what a worldview is and exposes the heuristic used in the quest for criteria. After describing each criterion individually, it shows what happens when each of them is violated. From the criteria, it derives assessment tests to compare and improve different worldviews. These include the is‐ought, ought‐act, and is‐act first‐order tests; the critical and dialectical second‐order tests; the mixed‐questions and first‐second‐order third‐order tests; and the we‐I, we‐it, and it‐I tests. The essay then applies these criteria and tests to a concrete example, comparing the Flying Spaghetti Monster deity with Intelligent Design. For another application, it draws more general fruitful suggestions for the dialogue between science and religion.     

The sortal resemblance problem

Is it possible to characterize the sortal essence of Fs for a sortal concept F solely in terms of a criterion of identity C for F? That is, can the question ‘What sort of thing are Fs?’ be answered by saying that Fs are essentially those things whose identity can be assessed in terms of C? This paper presents a case study supporting a negative answer to these questions by critically examining the neo-Fregean suggestion that cardinal numbers can be fully characterized as those things whose identity can be assessed in terms of one-one correspondence between concepts.     

Performance evaluation of recent information criteria for selecting multilevel models in Behavioral and Social Sciences

This study was designed to find the best strategy for selecting the correct multilevel model among several alternatives taking into account variables such as intraclass correlation, number of groups (m), group size (n), or others as parameter values and intercept-slope covariance. First, we examine this question in a simulation study and second, to illustrate the behavior of the criteria and to explore the generalizability of the findings, a previously published educational dataset is analyzed. The results showed that none of the selection criteria behaved correctly under all the conditions or was consistently better than the others. The intraclass correlation somewhat affects the performance of all selection criteria, but the extent of this influence is relatively minor compared to sample size, parameter values, and correlation between random effects. A large number of groups appears more important than a large number of individuals per group in selecting the best model (m ≥ 50 and n ≥ 20 is suggested). Finally, model selection tools such as Akaike's Information Criterion (AIC) or the conditional AIC are recommend when it is assumed that random effects are correlated, whereas use of the Schwarz's Bayesian Information Criterion or the consistent AIC are advantageous for uncorrelated random effects.     

A Survey on Development and Applications of the Multi‐criteria Decision Making Method MULTIMOORA

This paper focuses on the MULTIMOORA method. Specifically, it discusses its development as well as extensions alongside with an overview of their applications. Indeed, the MULTIMOORA is a relatively new multi‐criteria decision making method consisting of the three parts. Therefore, it is specific with peculiarities of both complete and partial aggregation techniques. The MULTIMOORA method consists of the three parts, namely the Ratio System, the Reference Point, and the Full Multiplicative Form. The paper discussed the extensions of MULTIMOORA into the fuzzy environment and group decision making. The carried out survey identified the two major areas of application of MOORA and MULTIMOORA, namely engineering decision support for technological development and economic researches. The economic researches can further be classified into those related to micro‐level or macro‐level analyses. Copyright © 2013 John Wiley & Sons, Ltd.     

Decision‐Analytic Approach for Water Sustainability Definition: A Higher Education Case Study

The purpose of this paper is to describe the development of a multi‐criteria decision analysis approach that can be used to circumscribe the definition of sustainability within an organization or institution with multiple operational divisions. Although our overall definition of sustainability is a process, the George Washington University (GW) definition of water sustainability is articulated through construction of an objective‐value hierarchy representing GW's strategic objectives and articulation of strength of preference among the attributes in that hierarchy. This study used multi‐criteria decision analysis methods, including structured interviews with four individual stakeholders and swing weighting. Three findings are of note. First, our stakeholders' thinking about their objectives was greatly influenced by perceived constraints and mandatory obligations on institutional performance implied by contracts or tradition. Second, in considering the trade‐off weights obtained from the swing‐weighting portion of the value assessment, all stakeholders placed similar emphasis on each of the fundamental objectives. Third, because of the decentralized nature of the university, the process through which the value assessment will be achieved must be transparent and accepted by each of the stakeholders supporting sustainability decisions. This case study illustrates a decision‐analytic sustainability approach that may be applied to large‐scale infrastructure systems, stakeholder engagement and negotiation in sustainability investments or alternatives assessments. Although the commitment to reduce climate impacts has been widespread, there have been fewer publicly announced water initiatives at the university level. At the university level, GW is only one of a handful of universities with a cohesive, visible, water plan. In addition, we demonstrate an approach in which explicit structuring of fundamental sustainability objectives may increase transparency for sustainability definition construction. Copyright © 2014 John Wiley & Sons, Ltd.     

The Epistemic Regress Problem,the Problem of the Criterion,and the Value of Reasons

There are important similarities between the epistemic regress problem and the problem of the criterion. Each turns on plausible principles stating that epistemic reasons must be supported by epistemic reasons but that having reasons is impossible if that requires having endless regresses of reasons. These principles are incompatible with the possibility of reasons, so each problem is a paradox. Whether there can be an antiskeptical solution to these paradoxes depends upon the kinds of reasons that we need in order to attain our epistemic goals. This article explains the problems and considers the ways in which two different conceptions of human flourishing support the value of different kinds of reasons. One conception requires reasons that allow an easy solution to these paradoxes. The other—rational autonomy—requires reasons that depend upon endless regresses. So we cannot have the kinds of fully transparent reasons required for rational autonomy.     

The Influence of Person Traits on Lawyer Selection Among British Adults

The present study examined selection criteria for lawyers among British adults, which begins to overturn a dearth of studies examining this issue among legal professions. A total of 122 participants were asked to rate eight lawyers dichotomized along lawyer origin (Britain versus South Asia), gender (women versus men), and age (younger versus older). A mixed-design analysis of variance showed that there was a main effect of lawyer origin, with British lawyers preferred over the South Asian counterparts. There were also a number of significant interactions between lawyer variables, as well as participant gender and age. The effect sizes of these interactions were generally smaller (η_p ² = .07?.24) than the main effect lawyer origin (η_p ² = .54). Limitations and practical implications are discussed in conclusion.     

A Unified Framework for the Prioritization of Organ Transplant Patients: Analytic Hierarchy Process,Sensitivity and Multifactor Robustness Study

Fair and equitable allocation of donor organs in the USA is a daunting yet necessary task, which can mean the difference between life and death for patients on transplant waiting lists. This paper proposes a multi‐criterion decision‐making model using the analytic hierarchy process to allow for an allocation decision to be made on the basis of urgency, efficiency, benefit and equity. These four perspectives and objectives can be broken down into both quantitative and qualitative measures, which can be easily combined and weighted through group consensus. The proposed model overcomes the limitations of a single type of system, integrates the views of many organ allocation philosophies, improves the decision maker's ability to collaborate, helps justify the decision and reaches the optimal result. In addition, the proposed profile matrix allows decision makers to graphically trade off criteria against each other and to clearly articulate the decision rationale. Our computational study suggests that the proposed model not only satisfactorily serves the objectives of many constituents, but also remains noticeably robust under various criteria‐weight‐change scenarios. It improves stakeholder confidence in the organ allocation procedure, maximizes the usefulness of the organ and enhances welfare to society. Copyright © 2012 John Wiley & Sons, Ltd.     

Sketching the Contours of the Scholarship of Teaching and Learning in Theology and Religion

This article argues that there is an identifiable scholarship of teaching and learning in theology and religion that, though varied in its entry points and forms, exhibits standards of excellence recognizable in other forms of scholarship. Engaging in this scholarship enhances a professor's possession of practice and often reveals insights into student learning and the contours of a field that can advance both educational and disciplinary projects. Through conversation with a form of the scholarship of teaching and learning that emerged most clearly in work associated with the Carnegie Foundation for the Advancement of Teaching, we describe starting points and generative assumptions that have been employed in the discourse of the scholarship of teaching and learning in theology and religion as they have emerged in submissions to Teaching Theology and Religion over the past decade and a half and point to its benefits. See responses to this essay by Charles R. Foster , Stephen Brookfield , and Pat Hutchings published in this issue of the journal. Responses by Reid B. Locklin, Joanne Maguire Robinson, and Nadine S. Pence appear in next issue issue, 16:3 (2013).