This article discusses common ethical and practical considerations in psychosocial and behavioral research in healthcare. Issues such as appropriate objectives and intent, risk-benefit ratios, research design, and human subject protection are explored. The burden of ethical research design and implementation is placed on the investigator, rather than relying solely on institutional review boards to judge individual projects. The benefit of acquisition of knowledge must be balanced against the burdens of the research on society in general and human subjects specifically. Scientific (...) replication of research is encouraged, unnecessary duplication defined and discouraged, and benefits of true collaboration outlined. Investigators are advised to consider the context, intent, purpose, implementation, and use of information when developing research. The concept of “researcher myopia” is defined as a common stumbling block. It is suggested that academic researchers also look to other disciplines, such as industry, for examples of research that is concise, cost-effective, and reliable. (shrink)

In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents, among 906 Scouts and 775 non-Scout boys and girls. We identified an (...) eight-correlated-factor model as providing the best fit with our data. We further established measurement invariance and explored latent mean differences for ACCEA scores across two Scout groups, non-Scout boys and non-Scout girls. Girls were generally superior than boys on all character attributes. We further examined concurrent validity of ACCEA by correlating the character attributes with youth sense of school competence, intentional self-regulation and parental perception of youth school performance. We discuss implications for future character research and point to the value of the ACCEA measure being used by practitioners in character development programs. (shrink)

Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we (...) examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume 30, Number 2, November 2004, pp. 213-236 Pleased and Afflicted: Hume on the Paradox of Tragic Pleasure E. M. DADLEZ How fast can you run? As fast as a leopard. How fast are you going to run? A whistle sounds the order that sends Archie Hamilton and his comrades over the top of the trench to certain death. Racing to circumvent that order and arriving seconds (...) too late, Archie's friend Frank screams in rage and despair. Archie is cut down before he has run twenty yards. Peter Weir's film Gallipoli is a chronicle of the disastrous Dardanelles campaign of the first World War, but it is also a film about racing. Archie is trained by his uncle Jack to run "as fast as a leopard." The film begins as it ends, with Archie sprinting in response to a whistle. Frank is first shown racing after a train, along with friends who are on their way to enlist. Archie and Frank meet while competing in a race, they race in Cairo once they have enlisted, and they finally race death. From the beginning, Archie has been faster; even at the end he is the first to die. And from the beginning he has swept Frank along in his wake, encouraging him, pushing him, inspiring him, and helping him to positions for which he is inadequately qualified. In the end, Archie's compassion and kindness prompt a decision which has grim consequences both for himself and for hundreds of others. Knowing that his friend fears death in the trenches, Archie recommends Frank as a substitute for himself, a designated message runner. But Frank is not fast enough, and falls short by mere seconds which Archie would not have lost. This is what leads to the failure of the one real effort to countermand the fatal charge. E. M. Dadlez is Professor of Humanities and Philosophy, University of Central Oklahoma, Edmond, OK 73034, USA. e-mail: [email protected] 214 E. M. Dadlez I am an emotional wreck by the time the movie is over, though I should admit that most of my tears are the result of sheer rage. Both my dogs exited the room in some haste once I began to shout at the television and the unpardonably dimwitted British officers who sat sipping tea at a comfortable distance as they gave the order for soldiers to commit suicide. But it isn't just the scope of the real human disaster, or the enormity of the blunder, or the pointlessness of the entire enterprise, or even my renewed conviction that stupidity is, in fact, evil, that is so unsettling. The film unnerves with respect to personal as well as global concerns, focusing attention on the chance of vanity's leading one to undertake responsibilities beyond one's competence, the possibility of advancement or security being achievable only at the expense of another, and the realization of how easy it might be to let those things happen. Gallipoli is a sad, disturbing film, and the spectator is grieved and disturbed in the course of watching it. Yet, having said that, I must own to having a copy in my possession, and to having watched it more than once. I recommend it to friends, offering to lend them my videotape. In fact, I press it on them. I say that it is a terrific, rewarding work which they should take the time to see. How is it that I can describe my experience of the film in such glowing terms and at the same time acknowledge the extreme distress I felt in the course of watching it? How can I reconcile the discordant aspects of my experience? David Hume explores some possible answers in his essay "Of Tragedy."1 He begins by calling attention to the paradox of tragic pleasure: It seems an unaccountable pleasure, which the spectators of a well written tragedy receive from sorrow, terror... and other passions, which are in themselves disagreeable and uneasy. The more they are touched and affected, the more are they delighted with the spectacle.... The whole art of the poet is employed in rousing and supporting the compassion and... (shrink)

The meaning of consciousness, has interested thinkers throughout recorded time, and yet it is quite obvious that its understanding is still exceedingly remote. This is evident from the fact that even the presently used definitions give rise to contradictions. As implied by the title, the purpose of this paper is to remove some of the main difficulties concerned with this definition by using epistemological methods which have recently been developed. It is hoped that by clarifying the definition of consciousness, or, (...) more accurately, by clarifying the process leading to a scientifically rigorous definition of consciousness, some of the paradoxes surrounding the concept might be removed. (shrink)

When the first volume of the Oxyrhynchus Papyri was published in 1898, all lovers of Sappho must have been disappointed with the latter half of Blass's otherwise excellent restoration of this poem. The perusal of a recent article by J. Sitzler, in which later suggestions are discussed and fresh ones made, only serves to confirm this feeling of dissatisfaction. Sappho's extant work elsewhere combines a dignified simplicity of matter with a dignified simplicity of form. Any obscurity we find in it, (...) is due rather to our ignorance of her dialect than to any real strangeness of thought or diction. By simple ideas, simple constructions, simple words, she produces a beauty all her own. It must be confessed that the latter half of the Ode to the Nereids, as it stands in any of the published restorations falls short of all else of Sappho's that we possess. It is just possible that in line II xs22EFτοισι can stand as a feminine, but, grammar apart, nothing, surely, could be tamer than the sentence as it stands with the long relative clause beginning in line 13—‘When he heard the reproach, which used to cut him to the quick and restrain him amid the mirth of his fellow citizens, and which died away for a time only to be revived soon after.’ I hope to bring the poem a stage nearer satisfactory restoration by showing that there are grounds for rejecting some at least of the suggestions which contribute to this result. (shrink)

From an Indirect Realist point of view, the Knowledge Argument in the philosophy of perception has been misdirected by its very title. If it can be argued that sense-fields are at their basis no more than evidence, indeed, a part of existence as brute as what is usually termed the 'external', then, if 'knowing' is not essential to sensing, that argument has to be radically reconstructed. Resistance to there being an non-epistemic or 'raw feel' basis for sensing is very fashionable (...) at the moment (e.g. in Davidson, McDowell, Harman), but the present article aims at breaking through it. Scientific facts are adduced to show that sensing can exist without perceiving. It is argued that the part played by motivation in the gathering of knowledge in a feedback system, enhanced by intersubjective linguistic correction in the human case, allows for a ready evolutionary adaptation. One can advance from this to a fresh view of knowledge and rationality which see them at base as part of a folk-psychological method of allowing for continuing disambiguation of what are identified within that method as 'entities' and 'properties'. (shrink)

The first professors at the newly-established London University were appointed in 1827, but a chair in geology was not created there until 1841. In the intervening years, teaching in geology and palaeontology was included in other natural science courses. Early in 1831, John Phillips, keeper of the Yorkshire Museum at York, was prompted to give a formal course of geological lectures and subsequently he was informally offered the professorship, which he declined.

In the following pages the references are to the lines of Immisch's text , and the MSS and groups of MSS are indicated by his lettering.

VOL. i, Reitz 88, Indicium Vocalium 5. The so called ñμίÞωνα are given as ίΧνΡΑ Σ Σ and if by Dionysius Hal. Comp. 14.

Seiler ‘ caute et anxie circumeuntem,’ Hirschig ‘ caute circumeuntem.’ Tense as well as context point to ‘ bestriding.’ See L. and S. under S000983880001939X_inline2.

In these days no edition of a classic, least of all of a ‘new’ classic, can claim to be final; and since the able editor of the Cambridge Herodas has found reason to reconsider some of his readings, there is clearly room for an independent examination of the text. This paper embodies the result of several weeks' close study of the papyrus in 1923 and 1924. To save space I have begun a note with a new line only where it (...) is of more than usual interest. By the use of a letter of thicker type I mean that there are traces consistent with that letter, but not necessarily with that alone—which seems to me the only way by which Herodas can be saved from the restorer who regards doubtful letter-traces as equivalent to a gap. I begin with three passages which seem to me to stand in a class apart. (shrink)

Rose has shown in [2] that the following axioms are sufficient, with modus ponens, for m-valued Łukasiewiczian implication.