Within the arena of sport, as throughout society, traditional definitions of femininity and masculinity have established and maintained gender differentiation. The authors’research examines this pattern in intercollegiate athletics by analyzing National Collegiate Athletic Association media guide cover photographs. They find gender differentiation in the depiction of women and men athletes. For example, women athletes are less likely to be portrayed as active participants in sport and more likely to be portrayed in passive and traditionally feminine poses. These differences changed little (...) between 1990 and 1997. The findings suggest that while one might expect less gender stereotyping from the teams themselves, the gendered images produced by intercollegiate athletic programs vary little from those produced by the popular press. (shrink)

BackgroundThe interRAI 0–3 Early Years was recently developed to support intervention efforts based on the needs of young children and their families. One aspect of child development assessed by the Early Years instrument are motor skills, which are integral for the maturity of cognition, language, social-emotional and other developmental outcomes. Gross motor development, however, is negatively impacted by pre-term birth and low birth weight. For the purpose of known-groups validation, an at-risk sample of preterm children using the interRAI 0–3 Early (...) Years was included to examine correlates of preterm risk and the degree of gross motor delay.MethodsParticipant data included children and families from 17 health agencies in Ontario, Canada. Data were collected as part of a pilot study using the full interRAI 0–3 Early Years assessment. Correlational analyses were used to determine relationships between prenatal risk and preterm birth and bivariate analyses examined successful and failed performance of at-risk children on gross motor items. A Kruskal-Wallis test was used to determine the mean difference in gross motor scores for children born at various weeks gestation.ResultsCorrelational analysis indicated that prenatal and perinatal factors such as maternal nicotine use during pregnancy did not have significant influence over gross motor achievement for the full sample, however, gross motor scores were lower for children born pre-term or low birth weight based on bivariate analysis. Gross motor scores decreased from 40 weeks’ gestation, to moderate to late preterm, and to very preterm, however extremely preterm performed comparably to very preterm.InterpretationThe interRAI 0–3 was evaluated to determine its efficacy and report findings which confirm the literature regarding delay in gross motor performance for preterm children. Findings confirm that pre-term and low birth weight children are at greater risk for motor delay via the interRAI 0–3 Early Years gross motor domain. (shrink)

This volume includes ninety-two items from 1935, 1936, and 1937, including Dewey’s 1935 Page-Barbour Lectures at the University of Virginia, published as _Liberalism and Social Action._ In essay after essay Dewey analyzed, criticized, and reevaluated liberalism. When his controversial _Liberalism and Social Action _appeared, asking whether it was still possible to be a liberal, Horace M. Kallen wrote that Dewey “restates in the language and under the conditions of his times what Jefferson’s Declaration of Independence affirmed in the language and (...) under the conditions of his.” The diverse nature of the writings belies their underlying unity: some are technical philosophy; other philosophical articles shade into social and political themes; social and political issues permeate the educational articles, which in turn involve Dewey’s philosophical ideas. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This volume includes all Dewey’s writings for 1938 except for _Logic: The Theory of Inquiry _, as well as his 1939 _Freedom and Culture, Theory of Valuation, _and two items from _Intelligence in the Modern World._ __ _Freedom and Culture _presents, as Steven M. Cahn points out, “the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.”.

This volume includes ninety-two items from 1935, 1936, and 1937, including Dewey's 1935 Page-Barbour Lectures at the University of Virginia, published as Liberalism and Social Action. In essay after essay Dewey analyzed, criticized, and reevaluated liberalism. When his controversial Liberalism and Social Action appeared, asking whether it was still possible to be a liberal, Horace M. Kallen wrote that Dewey "restates in the language and under the conditions of his times what Jefferson's Declaration of Independence affirmed in the language and (...) under the conditions of his." The diverse nature of the writings belies their underlying unity: some are technical philosophy; other philosophical articles shade into social and political themes; social and political issues permeate the educational articles, which in turn involve Dewey's philosophical ideas. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry (Volume 12 of The Later Works), as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (N = 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students (...) reported increasing state anxiety as the study progressed. In contrast, math-anxious students reported increased state anxiety following the math tasks but not the literacy tasks and literacy-anxious students reported increased state anxiety following the literacy tasks but not the math tasks. With respect to performance, math-anxious students had worse math performance and literacy-anxious students had worse literacy performance whereas test anxiety was not directly related to performance on either math or literacy tasks. Patterns of relations did not differ for men and women, but, except for literacy anxiety, women reported higher levels of all types of anxiety. These results could help educators understand how affective responses are related to university students’ academic performance. (shrink)

This volume includes all Dewey’s writings for 1938 except for _Logic: The Theory of Inquiry _, as well as his 1939 _Freedom and Culture, Theory of Valuation, _and two items from _Intelligence in the Modern World._ __ _Freedom and Culture _presents, as Steven M. Cahn points out, “the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.”.

The purpose of this article is to describe the development of a model of moral distress in military nursing. The model evolved through an analysis of the moral distress and military nursing literature, and the analysis of interview data obtained from US Army Nurse Corps officers (n = 13). Stories of moral distress (n = 10) given by the interview participants identified the process of the moral distress experience among military nurses and the dimensions of the military nursing moral distress (...) phenomenon. Models of both the process of military nursing moral distress and the phenomenon itself are proposed. Recommendations are made for the use of the military nursing moral distress models in future research studies and in interventions to ameliorate the experience of moral distress in crisis military deployments. (shrink)

Jo Ann Boydston, 2 July 1924 - 25 January 2011Jo Ann Boydston enjoyed a distinguished career as general editor of the Collected Works of John Dewey and director of the Center for Dewey Studies at Southern Illinois University Carbondale. Born in Poteau, Oklahoma of Choctaw Indian heritage, she graduated summa cum laude from Oklahoma State University in 1944. She received an M.A. from Oklahoma State (1947), a Ph.D. from Columbia University (1950), and honorary doctorates from Indiana University (1994) and Southern (...) Illinois University (2004).In 1961, Boydston joined the staff of a modest research project at Southern Illinois University called "Co-operative Research on Dewey Publications" as assistant to project .. (shrink)

In Rogers, the Court of Appeal held that the decision of Swindon N.H.S. Primary Care Trust to refuse to fund Herceptin for the treatment of Ann Rogers against breast cancer was irrational. The P.C.T. maintained that their decision was not resource driven but based on the fact that Herceptin was, at that time, not licensed by the European Medicines Agency (E.M.E.A.) for use in early stage breast cancer. Yet it was prepared to fund its use in ‹exceptional circumstances’ which could (...) only be based upon the personal situation of the patient. In this note, I focus upon the ‹exceptionality’ argument in the context of the patient as consumer of healthcare and women as carers. I argue for a focus upon caring rather than consumerism in healthcare. (shrink)

This comment explores the use of behavioral measures in the developmental study of guilt and gratitude reviewed by Vaish and Hepach. Although the use of behavioral measures in developmental...

_Art as Experience _evolved from John Dewey’s Willam James Lectures, delivered at Harvard University from February to May 1931. In his Introduction, Abraham Kaplan places Dewey’s philosophy of art within the context of his pragmatism. Kaplan demonstrates in Dewey’s esthetic theory his traditional “movement from a dualism to a monism” and discusses whether Dewey’s viewpoint is that of the artist, the respondent, or the critic.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Talking Greeks: Speech, Animals, and the Other in Homer, Aeschylus, and PlatoJo-Ann SheltonJohn Heath. The Talking Greeks: Speech, Animals, and the Other in Homer, Aeschylus, and Plato. Cambridge: Cambridge University Press, 2005. viii + 392 pp. Cloth, $90.In The Talking Greeks, John Heath has produced a provocative exploration of the significance of language capacity in ancient Greek society. In his Introduction, he investigates how the Greeks came (...) to associate speech—the word he uses to denote language capacity—with rationality and how, correspondingly, logos came to mean not simply the articulation of a thought, but the thought itself. Heath presents three major theses about the Greeks and speech. First, the Greeks believed that the most important difference between themselves and other animals was that humans were capable of speech and animals were not. They thus considered speech to be a defining characteristic of humanity. The dichotomy of the talking man and the speechless animal was established early on and persisted in Greek thought of all periods. Heath contends that the speechless animal Other also became the primary metaphor for Other humans—women, slaves, and non-Greeks, for example—who, though capable of speaking, were considered to be incapable of the effective use of speech. In turn, the seeming inability of these Others to be "fully human" (a phrase that Heath uses frequently) provided Greek men with the justification to relegate them to subordinate positions and, in effect, to silence them. Heath maintains that language capacity was central to all judgments about status, and that the Greeks granted authority to their leaders on the basis of mastery of speech.Second, the Greeks believed that speech enabled humans to create culture and thus evolve away from the bestial. Speech was fundamental to the development of systems of justice and morality and therefore to the rise of the polis.Third, because men in Greece, and in Athens in particular, attached such great value to the mastery of speech, they were keen to engage in debates. Heath asserts that one of the most important legacies of the ancient Greek world is its emphasis on open inquiry about political, social, and cultural traditions. He chides scholars who focus negatively on the Greek construction of dichotomies and hierarchies and therefore fail to acknowledge that the Greeks continually challenged these very constructions. Heath insists that we have inherited from them a pattern of public self-criticism, and that this pattern has brought about progress in the modern western world in improving the status of the "muted" members of the community.These three propositions underlie Heath's discussions throughout the book as he examines the ways in which Homer, Aeschylus, and Plato used the [End Page 603] metaphorical framework of the talking human and the speechless animal to explore the definition of humanity. Heath recognizes that the terms "mastery of speech" and "fully human" resist easy definition, and he devotes the book to illustrating how the Greeks variously employed these terms. Throughout, as Heath develops his own arguments, he draws on and provides extensive discussions of the work of many other scholars in a wide range of disciplines. His arguments are also reinforced by his close philological analyses of the Greek texts.In chapter 1, Heath begins his investigations of speech and human status in Homer. He notes that, in the many animal similes in the Iliad and the Odyssey, Homer attributes to the animals the same motivations for actions as the humans with whom they are being compared. The animals, however, are not capable of communicating their thoughts through speech. Within the human community, it is control over speech that characterizes humans with authority and distinguishes them from men of lower status and from non-Greeks, women, and slaves. The Trojans, when engaged in attack, for example, are depicted as bleating like sheep. And, according to Heath, Helen is portrayed as speaking impetuously and inappropriately. The voices of even royal Greek women carry no authority in public matters. In Homer, a hero is a person who is accomplished both at speaking words and at doing deeds, and only a man has the potential to combine these skills.Heath maintains in chapter... (shrink)

Foreword -- Introduction -- Fashion & entertainment -- Food -- Research -- Mercy -- Notes from the field -- Resources.

McCullough, Kilpatrick, Emmons, and Larson (2001) posited that gratitude prompts individuals to behave prosocially. However, research supporting the prosocial effect of gratitude has relied on scenario and self-report methodology. To address limitations of previous research, this experiment utilised a laboratory induction of gratitude, a method that is potentially more covert than scenarios and that elicits actual grateful emotion. Prosocial responses to gratitude—operationalised as the distribution of resources to another—were paired with a self-report measure of gratitude to test the prosocial effect (...) of gratitude. To investigate positive mood as an alternative explanation, this experiment compared responses of individuals receiving a favour to responses of individuals receiving a positive outcome by chance. A total of 40 participants were randomly assigned to either a Favour or Chance condition. Participants receiving a favour helped more and reported more gratitude compared to participants in the Chance condition. (shrink)

I attempt to make a fresh start on the subject of the interaction between the Isaiah prophets and Mesopotamian culture. The results will probably surprise and even alarm, since they threaten to overturn a great deal of previous scholarship and to gore a number of sacred cows. First is the idea that 1st Isaiah is either the work of the historical prophet or was composed, along with the rest of the Hebrew Bible, in the Persian or Hellenistic period. I have (...) no doubt that some passages are to be connected with the historical prophet, but not merely one or two but indeed the bulk of 1st Isaiah’s prophecies, albeit often pre-exilic in origin, are, in my view, too late to be contemporary with Isaiah himself. (shrink)

Among the letters, memorabilia, manu­scripts, films, and tapes in the eighty-four warehouse boxes of the John Dewey Papers that came to Southern Illinois University at Carbondale in 1972 were a number of boxes that contained the books and journals from Dewey’s personal and professional library. The circumstances surrounding the growth of that library were these: after John Dewey died in 1952, the second Mrs. Dewey, Roberta Grant Dewey, continued to live in the same apartment with the couple’s two adopted children. (...) Upon her death in 1970, the household was dismantled and all the books there were packed away. The library therefore comprises the many volumes col­lected through the years by the two families of John Dewey: the first, John and Alice Chipman Dewey and their children—Lucy, Evelyn, Jane, Fred, Gordon, and Sabino; the second, John and Roberta Dewey and their adopted children—Adrienne and John, Jr. In addition to the books signed or anno­tated by Dewey—well over a hundred have marginalia—or inscribed to him, a number of books with the names of other family members have been included in this checklist because evidence exists that Dewey also used them; others have been included because they were available for possible use. Only school textbooks have been excluded. The checklist is divided into two basic sections: works in English and works in other languages; entries in both sections are anno­tated to indicate Dewey’s notes, marginalia, inscriptions, and similar information. Beyond its use as a research tool, both in editing the Collected Works and in verifying Dewey’s references, this checklist of Dewey’s library provides interesting, often important, insights into his life and work. (shrink)

John Dewey’s _Experience and Nature _has been considered the fullest expression of his mature philosophy since its eagerly awaited publication in 1925._ _Irwin Edman wrote at that time that “with monumental care, detail and completeness, Professor Dewey has in this volume revealed the metaphysical heart that beats its unvarying alert tempo through all his writings, whatever their explicit themes.” In his introduction to this volume, Sidney Hook points out that “Dewey’s _Experience and Nature _is both the most suggestive and most (...) difficult of his writings.” The meticulously edited text published here as the first vol­ume in the series The Later Works of John Dewey, 1925–1953_ _spans that entire period in Dewey’s thought by including two important and previously unpublished documents from the book’s history: Dewey’s unfinished new introduction written between 1947_ _and 1949,_ _edited by the late Joseph Ratner, and Dewey’s unedited final draft of that introduction written the year before his death. In the intervening years Dewey realized the impossibility of making his use of the word “experience” understood. He wrote in his 1951_ _draft for a new introduction: “Were I to write _Experience and Nature _today I would entitle the book _Culture and Nature _and the treatment of specific subject-matters would be correspondingly modified. I would abandon the term ‘experience’ because of my growing realiza­tion that the historical obstacles which prevented understand­ing of my use of ‘experience’ are, for all practical purposes, insurmountable. I would substitute the term ‘culture’ because with its meanings as now firmly established it can fully and freely carry my philosophy of experience.”. (shrink)

A collection of all of Dewey’s writings_ _for 1920_ _with the excep­tion of _Letters from China and Japan. A Modern Language Association Committee on Scholarly Editions textual edition._ The nineteen items collected here, including his major work, _Reconstruction in Philosophy, _evolved in the main from Dewey’s travel, touring, lecturing, and teaching in Japan and China. Ralph Ross notes in his Introduction to this volume that _Recon­struction in Philosophy _is_ _“a radical book... a pugnacious book by a gentle man.” It is (...) in this book that Dewey summarizes his version of pragmatism, then called Instrumentalism. For Dew­ey, the pragmatist, it was people acting on the strength of in­telligence modeled on science who could find true ideas, ones “we can assimilate, validate, corroborate, and verify.” Optimism pervades _Reconstruction of Philosophy_;_ _in keeping with Dewey’s world of open possibilities, the book recognizes that the obser­vation and thought of human striving can make the difference between despair and affirmation of life. The seven essays on Chinese politics and social tradition that Dewey sent back from the Orient exhibit both the liveliness and the sensitive power of an insightful mind. Set against a backdrop of Japanese hegemony in China, the last days of Manchu imperi­alism, Europe’s carving of China into concessions, and China’s subsequent refusal to accept the terms of the Treaty of Ver­sailles, the essays were startlingly relevant in this time of Eastern turbulence and change. At the National University of Peking, Dewey delivered a se­ries of lectures on “Three Contemporary Philosophers: William James, Henri Bergson, and Bertrand Russell.” The James and Bergson lectures are published for the first time in this volume. Dewey chose these philosophers, according to Ralph Ross, be­cause he was trying to show “his oriental audience what he believed and hoped about man and society and was talking about those fellow philosophers who shared the same beliefs and hopes.”. (shrink)

Spanning the crucial years of Dewey’s move from the University of Chicago to Columbia University, Volume 3 col­lects thirty-six essays and reviews pub­lished at the very time Dewey deter­mined that his professional future would lie in the field of philosophy. After resigning from Chicago, Dewey seriously considered a career in univer­sity administration before finally decid­ing to accept a professorship in the Department of Philosophy at Columbia, where he was to remain the rest of his professional life.

First published in 1899,_ __The School and Society _describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s (...) theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educa­tional Principles; The Psychology of Occupations; and the Development of Attention. (shrink)

Except for Dewey’s and James H. Tufts’ 1932 _Ethics _, this volume brings together Dewey’s writings for 1931–1932. The Great Depression presented John Dewey and the American people with a series of economic, political, and social crises in 1931 and 1932 that are reflected in most of the 86 items in this volume, even in philosophical essays such as “Human Nature.” As Sidney Ratner points out in his Introduction, Dewey’s interest in international peace is fea­tured in the writings in this (...) volume. (shrink)

This volume republishes sixty-two of Dewey’s writings from the years 1942 to 1948; four other items are published here for the first time. A focal point of this volume is Dewey’s introduction to his collective volume _Problems of Men. _Exchanges in the _Journal of Philosophy _with Donald C. Mackay, Philip Blair Rice, and with Alexander Meiklejohn in _Fortune _appear here, along with Dewey’s letters to editors of various publications and his forewords to colleagues’ books. Because 1942 was the centenary of (...) the birth of William James, four articles about James are also included in this volume. (shrink)

Digital video and photography are becoming aspects of everyday business activities, allowing for the quick modification and distribution of images. From development of websites to the editing of a single photograph on a desktop PC, people are using digital images in many business contexts. However, important business ethics issues are emerging concerning the malleability and veracity of digital images as well as their rapid dissemination on the Internet. Activities with digital video and photography in business ethics classrooms can underscore a (...) number of philosophical and moral concerns involving the nature of perception and documentation as well as surveillance. The era of video and photography as reliable “witnesses” to human interaction is gradually passing; they are becoming recognized as highly malleable media that give photographers wide leeway in modification, leading to issues involving the trustworthiness of photographic documentation in business contexts. Various exercises and scenarios that explore image modification issues are included in this article. Hands-on exercises can also be effective; students who create and subsequently edit digital portraits of themselves in the context of a business ethics class can gain valuable perspectives on role-taking and the ethical implications of deceptive communications. (shrink)

This study was conducted to determine how culture influences the ethical perception of managers. Most studies conducted so far have only stated similarities and differences in ethical perception between cultural or ethnic groups and little attention has been paid towards understanding how cultural values influence the ethnic groups' ethical perception. Moreover, most empirical research in this area has focused on moral judgement, moral decision making and action, with limited empirical work in the area of ethical perception. A total of 22 (...) interviews were conducted and the questionnaire survey yielded 272 managerial responses. Three implications were obtained based on the findings of the study. The first implication is that differences in ethical perception can exist when one culture attributes moral significance to something that another culture does not. The results of the study also suggest that similarities in ethical perception can occur when a situation is viewed as an accepted and institutionalised part of doing business. Finally, the findings of the study also show that the influence of culture on ethical perception varied according to the different types of scenarios. (shrink)

This paper examines the Bush Administration’s immigration “reform” initiative of January 2004, which proposes a guest worker category to further regulate the continuing immigration of workers into the United States. The plan is particularly intended to affect the flow of workers from Mexico. I will argue that this doesn’t represent an improvement but rather creates a deeper level of alienation for the laborer and greater control for global capital, and results in another layer of control over human subjects through the (...) regulation of identity. However, there are promising signs that global capital may be weakening, due to both internaland external forces. I don’t propose specific immigration policy changes in this paper. (shrink)

Heralded as “the crowning work of a great career,” _Logic: The Theory of Inquiry _was widely reviewed. To Evander Bradley McGilvary, the work assured De­wey “a place among the world’s great logicians.” William Gruen thought “No treatise on logic ever written has had as direct and vital an impact on social life as Dewey’s will have.” Paul Weiss called it “the source and inspiration of a new and powerful movement.” Irwin Edman said of it, “Most phi­losophers write postscripts; Dewey has (...) made a program. His _Logic _is a new charter for liberal intelligence.” Ernest Nagel called the _Logic _an im­pressive work. Its unique virtue is to bring fresh illumination to its subject by stressing the roles logical principles and concepts have in achieving the ob­jectives of scientific inquiry.”. (shrink)

This ninth volume in The Later Works of John Dewey, 1925—1953, brings together sixty items from 1933 and 1934, including Dewey’s Terry Lec­tures at Yale University, published as _A Common Faith._ In his introduction, Milton R. Konvitz concludes that _A_ _Common Faith _remains a provocative book, an intellectual ‘teaser,’ an essay at religious philoso­phy which no philosopher can wholly bypass.” Dewey concentrated much of his writing in 1933 and 1934 on issues arising from the economic crises of the Great Depression. (...) In the early 1930s Com­munist activity in the New York Teachers Union in­creased. _The Report of the Special Grievance Committee of the Teachers Union _is published in this volume, as is Dewey’s impromptu address, “On the Grievance Committee’s Report,” made when he presented that report. Rounding out the volume are eighteen arti­cles from the _People’s Lobby Bulletin._. (shrink)