Preface -- The mood elevator -- What drives the mood elevator? -- Up the mood elevator : the big payoffs -- Escaping unhealthy normal -- Braking your mood elevator : the power of curiosity -- Interrupting your pattern -- Feeding the thoughts you favor -- Living in mild preference -- Shifting your set point : the wellness equation -- Quieting your mind -- Cultivating gratitude -- Honoring our separate realities -- Nurturing faith and optimism -- Dealing with your down days (...) -- Relationships and the mood elevator -- Pointers for riding the mood elevator -- Notes -- How this book came to be -- Bibliography -- Acknowledgments -- Index -- About the author. (shrink)

The Test of Basic Auditory Capabilities is a battery of auditory-discrimination tasks and speech-identification tasks that has been normed on several hundred young normal-hearing adults. Previous research with the TBAC suggested that cognitive function may impact the performance of older adults. Here, we examined differences in performance on several TBAC tasks between a group of 34 young adults with a mean age of 22.5 years and a group of 115 older adults with a mean age of 69.2 years recruited from (...) the local community. Performance of the young adults was consistent with prior norms for this age group. Not surprisingly, the two groups differed significantly in hearing loss and working memory with the older adults having more hearing loss and poorer working memory than the young adults. The two age groups also differed significantly in performance on six of the nine measures extracted from the TBAC with the older adults consistently performing worse than the young adults. However, when these age-group comparisons were repeated with working memory and hearing loss as covariates, the groups differed in performance on only one of the nine auditory measures from the TBAC. For eight of the nine TBAC measures, working memory was a significant covariate and hearing loss never emerged as a significant factor. Thus, the age-group deficits observed initially on the TBAC most often appeared to be mediated by age-related differences in working memory rather than deficits in auditory processing. The results of these analyses of age-group differences were supported further by linear-regression analyses with each of the 9 TBAC scores serving as the dependent measure and age, hearing loss, and working memory as the predictors. Regression analyses were conducted for the full set of 149 adults and for just the 115 older adults. Working memory again emerged as the predominant factor impacting TBAC performance. It is concluded that working memory should be considered when comparing the performance of young and older adults on auditory tasks, including the TBAC. (shrink)

Preceded by Comprehensive textbook of psychotherapy: theory, and practice / edited by Bruce Bongar, Larry E. Beutler. 1995.

This user-friendly companion to the comprehensive Guidelines for the Systematic Treatment of the Depressed Patient outlines psycho-behavioral interventions to help practicing clinicians select the appropriate therapeutic procedure for various patients. This brief reference book for professional psychotherapists is intended to help practicing clinicians select the appropriate therapeutic procedure for various patients.

The Covid‐19 pandemic has concentrated bioethics attention on the “lifeboat ethics” of rationing and fair allocation of scarce medical resources, such as testing, intensive care unit beds, and ventilators. This focus drives ethics resources away from persistent and systemic problems—in particular, the structural injustices that give rise to health disparities affecting disadvantaged communities of color. Bioethics, long allied with academic medicine and highly attentive to individual decision‐making, has largely neglected its responsibility to address these difficult “upstream” issues. It is time (...) to broaden our teaching, research, and practice to match the breadth of the field in order to help address these significant societal inequities and unmet health needs. (shrink)

Theories in the behavioral sciences are constrained so that stated relationships are empirically testable and explanations have predictive power. These constraints constitute the classical paradigm, and are trivial just when ?causal relationships? do not hold. It appears that such relationships do not hold for linguistic, and presumably other, behaviors, thus precluding study within the classical paradigm. This compels study of those behaviors in terms of the non?traditional approach to testability and explanation developed in Chomskyan linguistics. These constitute the grammatical paradigm. (...) The existence of two paradigms requires that any inquiry begin by determining which paradigm is appropriate. (shrink)

Letters commenting on Hardwig, J "Is There a Duty to Die?" with a reply to those letters by the author.

The three important target articles make a strong case for regarding racism as a public health crisis. Each calls for advocacy by the bi...

Accident: A property or attribute that a (type of) thing or substance can either have or lack while still remaining the same (type of) thing or substance. For instance, I can either be sitting or standing, shod or unshod, and still be me (i.e., one and the same human being). Contrast: essence.

Este artigo, originalmente publicado em History of Science, vol. 7 , pp. 1-63, contém talvez a mais completa bibliografia existente sobre as teorias do método, além de fornecer preciosas indicações para o seu uso e para o estudo da história da metodologia em geral. Agradecemos ao Professor Larry Laudan por ter preparado, especialmente para a tradução brasileira, um suplemento bibliográfico contendo muitos títulos novos. Embora o texto do ensaio original permaneça praticamente inalterado, algumas notas foram modificadas, de maneira a (...) incluírem referências à bibliografia suplementar. Óbvios erros de impressão da edição original foram suprimidos. Na apresentação da bibliografia seguimos, com poucas modificações, as convenções do original. (shrink)

Drawing upon Leigh Schmidt’s work on the “spiritual left,” this article presents a genealogy of the Black Spiritual Left featuring W. E. B. Du Bois, Mary McLeod Bethune, Howard Thurman, and Black Lives Matter activists Opal Tometi and Patrisse Cullors. Black Spiritual Leftists are defined as Black figures who separated from or were not part of Black churches and yet took on a spiritual orientation important to their progressive activism. Their faith is Spiritual, but not necessarily religious. In its most (...) recent manifestation, the Black Spiritual Left argues—in opposition to some Black Church pastors—that defense of Black lives requires respect for marginalized Black women, LGBTQ, and criminalized Black men and boys. (shrink)

Five faculty members in the College of Business at Northern Illinois University received a grant from the James S. Kemper Foundation to integrate ethics into the graduate business curriculum. This was the second phase of a comprehensive program to integrate ethics into the business curriculum. Each faculty member taught a required course in the MBA program. The faculty members represented each of the five functional departments in the College of Business.This paper describes the ethics content, materials, and approaches that were (...) used to cover ethics by each of the five faculty members. Hopefully, this description will help other faculty and universities integrate ethics more effectively into the business curriculum. (shrink)

Dirigido a docentes, el texto aborda las implicaciones educativas de un enfoque actualizado e integrador del desarrollo moral, que recomienda diferenciar entre los dominios personal, convencional y moral. Desde esa perspectiva, examina dos temas relacionados, según los diferentes niveles educativos o de edad: Primero, la importancia del clima social y emocional predominante en las aulas y escuelas, ya que los climas caracterizados por la calidez, la equidad y la confianza promueven la conducta prosocial y una “orientación de buena voluntad”. Especial (...) atención se le presta a los riesgos de las camarillas y la exclusión entre pares durante la adolescencia, así como a la necesidad de subdividir las escuelas grandes en comunidades educativas más pequeñas ―o a escala humana―. Segundo, la importancia práctica y ética de complementar una atmósfera moral positiva con una disciplina constructivista o evolutiva. Una disciplina que además de las metas comunes de control y eficiencia, también se propone elevar la competencia social y moral de los estudiantes enfatizando la motivación intrínseca, las habilidades de solución de problemas sociales, y un uso moderado de las consecuencias lógicas del mal comportamiento; en lugar del énfasis usual en modelar la conducta mediante recompensas y castigos extrínsecos. (shrink)