Being versus seeming.--Doing versus dreaming.--The aristocracy of service.--Emotion, intellect and action.--Love, fear, hate.--Freedom thru the truth.--The limitations of knowledge.

Sexuality researchers have demonstrated how the progressive campuses of selective universities shape hookups, sexual fluidity, and same-gender sex among straight-identified women. However, this research cannot fully explain a puzzling demographic pattern: women with the lowest levels of educational attainment reported the highest lifetime prevalence of same-gender sex. To make sense of this puzzle, I draw on interviews with 35 women systematically recruited from a demographic survey. I find early motherhood forecloses possibilities to develop or claim LGBTQ identities as women prioritize (...) seemingly incompatible discourses of self-sacrifice and good motherhood; sexual friendships and safety strategies provide opportunities to meaningfully explore same-gender sex and desire; and participants reject “queer” and embrace “bisexual” in the opposite pattern observed among their more privileged peers. This study underscores the situated nature of sexuality knowledge by offering an intersectional analysis of how women beyond the college hookup scene and located outside spaces permeated with LGBTQ discourses enact sexual fluidity and make meaning of same-gender sex. (shrink)

The author of handbooks that reflected the Victorian emphasis on bettering one's prospects, Charles Eyre Pascoe addressed the topic of female education in this work of 1879, at a time when the Cambridge colleges of Girton and Newnham were in their infancy. 'Chiefly designed for the use of persons of the upper middle class', the guide aims to assist parents in making informed choices about their daughters' education. The coverage extends from kindergarten through to university, before focusing on career options (...) for women in the late nineteenth century, in fields such as teaching, the arts and medicine. Throughout, Pascoe's recommendations are based on consideration of the breadth of the curriculum, the qualifications of the teaching staff and the results achieved in examinations. For higher education, details of entrance examinations are provided, together with information on the subjects and lectures that were open to women at that time. (shrink)

This chapter contains sections titled: Naked Women and Cheering Men Self‐Respect and Self‐Conscious Reflection Reasons and Self‐Conceptions Standards and the Freedom to be Foolish Can Girls Go Wild With Self‐Respect? Thoughtful Sexuality.

India is home to 243 million adolescents. Two million of them belong to Scheduled Tribes living in underserved, rural areas. Few studies have examined the health of tribal adolescents. We conducted a cross-sectional survey to assess the health, nutrition and wellbeing of adolescent girls in rural Jharkhand, eastern India, a state where 26% of the population is from Scheduled Tribes. We aimed to identify priorities for community interventions to serve adolescents and their families. Between June 2016 and January 2017, (...) interviewers visited all households in 50 purposively sampled villages of West Singhbhum district, Jharkhand. They aimed to interview all girls aged 10–19. Interviewers conducted face-to-face interviews with girls to administer a survey about physical and mental health, disability, nutrition, sexual and reproductive health, gender norms, decision-making, education and violence. Interviewers also measured girls’ height, weight, and Mid-Upper Arm Circumference. Interviewers collected data from 3324 of an estimated 4068 girls residing in the study area. Their mean age was 14.3. 82% were from Scheduled Tribes. 89% of younger girls aged 10–14 and 46% of older girls aged 15–19 were in school or college. Girls dropped out of school because they were required for household work or work on the family farm or business. Over a third reported symptoms of anaemia in the past month, but less than a fifth had a blood test. The prevalence of thinness was 14% for younger girls and 6% for older girls. 45% of girls were stunted. 40% reported emotional violence in the past year, 14% physical violence, and 0.7% sexual violence. 12% had problems associated with depression or anxiety. 30% aged 15–19 had heard of contraception. Among married girls and their husbands, only 10% had ever used methods to prevent or delay pregnancy. Our study identified several priorities to improve adolescent girls’ health, nutrition and wellbeing in largely tribal areas of Jharkhand: reducing violence, early marriage and undernutrition, as well as improving mental health, knowledge about contraception and school retention. (shrink)

In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo (...) Freire, feminist critics of his work and, ultimately, the work of bell hooks. I argue that a neoliberal rhetoric surrounding education, and the ways it translates into the practice of educating, plays a particular role in Black British, working class girls’ continuing educational marginalization. I thus articulate a more liberatory approach to teaching and learning with young, black women, drawing specifically on a hooksian vision of education as it emerges primarily through the work of, Ruth Nicole Brown and Stephanie D. Sears. Within these discussions, I explore dance as a potentially liberatory pedagogic practice, and articulate a possible approach here as an, always imperfect, embodied pedagogy of hope. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:94 Feminist Studies 45, no. 1. © 2019 by Hannah Baker Saltmarsh Hannah Baker Saltmarsh This Girl I Lost Touch With This girl, who was afraid to enter a room— a girl born in the woods, on moss, whose family dreamt under quilts, who wore dresses that matched anything fabric in the house, even the dresses without loneliness— I held her hand in the corridor-dark until the speaking-in-tongues at (...) the community college dispersed into prayers with too many gerunds and too much fervor that wouldn’t adjust if you got a thousand dollars in the mail or jury duty, faith subtle as a crucifix the size of God on the highway. I waited with her until it was over, although the prayer group was never really over. Over rooms of crowded, faith-based humidity, she loved corridors of woods, the rushes of running away. This girl and I, we were cult-lured, but then the leader stepped down—was it porn, alcohol? He drove us around in a red jeep without doors— the first time I drove in a man’s car, I was eighteen so I fell in love: looking straight ahead together, arm hair touching, the cathedral of autumn anticipating a shape to hold you, the wind that you sometimes hollered over. What happened I can’t see, but when he left the group, I left: the death of visions. Hannah Baker Saltmarsh 95 This girl could long for a man in her fingernails, and, without talking, take a man from his pregnant wife’s side, have his even newer children, this girl who wouldn’t go in a room all alone, walked right in, somewhere we’ve not been, and never left. Monostich in Praise of Four Missed Foul Shots in a Row, Ending with a Line by Shaquille O’Neal —Orlando Magic vs. Houston Rockets, Game 1, NBA Final, 1995 Each mistake at the foul line longs to be its own distinct trip-up, divorced from the tragic-comic failure automatic-reflex of a protagonist on a shame-rampage; each delicate flaw of glass, net, rim wants to be denied once at the charity line, once and only once of red-lipsticked points, the naive purity of one aberrant error in calculation—not bring bleacher-crowds to their feet, posterless hands in the vaulted air before tallying Nick Anderson up as Brick Anderson, most hated NBA player of all time, and by his own fans not believing their own eyes as a series of empty arcs toward scoring dovetails into quadruple humiliations and a goofy smile of gutted hopes and boyish fear-tangled awe that any brain so practiced (for this and what else?) could fail so many times in a row, each fail better and Beckett-harder until the last exit out of obliterating loss is part of the abyss too, unless you are quick on your feet for sports broadcasting... but there is no end to swindled championships if you are a man who’s never had to face the extinction of his early twenties or suck the aftertaste of multi-millionaire juice cocktails poured with a legend’s touch, but in the soapy-sweet glass of your Dixie cup liquor, however close to the sound of Shaq’s name spoken in every language, stares your same lovesick reflection in the welt of that shot-glass mirror, mouthing the bitters of paranoid distraction, unripe manhood, aged ingratitude, and a starless Orlando Magic blue diamond broomed over by nursery-rhyme witches brushing out the cobweb-haze because the crowd is always the same crowd calling you swept... each fumbling error of pressure you let get to you, if only it could be a plotless, lyric monostich without arc, not driven to the plot that is your grave, where the unfaithful, the murderers, liars, and cheaters are defined by threads, no, snapped pieces, of seconds and, as Dante would have it, sorted in hell by a singular thought or deed so 96 Hannah Baker Saltmarsh transformative as to name you; the blue and white jersey on the floor, fists and feet, knees and elbows vacuumed in tantrum, hyped up in the court glare and... (shrink)

With her older, successful boyfriend, Susannah has the perfect life for a philosophy student, but things become complicated when she begins having an affair with her tutorial partner and becomes pregnant.

Kerry Laird, a literature and composition professor who does not have tenure, is in his first year at Temple. He said that, as a student and instructor, he always enjoyed the way professors use their office doors to reveal bits of their personality and to challenge students with cartoons, artwork, and various phrases. So when he started at Temple, he put a cartoon up showing Smokey the Bear, a girl scout and a boy scout and the tag line: “Kids — (...) don’t fuck with God or bears will eat you.” He received a complaint and decided that he understood why the college “might not want the f word” in the hallway, and so he decided to put up something else. (shrink)

The formation and research of Constructivism theory is another understanding in developing educational psychology. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students’ English Vocabulary Memorization. In order to solve these problems, this work studies college Students’ EVM from the perspective of Constructivism. Firstly, the literature review and observation method understand the Students’ EVM performance and teaching behavior. Secondly, it analyzes the current situation, problems, and reasons for (...) Students’ poor EVM abilities. Finally, combined with relevant theories, a college Students’ EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. Then, the SPSS21.0 is used in the independent-samples t-test, finding no significant difference. Thus, the experimental group’s comprehensive English Proficiency Level has not been negatively affected. The proposed teaching model can improve Students’ EVM efficiency and consolidate their memory. The proposal has important guiding significance for stimulating Students’ interest in English vocabulary learning and the quality of vocabulary teaching. (shrink)

This study aims at assessing the level of knowledge, attitudes, and practices (KAP) concerning reproductive health (RH) among adolescent college-going girls in the urban and rural areas of Chittagong District, Bangladesh. A college-based cross-sectional study was conducted among college-going girls (N = 792) of four colleges attending Higher Secondary Certificate (HSC) classes (eleven/twelve classes) in Chittagong District. Data were collected using a structured and self-administered questionnaire. Chi-square (χ2) and independent-samples t-test were conducted to make the (...) comparison between urban and rural participants. Data were analyzed using IBM SPSS version 24.0. The authors’ interpretation of the findings was also informed by anthropological as well as qualitative considerations. Mothers were reported to be the key informants of reproductive health for the adolescent girls of both urban and rural areas. Besides, urban respondents were more likely than rural respondents (p <.001) to feel comfortable during the discussion on RH with mother/sister/relative; to communicate frequently with their mothers; to discuss RH issues regularly; to have prior knowledge on menstruation. Moreover, this study also found significant differences (p <.05) regarding most of the items addressing RH knowledge, attitude, and practice between adolescent girls in urban and rural areas of Bangladesh due to the existing socio-cultural disparities between the areas of residence. (shrink)

Nguyễn Khoa Diệu Biên, née en 1924, conserve un « livre de dédicaces » depuis plus d’un demi-siècle. Dans ce cahier de collégiennes, on peut lire le plaisir de « revivre le bonheur révolu » des années de jeunesse dans l’un des trois collèges de jeunes filles du Việt Nam sous la colonisation française. Témoignage privilégié confronté à des récits autobiographiques ou à des entretiens directs, il révèle des effets encore insuffisamment évoqués de la scolarisation : l’ouverture à la culture (...) occidentale, l’acquisition et l’affirmation d’une autre personnalité et, en même temps, les liens que ces collégiennes gardaient avec l’environnement social et culturel vietnamien ainsi que les soucis patriotes, l’engagement politique anticolonialiste qu’elles partageaient avec la majorité de l’élite intellectuelle. (shrink)

Even though boys and girls in childhood perform similarly in math and spatial thinking, after puberty fewer young women pursue majors that emphasize abilities such as science, technology, engineering, and math (STEM) in college. If postpubertal feminization contributes to a lower likelihood of choosing STEM majors, then young women who enter puberty early should be the least likely to pursue those majors later in their education. In this study, we investigate the association between age at menarche and the (...) choice of STEM major. We surveyed 150 undergraduate women from a variety of majors in a large, public university and created logistic regression models to estimate their likelihood of choosing a STEM major. We found that early-maturing girls are less likely to enter STEM majors. We posit that the earlier a young woman enters puberty, the earlier and more extensively she is affected by the “leaky pipeline.”. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many students, (...) both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many students, (...) both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many students, (...) both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

Gödel's modal ontological argument is the centerpiece of an extensive examination of intensional logic. First, classical type theory is presented semantically, tableau rules for it are introduced, and the Prawitz/Takahashi completeness proof is given. Then modal machinery is added to produce a modified version of Montague/Gallin intensional logic. Finally, various ontological proofs for the existence of God are discussed informally, and the Gödel argument is fully formalized. Parts of the book are mathematical, parts philosophical.

In Part 1 the reader is introduced to some standard systems of modal logic and encouraged through a series of exercises to become proficient in manipulating these logics. The emphasis is on possible world semantics for modal logics and the semantic emphasis is carried into the formal method, Jeffrey-style truth-trees. Standard truth-trees are extended in a simple and transparent way to take possible worlds into account. Part 2 systematically explores the applications of modal logic to philosophical issues such as truth, (...) time, processes, knowledge and belief, obligation and permission. Accessible, authoritative, and assured, Modal Logics and Philosophy requires no more background than the completion of a standard introductory logic course. It will be welcomed not only by students looking for a bridge between introductory logic texts and the high-level technical literature but as a guide to, and exploration of, work at the forefront of logic and philosophy. (shrink)

The first edition, published by Acumen in 2000, became a prescribed textbook on modal logic courses. The second edition has been fully revised in response to readers' suggestions, including two new chapters on conditional logic, which was not covered in the first edition. "Modal Logics and Philosophy" is a fully comprehensive introduction to modal logics and their application suitable for course use. Unlike most modal logic textbooks, which are both forbidding mathematically and short on philosophical discussion, "Modal Logics and Philosophy" (...) places its emphasis firmly on showing how useful modal logic can be as a tool for formal philosophical analysis. In part 1 of the book, the reader is introduced to some standard systems of modal logic and encouraged through a series of exercises to become proficient in manipulating these logics. The emphasis is on possible world semantics for modal logics and the semantic emphasis is carried into the formal method, Jeffrey-style truth-trees. Standard truth-trees are extended in a simple and transparent way to take possible worlds into account. Part 2 systematically explores the applications of modal logic to philosophical issues such as truth, time, processes, knowledge and belief, obligation and permission. (shrink)

ObjectiveTo explore the mediating effect of self-efficacy on the relationship between the proactive personality and academic performance of college students in different sports groups.MethodsA questionnaire survey is used to study 552 college students. The research tools include the proactive personality scale, the self-efficacy scale table, and the academic performance self-report scale table. This research employs SPSS 11.0 statistical software to carry out correlation analysis, regression analysis, and t-tests on the data collected, while the test of mediating effect is (...) carried out by AMOS 22.0.Results The degree of self-efficacy and academic performance of college students participating in physical activities is significantly greater than that of the non-sports group; the proactive personality level of the sports group is significantly higher than the non-sports group in the dimension of “conscientiousness”; a confirmatory factor analysis of the mediating effect hypothesis model, using the structural equation model, found that self-efficacy plays a full mediating role in the relationship between proactive personality and academic performance; the direct effect of self-efficacy on the proactive personality and academic performance of college students in different sports groups is not significant.ConclusionCollege students involved in sports exercise have higher scores on some items about proactive personality than non-sports groups; girls’ self-efficacy level is higher than that of boys; self-efficacy plays a full mediating role in the relationship between proactive personality and academic performance; self-efficacy had no significant effect on proactive personality and gender in different sports groups. (shrink)

ObjectiveIn the context of Healthy China, the effect of external motivation on sports anomie behavior from the perspective of gender among Chinese college students was investigated.ParticipantsIn total, 2,340 college students were involved in this study.MethodsThe self-made scales were used, which were about anomie behavior and external motivation in sports. The independent sample T-test was used to compare the sports anomie behavior between male and female students. Then, multiple linear regression analysis was adopted to examine the effects of external (...) motivation on sports anomie behavior.ResultsGirls’ sports anomie behavior was lower than boys. There were significant gender differences in honor motivation, obedience motivation, and economic motivation; girls’ motivations were lower than boys. The academic motivation was negatively correlated with the sports anomie behavior of college students of both genders. The economic motivation was positively correlated with their sports anomie behavior. The honor motivation was negatively correlated with the sports anomie behavior of female college students.ConclusionFemale college students’ sports anomie behavior and external motivation are lower than that of male college students. External motivation had a significant influence on college students’ sports anomie behavior. (shrink)

Ever since Saul Kripke and others developed a semantic interpretation for modal logic, 'possible worlds' has been a much debated issue in contemporary metaphysics. To propose the idea of a possible world that differs in some way from our actual world - for example a world where the grass is red or where no people exist - can help us to analyse and understand a wide range of philosophical concepts, such as counterfactuals, properties, modality, and of course, the notions of (...) possibility and necessity. This book examines the ways in which possible worlds have been used as a framework for considering problems in logic and argument analysis. The book begins with a non-technical introduction to the basic ideas of modal logic in terms of Kripke's possible worlds and then moves on to a discussion of 'possible for' and 'possible that'. The central chapters examine questions of meaning, epistemic possibility, temporal logic, metaphysics, and impossibility. Girle also investigates how the idea of a possible world can be put to use in different areas of philosophy, the problems it may raise, and the benefits that can be gained. (shrink)

Ever since Saul Kripke and others developed a semantic interpretation for modal logic, 'possible worlds' has been a much debated issue in contemporary metaphysics. To propose the idea of a possible world that differs in some way from our actual world - for example a world where the grass is red or where no people exist - can help us to analyse and understand a wide range of philosophical concepts, such as counterfactuals, properties, modality, and of course, the notions of (...) possibility and necessity. This book examines the ways in which possible worlds have been used as a framework for considering problems in logic and argument analysis. The book begins with a non-technical introduction to the basic ideas of modal logic in terms of Kripke's possible worlds and then moves on to a discussion of 'possible for' and 'possible that'. The central chapters examine questions of meaning, epistemic possibility, temporal logic, metaphysics, and impossibility. Girle also investigates how the idea of a possible world can be put to use in different areas of philosophy, the problems it may raise, and the benefits that can be gained. (shrink)

Institutions of higher learning have continued to record high cases of gender-based violence (GBV) despite all efforts put in place to fight the vice. The most common forms of GBV are physical, sexual assault and psychological violence. Women and girls make up the majority of the GBV victims worldwide. For many years, institutions of higher learning have proved to be fertile environments for GBV cases. The purpose of this study was to investigate effects of GBV on the well-being of (...) students in institutions of higher learning in Zambia. The study employed a mixed research methodology, and it was anchored on pragmatic philosophical paradigm. An explorative study design was used. Data were collected using both probabilistic and non-probabilistic methods, and the sample size was 150 respondents. The main findings of the study showed both academic and non-academic effects of GBV on students and included stigma, low academic performance, mental and psychological trauma as well as high drop outs. Contribution: The study highlighted effects of GBV as being both academic and non-academic in nature. Once students and staff ignore the word of God spoken in scriptures and begin to follow their egos, the consequences are devastating. For scriptures says love one another, forgive each other and bear each other’s burdens in love. Do unto others as you would want then to do unto you. For where there is love, no one will desire to hurt others. Where there is no love of God or forgiveness, there is pain and damage that can spoil someone’s future, especially that of the youth. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “Nomadic Turns:Epistemology, Experience, and Women University Band Directors” Epistemology, Experience, and Women University Band Directors”Julia Eklund KozaClimate and its impact on women in instrumental music education is a tremendously important subject, and I thank Liz Gould for her thoughtful analysis. Rather than offering a critique of her work, I will respond as one might answer in a call and response. Gould has sung a (...) call that articulates a definition of feminism and invites us to explore climate in the professions, specifically in instrumental music education; I will answer in affirmation, confirmation, and extension. The nomadic metaphor, which is central to her paper, has been appropriated by a number of postmodern [End Page 187] theoreticians, including, among others, Baudrillard, Grisoni, Deleuze and Guattari, and of course, Braidotti.1 I have decided not to talk about this metaphor, however, principally because the complexities of any analysis of Western constructions of nomadism—constructions that are rife with exoticism, fascination, revulsion, and fear—are multiplied at this moment, as my country wages war against Iraq, a land of nomadic and semi-nomadic peoples, after having recently engaged in military action in Afghanistan, which is similarly home to nomads. An incisive discussion of postmodern use of nomadic metaphors appears in Caren Kaplan's book Questions of Travel, which I recommend to anyone interested in the subject.2My response has two goals: first, to forward another, not necessarily competing, postmodern understanding of feminism and power; and second, keeping this understanding in mind, to expand Gould's project of examining professional climate. According to my working postmodern definition, feminism is a constellation of dynamic political positions, which address and attempt to change the unequal power relations and material conditions that are produced and supported by a normative regulatory ideal called sex. In speaking of a constellation of political positions, I acknowledge the existence of a multiplicity of modern and post-modern feminisms, and by calling these positions dynamic I acknowledge their fluidity. In asserting that sex is a regulatory ideal, I rely on the work of feminist theorist Judith Butler, who posits that sex and sexual difference are discursively constructed; distinguishing herself from feminists who draw a distinction between gender, which is assumed to be socially constructed, and sex, which is theorized as a pre-social given or surface, Butler not only questions such a distinction by arguing that both sex and gender are culturally produced, but also theorizes about how materializations of bodies are accomplished. Drawing on the work of philosopher Michel Foucault, she maintains that sex is a regulatory norm, "part of a regulatory practice that produces the bodies it governs,"3 and she claims that this materialization is accomplished through a reiterative process called performativity. A performative, according to Butler, is a "discursive practice that enacts or produces that which it names."4 Butler claims that "the regulatory norms of 'sex' work in a performative fashion to constitute the materiality of bodies and, more specifically, to materialize the body's sex, to materialize sexual difference in the service of the consolidation of the heterosexual imperative."5 She provides an example of how this reiterative process works: when a particular child is born, the child is cited as a girl at birth and many times afterward; each citation helps to constitute that child as a girl and also to reinforce the discursive formation "girl."6 To summarize, Butler asserts that sex is "a cultural norm which governs the materialization of bodies,"7 and she posits that materiality is a productive effect of power.8She also theorizes that subject formation necessitates both an "identification with the normative phantasm of 'sex,'" and the creation of a zone of abjection.9 Bodies relegated to this abject zone, according to Butler, can be a valuable and "critical resource in the struggle to rearticulate the very terms of symbolic legitimacy and intelligibility."10 She maintains that disidentification can be a fruitful way to mobilize feminist and queer politics.11 Collective disidentifications, Butler states, can facilitate a "reconceptualization of which bodies matter," which bodies count.12 [End Page 188]Finally, my definition of feminism relies on several Foucauldian assumptions about... (shrink)

The new edition of this widely used and respected textbook includes three new chapters on conditional logic. Other chapters have been revised and updated, making the second edition a fully comprehensive introduction to modal logics and their application. Unlike most modal logic textbooks, which are both forbidding mathematically and short on philosophical discussion, Modal Logics and Philosophy focuses on showing how useful modal logic can be as a tool for formal philosophical analysis. In Part 1, the reader is introduced to (...) some standard systems of modal logic and provided with a series of exercises that encourage proficiency in manipulating these logics. Girle emphasizes possible world semantics for modal logics and its formal method, Jeffrey-style truth-trees, in which standard truth-trees are extended in a simple and transparent way to take possible worlds into account. Part 2 explores the applications of modal logic to philosophical issues such as truth, time, processes, knowledge and belief, and obligation and permission. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “Nomadic Turns:Epistemology, Experience, and Women University Band Directors” Epistemology, Experience, and Women University Band Directors”Julia Eklund KozaClimate and its impact on women in instrumental music education is a tremendously important subject, and I thank Liz Gould for her thoughtful analysis. Rather than offering a critique of her work, I will respond as one might answer in a call and response. Gould has sung a (...) call that articulates a definition of feminism and invites us to explore climate in the professions, specifically in instrumental music education; I will answer in affirmation, confirmation, and extension. The nomadic metaphor, which is central to her paper, has been appropriated by a number of postmodern [End Page 187] theoreticians, including, among others, Baudrillard, Grisoni, Deleuze and Guattari, and of course, Braidotti.1 I have decided not to talk about this metaphor, however, principally because the complexities of any analysis of Western constructions of nomadism—constructions that are rife with exoticism, fascination, revulsion, and fear—are multiplied at this moment, as my country wages war against Iraq, a land of nomadic and semi-nomadic peoples, after having recently engaged in military action in Afghanistan, which is similarly home to nomads. An incisive discussion of postmodern use of nomadic metaphors appears in Caren Kaplan's book Questions of Travel, which I recommend to anyone interested in the subject.2My response has two goals: first, to forward another, not necessarily competing, postmodern understanding of feminism and power; and second, keeping this understanding in mind, to expand Gould's project of examining professional climate. According to my working postmodern definition, feminism is a constellation of dynamic political positions, which address and attempt to change the unequal power relations and material conditions that are produced and supported by a normative regulatory ideal called sex. In speaking of a constellation of political positions, I acknowledge the existence of a multiplicity of modern and post-modern feminisms, and by calling these positions dynamic I acknowledge their fluidity. In asserting that sex is a regulatory ideal, I rely on the work of feminist theorist Judith Butler, who posits that sex and sexual difference are discursively constructed; distinguishing herself from feminists who draw a distinction between gender, which is assumed to be socially constructed, and sex, which is theorized as a pre-social given or surface, Butler not only questions such a distinction by arguing that both sex and gender are culturally produced, but also theorizes about how materializations of bodies are accomplished. Drawing on the work of philosopher Michel Foucault, she maintains that sex is a regulatory norm, "part of a regulatory practice that produces the bodies it governs,"3 and she claims that this materialization is accomplished through a reiterative process called performativity. A performative, according to Butler, is a "discursive practice that enacts or produces that which it names."4 Butler claims that "the regulatory norms of 'sex' work in a performative fashion to constitute the materiality of bodies and, more specifically, to materialize the body's sex, to materialize sexual difference in the service of the consolidation of the heterosexual imperative."5 She provides an example of how this reiterative process works: when a particular child is born, the child is cited as a girl at birth and many times afterward; each citation helps to constitute that child as a girl and also to reinforce the discursive formation "girl."6 To summarize, Butler asserts that sex is "a cultural norm which governs the materialization of bodies,"7 and she posits that materiality is a productive effect of power.8She also theorizes that subject formation necessitates both an "identification with the normative phantasm of 'sex,'" and the creation of a zone of abjection.9 Bodies relegated to this abject zone, according to Butler, can be a valuable and "critical resource in the struggle to rearticulate the very terms of symbolic legitimacy and intelligibility."10 She maintains that disidentification can be a fruitful way to mobilize feminist and queer politics.11 Collective disidentifications, Butler states, can facilitate a "reconceptualization of which bodies matter," which bodies count.12 [End Page 188]Finally, my definition of feminism relies on several Foucauldian assumptions about... (shrink)

In this paper we compare central elements of Dialogue Logic and Belief Revision theory. Dialogue Logic of the Hamblin/Mackenzie style, or Formal Dialectic, contains three main features. First, there is a rule governed interaction between dialogue participants—the minimal case being two participants. Second, each participant has a commitment store which changes as the dialogue progresses. Third, the changes in the commitment store are governed by rules for additions and withdrawals of material. Withdrawal of material is one major source of difficulty (...) in proposing rules for commitment store change. The classic Belief Revision theory is the AGM theory. AGM theory is a theory about ideal rational believers who change their sets of beliefs by either expansion or contraction. Contraction is a major source of difficulty in belief revision theory. We claim that the commitment stores of dialogue logic include, in a sense, the belief sets of belief revision theory. Further, withdrawal and contraction are essentially the same process. We consider various kinds of withdrawal and contraction, and show how approaches to these processes illuminate certain of the formal fallacies. (shrink)

INTRODUCTION TO LOGIC is a combined text and workbook for students beginning their study of logic. The workbook style allows students to proceed at their own pace, checking their progress in the end-of-chapter exercises. The text covers propositional logic and predicate logic with identity, the focus being on arguments. The methods of proof are truth-tables and truth-trees in the style of Jeffrey. This text is suitable for students of philosophy, computer science, mathematics and science in general.