Part-time job growth and the labor effects of policy responses : an overview /

"Updated December 8, 1998."

The acceptance of emotionally disturbed children by psychiatric agencies

"Prepared for the Office of Juvenile Delinquency and Youth Development, Welfare Administration, Department of Health, Education and Welfare."

Gray's model of personality and aggregate level factor analysis

Previous research shows that correlations tend to increase in magnitude when individuals are aggregated across groups. This suggests that uncorrelated constellations of personality variables (such as the primary scales of Extraversion and Neuroticism) may display much higher correlations in aggregate factor analysis. We hypothesize and report that individual level factor analysis can be explained in terms of Giant Three (or Big Five) descriptions of personality, whereas aggregate level factor analysis can be explained in terms of Gray's physiological based model. Although alternative interpretations exist, aggregate level factor analysis may correctly identify the basis of an individual's personality as a result of better reliability of measures due to aggregation. We discuss the implications of this form of analysis in terms of construct validity, personality theory, and its applicability in general. Copyright (C) 2003 John Wiley Sons, Ltd.

Menin associates with a trithorax family histone methyltransferase complex and with the Hoxc8 locus

The cellular function of the menin tumor suppressor protein, product of the MEN1 gene mutated in familial multiple endocrine neoplasia type 1, has not been defined. We now show that menin is associated with a histone methyltransferase complex containing two trithorax family proteins, MLL2 and Ash2L, and other homologs of the yeast Set1 assembly. This menin-associated complex methylates histone H3 on lysine 4. A subset of tumor-derived menin mutants lacks the associated histone methyltransferase activity. In addition, menin is associated with RNA polymerase II whose large subunit carboxyl-terminal domain is phosphorylated on Ser5. Men1 knockout embryos and cells show decreased expression of the homeobox genes Hoxc6 and Hoxc8. Chromatin immunoprecipitation experiments reveal that menin is bound to the Hoxc8 locus. These results suggest that menin activates the transcription of differentiation-regulating genes by covalent histone modification, and that this activity is related to tumor suppression by MEN1.

Believing badly

This paper explores the grounds upon which moral judgment of a person's beliefs is properly made. The beliefs in question are non-moral beliefs and the objects of moral judgment are individual instances of believing. We argue that instances of believing may be morally wrong on any of three distinct grounds: (i) by constituting a moral hazard, (ii) by being the result of immoral inquiry, or (iii) by arising from vicious inner processes of belief formation. On this way of articulating the basis of moral judgment of belief it becomes clear that rational and epistemic norms do not exhaust the kinds of normative judgment properly made of a person's state of believing. We argue that there are instances of believing that are both rational and true and yet morally wrong.

Tracking the states of a nonlinear system in the weight-space of a feed-forward neural network

Nonlinear, non-stationary signals are commonly found in a variety of disciplines such as biology, medicine, geology and financial modeling. The complexity (e.g. nonlinearity and non-stationarity) of such signals and their low signal to noise ratios often make it a challenging task to use them in critical applications. In this paper we propose a new neural network based technique to address those problems. We show that a feed forward, multi-layered neural network can conveniently capture the states of a nonlinear system in its connection weight-space, after a process of supervised training. The performance of the proposed method is investigated via computer simulations.

The phenomenology of minority-majority status:effects on innovation in argument generation

In three experiments, we manipulated participants' perceived numerical status and compared the originality and creativity of arguments generated by members of numerical minorities and majorities. Independent judges, blind to experimental conditions, rated participants' written arguments. In Studies 1 and 2, we found that participants assigned to a numerical minority generated more original arguments when advocating their own position than did numerical majorities. In Study 3, an equal-factions control group was included in the design, and all participants were instructed to argue for a counter-attitudinal position. Those in the numerical minority generated more creative arguments than those in both the majority and equal-factions conditions, but not stronger arguments. We propose cognitive and social processes that may underlie our obtained effects and discuss implications for minority influence research.

Team reflexivity

With the increasing relevance of teamwork in organizations, the quest for the factors that enhance team effectiveness has grown exponentially. Team reflexivity is one of the factors that has been identified as a possible key variable in explaining the effectiveness of work teams. Team reflexivity can be defined as the extent to which team members collectively reflect on the team's objectives, strategies, and processes, as well as their wider organizations and environments, and adapt accordingly. The concept of team reflexivity was initially developed by Michael West, but other scholars, such as Michaela Schippers and Carsten de Dreu, have also contributed significantly to its understanding. It is conceptualized as a process involving three stages or components: reflection , planning , and action or adaptation. The three stages are of equal importance. The first stage, team reflection , refers to a team's joint exploration of work-related issues and includes behaviors such as ...

Creating gusto through games and goals

Goal-based learning (GBL) has long been used for teaching (Schank and Kass, 1996) and training (Collins, 1994), and game playing is also very widely used (Fudenberg and Levine, 1998). When both are used together it can become a winning combination that focuses students? attention, dismisses precepts about a subject, lowers barriers to preferred learning-styles and open minds to new tools, ideas and concepts. The combination can be achieved using basic traditional physical props (e.g. pens and paper) or advanced internet technology. This report briefly describes an offline and online approach and then summarises some of the main benefits to be gained from combining games and goals to get students going in the right pedagogical direction.