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This article attempts to analyse the ongoing debate regarding open-mindedness as an educational value. The views of Hare, McLaughlin and Gardner are considered. They do not always agree on what open-mindedness is, and the discussion could benefit from a more unified terminology and better counter-examples. The value and limitations of open-mindedness in both science and the humanities are discussed and analysed. It is argued that open-mindedness, while clearly a virtue if not taken to excess, need not be a goal of the educational process.     

Representing How Rabbits Quack and Competitors Act: Limits on Preschoolers' Efficient Ability to Track Perspective

This study investigated whether humans have two mind‐reading systems whereby the efficient system, unlike the flexible system, is naturally limited. There were two experiments and the first included adults as well as children (3‐ to 4‐year‐olds; total N = 128). In Experiment 1, all groups efficiently gazed in anticipation of an agent's beliefs about object location but not object identity (an ambiguous figure). In Experiment 2, children showed limits in anticipating a competitive agent's action in terms of his perspective on what is desirable. Flexibility in verbally predicting agents' actions across contexts developed with age. Convergence on signature limits across different ages and methods suggests that indirect anticipations involve minimal mind reading, whereas direct predictions tap a refined understanding of perspective.     

Engaging suppliers in CRM: The role of justice in buyer–supplier relationships

Given the crucial role of suppliers in collaborative supply chains, it is surprising that little attention has been paid to the nature and management of supplier relationships in the implementation of a retailer's Customer Relationship Management (CRM) strategy. To address this gap in the extant literature, the theory of organizational justice is used to explore the extent to which perceived fairness in buyer–supplier relationships supports or inhibits supplier engagement with the CRM process. The rationale is that suppliers who feel fairly treated by key retail customers are more likely to invest resources in the acquisition and use of data central to the retailer's CRM strategy. By empirically testing a conceptual model linking downstream CRM to upstream SRM, the results provide evidence to indicate that customer data use is significantly influenced by perceptions of fairness, particularly with respect to the distribution of rewards, and the transparency of decision-making processes. As a key criticism of CRM centers upon the failure of organizations to exploit the full potential of customer data, the results highlight the usefulness of understanding the relational linkages between buyers and suppliers and the consequential behavior of suppliers in terms of engagement with customer data vital to the success of retailers’ CRM strategies.     

Comparative Bayesian Confirmation and the Quine-Duhem Problem: A Rejoinder to Strevens

By and large, we think (Strevens's [2005]) is a useful replyto our original critique (Fitelson and Waterman [2005]) of hisarticle on the Quine–Duhem (QD) problem (Strevens [2001]).But, we remain unsatisfied with several aspects of his reply(and his original article). Ultimately, we do not think he properlyaddresses our most important worries. In this brief rejoinder,we explain our remaining worries, and we issue a revised challengefor Strevens's approach to QD.

1 Strevens's ‘clarifications’

2 Strevens's new-and-improved ‘negligibility arguments’

     

An Exploratory Factor Analysis of the Brief COPE with a Sample of Kenyan Caregivers

Given the high prevalence of HIV/AIDS in Kenya, more Kenyans now find themselves in the role of informal caregiver for a family member or multiple family members living with HIV/AIDS. However, there exists little research on how these individuals cope. The present study explores coping responses among caregivers for family members living with HIV/AIDS in Kenya. An exploratory factor analysis of the Brief COPE yielded five factors, with strong loadings on Emotional Support and Instrumental Support. Implications for using the Brief COPE in research and clinical practice among Kenyans are discussed.     

‘Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom

Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot.     

Review Essay Rural America in the 21st Century

Saving America's Countryside: A Guide to Rural Conservation. Samuel N. Stokes, A. Elizabeth Watson, Genevieve P. Keller, J. Timothy Keller.     

Confirmatory factor analysis of the Test of Performance Strategies (TOPS) among adolescent athletes

The aim of the present study was to examine the factorial validity of the Test of Performance Strategies (TOPS; Thomas et al., 1999) among adolescent athletes using confirmatory factor analysis. The TOPS was designed to assess eight psychological strategies used in competition (i.e. activation, automaticity, emotional control, goal-setting, imagery, negative thinking, relaxation and self-talk,) and eight used in practice (the same strategies except negative thinking is replaced by attentional control). National-level athletes (n = 584) completed the 64-item TOPS during training camps. Fit indices provided partial support for the overall measurement model for the competition items (robust comparative fit index = 0.92, Tucker-Lewis index = 0.88, root mean square error of approximation = 0.05) but minimal support for the training items (robust comparative fit index = 0.86, Tucker-Lewis index = 0.81, root mean square error of approximation = 0.06). For the competition items, the automaticity, goal-setting, relaxation and self-talk scales showed good fit, whereas the activation, emotional control, imagery and negative thinking scales did not. For the practice items, the attentional control, emotional control, goal-setting, imagery and self-talk scales showed good fit, whereas the activation, automaticity and relaxation scales did not. Overall, it appears that the factorial validity of the TOPS for use with adolescents is questionable at present and further development is required.