Rhesus monkeys (<Emphasis Type="Italic">Macaca mulatta</Emphasis>) select Arabic numerals or visual quantities corresponding to a number of sequentially completed maze trials

Four number-trained rhesus monkeys were trained to enumerate their sequential responses. After completing a series of computerized maze trials, the monkeys were given a same/different discrimination involving a numerical stimulus (an Arabic numeral or a visual quantity) and the letterD. The goal was to choose the numerical stimulus if it matched the number of just-completed maze trials, and to choose the letterD if it did not. There were large individual differences in performance, but one animal performed above 70% when receiving randomly intermixed series of 1, 3, 5, and 9 maze trials. This indicates that the monkey was keeping track of the approximate number of maze trials completed in each series and using that numerical cue to respond during the same/different discrimination.     

Bending the rules: when deaf writers leave college

On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors.     

Adolescent Journeys: Finding Female Authority in <Emphasis Type="Italic">The Rain Catchers and The House on Mango Street</Emphasis>

This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved through Belenky et al.’s famous work, Women’s Ways of Knowing.

A Structural Equation Modelling on the Factors Affecting Intolerance of Uncertainty and Worry Among a Select Group of Filipino Elderly

Across the literature, the interest in the phenomenon of intolerance of uncertainty (IU) and worry has increased exponentially. However, limited empirical studies exist about the factors that affect IU and worry among older people. The purpose of the study was to examine the impact of spirituality, self-efficacy, and knowledge about aging on IU and worry. A total of 219 Filipino elderly were recruited from institutionalized and hospital care settings. A multiaspect questionnaire was utilized to measure spirituality, self-efficacy, knowledge, intolerance uncertainty, and worry. Exploratory factor analysis (EFA) was used to explore the dimensions of IU and worry. Moreover, structural equation modelling was used to test the hypothesized model. Results of EFA identified four factor dimensions of uncertainty, namely: perfection-driven uncertainty, apprehension-driven uncertainty, avoidance-driven uncertainty, negativism-driven uncertainty. Further, three factor dimensions of worry were also distinguished: constant worriers, obsessive-compulsive worriers, and happy-go-lucky worriers. Moreover, results of structural equation modeling (SEM) showed interaction among the variables presented. Additionally, spirituality showed a positive effect on self-efficacy. However, self-efficacy does not have an effect on IU and worry. Nevertheless, an emerging path between knowledge and IU supported the claim of Nuevo, Wetherell, Montorio, Ruiz, and Cabrera (2009). The study was able to determine the positive effect of spirituality to self-efficacy and its existing correlation with knowledge about aging in relation to elderly's IU and worry. The emerging model can serve as a reference for nurses to address the sociopsychological needs of the geriatric clients employing spirituality and psychiatric nursing.     

The voice of the cultural restorationists: recent trends in RE policy-making

This article considers the nature of RE curriculum policy-making from 1988–97. It concentrates on the hegemonic intent of cultural restorationists. Cultural restorationism finds expression when current political action is justified by particular interpretations being placed upon the past. This involves particular use of language and a strong emphasis on tradition, culture and the past. It is also related to economics, policy-making generally and, for this article, is particularly related to RE curriculum policy-making. The ‘voice’ of the cultural restorationists is explored and the manner in which they proceeded to impact on RE policy-making. The context of text production is explored, with its public ridicule and derision, also the marginalization of key figures and groups with skilful manipulation being made of the media. Language itself was adapted and used as a tool to achieve a manipulative and ‘ratchet-like’ effect on education. Many official documents are used positively to effect their agenda, reflecting hegemonic intent. In religious education policy-making cultural restorationism is aligned closely to a ‘Christianizing’ agenda. This involves the increased use of centralizing powers and the subsequent redefinition of the role for those involved at a local level in RE. Interview data are used from parliamentarians and those seeking to influence the processes. The article concludes that RE is increasingly subject to central control, despite its unique status vis à vis the National Curriculum.