bluuebunny/crossref_metadata_2025_split huggingface dataset:
Aspects of ‘Religious Experience’ among the Hellenistic Mystery Religions
Authors: Martin Luther H. 
Published: March 2006

AbstractThe claim that religious experience is the basis for religious practices, ideas and institutions seems to be grounded more in theological (Protestant) bias than in historical evidence. From the example of the Graeco-Roman mystery religions, it would seem that it is religious practices, speciﬁcally, their rites of initiation that produced experiences that were interpreted by initiates as ‘religious.’ Nor was the production of such experiences considered to be an end in itself. Rather, they accomplished speciﬁc goals through an exploitation of tacit cognitive processes: (1) the promotion of group solidarity and transgenerational continuity, and (2) the triggering of a potential for cognitive development among individual members of the group.
‘And God Became Human’: Conversations within the Humanities
Authors: Vorster Johannes N. 
Published: March 2006

AbstractRelocation implies recontextualisation. If the academic study of religion is to exploit its full potential, it needs to engage in conversation operating with similar terminologies. In this article it is argued that a critical awareness be developed for totalising terminologies; vestiges from a confessional or theological approach, that a sensitivity should be cultivated which could move away from a sui generis attitude. Guidelines for such a conversation are proposed.
Animal Voices
Authors: Perkins Judith 
Published: March 2006

AbstractThis article suggests that the presence of talking animals in the Apocryphal Acts of Paul, Peter, Thomas and Phillip, examples of Christian prose ﬁction, shows a Christian intervention in a wider cultural discussion taking place in the period about human self-understandings and identity. The hierarchical thinking of ancient culture consigned many humans to animal status. Two second-century narratives, Apuleius' Metamorphoses and the Greek Onos, through their depictions of a human suddenly transformed into an ass, suggest that authors of the period used this image of an animal-man to reﬂect on what it would be like for someone to lose his or her place and voice in society (as those reduced to slavery did) and suddenly ﬁnd oneself in the position of an animal, treated as less than fully human, as so many people in this period were. The Apocryphal Acts through their motif of talking animals worked to unsettle traditional status structures. Their representation of speaking animals ﬁgured a message of universal inclusiveness and equal participation by all species in the Christian community and worked to challenge the contemporary social hierarchy that devalued some persons in the society as too akin to animals.
Explorations in Interpersonal Competence-I
Authors: Argyris Chris 
Published: March 2006

A set of categories is presented designed to measure interpersonal competence. The primary plus categories on the individual and interpersonal levels are owning up to, openness, and risk taking. On the norms level they are individuality, concern, and trust. The primary minus categories on the individual and interpersonal levels are not owning up to, not being open, and rejecting risk taking. On the norms level, they are conformity, antagonism, and mistrust. Exploratory research suggests that the categories can be used (1) with an encouraging degree of reliability, (2) with an encouraging degree of predictive validity, and (3) as the basis to describe increases or decreases in individual and group competence during T-Group and other training.
Adoption Quotient: A Measure of Multipractice Adoption Behaviour
Authors: Pareek Udai , Chattopadhyay S. N. 
Published: March 2006

Studies in the adoption of improved farm practices have used various measures. Adoption has been studied both as singlepractice adoption behaviour (Gross, 1949; Gross & Taves, 1952; Hoffer, 1942; Lindstrom, 1958; Ryan & Gross, 1943, 1950; Wilkening, 195ob, 1953) and as multipractice adoption behaviour (Bauder, 1960; Bose, 1961, 1962; Bose & Dasgupta, 1962; Bose, Dasgupta, & Das, 1963; Copp, 1956; Dasgupta, 1963a, 1963b; Duncan & Kreitlow, 1954; Fliegel, 1956; Freeman, 1961; Hoffer, 1942; Marsh & Coleman, 1954a, 1954b, 1954c; Pedersen, 1951; Rahim, 1961; Ramsey, Polson, & Spencer, 1959; Rogers, 1957, 1958, 1961, 1962; Rogers & Burdge, 1962; Rogers & Capener, 1960; Rogers, Havena, & Cartano, 1962; Rogers & Leuthold, 1962; Wilkening, 195oa, 1952). In the former case, the ratio of farmers adopting a practice to the farmers not adopting it has been used as a measure; while in the latter case, the ratio of the number of practices adopted to the number of practices advocated has usually been used as a measure of adoption. In a few cases, the The journal of Applied Behavioral Science time of adoption has also been used (Bose, 1962; Bose, Dasgupta, & Das, 1963; Dasgupta, 1963a, 1963b; Rahim, 1961; Rogers, 1957, 1958, 1961, 1962; Rogers & Burdge, 1962; Rogers & Capener, 1960; Rogers, Havena, & Cartano, 1962; Rogers & Leuthold, 1962). Adoption is complex behaviour. It involves a number of variables. A simple index based on one variable may not give an accurate measure of adoption. This paper presents a new scale for measuring adoption behaviour, taking into account the different variables involved. The final scale was tried in a village in North India, the results of which have been reported (Chattopadhyay & Pareek, 1964a).
The Anticipation and Management of Crisis on an Open Psychiatric Ward
Authors: Rothaus Paul , Hanson Philip G. , Johnson Dale L , Lyle Francis A. , Moyer Raymond 
Published: March 2006

The present article deals with an attempt at integrating the therapeutic and management functions on an open psychiatric ward. The viewpoint is taken that the administrative policy and procedures of an open ward must be made consistent and congruent with the philosophy and therapeutic goals of the program. Failure to recognize this relationship frequently leads to the development of an overpermissive ward administration, a punitive antitherapeutic atmosphere, or a mechanical and sterile social milieu. The staff of psychiatric wards, by restricting and compartmentalizing their roles, often fail to see the extent to which administrative policies and practices influence their psychotherapeutic efforts. To explain our position, we shall first describe the Patients' Training Laboratory and outline several general therapeutic goals set for patients. Next, we shall discuss the development of management practices intended to implement objectives. Since the management of an actual crisis is a critical test of the validity of a ward staff's intentions for the patients, this section will describe procedures for coming to grips with such crises. The last section will illustrate our procedures for anticipating crises.
Institutional Objectives and Student Development in College
Authors: Chickering Arthur W. 
Published: March 2006

Two general objectives, the development of independence and the development of purpose, were translated into six more specific variables of student development: Venturesomeness; Interdependence; Resourcefulness and Organization; Goal Directedness; Full Involvement, Motivation, and Persistence; Personal Stability and Integration. Next, for each variable, questions concerning concrete behaviors and attitudes reflected in the self-evaluations and instructor comments comprising the students' records were developed. Then, for 1964 graduates, each semester was rated for each question and ratings were pooled to generate scores for each of the six variables. Multiple discriminant analysis and covariance analyses revealed significant change on all variables. Ratings on Goal Directedness changed most, followed by Personal Stability and Integration; Venturesomeness; Resourcefulness and Organization; Full Involvement, Motivation, and Persistence; and Interdependence. Two major patterns were found. Goal Directedness and Personal Stability and Integration showed fairly regular progress during the four years, while ratings on Resourcefulness and Organization; Full Involvement, Motivation, and Persistence; and Interdependence dropped for the fifth semester. The findings suggest that student development in college (a) occurs according to generalizable patterns, (b) occurs through sequences of differentiation and integration, (c) is congruent rather than compensatory, and (d) decreases as relevant conditions become more constant. They also demonstrate that general institutional objectives can be redefined and assessed to better inform decisions concerning institutional practice and innovation.
A College Innovation and the Decline of the West
Authors: Jerome Judson 
Published: March 2006

The recent controversy at Antioch College over a highly innovative program for freshmen led one professor to speak out in faculty meeting and to prepare later the memorandum which comprises most of this article. It illustrates how almost any significant institutional change can become a target onto which conservatives project their feelings of resentment at the uncomfortable experiences forced upon them by a rapidly changing society. The Editor
Confrontation as a Training Design in Complex Organizations: Attitudinal Changes in a Diversified Population of Managers
Authors: Golembiewski Robert T. , Blumberg Arthur 
Published: March 2006

The "confrontation technique" has been used successfully in training designs in complex organizations, and this study at once reinforces and extends existing experience. Specifically, what follows is a report on an application of the technique that induced favorable attitudinal changes in the marketing area of a large firm. The similarities of this study with existing ones encompass both design and results. Basically, the design required the exchange of "images" between individuals or organization units. The public sharing of these data apparently reduced the amount of "unfinished business," freed up organization members, and led to favorable attitudinal changes on a variety of before/after comparisons. Thus the study is consistent with a growing major emphasis in the contemporary literature. Numerous observers have cited the necessity and positive consequences of "confronting" in organizations (Davis,:1967; Greiner, 1967, pp. 66-70; Lorsch, 1965, pp. 95-110). Several change agents have successfully varied the basic design of confronting persons in complex organizations with data about how they are seen by some significant others. As in this case, to note one variety of design, the participants may do the actual image building and communicating (Beckhard, 1967; Blake, Mouton, & Sloma, 1965). More or less oppositely, the consultant can play a more active role by interviewing and then synthesizing an image to be communicated to the client system (Argyris, 1962, 1967). A range of variations lies somewhere between these two types (Benedict, Calder, Callahan, Hornstein, & Miles, 1966; Miles, Calder, Hornstein, Callahan, & Schiavo, 1966). Also the design and results of this study are distinguished from other reports in the literature, particularly in four senses. First, the present training experience deals with several functionally related departments. Second, the design encompasses several hierarchical levels down to the first level of field supervision. (Other efforts in the literature tend to deal with two major groups, e.g., labor and management, and apparently with only a few levels of organization toward or at the top.) Third, an unusually wide variety of data was gathered in the present training design. Only gross attitudinal changes in the total population are reported here; i.e., the gross focus here is on changes in how everyone saw everyone else at time, and time2. But the cooperation of the participants permits a range of analysis broader than that of existing reports in the literature. Fourth, the confrontation experience was part of a large and longrange program of organization change. In contrast, existing reports tend to deal with ad hoc efforts.
A Personal Growth Crisis in Laboratory Training
Authors: Haigh Gerard V. 
Published: March 2006

This article is presented on the assumption that knowledge about laboratory training may be advanced by the careful study of critical incidents and that such study may lead to the isolation of variables of significance for research. The following is a verbatim account of a personal growth crisis which occurred near the midpoint of a two-week laboratory. Four factors are explored as having been of major influence in the growth crisis: (a) the group leader's persistence in turning attention toward emotional distress; (b) the leader's persistent quest for meanings in chaotic emotions; (c) the group's attentiveness as a healing force; and (d) the emotional interfiow among group members as a facilitator for self-exploration.
Level of Emotional Arousal in Laboratory Training
Authors: Lubin Bernard , Zuckerman Marvin 
Published: March 2006

In order to study the level of emotional arousal produced by laboratory training, data from the highest level of a four-T-Group laboratory were tested against the following stress conditions from perceptual isolation investigations: 6 hours, 8 hours, and 24 hours. Data were collected on a self-administering adjective check list which provided scores on anxiety, depression, and hostility. Anialyses of covariance were conducted, using prestress scores as covariates to provide statistical control in the absence of experimental matching of subjects. Laboratory training mean scores on anxiety, depression, and hostility for the four T Groups at the highest level (stress condition) were significantly lower than the mean scores from the stress condition of the three perceptual isolation studies. Comparison of the poststress frequency distributions for the four samples indicates that no scores occur for laboratory training at or beyond the point traditionally accepted as deviant (T score of 70 on the standardization sample for the instrument), whereas the stress condition of each of the three perceptual isolation studies produced scores at or beyond this point.
Leadership Style, Confidence in Management, and Job Satisfaction
Authors: Sadler Philip J. 
Published: March 2006

A sample of persons drawn from all functions and from all levels of two companies in the United Kingdom were invited to express a preference for one of four leadership styles-the tells, the sells, the consults, and the joins. Each respondent was then asked to state which style most closely described his own immediate manager. (Alternatively, he could reply that his own manager did not correspond at all closely to any of the styles.) These answers were then related to replies to other questions concerned with describing managerial behaviour and with measuring job satisfaction, satisfaction with the employing organisation, and confidence in management. The results indicate that the four descriptions of leadership styles are meaningful to people. The consultative style was the one most consistently preferred. Most people were able to see their own managers as fitting one of the four descriptions. Those who felt that their own managers did not correspond at all closely to any one of the four styles showed least confidence in management and relatively low job satisfaction. Their descriptions of managerial behaviour show that they regard their bosses as weak, indecisive, inconsistent, incompetent, and lacking in human relations skills.
Choosing the Depth of Organizational Intervention
Authors: Harrison Roger 
Published: March 2006

There is a need for conceptual models which differentiate intervention strategies from one another in a way which permits rational matching of strategies to differing organizational change problems. A central concept in such a model could be the depth of individual emotional involvement in the change process. By depth we mean how deep, value-laden, emotionally charged, and central to the individual's sense of self are the issues and processes about which a consultant attempts directly to obtain information and which he seeks to influence. In order of increasing depth are the change strategies: operations analysis, management by objectives, the Managerial Grid, the T Group, and task group therapy. As depth of intervention increases, so also do a number of concomitants of depth: dependence on the special competence of the change agent, centrality of the individual as the target of the change attempt, costs of intervention, and the risk of unintended consequences for individuals. These concomitants suggest a criterion for the depth of intervention: to intervene at a level no deeper than that required to produce enduring solutions to the problems at hand. However, a countervailing trend tends to push the level of intervention deeper as organizational systems shift from greater external control to more autonomy and internal control for members. As the individual becomes more important, the level at which the processes which effectively determine his behavior operate becomes deeper, and the individual has increasing influence over the success or failure of the intervention. A case is presented for a radical shift of consultant orientation in the direction of accepting a client's felt needs and presented problems as being real and of working on them at a level where the client can serve as a competent and willing collaborator. This leads to the second criterion: to intervene at a level no deeper than that at which the energy and resources of the client can be committed to problem solving and to change.
"Beyond a Reasonable Doubt"—An Experimental Attempt at Quantification
Authors: Simon Rita James 
Published: March 2006

In American courts the burden of proof for determining guilt in criminal trials is the presentation of evidence which would lead "a reasonable man" to believe "beyond a reasonable doubt" that the defendant did indeed commit the act for which he was charged. This standard is applicable to all criminal acts irrespective of their heinousness or the circumstances under which they were committed. In instructing the jury, the judge explains his use of the phrase "beyond a reasonable doubt" by relying primarily upon paraphrases and by using what he believes are synonymous terms. Thus, a typical instruction sounds like this: Reasonable doubt is one a reasonable person has after carefully weighing all the testimony and is one a reasonable person would act or decline to act upon. It is not a capricious doubt or a fanciful doubt or a doubt arising in anyone's mind because of any sympathy for the defendant. It is in essence what the words obviously mean-a reasonable doubt. A reasonable doubt may arise not only from the evidence produced but also from a lack of evidence. The purpose of this research is to find out how subjects who are expected to apply that standard, namely, members of a jury, interpret its meaning, and to understand the relationship between the jurors' interpretation of the instruction and their verdict. From anecdotal evidence, it seems that the public translates the phrase "beyond a reasonable doubt" into "almost certain," "practically sure," "with only the slightest doubt"; or, if we were to restate the instruction in terms of a percentage or a probability, over a go per cent likelihood that the defendant committed the act for which he was charged. The findings reported in this paper describe one attempt at obtaining, if not a more accurate, at least a more easily communicated and a more reliable definition of the standard "beyond a reasonable doubt."
On the Dynamics of the Helping Relationship
Authors: Kolb David A. , Boyatzis Richard E. 
Published: March 2006

With the desire of improving the effectiveness of helping relationships, which are so much a part of everyday life, this study is an attempt to increase the knowledge concerning the interaction of various elements in such relationships. A conceptual framework of helping relationships is presented which includes the nature of the task, the helper, the receiver of help, the environment and psychological climate of the relationship, and the information feedback which occurs during the relationship. The study focuses on the helper, his motivation, self-image, and style of communicating with the receiver of help. Effective helpers are found to have moderate levels of achievement, power, and affiliation motivation in contrast to ineffective helpers (those individuals who unsuccessfully try to help) and nonhelpers (those individuals who do not try to help). Effective helpers are found to have self-images which are somewhere between the self-images of ineffective helpers and nonhelpers on such dimensions as aggressive-timid, talkative-quiet, self-conscious-not self-conscious, and patient-impatient. They also give more positive feedback and less feedback related to control issues than do ineffective helpers or non-helpers.
A Personal Growth Program for Self-Directed Groups
Authors: Solomon Lawrence N. , Berzon Betty , Davis David P. 
Published: March 2006

Twenty-four vocational rehabilitation clients participated in a nineday "Self-Improvement Workshop." They met in self-directed groups of approximately eight persons for two, two-hour sessions a day, using a set of program materials recorded on audio-tape. The program materials were designed to enhance opportunities for selfexploration and personal growth by presenting a series of interpersonal exercises. Results indicate that the subjects using the program materialswere enabled to become more open, sensitive to others, self-accept-ing, and self-motivating, as measured by a battery of pre-, post-,session-by-session, and daily instruments. Control subjects whowere given no group experience showed no such changes. This study is part of the continuing research activity on self-di-rected groups that has been conducted at the Western BehavioralSciences Institute since 1960 (Berzon & Solomon, 1964; Solomon,Berzon, & Weedman, 1968). The current paper describes an experi-mental evaluation of the authors' second effort to enhance personalgrowth in a self-directed small group through the use of programmaterials.' This effort, much more than the previous one, empha-sizes experiential over cognitive learning.
The Impact of Encounter Groups on Participants: Some Preliminary Findings
Authors: Lieberman Morton A. , Yalom Irvin D. , Miles Matthew B. 
Published: March 2006

Eighteen encounter groups were studied, representing lo approaches to personal change: T Groups, Rogerian, personal growth, sensory awareness, Gestalt, transactional analysis, psychodrama, Synanon, marathons, psychoanalytic, and Berzon's PEER Tapes. The study aims were (a) to assess the impact of such experiences for participants and (b) to isolate the group conditions associated with change. College undergraduates who expressed interest in having an encounter group experience were randomly assigned to the groups. A control group of 69 persons supplied data for contrast with those collected from the 209 experimental participants. Outcome assessment procedures were developed to assess (i) peak experiences, (2) self-esteem and self-ideal discrepancies, (3) values, (4) life decision making, (5) interpersonal orientation, (6) interpersonal constructs, (7) coping styles, and (8) interpersonal ftyles. Individuals were tested prior to group assignment, at the end of the three-month experience (30 hours of group), and again six/eight months later. Other sources of outcome data included (a) leader ratings, (b) peer group ratings of in-group behavior, and (c) external 'social network" judgments of change. All group sessions were attended by systematically rotated observers, who made codings of Content, working pattern, emotional climate, themes, normative behavior, rewarding and sanctioning behavior, and leader behavior and style. Other measures of group conditions were derived from participants, including questionnaircs on norms, cohesion, member roles, and Ss' phenomenal view of critical group events and major learning experiences. Preliminary findings are reviewed, including evidence on both positive and negative outcomes, and the relationship of leader behavior to each.