We have shown in several studies that the perceived suffering of a care recipient is strongly associated with caregiver depression, even after controlling for multiple caregiving factors such as care recipient functioning and hours of care.In this study we hypothesized that intrusive thoughts-the inability to inhibit thoughts about the care recipient's illnesswould mediate the relation between perceived suffering and caregiver depression.Further, we hypothesized that highly compassionate caregivers would be especially susceptible to intrusive thoughts.We analyzed 3 waves of data from 108 minority dementia caregivers using multilevel modeling to test moderated mediation.We found evidence for partial mediation (intrusive thoughts mediates the relation between perceived psychological suffering and depression) and complete mediation (intrusive thoughts mediates the effects of physical suffering on depression).Also, caregivers who had greater compassion were more likely to experience greater intrusive thoughts, even when they perceived low physical suffering.

The disconnect between modes of knowledge production in forensics (mostly collaborative) and academic study in the humanities (mostly solo work) is a chasm that can complicate the transition from tournament competitor to professional scholar. Might arrangements that promote joint authorship help harmonize the two modes of knowledge production and convert creative energy from the forensics setting to the academic publishing enterprise? This essay considers the possibility, reflecting on how efforts to coordinate collaborative knowledge production in debate authors working groups relate to professional development challenges isolated in the 1974 Sedalia Conference, the 1984 National Developmental Conference on Forensics, the 1993 Quail Roost Caucus, and the 2009 National Developmental Conference on Debate. The analysis sheds light on issues of perennial importance for the forensics community and also contributes understanding of how recent technological and sociological trends portend changes in the process of knowledge production for the academy writ large.Key Words: co-authorshipargumentation and debateforensicsacademic scholarshipprofessional development

Th is is a book about spirits—human, godly, ghostly, and alcoholic. Paul Schol-lmeier’s Human Goodness: Pragmatic Variations on Platonic Th emes explores how humble humans act morally in an absurd world. Schollmeier contends that the Socratic spirit, or daimon, of self-knowledge and hypothesis testing provides the foundation for a deeply human moral philosophy. It is, in Schol-lmeier’s elegant phrasing, daimonic rather than eudaimonic, joining Aristo-tle and Plato with William James, as well as contributions from the ghosts of David Hume and Immanuel Kant and a few rounds of whiskey. Spirits abound! Mixing Socratic skepticism with Jamesian empiricism, Schollmeier argues that we act best when we apply general principles held as opinion (not as certain knowledge), and tested through experience, to our particular situation. When these opinions yield fruit, we fi nd ourselves less at the whim of our capricious surroundings; when they do not, we are obliged to recognize the provisional nature of our opinions and change them. Th e ends of these day-to-day activities refl ect a far grander cosmological order, one we ignore to our mortal (and moral) peril. It is by engaging in this intellectual activity that we are made happy, and it is in measured pursuit of this happiness that we are virtuous. Our actions are neither absolutely true nor perfect. Th ey are instead the best that we can do. And for a reviewer attempting to encapsulate a fi nely nuanced book in a small space, this is comforting advice indeed.

Click to increase image sizeClick to decrease image size Acknowledgements Founded in 2005, the Schenley Park DAWG strives to generate rigorous scholarship addressing the role of argumentation and debate in society. First author Eric English led work on this DAWG essay, while the co-authors each contributed substantially in areas of conceptual design, research, and writing. Notes 1. Charles R. Koch, Letter to the Committee on Intercollegiate Debate and Discussion, 1 October 1954, Faculty papers, Karl R. Wallace, Series V. Communication Pedagogy, C. Miscellaneous Papers R–Z, Box 22, Group 40/11, Folder 49, Archives of the University of Massachusetts, Amherst. Hereafter cited as “Wallace papers.” 2. Ronald Walter Greene and Darrin Hicks, “Lost Convictions: Debating Both Sides and the Ethical Self-fashioning of Liberal Citizens,” Cultural Studies 19 (2005): 103. 3. James MacGregor Burns, “Debate Over Collegiate Debates,” New York Times Magazine, 5 December 1954, 12. 4. See, for example, Herbert L. Cushing, Letter to Karl Wallace, 27 September 1954; Neal S. Gomon, Letter to Karl Wallace, 21 October 1954, Wallace papers, Folder 49. 5. Karl R. Wallace, Winston L. Brembeck, Glenn L. Jones, T. Earle Johnson, Lawrence E. Norton, Robert G. Gunderson and Austin J. Freeley, Committee on International Discussion and Debate statement, 29 November 1954, Wallace papers, Folder 49. 6. “Oppose Choice of Red China as Debate Topic,” Chicago Daily Tribune, 14 October 1954, part 2, 9. 7. J. Jefferey Auer, interview with Lindley J. Stiles, “Should Debaters be Allowed to Discuss Controversial Questions?” Stenographic transcription from “A Letter from the Dean,” weekly radio program broadcast by nearly twenty Virginia stations. Wallace papers, Folder 49. 8. George Lardner Jr., “Legal Scholars Criticize Wording of Bush Order: Accused Can Be Detained Indefinitely,” Washington Post, 3 December 2001, A10. 9. BBC News, “Cheney Says Iraq Debate Essential,” 21 November 2006, http://news.bbc.co.uk/2/hi/middle_east/4457818.stm. 10. See Star Muir, “A Defense of the Ethics of Contemporary Debate,” Philosophy and Rhetoric, 26 (1993): 277–95. 11. Greene and Hicks, “Lost Convictions,” 121. 12. Hamdan v. Rumsfeld, 548 US (2006). 13. Neal Kumar Katyal and Laurence H. Tribe, “Waging War, Deciding Guilt: Trying the Constitutionality of the Military Tribunals,” Yale Law Journal 111 (2002): 101–52. 14. Neal Katyal, quoted in “Alumni Making a Difference,” Loyola Academy Focus (Fall 2006). Additional informationNotes on contributorsGordon R. MitchellGordon Mitchell is Associate Professor of Communication at the University of PittsburghCarly WoodsEach of the other co-authors is a graduate student in the Department of Communication at the University of Pittsburgh. All are past or present Pitt debate coaches