Wallace became a full-time naturalist in 1848, the year when he and Bates set out on their journey to South America. Wallace was twenty-five at the time and over half of his life had been spent in various parts of Wales, the land of his birth. Commentators have tended to gloss over or ignore any formative influences from this early period of his life or even to dismiss them as non-existent. This is surprising as it was during the eight or (...) so years in Wales leading up to 1848 that Wallace's interest in natural history emerged. ‘The importance of this early period in Wallace's life can scarcely be over-emphasized’ wrote Durant in his account of the development of the Wallace personality, but he omitted any specific reference to the significance of the early period in Wales. Those seeking a simple unitary cause for Wallace's conversion to natural history usually locate this in his visit to Leicester in 1844 and his meeting there with H. W. Bates. ‘The odyssey began … in 1844, in Leicester’ wrote Brooks, adding that ‘the more remote parts of … southern Wales had offered little reading material…’ This, and similar claims, are presumably founded primarily on Wallace's belief—expressed sixty years later—that it was at Leicester that he first familiarized himself with Malthus'Essay on the Principles of Populationand Humboldt'sPersonal Narrative of Travels in South America.There is, however, evidence that Wallace was probably familiar with at least one of these books some time before his visit to Leicester and that it was during his period in southern Wales that his interest in natural history emerged and developed. (shrink)

Drawing on early work on ethical leadership, we argue that when leaders engage in leader moral hypocrisy (i.e., ethical promotion without ethical demonstration), followers can experience psychological reactance—a negative response to a perceived restriction of freedom—which can have negative downstream consequences. In a survey of employee–manager dyads (study 1), we demonstrate that leader moral hypocrisy is positively associated with follower psychological reactance, which increases follower deviance. In two subsequent laboratory experiments, we find similar patterns of results (study 2) and explore (...) potential alternative mechanisms (study 3). We demonstrate in a final experiment with working adults that the relationship between leader moral hypocrisy and psychological reactance is partly explained by increased perceptions of a leader’s use of power (study 4). We discuss the implications of our findings and advocate for further understanding of the risks associated with psychological reactance in response to leaders and other workplace situations. (shrink)

A hippocampal patient is described who shows preserved item recognition and simple recognition-based recollection but impaired recall and associative recognition. These data and other evidence suggest that contrary to Aggleton & Brown's target article, Papez circuit damage impairs only complex item-item-context recollection. A patient with perirhinal cortex damage and a delayed global memory deficit, apparently inconsistent with A&B's framework, is also described.

Bayesians often confuse insistence that probability judgment ought to be indeterminate (which is incompatible with Bayesian ideals) with recognition of the presence of imprecision in the determination or measurement of personal probabilities (which is compatible with these ideals). The confusion is discussed and illustrated by remarks in a recent essay by R. C. Jeffrey.

Las clases virtuales son una modalidad de estudio a distancia que ha sido aplicadas por más de 10 años. Son utilizadas principalmente en universidades para abarcar las necesidades de sus estudiantes que no pueden acceder al sistema presencial. Al encontrarnos en una emergencia sanitaria por el COVID-19, la aplicación de las clases virtuales alrededor del mundo se volvió una obligación para precautelar la vida de los estudiantes. Es por esto que la población universitaria tuvo que adaptarse a nuevas condiciones de (...) estudio como: las clases, trabajos y exámenes en línea con el fin de no detener su aprendizaje. Sin duda, esto desencadenó inconformidades e inquietudes al estudiar por primera vez bajo esta modalidad. En este trabajo se evaluó la satisfacción sobre clases virtuales tomadas el primer semestre del 2020 a estudiantes de la carrera de Ingeniería Industrial de la Universidad de las Américas con edades entre 18 a 20 años. Para ello se realizó una encuesta de 15 ítems los cuales evaluaron las distintas condiciones que se presentaron en las clases virtuales durante el periodo de pandemia, con datos validados por un alfa de Cronbach 0,92. En este trabajo se obtuvo como resultado que gran parte de las personas encuestadas aprobó el software aplicado para la realización de las clases virtuales debido a que es una herramienta de uso intuitivo y de fácil acceso, por otro lado, están en desacuerdo con la modalidad de evaluación del conocimiento adquirido. Palabras Clave: Clases virtuales, Satisfacción estudiantil, COVID-19, TIC’s. Referencias [1]K. Brandl, «Are you ready to Moodle?,» Language Learning & Technology, vol. 9, nº 2, pp. 16-23, 2005. [2]C. Belloch, «Entornos virtuales de aprendizaje,» Universidad de Valencia, vol. 1, nº 1, pp. 1-3, 2012. [3]J. Jarrín, «Informe Nacional: Ecuador,» Universa, Quito, 2016. [4]M. Reeves. y T. Barbour, «The reality of virtual schools: A review of the literature,» Computers & Education, vol. 52, nº 10, pp. 402-416, 2009. [5]C. Bonfill, «Clases virtuales a través de videoconferencias: factores críticos vivenciados por los tutores en un sistema de educación a distancia.,» Temas de Managment, vol. 5, nº 2, pp. 12-20, 2007. [6]A. García, M. Mediavilla y A. Casares, «Evaluación entre iguales en entornos de edcucación superior online mediante el taller Moodle,» A case study, vol. 13, nº 2, pp. 119-126, 2020. [7]R. Bendezu, A. Quijuano, H. Rebatta y G. Gutierrez, «Aprendizaje en tiempos de aislamiento social: cursos masivos abiertos en línea sobre la COVID-19,» vol. 37, nº 2, pp. 375-277, 2020. [8]M. Bautista y R. Torres, «El uso de material didáctico y las tecnologías de la información y comunicación para mejorar el alcance académico,» Ciencia y tecnología, nº 14, 2014. [9]G. Gutierrez, P. Krystell, C. Zarate, I. Juarez. y M. López, «Uso de tecnologías de la información en el rendimiento académico basado en una población de estudiantes de Medicina,» Educ Med Super, vol. 31, nº 2, pp. 23-34, 2017. [10]A. Rodrífuez, B. González y J. Fariñas, «Simulaciones virtuales como complemento de las clases y los laboratorios de Física. Ejemplos en la carrera de Ingeniería en Telecomunicaciones y Electrónica.,» Latin-American Journal of Physics Education, vol. 7, nº 4, pp. 16-20, 2013. (shrink)

© 2015, Springer-Verlag Berlin Heidelberg.Genetic studies have identified single nucleotide polymorphisms associated with the risk of prostate cancer. It remains unclear whether such genetic variants are associated with disease aggressiveness. The NCI-SPORE Genetics Working Group retrospectively collected clinicopathologic information and genotype data for 36 SNPs which at the time had been validated to be associated with PC risk from 25,674 cases with PC. Cases were grouped according to race, Gleason score and aggressiveness. Statistical analyses were used to compare the frequency (...) of the SNPs between different disease cohorts. After adjusting for multiple testing, only PC-risk SNP rs2735839 was significantly and inversely associated with aggressive and high-grade disease in European men. Similar associations with aggressive and high-grade disease were documented in African-American subjects. The G allele of rs2735839 was associated with disease aggressiveness even at low PSA levels in both European and African-American men. Our results provide further support that a PC-risk SNP rs2735839 near the KLK3 gene on chromosome 19q13 may be associated with aggressive and high-grade PC. Future prospectively designed, case-case GWAS are needed to identify additional SNPs associated with PC aggressiveness. (shrink)

For quite some time now philosophers have stressed the need to distinguish between explanatory (motivating) reasons and justifying (good) reasons. The distinction is often illustrated with an example of someone doing something that is intended to strike the reader or listener, at least at the outset, as incomprehensible. The story of Abraham on Mount Moriah, who decided to sacrifice his son, Isaac, illustrates this pattern. Killing one’s own child is a horrific thing to do, and it is hard to (...) understand what would drive a parent to do such a thing. But once we are informed that Abraham actually believed God had told him to do so, we can see (allegedly) that there is at least an explanation of why he decided to kill his son. In the eyes of most people the planned act remains awful. But once we assume that Abraham was mistaken (say, because the best explanation in this case need not postulate the existence of God), we can see that his decision to kill his son is not a response to a normative good reason.1 So in a few lines we have outlined two reason notions: explanatory and normative (good) reasons. Cases like this afford an intuitive grasp of the distinction between explanatory and normative reasons — the difference between what explains Abraham’s motivation and behaviour and the good or bad reasons that apply to him. However, more recently (see e.g. Dancy 2000) the picture such cases present has been supplemented, or perhaps even corrected. There is a further feature of the Abrahamic story that needs to be teased out — one that gives a finer-grained understanding of what is going on than that provided by talk of the agent’s explanatory reasons. I share this view, and so what I will be doing in this paper is mainly to underline the need to dig a bit deeper. Motivation, as I shall argue, comes in different forms . (shrink)

R.A.Fisher introduced the fiducial argument as a means for obtaining something from nothing. He thought that on some occasions it was legitimate to obtain a posterior probability distribution over a range of simple statistical hypotheses without commitment to a prior distribution [4].H.Jeffreys thought he could tame Fisher by casting his argument in a Bayesian mold through a derivation of the fiducial posterior from a suitably constructed ignorance prior via Bayes’ theorem and conditionalization on the data of experimentation. According to Jeffreys, (...) Fisher was using something to obtain something after all ([7],pp.381-383).D.V.Lindley furthered the process of taming by specifying allegedly necessary and sufficient conditions for the consistency of fiducial reasoning in contexts of one parameter estimation with Bayesian requirements [14]. I. Hacking exploited Lindley’s result to supply his own ingenious method for taming Fisher([5],ch. 9).T.Seidenfeld has recently demonstrated that Lindley’s conditions are insufficient for consistency and that reconstructions like Jeffreys’ or Hacking’s lead to contradiction ([15], PP. 721-727). (shrink)

Traces the decentered formulation of self at the heart of Paul Ricoeur's philosophy from his earliest works to his most recent.

[1] Pinḳas "Aḥaron Boisḳ." Pinḳas "Rishon le-Yafo." Pinḳas 81 pisḳaʼot (Yafo). Pinḳas "Reshimot mi-London." Pinḳas Yerushalayim, 793 -- kerekh 2. Maḥberot ḳeṭanot, Boisḳ 1-2. Pinḳas ha-dapim, 1-4. Pinḳas 5.

[1] Pinḳas "Aḥaron Boisḳ." Pinḳas "Rishon le-Yafo." Pinḳas 81 pisḳaʼot (Yafo). Pinḳas "Reshimot mi-London." Pinḳas Yerushalayim, 793 -- kerekh 2. Maḥberot ḳeṭanot, Boisḳ 1-2. Pinḳas ha-dapim, 1-4. Pinḳas 5.

We consider the complexity (in terms of the arithmetical hierarchy) of the various quantifier levels of the diagram of a computably presented metric structure. As the truth value of a sentence of continuous logic may be any real in [0, 1], we introduce two kinds of diagrams at each level: the closed diagram, which encapsulates weak inequalities of the form $$\phi ^\mathcal {M}\le r$$, and the open diagram, which encapsulates strict inequalities of the form $$\phi ^\mathcal {M}< r$$. We show (...) that the closed and open $$\Sigma _N$$ diagrams are $$\Pi ^0_{N+1}$$ and $$\Sigma ^0_N$$ respectively, and that the closed and open $$\Pi _N$$ diagrams are $$\Pi ^0_N$$ and $$\Sigma ^0_{N + 1}$$ respectively. We then introduce effective infinitary formulas of continuous logic and extend our results to the hyperarithmetical hierarchy. Finally, we demonstrate that our results are optimal. (shrink)

The emergence of experimental philosophy was one of the most significant developments in the early modern period. However, it is often overlooked in modern scholarship, despite being associated with leading figures such as Francis Bacon, Robert Boyle, Isaac Newton, Jean Le Rond d'Alembert, David Hume and Christian Wolff. Ranging from the early Royal Society of London in the seventeenth century to the uptake of experimental philosophy in Paris and Berlin in the eighteenth, this book provides new terms of reference (...) for understanding early modern philosophy and science, and its eventual eclipse in the shadow of post-Kantian notions of empiricism and rationalism. Experimental Philosophy and the Origins of Empiricism is an integrated history of early modern experimental philosophy which challenges the rationalism and empiricism historiography that has dominated Anglophone history of philosophy for more than a century. (shrink)

Open peer commentary on the article “Interactivity and Enaction in Human Cognition” by Matthew Isaac Harvey, Rasmus Gahrn-Andersen & Sune Vork Steffensen. Upshot: In contrasting an interactivity account alternative to variants on the enactive approach, the authors discuss the role of sense-making. They claim that their interactivity perspective, unlike enactive approaches, accounts for a dependency on “non-local” resources characteristic of many organisms. I draw attention to the cybernetic-enactivist perspective on homeostatic sense-making, which may fundamentally fail to explain the operationally (...) open nature of organismic regulatory processes better captured by Sterling’s notion of “allostasis.” This sense-making model appears to be more in line with Harvey et al.’s interactivity framework, focusing as it does on the regulatory effect of extrinsic “norms” rather than the cybernetic-enactivist focus on intrinsic “norms.”. (shrink)

Leonhard Euler was the leading eighteenth-century critic of Isaac Newton's projectile theory of light. Euler's main criticisms of Newton's views are surveyed, and also his alternative account according to which light is a wave motion propagated through the aether. Important changes are identified as having occurred between 1744 and 1746 in Euler's thinking about the way in which a wave such as he supposed light to be is propagated through a medium. Paradoxically, in view of Euler's overtly anti-Newtonian stand, (...) these amount to Euler abandoning his early, Malebranchian notions about the physical basis of wave propagation, in favour of the ideas set out by Newton in Book II of his Principia. (shrink)

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.