For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity to be (...) the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development. (shrink)

There is a strong pull to the idea that there is some metaphysically interesting distinction between the fully real, objective, observer‐independent qualities of things as they are in themselves, and the less‐than‐fully‐real, subjective, observer‐dependent qualities of things as they are for us. Call this (putative) distinction the primary/secondary quality distinction. The distinction between primary and secondary qualities is philosophically interesting because it is (a) often quite attractive to draw such a distinction, and (b) incredibly hard to spell it (...) out in any kind of satisfying and sensible way. I attempt such a spelling‐out after first trying to pin down in more detail what we want from the primary/secondary quality distinction, and saying a bit about why that is such a hard thing to get. (shrink)

ObjectiveCo-morbid insomnia and sleep apnea is a common and debilitating condition that is more difficult to treat compared to insomnia or sleep apnea-alone. Emerging evidence suggests that cognitive behavioral therapy for insomnia is effective in patients with COMISA, however, those with more severe sleep apnea and evidence of greater objective sleep disturbance may be less responsive to CBTi. Polysomnographic sleep study data has been used to predict treatment response to CBTi in patients with insomnia-alone, but not in patients with COMISA. (...) We used randomized controlled trial data to investigate polysomnographic predictors of insomnia improvement following CBTi, versus control in participants with COMISA.MethodsOne hundred and forty five participants with insomnia and sleep apnea [apnea-hypopnea index ≥ 15] were randomized to CBTi or no-treatment control. Mixed models were used to investigate the effect of pre-treatment AHI, sleep duration, and other traditional, and novel [quantitative electroencephalography ] polysomnographic predictors of between-group changes in Insomnia Severity Index scores from pre-treatment to post-treatment.ResultsCompared to control, CBTi was associated with greater ISI improvement among participants with; higher AHI, less wake after sleep onset, and less N3 sleep. No quantitative electroencephalographic, or other traditional polysomnographic variables predicted between-group ISI change.DiscussionAmong participants with COMISA, higher OSA severity predicted a greater treatment-response to CBTi, versus control. People with COMISA should be treated with CBTi, which is effective even in the presence of severe OSA and objective sleep disturbance. (shrink)

Nineteen teachers took part in a brief, one session, in?service course in which they were trained in behavioural techniques with the main aim of helping them increase their rates of approval contingent upon required behaviours from their pupils and to decrease their rates of disapproval. Subsidiary aims were that the teachers would be enabled to alter the balance of approval/disapproval given to academic and social behaviours, to increase the rate of approval given to group behaviours, to increase the rate of (...) description given to behaviours approved/disapproved, to use pupils' names more frequently and increase redirections given to behaviours following disapproval. From observations taken before and after training, it was seen that the main aim was achieved, with teachers showing increased levels of approval contingent upon required behaviour and decreased levels of disapproval, these changes being accompanied by increased pupil on?task behaviour. For the subsidiary aims, the data showed an encouraging shift in the balance of the teachers' verbal behaviour towards social and academic behaviours but the results were rather mixed for the other subsidiary aims. (shrink)

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several of these objectives. A (...) distinction between two epistemological perspectives on historical knowledge representation (factual or interpretive), was used as a framework for categorising the different objectives. More than half of the respondents mentioned objectives of history education that represent history as factual and objectives that represent history as interpretive. We propose that in actual practice most history teachers are combining epistemologically opposing objectives for pedagogical, political and religious motives. (shrink)

A survey of college courses addressing nonhuman animal ethics and welfare issues indicates that the presence of such courses has increased greatly since a prior survey was done in 1983. This paper provides titles and affiliations of 67 of 89 courses from the current survey. These courses represent 15 academic fields, and a majority are entirely devoted to animal issues. The fields of animal science and philosophy are proportionally well represented compared with biology and wildlife-related fields. An estimated 5000 or (...) more North American students are now receiving instruction in these issues each year. While the availability of courses in animal issues is still sporadic, it is unprecedentedly high and seen as an important component of changing social values toward nonhuman animals. (shrink)

According to Thagard, the behavior of practitioners of a field may also be used for demarcation between science and pseudoscience due to its social dimension in addition to the epistemic one. I defended the tendency of pseudoscientists to commit fallacies, and the number of fallacies they commit can be a secondary tool for demarcation problem and this tool is consistent with Thagardian approach. In this paper, I selected the astrology as the case and I revealed nine types of logical (...) fallacies frequently committed by astrologers while introducing their field and/or defending their claims against the scientific inquiries and refutation efforts. I also argued that recognizing these fallacies may help the audience to demarcate between the scientific and the pseudoscientific arguments. (shrink)

Fieldwork is a project in which, according to Rose (1997, p. 316), researcher, researched and research make each other, yet far more attention has been given to the making of the research and researcher than to the researched. Focusing on three aspects of the research process (the researcher's presence in the field, the research topic and the choice of methods), this paper uses examples from the author's own fieldwork to debate whether it is possible to shape fieldwork such that the (...) knowledges created and consumed in the field by the researched serve to destabilise dominant discourses of race, gender and age. (shrink)

논자는 이 글에서 한국의 현행 고교 윤리(도덕) 및 철학 교과서에 나타난 반철학적·비철학적 교화의 흔적들을 적시하며 그것들을 극복하는 올바른 방향성의 윤곽을 시론적으로 제시해 보았다. 『고등학교 생활과 윤리』, 『고등학교 윤리와 사상』, 『고등학교 고전과 윤리』, 『고등학교 철학』 등 네 종의 검인정 교과서를 검토한 결과, 논자는 각각 ‘평면적·나열적 내용 구성’, ‘윤리의 도구적 합리화’, ‘동아시아 전통의 특권화’, ‘의사소통의 수직적 왜곡’으로 요약되는 네 가지 문제점이 그러한 교화의 흔적으로 교과서에 나타남을 발견할 수 있었다. 맨 먼저 논자는 ‘평면적·나열적 내용 구성’에 대해 향후 교과서의 내용 구성을 단순히 평면적이고 나열적인 (...) 방식에서 보다 더 입체적이고 문제 제기적인 방식으로 바꿔 나가야 한다고 주장했다. 둘째로 ‘윤리의 도구적 합리화’에 대해서는 교과서가 도덕적인 양심을 자양하는 밑거름이 되어야지 단순히 유불리에 따라서만 행동하는 타산성의 배양토가 되어선 안 된다고 주장했다. 셋째로 ‘동아시아 전통의 특권화’에 대해서는 동아시아 사상을 단순히 그것이 ‘우리 것’이란 이유로 윤리책에 싣기 전에 그중에서 윤리와 관련 있는, 그래서 윤리책에 실릴 만한 요소들을 가려내는 ‘윤리적 여과’가 선행되지 않으면 안 된다고 주장했다. 넷째로 ‘의사소통의 수직적 왜곡’에 대해서는 수업에서 행해지는 토론이 무리한 다수결로 결론을 급조하는 형식적 의결의 절차가 아니라 모두가 자신의 생각을 충분히 드러내고 타인의 생각을 충분히 경청하며 ‘함께하는 발견’에 도달하는 합리적 의사소통의 절차로 재정립되어야 한다고 주장했다. (shrink)

Many works are attributed to artists after their death, even when someone else has contributed substantively to the content of the work or when the work left by the artist is deemed incomplete by any standard of completion. Call these works posthumous works.1 Consider, for instance, Garden of Eden, Mysterious Stranger, Silmarillion, Symphony No. 10, Symphony No. 7, Sagrada Familia, the film A.I., Woyzeck, to name just a few. These are examples where..

Many formal linguists hold that English pitch accent has a single function: marking focus. On the other hand, there is evidence from corpus work and from psycholinguistics that pitch accent is attracted to expressions which are unpredictable. We present a two-factor pragmatic account in which both focus and predictability contribute to the placement of accent in an English intonational phrase. On examples of so-called “second occurrence focus” and related phenomena, our account gives superior results to the one-factor accounts of Rooth (...) and B¨ uring and to Selkirk’s rival two-factor account. (shrink)