More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history. Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators. Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers’ (n = 10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; ‘Meeting Learners’ Needs,’ ‘Influencing Engagement’, (...) and ‘The Impact of ERT on Teachers’. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors. Finally, ERT is likely to have substantial effects on the wellbeing of those involved. Implications of these findings are considered and discussed. (shrink)

This lecture is divided, roughly, into three parts. First, there is a general and perhaps rather simple-minded discussion of what are the ‘facts’ that social anthropologists study; is there anything special about these ‘facts’ which makes them different from other kinds of facts? It will be useful to start with the common-sense distinction between two kinds or, better, aspects of social facts; first—though neither is analytically prior to the other—and putting it very crudely, ‘what people do’, the aspect of social (...) interaction, and second, ‘what—and how—people think’, the conceptual, classifying, cognitive component of human culture. Now in reality, of course (and perhaps not so ‘of course’; people do tend to think of them as separate ‘things’), these two aspects are inextricably intertwined. But it is essential to distinguish them analytically, because each aspect gives rise to quite different kinds of problems of understanding for the social anthropologist. We shall see that the problem of how to be ‘objective’, and so to avoid ethnographic error, arises in both contexts, but in rather different forms in each. (shrink)

This lecture is divided, roughly, into three parts. First, there is a general and perhaps rather simple-minded discussion of what are the ‘facts’ that social anthropologists study; is there anything special about these ‘facts’ which makes them different from other kinds of facts? It will be useful to start with the common-sense distinction between two kinds or, better, aspects of social facts; first—though neither is analytically prior to the other—and putting it very crudely, ‘what people do’, the aspect of social (...) interaction, and second, ‘what—and how—people think’, the conceptual, classifying, cognitive component of human culture. Now in reality, of course (and perhaps not so ‘of course’; people do tend to think of them as separate ‘things’), these two aspects are inextricably intertwined. But it is essential to distinguish them analytically, because each aspect gives rise to quite different kinds of problems of understanding for the social anthropologist. We shall see that the problem of how to be ‘objective’, and so to avoid ethnographic error, arises in both contexts, but in rather different forms in each. (shrink)

© 2016 Regents of the University of California.The Review summarizes much of particle physics and cosmology. Using data from previous editions, plus 3,062 new measurements from 721 papers, we list, evaluate, and average measured properties of gauge bosons and the recently discovered Higgs boson, leptons, quarks, mesons, and baryons. We summarize searches for hypothetical particles such as supersymmetric particles, heavy bosons, axions, dark photons, etc. All the particle properties and search limits are listed in Summary Tables. We also give numerous (...) tables, figures, formulae, and reviews of topics such as Higgs Boson Physics, Supersymmetry, Grand Unified Theories, Neutrino Mixing, Dark Energy, Dark Matter, Cosmology, Particle Detectors, Colliders, Probability and Statistics. Among the 117 reviews are many that are new or heavily revised, including those on Pentaquarks and Inflation. The complete Review is published online in a journal and on the website of the Particle Data Group. The printed PDG Book contains the Summary Tables and all review articles but no longer includes the detailed tables from the Particle Listings. A Booklet with the Summary Tables and abbreviated versions of some of the review articles is also available. (shrink)

This paper seeks to advance ethical practice in business and integrate ethics with management curricula. It focuses on the ethical dimensions of incompany research conducted by human resource practitioners who are part time students on a postgraduate research degree award (M.Sc. in HRM). These dual roles of academic researcher in HRM and HR practitioner can become blurred and present particular ethical considerations. Beyond ethical perspectives of HRM, the paper investigates the ethics of in-company research in terms of conceptual and operational (...) factors. The main conclusion is that ethical guidelines need to be developed for M.Sc. in HRM students. Draft guidelines are offered as the basis for development. (shrink)

This paper seeks to advance ethical practice in business and integrate ethics with management curricula. It focuses on the ethical dimensions of in-company research conducted by human resource practitioners who are part time students on a postgraduate research degree award (M.Sc. in HRM). These dual roles of academic researcher in HRM and HR practitioner can become blurred and present particular ethical considerations. Beyond ethical perspectives of HRM, the paper investigates the ethics of in-company research in terms of conceptual and operational (...) factors. The main conclusion is that ethical guidelines need to be developed for M.Sc. in HRM students. Draft guidelines are offered as the basis for development. (shrink)

Li Zehou and Vera Schwarcz argue that key political events in twentieth century Chinese intellectual history, like the May Fourth Movement, separate one generation of intellectuals from the next.1 I have also frequently heard contemporary Mainland intellectuals speak of generational differences among themselves. In lectures, Liu Binyan often contrasts the idealism and suffering of his generation with the disillusionment of the younger group of intellectuals and writers that grew up during the Cultural Revolution. This notion of generation seems to distinguish (...) between an older group and a younger and unproven one. The relationship between these successive generations has taken a variety of forms, but one can also argue that it has two paradigms. On the one hand, there is a relationship based on the idea of continuity, on the idea that a pupil from the younger generation obediently carries on a tradition or school of thought his older master inherited or created. The best example of this master-disciple relationship is Confucius's relationship to his followers. This idea also has strong familial overtones, and can be seen in the stress Confucian texts give to the bond between father and son, and to the values that underlie this bond: the notions of xiao, or filial piety, and zhong, or loyalty. This idea of chuan or transmission from one generation to the next is a strong element in sinicized religions like Chan Buddhism. Transmission of an idea, or even a family name, is a value informing many aspects of life in late imperial society. Mary Rankin and Hilary Beattie's work on family lineages shows how local elites used all the financial, cultural, and political means available to them to preserve the elite status of their extended families over several hundred years.2 Education, provided by teachers in local village and lineage schools, was the key to transmitting and inculcating these ethical values of loyalty, obedience, filial piety, and ethical behavior. The values informing this intergenerational relationship obligated the teacher to act in a morally conscious way, but also gave him power over his pupils, who were taught to obediently follow him. (shrink)

In this paper we examine Ɔbenfo Mario H. Beatty’s chapter, ‘Maat the Cultural and Intellectual Allegiance of a Concept’ in terms of its articulation of MꜢꜤt ‘Maat’. This examination sets out to delineate how a return to the principles inherent in MꜢꜤt ‘Maat’ can serve to bring about the Wḥm Mswt ‘Rebirth/Renaissance’ of Kmt ‘Land of Black People’ and Kmt ‘Black People’ economically and politically. This research is significant in that it points us away from the semantically vacuous and etymologically (...) opaque terms “Africa” and “Africans” to terminology, principles and practices that restore our original identity as Kmt ‘Black People’. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

There are many reasons why scientific experts may mask disagreement and endorse a position publicly as “jointly accepted.” In this paper I consider the inner workings of a group of scientists charged with deciding not only a technically difficult issue, but also a matter of social and political importance: the maximum acceptable dose of radiation. I focus on how, in this real world situation, concerns with credibility, authority, and expertise shaped the process by which this group negotiated the competing virtues (...) of reaching consensus versus reporting accurately the nature and degree of disagreement among them. (shrink)

James Beattie was appointed professor of moral philosophy and logic at Marischal College, Aberdeen, Scotland at the age of twenty-five. Though more fond of poetry than philosophy, he became part of the Scottish 'Common Sense' school of philosophy that included Thomas Reid and George Campbell. In 1770 Beattie published the work for which he is best known, An Essay on Truth, an abrasive attack on 'modern scepticism' in general, and on David Hume in particular, subsequently and despite (...) class='Hi'>Beattie's attack, Scotland's most famous philosopher. The Essay was a great success, earning its author an honorary degree from Oxford and an audience with George III. Samuel Johnson declared in 1772 that 'We all love Beattie'. Hume, on the other hand, described the Essay as 'a horrible large lie in octavo', and dismissed its author as a 'bigotted silly Fellow'. Although Beattie is no match for Hume as a philosopher, the success of the Essay suggests that, unlike Hume, Beattie voices the characteristic assumptions, and anxieties, of his age. The first part of this selection—the first ever made from Beattie's prose writings—includes several key chapters from the Essay on Truth, along with extracts from all of Beattie's other works on moral philosophy. The topics treated include memory, the existence of God, the nature of virtue, and slavery. The second part of the selection is devoted to Beattie's contributions to literary criticism and aesthetics. Beattie's studies of poetry, music, taste, and the sublime are vital to the understanding of the literary culture out of which developed the early Romanticism of Wordsworth and Coleridge. (shrink)

How, according to Darwin, does chance variation affect evolutionary outcomes? In his 1866 book, On the Various Contrivances by which British and Foreign Orchids are Fertilised by Insects, Darwin developed an argument that played an important role in his overall case for evolution by natural selection, as articulated in later editions of the Origin. This argument also figured significantly in Darwin's reflections on the theological dimensions of evolution by natural selection.

We contend that many of the criticisms of the American Psychological Association’s current Ethics Code are based on faulty assumptions and insufficient information. While the APA Ethics Committee values commentary on perceived shortcomings of the current Ethics Code as an important aspect of the current revision process, O’Donohue’s article contains inaccuracies that should be addressed. We clarify the functioning of the Ethics Code and the APA adjudication system, including explaining changes made to adjudication in light of the Commission on Ethics (...) Processes. We also explain the transparent, open process the APA has already undertaken to create a revised Ethics Code that is visionary and transformational. (shrink)

The concept of "fitness" is a notion of central importance to evolutionary theory. Yet the interpretation of this concept and its role in explanations of evolutionary phenomena have remained obscure. We provide a propensity interpretation of fitness, which we argue captures the intended reference of this term as it is used by evolutionary theorists. Using the propensity interpretation of fitness, we provide a Hempelian reconstruction of explanations of evolutionary phenomena, and we show why charges of circularity which have been levelled (...) against explanations in evolutionary theory are mistaken. Finally, we provide a definition of natural selection which follows from the propensity interpretation of fitness, and which handles all the types of selection discussed by biologists, thus improving on extant definitions. (shrink)

Writing from a scientifically and philosophically informed perspective, the authors provide a critical overview of the conceptual difficulties encountered in many current neuroscientific and psychological theories.

Climate change is an anthropogenic existential threat that provokes extreme concern among climate scientists, but not, it seems, among all member of the public. Here, there is considerably more variability in level of concern and, it appears, in everyday sustainable behavior. But how does personality affect this variability in behavior? And how are underlying personality states like dispositional optimism linked to more sustainable everyday practices? Research in clinical psychology has suggested that dispositional optimism is a very positive personality characteristic associated (...) with higher levels of hope and resilience, but applied research from other domains has reported that optimists can, on occasion, bury their heads in the sand and avoid attending to external threats, like climate change, in order to maintain mood state. So are optimists more immune to climate change messaging than non-optimists? And do they make fewer sustainable choices? A series of experimental studies, manipulating signifiers of carbon footprint (Study 1) and eco labels on products (Study 2) found that optimists made more sustainable choices than non-optimists and that both groups were influenced equally by climate change film clips in terms of sustainable choices (Study 1). Optimists also displayed a false consensus effect, overestimating the proportion of people who would behave more sustainably like themselves (Study 3). Given that global problems like climate change need concerted, cooperative effort, these optimistic beliefs about how others behave could be adaptive in the long-run. Designing climate change messages to appeal to optimists might be a critical consideration for the future. (shrink)

There can be good reasons to doubt the authority of a group of scientists. But those reasons do not include lack of unanimity among them. Indeed, holding science to a unanimity or near-unanimity standard has a pernicious effect on scientific deliberation, and on the transparency that is so crucial to the authority of science in a democracy. What authorizes a conclusion is the quality of the deliberation that produced it, which is enhanced by the presence of a non-dismissible minority. Scientists (...) can speak as one in more ways than one. We recommend a different sort of consensus that is partly substantive and partly procedural. It is a version of what Margaret Gilbert calls “joint acceptance” – we call it “deliberative acceptance.” It capitalizes on there being a persistent minority, and thereby encourages accurate reporting of the state of agreement and disagreement among deliberators. (shrink)

A long-standing theme in discussion of perception and thought has been that our primary cognitive contact with individual objects and events in the world derives from our perceptual contact with them. When I look at a duck in front of me, I am not merely presented with the fact that there is at least one duck in the area, rather I seem to be presented withthisthing (as one might put it from my perspective) in front of me, which looks to (...) me to be a duck. Furthermore, such a perception would seem to put me in a position not merely to make the existential judgment that there is some duck or other present, but rather to make a singular, demonstrative judgment, that that is a duck. My grounds for an existential judgment in this case derives from my apprehension of the demonstrative thought and not vice versa. (shrink)

Among the liveliest disputes in evolutionary biology today are disputes concerning the role of chance in evolution--more specifically, disputes concerning the relative evolutionary importance of natural selection vs. so-called "random drift". The following discussion is an attempt to sort out some of the broad issues involved in those disputes. In the first half of this paper, I try to explain the differences between evolution by natural selection and evolution by random drift. On some common construals of "natural selection", those two (...) modes of evolution are completely indistinguishable. Even on a proper construal of "natural selection", it is difficult to distinguish between the "improbable results of natural selection" and evolution by random drift. In the second half of this paper, I discuss the variety of positions taken by evolutionists with respect to the evolutionary importance of random drift vs. natural selection. I will then consider the variety of issues in question in terms of a conceptual distinction often used to describe the rise of probabilistic thinking in the sciences. I will argue, in particular, that what is going on here is not, as might appear at first sight, just another dispute about the desirability of "stochastic" vs. "deterministic" theories. Modern evolutionists do not argue so much about whether evolution is stochastic, but about how stochastic it is. (shrink)