Purpose With the rapid improvement in digital infrastructure, the popularity of digital devices and smartphones in every pocket, the yearning to stay connected with others has increased manifold, especially in youngsters. This has raised multiple concerns primarily related to the problematic usage of the internet (PUI). The current research study aims to scrutinize the association between PUI, psychological and mental health (PMH), social media fatigue (SMF), fear of missing out (FOMO), desire to disconnect (DD) and its relation with a novel (...) phenomenon of joy of missing out (JOMO). Design/methodology/approach The present research study embraces the empirical research method through quantitative analysis. The proposed theoretical model was empirically tested using primary data, collected through a self-designed structured questionnaire. The study sample included individuals between 16 and 39 years of age as these are the most active demographics on social media. The model is empirically tested with the help of structural equation modeling applied using software IBM AMOS 20.0 and SPSS 22.0. Initially, first-order confirmatory factor analysis was conducted, to measure and test the fit indices of the proposed model. Secondly, path analysis using structural equation modeling was carried out for the model. Findings Empirical synthesis of this research shows that PUI significantly and positively impacts mental and psychological health, FOMO and SMF. Also, SMF significantly and positively affects the DD which significantly and positively affects the JOMO. However, as depicted by the results of this study, FOMO have no considerable impact on SMF. Originality/value A study that connects the PUI with PMH, SMF and FOMO is rare to find. Second, this study uses data collected from social media users of India in the age group of 16–39 years. This slice of the population is most active in internet, and internet-enabled platform and are scantly studied, especially in the Indian context. This makes the study more exciting and crucial. (shrink)

Sport has become a significant part of the contemporary society culture. There has been developed a system of sciences dealing with sports. Philosophy figures prominently among them and it deals with aesthetic problems of sport. The problem of the aesthetic of sport is really of great importance as; first of all, it creates new fields of aesthetic activity and exerts aesthetic influence upon millions of people. Secondly, sports exert profound influence upon modern architecture, design, performing and fine arts, fashion and (...) lifestyle. Thirdly, sport has become one of important means of preservation and further development of traditions of national cultures and their aesthetic values. The development of sport is mainly determined by its aesthetic essence, therefore it is important to realize thespecific character of its content and avoid applying to it criteria of other kinds of aesthetic activity. The significance of the aesthetic aspect of sport is due to the fact that sport has contributed a lot to the development of human beings, their humanistic and aesthetic ideals, sensual image of a perfect man. The character of the contemporary society sport is complicated and controversial and therefore careful analysis of its content, of its structure and functions is necessary. (shrink)

The position of individuals' bodies (e.g., holding a pencil in the mouth in a way that either facilitates or inhibits smiling musculature) can influence their emotional reactions to the stimuli they encounter, and can even impact their explicit preferences for one item over another. In this article we begin by reviewing the literature demonstrating these effects, explore mechanisms to explain this body-preference link, and introduce new work from our lab that asks whether one's bodily or motor experiences might also shape (...) preferences in situations where the body is not contorted in a particular position, or when there is no intention to act. Such work suggests that one consequence of perceiving an object is the automatic and covert motor simulation of acting on this object. This, in turn, provides individuals with information about how easy or hard this action would be. It transpires that we like to do what is easy, and we also prefer objects that are easier to act on. The notion that judgments of object likeability are driven by motoric information furthers embodied cognition theories by demonstrating that even our preferences are grounded in action. (shrink)

What justifies the use of Bayesian statistics in science? The traditional answer is that Bayesian statistics is simply an instance of orthodox expected utility theory. Thus, Bayesian statistical methods, like principles of utility theory, are justified by norms of individual rationality. In particular, most Bayesians argue that a scientist's credences must satisfy the probability axioms if she adheres to norms of practical and epistemic rationality. We argue that, to justify Bayesian statistics as a tool for science, it is necessary that (...) a scientist's public credences obey the probability axioms. We claim that norms of collective science help justify this restricted view, termed public probabilism. (shrink)

The pandemic of COVID-19 has altered the world canvas forever. The education sector, too, has been impacted by the same. There has been a phenomenal rise in e-platforms for teaching, learning, and evaluation. Teachers and students had to train themselves overnight to embrace the changing dynamics of the education sector. The change has been marked with challenges. In this new education landscape, online exams have occupied center stage. While the idea of giving exams from any part of the world welcomes (...) freedom, it also raises concerns among faculty and students about academic integrity. Thus, as online studies and online assessment continue to expand, the paper aims to identify the factors responsible for unethical practices in online assessment. The paper further identifies the association between the identified factors. The paper proposes a four-level model that focuses on the lack of training for both faculty and students, interpersonal barriers, technological barriers, time management, personal ethics, and design of assessment as underlying reasons for unethical behavior in online assessments. The paper further explains the linkages using fuzzy MICMAC analysis. The results have both practical and social implications. Understanding the factors and their relationship with each other can help the instructors and administrators in their decision-making process regarding online evaluations and formulate policies that would instill strong ethical values, such as academic integrity and honesty, in their students throughout their academic journey. (shrink)

We tested whether analogical training could help children learn a key principle of elementary engineering—namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.

Alongside his much-discussed theory that humans are permanently, if only tacitly, self-aware, Avicenna proposed that in actively conscious self-knowers the subject and object of thought are identical. He applies to both humans and God the slogan that the self-knower is “intellect, intellecting, and object of intellection (‘aql, ‘āqil, ma‘qūl)”. This paper examines reactions to this idea in the Islamic East from the 12th-13th centuries. A wide range of philosophers such as Abū l-Barakāt al-Baghdādī, Faḫr al-Dīn al-Rāzī, al-Šahrastānī, Šaraf al-Dīn al-Mas‘ūdī, (...) al-Abharī, al-Āmidī, and Naṣīr al-Dīn al-Ṭūsī raised and countered objections to Avicenna's position. One central problem was that on widely accepted definitions of knowledge – according to which knowledge is representational or consists in a relation – it seems impossible for the subject and object of knowledge to be the same. Responses to this difficulty included the idea that a self-knower is “present” to itself, or that here subject and object are different only in “aspect (i‘tibār)”. (shrink)