In the context of academic pressures, short-term stress is deemed necessary to enhance learning outcomes and promote higher achievement.

This study determined the socio-demographic profile, stress level of academic stressors such as parents’ expectations, self-expectations, educational requirements, and peer relationships, and the relationship between the socio-demographic profile and level of stress among Grade 12 STEM students at Baybay City Senior High School during transitional face-to-face classes. The stress level is categorized into very high, high, average, low, and very low. A survey questionnaire was utilized to gather the data using a complete enumeration with 43 males and 62 females (...) for 105 students. Frequency counts, percentages, and the chi-square test were used to examine the survey data. The result of the study revealed that the level of stress of academic stressors among the Grade 12 STEM students was average in parent expectations with a weighted mean of 3.22, highly stressed in self-expectation with a 3.50 weighted average, and academic requirements with a weighted mean of 3.52, and low highlighted in a peer relationship with a weighted mean of 2.08. Also, there was no significant relationship between the respondents' socio-demographic profile and the stress level among academic stressors. Therefore, Grade 12 STEM students at Baybay City Senior High School experienced stress during transitional face-to-face classes. A proposed action plan is designed to manage the level of pressure among the Grade 12 STEM students. (shrink)

Abstract Nowadays, there is a deep and widespread feeling of discomfort among academics due to the psychological and labor pressures that universities exert upon their researchers by demanding endless publications. In this paper, I offer numerous pieces of evidence of this crisis, which affects primarily those who inhabit academic ecologies. First, I argue that it is convenient to understand the current situation as an expression of technologies and individual apparatuses shaped by subjectivizing ideologies, and mechanisms of exclusion, stigmatization, and (...) replacement. Second, I examine two proposals against the crisis produced by the pace of academic production framed by the Slow movement. Lastly, after making explicit some of the assumptions that undergird the university’s epistemological machine, I propose to complement Ulmer and Mountz’s project with two suggestions. On the one hand, I extend an invitation to reflect on and with students as a means to redirect the university’s teleology. On the other hand, I suggest incorporating an ontogogic approach as a resistance apparatus against the pressure from the university’s production machine. The article’s point of departure is anti-dicotonegative because it is based on a summative approach rather than in an agonistic procedure. In other words, I propose two additional tools that can be put to the test to contribute to solving the university publication crisis. (shrink)

Access to students’ perspectives on substance abuse is essential for effective youth intervention projects development. This study aimed to explore students’ perspectives on abuse of drugs and alcohol with probable development of student-led intervention strategies. The study was conducted at public universities in Zambia. Student’s perspectives on drugs and alcohol abuse were documented using a mixed method design that employed purposive and snowball sampling to select 200 respondents to questionnaires and 10 to in-depth interviews. A humanistic theory approach was applied (...) in the interpretation and analysis of the data collected. The findings showed that cannabis (30%) and codeine contained in Benylin (17%) were commonly abused. Further findings showed that students’ academic pressure was the leading cause of substance abuse (27%), followed by peer pressure (20%). Students knew that abuse of drugs and alcohol led to low academic performance, violence and theft, risks of contracting sexually transmitted infections (STIs), and other social maladjustments. The study recommends that institutions of learning increase student-led awareness campaigns, security surveillance on campus, and collaboration with government drug enforcement agencies. Institutions of learning should involve students in the planning of programmes to deal with drug and alcohol abuse. Contribution: The study will inform amendment of drug and alcohol abuse policies in institutions of learning. The study will contribute towards the UNESCO O3 PLUS project goal of making campuses safe and inclusive, and overall, the Sustainable Development Goal 3 and 4. The study serves as basis for scholars in the field of biblical theology engaged with justice, health and human development. The article is a contribution to the research project Biblical Theology and Hermeneutics. The results of this research can especially be utilised by scholars in the field of psychology of religion, the sociology of religion and practical theologians focusing on youth ministry. (shrink)

At present universities are devoted to the acquisition of specialized knowledge and technological know-how. They fail to do what they most need to do: help the public acquire a good understanding of what our problems are, what needs to be done to solve them. Universities do not even conceive of their task in that way. The result is that the public, by and large, fails to appreciate just how serious the problems that face us are, and so fails to put (...) pressure on governments to act in the ways that are required. -/- Modern science and technology make possible modern industry and agriculture, modern power production and travel, modern hygiene and medicine, modern armaments: these in turn have led to much that is of great benefit, but also to the global problems that threaten our future. Science divorced from the capacity to solve problems of living wisely is a disaster. It is that disaster that academia, as at present constituted, is designed to produce – and has produced: the modern world. We have to learn how to solve the grave global problems that confront us. That in turn requires that our institutions of learning – our schools and universities – are designed and devoted to the job. At present they are not. In giving priority to the pursuit of knowledge, they fail to do what most needs to be done and, even worse, are the source of our problems. It is absolutely vital, for the future of humanity, that universities are transformed radically so that they give absolute priority to the all-important task of helping the public come to understand what our problems are, and what we need to do about them. And as a result get governments to act. -/- The book demonstrates that universities as at present constituted violate reason and, as a result, betray humanity. Cure universities of their structural irrationality, and they would come actively to promote actions required to solve global problems, and help humanity make progress toward a better world. The book spells out in detail the changes that need to be made to academic inquiry, why they need to be made, and how they would enable universities to empower humanity to solve current global problems. (shrink)

From the temporal perspective, this article examines shifts in the productionof sociological knowledge. It identifies two kinds of rhythms of sociology: 1) that of sociological standpoints and techniques of investigation and 2) that of contemporary academic life and culture. The article begins by discussing some of the existing research strategies designed to "chase"high-speed society. Some, predominantly methodological, currents are explored and contrasted with the "slow" instruments of sociological analysis composed of different, yet complementary, modes of inquiry. Against this background, (...) the article stresses that it is through the tension between fast and slow modes of inquiry that sociology reproduces itself. The subsequent part explores the subjective temporal experience in contemporary academia. It is argued that increasing administration and auditing of intellectual work significantly coshapes sociological knowledge production not only by requiring academics to work faster due to an increasing volume of tasks, but also by normalizing time-pressure.The article concludes by considering the problem as to whether the increasing pace of contemporary academic life has detrimental consequences for the more organic reproductive rhythms of sociology. (shrink)

Academics should produce quality scholarly research. However, the demands of the marketised, neoliberal higher education institution and the increase in the academic’s bureaucratic and administrative tasks do not allow for adequate engagement with the deep work and slow forms of scholarship that are needed to produce cutting-edge and insightful research. Many academics find it challenging to think critically and creatively under such conditions, yet they are unwilling to fill their time with shallow work instead. Thus, they are torn between (...) producing an institutionally-determined number of research outputs, and striving towards producing quality scholarly work that advances knowledge in the academic’s discipline. Reading groups serve to rework this tension by providing a communal and scheduled place and mind-space for reading major academic works. Reading takes time and persistence. We find that setting aside time and creating creative spaces for reading groups offer an opportunity for silent revolt against the pressures of the higher education institution. In this (post)qualitative inquiry we diffractively read – “through one another” – two autoethnographical accounts to experiment with our experiences of various reading groups over a period of three years while positioning ourselves in relation to Barad’s notion of diffraction. This speculative experimentation entails a myriad of ideas and methods that serve to decentre hegemonic, monolithic knowledge systems through seeking alternative ways of knowing, and recognises the importance of the entanglement of matter and meaning in tracing (and countering) the social relations produced in neoliberalist contexts. Such (re)thinking is thus a vital counterpoint to the neoliberal obsessions of the higher education context, (re)directing the scholar to new non-autonomous and mutable landscapes. (shrink)

Context: The design of academic conferences, in which settings ideas are shared and created, is, we suggest, of more than passing interest in constructivism, where epistemology is considered in terms of knowing rather than knowledge. Problem: The passivity and predominantly one-way structure of the typical paper presentation format of academic conferences has a number of serious limitations from a constructivist perspective. These limits are both practical and epistemological. While alternative formats abound, there is nevertheless increasing pressure reinforcing (...) this format due to delegates’ funding typically being linked to reading a paper. Method: In this special issue, authors reflect on conferences that they have organised and participated in that have used alternative formats, such as conversational structures or other constructivist inspired approaches, in whole or in part. We review and contextualize their contributions, understanding them in terms of their connections to constructivism and to each other. Results: While this issue is of relevance across disciplinary boundaries, contributions focus on two fields: that of cybernetics/systems, and that of design. We identify the way that conference organization is of particular importance to these fields, being in self-reflexive relationship to them: the environment of a design conference is something that we design; while a conference regarding systems or cybernetics is itself an instance of the sorts of process with which these fields are concerned. Implications: Building on this self-reflexivity and, also, the close connection of design and cybernetics/systems to constructivism, we suggest that conference organization is an area in which constructivism may itself be understood in terms of practice rather than theory (and so knowledge. This in turn helps connect ideas in constructivism with pragmatic fields, such as knowledge management, and recent discussions in this journal regarding second-order science. Constructivist content: As a setting for the creation of new ideas, the design of conferences is of importance where we understand epistemology in constructivist terms as a process of knowing. Moreover, the particular fields drawn on - design and cybernetics/systems - have close connections to constructivism, as can be seen, for instance, in the work of Ranulph Glanville, on which we draw here. (shrink)

Plakias has recently argued that there is nothing wrong with publishing defences of philosophical claims which we don't believe and also nothing wrong with concealing our lack of belief, because an author's lack of belief is irrelevant to the merit of a published work. Fleisher has refined this account by limiting the permissibility of publishing without belief to what he calls ‘advocacy role cases’. I argue that such lack of belief is irrelevant only if it is the result of an (...) inexplicable incredulity or the result of a metaphilosophical or epistemic stance that is unrelated to the specific claim. However, in many real-life cases, including Fleisher's advocacy role cases, our doubts regarding the claims we defend arise from reasons that have something to do with the insufficiency of the philosophical evidence supporting the claim, and publishing an unconditional defence of a claim without revealing our doubts is impermissible as it involves withholding philosophically relevant reasons. Plakias has also argued that discouraging philosophers from publishing claims they don't believe would be unfair to junior philosophers with unsettled views. I propose that we should change our academic practices that pressure philosophers to publish articles that pretend to be defences of settled views. (shrink)

Being a researcher is challenging, especially in the beginning. Early Career Researchers (ECRs) need achievements to secure and expand their careers. In today’s academic landscape, researchers are under many pressures: data collection costs, the expectation of novelty, analytical skill requirements, lengthy publishing process, and the overall competitiveness of the career. Innovative thinking and the ability to turn good ideas into good papers are the keys to success.

The growth of individuals and society heavily relies on education. Certain hindrances may prompt some students to halt their academic pursuits temporarily. This is known as "Balik-aral." The exploration of the quality of life, lived experiences, and challenges of grade 12 Balik-aral students was undertaken by the authors to break their silence and help them by developing recommendations that could be presented to the school's key stakeholders. A phenomenological approach was used to understand the phenomenon in a study involving (...) five grade 12 balik-aral students from different strands currently enrolled in a public school in Cebu City, Philippines. A structured interview was used to collect data, and significant themes emerged during data analysis using Colaizzi's method. The study revealed several sub-themes, including age disparities and pressure to obtain the diploma while maintaining quality of life. Additionally, key informants emphasized the sense of community and an immersive learning environment in their lived experiences as balik-aral students. Finally, competing priorities and scarcity of resources emerged as significant challenges for those involved in the study. Consequently, the investigation has determined that balik-aral students must be treated equitably to foster their engagement with their peers and enhance their self-assurance, ultimately leading to academic success. (shrink)

The problem of fake news and the spread of misinformation has garnered a lot of attention in recent years. The incentives and norms that give rise to the problem, however, are not unique to journalism. Insofar as academics and journalists are working towards the same goal, i.e., publication, they are both under pressures that pervert. This chapter has two aims. First, to integrate conversations in philosophy of science, epistemology, and metaphilosophy to draw out the publishing incentives that promote analogous problems (...) of fake news and misinformation in academic research communities more broadly. Second, to argue for a (partial) solution. This chapter argues that research communities benefit when authors believe what they argue for in print and it warns against attempts to loosen our publication norms to permit publishing without belief. (shrink)

The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...) and education; research and teaching. The article seeks to break down such polarities through an exploration of classroom practice. In fact, we argue that such distinctions help to legitimize the existing inequalities in higher education and group-based harms, which characterize the sector. Instead, a case is made for a pedagogy that enables students, particularly those from diverse and disadvantaged backgrounds, to use their experiences, values, etc. to exchange and develop ideas in a group context, thereby providing an important means of collective empowerment (intellectual and practical, both at work and in their private lives). In this process students are encouraged to use ethical theories as tools to explain and underpin their understanding of work-based scenarios. The role of the academic is to facilitate such exchanges and foster new ethical approaches and a public awareness and engagement that goes beyond the classroom. The pedagogic approach, drawing on notions of relational autonomy and narrative methods as well as providing spaces for the co-production of new knowledge, confirms the indivisibility of research and teaching. (shrink)

An examination of conceptually and rhetorically equivocating positions among academic philosophers and other theorists who are sympathetic to constructivist epistemological developments but unwilling to relinquish key aspects of traditional understandings of truth and knowledge and/or anxious to avoid charges of relativism. A major problem with the resulting hybrid formulations is that, seeking, as they often claim, to “steer a course between Scylla and Charybdis” and being composed of essentially incompatible elements, they can do little theoretical work. While the personal-intellectual (...) and professional-institutional pressures leading to such dubious navigations are substantial, so also, it is argued, are their intellectual costs. (shrink)

In recent years, the notion of “tiger mother” has been popularized since Amy Chua’s publication of her memoir, Battle Hymn of the Tiger Mother (2011). This notion is allegedly representative of “Chinese” mothering that produces “stereotypically successful kids” (ibid., p.3). No wonder, the characteristics of the tiger mother revolve around strict disciplining and pressuring of children to excel academically based on her assumption that children “owe everything” to her and that she knows “what is best for [the] children” (ibid., p.53). (...) Chinese mothering is based roughly on Confucian mothering—a traditional mothering style originating from Confucian East Asia. Given the intense debate that has been generated by this popular book, it seems timely to theorize about what Confucian mothering involves, which has been largely neglected by Confucians themselves or contemporary feminists. This chapter attempts to start a conversation on this very important topic and explores the idea of Confucian mothering as follows: In sections II and III, I examine exemplary mothers in Confucian East Asia of the past in order to derive a preliminary idea of Confucian mothering. In order to consider whether Confucian mothering is conducive to promoting the Confucian ideal, I first identify the Confucian ideal in section IV by providing a plausible conception of Confucianism as a universal philosophical system. In section V, I elaborate on how Confucian mothering in its goal and style has been conducive to enabling male children to realize the Confucian ideal. Yet these historical instances of Confucian mothering cannot be incorporated into the universal Confucian philosophical system because Confucian mothers themselves were prevented from realizing the Confucian ideal. I therefore argue in section VI for a reconceptualization of Confucian mothering consistent with Confucianism as a universal philosophical system. Reconceptualized in this way, I show in section VII the ways in which Confucian mothering is distinct from tiger mothering and argue that tiger mothering is morally unjustifiable. Finally, I conclude by examining why Confucian mothering is relevant even for contemporary American parents in the 21st century. (shrink)

Given a subject so imbued with contention and conflicting theoretical stances, it is remarkable that automated instruments ever came to replace the human eye as sensitive arbiters of color specification. Yet, dramatic shifts in assumptions and practice did occur in the first half of the twentieth century. How and why was confidence transferred from careful observers to mechanized devices when the property being measured – color – had become so closely identified with human physiology and psychology? A fertile perspective on (...) the problem is via the history of science and technology, paying particular attention to social groups and disciplinary identity to determine how those factors affected their communities’ cognitive territory. There were both common and discordant threads motivating the various technical groups that took on the problems of measuring light and color from the late nineteenth century onwards, and leading them towards the development of appropriate instruments for themselves. The transition from visual to photoelectric methods could be portrayed as a natural evolution, replacing the eye by an alternative roviding more sensitivity and convenience – indeed, this is the conventional positivist view propounded by technical histories. However, the adoption of new measurement technologies seldom is simple, and frequently has a significant cultural component. Beneath this slide towards automation lay a raft of implicit assumptions about objectivity, the nature of the observer, the role of instruments, and the trade-offs between standardization and descriptive power. While espousing rational arguments for a physical detector of color, its proponents weighted their views with tacit considerations. The reassignment of trust from the eye to automated instruments was influenced as much by the historical context as by intellectual factors. I will argue that several distinct aspects were involved, which include the reductive view of color provided by the trichromatic theory; the impetus provided by its association with photometry; the expanding mood for a quantitative and objective approach to scientific observation; and, the pressures for commercial standardization. As suggested by these factors, there was another shift of authority at play: from one technical specialism to another. The regularization of color involved appropriation of the subject by a particular set of social interests: communities of physicists and engineers espousing a ‘physicalist’ interpretation, rather than psychologists and physiologists for whom color was conceived as a more complex phenomenon. Moreover, the sources for automated color measurement, and instrumentation for measuring color, were primarily from the industrial sphere rather than from academic science. To understand these shifts, then, this chapter explores differing views of the importance of observers, machines and automation. (shrink)

Book synopsis This book is devoted to the condition of the university under the pressures of globalization, with particular reference to Central Europe. It is intended as a companion volume for all those who combine their academic and disciplinary research with wider interests in the functioning of higher education institutions under the new pressures affecting Central Europe. Drawing on its interdisciplinary nature and the wide range of scholars involved, it intends to outline a useful map of new, often challenging, (...) areas, topics and concerns to be taken into account in rethinking the function of the university today. -/- Contents Contents: Philip G. Altbach: Academic Freedom: International Realities and Challenges - Richard Rorty: Does Academic Freedom Have Philosophical Presuppositions? - Stanley N. Katz: Can Liberal Education Cope? - Marek Kwiek: The State, the Market, and Higher Education. Challenges for the New Century - Roger Deacon/Ben Parker: The Schooling of Citizens, or the Civilizing of Society? - Tadeusz Buksinski: The University and Learning in a Situation of Depression - Martin Jay: The Menace of Consilience: Keeping the Disciplines Unreconciled - Voldemar Tomusk: Towards a Model of Higher Education Reform in Central and East Europe - Wolf Lepenies: Im Osten viel Neues. Wissenschafts- und Kulturpolitik für Europa - Zbigniew Drozdowicz: Academic Accreditation: a Polish Case Study - Marek Kwiek: The Nation-State, Globalization and the Modern Institution of the University. (shrink)

In recent decades, interest in the history and philosophy of the natural sciences has increased significantly. This interest has made scholars aware of the existing knowledge gap in these areas and has brought a kind of 'pressure' for more articles and books on the subject. Indeed, it also motivates academics to start new projects related to these disciplines. Volumes like this are much needed for scholars in the field, given the high amount of information they contain. This rich volume (...) aims at stimulating the field by presenting current research papers on Avicenna's influence on the fields of physics and cosmology. In order to achieve this goal, this work contains thirteen articles related to the reception of the Persian philosopher's thought in these areas in the Middle Ages. The book revolves around the three different languages and cultures which were crucial for the reception of Avicenna's thought. Hence, the volume is arranged in three main sections focusing on the Arabic, Hebrew and Latin traditions. It also contains an Index of Avicenna's Works with Passages Cited and an Index of Names. The introduction is rather short compared to other sections of the book. It covers the general topics presented in the volume. The first six chapters deal with the Arabic tradition ; the next two have to do with the Hebrew reception of Avicenna, and the last five analyse the Latin reception of Avicenna's physics and cosmology. (shrink)

The Pfizer-BioNTech coronavirus vaccine is 90 percent effective in protecting against COVID-19. It would not have been possible without the tireless effort of Professor Katalin Karikó, a scientific innovator fitting the mold of dynamic inventor Arthur Diamond presents in his book, Openness to Creative Destruction Sustaining Innovative Dynamism. Not only did Professor Karikó persist in her beliefs in the therapeutic potential of synthetic messenger RNA over the course of four decades, but she did so despite the criticisms of other scientists (...) and despite lack of financial backing for large parts of her career. Professor Karikó is a good example of the unconventional picture that Diamond paints of entrepreneurs in a specific version of market capitalism he terms, innovative dynamism. Specifically, she is an example of someone who does not hold prevailing academic theories in too high a regard and instead privileges her tacit knowledge (knowledge gained from years of working with mRNA in the lab) to persist believing in the potential of a therapy that now could quite literally save the world. Most surprisingly, she, like most of the entrepreneurs surveyed in the book, seem not primarily motivated by profit, though the money their projects eventually attract is integral to disseminating their creative ideas to the masses. -/- Are the many examples offered by Diamond that are similar to Professor Karikó’s story evidence against the long-standing suspicion that there is something morally damning in the self-interested motivations of innovative entrepreneurship? Is it the case that others would have inevitably pursued the cure that Karikó pursued, regardless of economic system? In light of COVID-19 and other high-pressure situations, ought we to care how we constrain the innovators who develop solutions? Diamond’s case for the economic system, innovative dynamism, seeks to answer these and other important questions concerning our political and cultural treatment of innovators and entrepreneurs. This review critically assesses his efforts. I make my case by first reviewing the major argumentative structure of the book, then I summarize and evaluate the three major themes Diamond presents in the book: (1) what is innovative dynamism and who are its competitors, (2) what are the major benefits of innovative dynamism, (3) who is the innovative entrepreneur and how do we support him or her? (shrink)

Background: Arthritis is very common but is not well understood. Actually, “arthritis” is not a single disease; it is an informal way of referring to joint pain or joint disease. There are more than 100 different types of arthritis and related conditions. People of all ages, sexes and races can and do have arthritis, and it is the leading cause of disability in America. More than 50 million adults and 300,000 children have some type of arthritis. It is most common (...) among women and occurs more frequently as people get older. Common arthritis joint symptoms include swelling, pain, stiffness and decreased range of motion. Symptoms may come and go. They can be mild, moderate or severe. They may stay about the same for years, but may progress or get worse over time. Severe arthritis can result in chronic pain, inability to do daily activities and make it difficult to walk or climb stairs. Arthritis can cause permanent joint changes. These changes may be visible, such as knobby finger joints, but often the damage can only be seen on X-ray. Some types of arthritis also affect the heart, eyes, lungs, kidneys and skin as well as the joints. Objectives: The main goal of this expert system is to get the appropriate diagnosis of disease and the correct treatment and give the appropriate method of treatment through several tips that concern the disease and how to treat it and we will see it through the application on the expert system. Methods: in this paper the design of the proposed Expert System which was produced to help Orthopedist in diagnosing Arthritis disease through its symptoms such as: pain on pressure in a joint , Inflammation indicated by joint swelling, Stiffness especially in the morning , Loss of flexibility of joint, Limited, joint movement, Deformity of the joints , Weight loss and fatigue , Non-specific fever and Crepitus. The proposed expert system presents an overview about Arthritis disease is given, the cause of diseases is outlined and the treatment of disease whenever possible is given out. SL5 Object Expert System language was used for designing and implementing the proposed expert system. Results: The proposed Arthritis disease diagnosis expert system was evaluated by Orthopedics students and they were satisfied with its performance. Conclusions: The Proposed expert system is very useful for Orthopedist, patients with arthritis and newly graduated Orthopedics students. (shrink)

The 21st century imposed many challenges on mankind, among them there is a very important problem of entrepreneurial leadership transformation. Entrepreneurship gradual modification under the pressure of factors of innovation, informatization of the environment and the need for socialization of the relations between businessmen and society has led to the need of new understanding of leadership positions. The purpose of this scientific research is to substantiate the style of entrepreneurial leadership, which will become dominant in the 21st century. Analyzing (...) and systematizing the scientific works of many modern scholars by the methods of theoretical synthesis, analysis and synthesis, we have solved the problems of entrepreneurial leadership transformation. The use of the historical and logical method has revealed the relationship between the entrepreneurial leadership development and entrepreneurial types. The study found that the global business environment requires new leaders, whose key competences will meet the needs of society, educational space, ethical requirements, etc. Studying the similarities and differences of various leadership styles has become the basis for the allocation of a new style – the leadership of conscious influence, the main characteristics of which are given in this research. In order to achieve the goals, set by the leader-entrepreneur, it is proposed to systematize the leadership opportunities on tactical and strategic, the factors of influence on their realization in the future are generalized. By the method of scientific and theoretical prediction the portrait of an entrepreneur in a global perspective has been formed. Prospects for further research in this area are the development of a methodology for evaluating the effectiveness of business leaders' actions and systematization of ways to increase their effectiveness in the future. (shrink)

Constructivism is frequently met with objections, criticism and often equated with nihilism or relativism. Sometimes even blamed for what some would randomly picture as unwanted side effects of radicalism or of a progressivist era: such misconceptions are not only due to an imprecise grasp of the premises shared by the constructivist family of systems. The structure of media, political systems, and economic models, still up today impel societal understandings of knowledge on neo-positivistic grounds. The first part of this essay outlines (...) such pressures while sketching how language and worldviews play critical roles in our knowledge construction. Focusing on recent mediatic events, this work advances displaying some essential limits regarding the construction of human knowledge. Though unavoidable, some of the distinguishing aspects regarding the nature of our narratives are then critically reviewed. Later, it is shown how a special kind of self-denial that certain sub-stories implicitly hold about their own narrative nature leaves us with clashing worldviews that eventually collide onto crisis. Finally, it’ll be argued that it’s precisely in this scenario where a constructivist depiction of social discourses may move us away from any adolescent intent of elucidating absolutes within mere heuristics, to the pragmatic need of arriving on satisfactory agreements between parties (DOI: 10.4236/ojpp.2022). (shrink)

This research determined the correlation between the mindfulness, mental toughness, and motivation of 770 first year and second year college students and their sports involvement in one of the oldest private higher education institutions in the City of Manila. A researcher-made questionnaire was validated and pilot-tested prior to the conduct of the study. The results revealed that most of the respondents were 17 to 19 years old (75.06%) and they described their mindfulness in terms of attention and awareness as “Very (...) High”; their mental toughness in terms of rebound ability, ability to handle pressure, concentration and confidence as “Very High”; their intrinsic motivation as “Very High”; their extrinsic motivation as “High”; their sports involvement in terms of power and performance as ”High”; and their sports involvement in terms of pleasure and participation as ”Very High.”. (shrink)

Heart failure is a major cause of death worldwide. Early detection and intervention are essential for improving the chances of a positive outcome. This study presents a novel approach to predicting the likelihood of a person having heart failure using a neural network model. The dataset comprises 918 samples with 11 features, such as age, sex, chest pain type, resting blood pressure, cholesterol, fasting blood sugar, resting electrocardiogram results, maximum heart rate achieved, exercise-induced angina, oldpeak, ST_Slope, and HeartDisease. A (...) neural network model with four layers (1 input and 1 output) was trained on the dataset and achieved an accuracy of 90% and an average error of 0.009. The most influential factors in heart failure prediction were found to be oldpeak, ST_Slope, sex, fastingBS, chestPainType, exerciseAngina, cholesterol, restingBP, maxHR, restingBP, and age. This study provides a valuable tool for early detection and intervention of heart failure, thereby contributing to the field of health and medicine. (shrink)

Abstract: Background: Vitamin D insufficiency/deficiency prevalent in all age groups across the world is common in obesity and may play an important role in the risk factors of metabolic syndrome (MS). Objectives: This cross-sectional study is to evaluate the relationship between levels of adiponectin and circulating 25(OH)D, and its effect on metabolic biomarker among overweight/obese female students. Methods: Three hundred female students; with mean age 20.9 ± 3.2 years were attending the Aljouf University, Sakaka, Saudi Arabia. They were randomly selected (...) from university during the studying year 2015 – 2016. Anthropometric and biochemical indices were determined. Results: The study showed 19% of the female’s student were either overweight or obese (15% and 4%, respectively). The frequency of MS diagnosis among the students was 17%, with 13% and 4% had either three or four risk factors, respectively. Overweight/obese subjects had significantly worse anthropometric and biochemical characteristics, including waist/hip ratio, blood pressure (BP), fasting blood glucose (BG), insulin, insulin resistance (HOMA-IR), triglyceride levels (TG), low-density lipoprotein cholesterol levels (LDL-C), leptin, adiponectin, leptin/adiponectin ratio and high-density lipoprotein cholesterol levels (HDL-C) compared to normal weight. Of the subjects diagnosed with MS, 59% had mild and 8.6% had severe 25(OH)D deficiency. There was negative association between 25(OH)D and both FBG and HOMA-IR among young women obese/overweight. Conclusion: In our study, it suggested that low level of adiponectin was strongly correlated with low 25(OH)D levels. Also, the prevalence of MS tends to increase with high occurrence rate of low circulating 25(OH)D levels that is, known cause poor glycemic control and prediction of cardiovascular outcomes. (shrink)

In a world that celebrates academic institutions as the pinnacle of knowledge, progress, and enlightenment, the reality is far grimmer. Academia has become a self-serving oligarchy that imposes ideological conformity, restricts intellectual freedom, and manipulates public consciousness under the guise of “progress.” Far from being a champion of open inquiry, academia operates as the most insidious oppressor in American society, exerting control over public discourse, dictating acceptable beliefs, and marginalizing any who dare to dissent. In its thirst for dominance, (...) academia has transformed from a place of learning to a vehicle for intellectual tyranny, where it imposes its own rigid worldview and stifles diversity of thought. -/- In an imagined reinterpretation of The Apology, Socrates stands accused not merely of corrupting the youth of Athens but of something far more subversive: defining the word “oppressor” and exposing the façade of modern academic power structures. Socrates faces a tribunal of academic elites, his only crime a relentless quest for truth. He has introduced the concept of an “unmoved mover”—an entity not swayed by the ideological tides of his accusers. In our age, this unmoved mover might be called "truth" or "justice," yet the academic establishment brands it as “God,” something feared for its unwavering judgment against their hypocrisy. Through Socrates, we examine academia itself as the ultimate oppressor, an institution that defines and manipulates reality to preserve its power. (shrink)

There is a widespread view that well-learned skills are automated, and that attention to the performance of these skills is damaging because it disrupts the automatic processes involved in their execution. This idea serves as the basis for an account of choking in high pressure situations. On this view, choking is the result of self-focused attention induced by anxiety. Recent research in sports psychology has produced a significant body of experimental evidence widely interpreted as supporting this account of choking (...) in certain kinds of complex sensorimotor skills. We argue against this interpretation, pointing to problems with both the empirical evidence and the underlying theory. The experimental research fails to provide direct support for the central claims of the self-focus approach, contains inconsistencies, and suffers from problems of ecological validity. In addition, qualitative studies of choking have yielded contrary results. We further argue that in their current forms the self-focus and rival distraction approaches both lack the theoretical resources to provide a good theory of choking, and we argue for an expanded approach. Some of the elements that should be in an expanded approach include accounts of the features of pressure situations that influence the psychological response, the processes of situation appraisal, and the ways that attentional control can be overwhelmed, leading to distraction in some cases, and in others, perhaps, to damaging attention to skill execution. We also suggest that choking may sometimes involve performance-impairing mechanisms other than distraction or self-focus. (shrink)

The causes of prehistoric inter-group violence have been a subject of long-standing debate in archaeology, an- thropology, and other disciplines. Although population pressure has been considered as a major factor, due to the lack of available prehistoric data, few studies have directly examined its effect so far. In the present study, we used data on skeletal remains from the middle Yayoi period of the Japanese archipelago, where archaeologists argued that an increase of inter-group violence in this period could be (...) explained by a population-pressure hy- pothesis. We quantitatively examine the effect of population pressure on the frequency of inter-group violence by compiling an exhaustive data set. We collected demographic information based on burial jars (kamekan) and the frequency of violence based on the ratio of injured individuals. The results are consistent with the hypothesis, i. e., high population density can promote inter-group violence. (shrink)

Different anesthetics are known to modulate different types of membrane-bound receptors. Their common mechanism of action is expected to alter the mechanism for consciousness. Consciousness is hypothesized as the integral of all the units of internal sensations induced by reactivation of inter-postsynaptic membrane functional LINKs during mechanisms that lead to oscillating potentials. The thermodynamics of the spontaneous lateral curvature of lipid membranes induced by lipophilic anesthetics can lead to the formation of non-specific inter-postsynaptic membrane functional LINKs by different mechanisms. These (...) include direct membrane contact by excluding the inter-membrane hydrophilic region and readily reversible partial membrane hemifusion. The constant reorganization of the lipid membranes at the lateral edges of the postsynaptic terminals (dendritic spines) resulting from AMPA receptor-subunit vesicle exocytosis and endocytosis can favor the effect of anesthetic molecules on lipid membranes at this location. Induction of a large number of non-specific LINKs can alter the conformation of the integral of the units of internal sensations that maintain consciousness. Anesthetic requirement is reduced in the presence of dopamine that causes enlargement of dendritic spines. Externally applied pressure can transduce from the middle ear through the perilymph, cerebrospinal fluid, and the recently discovered glymphatic pathway to the extracellular matrix space, and finally to the paravenular space. The pressure gradient reduce solubility and displace anesthetic molecules from the membranes into the paravenular space, explaining the pressure reversal of anesthesia. Changes in membrane composition and the conversion of membrane hemifusion to fusion due to defects in the checkpoint mechanisms can lead to cytoplasmic content mixing between neurons and cause neurodegenerative changes. The common mechanism of anesthetics presented here can operate along with the known specific actions of different anesthetics. (shrink)

In a time where people are stressed out and depressed, where problems are within one´s home, city or land and outside of them, where information brings more confusion and stalemate than ever before, one has to use the pressure that everyday life brings for the better. -/- In this short article I will try to give the knowledge required to do exactly that - use pressure for the better.

Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from (...) different higher education institutions in Latvia. The study employed two methods: the Epistemological Attitudes towards Sources of Knowledge Questionnaire and the Epistemological Attitudes towards Sources of Knowledge Semantic Questionnaire. The data analysis involved several procedures, including exploratory and confirmatory factor analysis, correlation analysis, and test statistics. By implementing these methods, the study gained valuable insights into the sources of knowledge, examining them from two perspectives. The first perspective brought attention to the differences in academics’ appraisals by discussing their understanding, approach, use, and valuations of these sources. By scrutinising the constructs of meanings, the second perspective sheds light on the anticipated knowledge which is deemed ideal, the concrete knowledge that is both social and objective, and the subjectively valuable nature of academic social networks and social media. The findings underscore the specialised knowledge and qualities that academics rely on for producing knowledge. In terms of epistemology, methodology, social science, and education, the study holds theoretical and practical implications, especially in comprehending knowledge and its sources. (shrink)

Doctoral graduates in philosophy are an excellent source of information about the discipline: they are at the cutting edge of research trends, have an inside view of researchfocused departments, and their employment prospects provide early insights on the future health of the discipline. We report on the results of a survey sent to recent PhD graduates and current students, as well as data gathering efforts by Academic Placement Data and Analysis that have taken place over the past ten years. (...) In this report we especially focus on demographic representation, program ratings, academic job placement, and non-academic careers. (shrink)

In this essay, we share our experience and learning about the value of, and the difficulty associated with, conducting and presenting scientific studies in ways that are both simple (understandable) and beautiful (appealing to the reader). We describe some “aha moments” of insight that led to changes in the way we approach and present research, some of the actions we took, and lessons we learned.

The prospect of neurotechnologies for mood manipulation alarms some people who worry about the pernicious effects they might have. In particular there is a concern that individuals will be pressured to make themselves inauthentically happy, and tolerant of things that should make them sad or angry. The most common result of social pressures to adjust mood will likely be far more beneficial both for the individual and society. This essay reviews research on the stresses of "emotion work" and the personality (...) correlates of "subjective wellbeing" to argue that social pressures will generally encourage individuals to be happy by encouraging them to be more friendly, patient, and engaged. Several more pernicious kinds of social pressures for mood control are then reviewed to illustrate the need for democratic scrutiny of the use of neurotechnologies, guided by a goal of encouraging an engaged, dynamic, flourishing personality in each citizen. (shrink)

The standard view of academic freedom and free speech is that they play complementary roles in universities. Academic freedom protects academic discourse, while other public discourse in universities is protected by free speech. Here I challenge this view, broadly, on the grounds that free speech in universities sometimes undermines academic practices. One defense of the standard view, in the face of this worry, says that campus free speech actually furthers the university’s academic aims. Another says (...) that universities have a secondary democratic function, which cannot be fulfilled without free speech on campus. I identify shortcomings in both types of arguments. (shrink)

There is currently an academic debate among researchers regarding the influence of age and gender on ICT utilisation generally among lecturers. This study was designed to contribute to this debate and open up new paths to areas on which researchers have focused little or no attention. This study examined lecturers’ variables (gender, age, educational qualification and rank) and the utilisation of ICT resources for teaching, research, and records management in higher education. The study adopted a descriptive survey design. The (...) study’s population comprised of 9,604 lecturers at the University of Calabar. A total of 313 lecturers who were available in their offices during data collection responded to a questionnaire which was designed by the researchers. Major findings showed that the extent of lecturers' utilisation of ICT for teaching, research, and records management is significantly low. Also, staff' educational qualification, rank, gender, and age significantly influence the utilisation of ICT for teaching, research and records management. Also, the utilisation of ICT resources decreased with lecturers’ educational qualifications, rank and age; male lecturers were more competent in the use of ICT resources than females. It was concluded that lecturers' variables play a significant role on the extent to which they utilise ICT resources for teaching, research and records management in higher education. This study creates a new path of innovation in education on which prospective researches could focus. (shrink)

One relatively straightforward way in which academics could have more impact on global poverty is by doing more to help people make wise decisions about issues relevant to such poverty. Academics could do this by conducting appropriate kinds of research on those issues and sharing what they have learned with the relevant decision makers in accessible ways. But aren’t academics already doing this? In the case of many of those issues, I think the appropriate answer would be that they could (...) do so much better. As an illustration, I examine the academic input into one decision about an issue concerning global poverty in some detail in this paper. I argue that that input has been seriously deficient, and suggest some ways in which it might be improved. Building on this discussion, I then formulate two questions that can be applied to any such decision, answers to which would indicate the quality of the input academics are currently providing. In cases where that input is deficient, and the decision in question an important one, I suggest that academics consider organising themselves in ways that will improve that input. I finish by briefly discussing how Academics Stand Against Poverty might help them do so. (shrink)

Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as how an instructor (...) designs and grades assignments, contribute to the level of academic rigor in a course. The author provides several ways to increase the level of academic rigor in a philosophy course based upon Bloom’s Taxonomy using examples from an introductory ethics course and then provides recommendations as to how to grade to promote academic rigor. (shrink)

I argue that Azerbaijani universities are a façade masking an ulterior motive. I examine the difficult relationship between authoritarian power and the university in Azerbaijan through the study of coercive policies put in place by university administrators preventing free thought and hampering the freedom of academics. My central thesis is that the university is a place where researchers should be able to teach and conduct their research freely, without any hindrance from their administrators. However, in authoritarian countries, such as Azerbaijan, (...) academic freedom suffers from regular interference and restrictions on the part of those administrators who, arguably due to the nature of the regime, assume that academics are not supposed to criticize the society, politics or universities in which they work. These administrators, who are often academics themselves, mistakenly believe that university priorities should be at the service of the regime at the expense of knowledge. I submit that the rigid discipline of Azerbaijani universities and the unfree relationship between high-ranking administrators and scholars – a relationship based on the domination of the former over the latter – do not only stymie academic discussions and development, but also squelch the liberty and creativity of scholars. (shrink)

I show that the social stratification of academic science can arise as a result of academics’ preference for reading work of high epistemic value. This is consistent with a view on which academic superstars are highly competent academics, but also with a view on which superstars arise primarily due to luck. I argue that stratification is beneficial if most superstars are competent, but not if most superstars are lucky. I also argue that it is impossible to tell whether (...) most superstars are in fact competent or lucky, or which group a given superstar belongs to, and hence whether stratification is overall beneficial. (shrink)

Pressuring someone into having sex would seem to differ in significant ways from pressuring someone into investing in one’s business or buying an expensive bauble. In affirming this claim, I take issue with a recent essay by Sarah Conly (‘Seduction, Rape, and Coercion’, Ethics, October 2004), who thinks that pressuring into sex can be helpfully evaluated by analogy to these other instances of using pressure. Drawing upon work by Alan Wertheimer, the leading theorist of coercion, she argues that so (...) long as pressuring does not amount to coercing someone into having sex, her consent to sex answers the important ethical questions about it. In this essay, I argue that to understand the real significance of pressuring into sex, we need to appeal to background considerations, especially the male-dominant gender hierarchy, which renders sexual pressuring different from its non-sexual analogues. Treating pressure to have sex like any other sort of interpersonal pressure obscures the role such sexual pressure might play in supporting gender hierarchy, and fails to explain why pressure by men against women is more problematic than pressure by women against men. I suggest that men pressuring women to have sex differs from the reverse case because of at least two factors: (1) gendered social institutions which add to the pressures against women, and (2) the greater likelihood that men, not women, will use violence if denied, and the lesser ability of women compared to men to resist such violence without harm. (shrink)

This research examined the academic enablers that help undergraduate students wi hearing impairment (SWHI) succeed in higher education, addressing their uniq obstacles. SWHI students have unique academic challenges that need tailored interventio and support services to improve their education. Promoting diversity and academic succe in higher education requires understanding these obstacles and supports. A census samp of 30 SWHI undergraduates from a private institution was used for a quantitative stud Surveys in sign language were analyzed using SPSS. (...) Descriptive and inferential statisti were used to analyze academic engagement, interpersonal skills, academic motivation, a study abilities. Academic Engagement demonstrated significant engagement with 56.1 asking test questions and 68.3% participating in classroom discussions. Interpersonal Ski showed active listening (78.0%) and good group work (75.6%). Academic motivati emphasized self-improvement (78.0%) and intrinsic curiosity (73.2%). 73.2% attended cla without doing homework, indicating study skills issues. Future studies should exami academic diversity and accessibility initiatives. (shrink)

Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to (...) react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic. (shrink)

This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the (...) UNESCO Recommendation within the EU states, and considers how such compliance could be improved. (shrink)

Although academic freedom lies at the philosophical core of early Arab-Islamic advancement of knowledge and its tradition of free inquiry, academic freedom is currently under scrutiny. This is evidenced by the many ways the concept is widely misunderstood, resisted, contested, and subject to different interpretations by the Arab political elite. While the impediment of freedom of thought tends to be the fundamental signature of totalitarian political regimes, the idea or practice has spread beyond these limitations. While this subject (...) has many facets, this article only examines academic freedom within the scope of knowledge and inquiry derived from the revered text of the Qur’ãn, including its relation to democracy and radicalism. (shrink)

There is a current debate about the extent to which Academic Freedom should be permitted in our universities. On the one hand, we have traditionalists who maintain that Academic Freedom should be unrestricted: people who have the appropriate qualifications and accomplishments should be allowed to develop theories about how the world is, or ought to be, as they see fit. On the other hand, we have post-traditional philosophers who argue against this degree of Academic Freedom. I consider (...) a conservative version of post-traditional philosophy that permits restrictions on Academic Freedom only if the following conditions are met, Condition 1: The dissemination of the results of a given research project R must cause significant harm to some people, especially to people from oppressed groups. Condition 2: Condition 1 must possess strong empirical support, and which accepts the following assumptions: (1) there is a world of objective facts that is, in principle, discoverable, (2) rational means are the means of discovering it and, (3) rational means requires strong empirical support. I define strong empirical support for an hypothesis h on evidence e in probabilistic terms, as a ratio of posterior to prior probabilities substantially exceeding 1. I now argue in favour of a research policy that accepts unrestricted Academic Freedom. My argument is that there is a formal and general quandary that arises within the standard theory of probability when we apply this account of empirical support to a set of possible causal hypotheses framed in such a way that the “reverse probabilities”, pr(e/h) are 1. I consider various possible ways to escape this quandary, none of which are without difficulties, concluding that a research policy allowing for unrestricted Academic Freedom is probably the best that we can hope for. (shrink)

Philosophical arguments regarding academic freedom can sometimes appear removed from the real conflicts playing out in contemporary universities. This paper focusses on a set of issues at the front line of these conflicts, namely, questions regarding sex, gender and gender identity. We document the ways in which the work of academics has been affected by political activism around these questions and, drawing on our respective disciplinary expertise as a sociologist and a philosopher, elucidate the costs of curtailing discussion on (...) fundamental demographic and conceptual categories. We discuss some philosophical work that addresses the conceptual distinction between academic freedom and free speech and explore how these notions are intertwined in significant ways in universities. Our discussion elucidates and emphasises the educational costs of curtailing academic freedom. (shrink)

We urgently need to bring about a revolution in academic inquiry, one that transforms knowledge-inquiry into what may be called wisdom-inquiry. This revolution, were it to occur, would help humanity make progress towards as good a world as possible. Wisdom-inquiry gives intellectual priority to articulating problems of living, including global problems, and proposing and critically assessing possible solutions - possible actions, policies, political programmes. It actively seeks to promote public education about what our problems are, and what we need (...) to do about them. It seeks to discover how problematic aims of social, political and economic endeavours may be improved. It includes a virtual government that seeks to discover what the actual government ought to be doing. In these and other ways, wisdom-inquiry would be actively and rationally engaged in helping humanity make progress towards a better world. Academia as it exists at present, dominated by knowledge-inquiry, cannot engage in these vitally necessary activities, or can only do so in a restricted, ineffective fashion. There are strong grounds for holding that wisdom-inquiry would dramatically enhance the capacity of humanity to make progress towards a better, wiser world. (shrink)

This paper defines Wokeism with an empirical method for the academic definition of an oppressor, as currently there is no authoritative definition of either in academia. This is a novel definition as academic social science defines an oppressor subjectively induced from theory. This paper proposes an empirical framework to define and identify “oppressors” using measurable criteria grounded in the four instruments of power: physical force, political power, economic power, and informational power. Unlike prevailing approaches within academia, which often (...) apply the label of "oppressor" based on subjective perceptions, this framework emphasizes objective, verifiable criteria. It seeks to clarify complex power dynamics and offers a standardized method for evaluating oppressive behavior, aiming to promote accountability and reduce the misuse of labels. This framework holds particular relevance in public discourse and policy-making, enhancing the credibility and rigor of social science research on social justice, power, and what entities are oppressors, which are not, and which previously accused oppressors from academia can now be vindicated. (shrink)