Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception. -/- Study Design: Descriptive-comparative design. -/- Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022. -/- Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were gathered using (...) the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed. -/- Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000]. -/- Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science. (shrink)

The product of a Kickstarter fundraising campaign, "Clear and Present Thinking" is a college-level textbook in logic and critical thinking. Chapters: 1. Questions, Problems, and World Views 2. Good and Bad Thinking Habits 3. Basics of Argumentation 4. Fallacies 5. Reasonable Doubt 6. Moral Reasoning In an effort to reduce the cost of education for students, this textbook was funded by over 700 people through the Kickstarter online crowd-funding platform.

Short overview of the From Small Beginnings Project and its relevance for resisting eugenics in contemporary society.

In this chapter we use methods of corpus linguistics to investigate the ways in which mathematicians describe their work as explanatory in their research papers. We analyse use of the words explain/explanation (and various related words and expressions) in a large corpus of texts containing research papers in mathematics and in physical sciences, comparing this with their use in corpora of general, day-to-day English. We find that although mathematicians do use this family of words, such use is considerably less prevalent (...) in mathematics papers than in physics papers or in general English. Furthermore, we find that the proportion with which mathematicians use expressions related to ‘explaining why’ and ‘explaining how’ is significantly different to the equivalent proportion in physics and in general English. We discuss possible accounts for these differences. (shrink)

Suicide among college students is a major public health problem. Research has confirmed that negative focused disposition had a significant effect on suicidal ideation. This study aims to evaluate somatic anxiety, general distress and depression as mediators of the relationship between negative focused disposition and suicidal ideation.

During the period 1870-1914 the existing discipline of psychology was transformed. British thinkers including Spencer, Lewes, and Romanes allied psychology with biology and viewed mind as a function of the organism for adapting to the environment. British and German thinkers called attention to social and cultural factors in the development of individual human minds. In Germany and the United States a tradition of psychology as a laboratory science soon developed, which was called a 'new psychology' by contrast with the old, (...) metaphysical psychology. Methodological discussion intensified. New syntheses were framed. Chairs were established and Departments founded. Although the trend toward institutional autonomy was less rapid in Britain and France, significant work was done by the likes of Galton and Binet. Even in Germany and America the purposeful transformation of the old psychology into a new, experimental science was by no means complete in 1914. And while the increase in experimentation changed the body of psychological writing, there was considerable continuity in theoretical content and non-experimental methodology between the old and new psychologies. This chapter follows the emergence of the new psychology out of the old in the national traditions of Britain, Germany, and the United States, with some reference to French, Belgian, Austrian, and Italian thinkers. While the division into national traditions is useful, the psychological literature of the second half of the nineteenth century was generally a European literature, with numerous references across national and linguistic boundaries, and it became a North Atlantic literature as psychology developed in the United States and Canada. The order of treatment, Britain, Germany, and the US, follows the center of gravity of psychological activity. The final section considers some methodological and philosophical issues from these literatures. (shrink)

Ever since George Henry Lewes coined the term emergence, various notions have been associated with emergence that have little or nothing to do with emergence itself. These notions distract from the understanding of emergence to such a degree that very little progress was made in over a century of discussion. Emergence is the coming into existence of patterns-of-material-organization as a consequence of motion. The process of emergence plays major roles in the universe, such as the creation of the hierarchic organization (...) of the material universe from quarks, atoms, and molecules to planets, solar systems, and galaxies. Typical discussions about emergence in the literature are about the distracting notions and not actually about emergence itself. This essay has three primary parts. First is discussion of the intrinsic nature of emergence. The second part explains why the distracting notions are not really about emergence. The third part gives an introduction to methods that can provide understanding of the process of emergence. (shrink)

This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong, from the United Kingdom to Pakistan to Indonesia. Authors include Robert Hefner, Andrew March, Tariq Modood, Lucas Swaine, Matthew Nelson, Rosnani Hashim, Charlene Tan and Yedullah Kazmi.

Standard objections to the notion of a hedged, or ceteris paribus, law of nature usually boil down to the claim that such laws would be either 1) irredeemably vague, 2) untestable, 3) vacuous, 4) false, or a combination thereof. Using epidemiological studies in nutrition science as an example, I show that this is not true of the hedged law-like generalizations derived from data models used to interpret large and varied sets of empirical observations. Although it may be ‘in principle impossible’ (...) to construct models that explicitly identify all potential causal interferers with the relevant generalization, the view that our failure to do so is fatal to the very notion of a cp-law is plausible only if one illicitly infers metaphysical impossibility from epistemic impossibility. I close with the suggestion that a model-theoretic approach to cp-laws poses a problem for recent attempts to formulate a Mill-Ramsey-Lewis theory of cp-laws. (shrink)