This paper considers whether an analogy between distance and dissimilarlity supports the thesis that degree of dissimilarity is distance in a metric space. A straightforward way to justify the thesis would be to define degree of dissimilarity as a function of number of properties in common and not in common. But, infamously, this approach has problems with infinity. An alternative approach would be to prove representation and uniqueness theorems, according to which if comparative dissimilarity meets certain qualitative conditions, (...) then it is representable by distance in a metric space. I will argue that this approach faces equally severe problems with infinity. (shrink)

Face-to-face learning engagement has been suspended due to the health crisis that affected the whole world. This led to the adaptation of modular distance learning to continue delivering quality education. As the transition continues, its effectiveness has been frequently assessed. The key purpose of this study is to determine the relationship between the level of implementation of modular distance learning and English Writing Proficiency among the senior high school students in Saint Joseph College Maasin City School year 2021-2022. (...) The study employed a descriptive correlational design with 39 purposively chosen respondents. The main tools used in gathering the data were questionnaires, learning modules, and rubrics. Findings revealed that the implementation of modular distance learning (MDL) has an overall very satisfactory rating based on the perception of the students. The student’s perception of the implementation of modular distance learning and their writing proficiency is significantly related. Moreover, it revealed that students had difficulties in finding supplementary learning materials and educational support from home. The researcher recommends a set of guidelines for the successful and effective implementation of modular distance learning as the output of the study. (shrink)

We perform an experimental investigation using a dictator game in which individuals must make a moral decision —to give or not to give an amount of money to poor people in the Third World. A questionnaire in which the subjects are asked about the reasons for their decision shows that, at least in this case, moral motivations carry a heavy weight in the decision: the majority of dictators give the money for reasons of a consequentialist nature. Based on the results (...) presented here and of other analogous experiments, we conclude that dicator behavior can be understood in terms of moral distance rather than social distance and that it systematically deviates from the egoism assumption in economic models and game theory. (shrink)

This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning modality. The findings (...) reveal the following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies. (shrink)

1. Une dispute épistémologique 1.1 Quatre itinéraires à proximité puis à distance des structuralismes 1.2 Un différend sur les « usages réglés du rationalisme » en sciences de l’homme 2. Les mots et les descriptions en sciences de l’homme 2.1 Une commune limitation du déterminisme linguistique 2.2 Un problème philosophique implicite : descriptions définies et noms propres 2.3 L’usage des descriptions définies en sciences de l’homme 2.4 Les (semi-)noms propres des sciences historiques 2.5 Le degré de généralité des concepts (...) employés et ses conséquences sur les raisonnements 3. La spécificité des raisonnements en sciences de l’homme 3.1 Quelle logique pour raisonner sur les phénomènes humains ? 3.2 Les usages d’une référence commune : la logique naturelle 3.3 Propositions et énoncés : divergences sur l’analyse des raisonnements 4. Le juste degré de formalisation du langage et des raisonnements 4.1 La formalisation des descriptions 4.2 Les modèles et la formalisation des raisonnements 4.3 Des formalisations qui s’ignorent 5. Le caractère historique des sciences de l’homme 5.1 Formaliser implique-t-il de dé-historiciser ? 5.2 Les mécanismes du changement scientifique 5.3 Pragmatique de l’intervention théorique. (shrink)

Phrase structure trees have a hierarchical structure. In many subjects, most notably in {\bf taxonomy} such tree structures have been studied using ultrametrics. Here syntactical hierarchical phrase trees are subject to a similar analysis, which is much simpler as the branching structure is more readily discernible and switched. The occurrence of hierarchical structure elsewhere in linguistics is mentioned. The phrase tree can be represented by a matrix and the elements of the matrix can be represented by triangles. The height at (...) which branching occurs is not prescribed in previous syntactic models, but it is by using the ultrametric matrix. In other words the ultrametric approach gives a complete description of phrase trees, unlike previous approaches. The ambiguity of which branching height to choose, is resolved by postulating that branching occurs at the lowest height available. An ultrametric produces a measure of the complexity of sentences: presumably the complexity of sentences increases as a language is acquired so that this can be tested. All ultrametric triangles are equilateral or isosceles. Here it is shown that \={X} structure implies that there are no equilateral triangles. Restricting attention to simple syntax a minimum ultrametric distance between lexical categories is calculated. A matrix constructed from this ultrametric distance is shown to be different than the matrix obtained from features. It is shown that the definition of {\sc c-command} can be replaced by an equivalent ultrametric definition. The new definition invokes a minimum distance between nodes and this is more aesthetically satisfying than previous varieties of definitions. From the new definition of {\sc c-command} follows a new definition of of the central notion in syntax namely {\sc government}. (shrink)

Porto has its own charm. It has a beautiful Douro river, the steep alleys of Gaia, Ribeira, Miragaia and shiny beautiful waterfronts. While you are strolling in the fishing village of Afurada, you can smell the sea. Watching the sunset with a mild breeze coming from the Atlantic Ocean can refresh the soul. It is difficult to be a non-local curious urban and nature lover like me and to stay at home in a magical city like Porto.

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and the coping strategies they employed to address these challenges. Using a mixed-method research approach, data were collected through a survey of thirty-eight Junior High School science teachers in Mandaon District in Masbate, Philippines. Findings revealed that the implementation of modular distance learning presented various challenges, including technical problems, distribution and retrieval difficulties, student utilization issues, and unreliable assessment results. To cope with (...) these challenges, teachers employed various strategies, including attending ICT training, asking for technical assistance, developing income-generating projects, and utilizing differentiated instruction and targeted assessments. The study also highlights the need for more parental involvement, adequate funding for schools, clear instructions and guidance to students, and proper monitoring of student performance. Overall, the study suggests that with effective implementation and support, modular distance learning can be an effective mode of instruction, particularly during times of crisis. (shrink)

:In this essay, I present an account of forgiveness as a process of emotional distancing. The central claim is that, understood in these terms, forgiveness does not require a change in judgment. Rationally forgiving someone, in other words, does not require that one judges the significance of the wrongdoing differently or that one comes to the conclusion that the attitudes behind it have changed in a favorable way. The model shows in what sense forgiving is inherently social, shows why we (...) should be pluralists about it, and provides a basis for arguing against the existence of necessary conditions of forgiving. (shrink)

Many experienced runners consider the use of wearable devices an important element of the training process. A key techno-utopic promise of wearables lies in the use of proprietary algorithms to identify training load errors in real-time and alert users to risks of running-related injuries. Such real-time ‘knowing’ is claimed to obviate the need for athletes’ subjective judgements by telling runners how they have deviated from a desired or optimal training load or intensity. This realist-contoured perspective is, however, at odds with (...) sociological research indicating that users of wearables engage in active ‘data sense-making’ that is highly contextualised. To investigate how athletes use (or not) algorithmic analysis to understand, make sense of, and improve their performance in real-time, we undertook qualitative interviews with distance runners to explore lived experiences of running with wearables. The runners described how they actively interpreted data from wearables, drawing on their own experience, ‘somatic knowledge’, and embodied ways of knowing. This allowed them to assess the relevance and usefulness of data in relation to their own goals, intentions, and feelings. Our findings challenge the techno-utopic promises of real-time and predictive analytics. (shrink)

I seek to re-approach the longstanding debate concerning the moral relevance of physical distance by emphasising the important distinction between evaluations of wrongdoing and evaluations of blameworthiness. Drawing in particular on Quality of Will accounts of blameworthiness, I argue that proximity can make an important difference to what qualifies as sufficient moral concern between strangers, and therefore to evaluations of blameworthiness for failures to assist. This implies that even if two individuals (one distant, one proximate) commit an equivalent wrong (...) in ignoring preventable suffering, it can still be the case that the proximate individual is more blameworthy insofar as their disregard expresses a more reprehensible attitude. I argue that emphasising this distinction allows us to make sense of a range of conflicting intuitions with regards to the effects of physical distance on our obligations to assist. (shrink)

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well (...) as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed. (shrink)

This paper argues that Michael Dummett's proposed distinction between a declarative sentence's "assertoric content" and "ingredient sense" is not in fact supported by what Dummett presents as paradigmatic evidence in its support.

The beginning of the COVID-19 pandemic offers a unique case study for understanding conceptual and linguistic propagation. In early 2020, scientists, politicians, journalists, and other public figures had to, with great urgency, propagate several public health-related concepts and terms to every person they could. This paper examines the propagation of coronavirus and social distancing and develops a framework for understanding how the language used to express a notion can help or hinder propagation. I argue that anyone designing a representational device (...) for propagation needs to appreciate the three-way causal relationship between language, people’s mental representations, and the extramental world. Using this framework, I explore what makes “social distancing” a bad name for social distancing and why it is unproblematic that “coronavirus” is a scientifically loose way of speaking about the virus. Through this and further study of the many historical examples of linguistic and conceptual propagation, conceptual engineers can better understand the complex challenges facing people who want to propagate representational devices. (shrink)

Despite a growing body of research on the sociology of time and, analogously, on the sociology of sport, to date there has been relatively little sports literature that takes time as the focus of the analysis. Given the centrality of time as a feature of most sports, this would seem a curious lacuna. The primary aims of this article are to contribute new perspectives on the subjective experience of sporting injury and to analyze some of the temporal dimensions of sporting (...) “injury time” and subsequent rehabilitation. The article is based on data derived from a 2-year autoethnographic research project on 2 middle/long-distance runners, and concludes with some indicative comments regarding the need for sports physiotherapists and other health-care practitioners to take into account the subjective temporal dimension of injury and rehabilitative processes. (shrink)

Background: Pandemics are challenging for clinical and public health agencies and policymakers because of the scientific and medical uncertainty that accompanies novel viruses like COVID-19 makes an increase of morbidity and mortality prominent. Consequently, there is a need to evaluate the public perception of social distancing, lockdown obligatory, and response satisfactory during the pandemic. Methods: This cross-sectional survey used an anonymous online google based questionnaire to collect data from respondents via social media platforms. The online survey was conducted among social (...) media users from 1st to 30th April 2020. A snowball sampling technique was employed to recruit respondents for the survey. A total of 1,131 respondents responded across the country. Results: Nine out of every ten respondents believed that social distancing is an effective measure to reduce the spread of COVID-19. Also, 8 out of every ten respondents agreed with the lockdown measures. However, just 36.8% think their government is doing enough to stop the outbreak, and only 25% of the respondents were satisfied with the country’s response to the worldwide epidemic. The age of respondents was found to be significantly associated with satisfaction with emergency response during pandemics. Conclusion: It could be concluded that Nigerian public accepted social distancing as an effective way of curbing the spread of COVID-19 and general acceptance on lockdown obligatory; however, more than half of respondents expressed non-satisfactory with government and other agencies responses during the pandemics. (shrink)

What distinguishes causation from grounding? One suggestion is that causation, but not grounding, occurs over time. Recently, however, counterexamples to this simple temporal criterion have been offered. In this paper, we situate the temporal criterion within a broader framework that focuses on two aspects: locational overlapping in space and time and the presence of intermediaries in space and time. We consider, and reject, the idea that the difference between grounding and causation is that grounding can occur without intermediaries. We go (...) on to use the fact that grounding and causation both involve intermediaries to develop a better temporal criterion for distinguishing causation from grounding. The criterion is this: when a cause and effect are spatially disjoint, there is always a chain of causal intermediaries between the cause and the effect that are extended in time. By contrast, when the grounds and the grounded are spatially disjoint, there is always a chain of grounding intermediaries, but the chain need not be extended in time, it can be purely spatial. The difference between grounding and causation, then, is that causation requires time for chaining in a way that grounding does not. (shrink)

The Covid-19 virus has affected everyone, and some are still getting better. The changes the pandemic brought about pushed us to use conventional survival methods. It is necessary for both teachers and students to quickly switch to an entirely new method to carry on with their school program This study aims to ascertain the elementary teachers' attitude toward changes and how it mediates the job-related issues that the pandemic brought about, particularly in the mode of delivery of learning during these (...) times, as well as its impact on the coping response that the teachers use to cope up with these changes. To assess the current state of the variable, the research employs a descriptive survey methodology. The study revealed that teacher respondents’ profiles were significantly influenced by the coping response; the data presented that age is the only variable with a significant relationship with the coping response, while between job-related issues and coping strategies, the data show that the distribution/retrieval of modules influences all facets of coping strategy. It is also found that the respondent’s job-related issues significantly correlate with all the attitudes toward change. Most evidently the effect of the authentic assessment and students’ engagement with the teacher’s resistance to these changes in distance learning. This study recommends that school conduct seminars promoting work-life balance as well as administrators assisting teachers when it comes to the use of technology. (shrink)

This essay discusses critical approaches to culture, difference, and empathy in health care education through a reading of Junot Diaz’s “Wildwood” chapter from the 2007 novel The Brief Wondrous Life of Oscar Wao. I begin with an analysis of the way that Diaz’s narrative invites readers to imagine and explore the experiences of others with subtlety and complexity. My reading of “Wildwood” illuminates its double-edged injunction to try to imagine another’s perspective while recognizing the limits to—or even the impossibility of—that (...) exercise. I draw on post-colonial theory and feminist science studies to illuminate a text that is created and interpreted in a post-colonial context—the Dominican diaspora in the United States. The essay offers a model of historical and critical analysis that health care educators can use to frame the concept of empathy in the classroom and the clinic. (shrink)

Dans sa correspondance avec Richard Bentley, Newton a rejeté la possibilité d'une action à distance, bien qu'il l'ait acceptée en Principia. L’environnement introduit par Newton à la question 21 d'Opticks se compose d’une part de corps matériels extrêmement petits, séparés dans l’espace, et d’un principe actif non mécanique produisant et médiatisant les forces de répulsion entre ces corps. À la question 28, il a clairement fait valoir qu'un environnement mécanique devrait être rejeté. L'éther traverse les corps, il est donc (...) sans importance. DOI: 10.13140/RG.2.2.23101.41446. (shrink)

The purpose of this study is to investigate the pedagogical practices employed by secondary school teachers under the new normal. It also identifies the difficulties teachers face when facilitating modular distant learning. Science high school teacher from North District Butuan City took part in the study. In this study, quantitative methodology was employed. To collect the data for the study, survey questionnaires were distributed. According to the research study's findings, the restricted face-to-face parent orientation is the most used pedagogical practices (...) in the new normal, specifically in modular distance learning is the limited face-to-face parent orientation. Enables teachers to incorporate ICT skills to students’ lessons even in modular distance learning, aids in monitoring students’ learning performance using self- learning modules in modular distance learning. Miscommunication because of the distant mode of instruction and difficulties in reaching students due to pandemic are some of the challenges encountered by the teachers in applying pedagogical practices. To address this issue, the researchers designed a capsule training intervention plan that will help teachers enhance their knowledge in choosing and effective pedagogical practice particularly in modular distance learning. (shrink)

Cet article présente l’enseignement à distance pendant la période du confinement sanitaire au Maroc. Pour comprendre le fonctionnement de ce mode d’enseignement, points forts et lacunes, nous avons réalisé une enquête auprès d’un échantillon composé de trente élèves de première année du baccalauréat et dix enseignant(e)s, spécialité Français, pour la période à partir de 20 Mars 2020 jusqu’au 20 Mars 2021. Dans ce cadre, nous mettrons d’abord en évidence le contexte de la mise en œuvre de l’enseignement à (...) class='Hi'>distance et ses diverses notions. Nous montrerons ensuite le passage de l’enseignement présentiel à l’enseignement à distance pendant la période du confinement sanitaire. Nous présenterons après l’expérience de l’enseignement à distance vécue par les élèves et les enseignants. Pour aboutir finalement aux conclusions résultant de cette nouvelle expérience. -/- . (shrink)

L'interprétation des textes d'Isaac Newton a suscité une controverse à ce jour. L'un des débats les plus animés a trait à l'action entre deux corps distants l'un de l'autre (l'attraction gravitationnelle), et à la mesure dans laquelle Newton a impliqué Dieu dans ce cas. Pratiquement, la plupart des articles traitent quatre types d’attractions gravitationnelles dans le cas des corps distants : l’action directe à la distance en tant que propriété intrinsèque des corps au sens épicurien du terme ; action (...) directe à distance divinement médiée par Dieu ; action à distance médiée par un éther matériel ; ou action à distance médiée par un éther immatériel. DOI: 10.13140/RG.2.2.17564.33926. (shrink)

Context: The infinite has long been an area of philosophical and mathematical investigation. There are many puzzles and paradoxes that involve the infinite. Problem: The goal of this paper is to answer the question: Which objects are the infinite numbers (when order is taken into account)? Though not currently considered a problem, I believe that it is of primary importance to identify properly the infinite numbers. Method: The main method that I employ is conceptual analysis. In particular, I argue that (...) the infinite numbers should be as much like the finite numbers as possible. Results: Using finite numbers as our guide to the infinite numbers, it follows that infinite numbers are of the structure w + (w* + w) a + w*. This same structure also arises when a large finite number is under investigation. Implications: A first implication of the paper is that infinite numbers may be large finite numbers that have not been investigated fully. A second implication is that there is no number of finite numbers. Third, a number of paradoxes of the infinite are resolved. One change that should occur as a result of these findings is that “infinitely many” should refer to structures of the form w + (w* + w) a + w*; in contrast, there are “indefinitely many” natural numbers. Constructivist content: The constructivist perspective of the paper is a form of strict finitism. (shrink)

This study set out to look into the relationship between metacognitive reading strategies and reading comprehension of Grade 11 Technical-Vocational-Livelihood modular distance learners of Pasay City East. A correlational research design was employed. The Metacognitive reading strategies served as the dependent variable while reading comprehension served as an independent variable. Random sampling was used to select the 116 respondents and MARSI R and McCall Crabbs Reading Proficiech test were the instruments. The findings of this study show a weak relationship (...) between metacognitive awareness of reading strategies and reading comprehension and the unachieved grade level which failed to reject the hypothesis that there was no significant relationship of metacognitive reading strategies and reading comprehension for Global and Problem-Solving reading strategies. It recommended that future researchers should employ other reading comprehension proficiency tests to validate the result of the existing study and include intervention through the utilization of metacognitive reading strategies as the appropriate strategy to address reading comprehension. (shrink)

Nietzsche scholars have developed an interest in his use of “thick” moral psychological concepts such as virtues and emotions. This development coincides with a renewed interest among both philosophers and social scientists in virtues, the emotions, and moral psychology more generally. Contemporary work in empirical moral psychology posits contempt and disgust as both basic emotions and moral foundations of normative codes. While virtues can be individuated in various ways, one attractive principle of individuation is to index them to characteristic emotions (...) and the patterns of behavior those emotions motivate. Despite the surge in attention to Nietzsche’s use of emotions, the literature has tended to lump all emotional states together. In this paper, I argue that what Nietzsche calls the pathos of distance is best understood as the virtue associated with both contempt and disgust. I conclude with a discussion of the bleak prospects for a Nietzschean democratic ethos. (shrink)

Unmanned systems bring risk asymmetry in war to a new level, making martial virtues such as physical courage by and large obsolete. Nonetheless, the dominant view within the military is that using unmanned systems that remove the risks for military personnel involved is not very different from using aircrafts that drop bombs from a high altitude. According to others, however, the use of unmanned systems and the riskless killing they make possible do raise a host of new issues, for instance (...) the question to what extent the willingness to take risks is part of the military profession. This article addresses that existential question, but also the question of whether the elimination of all risk would make the military profession a less moral one. To that end, it juxtaposes the military viewpoint that riskless killing by means of drones is morally uninteresting with the more critical viewthat such riskless killing is in fact highly problematic. (shrink)

It has been claimed that the only way to avoid action at a temporal distance in a temporal continuum is if effects occur simultaneously with their causes, and that in fact Newton’s second law of motion illustrates that they truly are simultaneous. Firstly, I point out that this interpretation of Newton’s second law is problematic because in classical mechanics ‘acceleration’ denotes a vector quantity. It is controversial whether vectors themselves are changes as opposed to properties of a change, and (...) therefore if they can count as effects. Secondly, I argue that the problem of action at a temporal distance is generated by the assumption that forces operate on their effects, but that this assumption is not easily reconciled with Newton’s third law of motion, which is best read as saying that forces operate between objects. On that reading, there is no problem of action at a temporal distance even in a temporal continuum just as long as interacting objects coexist. (shrink)

The most prominent strand of moral thought in the African philosophical tradition is relational and cohesive, roughly demanding that we enter into community with each other. Familiar is the view that being a real person means sharing a way of life with others, perhaps even in their fate. What does such a communal ethic prescribe for the coronavirus pandemic? Might it forbid one from social distancing, at least away from intimates? Or would it entail that social distancing is wrong to (...) some degree, although morally permissible on balance? Or could it mean that social distancing is not wrong to any degree and could, under certain circumstances, be the right way to commune? In this article, I defend the latter view. I argue that, given an independently attractive understanding of how to value communal relationship, distancing oneself from others when necessary to protect them from serious incapacitation or harm can come at no cost to right action. However, I also discuss cases in which social distancing would evince a lack of good character, despite being the right thing to do. (shrink)

In this paper, I argue that one approach to normative political theory, namely contextualism, can benefit from a specific kind of historical inquiry, namely genealogy, because the latter provides a solution to a deep-seated problem for the former. This problem consists in a lack of critical distance and originates from the justificatory role that contextualist approaches attribute to contextual facts. I compare two approaches to genealogical reconstruction, namely the historiographical method pioneered by Foucault and the hybrid method of pragmatic (...) genealogy as practiced by Bernard Williams, arguing that they both ensure an increase in critical distance while preserving contextualism’s distinctiveness. I also show, however, that only the latter provides normative action-guidance and can thus assist the contextualist theorist in the crucial task of discerning how far certain contextual facts deserve their justificatory role. I prove this point by showing how a pragmatic genealogy of the practice of punishment can inform the contextualist’s reflection about the role this practice should play in a transitional scenario, i.e. in the set of circumstances societies go through in the aftermath of large-scale violence and human rights violations. (shrink)

The possibility of employing human enhancement interventions to aid in future space missions has been gaining attention lately. These possibilities have included one of the more controversial kinds of enhancements: biomedical moral enhancement. However, the discussion has thus far remained on a rather abstract level. In this paper we further this conversation by looking more closely at what type of interventions with what sort of effects we should expect when we are talking about biomedical moral enhancements. We suggest that a (...) more grounded way to picture moral enhancement, at least in the near term, is to envision a form of cognitive enhancement that also provides some moral benefits by heightening the enhanced person's capability for acting according to their own subjective moral code. While this concept of moral adherence enhancement also has relevance for the moral enhancement discussion more widely, in this paper we apply it specifically in the context of space missions. We argue that there are weighty reasons to consider making biomedical enhancements of the proposed kind a mandatory feature of early-phase long-distance space travel because these missions are high-stakes in nature and take place in an environment where the enhancement could be seen as conferring important advantages while negating many of the traditional arguments weighed against it. (shrink)

Within the field of quantum gravity, there is an influential research program developing the connection between quantum entanglement and spatiotemporal distance. Quantum information theory gives us highly refined tools for quantifying quantum entanglement such as the entanglement entropy. Through a series of well-confirmed results, it has been shown how these facts about the entanglement entropy of component systems may be connected to facts about spatiotemporal distance. Physicists are seeing these results as yielding promising methods for better understanding the (...) emergence of (the dynamical) spacetime (of general relativity) from more fundamental quantum theories, and moreover, as promising for the development of a nonperturbative theory of quantum gravity. However, to what extent does the case for the entanglement entropy-distance link provide evidence that spacetime structure is nonfundamental and emergent from nongravitational degrees of freedom? I will show that a closer look at the results lends support only to a weaker conclusion, that the facts about quantum entanglement are constrained by facts about spatiotemporal distance, and not that they are the basis from which facts about spatiotemporal distance emerge. (shrink)

My research into Virtual Reality technology and its central property of immersion has indicated that immersion in Virtual Reality (VR) electronic systems is a significant key to the understanding of contemporary culture as well as considerable aspects of previous culture as detected in the histories of philosophy and the visual arts. The fundamental change in aesthetic perception engendered by immersion, a perception which is connected to the ideal of total-immersion in virtual space, identifies certain shifts in ontology which are relevant (...) to a better understanding of the human being. This understanding was achieved through a broad inquiry into the histories of Virtual Reality, philosophy, and the visual arts and has lead to the formulation of an aesthetic theory of immersive consciousness indicative of immersive culture. The primary subject of this discourse is immersion then: an experience which will be identified within the dissertation as the indispensable characteristic of Virtual Reality. The understanding of immersion arrived at here will be used to fashion a synchronous theory of art particularly informed by encounters and concepts of immersion into virtuality. To sufficiently address this subject in a scholarly fashion, I have researched, found and accumulated aesthetic and philosophic examples of immersive tendencies, as found within the histories of art and philosophy, which subsequently contributed towards the articulation of what I have come to call immersive consciousness. As a result of formulating such an immersive consciousness, a good deal of the basis for the questioning of the Western ontological tradition has been found in the Western tradition itself when we look with new eyes and ask new uncertain questions. Moreover, this immersive consciousness will be used to propose some abstract questions encircling today's electronic-based culture. Through the structuring of the argument within the thesis - and overtly within the conclusion - I have articulated a non-teleological creative strategy which provides the basis for an unconstraining integration of noologies (ways of semblancing the thinking process). This strategy provides a means of exemplifying - and for honoring - various methods of thinking. This structuring strategy is consistent with the 'hacker ethic' as defined by Steven Levy, as a demand that access to computers - and anything which might teach us something about the way the world works - should be unlimited and total. To follow this strategy, this dissertation has set out to understand how topical conceptions of virtual immersion connect to pre-existing systems of thought as revealed in art as they have extended out of antecedent ontological self-understandings, historical human self-understandings which have evidenced themselves in the elaboration of technological objectives. To do this I have forged a certain rhizomatic paternity/maternity for Virtual Reality within this dissertation by joining choice immersive examples of simulacra technology into mental connections with the relevant examples culled from the histories of art, architecture, information-technology, sex, myth, space, consciousness and philosophy. (shrink)

This study sought to examine the factors affecting the Science, Technology, Engineering and Mathematics (STEM) students’ Mathematics performance in a modular distance learning at Notre Dame Village National High School (NDVNHS). In particular, the researcher was interested to determine if these factors had a significant effect on the students’ Pre-Calculus and General Mathematics performance considering the number of hours spent in modular learning. The period covered by the study was during the first semester of the school year 2020-2021. The (...) respondents were all 67 Grade 11 STEM students of NDVNHS. A quantitative research design was utilized particularly using Multivariate Analysis of Covariance (MANCOVA). The findings of the study revealed that majority of the STEM students had a good performance in their Mathematics subjects for the first semester. Also, the factors specifically type of motivation (intrinsic or extrinsic) and support system (parents, siblings, relatives, friends, or classmates) had statistically significant effect on their mathematics performance in the new normal considering the amount of time they spent in learning using modules. Moreover, there were statistically significant differences in both Pre-Calculus and General Mathematics performances between the type of motivation and support system when adjusted for the number of hours spent in modular learning. Based on the findings, the study concluded that the students’ motivation and support system can greatly affect their mathematics performance when controlling for the allocated time in modular learning. Especially in Pre-Calculus and General Mathematics, motivation and support system are important factors in learning using modules. In the new normal education, the students should increase their level of motivation as well as exposure in self-learning and be given full support towards the processes in the modular approach of distance learning. (shrink)

In this paper I discuss the Nietzschean notion of a pathos of distance, which some democratic theorists would like to recruit in the service of a democratic ethos. Recently their efforts have been criticized on the basis that the Nietzschean pathos of distance involves an aristocratic attitude of essentializing contempt towards the common man that is incompatible with the democratic demand to accord everyone equal respect and dignity. I argue that this criticism is misguided and that the pathos (...) in question involves encouraging the flourishing of higher types that give meaning and justification to the social order. For Nietzsche, the experience of living under a society that is thus organized leads to the psychological demand to search for spiritual states within a person that can make life worth living. I conclude by considering whether, so conceived, the pathos of distance is compatible with democracy. (shrink)

This paper offers a critical analysis of the use of the idea of distance in philosophical anthropology. Distance is generally presented in works of philosophical anthropology as the ideal coping strategy, which rests in turn on the thesis of the instinct deficiency of the human species. Some of the features of species life, such as its sophisticated use of symbolic forms, come to be seen as necessary parts of this general coping strategy, rather than a merely expressive outlet, (...) incidental to the ultimate goal of life preservation. The paper analyses the arguments used in support of the thesis of instinct deficiency in Hans Blumenberg and considers their implications for the status of symbolic expression in species life. It contrasts the approach this thesis involves with one that proceeds by presenting and arguing from biological evolutionary evidence. The contrast is used to examine the questions: in what sense instinct deficiency is specifically anthropological, and in what precise sense philosophical anthropology is ‘philosophical’. (shrink)

Recent theories of art that subscribe to the view that art objects are agents enchanting their target audience, have tended to explain the operation of art objects as an agent–patient dynamic, a causal nexus of agency. They face a challenge, however, when they also aspire to embrace the idea – dominant in modernist and contemporary art theory – that the function of art is to unsettle its spectators’ habitual ways of perceiving and understanding, that is, to disenchant them: If artworks (...) are to be understood as agents enchanting their recipients, how can they be forces of disenchantment at the same time? I argue that the shift in perspective from perceiving art objects as enchanting agents to approaching them as possible means of gaining cognitive distance is inadequately addressed by these theories. (shrink)

One method for preventing the spread of the coronavirus and other contagious diseases is through social distancing. Therefore, creating a tool to measure and quickly discover the precise distance is necessary. In order to prevent physical contact between individuals, this study aimed to detects individuals’ physical distance, through an inaugurated battery-powered device that monitors physical distance through wireless technology. Specifically, in public or crowded areas, to lessen the spread of the virus. This study focuses on detecting people’s (...) physical distance in the region of interest utilizing an Ultrasonic and VL53L0X sensors and determining the significant difference between the two sensors in monitoring physical distance. This study employs an applied experimental research design. The efficiency of both sensors in measuring physical distance was evaluated through analysis. The Ultrasonic and VL53L0X sensors underwent 15 tests. Furthermore, the researchers effectuated a t-test to determine the significant difference between the two sensors. Data gathered revealed that the sensors’ combined mean in terms of measuring physical distance indicates that the ultrasonic sensor performed better than VL53L0X, measuring 134.7 cm, notwithstanding 99.8 cm for the VL53L0X sensor. Complementary to this, the results of the t-test show that the VL53L0X sensor and Ultrasonic sensor have a significant difference in terms of distance precision. (shrink)

Parental factors impact students’ self-concept and academic performance during the pandemic. Thus, this study determined the students’ self-concept and academic performance and the parental factors related to it. The research design was descriptive-correlational, and 500 nonrandom college students in West Philippines participated in the study. Researcher-made instruments were used, which were subjected to reliability and validity evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation). (...) Results revealed a positive self-concept and satisfactory academic performance among the students. Besides, parental factors such as educational attainment and school/classroom involvement are significantly related to self-concept and academic performance. Further, self-concept is significantly associated with academic performance. This shows that some parental factors are vital in developing the student’s self-beliefs and supporting their studies and academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors related to academic achievement and self-concept. Other researchers may find the mediation or moderation effect of self-concept between parental factors and students’ scholastic achievement. (shrink)

In this research, the author presents the lived experience of a graduate student and how she has overcome the feeling of isolation and challenges in distance learning. The participant of this qualitative phenomenological study is student from Visayas State University Open University (VSU-OU). This qualitative phenomenological study (Chambers, 2013) seeks to measure the in-depth experience of a distance learner from the southern Philippines and systematically analyze the culture of distance learning in order to understand the phenomenon of (...) isolation and be able to share in future studies. With in-depth personal interview, this study also allows readers to witness his personal stories which may validate others’ experiences who may not have an avenue to research about – hence phenomenological. It used the thematic qualitative approach in organizing the data presented in the study which involves analyzing themes and patterns she experienced in the phenomenon. It also mentions the respondent’s steps of overcoming isolation in distance education and avoiding quitting the study. And to do so, a network of connection among learners and university shall be present in order for a distance learner to succeed in the mode. (shrink)

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to (...) the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement. (shrink)

Interactions are important in establishing deep and meaningful learning experiences for learners in a distance education setup. Of all the activities in an online classroom, the discussion forum proved to be the one that had the most interactions. A discussion forum lets learners interact with the content, peers, and teachers. Participation in these learning activities is one important factor. The more the learners participate, the more they learn. This paper uses the researcher’s experience in determining what participation is in (...) an online learning experience. After reviewing the experience, participation in a discussion forum is defined as a self-induced connection to the learning community to receive and share knowledge to bring a deeper understanding of a certain theory or phenomenon.” There are conditions for a behavior or action that can be considered participation. The more conditions the behavior met, the higher the level of participation it led. The conditions are the learner analyzes an abstract theory or concept and relates it to practice or experience; the learner views other people’s perspectives regarding the subject and synthesizes a stronger and deeper understanding of the acquired knowledge; the learner communicates the acquired understanding of a certain subject that induces a validation or further inquiry; lastly, the learner constructed a train of premeditated discourse that leads to the understanding of a certain subject. (shrink)

As the Philippines continues to grapple with the effects of the COVID-19 pandemic, new modalities of instruction are being devised by the administration of Rodrigo Duterte, through the Department of Education (DepEd). Among these are what the DepEd provided as self-learning modules (SLMs) combined with “alternative learning delivery modalities” which include radio-based instruction (DepEd 2020). The SLMs and radiobased instruction are the most common modalities of learning, being the most accessible especially for the poor students of the country. This paper (...) will examine the pedagogical and political dimensions of a radio-based instruction. Coming from the tradition of philosophy of technology that emphasizes the political nature of technology, I will argue how the logic of radio broadcasting predetermines a specific pedagogy and form of communication. I will further argue how this predetermined form of communication carries the danger of being an effective support for authoritarianism. (shrink)

This paper offers a social phenomenological reading of the globally binding practice of 'social distancing' in light of the precautionary measures against the spreading of the Covid-19 virus. Amid speculation about the far-reaching effects of temporarily applicable measures and foresights about the advent of an ethos that has been heralded by the media as the 'new normal', the ubiquitous phenomenon of social distancing calls for a fundamental ontological elucidation. The purported hermeneutic that is situated in the broader place branding and (...) experiential marketing literatures places Covid-19 in the shoes of Being, and, therefore, imagines how Being would behave ontologically if it were a virus. By positing that the virus does operate like Being, five these are formulated as experiential interpretive categories with regard to the ontological status of Covid-19. The adopted approach makes the following contributions to the extant literature: First, it addresses a wholly new phenomenon in place branding, namely a pre-branded place that is non-negotiable, globally applicable and seemingly equivalent to pure void. Second, it advances the application of phenomenological research in experiential consumption by highlighting the aptness of the so far peripheral (in the marketing discipline) strand of Heideggerian fundamental ontology. Third, it expands the notion of place in the place branding literature, by showing how spatialization is the outcome of temporalization, in line with the adopted phenomenological perspective. (shrink)

This paper is a critical appraisal of Lee’s framework (2020) for the Community of Inquiry (CoI) pedagogy in light of Garrison’s work (2000, 2001, 2010, 2016, 2017) in the context of synchronous and asynchronous distance learning. Using the latter as springboard, Lee’s CoI framework is examined based on Garrison’s three presences: cognitive, social, and teaching presence. The paper discusses the similarities between Lee’s CoI and Garrison’s CoI, and expounds on the differences between the two (i.e. the end goal of (...) a CoI for cognitive presence, the realization of asynchronous social presence, and the role of the facilitator in teaching presence). It also presents practical suggestions to improve Lee’s CoI in a distance education setting. Lastly, it concludes with institutional recommendations for applying CoI for distance learning in the Philippine context. (shrink)