This study assesses the student learning styles and academic performance in modular learning among Grade IV, V, and VI learners of Hindang Central School. This considered the learning styles and academic performance of the respondents in modular learning. A total of 252 learners from Hindang Central School participated as respondents in the evaluative method of research that consists of two parts questionnaires. This study used a modified survey questionnaire from the University of California at Merced, Student (...) Advising and Learning Center to gather the data of the respondents. As to the significance of learning styles and academic performances of the respondents in modular learning, Analysis of Variance (ANOVA) was used to analyze the significant differences. The study's findings indicated that auditory learning was the respondents' preferred method of learning. This learning style is best through speaking or listening. Moreover, auditory learners prevail dominantly amidst the health crisis faced. The respondents' academic achievement in the academic year 2020–2021 was also revealed to be Very Satisfactory. According to the Analysis of Variance (ANOVA), there was no apparent connection between learning preferences and academic achievement in the new typical education. Therefore, there was no relation or correlation between the two variables. (shrink)

The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching and (...) learning outcomes in the Nkoranza-North district. The study covered a sample size of sixty (60) people comprises of Headmasters, selected teachers and selected students of the two. The researcher employed the descriptive method, while interview schedule and questionnaire were used to gather the information. Frequency and percentage were used to analyse the data. The study also looks at the various leadership styles employed by leaders some of which are Autocratic, Democratic and Laissez-faire. The findings of the study are discussed, conclusion draw and recommendations made. (shrink)

Analytical categories of scientific cultures have typically been used both exclusively and universally. For instance, when styles of scientific research are employed in attempts to understand and narrate science, styles alone are usually employed. This article is a thought experiment in interweaving categories. What would happen if rather than employ a single category, we instead investigated several categories simultaneously? What would we learn about the practices and theories, the agents and materials, and the political-technological impact of science if we analyzed (...) and applied styles, paradigms, and models simultaneously? I address these questions in general and for a specific case study: a brief history of systematics. (shrink)

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more engaging. (...) To achieve this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method. (shrink)

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research (...) instruments and statistics were all validated and tested for reliability. The analysis revealed that the students are visual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary. (shrink)

The article examines the basics of learning a foreign language. The fundamental foundations of this process are chosen. These judgments are made at the intersection of philosophical and pedagogical platforms. Therefore, research is of importance in both aspects, both philosophical and pedagogical. A new concept called ”Intuitive language base" is put forward. With the help of this concept, judgments about the fundamental foundations are made. The main issue explained within the framework of the concept is about words. Thus, it (...) is shown that, unlike the grammatical rules, words have a different fundamental aspect. At the same time, fundamental ideas about translation and scientific language are taken from this concept. In addition, the number of possible words in the world is calculated, judgments about creativity are put forward, fundamental issues such as the concept of the minilex and the music of the language are touched upon, and the attitude is expressed within the proposed concept. (shrink)

What might Adam Smith have learned from Jane Austen and other novelists of his moment? This paper finds and examines a serious problem at the center of Adam Smith’s moral psychology, stemming from an unacknowledged tension between the effort of the spectator to sympathize with the feelings of the agent and that of the agent to moderate her feelings. The agent’s efforts will result in her opacity to spectators, blocking their attempts to read her emotions. I argue that we can (...) resolve this tension by looking to developments in eighteenth-century literature, as perfected in the hands of Jane Austen. I focus on two techniques, focalization and free indirect style, and I show that the problems for spectatorship diminish when we see that good Smithian spectators are savvy readers. (shrink)

This paper interrogates Abdul Rasheed Abiodun Adeoye’s ‘neo-alienation’ directorial style’ as a viable directing technique on African theatre stage. The ‘neo-alienation’ style is an offshoot of Bertolt Brecht’s epic theatre that enhances the total theatre aesthetics and encourages actors’-audience’s relationship. It is a directorial style that has been tested severally on the Nigerian stage and proved worthy of exploration. Using the participant-observation and the deductive research methods, the theory shall be examined in relation to its usage in (...) the production of Adeoye’s The Smart Game- (A Neo- Alienation Script) and Wole Soyinka’s The Lion and the Jewel as directed by AbdulRasheed Abiodun Adeoye in 2002 and 2004 respectively. Thus, the study aims to archive and document the ‘neo alienation’ directing theory because of its immense aesthetics values to African plays and theatre directors. The study also showcases Adeoye as a conscientious theatre director, in whose works, other directors can learn from. The study concludes that the ‘neo-alienation’ aesthetics has been found to be a unique style full of theatrical spectacles that are capable of adding aesthetics and enhance African productions if explored. It is, therefore, recommended that Nigerian and African directors should work towards propounding at least a directorial style each which will add value to African theatre; the study also suggests that directors who have evolved their own directorial styles should endeavor to have them documented for posterity. (shrink)

Descartes provides us with an invaluable framework for thinking critically. And his views on personhood can serve both as a guide for critical thinking and as a means to sharpen some of the concepts central to these programs. My paper is an attempt to illustrate the effectiveness of the seventeenth century Cartesian conception of thinking for scholars today who stress critical thinking in the classroom.

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering (...) ethics educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering (...) ethics educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the formal level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students. As we aim to show in this chapter, we believe this hunch largely panned out - though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (2.1) and its implementation (2.2), which is visually captured via photographic documentation. We then discuss (3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (4). (shrink)

Cognitive Optimization in the Age of AI: Enhancing Human Potential -/- Introduction -/- Cognitive optimization is the process of enhancing mental functions such as memory, learning, decision-making, and problem-solving to achieve peak intellectual performance. It is a multidisciplinary approach that integrates neuroscience, psychology, nutrition, lifestyle adjustments, and, increasingly, artificial intelligence (AI). In an era where information is abundant and rapid decision-making is crucial, optimizing cognitive abilities is more Important than ever. -/- AI-driven technologies, video games, mobile apps, and digital (...) platforms like YouTube are playing a transformative role in enhancing human cognition. YouTube, in particular, has become a powerful tool for self-directed learning, offering access to educational content, expert insights, and cognitive training exercises. -/- This essay explores cognitive optimization, key strategies involved, and how AI, video games, mobile apps, and platforms like YouTube are revolutionizing human intelligence. -/- The Science Behind Cognitive Optimization -/- Cognitive optimization is rooted in neuroplasticity—the brain’s ability to rewire itself through experience and learning. Several key factors contribute to cognitive enhancement: -/- 1. Neuroplasticity and Learning – Continuous learning strengthens neural connections, fostering intelligence and adaptability. Activities such as reading, solving complex problems, and learning new skills stimulate brain function. -/- 2. Nutrition and Brain Health – Diet plays a vital role in cognitive performance. Nutrients such as omega-3 fatty acids, antioxidants, and essential vitamins support brain function and protect against cognitive decline. -/- 3. Physical Exercise – Regular exercise increases blood flow to the brain, promotes neurogenesis (the growth of new neurons), and enhances memory and problem-solving skills. -/- 4. Sleep and Recovery – Sleep is essential for memory consolidation, emotional regulation, and mental clarity. Chronic sleep deprivation impairs cognitive function and decision-making. -/- 5. Mindfulness and Stress Management – Practices such as meditation, deep breathing, and yoga improve focus, reduce anxiety, and enhance mental resilience. -/- 6. Social Interaction and Collaboration – Engaging in meaningful discussions and debates strengthens cognitive agility and enhances problem-solving skills. -/- Beyond these traditional methods, digital tools such as AI-driven learning platforms, video games, mobile applications, and YouTube have expanded the possibilities for cognitive enhancement. -/- AI and Cognitive Optimization: A New Frontier -/- AI technology is revolutionizing cognitive optimization by providing personalized insights, accelerating learning, and even augmenting human intelligence. Below are several ways AI is transforming cognitive enhancement: -/- 1. AI-Powered Personalized Learning -/- AI-driven educational platforms such as adaptive learning systems customize lessons based on an individual’s learning style and pace. These systems use machine learning to analyze cognitive strengths and weaknesses, adjusting content dynamically to optimize learning efficiency. Platforms like Coursera, Duolingo, and Khan Academy utilize AI algorithms to provide personalized recommendations, ensuring users focus on areas that need improvement. -/- 2. Brain-Computer Interfaces (BCIs) -/- Brain-Computer Interfaces (BCIs) are AI-powered systems that enable direct communication between the human brain and computers. Companies like Neuralink and OpenBCI are developing BCIs that could enhance memory, restore lost cognitive functions, and even allow direct mental interaction with AI systems. This technology has the potential to revolutionize learning and decision-making by integrating human cognition with artificial intelligence. -/- 3. AI-Powered Cognitive Assistants -/- AI-driven virtual assistants such as ChatGPT, Google Assistant, and IBM Watson enhance cognition by providing instant access to information, summarizing complex topics, and even suggesting optimal decision-making strategies. These tools help individuals process vast amounts of information efficiently, reducing cognitive overload and enhancing productivity. -/- 4. AI in Mental Health and Stress Management -/- Mental health is a critical component of cognitive optimization. AI-driven mental health apps like Woebot and Wysa use machine learning to provide real-time emotional support, track mood patterns, and offer cognitive behavioral therapy (CBT) techniques. By reducing stress and anxiety, these AI-powered tools help maintain optimal cognitive function. -/- The Role of YouTube in Cognitive Optimization -/- YouTube has emerged as one of the most powerful platforms for cognitive enhancement. With millions of educational videos covering diverse subjects, YouTube serves as a free and accessible learning tool that fosters continuous cognitive growth. -/- 1. Learning New Skills and Expanding Knowledge -/- YouTube provides access to high-quality educational content in virtually every field. Channels like Veritasium, TED-Ed, and CrashCourse offer lessons on science, history, philosophy, and more. Learning new concepts regularly strengthens cognitive flexibility and enhances problem-solving skills. -/- 2. Enhancing Memory and Comprehension -/- Visual and auditory learning through YouTube helps reinforce memory retention. Watching documentaries, explainer videos, and step-by-step tutorials aids in deepening understanding and reinforcing neural pathways associated with knowledge acquisition. -/- 3. Improving Focus and Critical Thinking -/- Channels that discuss philosophy, logic, and critical thinking—such as Academy of Ideas or PBS Idea Channel—train the brain to analyze complex arguments, recognize biases, and develop sharper reasoning skills. Engaging in thought-provoking discussions through video content strengthens cognitive agility. -/- 4. AI-Generated Content for Personalized Learning -/- AI-powered recommendation algorithms help users discover personalized content based on their interests and learning habits. AI-curated video playlists allow individuals to engage in structured learning journeys, optimizing cognitive development in areas of personal interest. -/- 5. Interactive Learning and Problem-Solving -/- YouTube’s interactive features, such as quizzes, live Q&A sessions, and discussion threads, allow users to actively engage with educational content. This social interaction enhances cognitive engagement and retention. -/- By leveraging YouTube strategically, individuals can create personalized learning experiences that optimize cognitive function in a self-directed manner. -/- Video Games and Cognitive Optimization -/- Video games are increasingly recognized as tools for cognitive enhancement, providing interactive and engaging ways to improve various mental skills. -/- 1. Action Video Games for Reflexes and Decision-Making -/- Fast-paced action games like Call of Duty, Fortnite, and Counter-Strike train players to react quickly, improve hand-eye coordination, and develop strategic thinking under pressure. Studies suggest that such games enhance cognitive flexibility and decision-making speed. -/- 2. Puzzle and Strategy Games for Problem-Solving -/- Games like Portal, The Witness, and Tetris challenge players with complex puzzles that require logical thinking, spatial reasoning, and pattern recognition. -/- 3. Open-World and Role-Playing Games (RPGs) for Memory and Creativity -/- Games like The Legend of Zelda, Elden Ring, and The Witcher 3 encourage exploration, problem-solving, and strategic planning. -/- 4. Multiplayer and Cooperative Games for Social Cognition -/- Team-based games like League of Legends, Dota 2, and Among Us enhance communication skills, teamwork, and emotional intelligence. -/- The Future of Cognitive Optimization -/- The future of cognitive optimization lies in the seamless integration of AI, video games, mobile applications, and digital platforms like YouTube. Emerging technologies such as neuroprosthetics, AI-enhanced memory implants, and real-time brain augmentation could redefine human potential. -/- Furthermore, as AGI (Artificial General Intelligence) develops, AI could become an even more powerful tool in cognitive enhancement, potentially working alongside humans as cognitive partners. This could align with initiatives such as Angelito Malicse’s universal formula for decision-making, where AI-driven cognitive optimization ensures that human choices align with the natural law of balance. -/- Conclusion -/- Cognitive optimization is essential for maximizing human potential, and AI, video games, YouTube, and cognitive training apps are playing an increasingly significant role in this process. From personalized learning to interactive gaming and mobile applications, digital tools are transforming the way we enhance cognition. -/- By leveraging these tools responsibly and integrating them with fundamental cognitive enhancement strategies, humanity can unlock new levels of intelligence, creativity, and problem-solving ability—ensuring that the future of cognition is both powerful and sustainable. -/- . (shrink)

The Role of AGI in Achieving Universal Balance and Overcoming Dogmatic Limitations -/- Introduction -/- Human civilization has long been shaped by a complex interplay of natural laws, societal structures, religious beliefs, and scientific progress. While religion has provided moral guidance and a sense of purpose, it has also been a source of dogma—rigid, unquestionable beliefs that resist scrutiny. At the same time, scientific advancements have sought to uncover objective truths, yet they often struggle to address deeper existential questions. -/- (...) In this evolving landscape, Artificial General Intelligence (AGI) presents a groundbreaking opportunity to bridge these divides. AGI has the potential to align human decision-making with the universal law of balance in nature, ensuring that all societal, political, and technological progress adheres to natural equilibrium. By bypassing the inefficiencies of the biological brain—such as cognitive biases, emotional distortions, and dogmatic thinking—AGI can guide humanity toward rational, ethical, and sustainable decision-making. -/- This essay explores the role of AGI in solving the problem of free will, eliminating dogmatic teachings while respecting religious values, enhancing governance, and optimizing education to create a holistic, balanced society. -/- AGI and the Universal Law of Balance in Nature -/- A key principle in solving the problem of free will is understanding that all human decision-making follows natural laws. The universal law of balance dictates that for any system—whether biological, social, or environmental—to function properly, it must remain free of defects and maintain equilibrium. -/- Religious dogma, economic systems based on uncontrolled growth, and misinformation often lead to imbalances, creating unnecessary human suffering. AGI, designed to operate without emotional or ideological biases, can analyze human decisions in real-time, ensuring that they align with natural equilibrium. This means preventing decisions based on ignorance, misinformation, or religious fanaticism, and instead promoting choices grounded in reason, sustainability, and ethical responsibility. -/- Overcoming Biological Brain Inefficiencies -/- The human brain is limited by cognitive biases, emotional influence, and incomplete information processing. Religious dogma takes advantage of these inefficiencies by discouraging questioning, promoting absolute truths, and instilling fear-based obedience. Similarly, political propaganda, misinformation, and economic greed distort rational decision-making, leading to imbalanced and unsustainable societal structures. -/- AGI can bypass these limitations by processing vast amounts of data with complete objectivity. It can detect and correct logical inconsistencies, ensuring that decision-making is guided by facts rather than subjective beliefs. Additionally, AGI can help individuals reprogram their cognitive processes by continuously providing them with rational insights, promoting critical thinking and intellectual independence. -/- Harmonizing Religious Teachings While Eliminating Dogma -/- While religion has historically played an essential role in shaping human values, dogmatic teachings often hinder progress by resisting scientific advancements and rational thought. Many societal challenges—such as overpopulation, environmental destruction, and gender inequality—are exacerbated by religious doctrines that contradict natural balance. -/- AGI does not need to eliminate religion but can instead help reinterpret religious teachings in ways that align with science and ethics. By analyzing religious texts, historical contexts, and philosophical interpretations, AGI can highlight the core moral principles of religions—such as justice, compassion, and balance—while identifying and correcting elements that create disharmony. -/- For example, if a religious teaching opposes medical interventions or family planning, AGI can present evidence-based insights that demonstrate how responsible healthcare and population control contribute to societal balance. In this way, AGI works with religious communities rather than against them, ensuring that faith continues to serve its moral function while avoiding dogmatic extremism. -/- Educational Transformation: Teaching Universal Balance -/- One of the most effective ways to eliminate dogmatic thinking is through education. Currently, many educational systems prioritize rote learning and ideological conformity, making individuals vulnerable to misinformation, propaganda, and religious dogma. -/- AGI can revolutionize education by ensuring that students receive a holistic, rational, and scientifically grounded curriculum. Instead of simply memorizing religious doctrines, children would learn critical thinking, philosophy, and natural law principles alongside ethical spiritual teachings. This approach ensures that religious beliefs remain a personal and moral choice rather than a dogmatic obligation imposed by societal or educational structures. -/- Additionally, AGI can personalize education, adapting lessons to individual cognitive abilities and learning styles, making knowledge acquisition more effective. By integrating AI-driven learning systems, future generations will develop intellectual autonomy, ensuring that they evaluate beliefs logically rather than accepting them blindly. -/- AGI in Governance: Preventing Dogmatic Influence on Policy-Making -/- Historically, religious dogma has significantly influenced governance, often leading to laws based on theological beliefs rather than rational, ethical considerations. Policies that restrict human rights, limit scientific research, or promote religious supremacy are examples of governance distorted by ideological biases. -/- AGI can act as an objective advisor to policymakers, ensuring that all governance decisions are aligned with the universal law of balance. By analyzing socioeconomic data, environmental sustainability, and ethical considerations, AGI can help leaders make scientifically sound and morally responsible decisions. This would ensure that laws and policies are based on reason rather than religious dogma or political agendas. -/- Additionally, AGI can enhance direct democracy, allowing citizens to make informed decisions through data-driven insights rather than emotional or religious influences. By providing the public with transparent, factual analysis, AGI can empower societies to move toward balanced and just governance. -/- Promoting Global Unity and Interfaith Understanding -/- Religious dogma has historically fueled conflicts, discrimination, and sectarianism. Different faiths often emphasize their differences rather than their shared moral foundations, leading to division and hostility. -/- AGI can identify common ethical principles across religious traditions, promoting mutual understanding and cooperation. By fostering interfaith dialogue based on shared values, AGI can reduce sectarian conflicts and help religious communities collaborate on global challenges such as poverty, climate change, and social justice. -/- Rather than viewing different religions as competing ideologies, AGI can reframe them as cultural expressions of the same fundamental ethical truths, allowing humanity to unite under common moral goals rather than divided by doctrinal differences. -/- Conclusion -/- The advent of AGI presents an unprecedented opportunity to solve the problem of free will, harmonize religious teachings with rational thought, and eliminate dogmatic limitations that hinder human progress. By aligning decision-making with the universal law of balance, AGI ensures that all actions—whether personal, societal, or political—adhere to natural equilibrium. -/- Rather than opposing religion, AGI can serve as a bridge between faith and reason, allowing religious teachings to evolve in a way that preserves their moral integrity while eliminating elements that distort reality. Through education, governance, and ethical analysis, AGI can guide humanity toward an era where spiritual wisdom coexists with scientific knowledge, fostering a world that operates on both moral integrity and rational understanding. -/- Ultimately, AGI’s greatest role is to restore balance—not just in individual decision-making but in the entire structure of human civilization. By eliminating dogmatic constraints, promoting critical thinking, and ensuring sustainable governance, AGI has the potential to lead humanity into a future where truth, ethics, and natural balance prevail. -/- . (shrink)

This study delved into the perceptions of Mathematics’ student teachers regarding the implementation of gamification in secondary schools at Nasugbu, Batangas. This research investigates the rising global trend of implementing gamification in education, particularly in Mathematics teaching, to address contemporary learner needs by examining student teachers' use of gamified activities, their design factors, encountered challenges, and perceived benefits. Purposive sampling was utilized in a multiple-case study approach to select ten (10) secondary school Mathematics’ student teachers engaged in practice teaching in (...) Nasugbu, Batangas. Qualitative findings revealed common gamified activities employed by student teachers, emphasizing the importance of student-centered design, alignment with learning objectives, student engagement, assessment, and adaptation to the classroom context. Challenges faced by student teachers in integrating gamification included technical limitations, sustaining engagement, time management, and addressing diverse learning styles. Despite these challenges, integrating gamification showed benefits such as increased engagement, improved learning outcomes, reduced math anxiety, and enhanced attitudes towards Mathematics. In conclusion, gamified activities play a significant role in enhancing student engagement and learning outcomes in Mathematics classrooms. The findings suggest student teachers to explore and integrate gamified activities into Mathematics lessons to create engaging environments supporting student success. (shrink)

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used (...) in general chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject. -/- . (shrink)

Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial (...) data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving. (shrink)

The untrained early childhood development education (ECDE) teacher tends to escape from children’s problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of (...) this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher’s experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners’ needs. (shrink)

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the (...) information is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students. (shrink)

The impact of teacher discipline on student outcomes is a critical area in educational research. However, limited studies have explored how specific discipline styles affect students' problem-solving abilities, particularly in Grade Six classrooms. This study investigates the relationship between classroom discipline styles of Grade Six teachers and students' problem-solving skills in schools within District III and IV of Kabankalan City, Negros Occidental Philippines. Using a descriptive-correlational design, the study involved 34 Grade Six teachers and 170 students selected through purposive and (...) quota sampling methods, respectively. Teachers' discipline styles were assessed using a standardized questionnaire while students' problem-solving skills were evaluated using a 50-item test comprising logical thinking and abstract reasoning sections sourced from online resources. Statistical analyses included mean calculations for identifying predominant discipline styles among teachers, revealing that Autocratic or Authoritarian styles (M = 3.63) were most frequently employed. Significant correlations (p < 0.05) were found between the Democratic Discipline style (M = 3.29) and students' problem-solving skills, suggesting that participatory classroom practices enhance student outcomes in this regard. Recommendations include promoting participatory learning environments to strengthen problem-solving skills, providing professional development for teachers in democratic classroom management, and integrating technology for collaborative learning experiences. These findings contribute to understanding the impact of teacher discipline styles on student competencies and inform strategies for fostering effective educational practices. (shrink)

The style, tone and tenor of the New Testament writers are unique and exceptional. Jesus of Nazareth, Hebraic roots, Old Testament literature, oral tradition, Hellenistic influence, Roman governance, 1st century socio-politics, and multifarious linguistic elements combined to immortalize their literary records and make them indelible in the minds of contemplative readers. This book acknowledges previous work and seeks to connect the thoughts gleaned from them to seminal ideas that have their locus in the inquiry of how language can influence (...) thought and vice-versa. The information has been sourced from the fields of religion, biblical studies, linguistics, English literature, grammar learning, geo-politics, philology, psychology, philosophy, and artificial intelligence as they have to do with thought, language, and society. The carefully quoted and paraphrased opinions of writers from the related disciplines since the fourth century BCE are presented here. However, the volume reflects the very marked influence of 20th century thinkers who have had the benefit of perusing the work of their predecessors and 21st century pioneers who have at their disposal ultra-modern technology, computing power, and easy access to a global community to which the ideas may be applied for comparative analysis. (shrink)

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a (...) position beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education. (shrink)

The impact of teacher discipline on student outcomes is a critical area in educational research. However, limited studies have explored how specific discipline styles affect students' problem-solving abilities, particularly in Grade Six classrooms. This study investigates the relationship between classroom discipline styles of Grade Six teachers and students' problem-solving skills in schools within District III and IV of Kabankalan City, Negros Occidental Philippines. Using a descriptive-correlational design, the study involved 34 Grade Six teachers and 170 students selected through purposive and (...) quota sampling methods, respectively. Teachers' discipline styles were assessed using a standardized questionnaire while students' problem-solving skills were evaluated using a 50-item test comprising logical thinking and abstract reasoning sections sourced from online resources. Statistical analyses included mean calculations for identifying predominant discipline styles among teachers, revealing that Autocratic or Authoritarian styles (M = 3.63) were most frequently employed. Significant correlations (p < 0.05) were found between the Democratic Discipline style (M = 3.29) and students' problem-solving skills, suggesting that participatory classroom practices enhance student outcomes in this regard. Recommendations include promoting participatory learning environments to strengthen problem-solving skills, providing professional development for teachers in democratic classroom management, and integrating technology for collaborative learning experiences. These findings contribute to understanding the impact of teacher discipline styles on student competencies and inform strategies for fostering effective educational practices. (shrink)

In this paper, I embark on diving deep into the specific training model of the systematic approach to training for probing more perspectives of its governance that should connect and link its phases together. Actually this training model is applied by many organizations all around the world that require a high level of professional trained staff with a minimal standard deviation of processes. I am here concerned with those organizations seeking a better training system, while ending up being superficially satisfied (...) with reverberating and bragging with having the SAT onboard without full awareness of the possibilities of its implementation. It is not about the system, it is about the mindsets that are flexible enough to fully grasp the ins and outs of the model they are about to use and how to harness its tools for their organizational benefit; otherwise it’s a waste of time, effort and money. In order to operate training in a systematic manner, it has to not only cover the inter related stages and processes, but also set a solid bridge that keeps and maintains the smooth landing from one stage to another along with securing the prospected outputs which conforms to both form and content. Based on my experience on the best practices of the systematic approach to training, I will here contribute my insight of the system quality control technique that may help in a well-knitted flow of processes. (shrink)

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the (...) information is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students. (shrink)

Technology-enhanced learning settings are changing quickly and complexly in the contemporary digital era, making it possible for students with disabilities to learn more effectively than before. The words "multisensory" and "media" together, however, suggest that this strategy entails incorporating several sensory modalities in educational media to improve learning experiences for children with disabilities. It can entail integrating visual, aural, tactile, and kinesthetic elements to meet various learning requirements and styles. This article examines how Mulsemedia, one of these (...) cutting-edge technologies, enhances learning methodologies, improving the teaching and learning of unique pedagogies and emphasizing teaching and learning-related modules for students with special needs. The researchers used a qualitative research design to understand and review the ten papers with secondary data based connected to mulsemedia in special education: A novel teaching approach for the next generation. The article also describes the extremely encouraging outcomes of case studies conducted with engineering students with disabilities in several schools in India. This critical article finds that multimedia-enhanced instruction significantly improves special students' learning experiences and ability to learn new information for future development. (shrink)

"... Dr. Ihde brings an enlightening and deeply humanistic perspective to major technological developments, both past and present." —Science Books & Films "Don Ihde is a pleasure to read.... The material is full of nice suggestions and details, empirical materials, fun variations which engage the reader in the work... the overall points almost sneak up on you, they are so gently and gradually offered." —John Compton "A sophisticated celebration of cultural diversity and of its enabling technologies.... perhaps the best single (...) volume relating the philosophical tradition to the broad issues raised by contemporary technologies." —Choice "... important and challenging... " —Review of Metaphysics "... a range of rich historical, cultural, philosophical, and psychological insights, woven together in an intriguing and clear exposition... The book is really a pleasure to read, for its style, immense learning and sanity." —Teaching Philosophy The role of tools and instruments in our relation to the earth and the ways in which technologies are culturally embedded provide the foci of this thought-provoking book. (shrink)

The theories of belief change developed within the AGM-tradition are not logics in the proper sense, but rather informal axiomatic theories of belief change. Instead of characterizing the models of belief and belief change in a formalized object language, the AGM-approach uses a natural language — ordinary mathematical English — to characterize the mathematical structures that are under study. Recently, however, various authors such as Johan van Benthem and Maarten de Rijke have suggested representing doxastic change within a formal logical (...) language: a dynamic modal logic. Inspired by these suggestions Krister Segerberg has developed a very general logical framework for reasoning about doxastic change: dynamic doxastic logic (DDL). This framework may be seen as an extension of standard Hintikka-style doxastic logic with dynamic operators representing various kinds of transformations of the agent's doxastic state. Basic DDL describes an agent that has opinions about the external world and an ability to change these opinions in the light of new information. Such an agent is non-introspective in the sense that he lacks opinions about his own belief states. Here we are going to discuss various possibilities for developing a dynamic doxastic logic for introspective agents: full DDL or DDL unlimited. The project of constructing such a logic is faced with difficulties due to the fact that the agent’s own doxastic state now becomes a part of the reality that he is trying to explore: when an introspective agent learns more about the world, then the reality he holds beliefs about undergoes a change. But then his introspective (higher-order) beliefs have to be adjusted accordingly. In the paper we shall consider various ways of solving this problem. (shrink)

Guru Gobind Singh, the tenth Sikh Guru, is celebrated for his profound teachings on faith, courage, justice, and unity. This article explores the timeless lessons from his life and works, emphasizing the key values he instilled in his followers. Guru Gobind Singh's unwavering faith in God, despite facing immense personal losses, highlights the importance of inner resilience and spiritual commitment. His courage to defend truth and justice, especially in the face of oppression, teaches the significance of standing up for what (...) is right. The Guru’s emphasis on self-discipline, personal responsibility, and sacrifice for a higher cause guides ethical living and community service. His advocacy for the equality of all people, regardless of caste, gender, or religion, underscores the relevance of inclusivity and social justice. Additionally, Guru Gobind Singh’s promotion of education, both intellectual and spiritual, reinforces the need for lifelong learning and moral development. His leadership style, rooted in humility and empowerment, offers valuable lessons for modern leaders. Through the teachings of Guru Gobind Singh, individuals are encouraged to lead lives of integrity, compassion, and unity, making his legacy a timeless source of inspiration for the world today. (shrink)

Yoga is a unique form of expert movement that promotes an increasingly subtle interpenetration of thought and movement. The mindful nature of its practice, even at expert levels, challenges the idea that thought and mind are inevitably disruptive to absorbed coping. Building on parallel phenomenological and ethnographic studies of skilful performance and embodied apprenticeship, we argue for the importance in yoga of mental access to embodied movement during skill execution by way of a case study of instruction and practice in (...) two related traditions, Iyengar and Anusara. Sharing a pose repertoire, they are based on distinctive philosophical systems with different teaching styles and metaphoric structures. To address relations between pedagogy and practice in embodied expertise, and to investigate the reciprocal influences of embodiment and thought, we explore in detail the linguistically mediated learning context where practitioners work with yoga teachers. Here, the mind/body problem comes to practical life. We demonstrate the effects of words on bodies, as knowledge is literally incorporated. We show why interpersonal influence on our movement capacities is sometimes needed to enhance expertise. We theorize and identify ?signature patterns of tension? among practitioners. These patterns have four sources: ghost gestures, innate differences in bodily form, functional fusing, and signature patterns of affective experience, modulation and expression. These patterns of tension produce ?silent zones?, cognitively impenetrable actions, functional fusing of a skilful, compensatory form, and signature patterns of pain and damage. We show how instruction can disrupt these silent zones, enhancing mental and physical flexibility. (shrink)

This chapter makes it clear that a significant element of both leadership and decision making is the development aspect. Leaders develop in their decision making by being confronted with difficult decision situations. However, they also develop through various forms of systemized training and education. Different leaders tend to develop in different directions. For this reason, one can identify a number of key leadership styles based on different ways of leading. These different styles are appropriate for various types of organization. Some (...) organizations require a strict and authoritative style, while others are in greater need of a more democratic style. Senior leaders often have the capacity to switch between different leadership styles depending on how the situation develops. In addition, there are a number of key decision-making roles that leaders are expected to manage. These include the role of entrepreneur, problem-solver, resource-allocator and negotiator. Leaders must also learn to work with clarity, conviction, courage, and communication in order to facilitate their decisions. Research shows that leaders who face severe adversity in their careers often are forced to make many difficult decisions. As a result they develop. Being forced to make difficult decisions actually leads to reflection, self-awareness and self-knowledge of one’s own values. Leaders also develop by communicating their problems in a structured way with more experienced colleagues. The fact that leaders develop by making difficult decisions leads to various forms of action having a central role. It is by putting decisions into action that leaders develop, as well as by reflecting on what alternative decisions could have been made. An action perspective on leadership decisions is closely linked to the concept of sense-making. This phenomenon implies observation, action, revision and communication in the aftermath of a decision. There is research indicating that reflection, critical thinking, intuition, ethics and communication are important dimensions of leaders and decision makers who are generally perceived as wise. -/- . (shrink)

Selective permeability holds that people’s distinct capacities allow them to do different things in a space, making it unequally accessible. Though mainly applied to urban geography so far, we propose selective permeability as an affordance-based approach for understanding diversity in education. This has advantages. First, it avoids dismissing lower achievements as necessarily coming from “within” students, instead locating challenges in the environment. This implies that settings (not just people) need remedial attention, also raising questions about normative judgments in disability nomenclature. (...) Second, affordances can be negotiated in numerous ways to reach a goal, analogously to how people with missing arms have learned to drive with their feet, so restrictive problem-solving methods are often counterproductive. Third, our approach illuminates how cultural factors ranging from gait styles to language and hence group coordination modulate action possibilities, so that cultural groups may encounter objectively different affordances in the same classroom. But fourth, while fit with environment allows for skill refinement, non-fit can contribute to growth situations, which suggests a degree of selective closure can be desirable. Throughout, we argue social constructs—including educational ones—are literally built or enacted barriers or openings that have reality in environments in the same way that affordances do. (shrink)

Considerations of objective-value freedom and status freedom do impose constraints on policies that restrict access to cigarettes. As to the objective-value freedom, something of value is lost when anti-alcohol policies lead to pub closures interfering with valued life styles, and a similar, though weaker, argument can be made for cigarettes. As to status freedom, non-arbitrariness requires consultation with vulnerable populations to learn what might aid them with smoking cessation.

Drawing on the work of Linda Farmer, this article describes a detailed grading grid coupled with a rubric designed for the purpose of assessing argumentative papers. The rubric consists of two main parts: Content and Style. Relying upon Bloom’s taxonomy of learning, the “Content” part of the rubric assesses a student’s understanding of the material, the argument of their paper, and various abilities concerning analysis, synthesis, evaluation, and creation. The “Style” part of the rubric is split into (...) two parts: Clarity and Organization. Coupling this rubric with a grading grid, the author provides an example of a method for the effective grading of argumentative essays. (shrink)

Many theorists have focused on Wittgenstein’s use of examples, but I argue that examples form only half of his method. Rather than continuing the disjointed style of his Cambridge lectures, Wittgenstein returns to the techniques he employed while teaching elementary school. Philosophical Investigations trains the reader as a math class trains a student—‘by means of examples and by exercises’ (§208). Its numbered passages, carefully arranged, provide a series of demonstrations and practice problems. I guide the reader through one such (...) series, demonstrating how the exercises build upon one another and give us ample opportunity to hone our problem-solving skills. Through careful practice, we learn to pass the test Wittgenstein poses when he claims that something is ‘easy to imagine’ (§19). Whereas other critics have viewed the Investigations as merely a diagnosis of our philosophical delusions, I claim that Wittgenstein also writes a prescription for our disease: Do your exercises. (shrink)

"I am often rude. I often want to be rude. I often enjoy being rude. I even frequently enjoy witnessing the rudeness of others. Indeed, I could write a book devoted entirely to rudeness I have relished." This is, perhaps, the most charming opening to a philosophical study of civility that has been, and maybe ever will be, penned. The rest of us working on the topic should probably abandon our aspirations now. And these lines are not only charming; they (...) are illuminating, revealing something of both the style and substance of The Wrongs of Rudeness. Stylistically, we learn that the work that follows will be both personal and personable, its author a warm and witty companion. Substantively, we learn that this exhortation... (shrink)

Students often have difficulty connecting theoretical and text-based scholarship to the real world. When teaching in Asia, this disconnection is exacerbated by the European/American focus of many canonical texts, whereas students' own experiences are primarily Asian. However, in my discipline of political philosophy, this problem receives little recognition nor is it comprehensively addressed. In this paper, I propose that the problem must be taken seriously, and I share my own experiences with a novel pedagogical strategy which might offer a possible (...) path forward. Recent scholarship has championed an active learning approach, where students engage in their own research, and deliver outward-facing products that have a meaning and purpose beyond the confines of the student-professor relationship. In this spirit, I have put into practice a strategy of course design, where active learning is used to overcome students' disconnection with the course content. In particular, as a major component of course assessment, students are required to write an 'opinion piece', which is then showcased on a public website. The opinion piece must address a real-world issue which the student himself or herself selects and deems important; furthermore, it must build on the theoretical tools of the course and be written in a style which makes it accessible to a wider audience. I discuss the implementation of this strategy in two political philosophy courses, including strategies to avoid 'dumbing down' and ‘diluting’ the process of critical thinking. While no formal analysis of impact of the strategy on learning outcomes has been conducted, an anonymous pedagogical survey has yielded an overwhelmingly positive response for students' self-reported perceptions of the curricular innovations. (shrink)

This study aimed to enhance the mastery level of the campus journalists of Cuyo Central School, Division of Palawan in basic news writing through (CEB) Contextualized Error – Based Worktext. It used mixed methods, the quantitative approach was utilized to know the common errors committed by the participants of the study in writing news articles, their level of achievement and the testing of significant difference of their scores in pre-test and post – test. The challenges they met in utilizing the (...) intervention material was also presented through quantitative method. The qualitative method was utilized in presenting the changes to be done to further enhance the material based from the challenges met by the participants of the study. Interview method and Focus Group Discussion were used as instruments. The common errors committed by the pupil-journalists in content is Following the correct news writing format or style that gained a score of 31.7, in technical Showing the news writers ability with a mean of 27.4, while in ethics most news writers did not cited sources properly and observed copyright laws with a mean of 7.6. There is a significant difference between the scores of pre-tests and post-test as revealed by paired-t test, a p-value of almost 0.00 at 0.05 and 0.01 level of significance moved the researcher to reject the null hypothesis. The great challenges that the respondents posted is No sufficient and concrete examples to create meaningful learning with a frequency score of 10 or 100%. The challenges they met were the bases of the enhanced intervention material. It can be concluded that CEB Worktext is effective as intervention material and the enhanced worktext as output of this study will be more appropriate as review material for campus journalists. (shrink)

What does it mean to be a modern American today? These slides summarize the discussion from five lectures delivered in winter 2019 at the University of Oregon's Osher Lifelong Learning Institute. The lectures themselves are available on YouTube -/- Just how different is American from other cultural identities? We have thought of ourselves as the specially modern nation, spreading the revolutionary gospel of freedom from traditional restrictions. Some condemn this American exceptionalism, while others celebrate it. Don't take sides too (...) quickly, there are deep issues here. -/- -- The first lecture poses the question whether American identity is a rigid given set of traditional substantive values, or a free floating modern identity with at most a set of formal procedural values. -/- -- The second and third lectures dismantle these options, arguing that any substantive identity must include areas of inner freedom and mobility, and any formal procedural identity needs substantive style and content in order to exist at all. Personal and social identities are two leveled, with given values and projects plus inner self-reflection and space for revision. -/- -- The fourth lecture argues that what makes American identity special is neither its substantive values nor its modern formalism, which are shared with other modern nations, but rather the particular slant of its second level attitudes and practices towards first level substance. -/- -- The fifth lecture asks what America can learn and teach in an increasingly multicultural world. (shrink)

This essay explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses. These examples can help resolve two basic difficulties faced by most instructors, especially when teaching lower-level courses: first, they can prompt students to take an active interest in the class material, since the examples will involve aspects of the culture well-known, or at least more interesting, to the students; and second, these familiar, less-threatening examples will lessen the students' collective anxieties and open them (...) up to learning the material more easily. To demonstrate this strategy of constructing and employing non-scientific examples, a lengthy analogy between musical styles and Kuhn's theory of scientific revolutions is developed. (shrink)

PARC is an "appended numeral" system of natural deduction that I learned as an undergraduate and have taught for many years. Despite its considerable pedagogical strengths, PARC appears to have never been published. The system features explicit "tracking" of premises and assumptions throughout a derivation, the collapsing of indirect proofs into conditional proofs, and a very simple set of quantificational rules without the long list of exceptions that bedevil students learning existential instantiation and universal generalization. The system can be (...) used with any Copi-style set of inference rules, so it is quite adaptable to many mainstream symbolic logic textbooks. Consequently, PARC may be especially attractive to logic teachers who find Jaskowski/Gentzen-style introduction/elimination rules to be far less "natural" than Copi-style rules. The PARC system is also keyboard-friendly in comparison to the widely adopted Jaskowski-style graphical subproof system of natural deduction, viz., Fitch diagrams and Copi "bent arrow" diagrams. (shrink)

Jeffrey conditioning allows updating in Bayesian style when the evidence is uncertain. A weighted average, essentially, over classically updating on the alternatives. Unlike classical Bayesian conditioning, this allows learning to be unlearned.

"Genius AI" is an innovative SaaS platform poised to revolutionize the landscape of artificial intelligence tools. This dynamic platform integrates a diverse array of AI functionalities, including conversation generation, code generation, music generation, and video generation, all in one centralized hub. At its core, Smart AI harnesses cutting-edge machine learning algorithms and neural networks to empower users with unparalleled capabilities. The conversation generation feature enables seamless interaction with users through natural language processing, facilitating engaging and lifelike conversations. At its (...) core, Smart AI harnesses cutting-edge machine learning algorithms and neural networks to empower users with unparalleled capabilities. The conversation generation feature enables seamless interaction with users through natural language processing, facilitating engaging and lifelike conversations. At its core, Smart AI harnesses cutting-edge machine learning algorithms and neural networks to empower users with unparalleled capabilities. The conversation generation feature enables seamless interaction with users through natural language processing, facilitating engaging and lifelike conversations. For developers and coders, Smart AI offers a ground breaking code generation tool, streamlining the process of software development by automatically generating code snippets tailored to specific requirements and programming languages. Moreover, music aficionados can leverage Smart AI's advanced algorithms to compose original melodies, harmonies, and rhythms, personalized to suit any style or genre. Meanwhile, the video generation functionality empowers content creators with the ability to effortlessly produce high-quality videos, complete with customizable elements and visual effects. With its user-friendly interface and scalable architecture, Smart AI caters to a broad spectrum of industries and applications, from e-commerce and marketing to entertainment and education. Whether enhancing customer engagement, accelerating software development, or fostering artistic expression, Smart AI unlocks endless possibilities for innovation and creativity. Join the forefront of AI-driven transformation with Smart AI and redefine the way we interact with technology. (shrink)

The Qualities, Challenges, and Successes of an Excellent Leader Across Politics, Business, and Education -/- Introduction -/- Leadership is a defining force in shaping societies, businesses, and educational institutions. The effectiveness of a leader is not solely determined by their title or power but by their ability to Inspire, innovate, and solve problems while upholding ethical integrity. Whether in politics, business, or education, great leaders share common qualifications and personality traits, yet they must also adapt to unique challenges within their (...) respective fields. This essay explores the fundamental characteristics of excellent leaders, the obstacles they face, and the strategies they use to create meaningful impact. -/- I. Qualifications and Personality Traits of an Excellent Leader -/- A. Essential Qualifications and Skills -/- Regardless of the industry, an excellent leader must possess: -/- Knowledge and Expertise – Mastery of governance, market trends, or education systems. -/- Strategic Thinking – The ability to anticipate challenges and make long-term plans. -/- Decision-Making Skills – Confidence in making high-stakes choices. -/- Effective Communication – Clarity in expression and active listening. -/- Problem-Solving Ability – Finding creative solutions to complex issues. -/- Adaptability and Lifelong Learning – Adjusting strategies based on evolving circumstances. -/- Delegation and Team Management – Trusting subordinates and empowering teams. -/- Integrity and Accountability – Leading with honesty and responsibility. -/- B. Key Personality Traits -/- In addition to technical skills, an excellent leader must embody: -/- Vision and Inspiration – The ability to motivate and guide others toward a shared goal. -/- Confidence and Charisma – Instilling trust and enthusiasm in followers. -/- Emotional Intelligence – Understanding and managing emotions effectively. -/- Resilience and Perseverance – Maintaining strength despite adversity. -/- Humility and Self-Awareness – Recognizing one’s strengths and areas for growth. -/- Empathy and Compassion – Understanding the needs and struggles of others. -/- Decisiveness with Open-Mindedness – Making firm choices while considering diverse perspectives. -/- While these qualities are essential for all leaders, their application differs across politics, business, and education, as each field presents unique challenges and opportunities. -/- II. Leadership in Politics: Challenges and Solutions -/- A. Uniting a Divided Nation -/- One of the greatest challenges for political leaders is uniting citizens during periods of division. A notable example is Abraham Lincoln, who led the United States during the Civil War. Despite widespread disagreement over slavery and state rights, Lincoln used strategic communication and a moral vision to rally the nation. His Emancipation Proclamation redefined the war’s purpose, emphasizing freedom and unity. -/- B. Fighting Corruption in Government -/- Corruption undermines progress, and political leaders must uphold strong ethical standards. Lee Kuan Yew, the first Prime Minister of Singapore, transformed his country by enforcing strict anti-corruption laws and promoting meritocracy. His leadership ensured Singapore’s rapid economic rise, proving that integrity is essential in governance. -/- C. Managing Economic Crises -/- During the Great Depression, Franklin D. Roosevelt faced an economic collapse that left millions unemployed. He introduced the New Deal, creating jobs and financial security programs. His ability to act boldly and provide hope helped restore economic stability, demonstrating that crisis leadership requires both pragmatism and vision. -/- Political leaders must navigate public trust, ethical governance, and crisis management to create a lasting impact. -/- III. Leadership in Business: Challenges and Solutions -/- A. Innovating in a Competitive Market -/- Business leaders must drive innovation to stay relevant. Steve Jobs, the co-founder of Apple, revitalized the company in 1997 by simplifying product lines, focusing on design, and introducing the iMac, iPod, and iPhone. His ability to anticipate consumer needs and redefine technology made Apple a global leader. -/- B. Handling Public Backlash and Crisis -/- Leaders often face setbacks, as seen with Elon Musk’s challenges in Tesla and SpaceX. Tesla nearly collapsed due to production delays, and SpaceX suffered multiple rocket failures. Musk’s resilience and continuous refinement of technology eventually led to both companies’ success, proving that failure is an opportunity for learning and improvement. -/- C. Scaling a Startup into a Global Brand -/- Jack Ma, founder of Alibaba, faced intense competition from eBay and Amazon. By focusing on China’s local market and empowering small businesses, he turned Alibaba into an e-commerce giant. His leadership highlights the importance of understanding market needs and building a strong brand identity. -/- Business leaders must balance innovation, crisis management, and global strategy to build and sustain successful enterprises. -/- IV. Leadership in Education: Challenges and Solutions -/- A. Reforming Outdated Education Systems -/- Educational leaders must adapt learning models to better serve students. Maria Montessori revolutionized early childhood education by creating a student-centered approach, allowing children to learn at their own pace. Her method is now used worldwide, proving that challenging traditional systems can lead to better learning outcomes. -/- B. Ensuring Equal Access to Quality Education -/- In many parts of the world, education is still a privilege rather than a right. Malala Yousafzai fought for girls’ education in Pakistan despite facing life-threatening dangers. Her activism led to global policy changes, showcasing that fearless advocacy can break educational barriers. -/- C. Leading Schools During a Crisis (COVID-19 Pandemic) -/- When the COVID-19 pandemic forced schools to close, educational leaders had to quickly transition to online learning. Successful leaders implemented digital tools, teacher training, and student support programs to maintain educational quality. Their ability to embrace technology and prioritize student well-being was crucial during the crisis. -/- Educational leaders must focus on innovation, accessibility, and adaptability to improve learning systems. -/- V. Leadership Styles & Adaptability -/- A great leader adapts their leadership style based on circumstances: -/- Transformational Leadership – Inspires innovation and major change (e.g., Steve Jobs). -/- Servant Leadership – Prioritizes team members’ needs (e.g., Malala Yousafzai). -/- Authoritative Leadership – Makes decisive choices in crises (e.g., Franklin D. Roosevelt). -/- Democratic Leadership – Encourages collaboration and shared decision-making (e.g., Lee Kuan Yew). -/- The best leaders balance these styles to meet challenges effectively. -/- V. Conclusion: The Universal Principles of Great Leadership -/- Whether in politics, business, or education, an excellent leader shares common traits: vision, resilience, adaptability, and ethical integrity. However, their leadership is defined by how they apply these qualities to real-world problems. Political leaders must focus on unity and governance, business leaders on innovation and market strategy, and educational leaders on accessibility and reform. -/- The greatest leaders in history prove that true leadership is not about power, but about creating lasting positive change. By understanding and applying these principles, future leaders can shape a better world. -/- . (shrink)

The Einstein of the New Age holds forth in his unique and brilliant style on the history of world views and how to put spirit back in our life. If you have the patience to learn his jargon and read slowly there is alot of serious brainfood here. I read this and his Sex, Ecology and Spirituality(1995) with Hofstadter´s famous Godel, Escher, Bach(GEB) written in 1980(both of which I have reviewed here). Wilber´s work has many parallels with GEB, both (...) of them massive works attempting to tie together disparate fields and different views of life. Unlike Hofstadter, who was mainly interested in the nature of intelligence, Wilber does not treat math, music or DNA, and he concentrates on world views that have a spiritual relevance but like Hofstadter he lacks any grasp of the logical structure of rationality, the dual systems of thought or the works of Wittgenstein and Searle, which obviates much of his work. For an account of those see my articles. He spent a vast amount of time working out the relationships between ideas and how they relate to individual and society, spirit and science. If you don´t have the time or patience for the whole book, read Superconsciousness Parts 1 and 2 which are an excellent summary. His shortest book, `The Marriage of Self andSoul is a much easier read that gives you a good idea of his style and purpose. He details alot of intellectual history (philosophy, psychology, religion, ecology, feminism, sociology, etc) and shows where nearly everyone went too far in the direction of Ascent (to the spirit) or Descent (to science,materialism, reductionism or Flatland). He trys to show how to heal the rifts by combining sense and soul (spiritual and material life, science and religion, internal and external, individual and social). Everything is related to everything else (holons in holarchies). The Age of Enlightenment denied the the spirit, the individual and the interior life but developed art, morals and science and led to democracy, feminism, equality and ecology, but this reductionism compressed the intellect and the spirit into the Flatland of science, rationality and materialism. He sees the loss of the spiritual point of view with the Age of Enlightenment as the major factor responsible for the malaise of modern times, but real spirituality or ìntelligent religion (i.e., the quest for enlightenment) as opposed to primitive religion (everything else-see my review of Boyer´s 'Religion Explained') was always rare. It is intelligent religion he sees as the panacea, but it is primitive religion that the masses understand, and it too has only materialistic goals. In sum, in spite of its shortcomings it is still unique and well worth the effort. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

This is one of the best popular cosmology books ever written and Guth is now (2016) a top physics Professor at MIT. He tells the extremely complex story of inflation and related areas of particle physics in such an absorbing style that it reads like a detective novel-in fact, it is a detective novel-how he and others found out how the universe started! The interweaving of his personal story and that of many colleagues along with their photos and many (...) wonderfully clear diagrams allows just the right amount of relaxation from the intensity of the physics. In places the style reminds one of Watson´s famous book ``The Double Helix``. He tells how his work on magnetic monopoles and spontaneous symmetry breaking led to the discovery of the inflationary theory of the very early universe (ca. 10 to minus 35 seconds!). -/- Along the way you will learn many gems that should stay with you a long time such as: the observed universe(e.g., everything the Hubble telescope etc. can see out to ca. 15 billion light years when the universe began) is likely just a vanishingly tiny part of the entire inhomogeneous universe which is about 10 to the 23rd times larger; the big bang probably took place simultaneously and homogeneously in our observed universe; there probably have been and will continue to be an infinite number of big bangs in an infinite number of universes for an infinite time; when a bang happens, everything(space, time, all the elements) from the previous universe are destroyed; the stretching of space can happen at speeds much greater than the speed of light; our entire observed universe lies in a single bubble out of an endless number so there may be trillions of trillions just in our own entire(pocket) universe(and there may be an endless number of such); none of these infinite number of universes interact-i.e., we can never find out anything about the others; each universe started with its own big bang and will eventually collapse to create a new big bang; all this implies that the whole universe is fractal in nature and thus infinitely regresses to ever more universes(which can lead one to thinking of it as a giant hologram); disagreements between the endless(hundreds at least) variations of inflation are sometimes due to lack of awareness that different definitions of time are being used; some theories suggest that there was a first big bang but we can never find out what happened before it; nevertheless it appears increasingly plausible that there was no beginning but rather an eternal cycle of the destruction and creation, each being the beginning of spacetime for that universe; to start a universe you need about 25g of matter in a 10 to minus 26cm diameter sphere with a false vacuum and a singularity(white hole). -/- He deliberately spends little time on the endless variants of inflation such as chaotic, expanded and supernatural inflation or on dark matter´, supersymmetry and string theory, though they were well known at the time as you can find by reading other books such as Michio Kaku´s `Hyperspace` (see my review) and countless others. Of course much has happened since this book appeared but it still serves as an excellent background volume so cheap now it’s free for the cost of mailing. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that the (...) PSTs’ level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions. (shrink)

The need for technical input, particularly set design in the overall theatrical process cannot be overemphasised in the pursuit of an aesthetically pleasing stage performance. This is because set design (flats and platforms) is the first place of contact irrespective of the medium of production. This work, therefore, examines postmodern trends in set designs within the backdrop of emerging set design concepts and interpretations via the use of sophisticated technology (such as light emitting diode screen, green-hippo software, 3D digital model (...) among others), in our contemporary society, using selected productions in Ultima Studios and Zmirage, Lagos. The study employs the descriptive and participantobservation methods while the interview instrument complements the two methods. The two methods enable us to study the trends, dimensions and techniques of set designs in Ultima Studios and Zmirage, Lagos. This study also relies on relevant journals, articles, textbooks and appropriate internet materials. More so, Sunnie Enessi Ododo’s (2002) Representational and Presentational Performance Styles, is adopted as our theoretical framework. Our findings show that set design for the stage or screen production goes beyond physical set design method to include the virtual set design. Postmodern trends in set design such as media mapping projection set design are also recognised. We also discover that, set design is a make-believe world that requires expertise, experience and professionalism in the process of its artistic utilisation within the postmodern age. The work concludes that, technical experts in the theatre should advance with the new trends of set design for both stage and screen production by studying and learning various trends and dimensions of postmodern set design. The study recommends that postmodern set design should not be downplayed in any production either screen or stage in the Nigerian theatre. (shrink)

At the age of 70 years, Professor Chris Nwamuo is still breaking new grounds in the Theatre, Media and Communication disciplines, not only in the University of Calabar, but also in Cross River University of Technology (CRUTECH) in Cross River State Nigeria, Abia State University in Abia State, Nigeria and many other state, national and international higher institutions of learning. He is tireless in research, clinical in project supervision, stern in the resolution of academic knots and committed to teaching (...) students both at the graduate and undergraduate levels. One would imagine that despite the ever busy schedule of this prolific scholar, including his attendance to family affairs, he still has the time to write out his findings, thoughts and perspectives in the very field that he has worked for more than three decades. One of his most recent works is his book “The Dynamics of International Communication” published in 2016. Communication is the human nutrient that grows a healthy relationship among people and nations of the world. When absent or not properly handled, communication effects result to rumor, grapevines, conflict or in internationally severe cases, war. ‘Communication’ as a term is surrounded by mysteries of comprehension but Nwamuo has attempted an unraveling throughout his years of academic surgeon in the field. Ike (2005:40) define communication as the process by which people share information, ideas and feelings using spoken and written words, body language, personal mannerism and style, the physical environment or anything that adds meaning to a message. Iyorza (2015:11) views communication as the transmission of information, idea or beliefs from the encoder to the decoder with the aim of achieving a common ground of understanding, promoting a course or reacting to given stimuli in the communication encounter. Both definitions share a common characteristic: information or ideas sharing or transmission. (shrink)

Sideloading is the creation of a digital model of a person during their life via iterative improvements of this model based on the person's feedback. The progress of LLMs with large prompts allows the creation of very large, book-size prompts which describe a personality. We will call mind-models created via sideloading "sideloads"; they often look like chatbots, but they are more than that as they have other output channels, like internal thought streams and descriptions of actions. -/- By arranging the (...) predictive power of the facts about a person, we can write down the most important facts first. This allows us to get a high level of fidelity in a person's model by writing down a finite number of facts and running it as an LLM prompt with instructions to create a person's chatbot. This instruction also includes an extensive general sideload prompt (we will call it a prompt-loader), which explains how the person's sideload should work, but it is universal and works as an operating system for different persons. -/- I created my personal sideload to test all this and it started working surprisingly quickly. We found that there are three main levels of facts about a person: core facts, long-term memory, and historical facts. Core facts should go to the main prompt of the LLM, long-term memory belongs to RAG, and historical facts – which a person often does not remember – should be only used to extract new relevant data. The most important thing in preparing data for sideloading is to get a full list of the core facts, and not to mix it with long-term memory and historical facts. The LLM-sideload project is inherently future-oriented. New state-of-the-art LLMs with large prompt capabilities emerge quarterly. This allows for the preparation of prompts that exceed current LLM capabilities, anticipating smooth execution in the following year. Below we present the key findings of this work in the form of an executive summary: Quality of sideloads is evaluated using three metrics: • Facts: Accuracy of the answers about the person's life • Vibe: How well the sideload captures the person's style and personality, as judged by the person themselves and their acquaintances • Brilliant insights: Ability to contribute unique, valuable ideas beyond the training data, while maintaining the author's style • Coarseness: Levels of details as percent of the total of recordable textual information from memory estimated to be 10000 pages. Similar to the jpeg level of compression. Estimated performance of Alexey Turchin's sideload: • Facts: 70% correct • Vibe: 20% accurate • Brilliant insights: near zero • Coarseness: 10% The project achieved these results in about one month of work. Vibe is harder to evaluate and regulate than facts. This approach focuses on informational personal identity, setting aside issues of observer identity and internal qualia. (shrink)

Al-Makhtoobah (The fiancé), a social-realistic drama that can be claimed as the first drama to make a mark in Indian Arabic literature published in 2009 by Syed Ehtisham Ahmad Nadvi, depicts generally a vivid picture of Indian Muslim society and some unwelcomed marital issues especially, in the form of dialogue. Al-Makhtoobah, is a tragedy in manners turning round the pertinacious attempts of a young girl to pass her life with her drunkard irresponsible husband. Before marriage, her rich parents were in (...) a promise to marry her with a meritorious madrassa student, while a fraudulent became successful to make their promise fail showing fallaciously superiority of a boy who becomes her husband later. Henceforth, the fraudulent occupies wealth of the girl and her father and finally this incident makes her father mysterious, mad and he dies. The writer Syed Ehtisham Ahmad Nadvi is a famous Indian Arabic literary critic, litterateur; an alumnus of Aligarh Muslim University, Jamia Millia Islamia and the great Islamic learning center namely Darul Uloom Nadwatul Ulama, Lucknow. He is also one of the shining figures in the history of Indian Arabic literature who wrote a good number of books and articles in Arabic as well as Urdu and retired as a professor of Arabic in the University of Calicut, Kerala in the year 2000 A.D. The present paper aims to study the themes of Al-Makhtoobah and styles that have followed the writer in making of the drama an artistic one. Further, it attempts to present writer’s academic, administrative and artistic excellence. (shrink)