The new system of axioms we propose is based on the foundational theory of De Giorgi et al. Scuola Normale Superiore di Pisa, Preprints di Matematica 26: 1 (1996) slightly modified. In that paper (which is dedicated to a new axiomatic framework for mathematics, informatics and logic) the authors use two kinds of primitive notions: relations and qualities. Since their system is based on the distribution paradigm, they start from distinction. We propose to shift the perspective and to start (...) from unity and then from within unity to pass to distinction; to this end we apply ideas of Lesniewski, Nijhoff International Philosophy Series 44 (1992). We introduce only one kind of entity as a primitive notion, namely relations, and treat qualities as articulations of relations. The new concept of "primary relation" permits the introduction of a dynamic, non-standard form of identity, which we hope will find application in various fields where self-referential structures are required. (shrink)

This study aimed to analyze the relations between class competition and primary school students’ academic achievement, considering the possible mediating roles of learning anxiety and learning engagement. Participants were 1,479 primary school students from four primary schools in Zhejiang, China. We analyzed participants’ scores for class competition, learning anxiety, and learning engagement and their last two final exam scores. Class competition did not directly predict academic achievement, but indirectly affected academic achievement through learning anxiety and learning (...) engagement. There were three effect paths: class competition negatively predicted academic achievement by increasing learning anxiety; class competition positively predicted academic achievement by promoting learning engagement; and class competition affected academic achievement through multiple mediating effects of learning anxiety and learning engagement. This study highlights the important roles of learning anxiety and learning engagement in class competition and academic achievement, which have theoretical and practical significance. (shrink)

Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions (...) from thirteen countries. Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment and TRACE – Traditional Children’s Stories for a Common Future. In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students. Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

Traditional measurement of multisensory facilitation in tasks such as speeded motor reaction tasks (MRT) consistently show age-related improvement during early childhood. However, the extent to which motor function increases with age and hence contribute to multisensory motor reaction times in young children has seldom been examined. Thus, we aimed to investigate the contribution of motor development to measures of multisensory (auditory, visual, and audiovisual) and visuomotor processing tasks in three young school age groups of children (n = 69) aged (5−6, (...) n = 21; 7−8, n = 25.; 9−10 n = 18 years). We also aimed to determine whether age-related sensory threshold times for purely visual inspection time (IT) tasks improved significantly with age. Bayesian results showed decisive evidence for age-group differences in multisensory MRT and visuo-motor processing tasks, though the evidence showed that threshold time for visual identification IT performance was only slower in the youngest age group children (5−6) compared to older groups. Bayesian correlations between performance on the multisensory MRT and visuo-motor processing tasks indicated moderate to decisive evidence in favor of the alternative hypothesis (BF10 = 4.71 to 91.346), though not with the threshold IT (BF10 < 1.35). This suggests that visual sensory system development in children older than 6 years makes a less significant contribution to the measure of multisensory facilitation, compared to motor development. In addition to this main finding, multisensory facilitation of MRT within race-model predictions was only found in the oldest group of children (9−10), supporting previous suggestions that multisensory integration is likely to continue into late childhood/early adolescence at least. (shrink)

BackgroundThe diagnosis of Attention deficit hyperactivity disorder is primarily dependent on parents’ and teachers’ reports, while children’s own perspectives on their difficulties and strengths are often overlooked.GoalTo further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test data. We also examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be reflected by objective (...) and standardized data.MethodsThe study included 190 children with ADHD, aged 7–10 years, who were referred to a pediatric neurologic clinic. A retrospective analysis was conducted using records of a clinical database. Obtained data included children’s self-reports of their attention level and ADHD-related symptoms, parent, and teacher forms of the Conners ADHD rating scales, Child Behavior Checklist, Teacher’s Report Form, and CPT scores.ResultsChildren’s self-evaluations of their functioning were globally associated with their teachers’ and parents’ evaluations, but not uniquely. Children’s self-reports of ADHD symptoms were not uniquely linked to a specific CPT impairment index, but to a general likelihood of having an impaired CPT. The CPT performance successfully distinguished between the group of children who defined themselves as inattentive and those who did not.ConclusionPrimary school children with ADHD are able to identify their limitations and needs difficulties and that their perspectives should inform clinical practice and research. The clinical and ethical imperative of taking children’s perspectives into account during ADHD diagnosis and treatment is highlighted. (shrink)

Cognitive and neural processes underlying visual creativity have attracted substantial attention. The current research uses a critical time point analysis to examine how spontaneous activity in the primary visual area is related to visual creativity. We acquired the functional magnetic resonance imaging data of 16 participants at the resting state and during performing a visual creative synthesis task. According to the CTPA, we then classified spontaneous activity in the PVA into critical time points, which reflect the most useful and (...) important functional meaning of the entire resting-state condition, and the remaining time points. We constructed functional brain networks based on the brain activity at two different time points and then subsequently based on the brain activity at the task state in a separate manner. We explore the relationship between resting-state and task-fMRI functional brain networks. Our results found that: the pattern of spontaneous activity in the PVA may associate with mental imagery, which plays an important role in visual creativity; in comparison with the RTPs-based brain network, the CTP-network showed an increase in global efficiency and a decrease in local efficiency; the regional integrated properties of the CTP-network could predict the integrated properties of the creative-network while the RTP-network could not. Thus, our findings indicated that spontaneous activity in the PVA at CTPs was associated with a visual creative task-evoked brain response. Our findings may provide an insight into how the visual cortex is related to visual creativity. (shrink)

Evidence suggests that perceived school culture is the most powerful predictor of teachers’ work performance. However, studies to date have paid little attention to the potential mechanisms behind this association. On the basis of the job demands–resources model, the present study explored the mediating role of affective empathy and the moderating role of job tenure in the association between perceived school culture and teachers’ work engagement. 647 primary and secondary school teachers completed questionnaires measuring perceived school culture, affective empathy, (...) and work engagement. After gender and educational level were included as covariates, the results showed that perceived school culture positively correlated with teachers’ work engagement, and more importantly, this association was partially mediated by affective empathy. In addition, job tenure significantly moderated the direct association between perceived school culture and work engagement. Specifically, there was a stronger association between perceived school culture and work engagement for teachers with shorter job tenure than those with longer job tenure. The findings suggested the direct effect of perceived school culture on work engagement, and the indirect effect of perceived school culture on work engagement through the mediating role of affective empathy. These findings enrich our understanding of how perceived school culture associates with work engagement, and highlight the moderating role of job tenure in the direct association between perceived school culture and work engagement. (shrink)

Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim (...) školama. Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

IntroductionExcitability of the primary motor cortex measured with TMS has been associated with cognitive dysfunctions in patient populations. However, only a few studies have explored this relationship in healthy adults, and even fewer have considered the role of biological sex.MethodsNinety-seven healthy middle-aged adults completed a TMS protocol and a neuropsychological assessment. Resting Motor Threshold and Long-Interval Intracortical Inhibition were assessed in the left motor cortex and related to attention, episodic memory, working memory, reasoning, and global cognition composite scores to (...) evaluate the relationship between cortical excitability and cognitive functioning.ResultsIn the whole sample, there was a significant association between LICI and cognition; specifically, higher motor inhibition was related to better working memory performance. When the sample was broken down by biological sex, LICI was only associated with working memory, reasoning, and global cognition in men. No associations were found between RMT and cognitive functions.ConclusionGreater intracortical inhibition, measured by LICI, could be a possible marker of working memory in healthy middle-aged adults, and biological sex plays a critical role in this association. (shrink)

Over 1.3 billion people in the world are challenged to access good and cheap healthcare when become ill. Health insurance policies are a fantastic strategy to assist people who can't afford medical care. For middle- and low-income nations, there hasn't been much research on the ability to pay for health insurance for public employees like school teachers. Therefore, this cross-sectional questionnaire based research has been undertaken to explore the reflection of health insurance among 383 Bangladeshi school teachers of 5 divisional (...) city center primary school and were being surveyed online between 1st August to 30th August 2022. According to survey, monthly average (mean) health expenditure of respondents were 7668.93 BDT (Bangladeshi Taka equivalent to $80.72) with 95% confidence interval. Of 35% responders suffered from high blood pressure, approximately 8% people were suffering from arthritis and asthma, 7.8% people have heart disease and 8.1 % people suffer from cholesterol problem. Maximum respondents (80%) agreed that health insurance is burden for them. About 51% teachers had no idea about health insurance. However, there was no significant relation in between educational status and health insurance perception for male and female teacher respondents. Moreover, the comparative data highlighted that more awareness and more exploration might be needed in health insurance perception for primary school teachers. This result can contribute to form people’s choice-oriented health insurance policy. (shrink)

When is it appropriate to harm a single person to help multiple others? Psychologists have investigated this question through the study of hypothetical “trolley” dilemmas involving extreme physical harm life-or-death situations that contrast outcome-focussed, consequentialist moral reasoning with principle-focussed, deontological moral reasoning. The present studies investigate whether participants’ preference for consequentialism generalises across domains. We administered traditional physical harm dilemmas as well as a trolley-type dilemma involving monetary harm. Across four studies (N = 809), an internal meta-analysis demonstrated that participants’ (...) responses to the traditional dilemmas predicted their responses to the monetary dilemma. Additionally, previous research has uncovered that primary psychopathy predicts consequentialist responses on physical harm dilemmas. The current work uncovers that this association does not generalise to monetary harm dilemmas, suggesting that the association between primary psychopathy and consequentialist reasoning is not related to consequentialist reasoning per se, but to the idiosyncrasies of traditional harm-centric trolley dilemmas instead. (shrink)

This paper compares the concepts of Japanese and German primary school children as they relate to the “ethics of care.” To do this we have used the research methodology of expanding and replicating an experiment to test whether the results can be interculturally confirmed. In our design we replicated the experiment in children’s philosophy on the question “What are Family Ties?” carried out by Toshiaki Ôse in September 2002 with the 5th grade of the municipal .primary school Hamanogô (...) in Chigasaki. (shrink)

Our contribute compares the concepts of Japanese and German primary school children relating to the topic of death, healing in the context of values education and the ethics of care. This is a project of the German-Japanese Research Initiative on Philosophizing with Children (DJFPK), cialis 40mg which aims to facilitate individual autonomy by enhancing philosophical-ethical judgment. It encourages the application and appropriate transfer of values based on philosophical-ethical knowledge and acquired through independent reflection to the situations of daily life.

ObjectiveThe psychological condition of healthcare workers since the COVID-19 pandemic has attracted the attention of many studies. However, few have reported on psychosocial problems of primary healthcare workers in the COVID-19 pandemic. This study aimed to examine the mediating roles of social support and resilience in COVID-19-related work stress and symptoms of anxiety and depression.MethodsA total of 840 primary healthcare workers in 17 community health centers in Guangzhou, China, were recruited from May to July 2021. Data on demographic (...) characteristics, COVID-19-related work stress, social support, resilience, anxiety and depression were collected. A structural equation model was used for mediation analysis.ResultsMore than half of participants reported mild or more severe symptoms of anxiety and depression. Social support and resilience mediate the association between COVID-19-related work stress and symptoms of anxiety and depression, respectively. Furthermore, the association between work stress and symptoms of anxiety and depression was also mediated by an accumulation of social support and resilience. The indirect effect of COVID-19-related work stress on anxiety and depression through resilience was much greater than other indirect effects.ConclusionAnxiety and depression were prevalent among primary healthcare workers. This study highlights the psychological impact of the COVID-19-related psychosocial work environment on primary healthcare workers. There is an urgent need to improve working conditions for primary healthcare workers in the COVID-19 and to implement intervention strategies aimed at increasing individual resilience alongside the establishment of external supportive work environments. (shrink)

The role of trust pathways in achieving a competitive advantage is becoming increasingly important for effective ethical consideration policies in all business and non-business sectors. This paper argues that there are three primary trust pathways of rational choice, rule-based trust, and category-based trust that underscore the basis of trust relationships. The implementation of these primary trust pathways is strongly influenced by expertise level, incomplete information, rapidly shifting environments, and/or time-pressure. The refinement of the interaction of information exchange and (...) framing of problems can produce three secondary higher-level trust pathways of third party-based trust, role-based trust, and knowledge-based trust. These six different trust pathways that guide ethical consideration issues are discussed with a Throughput Modeling theoretical approach. (shrink)

Fourteen newly commissioned essays trace the historical development of the distinction between primary and secondary qualities, which lies at the intersection of issues in metaphysics, epistemology, and philosophy of perception. 'Primary and Secondary Qualities' focuses on the age of the Scientific Revolution, the 'locus classicus' of the distinction, but begins with chapters on ancient Greek and Scholastic accounts of qualities in an effort to identify its origins. The remainder of the volume is devoted to philosophical reflections on qualities (...) from the seventeenth century to the present day. Virtualliy every major figure is represented from Gassendi to Kant, and special attention is paid to Locke, Descartes, and Hume. The essays collected here cover a wide range of topics, including the foundation for the distinction, the question of whether it is lmetaphysical or merely epistemic, the status of secondary qualities, the nature of sensoriy representation, the relation between philosophy and science, the status of dispositions, and the semantics of sensible-quality terms"--Publisher's description, p. [4] of dust jacket. (shrink)

The arguments advanced in this paper are the following. Firstly, that just as Trevarthen’s three subjective/intersubjective levels, primary, secondary, and tertiary, mapped out different modes of access, so too response is similarly structured, from direct primordial responsiveness, to that informed by shared pragmatic concerns and narrative contexts, to that which demands the distantiation afforded by representation. Secondly, I propose that empathy is an essential mode of intentionality, integral to the primary level of subjectivity/intersubjectivity, which is crucial to our (...) survival as individuals and as a species. Further to this last point, I argue that empathy is not derived on the basis of intersubjectivity, nor does it merely disclose intersubjectivity, rather it is constitutive of intersubjectivity at the primary level. Empathy is a direct, irreducible intentionality separable in thought from the other primary intentional modes of perception, rationality, memory and imagination, but co-arising with these. In regard to the inter-personal level, the concrete relations with others, primary empathy is both the ground for the possibility of the secondary manifestations—pity, sympathy, perspective taking, etc., and motivates them. Thirdly, it is the movement in the core of subjectivity initially generated by shifting attention between the ‘I’ and ‘we’ perspectives and later ‘solidified’ through affect to become shifting identification, which opens up the intersubjective domain. So we can affirm that we are not only born into sociality but our sociality goes to the roots of our being as Husserl, Heidegger and Merleau-Ponty have claimed. (shrink)

In the present paper we shall first focus on Locke’s and Reid’s understanding of primary and secondary qualities, as these two approaches mark the main dividing line in interpreting this distinction. Next, we will consider some modern approaches to the distinction and try to answer the question of whether, from theperspective of what we know about perception of sensory qualities, Locke’s ontological interpretation or Reid’s epistemological approach to the distinction are tenable ideas. Finally, we will concentrate on the relation (...) between language and qualities of objects and, on the basis of some adjectival systems in the world’s languages, see how languages render, or code, certain distinctions and qualities apparently obvious to our cognition. (shrink)

While Chile's partial decriminalization of abortion in 2017 was a long overdue recognition of women's sexual and reproductive rights, nearly four years later the caseload remains well below expectations. This pattern is the product of standing barriers in access to abortion‐related health services, especially at the primary care point of entry. This study seeks to identify and describe these barriers. The findings presented here were obtained through a qualitative, exploratory study based on 19 semi‐structured interviews with relevant actors identified (...) through non‐random sampling and snowballing techniques. Coding was inductive and complemented by semantic content analysis. The authors find that the key barriers in primary care to accessing legal abortion are unfamiliarity with the law, insufficient practitioner training, intersectoral discrimination, and the stigma surrounding abortion. They conclude that the government needs to exercise its constitutional mandate as guarantor of public health and act promptly to safeguard and guarantee the abortion rights of Chilean women. (shrink)

In the present paper we shall first focus on Locke’s and Reid’s understanding of primary and secondary qualities, as these two approaches mark the main dividing line in interpreting this distinction. Next, we will consider some modern approaches to the distinction and try to answer the question of whether, from theperspective of what we know about perception of sensory qualities, Locke’s ontological interpretation or Reid’s epistemological approach to the distinction are tenable ideas. Finally, we will concentrate on the relation (...) between language and qualities of objects and, on the basis of some adjectival systems in the world’s languages, see how languages render, or code, certain distinctions and qualities apparently obvious to our cognition. (shrink)

The aim of this article is to give an account of the distinction between primary and secondary qualities in a way which allows the distinction a useful place in an explanation of scientific enquiry. this is done by modifying certain of locke's criteria for primacy, and by showing that this procedure has certain advantages over keith campbell's account of the distinction. in particular, i argue that primary qualities cannot be specified in a theory-neutral way, and that this has (...) important consequences for an account of scientific observation and the relation between the scientific and everyday images of the world. (shrink)

Once dismissed as vestigial organelles, primary cilia have garnered the interest of scientists, given their importance in development/signaling, and for their implication in a new disease category known as ciliopathies. However, many, if not all, “cilia” proteins also have locations/functions outside of the primary cilium. These extraciliary functions can complicate the interpretation of a particular ciliopathy phenotype: it may be a result of defects at the cilium and/or at extraciliary locations, and it could be broadly related to a (...) unifying cellular process for these proteins, such as polarity. Assembly of a cilium has many similarities to the development of other polarized structures. This evolutionarily preserved process for the assembly of polarized cell structures offers a perspective on how the cilium may have evolved. We hypothesize that cilia proteins are critical for cell polarity, and that core polarity proteins may have been specialized to form various cellular protrusions, including primary cilia. (shrink)

During sudden school closures in spring 2020 due to the COVID-19 pandemic, teachers had to move to distance teaching. This unprecedented situation could be expected to influence teacher well-being and schools as organizations. This article reports a qualitative study that aims at understanding how changes in teachers’ professional lives that were related to school closure affected Swiss primary teachers’ professional well-being. In semi-structured online-interviews, 21 teachers from 15 schools sampled by snowball method reported their experiences during school closure and (...) distance teaching and how this situation influenced their professional well-being. Results showed that medium to high levels of teacher well-being could accompany a general negative evaluation of the move to distance teaching. Factors such as high work-load, social distancing and feelings of lack of competence and self-efficacy were among the most aversive aspects of distance teaching and associated with deteriorating professional well-being. Among a plethora of factors that supported teachers in maintaining their well-being, contextual work-related aspects such as school resources, collegial support or leadership support along with individual aspects such as resilience, coping strategies, and clear work structures were important. Additionally, it was found that teacher well-being was nourished by positive experiences with the new forms of distance teaching and feelings of professional mastery. Despite methodological limitations, the findings of this study could inform schools and authorities about what is needed to support teacher well-being and might help to develop organizational strategies that aim at preventing harmful declines in teacher well-being during challenging and difficult times such as a pandemic. (shrink)

The term 'primary health care' (PHC) has come into widespread use by policy-makers, managers and health professionals in the past two decades. There is a variety of definitions and an even wider variety of uses of the term. The purpose of this paper is to examine critically existing definitions and uses, with a particular focus on their usefulness in health policy, clinical practice and research relating to health care systems. The paper has three parts. First, we examine the principal (...) types of definition and identify core features of primary care common to most definitions. Second, we discuss the application of these criteria to a range of services in the UK National Health Service (NHS). Lastly, we examine the ways in which policymakers, health professionals, researchers and lay people use the term, also drawing primarily on UK experience. We conclude by reflecting on the likelihood of achieving a single unambiguous definition and the usefulness of the term for different purposes. (shrink)

The paper gives a reconstruction of Donald Davidson’s theory of primary reasons in the context of the unified theory of meaning and action and its ontology of individual events. This is a necessary task to understand this philosophy of language and action because since his article “Actions, Reasons, and Causes” he has developed and modified his proposal on describing and explaining actions. He has expanded the “unified theory” to a composite theory of beliefs and desires as a total theory (...) of behavior. At first, the anomalous monism was a byproduct. Yet, the step to this philosophy of the mental is not contingent. It will be shown that the anomalous monism as the primary feature of the mental does not lead us to a materialic monism in our ontology. If the evidence of radical interpretation has no echo in natural science, we have to give up materialism.Following this, I will argue for a pure anomalism. Or, in other words, for the ascription of propositional attitudes given by the semantical analysis of sentences of such attitudes does not commit us to a materialistc framework in our ontological thinking. Yet, to understand Davidson’s unified theory, we have to grasp the role of individual events in this framework since the ontological reduction of individual events explains par example the relation between the mind and the body, and the possibility of autonomous action in the world of causality. I do not argue for a dualism of properties between the physical of the mental in the manner of other philosophers, since from the radical interpreters point the empirical restrictions of the speaker’s attitudes and behavior cannot be fixed for all cases. (shrink)

ABSTRACT The article reports on a survey of English primary school head teachers? opinions on disruptive behaviour, coupled with a one?day exercise in the monitoring of disruptive incidents in the same schools. Eighty?five highly experienced head teachers from 38 local education authorities responded to an extensive questionnaire and 77 schools monitored incidents. Schools were categorised by the LEAs as potentially ?difficult?, ?of average difficulty? and ?easy? in respect of intake. Thirty?six Principal Educational Psychologists contributed briefly on a question on (...) age of onset. Findings relate to (a) an examination of the question whether the age of onset of disruptive behaviour is getting earlier, (b) the differing perceptions of questions concerning disruptive behaviour of head teachers, in schools of varying potential difficulty of intake, and (c) the coping strategies used and favoured by head teachers in their work with disruptive behaviour. (shrink)

This chapter finds two versions of the distinction between primary and secondary qualities in Galileo, Descartes, Boyle, and Locke. Although agreeing that primary qualities are physically basic properties of extended particles (including size, shape, position, and motion), these authors differed on whether secondary qualities such as color exist only in the mind as sensations or belong to bodies as powers to cause sensations. Kant was initially a metaphysical realist about primary qualities as spatialized forces (vs. bare extended (...) particles), before placing space among the appearances in his critical period. Space becomes the subjective form in which transcendently real forces and relations appear. Kant viewed color as a subjective sensation in the mind, whereas Helmholtz treated color as a power to cause sensations. Helmholtz was initially a realist about primary qualities as spatialized masses and forces, but he later adopted the epistemically modest view of space as the subjective form in which forces and relations appear. (shrink)

Mackie examines the distinction between primary and secondary qualities. It is argued that Locke's distinction supports the claim that he held a representative theory of perception. Mackie discussed Locke's arguments for the distinction. The relation of Locke's account to Molyneaux's problem is considered. Mackie critically compares his reformulation of the primary/secondary distinction with that of Jonathan Bennett.

In 1992, Israel underwent a major constitutional reform, which provided Israel, for the first time in its history, with an effective system of separation of powers between the political branches of government. This reform was not intentional but, rather, a byproduct of the voluntary adoption by the two major political parties of open primaries as the method for choosing candidates on their lists for election to parliament. The adoption of the primaries system produced two major changes in the Israeli constitutional (...) and political order. First, it transformed the Knesset into an independent body and, hence, for the first time in Israel’s history, provided for a functioning system of checks and balances between the legislature and the executive. Second, it shifted power from the Jewish religious minority to the secular majority and even contributed to the increase in the relative power of the Arab parties. On a more general level, the Article demonstrates the impact different modalities of pre-selection of party candidates can have not only on the outcome of the elections and on the relative power relations among the parties, but, more importantly, on the structure and the functioning of the political system. Once proven, this impact requires public attention: legislative regulation of the pre-selection process may be required, indeed even constitutionally mandated, to ensure political checks and balances. (shrink)

In the article Boreyko Yuri Grigorovich «Primary community of modern ukrainian orthodox church as a form church of sociality» set significance of the religious community as a social phenomenon and the parish as a center of the institutional structure of the church in shaping religious orthodox believers, the ratio of the parish and the community as a form of religious associations, the nature of the participation of the believers in the daily life of religious communities and their integration into (...) the social relations within the parish and the community. (shrink)

John Dewey wrote in Experience and Nature that his empirical method exacts of philosophy two things; in the first place, it means that the “refined methods and products” which emerge from analytic reflection or cognitive experience “be traced back to their origin in primary experience, in all its heterogeneity and fullness;” and secondly, “that the secondary methods and conclusions be brought back to the things of ordinary experience, in all their coarseness and crudity, for verification.” It is my contention (...) that the precognitive experience out of which emerges reflection, inquiry, or cognitive experience and the post-cognitive experience to which reflection or inquiry returns constitute problems for Dewey’s philosophy which have not been adequately analyzed and solved. There is a certain vagueness in Dewey’s description of primary experience and the relation of primary experience to the cognitive process is a crucial issue. (shrink)

The ethics of care and Confucian care ethics are both characterised by relations-based moral reasoning and decision-making. Acknowledging this similarity, this article compares and contrasts these two ethics, highlighting Western and Eastern moral concerns. One of the main differences between the two ethical theories is their different focus on vulnerability and inequality as factors in achieving equality in the ethics of care; another is the reciprocity, rather than equality, dimension in Confucian ethics. Both theories enshrine the view that the (...) characteristics of care offer scope for developing the capacity for judgement. However, a fundamental difference is revealed when considering that Confucian ethics emphasises care as a virtue in the cultivation of one's moral agency, whereas the ethics of care sees care as both a disposition and practice, and the caring relationship to be a primary means of moral evaluation. For the care ethicists, the practice of care embraces communicative morality, within fluid, dynamic interpersonal relationships - in sharp contrast to Confucian care practices, which are constructed within formal standards and fixed, role-based relationships. (shrink)

This Handbook offers much-needed insights into the ethics of primary healthcare. Topics range from the issues arising in primary care interactions, to working with different sources of vulnerability among patients, from contexts connected with teaching and learning, to issues in relation to justice and resources.

Primary substance for Aristotle is either the individual or form. These same two possibilities are the leading candidates for the source of unity in a substance.Thus, if we could determine what is responsible for the unity of a substance, we may well have located primary substance also. I consider the following possiblesources of the unity of form and matter in a substance:1) The unifier is a connector external to form and matter. (This connector may be itself a form, (...) matter, or a relation that is neither formal nor material.)2) There is no need for a unifier because form and matter are simply conceptual ways of understanding a single, already-unified, concrete being.3) The unifier is an inherent aspect of form or matter.I proceed by a process of elimination and conclude that substantial form is both what unifies a substance and the better candidate for primary substance. (shrink)

Primary substance for Aristotle is either the individual or form. These same two possibilities are the leading candidates for the source of unity in a substance.Thus, if we could determine what is responsible for the unity of a substance, we may well have located primary substance also. I consider the following possiblesources of the unity of form and matter in a substance:1) The unifier is a connector external to form and matter. (This connector may be itself a form, (...) matter, or a relation that is neither formal nor material.)2) There is no need for a unifier because form and matter are simply conceptual ways of understanding a single, already-unified, concrete being.3) The unifier is an inherent aspect of form or matter.I proceed by a process of elimination and conclude that substantial form is both what unifies a substance and the better candidate for primary substance. (shrink)