Emerging research shows a strong connection between brain areas governing cognition and motor behavior. Yet, research investigating the negative aftereffects of cognitive control exertion on task performance has not considered the potential role of areas governing motor behavior. The present study investigated the effects of high cognitive control exertion on task self-efficacy and exercise performance in children. A secondary purpose was to investigate whether motor coordination influences the change in exercise performance differently following low versus high cognitive control exertion. Participants (...) (N = 70) performed two isometric handgrip endurance trials separated by a Stroop task, which was either congruent (low cognitive control) or incongruent (high cognitive control). Motor coordination was assessed prior to the first endurance trial. Task self-efficacy for performing the second endurance trial was assessed following the Stroop task. Participants in the high cognitive control condition reported lower task self-efficacy and showed a reduction in endurance exercise performance. Task self-efficacy mediated the cognitive control – performance relationship. Participants scoring lower on motor coordination showed the greatest declines in exercise performance following high cognitive control, whereas motor coordination did not affect performance following low cognitive control. The results of this study provide evidence that task self-efficacy and exercise performance are also negatively affected in children following high cognitive control, and interestingly, these effects are exacerbated among those scoring lower in motor coordination. We recommend future research investigate motor coordination as a potential mechanism for the reductions in both cognitive and physical task performance following the prolonged exertion of high cognitive control. (shrink)

Although certain aspects of C.S. Lewis's work have been studied in great detail, others have been comparatively neglected. This collection of essays looks at Lewis's life and work, and those of his friends and associates, from many different angles, but all connected through a common theme of identity. Questions of identity are essential to the understanding of any writer. The ways authors perceive themselves and who they are, the communities they belong to by birth or choice, inevitably influence their work. (...) The way they present other people, real or fictional, are also rooted in their own conception of identity. In this volume, scholars from several countries examine gender and family roles; national, regional, racial and professional identities; membership of a particular church; ideological attachments and personal descriptions, either with regard to Lewis and those who knew him and influenced him, or in a study of their writings. Authors studied here include J.R.R. Tolkien, Dorothy L. Sayers, Charles Williams, George MacDonald and T.S. Eliot. (shrink)

Este volume resume as palestras apresentadas durante o simpósio comemorativo dos "100 Anos da Física Quântica", realizado no Instituto de Física da USP. Para avaliar o significado dessa comemoração, basta lembrar que a Física no século XIX parecia estar completa. Os textos agrupados neste volume tratam de aspectos históricos associados à emergência inicial da teoria quântica, de desenvolvimentos relacionados com algumas das suas mais notórias conseqüências, e de aplicações abrangendo fenômenos desde a escala sub-atômica, atômica e molecular, até as dimensões (...) do universo como um todo. (shrink)

On the lives and philosophy of the Prophets of Islam and Sufi Muslim saints.

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The (...) handbook's focuses include:allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment modelsservice delivery designed to improve competencies of all studentsthe relationship between general cognitive ability and important life outcomesthe development of viable and enduring educational, family, and community systems to support studentsincreasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schoolingoutlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational systemall relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city childrenbuilding a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-beingThe scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come. (shrink)

Taking as its starting point Miri Gur-Arye’s critical discussion of a legal duty to report crime, this paper sketches an idealising conception of a democratic republic whose citizens could be expected to recognise a civic responsibility to report crime, in order to assist the enterprise of a criminal law that is their common law. After explaining why they should recognise such a responsibility, what its scope should be, and how it should be exercised, and noting that that civic responsibility must (...) include a responsibility to report one’s own crimes; it discusses whether that civic responsibility could ground at least a limited legal duty to report certain types of crime. It then turns to the question of whether a civic responsibility to assist the criminal law’s enterprise of bringing wrongdoers to account could include a responsibility to arrest suspected or known offenders if the police cannot or will not do so—a responsibility to make a citizen’s arrest, and the legal power to discharge that responsibility: how far should citizens feel entitled, or duty-bound, thus to ‘take the law into their own hands’? (shrink)

In _Sentient Flesh _R. A. Judy takes up freedman Tom Windham’s 1937 remark “we should have our liberty 'cause... us is human flesh" as a point of departure for an extended meditation on questions of the human, epistemology, and the historical ways in which the black being is understood. Drawing on numerous fields, from literary theory and musicology, to political theory and phenomenology, as well as Greek and Arabic philosophy, Judy engages literary texts and performative practices such as music and (...) dance that express knowledge and conceptions of humanity appositional to those grounding modern racialized capitalism. Operating as critiques of Western humanism, these practices and modes of being-in-the-world—which he theorizes as “thinking in disorder,” or “poiēsis in black”—foreground the irreducible concomitance of flesh, thinking, and personhood. As Judy demonstrates, recognizing this concomitance is central to finding a way past the destructive force of ontology that still holds us in thrall. Erudite and capacious, _Sentient Flesh _offers a major intervention in the black study of life. (shrink)

He then proceeds with an examination of the picture theory developed by Wittgenstein, Carnap, and Goodman, and concludes with an examination of Patricia Churchland, Ruth Millikan, Robert Cummins, and Mark Rollins. The use of the historical development of representationalism to pose a central problem in contemporary cognitive science is unique.

There has been growing global interest in livestock animal welfare. Previous research into attitudes towards animal welfare has focused on Europe and the United States, with comparatively little focus on Australia, which is an important location due to the prominent position of agriculture economically and culturally. In this article, we present results from qualitative research on how Australian meat consumers conceptualise sheep and beef cattle welfare. The study was conducted in two capital cities (Melbourne, Victoria and Adelaide, South Australia) and (...) a much smaller rural centre (Toowoomba, Queensland) using focus groups (involving 40.9% of participants) and mall-intercept interviews (59.1% of participants), totalling 66 participants. Qualitative analysis highlights that participants had clear ideas of what it means for an animal to live a ‘good life’ and experience a ‘good death,’ with their beliefs strongly tied to their expectations and cultural understandings of what Australian agriculture ‘should be.’ In response to open-ended questions, participants expressed attitudes that relied on romanticised visions of the ‘rural idyll’ as seen in frequent discussions about what is ‘normal’ for sheep meat and beef production, and relatedly, what count as ‘natural behaviours.’ Many participants rejected anything associated with the ‘other,’ classifying it as not ‘normal’: we argue that which is not considered normal, including intensive production, foreign ownership, and halal slaughter practices, appear to place participants’ conceptualizations of an animal’s ‘good death,’ and in turn the potential for a ‘good life,’ at risk. (shrink)

I can get away with it because no one is in a position to call me on it. Professor Robinson cannot consistently complain that (A) begs the question against his thesis that there is no such fallacy. He would discourage anyone from "helping" him by accusing me of committing the fallacy against him. With advocates like that, who needs adversaries? I. EMBEDDING PERSPECTIVES After all, Robinson has a viable reply to my argument. He should simply deny my premise. Later I (...) will show how (A) might rationally persuade Robinson. But my immediate goal is not to convert the skeptic about the existence of the fallacy but rather to use his extreme position to make a point about the nature of question-begging. Those who object that argument (A) begs the question against Robinson must do so on behalf of Robinson. This assistance requires that one launch the accusation from Robinson's perspective and with his dialectical interests at heart. (shrink)

This is a response to ten critiques of my 2018 book The Realm of Criminal Law, by Stephen Bero and Alex Sarch, Kim Ferzan, Stuart Green, Doug Husak, Nicola Lacey, Sandra Mayson, Victor Tadros, Patrick Tomlin, Alec Walen, and Gideon Yaffe. I take the opportunity to explain the main aims and themes of the book, to clarify some of its arguments, and to note some of the ways in which those arguments need expansion, development, or revision. Topics discussed include: the (...) usefulness and limits of ‘rational reconstruction’ as a method of normative theorising; public wrongs and the scope of the criminal law; the idea of civil order as central to a political theory of criminal law; wrongness constraints on criminalization; mala prohibita and regulatory offences; the ‘De Minimis’ principle; and criminal law ‘abolitionism’. (shrink)