Our perceptual systems make information about the world available to our cognitive faculties. We come to think about the colors and shapes of objects because we are built somehow to register the instantiation of these properties around us. Just how we register the presence of properties and come to think about them is one of the central problems with understanding perceptual cognition. Another problem in the philosophy of perception concerns the nature of the properties whose presence we register. Among the (...) perceptible properties are colors and shapes, for example, and there is a long philosophical tradition of drawing and refusing to draw metaphysical distinctions between them. This paper makes a claim about the information-theoretic approach to perceptual cognition in order to argue for a fundamentally epistemological distinction between colors and shapes. What makes shapes and colors seem so different to us is how we carry information about their presence around us. In particular, we can come to know more about the shapes on the basis of perceiving them than we can come to know about the colors. One interesting feature of how this distinction is drawn is that it partially vindicates Locke’s claim that our ideas of primary qualities like shapes resemble them in ways our ideas of colors do not. (shrink)

The purpose of this descriptive and exploratory study was to measure the perceptions regarding a variety of science, technology, and society (STS) topics among a sample of Uruguay underclassmen college students. These perceptions were compared with the viewpoints of a group of professional scientists. It was found that, for some STS topics, such as the role of humans in global climate change, the perceptions of Uruguay underclassmen and scientists were statistically identical. For topics, such as the problem of human overpopulation, (...) both groups find themselves on the same side of the issue but with a statistically significant gap between them. Uruguay underclassmen and professional scientists have opposite views on STS topics such as the use of animals for scientific research. A sizable proportion of Uruguay underclassmen were not familiar with several STS topics, such as the scientific work of the International Space Station. Implications for formal and informal STEM education efforts are discussed. (shrink)

1. The whole idea that environmental issues1 can be traumatizing may appear as a remote possibility to many. While research on this topic is still sporadic, there is a growing international interes...

Secondary education around the world has been significantly disrupted by covid-19. Students have been forced into new ways of independent learning, often using remote technologies, but without the social nuances and direct teacher interactions of a normal classroom environment. Using data from the School Attitudes Survey—which surveys students regarding the perceived level of difficulty, anxiety level, self-efficacy, enjoyability, subject relevance, and opportunities for creativity with regards to each of their school subjects—this study examines students' responses to this disruption from (...) two very different schools with two very different experiences of the pandemic. This paper reports on the composite attitudinal profiles of students in the senior secondary levels at each school. The findings challenged our expectation that the increased difficulty and anxiety caused by the disruption would reduce perceived opportunities for creativity. Indeed, our analyses showed that the students at both schools demonstrated generally positive attitudes toward their learning and strongly associated opportunities for creativity with other attitudinal constructs including enjoyability, subject relevance, and self-efficacy. These complex associations made by the students appear to have buffered the impacts of the disruption, and they may even have supported creative resilience. (shrink)

The problem of church-religious and spiritual subjects in school subjects, in the educational process of different educational units is not limited to the questions of the introduction or non-introduction of Christian ethics, ethics of faith, religious studies or theology. There is no relevant oral and printed discussion. However, scholars and educators have so far received the same meticulous attention to the fact that, in addition to these special subjects, other humanities have been taught and read in the schools, which deal (...) with issues of faith, religion, spirituality - directly or indirectly, in connection with one or another. historical events or in the composition of various works of art, also not neutral in terms of formation of world outlook and confessional prejudices or preferences. (shrink)

There is a strong pull to the idea that there is some metaphysically interesting distinction between the fully real, objective, observer-independent qualities of things as they are in themselves, and the less-than-fully-real, subjective, observer-dependent qualities of things as they are for us. Call this (putative) distinction the primary/secondary quality distinction. The distinction between primary and secondary qualities is philosophically interesting because it is (a) often quite attractive to draw such a distinction, and (b) incredibly hard to spell it (...) out in any kind of satisfying and sensible way. I attempt such a spelling-out after first trying to pin down in more detail what we want from the primary/secondary quality distinction, and saying a bit about why that is such a hard thingto get. (shrink)

This paper is concerned with English noun phrases that denote generalized instances: they do not refer to actual spatio-temporal instances, but to virtual ones that are abstracted from a limited number of actual instances, e.g., a student in Three times, a student complained (Langacker, Foundations of Cognitive Grammar. Volume II: Descriptive application, Stanford University Press, 1991, Dynamicity, fictivity, and scanning: The imaginative basis of logic and linguistic meaning, Cambridge University Press, 2005, forthcoming). Langacker likens generalized instances to generic ones, which (...) constitute “global” generalizations over all actual instances of a type. On the basis of authentic data, I argue that, even though the profiled instance denoted by generic and generalized noun phrases is similar, the way the respective instances are accessed in discourse is very different. My data set consists of English noun phrases that are explicitly marked for generalized instantiation by the addition of a secondary determiner such as same in The twin brothers bought the same car or kind of in There was no way we could match that kind of offer. I compare noun phrases of four sets of secondary determiners, viz. adjectives of multiple exposure (usual), of identity (same, identical), of similarity (similar, comparable) and type noun constructions (kind of/type of/sort of). These data also allow me to refine the concept of generalized instantiation in terms of its semantic subtypes, the semantic interaction between secondary determiner and primary determiner, and the selection criteria for secondary determiners that can express it. (shrink)

Secondary Education: The Key Concepts. By Jerry Wellington. Pp. 193. London and New York: Routledge. 2006. £14.99 (pbk), £55 (hbk). ISBN 0-415-34404-3 (pbk), 0-415-34403-6 (hbk).

The aim of this study is to analyse how secondary stakeholders influence managerial decision-making on Corporate Social Responsibility disclosure. Based on stakeholder salience theory, we empirically investigate whether differences in environmental disclosure among companies are systematically related to differences in the level of power, urgency and legitimacy of the environmental non-governmental organisations with which these companies are confronted. Using proprietary archival data for an international sample of 199 large companies, our results suggest that differences in environmental disclosures between companies (...) are mainly associated with differences between their environmental stakeholders’ legitimacy. The effects of power and urgency are of an indirect nature, as they are mediated by legitimacy. This study improves our understanding of CSR disclosure by demonstrating that, next to the well-documented effect of company characteristics, stakeholder characteristics are also important. Besides, it provides scarce empirical evidence that not only primary stakeholders, but also secondary stakeholders are influential with regards to management decision-making. And more specifically, it offers insight into why some stakeholder groups are better able to influence disclosure decisions than other. The results also have important practical implications for managers of both environmental NGOs and large companies. For managers of environmental NGOs the results provide evidence of the most successful tactics for having their environmental information demands satisfied by companies. For company management the results provide insights into the most important stakeholder characteristics, on the basis of which they may develop strategies for proactively disclosing environmental information. (shrink)

Osteoporosis (OP) is a bone disease which affects a number of post‐menopausal females and puts many at risk for fractures. A large number of patients are taking bisphosphonates (BPs) to treat their OP and a rare complication is the development of atypical femoral fractures (AFF). No real explanations for the mechanisms underlying the basis for development of where AFF develop while on BPs has emerged. The present hypothesis will discuss the possibility that part of the risk for an AFF is (...) a secondary effect of BPs on a subset of vascular cells in a genetically at‐risk population, leading to localized deregulation of the endothelial cell (EC)‐bone cell‐matrix units in nutrient channels/canals of the femur and increased risk for AFF. This concept of targeting ECs is consistent with location of AFF in the femur, the bilateral risk for occurrence of AFF, and the requirement for long term exposure to the drugs. (shrink)

Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their (...) needs when they enter the classroom.Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science. (shrink)

Background: Recent changes to regulatory guidance in the US and Europe have complicated oversight of secondary research by rendering most uses of de-identified data exempt from human subjects oversight. To identify the implications of such guidelines for harms to participants and communities, this paper explores the secondary uses of one de-identified DNA sample collection with limited oversight: the Human Genome Diversity Project (HGDP)-Centre d'Etude du Polymorphisme Humain, Fondation Jean Dausset (CEPH) Human Genome Diversity Panel. Methods: Using a combination (...) of keyword and cited reference search, we identified English-language scientific articles published between 2002 and 2009 that reported analysis of HGDP Diversity Panel samples and/or data. We then reviewed each article to identify the specific research use to which the samples and/or data was applied. Secondary uses were categorized according to the type and kind of research supported by the collection. Results: A wide variety of secondary uses were identified from 148 peer-reviewed articles. While the vast majority of these uses were consistent with the original intent of the collection, a minority of published reports described research whose primary findings could be regarded as controversial, objectionable, or potentially stigmatizing in their interpretation. Conclusions: We conclude that potential risks to participants and communities cannot be wholly eliminated by anonymization of individual data and suggest that explicit review of proposed secondary uses, by a Data Access Committee or similar internal oversight body with suitable stakeholder representation, should be a required component of the trustworthy governance of any repository of data or specimens. (shrink)

Several philosophers have argued that "temporal becoming" is mind-dependent, a claim they see as analogous to the traditional one about the mind-dependence of secondary qualities. They have tended to assume that the classical secondary qualities are mind-dependent, and also that the close analogue for time of directly experienced secondary qualities is an irreducibly indexical nowness. In an earlier article it was argued that we should reject the second assumption. Here it is shown why there is indeed a (...) genuine problem of the ontological status of directly experienced temporality and spatiality, a problem analogous to the traditional one about secondary qualities. (shrink)

A defining characteristic of primary emotions is that they occur in wide variety of species. Secondary emotions are thought to be restricted to humans and other primates. We report evidence from two studies investigating claims of primary and secondary emotions in non-primate species. Study 1. We surveyed 907 owners about emotions that they had observed in their animal. Participants reported primary emotions more frequently than secondary emotions and self-conscious emotions more frequently than self-conscious evaluative emotions. Jealousy was (...) reported at very high levels (81% of dogs and 79% of horses), which was surprising as jealousy is generally defined as a secondary emotion. Study 2. Forty dog owners were interviewed about the contexts and behaviours that led them to claim their animal was jealous. There was coherence and consistency in the behavioural descriptions of jealousy. We claim that such reports provide evidence for the existence of secondary emotions in non-primate species as predicted by theorists such as Buck (Citation1999). (shrink)

Secondary and tertiary qualities are plausibly explained along dispositionalist lines. Concepts of such qualities are response-dependent, denoting properties that are partly mind/ brain -dependent. Unfortunately, dispositionalism is hard to square with extant versions of naturalistic theories of representation. In particular the standard naturalistic semantics of representational content cannot handle the question from either the subjectivist or the dispositional viewpoint. The paper proposes a remedy: the problem can be solved in a smooth and natural way, provided that we revise and (...) supplement the standard semantics in a rather obvious fashion, by allowing the mind/ brain -involving properties to figure within it. (shrink)

This book investigates the subjective and objective representations of the world, developing analogies between secondary qualities and indexical thoughts and arguing that subjective representations are ineliminable. Throughout, McGinn brings together historical and contemporary discussions to illuminate old problems in a novel way.

In genomic research, cohort and large-scale population studies are proliferating along with accompanying infrastructures (databases and biobanks). Population-based research links samples and data from multiple sources often obtained for other purposes. The normative frameworks of many countries are largely based on 1980 OECD principles which limit the uses of personal data, especially for secondary purposes. These limits, now found in legislation, policies and research guidelines, pose major barriers to population-based research.This text examines similarities and differences between epidemiology, public health (...) research and genomics. It also distinguishes between primary and secondary uses of personal information. In a comparative and critical analysis of the normative landscapes of five countries, Québec (Canada), Germany, Australia, the United States and the United Kingdom, three barriers are identified: the impracticability of re-consent; the shortcomings of the review process (ethics and privacy) and certain multi-jurisdictional issues. Recommendations are proposed. (shrink)

Secondary findings for adult-onset diseases in pediatric clinical sequencing can benefit parents or other family members. In the absence of data showing harm, it is ethically reasonable for parents to request such information, because in other types of medical decision-making, they are often given discretion unless their decisions clearly harm the child. Some parents might not want this information because it could distract them from focusing on the child's underlying condition that prompted sequencing. Collecting family impact data may improve (...) future policy determinations. (shrink)

Cora Diamond; XIII—Secondary Sense, Proceedings of the Aristotelian Society, Volume 67, Issue 1, 1 June 1967, Pages 189–208, https://doi.org/10.1093/aristotelia.

There are widespread calls for school education to put more emphasis on developing students’ appreciation of the power and limitations of science. Without effective teaching, there is a risk that sensationalist media claims will unduly influence students’ perceptions of the power of science to already explain and predict aspects of our daily lives. Secondly, schools have a role in preparing students for a future in which they are likely to work and play alongside increasingly humanlike machines. The study reported here (...) assessed the feasibility of a survey to discover students’ stances on the predictive and explanatory power of science in relation to personality, behaviour and the mind The study forms part of a larger project that seeks to identify ways that schools can develop students’ epistemic insight when they consider big questions about the nature of reality and human personhood. Beginning with a broad conceptualisation of personhood designed to pick up on questions in the science-religion dialogue, we drew on interviews and focus groups with students in upper secondary school to formulate a set of statements that seemed to be effective in stimulating discussion about the power and limitations of science. The questionnaire was administered to 311 secondary students. Students’ responses indicate that they were engaged by the theme and that they were generally not working with a secure overarching scientistic or nonscientistic framework. When we grouped students according to how they responded to the narrower theme of personality and behaviour, one in five of the cohort was labelled as strongly scientistic. We also found that in their comments at different points in the survey, the majority of students expressed ideas and everyday phrases associated with scientism. The article concludes with implications for future research and further recommendations for teachers. (shrink)

BackgroundThe SARS-CoV-2 pandemic has highlighted once more the great need for comprehensive access to, and uncomplicated use of, pre-existing patient data for medical research. Enabling secondary research-use of patient-data is a prerequisite for the efficient and sustainable promotion of translation and personalisation in medicine, and for the advancement of public-health. However, balancing the legitimate interests of scientists in broad and unrestricted data-access and the demand for individual autonomy, privacy and social justice is a great challenge for patient-based medical research.MethodsWe (...) therefore conducted two questionnaire-based surveys among North-German outpatients (n = 650) to determine their attitude towards data-donation for medical research, implemented as an opt-out-process.ResultsWe observed a high level of acceptance (75.0%), the most powerful predictor of a positive attitude towards data-donation was the conviction that every citizen has a duty to contribute to the improvement of medical research (> 80% of participants approving data-donation). Interestingly, patients distinguished sharply between research inside and outside the EU, despite a general awareness that universities and public research institutions cooperate with commercial companies, willingness to allow use of donated data by the latter was very low (7.1% to 29.1%, depending upon location of company). The most popular measures among interviewees to counteract reservations against commercial data-use were regulation by law (61.4%), stipulating in the process that data are not sold or resold (84.6%). A majority requested control of both the use (46.8%) and the protection (41.5%) of the data by independent bodies.ConclusionsIn conclusion, data-donation for medical research, implemented as a combination of legal entitlement and easy-to-exercise-right to opt-out, was found to be widely supported by German patients and therefore warrants further consideration for a transposition into national law. (shrink)

Although risky decision-making has been posited to contribute to the maladaptive behavior of individuals with psychopathic tendencies, the performance of psychopathic groups on a common task of risky decision-making, the Iowa Gambling Task (IGT; Bechara, Damasio, Damasio, & Anderson, 1994), has been equivocal. Different aspects of psychopathy (personality traits, antisocial deviance) and/or moderating variables may help to explain these inconsistent findings. In a sample of college students (N = 129, age 18–27), we examined the relationship between primary and secondary (...) psychopathic features and IGT performance. A measure of impulsivity was included to investigate its potential as a moderator. In a joint model including main effects and interactions between primary psychopathy, secondary psychopathy and impulsivity, only secondary psychopathy was significantly related to risky IGT performance, and this effect was not moderated by the other variables. This finding supports the growing literature suggesting that secondary psychopathy is a better predictor of decision-making problems than the primary psychopathic personality traits of lack of empathy and remorselessness. (shrink)

Thomas Reid famously claimed that our perceptual experiences reveal what primary qualities are in themselves, while providing us with only an obscure notion of secondary qualities. I maintain that this claim is largely correct and that, consequently, any adequate theory of perception must explain the fact that perceptual experiences provide significantly less insight into the nature of secondary qualities than into the nature of primary qualities. I maintain that neither naïve realism nor the standard Russellian variety of the (...) content view can provide a satisfying explanation; instead, in order to provide a satisfying explanation, we must posit that perceptual experiences represent properties via Fregean modes of presentation. Further, I maintain that we must depart from the standard Fregean variety of the content view in two important respects. First, the relevant modes of presentation must be characterized without appealing to causal relations between perceptual experiences and perceived properties; and second, we must posit that primary and secondary qualities are represented via modes of presentation of different kinds. The resulting view is that primary qualities are represented via perceptual modes of presentation analogous to highly detailed descriptions, while secondary qualities are represented via perceptual modes of presentation analogous to impoverished descriptions. (shrink)

Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s (...) understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. (shrink)

Development in the students’ sense of belonging to school, their commitment to each other, makes them feel happier and peaceful at school. In addition, this situation has a very important role in terms of students' academic, social and psychological development. The purpose of this study is to evaluate the belonging circumstance to school of the secondary students in terms of various variables. This study has applied to 1187 high school students studying in different types of high school selected by (...) random sampling in Ankara and Çankırı. While collecting data, Sense of Belonging to School Scale developed by Goodnew and adapted to Turkish by Sarı has been used. The validity and reliability study of the scale has repeated also in this study. To evaluate the data obtained from the scale, Mann WhitneyU test and Kruskal Wallis test statistics have been utilized. At the end of the study, the students’ sense of belonging to the school has meaningfully differed from their gender, type of high school, continuing class and school preference. On the other hand, it has been found that there is no significant difference between the sense of belonging to the school and the city in which they live. In addition, in order to determine the reasons for the sense of belonging to the school, the reasons of the students' answers to the 9th, 16th and 17th questions were evaluated. The average value that students obtained from OADÖ was found as 3.28. It can be stated that students' sense of belonging to school is above the average value (3.00). (shrink)

Philosophical and anthropological explorations of the state of modern culture testify to its crisis nature, connected with the acceleration of the processes of radical change of civilizational type of development. The need for a radical reform of the foundations of the future existence of society becomes evident. Lack of understanding of the real means of such reformation leads to the total disregard for the possibilities of the mind. One of its manifestations is the rapid growth of new and unconventional religions (...) and occult-mystical currents; significant revival of the "secondary" myth-making ; the spread of quasi-religious beliefs and infidelities; overall growth of mystical moods. The study of this aspect of the crisis of modern civilization is an urgent philosophical, religious, cultural and cultural problem. (shrink)

Although the importance, both historically and systematically, of the seventeenth century distinction between primary and secondary qualities is commonly recognised, there is no consensus on its exact nature. Apparently, one of the main difficulties in its interpretation is to tell the constitutive from the argumentative elements. In this paper, we focus on the primary-secondary quality distinctions drawn by Boyle and Locke. We criticise, more specifically, MacIntosh’s analysis of them. On the one hand, MacIntosh attributes too many different primary- (...) class='Hi'>secondary quality distinctions to Boyle and Locke. On the other hand, he forbears to attribute a particular primary-secondary quality distinction to them, which, at least in the case of Boyle, differs genuinely from his main distinction between the mechanical affections of matter and all of matter’s other qualities. (shrink)

Secondary qualities have peculiarities which are thought to threaten physicalism. It is argued that these peculiarities are only to be expected in a physicalist universe in virtue of the essential characteristics of a representing device. Any device representing the world such as a camera will have depictional qualities. Secondary qualities are a subset of these.

This study is concerned with the placement of the secondary stress in Tiberian Biblical Aramaic. The challenging aspect of this placement is that, contrary to universal typology, both long-voweled CVVC, CVV and short-voweled CV syllables are stressed whereas short-voweled CVC syllables are not. This apparently abnormal distribution is rationalized by arguing that CV syllables became CVV due to a secondary lengthening of the short vowel. I claim that this lengthening is a late development and likely corresponds to the (...) late orthographical practice of regularly marking the secondary stress on open syllables. A similar lengthening in Eastern Syriac offers support for this interpretation. Finally, the common origin of Biblical Hebrew and Biblical Aramaic secondary stresses is briefly discussed. (shrink)

In recent years interest in the thought of Kierkegaard has grown dramatically, and with it the body of secondary literature has expanded so quickly that it has become impossible for even the most conscientious scholar to keep pace. The problem of the explosion of secondary literature is made more acute by the fact that much of what is written about Kierkegaard appears in languages that most Kierkegaard scholars do not know. Kierkegaard has become a global phenomenon, and new (...) research traditions have emerged in different languages, countries, and regions. The present volume is dedicated to trying to help to resolve these two problems in Kierkegaard studies. Its purpose is, first, to provide book reviews of some of the leading monographic studies in the Kierkegaard secondary literature so as to assist the community of scholars to become familiar with the works that they have not read for themselves. The aim is thus to offer students and scholars of Kierkegaard a comprehensive survey of works that have played a more or less significant role in the research. Second, the present volume also tries to make accessible many works in the Kierkegaard secondary literature that are written in different languages and thus to give a glimpse into various and lesser-known research traditions. The six tomes of the present volume present reviews of works written in Catalan, Chinese, Czech, Danish, Dutch, English, Finnish, French, Galician, German, Greek, Hebrew, Hungarian, Italian, Japanese, Norwegian, Polish, Portuguese, Romanian, Russian, Slovak, Spanish, and Swedish. (shrink)

There is a moral phenomenon of “Secondary Permissibility” in which an otherwise morally impermissible option is made morally permissible by the presence of another option. In this paper I explain how this phenomenon works and argue that understanding how it works suggests a new model for the structure of the ethics of harming.