The global coronavirus disease 2019 (COVID-19) pandemic has caused significant uncertainty for students and teachers. During this time, teacher and student creative beliefs and affect play a supportive role in adaptively managing stress, finding joy, and bouncing back from inevitable setbacks with resilience. Developing an adaptive orientation to creativity is a critically important step in helping teachers deal with the challenges and stress of reaching their students through distance learning, especially the most marginalized. This study aims to understand how teacher (...) creativity linked to well-being in the face of COVID-19-related school shutdowns and how teachers planned to adapt creatively to distance learning through the guidance of a summer creative teaching training institute. Results from this sequential mixed method study demonstrated important relationships. Creative self-efficacy in teaching related to teacher buoyancy in the face of setbacks. Creative growth mindset related to teachers’ general positive affect in teaching. Lowered creative anxiety related to reduced effects of secondary traumatic stress and general negative affect in teaching. Environmental support and encouragement for creativity in schools may be foundational for teacher well-being by enhancing teachers’ dispositional joy, general positive affect, and reducing general negative affect. Results suggested additional stress and loss of creativity for most teachers due to the COVID-19 pandemic alongside substantial capacity for creative adaptations with the support of training for creativity in teaching and learning. (shrink)

In these interviews from 1982 and 1985, I ask Beauvoir about her philosophical differences with Jean-Paul Sartre on the issues of voluntarism vs social conditioning and embodiment, individualism vs reciprocity, and ontology vs ethics. We also discuss her influence on Sartre's work, the problems with the current English translation of The Second Sex, her analyses of motherhood and feminist concepts of woman-identity, and her own experience of sexism.

Jaswal & Akhtar provide several quotes ostensibly from people with autism but obtained via the discredited techniques of Facilitated Communication and the Rapid Prompting Method, and they do not acknowledge the use of these techniques. As a result, their argument is substantially less convincing than they assert, and the article lacks transparency.

Everyday identity change is common after conflict, as people attempt to move away from oppositional group relations and closed group boundaries. This article asks how it scales up and out to impact these group relations and boundaries, and what stops this? Theoretically, the article focusses on complex oppositional configurations of groupness, where relationality and feedback mechanisms (rather than more easily measured variables) are crucial to change and continuity, and in which moral authority is a key node of reproduction. It uses (...) the normatively weighted concept of transformation to augment existing research on boundary and identity change, while elaborating it to recognise the role of everyday agency in furthering change and moral inertia in impeding it. Substantively, the article compares the processes of everyday transformation of groupness in three cases that are very similar in historical depth, social embeddedness, symbolic opposition and everyday change, but very different in time-scale and with contrasting outcomes: successful transformation of reformation religious groupness; partial transformation of national groupness; and failed transformation of complexly-configured ethnic groupness in Northern Ireland. This allows tracing of the patterns and mechanisms at work. To anticipate, the article argues that everyday identity change can erode the moral authority of groupness. Its impact is generational and dependent on institutional linkages. The article highlights the importance of moral mechanisms as drivers of and obstacles to change; and it suggests ways that the obstacles could be overcome by radical policy interventions. (shrink)

Divergent models applied to the chronology of Australian science leave us with two particular problems unresolved: was late-nineteenth-century science in this peripheral setting becoming more or less dependent on its British fountainhead, and what is the meaning of the reportedly narrow, utilitarian focus of ‘colonial science’? This paper argues that a complex interplay of imperial and local imperatives makes neat classification and periodization of Australia's scientific development a hazardous venture. Compounding the complexity is the nature of the relationship between science (...) and technology, a factor largely ignored in the historiography of Australian science. Contrary to common assumptions, an empirical focus on science-technology links suggests that scientific and technological dependencies were not running in parallel, but out of phase, with science as the laggard. Indeed, it appears that science in late-nineteenth-century Australia may have developed more from its interaction with technological systems than from its own internal dynamics. (shrink)

In early 2020, in-person data collection dramatically slowed or was completely halted across the world as many labs were forced to close due to the COVID-19 pandemic. Developmental researchers who assess looking time were forced to re-think their methods of data collection. While a variety of remote or online platforms are available for gathering behavioral data outside of the typical lab setting, few are specifically designed for collecting and processing looking time data in infants and young children. To address these (...) challenges, our lab developed several novel approaches for continuing data collection and coding for a remotely administered audiovisual looking time protocol. First, we detail a comprehensive approach for successfully administering the Multisensory Attention Assessment Protocol, developed by our lab to assess multisensory attention skills. The MAAP is administered from a distance by using Zoom, Gorilla Experiment Builder, an internet connection, and a home computer. This new data collection approach has the advantage that participants can be tested in their homes. We discuss challenges and successes in implementing our approach for remote testing and data collection during an ongoing longitudinal project. Second, we detail an approach for estimating gaze direction and duration collected remotely from webcam recordings using a post processing toolkit and demonstrate its effectiveness and precision. However, because OpenFace derives gaze estimates without translating them to an external frame of reference, we developed a machine learning approach to overcome this limitation. Thus, third, we trained a ML algorithm [] to classify gaze estimates from OpenFace with respect to areas of interest on the participant's screen. We then demonstrate reliability between this approach and traditional coding approaches. The combination of OpenFace and ML will provide a method to automate the coding of looking time for data collected remotely. Finally, we outline a series of best practices for developmental researchers conducting remote data collection for looking time studies. (shrink)

Anhedonia, or a deficit in the liking, wanting, and seeking of rewards, is typically assessed via self-reported “in-the-moment” emotional and motivational responses to reward stimuli and activities. Given that mental imagery is known to evoke emotion and motivational responses, we conducted two studies to investigate the relationship between mental imagery use and self-reported anhedonia. Using a novel Reward Response Scale (adapted from the Dimensional Anhedonia Rating Scale, DARS; Rizvi et al., Citation2015) modified to assess deliberate and spontaneous mental imagery use, (...) Study 1 (N = 394) compared uninstructed and instructed mental imagery use, and Study 2 (N = 586) conducted a test of replication of uninstructed mental imagery use. Results showed that greater mental imagery use was associated with higher reward response scores (Study 1 & 2), and this relationship was not moderated by whether imagery use was uninstructed or instructed (Study 1). Importantly, mental imagery use moderated the convergence between reward response and depression scale measures of anhedonia, with lower convergence for those reporting higher mental imagery use (Study 1 & 2). Results suggest that higher spontaneous mental imagery use may increase self-reported reward response and reduce the convergence between reward response scale and depression questionnaire measures of anhedonia. [199 / 200 words]. (shrink)

The common autoimmune disease type 1 diabetes provides a paradigm for the genetic analysis of multifactorial disease. Disease occurrence is attributable to the interaction with the environment of alleles at many loci interspersed throughout the genome. Their mapping and identification is difficult because the disease-associated alleles occur almost as commonly in patients as in healthy individuals; even the highest-risk genotypes bestow only modest risks of disease. The identification of common quantitative trait loci (QTL) in autoimmune disease and in other common (...) disorders, therefore,requires a very close marriage of genetics and biology. Two QTLs have been identified in human type 1 diabetes: the major histocompatibility complex HLA class II loci and a promoter polymorphism of the insulin gene. The evidence for their primary roles in disease aetiology demonstrates the necessity of combined studies of genetics and biology. Their functions and interaction underpin an emerging picture of the basic causes of the disease and direct analyses towards other candidate genes and pathways. The genetic tools used for QTL identification include transgenesis and gene knockouts, whole genome scanning for linkage, mouse congenic strains, linkage disequilibrium mapping, and the establishment of ancestral haplotypes among disease-associated chromosomes. BioEssays 1999;21:164–174. © 1999 John Wiley & Sons, Inc. (shrink)

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1799 edition. Excerpt:... chapter viii. discipline' of the heart. One of the first steps to be taken, if you would have a character that will stand by you in prosperity and in adversity, in life and death, is to fortify your mind, with fixed principles. There is no period of (...) life in which the heart is so much inclined to scepticism and infidelity as in youth. Not that young men are infidels, but the mind is tossed from doubt to doubt, like a light boat leaping from wave to wave. There is no positive settling down into deism or infidelity, but the heart is full of doubting, so that the mind has no position, in morals or religion, fortified. If the restraints of education are so far thrown off as to allow you to indulge in sin, Which is in any way disgraceful if known, you will then easily become an infidel. "The nurse of infidelity is sensuality. The young are sensual. The Bible stands in their way. It prohibits the indulgence of ' the lust of the flesh, the lust of the eye, and the pride of life.' But the young mind loves these things, and therefore it hates the Bible, which prohibits them. It is prepared to say, ' If any man will bring me arguments against the Bible, I will thank him; if not, I will invent them.' As to infidel arguments, there is no weight in them. They are jejune and refuted. Infidela are not themselves convinced by them. What sort of men are infidels? They are loose, fierce, overbearing men. There is nothing in them like sober and serious inquiry. They are the wildest fanatics on earth. Nor have they agreed among themselves on any scheme of truth and felicity. Look at the needs and necessities of man. 'Every pang of grief tells a man he needs a helper; but infidelity provides none. And what can its schemes do for you in death?' Examine your... (shrink)

In November 1996, Catherine Clément and Julia Kristeva began a correspondence exploring the subject of the sacred. In this collection of those letters Catherine Clément approaches the topic from an anthropologist's point of view while Julia Kristeva responds from a psychoanalytic perspective. Their correspondence leads them to a controversial and fundamental question: is there anything sacred that can at the same time be considered strictly feminine? The two voices of the book work in tandem, fleshing out ideas and blending together (...) into a melody of experience. The result is a dialogue that delves into the mysteries of belief -- the relationship between faith and sexuality, the body and the senses -- which, Clément and Kristeva argue, women feel with special intensity. Although their discourse is not necessarily about theology, the authors consider the role of women and femininity in the religions of the world, from Christianity and Judaism to Confucianism and African animism. They are the first to admit that what they have undertaken is "as impossible to accomplish as it is fascinating." Nevertheless, their wide-ranging and exhilarating dialogue succeeds in raising questions that are perhaps more important to ask than to answer. (shrink)

In premodern China, elite painters used imagery not to mirror the world around them, but to evoke unfathomable experience. Considering their art alongside the philosophical traditions that inform it, _The Great Image Has No Form_ explores the “nonobject”—a notion exemplified by paintings that do not seek to represent observable surroundings. François Jullien argues that this nonobjectifying approach stems from the painters’ deeply held belief in a continuum of existence, in which art is not distinct from reality. Contrasting this perspective with (...) the Western notion of art as separate from the world it represents, Jullien investigates the theoretical conditions that allow us to apprehend, isolate, and abstract objects. His comparative method lays bare the assumptions of Chinese and European thought, revitalizing the questions of what painting is, where it comes from, and what it does. Provocative and intellectually vigorous, this sweeping inquiry introduces new ways of thinking about the relationship of art to the ideas in which it is rooted. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)