We show that any simple group of Morley rank 4 must be a bad group with no proper definable subgroups of rank larger than 1. We also give an application to groups acting on sets of Morley rank 2.

Genomic sequencing is becoming more common both in clinical practice and as a routine aspect of much research. Over the last 15 years there has been ongoing discussion about the implications of gen...

Journal of Philosophy of Education, Volume 56, Issue 1, Page 51-54, February 2022.

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)

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)

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)

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)

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)

The rapid development of widely available and effective vaccines has been integral to the international response to the COVID-19 pandemic. However, a significant minority of those offered vaccination have refused, often due to their adherence to ‘anti-vax’ beliefs. These beliefs include that vaccines are dangerous, render the recipient magnetic or contain government microchips.During the pandemic, numerous calls were made for those voluntarily refusing vaccination to be deprioritised when allocating scarce healthcare resources. While these calls were rejected, the likelihood of the (...) same calls being made during future pandemics necessitates a thorough examination of the ethical implications entailed by such a policy.Here, I consider an intuitive argument for the use of vaccination status when allocating healthcare resources. This argument claims that, by avoiding vaccination, vaccine refusers are failing to fulfil a social obligation to protect those around them from harm by facilitating herd immunity. They are, therefore, less deserving of healthcare than their vaccinated peers.I explore three objections to this argument. While a first objection, asserting that no individual can be held responsible for a failure to develop herd immunity, fails, I find two further responses, respectively asserting the primacy of patient autonomy and highlighting the harms deprioritising vaccine refusers would cause to disadvantaged minorities, compelling. I, therefore, conclude that vaccination status should not be considered during healthcare resource allocation, as such discrimination would disproportionately harm marginalised communities. (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).

Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students’ development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students’ agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others’ viewpoints. Central theoretical perspectives (...) include inquiry-based dialogues and students’ lived democracy. This research draws on data from a classroom activity where 15–16-year-old students in Norway investigate controversial issues related to electrifying offshore oil platforms. The students are in a learning situation, and the teacher wants them to learn about climate change and the oil industry and the skills and attitudes needed to participate in inquiry-based dialogues. The dialogues show that students bring knowledge, opinions and attitudes from outside school, characteristics that are crucial for students’ engagement. We discuss how teachers can facilitate students’ further engagement by addressing multiple aims of inquiry-based dialogues. (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)

Italian medical history in the age of positivism showed a strong interest in epidemics. This can be seen in Alfonso Corradi’s monumental Annali (1865-1895) and in works of other 19th-century historians who addressed major public health issues in the newly unified country. Local history was also widely practiced in Italy, and it was instrumental in discovering and publishing a wealth of documentation on past epidemic and endemic diseases, as well as on measures such as quarantines that were invented or introduced (...) in the peninsula as early as the late Middle Ages. The way Italian historians looked at epidemics in the 20th century was shaped by politics, religion and literature more than by demography, epidemiology, or technical knowledge in the medical field. This article and its accompanying bibliography will focus on regional historiography and deal with the history of plague, smallpox, cholera and malaria, and other diseases addressed in works published after the 1980s. (shrink)

This article analyzes the practices of integration with virtual learning environments, and focuses on knowing the teaching practices used with virtual environments in the Upper Middle Level (NMS) of the University of Guanajuato (UG). The purpose of this article is first to review the literature and obtain some teaching models on good teaching practices in virtual education that allow identifying characteristics of effective practices, and as a second purpose the results of a specific case study on the incorporation of practices (...) with the use of virtual learning environments are analyzed. A bibliographic review of 3 proposals with 9 evaluation characteristics is analyzed, in which it was found that some of the teaching practices with the integration of virtual environments are: constant student-teacher communication, timely information feedback, flexibility in education and interactivity. Based on these proposals, a descriptive study was defined that was supported by the collection of data from an instrument applied to 20 teachers of the Upper Middle Level of the University of Guanajuato and the results allowed the identification of some effective teaching practices in the management of virtual environments. (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.

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)

In addition to expressing some main content, utterances often convey secondary content, which is content that is not their "main point", but which rather provides side or background information, is less prominent than the main content, and shows distinctive behavior with respect to its role in discourse structure and which discourse moves it licenses. This volume collects original research papers on the semantics and pragmatics of secondary content. By covering a broad variety of linguistic phenomena that convey (...) class='Hi'>secondary content - including expressives, various particles, adverbials, pronouns, quotations, and dogwhistle language - the contributions show that secondary content is pervasive throughout different aspects of natural language and provide new insight into the nature of secondary content through new semantic and pragmatic analyses. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:January 25, 2012 (9:31 am) E:\CPBR\RUSSJOUR\TYPE3102\russell 31,2 064 red.wpd 1 See Russell’s exposure of this derogatory contraction of “Viet Nam Cong San” (“Vietnamese Communists”) in his War Crimes in Vietnam (London: Allen and Unwin, 1967), p. 45n. On the importance of language, cf. the legendary remark of Russell’s correspondent, Mohammad Ali: “I ain’t got no quarrel with them Viet Cong.… No Viet Cong ever called me nigger.” Russell attempted (...) to enlist Ali on behalf of the iwct (see the ra for their letters of 8 April, 18, 31 May, 11 Sept., 17 Oct., 15 Nov. and 16 Dec. 1967). russell: the Journal of Bertrand Russell Studies n.s. 31 (winter 2011–12): 167–87 The Bertrand Russell Research Centre, McMaster U. issn 0036-01631; online 1913-8032 ibliographies, rchival nventories, ndexes A SECONDARY BIBLIOGRAPHY OF THE INTERNATIONAL WAR CRIMES TRIBUNAL: LONDON, STOCKHOLM AND ROSKILDE Stefan Andersson [email protected] i.wintroduction T he International War Crimes Tribunal (iwct) on the United States’ warfare in Vietnam was founded in 1966 through the moral outrage of the British philosopher and political activist Bertrand Russell, his private secretary Ralph Schoenman, Ken Coates, Chris Farley and other people connected to the Bertrand Russell Peace Foundation and the Vietnam Solidarity Campaign. They wanted to inform the world about the us government’s attempts to convince the Vietnamese population (who were mainly peasants) that capitalism is a better political-economical system than communism, by killing as many “Vietcong”1 and unarmed seniors, women and children as possible with regular carpet bombing, cluster and phosphorus bombs, napalm, Agent Orange and other illegal weaponry, and oTering the survivors pleasant lodgingsinwired-inhamlets far away from their homes and the graves of their ancestors. This charm oTensive went on for more than ten years, and although three times as many bombs fell on Vietnam, Laos and Cambodia as were dropped during the whole Second World War, surprisingly enough the Vietnamese were not to be converted. In the 1960s this macabre spectacle could be watched on television all over the world, but very few protested against it. Until 1968 the majority of American January 25, 2012 (9:31 am) E:\CPBR\RUSSJOUR\TYPE3102\russell 31,2 064 red.wpd 168 stefan andersson 2 See Norman Mailer’s Armies of the Night: History as a Novel, the Novel as History (New York, New American Library, 1968). He met up with Noam Chomsky, “a slim sharp-featured man with an ascetic expression, and an air of gentle but absolute moral integrity” (p. 180). Both were arrested and spent a night in prison together. 3 See Kirkpatrick Sale, SDS (New York: Random House, 1973), p. 348. See also Natalie Atkin, “From Margin to Mainstream: American Peace Movements, 1950s– 1970s”, in issue “Peace Movements in Western Europe, Japan and the usa since 1945”, Mitteilungsblatt des Instituts für soziale Bewegungen, no. 32 (2004): 175–92. 4 See May 1970: Birth of the Antiwar University (New York: PathWnder P., 1971). 5 The so-called “Chicago conspiracy trials” or “Chicago 7 trials” that followed, when sevendefendants—AbbieHoTman,JerryRubin,DavidDellinger,TomHayden,Rennie Davis, John Froines and Lee Weiner—were charged with conspiracy and inciting to riot, showed that the us government was not going to tolerate such “unpatriotic” and “criminal ” behaviour. See James Tracy, Direct Action: Radical PaciWsm from the Union Eight to the Chicago Seven (Chicago: U. of Chicago P., 1996), pp. 145–51. 6 See Mark Kurlansky, 1968: the Year That Rocked the World (New York: Ballantine Books, 2004), and David Caute, 1968: the Year of the Barricades (London: Hamish Hamilton, 1988), pp. 3, 7–8, 12z–13. 7 Fredrik Logevall, “De Gaulle, Neutralization, and American Involvement in Vietnam, 1963–1964”, PaciWc Historical Review 61 (1992): 69–102. citizens were for the war, although some earlier, well-attended rallies against it, like the 1967 march on the Pentagon in late October,2 might have made some think diTerently. sds (Students for a Democratic Society)3 and other antiwar organizations never became the united force that could challenge the government ’s reliance on what Nixon called the “silent majority”. It was not until the us attacked Cambodia... (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.

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)

According to doxastic accounts of self-deception, self-deception that P yields belief that P. For doxastic accounts, the self-deceiver really believes what he, in self-deception, professes to believe. I argue that doxastic accounts are contradicted by a phenomenon that often accompanies self-deception. This phenomenon – which I term ‘secondary deception’ – consists in the self-deceiver's defending his professed (deceit-induced) belief to an audience by lying to that audience. I proceed to sketch an alternative, non-doxastic account of how we should understand (...) self-deception in terms of the self-deceiver's misrepresentation of himself as believing that P. (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.

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)

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.

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)

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)

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)

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 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)

Some use the need to explain communication, agreement, and disagreement to argue for two-dimensional conceptions of belief content. One prominent defender of an account of this sort is David Chalmers. Chalmers claims that beliefs have two kinds of content. The second dimension of belief content, which is tied to what beliefs pick out in the actual world, is supposed to help explain communication, agreement, and disagreement. I argue that it does not. Since the need to explain these phenomena is the (...) main stated motivation for the addition of the second dimension of belief content, my arguments also undermine the motivation for Chalmers’ two-dimensional account of belief content and theories like it. (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)

Background There is ongoing debate regarding whether and under which circumstances secondary findings (SF) should be offered in the pediatric context. Although studies have examined patient perspectives on receiving SF, little research has been conducted examining the experiences of clinicians offering SF to parents of newborns receiving genomic sequencing for a recently diagnosed medical condition.Methods To address this, we conducted qualitative interviews exploring the views and experiences of 12 clinicians who offered SF to parents of infants who had diagnostic (...) exome sequencing (ES) to identify the cause of their hearing loss. Interviews explored clinicians’ accounts of parents’ choices and decision-making about receiving SF, their views on whether and when to offer SF, their experiences returning SF, and any ethical challenges they encountered. Interviews were audio-recorded, transcribed and analyzed using inductive content analysis.Results Clinicians reported parents who declined all SF often felt finding out about future conditions unrelated to their child’s hearing loss may be unhelpful, or even harmful, or were overwhelmed by their child’s diagnosis. Clinicians also reported that some parents chose SF because they felt obliged to, even if they did not want to receive them. They explained that while some parents experienced decision-making regarding SF as positive, for others, this process was challenging or distressing. While clinicians generally agreed SF should be offered, mainly to promote parental choice, most felt SF should be offered after disclosing diagnostic results, primarily to avoid overwhelming parents. Clinicians encountered several ethical challenges, including balancing parental autonomy with non-maleficence, wanting to report or not report certain SF, and questioning whether parents can make an autonomous choice regarding SF.Conclusions Our findings, which are novel as they relate to parents of young infants with a recent diagnosis of hearing loss, add new insights into clinicians’ and parents’ decision-making regarding SF in pediatrics. (shrink)