Response Systems, Antagonistic Responses, and the Behavioral Repertoire

While response systems are often mentioned in the behavioral and physiological literature, an explicit discussion of what response systems are is lacking. Here we argue that response systems can be understood as an interaction between anatomically constrained behavioral topographies occasioned by currently present stimuli and a history of reinforcement. “New” response systems can develop during the lifetime as the organism gains instrumental control of new fine-grained topographies. Within this framework, antagonistic responses compete within each response system based on environmental stimulation, and competition is resolved at the striatum-thalamo-cortical loops level. While response systems can be by definition independent from one another, separate systems are often recruited at the same time to engage in complex responses, which themselves may be selected by reinforcement as functional units.

Explanation of Ancestry Estimation in Forensic Anthropology Textbooks

The way we teach about race and racism can have profound impacts on undergraduate learners, both positive and negative. Textbooks represent a space in which hidden curriculum about race can cement misconceptions and biologically essentialist thinking, leading to the ongoing support of practices that harm racially minoritized populations. In this study, I critically examine five popular introductory level, undergraduate, forensic anthropology textbooks, with attention to chapters on ancestry estimation, and offer recommendations for supplementary or alternative content. Specific coverage of core concepts related to race and ancestry estimation practices in forensic anthropology are evaluated, as well as the order of presentation and consistency of key messages. Though each chapter focuses on distinct examples and approaches, none cover all of the concepts or present a consistent message about ancestry estimation as it pertains to the biological race concept. In particular, messaging within each chapter demonstrates some ambiguity in the distinction between race and ancestry, while also presenting a narrative through which racial typology practices are delineated as “in the past” and distinct from current ancestry estimation practices. These results demonstrate a need, at the undergraduate level, for a more explicit discussion of the biological race myth in lieu of traditional approaches that focus on demonstrating the practicality and validity of such methods. Finally, detailed presentations of ancestry estimation

Teaching for Complex Systems Thinking

What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, it is impossible to be certain. “It depends” thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it—for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts. This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system.

From Satan’s Wager to Eve’s Gambit to Our Leap: An Anselmian Reply to the Problem of Divine Hiddenness

While St. Anselm does not supply us with an explicit discussion of the problem of divine hiddenness (PDH) as it is typically conceived today—namely, as an argument for atheism—he is keenly aware of the existential difficulty posed by our seeming lack of access to God. Moreover, he provides the ingredients for an interesting and heretofore neglected approach to the PDH, one rooted in multiple Christian narratives about lapses from knowledge-infused states of grace, both angelic and human. The goal of this paper is to draw out that Anselmian approach explicitly, and to provide at least a rudimentary assessment of it.

https://wjbphs.com/content/visibility-and-invisibility-women-contribution-environment

Recent study about women and science is a good source of material for addressing the under representation of women in science. This article is the result of an interdisciplinary fusion of science and women’s studies in environment. Discipline demographics reveal that women are presented to textbooks less often expected and that explicit discussion of the social and cultural context is enriched with material about women’s contributions, students’ awareness of women scientists improves. Such knowledge of women can play a critical role in proactively challenging students’ perceptions of ecology.

Bayes Factors for Mixed Models

Although Bayesian linear mixed effects models are increasingly popular for analysis of within-subject designs in psychology and other fields, there remains considerable ambiguity on the most appropriate Bayes factor hypothesis test to quantify the degree to which the data support the presence or absence of an experimental effect. Specifically, different choices for both the null model and the alternative model are possible, and each choice constitutes a different definition of an effect resulting in a different test outcome. We outline the common approaches and focus on the impact of aggregation, the effect of measurement error, the choice of prior distribution, and the detection of interactions. For concreteness, three example scenarios showcase how seemingly innocuous choices can lead to dramatic differences in statistical evidence. We hope this work will facilitate a more explicit discussion about best practices in Bayes factor hypothesis testing in mixed models.

Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation

Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.

Introducing Translanguaging in an EAP Course at a Joint-Venture University in China

This article describes an innovative approach to introducing translanguaging in an English for academic purposes (EAP) course at a young Sino–US joint-venture university in China. To promote the use of Chinese students’ full linguistic and communicative repertoires in an English-medium-of-instruction university, I intentionally incorporated translanguaging into an EAP course through three components: explicit discussion of translanguaging, a short writing assignment on an extended definition of a Chinese concept, and a team survey project to test a generalization about Chinese culture. Observation and feedback from students indicate that these translanguaging writing assignments have the potential to contribute to students’ cultural knowledge, writing and communication skills, intercultural communication and awareness, and identity construction as translingual and transnational students. I describe the context and rationale for the innovative assignments, and the assignments themselves. I then reflect on the process and discuss implications and plans for expansion of activities that promote translanguaging.

Decision-making approaches in transgender healthcare: conceptual analysis and ethical implications

Over the past decades, great strides have been made to professionalize and increase access to transgender medicine. As the (biomedical) evidence base grows and conceptualizations regarding gender dysphoria/gender incongruence evolve, so too do ideas regarding what constitutes good treatment and decision-making in transgender healthcare. Against this background, differing care models arose, including the ‘Standards of Care’ and the so-called ‘Informed Consent Model’. In these care models, ethical notions and principles such as ‘decision-making’ and ‘autonomy’ are often referred to, but left unsubstantiated. This not only transpires into the consultation room where stakeholders are confronted with many different ethical challenges in decision-making, but also hampers a more explicit discussion of what good decision-making in transgender medicine should be comprised of. The aim of this paper is to make explicit the conceptual and normative assumptions regarding decision-making and client autonomy underpinning the ‘Standards of Care’ and ‘Informed Consent Model’ currently used in transgender care. Furthermore, we illustrate how this elucidation aids in better understanding stakeholders’ ethical challenges related to decision-making. Our ethical analysis lays bare how distinct normative ambiguities in both care models influence decision-making in practice and how foregrounding one normative model for decision-making is no moral panacea. We suggest that the first steps towards good decision-making in gender-affirming medical care are the acknowledgement of its inherent normative and moral dimensions and a shared, dialogical approach towards the decision-making process.

Bayes Factors for Mixed Models

Although Bayesian mixed models are increasingly popular for data analysis in psychology and other fields, there remains considerable ambiguity on the most appropriate Bayes factor hypothesis test to quantify the degree to which the data support the presence or absence of an experimental effect. Specifically, different choices for both the null model and the alternative model are possible, and each choice constitutes a different definition of an effect resulting in a different test outcome. We outline the common approaches and focus on the impact of aggregation, the effect of measurement error, the choice of prior distribution, and the detection of interactions. For concreteness, three example scenarios showcase how seemingly innocuous choices can lead to dramatic differences in statistical evidence. We hope this work will facilitate a more explicit discussion about best practices in Bayes factor hypothesis testing in mixed models.