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We have to gain from recognizing a relation between epistemic agents and the parts of subject matters that play a role in their cognitive lives. I call this relation “grasping”. Namely, I zone in on one notion of having a partial grasp of a subject matter—that of agents grasping part of the subject matter that they are attending to—and characterize it. I propose that giving up the idealization that we fully grasp the subject matters we attend to allows one to more realistically characterize the epistemic life of agents. To show this, I propose an epistemic logic with partial grasp that has in mind considerations from first-order aboutness theory with the aim of avoiding certain forms of logical omniscience, and which provides an alternative to immanent closure (Yablo Aboutness, Princeton University Press, 2014). [ABSTRACT FROM AUTHOR]

What does 'Smith knows that it might be raining' mean? Expressivism here faces a challenge, as its basic forms entail a pernicious type of transparency, according to which 'Smith knows that it might be raining' is equivalent to 'it is consistent with everything that Smith knows that it is raining' or 'Smith doesn't know that it isn't raining'. Pernicious transparency has direct counterexamples and undermines vanilla principles of epistemic logic, such as that knowledge entails true belief and that something can be true without one knowing it might be. I re-frame the challenge in precise terms and propose a novel expressivist formal semantics that meets it by exploiting (i) the topic-sensitivity and fragmentation of knowledge and belief states and (ii) the apparent context-sensitivity of epistemic modality. The resulting form of assertibility semantics advances the state of the art for state-based bilateral semantics by combining attitude reports with context-sensitive modal claims, while evading various objectionable features. In appendices, I compare the proposed system to Beddor and Goldstein's 'safety semantics' and discuss its analysis of a modal Gettier case due to Moss. [ABSTRACT FROM AUTHOR]

The aim of this work is to investigate the problem of Logical Omniscience in epistemic logic by means of truthmaker semantics. We will present a semantic framework based on W -models extended with a partial function, which selects the body of knowledge of the agents, namely the set of verifiers of the agent's total knowledge. The semantic clause for knowledge follows the intuition that an agent knows some information ϕ , when the propositional content that ϕ is contained in her total knowledge. We will argue that this idea mirrors the philosophical conception of immanent closure by Yablo (2014), giving to our proposal a strong philosophical motivation. We will discuss the philosophical implications of the semantics and we will introduce its axiomatization. [ABSTRACT FROM AUTHOR]

SUMMARY: We identify 33 areas where assurance services other than financial statement audits are currently offered or are emerging and conduct an extensive web search to document the contextual features of the services in each area. Using a framework for the expansion of assurance services, we analyze these features by asking: (1) Does the subject matter relate to financial information or controls? (2) Are criteria available to evaluate the subject matter? The answers allow us to categorize each area based on whether it represents an expansion opportunity to a traditional, but hypothetical, CPA firm. We then compare our expectations against observed areas where real-world firms have a presence. Finally, we report on two roundtables with senior assurance leaders to validate our findings and enhance our understanding of what is needed for each area to become, or continue to be, well-positioned for expansion by CPA firms. [ABSTRACT FROM AUTHOR]

Alongside establishing the procedure for criminal proceedings, a primary objective of criminal procedure legislation is to precisely define the legal status and procedural powers of participants in criminal procedure relations. This involves setting the boundaries of their rights and obligations. Accordingly, particular emphasis should be placed on delineating the subject matter of criminal proceedings by devising a plan to enhance their position, role, and procedural status. The aim of the study is to scrutinize legal issues concerning the exercise of procedural powers by various participants in criminal proceedings and to explore avenues for enhancing the composition of criminal pre-trial proceedings. The article delves into matters concerning the procedural role of the investigator and examines their interaction with the procedural leader and the prosecutor. Special attention is paid to the procedural status of the person in respect of whom a crime report is being checked, the problem of criminal prosecution when checking a crime report is revealed, the roles and functions of an educator and a psychologist are investigated. In addition, the author substantiates the idea of expanding the range of participants in the pre-trial stages. The methodological framework of this work encompasses principles from the general scientific method of cognition, including formal logic, generalization, analysis, and description. It also draws upon methodologies from the fields of general theory of law, criminal procedure, criminology, psychology, pedagogy, logic, and other related sciences. As a result, the following conclusions were drawn. When exploring the primary issues concerning the enhancement of participants' procedural status in pre-trial proceedings, the author proposes considering the following provisions: shifting departmental procedural oversight and prosecutorial supervision in favor of the latter and establishing a unified format for preliminary investigation; engaging the suspect at the initial stage of a criminal case; elucidating the purpose and function of involvement by educators and psychologists in the case; broadening the subject composition by granting individual participants procedural petitioner status.

When do two sentences say the same thing, that is, express the same content? We defend two-component (2C) semantics: the view that propositional contents comprise (at least) two irreducibly distinct constituents: (1) truth-conditions and (2) subject-matter. We contrast 2C with one-component (1C) semantics, focusing on the view that subject-matter is reducible to truth-conditions. We identify exponents of this view and argue in favor of 2C. An appendix proposes a general formal template for propositional 2C semantics. [ABSTRACT FROM AUTHOR]

Machery et al.’s 2004 x-phi project has been widely criticised for ambiguities contained in the expression ‘talk about’. Interestingly, although ‘about’ plays a prominent part in the debate, aboutness has not been a topic. This paper discusses this aspect. Alas, it must thereby add a further ambiguity to the list, the ambiguity between aboutness and reference, and thus also between subject matter and referent. It explains the distinction between intra-categorical aboutness which makes no ontological demands, and cross-categorical reference which requires the referent to exist. It then analyses the 4-fold embedding contained in Machery et al.’s study and shows how the aboutness-reference distinction bears on it. [ABSTRACT FROM AUTHOR]

The notions of subject matter and aboutness have been objects of considerable attention among philosophers over the last few years. Current theories of subject matter take sentences to be the primary bearers of subject matter: "sentences have aboutness properties if anything has" (Yablo, Aboutness, Princeton University Press, 2014). However, some subsentential expressions can also be thought of as being about something. Moreover, it appears that the subject matters of sentences depend in a systematic way on the aboutness properties of their subsentential components. In this paper, we focus on the question of what predicates are about. We provide an account of predicative subject matter in which subject matters are assigned to predicates in a natural way, and which can be smoothly integrated with some existing accounts of sentential subject matter. We also argue that the notion of predicative subject matter is a worthy object of study, both within the current debate on subject matter and in its own right. [ABSTRACT FROM AUTHOR]

Two broad categories are identified: general and specialized translation. Medical translation refers to the subdivisions of translation service provision in relation to healthcare, medical products, biotechnology that involve specific terminology and accurate understanding of medical documents. The specific medical language can be analysed along: the user, the domain of use and special application of language. In this line of approach, some authors provide a comprehensive inventory of “the modern language of medicine”, claiming that it basically “represents the ancient Greek language transcribed into Latin” means that medical language and translation are on the border between specific language and scientific field.

Sentences φ and ψ are cognitive synonyms for one when they play the same role in one's cognitive life. The notion is pervasive (Sect. 1), but elusive: it is bound to be hyperintensional (Sect. 2), but excessive fine-graining would trivialize it and there are reasons for some coarse-graining (Sect. 2.1). Conceptual limitations stand in the way of a natural algebra (Sect. 2.2), and it should be sensitive to subject matters (Sect. 2.3). A cognitively adequate individuation of content may be intransitive (Sect. 3) due to 'dead parrot' series: sequences of sentences φ 1 , ... , φ n where adjacent φ i and φ i + 1 are cognitive synonyms while φ 1 and φ n are not (Sect. 3.1). Finding an intransitive account is hard: Fregean equipollence won't do (Sect. 3.2) and a result by Leitgeb shows that it wouldn't satisfy a minimal compositionality principle (Sect. 3.3).Sed contra, there are reasons for transitivity, too (Sect. 3.4). In Sect. 4, we come up with a formal semantics capturing this jumble of desiderata, thereby showing that the notion is coherent. In Sect. 5, we re-assess the desiderata in its light. [ABSTRACT FROM AUTHOR]

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Philological information resources (PIRs) created within the framework of digital humanities projects are considered. The typological, thematic, structural, and functional methods of the classification of PIRs are given. Semantic publications and complex PIRs are considered separately. The terminology of the types of PIR representing various sets of works or resources is discussed. Measures are proposed to organize the maintenance of the catalogs of PIRs. [ABSTRACT FROM AUTHOR]

This article contributes to the critical historical research that has demythologised the 'noble origins' of the International Relations discipline (IR) by exposing its imperial, colonial, and racist legacies. Where most critical historiographies have unveiled the centrality of racialised and imperialist ontologies in individual thinkers and theories, this article traces imperialist origins of international thought by reconstructing its impact on administrative-institutional infrastructures. Specifically, it interrogates the most systematic and institutionalised attempt to define the 'subject matter' of IR under the International Studies Conference (ISC) organised by the International Institute of Intellectual Cooperation (IIIC) of the League of Nations. Through a parallel reading of the archives from ISC's 'administrative meetings' and 'study meetings', the article contends that the seemingly academic discussions on the subject matter of IR in the 'administrative meetings' were in fact intertwined with the imperialist-colonial politics central to 'study meetings'. The article thus not only challenges IR's conventional history, but its historical ontologies by revealing how race and empire were central to the constitution of its very subject matter and its early institutionalisation. [ABSTRACT FROM AUTHOR]

Knowing the content of the matter one is teaching seems to be an implicit requirement. There are, however, some nuances between learning, understanding, needing to reproduce information exactly or adapt it. In this quantitative study, we tried to assess teachers' perceptions on this issue based on their professional experience. Thus, we tried to highlight which aspects of knowledge are important and valued in the direct experience with pupils and how these are reflected in the evaluations and competitions organised institutionally for teacher tenure. The sample consists of 1154 Romanian teachers in pre-university education, with national representativeness and a proportional distribution per country region. The main motivation of this study is the need to support Romanian educational policies to find appropriate evaluation formulas for candidates in accordance with the concrete requirements of the profession, as shown in the direct work with students. This approach could encourage candidates to better prepare both for the qualification exam and to develop the skills needed to engage with pupils to improve classroom work in a more realistic way, adjusted to concrete conditions. The results of the research invite us to consider the importance of evaluating teachers in accordance with classroom needs. [ABSTRACT FROM AUTHOR]

In performing an act of assertion we are sometimes responsible for more than the content of the literal meaning of the words we have used, sometimes less. A recently popular research program seeks to explain certain of the commitments we make in speech in terms of responsiveness to the conversational subject matter. We raise some issues for this view with the aim of providing a more general account of linguistic commitment: one that is grounded in a more general action‐theoretic notion of responsibility. [ABSTRACT FROM AUTHOR]

Framing effects concern the having of different attitudes towards logically or necessarily equivalent contents. Framing is of crucial importance for cognitive science, behavioral economics, decision theory, and the social sciences at large. We model a typical kind of framing, grounded in (i) the structural distinction between beliefs activated in working memory and beliefs left inactive in long term memory, and (ii) the topic- or subject matter-sensitivity of belief: a feature of propositional attitudes which is attracting growing research attention. We introduce a class of models featuring (i) and (ii) to represent, and reason about, agents whose belief states can be subject to framing effects. We axiomatize a logic which we prove to be sound and complete with respect to the class. [ABSTRACT FROM AUTHOR]

Two broad categories are identified: general and specialized translation. Medical translation refers to the subdivisions of translation service provision in relation to healthcare, medical products, biotechnology that involve specific terminology and accurate understanding of medical documents. The specific medical language can be analysed along: the user, the domain of use and special application of language. In this line of approach, some authors provide a comprehensive inventory of “the modern language of medicine”, claiming that it basically “represents the ancient Greek language transcribed into Latin” means that medical language and translation are on the border between specific language and scientific field. [ABSTRACT FROM AUTHOR]

To protect the health of soils, ecosystems, and people, organic agriculture is a production system that relies on biological processes, biodiversity, and cycles that are adapted to local conditions rather than requiring harmful chemical inputs. The purpose of this study was to identify the training needs of organic growers in Tamil Nadu on organic farming practices. The study took place in the Tamil Nadu districts of Coimbatore, Erode and Tiruppur. A total of 180 farmers were selected as a sample. The respondents were interviewed in person using a well-structured and pre-tested interview schedule. The data were evaluated using the statistical methods, cumulative frequency and descriptive statistics. A total of 17 variables were selected for the study. Most of the organic growers had a college education, had extensive experience in organic farming, medium to high number of livestock ownership, medium to high contacts to extension agency, and a positive perception of organic farming. Most of the organic farmers (65.00 percent) opted for training on value addition. Furthermore, the results show that a significant proportion of respondents in the study area require technical training in organic input preparation, marketing, plant protection, and the organic certification procedure. Scientists, development workers, planners, and policymakers all work in the best interests of organic farmers; organic farmers will undoubtedly recognize these services and employ the recommended training subject matter in organic farming practices. [ABSTRACT FROM AUTHOR]

This article highlights the educational and the aesthetic significance of the subject matter (i.e., "the third thing") in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary philosopher and political theorist Jacques Rancière. By emphasizing the third thing between pupil and teacher, the article intends to reimagine both the educative and aesthetic values of those timeless things around us, such as objects of art and education, which give life a meaning beyond our limited socio-cultural desires, interests, concepts, and identities. Teaching, from this "fusion of the horizon" between Herbart and Rancière, is an activity created by the heterogeneity already integral to the "essence" of the subject matter. As such, the article also offers a fusion of the horizon between aesthetics and Didaktik. [ABSTRACT FROM AUTHOR]

Matthew Lipman, the founder of the concept of philosophy for children, has selected the title of philosophy in the philosophy educational program for children different from the general philosophers’ understanding (perception). As far as it can be said that this concept basically cannot be situated in the semantic sphere of the philosophy or it is to a more limited extent than it. The present note with the descriptive-analytic method aims to study the philosophy program for children in relation to and at the level with the position of the philosophy science with emphasizing two components of meaning and subject of philosophy. Also, from the point of the Islamic teaching which teaching system of our country with following and influence of it is formed, it examines its necessity or unnecessity of philosophy teaching for children and its priority, too. The result shows that the philosophy meaning and subject matter in “philosophy for children” is different from its current meaning and subject matter in philosophy science which is being qua being. The subject matter of philosophy in philosophy for children is not going beyond the natural and social environment. Because this program emphasizes not paying attention to metaphysic subjects and issues. While metaphysics and its issues such as the issue of God have been of the basic subjects and it is the pivot of Islamic education. Also, the outcomes of the research show that there is no direct recommendation and order for philosophy teaching in Islamic education. But from the other side, it is not prohibited philosophizing. However, the priority of teachings in Islamic education is not philosophy teaching; the priority is to teach. but the priority is to teach the fundamental beliefs of Islam, religious beliefs, Islamic ethics and manners and training children. Therefore, philosophy for children is not in priority in the Islamic educational system.

Educating students in the range of subjects encompassing food safety and security as approached from a One Health perspective requires consideration of a variety of different disciplines and the interrelationships among disciplines. The Western Institute for Food Safety and Security developed a subject matter outline to accompany a previously published One Health in food safety and security curricular framework. The subject matter covered in this outline encompasses a variety of topics and disciplines related to food safety and security including effects of food production on the environment. This subject matter outline should help guide curriculum development and education in One Health in food safety and security and provides useful information for educators, researchers, students, and public policy-makers facing the inherent challenges of maintaining and/or developing safe and secure food supplies without destroying Earth's natural resources.

In this paper, I raise the problem of dealing with counterpossible conditionals for theories of subject matter. I argue that existing accounts of subject matter need to be revised and extended to be able to a) provide reasonable (potentially non-degenerate) verdicts about what counterpossibles are about, b) explain the intuition that counterpossibles are in some sense about what would happen if the antecedent were true, and c) explain in what sense counterpossibles can be about individuals. I sketch how one could extend atom-based and way-based theories of subject matters to handle the problem. Then, I raise the problem that it might be desirable for a theory of subject matter to prevent the inference that certain counterpossibles are about the kinds of things that they seem to mention.

Feedback that supports students’ learning and self-regulation has mainly been investigated in a teacher-led feedback practice. This article investigates how students’ independent requests for feedback during collaborative productive work in their mother tongue subject may be identified and characterised. The study was conducted as an ethnographic case study in the context of Danish compulsory education and video recordings were used to observe students’ production processes. The results show that requests for feedback extend beyond the goals set by the teacher, and thus beyond the criteria. A request for feedback may appear implicit in a dialogue or explicit as a question. The students ask for feedback regarding their tasks, processes and self-regulation. This article calls for paying greater attention to students’ goal setting in the study of feedback processes.

In this paper, I examine several commentaries and glosses on the prolegomenon of Najm al-Dīn al-Kātibī’s (d. 675/1276–77) Shamsiyya that relate to debates on the Aristotelian and Ibn Sīnān theory of science in the postclassical period. Chief among the commentaries of the Shamsiyya is Quṭb al-Dīn al-Rāzī’s (d. 766/1365) Taḥrīr al-qawāʿid al-manṭiqiyya. This commentary, rather than the base text of the Shamsiyya, set the stage for later interpretations by Mirak al-Bukhārī (fl. 733/1332), Naṣīr al-Dīn al-Qāshānī (d. 755/1354), Saʿd al-Dīn al-Taftāzānī (d. 792/1390), al-Sayyid al-Sharīf al-Jurjānī (d. 816/1413), Dāwūd al-Khwāfī (fl. 839/1465) and ʿIṣām al-Dīn Isfarāyinī (d. 945/1538). I focus on three issues that were raised in these interpretations of the Shamsiyya’s prolegomenon: (1) the place of the elements of sciences in logical corpus, (2) the notion of the prolegomenon and its content, and (3) the real essence of a science. I attend to the particular debates and contentions on these issues to reveal the general idea of science at that time. [ABSTRACT FROM AUTHOR]

The opinion of the United States Court of Appeals for the Federal Circuit, In re Roslin Institute, rejecting patent claims to mammals cloned from somatic cells, was rendered about a month before the United States Supreme Court's decision in Alice Corp. v. CLS Bank International. The Alice opinion explicitly sets out the standard for determining whether an invention falls within statutory patentable subject matter. Thus one is thus left to wonder what the Roslin opinion might have looked like had it been decided only a few weeks later, after the Alice decision was published, with the benefit of the Supreme Court's further direction on patentable subject matter. In this essay I explore whether in hindsight the Alice standard might have dictated a different outcome in Roslin, suggesting how the two-part test articulated by the Supreme Court in Alice might apply to a 'products of nature' analysis for cloned mammals. Drawing on that analysis, I then use the Roslin case as a vehicle to highlight certain issues with the Supreme Court's current subject matter jurisprudence as applied to biotechnology. By juxtaposing Dolly with Alice, it becomes clear that the Supreme Court has revivified a number of dormant biotechnology patent problems in the guise of subject matter analysis.

The opinion of the United States Court of Appeals for the Federal Circuit, In re Roslin Institute, rejecting patent claims to mammals cloned from somatic cells, was rendered about a month before the United States Supreme Court's decision in Alice Corp. v. CLS Bank International. The Alice opinion explicitly sets out the standard for determining whether an invention falls within statutory patentable subject matter. Thus one is thus left to wonder what the Roslin opinion might have looked like had it been decided only a few weeks later, after the Alice decision was published, with the benefit of the Supreme Court's further direction on patentable subject matter. In this essay I explore whether in hindsight the Alice standard might have dictated a different outcome in Roslin, suggesting how the two-part test articulated by the Supreme Court in Alice might apply to a 'products of nature' analysis for cloned mammals. Drawing on that analysis, I then use the Roslin case as a vehicle to highlight certain issues with the Supreme Court's current subject matter jurisprudence as applied to biotechnology. By juxtaposing Dolly with Alice, it becomes clear that the Supreme Court has revivified a number of dormant biotechnology patent problems in the guise of subject matter analysis.

The study examines the scientific city of sport according to an epistemological approach, where it was presented on a set of criteria that could help prove its scientific identity. The ambiguity of the concept, the subject matter, and the multiplicity of methods reinforce doubts about the validity of the scientific claim, but the open epistemological discussion on these issues has led us to draw an idea of the difficulty of asserting a categorical decision, in which we say, in particular, that sport is not a science and it is far from scientific conditions. [ABSTRACT FROM AUTHOR]

We propose a new account of indicative conditionals, giving acceptability and logical closure conditions for them. We start from Adams' Thesis: the claim that the acceptability of a simple indicative equals the corresponding conditional probability. The Thesis is widely endorsed, but arguably false and refuted by empirical research. To fix it, we submit, we need a relevance constraint: we accept a simple conditional φ → ψ to the extent that (i) the conditional probability p (ψ | φ) is high, provided that (ii) φ is relevant for ψ . How (i) should work is well-understood. It is (ii) that holds the key to improve our understanding of conditionals. Our account has (i) a probabilistic component, using Popper functions; (ii) a relevance component, given via an algebraic structure of topics or subject matters. We present a probabilistic logic for simple indicatives, and argue that its (in)validities are both theoretically desirable and in line with empirical results on how people reason with conditionals. [ABSTRACT FROM AUTHOR]

To realize Arabic learning based on local wisdom, the vocabulary contained in the material should be directed to vocabulary related to local wisdom or the characteristics and potential of the region in the local area. This research aims to explain the forms of integration the local wisdom of Kerinci area in Arabic learning, both in listening, speaking, reading, and writing skills. So far, Arabic learning materials still expose vocabulary found only in Middle East Countries. For them who never seen and heard for the first time the vocabulary certainly feels strange, so it requires more treatment in giving understanding to students. This research is a library research through the stages of collecting data, identifying, understanding, analyzing, and determining. The results of this research indicate that to integrating the local wisdom of Kerinci region in Arabic learning can be done by modifying the content of the subject matter, which includes the forms of local wisdom possessed by Kerinci region in listening, speaking, reading, and writing. This is done so that the knowledge gained by students is not only in the mastery of Arabic vocabulary and grammar, but also in the knowledge of the natural surroundings such as, Kerinci Folk Songs, Kerinci Folk Stories, Kerinci Tourism, and so forth. So that sense of belonging and nationalism can be formed in the young generation who are Arabic learning.

We propose a dynamic hyperintensional logic of belief revision for non-omniscient agents, reducing the logical omniscience phenomena affecting standard doxastic/epistemic logic as well as AGM belief revision theory. Our agents don't know all a priori truths; their belief states are not closed under classical logical consequence; and their belief update policies are such that logically or necessarily equivalent contents can lead to different revisions. We model both plain and conditional belief, then focus on dynamic belief revision. The key idea we exploit to achieve non-omniscience focuses on topic- or subject matter-sensitivity: a feature of belief states which is gaining growing attention in the recent literature. [ABSTRACT FROM AUTHOR]

Pedagogical content knowledge (PCK) is a special feature providing the teacher with knowledge to transform the content in ways that make it understandable to learners. This is of special importance in physical education (PE), since it is significantly different to other school subjects in many ways i.e., it is the only subject whereby physical activity (PA) is a primary means of accomplishing educational objectives. Given the importance of PCK, it is of special interest to explore the specificity of PCK in in the field of sport science. As research on PCK in German speaking countries is still at the beginning, a cross-sectional study was conducted among 622 students to explore potential differences in relation to education programmes (PE Teacher Education n = 431, sport science n = 191). Measurement invariance (MI) between the groups was carried out using multigroup confirmatory factor analysis models to ensure latent mean scores can be compared meaningfully. The progressive evaluation of MI confirms that it is possible to measure the PCK (scalar) equivalently across PETE and sport science students, along with additional variables relevant to PCK. PETE students outperformed sport science students in terms of the "instruction" subdimension (also in different stages of study), whereas not in the "student" subdimension. Prior experience in the field of PA is an advantage for high scores only in the "instruction" subdimension. Finally, the study provides first insights into the specificity of PCK in the field of sport science. [ABSTRACT FROM AUTHOR]

The notion of subject matter is a key concern of contemporary philosophy of language and logic. A central task for a theory of subject matter is to characterise the notion of sentential subject matter, that is, to assign to each sentence of a given language a subject matter that may count as its subject matter. In this paper, we elaborate upon David Lewis' account of subject matter. Lewis' proposal is simple and elegant but lacks a satisfactory characterisation of sentential subject matter. Drawing on linguistic literature on focus and on the question under discussion, we offer a neo-Lewisian account of subject matter, which retains all the virtues of Lewis' but also includes an attractive characterisation of sentential subject matter. [ABSTRACT FROM AUTHOR]

In this paper, I raise the problem of dealing with counterpossible conditionals for theories of subject matter. I argue that existing accounts of subject matter need to be revised and extended to be able to a) provide reasonable (potentially non-degenerate) verdicts about what counterpossibles are about, b) explain the intuition that counterpossibles are in some sense about what would happen if the antecedent were true, and c) explain in what sense counterpossibles can be about individuals. I sketch how one could extend atom-based and way-based theories of subject matters to handle the problem. Then, I raise the problem that it might be desirable for a theory of subject matter to prevent the inference that certain counterpossibles are about the kinds of things that they seem to mention. [ABSTRACT FROM AUTHOR]

In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of “Research Methodology” and “Essay Writing.” The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice.

In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of "Research Methodology" and "Essay Writing." The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice. [ABSTRACT FROM AUTHOR]