First-order logic haslimitedexistential import: the universalized conditional ∀x[S(x) → P(x)] implies its corresponding existentialized conjunction ∃x[S(x) & P(x)] insome but not allcases. We prove theExistential-Import Equivalence:∀x[S(x) → P(x)] implies ∃x[S(x) & P(x)] iff ∃xS(x) is logically true.The antecedent S(x) of the universalized conditional alone determines whether the universalized conditionalhas existential import: implies its corresponding existentialized conjunction.Apredicateis a formula having onlyxfree. Anexistential-importpredicate Q(x) is one whose existentialization, ∃xQ(x), is logically true; otherwise, Q(x) isexistential-import-freeor simplyimport-free. Existential-import predicates are also said to beimport-carrying.How (...) widespread is existential import? How widespread are import-carrying predicates in themselves or in comparison to import-free predicates? To answer, let L be any first-order language with any interpretation INT in any [sc. nonempty] universe U. A subset S of U isdefinable inLunderINT iff for some predicate Q(x) in L, S is the truth-set of Q(x) under INT. S isimport-carrying definableiff S is the truth-set of an import-carrying predicate. S isimport-free definableiff S is the truth-set of an import-free predicate.Existential-Importance Theorem: Let L, INT, and U be arbitrary. Every nonempty definable subset of U isbothimport-carrying definableandimport-free definable.Import-carrying predicates are quite abundant, and no less so than import-free predicates. Existential-import implications hold as widely as they fail.A particular conclusion cannot be validly drawn from a universal premise, or from any number of universal premises.—Lewis-Langford, 1932, p. 62. (shrink)

Despite the fact that six years have passed since 9/11, the Pentagon's recent decision to try six Guantanamo detainees for capital crimes such as terrorism and support of terrorism made national headlines. William Glaberson, "U.S. Charges 6 With Key Roles in 9/11 Attacks", N.Y. Times, Feb. 11, 2008, at A1. In this Debate, Professors Amos N. Guiora, of the University of Utah, and John T. Parry, of Lewis & Clark Law School, attempt to settle the question of what (...) sort of forum is most appropriate to try the thousands of individuals in U.S. custody who are suspected of terrorism. Professor Guiora considers three forum options: treaty-based international terror courts, traditional Article III courts, and a hybrid option he calls domestic terror courts. Ultimately, Professor Guiora argues in favor of domestic terror courts, which he describes as being able to balance the legitimate rights of the individual with the equally legitimate national security rights of the state. He considers this option to be the most practical and expedient policy solution, necessitated by an untenable tension between the understanding that some of the detainees present a genuine threat to American national security, and an awareness that indefinite detention violates constitutional principles and fundamental concepts of morality. Professor Parry agrees that current U.S. policy toward detainees has been misguided, but does not believe that innovations of the sort proposed by Professor Guiora are necessary. Rather, he suggests that policymakers should choose Article III courts rather than hybrid courts for trials of suspected terrorists, with military courts as a fallback option. Professor Parry points to research that shows that the federal government is often able to prosecute suspected terrorists in federal court, and therefore considers alternative proposals to Article III courts to be solution[s] in search of a problem. Professor Parry realizes that trial in federal court will not be possible for every suspected terrorist, and concludes that, [f]or people who pose a risk but whose conduct may not violate federal criminal law, prolonged preventive detention is the best choice. (shrink)

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as (...) poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of _societal and school factors_ contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *_Community factors_--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does _not_ mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. _Black American Students in an Affluent Suburb: A Study of Academic Disengagement_ is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology. (shrink)

Studies of education and careers in science, technology, engineering, and math commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length, contents, and perceived purpose. Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements paints (...) a very different portrait of the STEM workforce—and persistence in it. Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity. (shrink)

This volume republishes sixty-two of Dewey⿿s writings from the years 1942 to 1948; four other items are published here for the first time. A focal point of this volume is Dewey⿿s introduction to his collective volume Problems of Men. Exchanges in the Journal of Philosophy with Donald C. Mackay, Philip Blair Rice, and with Alexander Meiklejohn in Fortune appear here, along with Dewey⿿s letters to editors of various publications and his forewords to colleagues⿿ books. Because 1942 was the centenary of (...) the birth of William James, four articles about James are also included in this volume. (shrink)

In some practical uncertain situations decision makers are presented with described events that are out of sequence when having to make a causal attribution. A theoretical perspective concerning the causal coherence of the explanation is developed to predict the effect of this on causal attribution. Three experiments investigated the effect on causal judgement when the described order of events did not correspond to their causal order. Participants had to judge the relative probability of two possible causes of an outcome in (...) scenarios in which presentation order varied. All three experiments found that there was a preference to judge that the cause associated with events described in causal order was more responsible for the outcome when events associated with one cause were interleaved in their presentation order with those from a second cause. This occurred when there was a strong causal relationship between events. The results were consistent with the causal coherence explanation. (shrink)

Margery Kempe and her Book studied in both literary and historical context.

The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were ...

The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were ...