This article presents a cognitive map proposed to be associated with understanding of the “system concept,” one component of the physics principle of Newton's second low. A definition of the concept is followed by the results of a problem‐solving experiment designed to investigate whether or not good problem solvers possess cognitive structures similar to the one proposed. Think‐aloud protocols were collected as subjects solved a series of physics problems involving Newton's second law. Coding schemes were used to analyze these protocols (...) and to develop a quantitative index intended to reflect the extent to which subjects possessed certain components of the proposed structure. This index proved a highly significant predictor of performance on Newton's second law transfer problems contained in a written exam. In contrast, performance on a set of familiar problems in the same written exam was not a good predictor of performance on transfer problems. These results indicate that cognitive structures that connect the equation ΣF = ma and the concept of choosing appropriate systems are at least part of what constitutes understanding of the principle of Newton's second law. Implications for physics education and problem‐solving research are presented. (shrink)

Tradition in either of its two senses—the act of handing on , and what is handed on—is a particular instance of a law of human existence that men live in dependence on one another and by the processes of giving and receiving. So a sociologist can write, ‘If we are able to speak of real tradition, we must find the past spontaneously taken into account as the meaning of the present, without any discontinuity of social time, and without any consideration (...) of the past as irrelevant’ . ‘If democracy’, wrote Chesterton, ‘means that I give a man a vote even though he is my chauffeur, tradition means that I give a man a vote even though he is my great-great-grandfather’. What is handed on, however, is not existence of a purely biological kind, to remain always what it has been or to change very slowly over a space of aeons. Except in primitive tribes even tradition is not simply passed on as something static and timeless, and it is received by men who, though themselves in time, are not totally time-bound or restricted by what they receive. They believe themselves to be capable of significant action which is more than the repetition and reproduction of what has gone before. They are able to grasp a span of time and to call it history; they believe themselves to have a history, and they write history. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Interdisciplinarity has seemingly become a paradigm for modern and meaningful research. Clearly, the interdisciplinary modus of deliberation enables to unfold relevant but quite different disciplinary perspectives to the reflection of broader scientific questions or societal problems. However, whether the comprehensive results of interdisciplinary reflection prove to be valid or to be acceptable in trans-disciplinary terms depends upon certain preconditions, which have to be fulfilled for securing scientific quality and social trust in advisory contexts. The present book is written by experts (...) and practitioners of interdisciplinary research and policy advice. It analyses topical and methodological approaches towards interdisciplinarity, starting with the current role of scientific research in society. The volume continues with contributions to the issues of knowledge and acting and to trans-disciplinary deliberation. The final conclusions address the scientific system as substantial actor itself as well as the relevant research and education politics. (shrink)

Curio’s six lictors with laureled fasces (Cic. Att. 10.4.9) are best explained by his holding command in 49 BC not as Caesar’s legatus, but pro praetore with imperium nominally in his own right, granted (‘extra-constitutionally’) by Caesar directly, without vote of Senate and People.

It is generally believed that Polybios mistook L. Iunius Pullus (cos. 249) for one of the consuls of 248 B. C. The internal evidence of Polybios’ narrative shows clearly that he knew the correct year of Iunius’ consulship, and inadvertently created a false impression of the date by structuring his account so as to tell the story of the Roman siege of Lilybaeum without interruption, from its inception in 250 to Claudius Pulcher’s defeat at Drepana in the following year. This (...) narrative objective led him to postpone the paragraph (1.52.4-5) detailing the Roman reaction to the disastrous siege operations of 250 and the consular elections for 249 until after his account of Drepana, without considering how such an arrangement could mislead readers two millenia hence. (shrink)

It is argued that (1) the alleged violation of the auspices by both the Consuls of 249 B. C. did in fact occur and (2) resulted in separate prosecutions directed at each of them; (3) the name ‘Pullius’, reported for one of the plebeian Tribunes that prosecuted P. Claudius Pulcher, is probably authentic; (4) the cognomen of L. Iunius Pullus is not spun out the violation of the auspices attributed to him and his colleague; and (5) the cognomen ‘Pulcher’, first (...) born by the Consul of 249, may actually derive from his drowning of the Chickens. (shrink)

Liebe Frau Henry! Soeben bekomme ich Ihren Brief, Die Freude, die mir Ihre Ankündigung macht, veranlaßt mich, Ihnen sofort zu antworten. Sie wissen wohl, daß ich seit Jahren wünsche, Sie möchten Ihre philosophischen Arbeiten fortsetzen und möchten die dafür notwendige Muße finden. Ich weiß nicht, ob Sie wissen, daß ich Sie mehrfach für philosophische Lehrstühle, über deren Besetzung ich unter dem Gesichtspunkt der Naturphilosophie gefragt worden bin, vorgeschlagen habe.

Liebe Frau Henry! Herzlichen Dank für Ihren Brief und für die beiden Artikel Sie sind der erste Mensch, der es meiner Kenntnis nach erreicht hat, dass die Resolutionen in extenso abgedruckt wurden, und ich bin sehr froh, dass es an dieser Stelle gerade geschehen ist. Ich habe mich übrigens mit hiesigen physikalisch-mathematischen Studienräten verabredet, einmal an ihrem Unterricht teilzunehmen und dann das Problem der Stoffbeschränkung in der Physik mit ihnen zu besprechen.

Liebe Frau Henry! Auf Ihren Brief antworte ich sofort. Ihren gemeinsamen Brief an Herrn Picht und mich habe ich freilich immer noch nicht beantwortet, aber dazu braucht es mehr Gelassenheit, als mir im Moment eine etwas mir über den Kopf wachsende Reisetätigkeit gelassen hat. Nun aber zu Ihren praktischen Fragen.

En el primer libro de su Ética Nicomaquea, Aristóteles hace dos intentos por establecer la tesis de que ser un ser humano tiene un punto, usando dos conjuntos paralelos de ejemplos. Su primer paso es sostener que siempre que algo tiene una actividad característica esa actividad es su fin, usando el ejemplo del “flautista, el escultor y, en general, cualquier artesano”. Esta identificación de la actividad característica de un artesano con la ubicación de su “bien y lo bueno” qua artesano (...) y, por ello, presumiblemente con el télos del artesano, podría ser cuestionada, por supuesto, pero esto no afecta el curso de los argumentos y el uso de los ejemplos que quiero perseguir. Es suficiente que, para ciertos roles dados, pueda haber una relación teleológica con algún punto para aquel rol. (shrink)

Contrary to the widely held view that the Roman-Carthaginian naval encounter Polybios reports at 1.21.9-11 was separate from the one off Mylae (260 BC) told at length right afterwards (1.23), the battle at the ‘Cape of Italy’ is in fact - as suspected by some scholars long ago - identical with the one at Mylae. However, far from mistaking (as has been suggested) Philinos’ account of the latter for a separate engagement, Polybios knowingly and deliberately told the battle of Mylae (...) twice: first in a brief summary, stripped of all detail, to illustrate how the Roman commander Cn. Scipio Asina (cos. 260) and his Punic counterpart, Hannibal, were both guilty of equally inappropriate acts of recklessness; then for a second time in detail and in its proper chronological place. Compositional considerations prompted this approach: to wait with the moralizing parallel until after his full account of Mylae (preceded in turn by the long technical disquisition on the Roman boarding bridges) would spoil the effect, and Polybios chose to place it immediately after Asina’s capture. (shrink)

High-dose chemotherapy and autologous stem cell transplantation is used to treat some advanced malignancies. It is a traumatic procedure, with a high complication rate and significant mortality. ASCT patients and their carers draw on many sources of information as they seek to understand the procedure and its consequences. Some seek information from beyond orthodox medicine. Alternative beliefs and practices may conflict with conventional understanding of the theory and practice of ASCT, and ‘contested understandings’ might interfere with patient adherence to the (...) strict and demanding protocols required for successful ASCT.The present study, conducted in Sydney, Australia, examines narrative-style interviews with 10 sequentially recruited ASCT patients and nine of their carers conducted at the time of transplant and three months later. Transcripts were read for instances of mention of alternative advice, and for instances of contested understanding of information relevant to the transplant.Patients and carer pairs expressed closely concordant views about alternative advice. Five pairs were consulting alternative practitioners. Contested understanding was expressed in four domains—understandings of the transplant itself and its underlying theory, of the relationship between the components of the ‘transplant’, of the nature and role of stem cells, and of beliefs about bodily function and life-style. Contested understandings of the transplant treatment were expressed as predominantly personal interpretations of orthodox informationPatients and carers seemed to recognise that alternative and conventional systems were discordant, yet they were able to separate the two, and adhere to each practice without prejudicing their medical treatment. A single case of late, post-transplant repudiation of Western medicine is discussed to emphasise some of the possible determinants of dissonance when it does occur. (shrink)

Corporate governance is increasingly becoming an issue of global concern, not least because we are more and more living in a corporate world that transcends international boundaries. The main purpose and motivation of this study is to determine how the international community should motivate businesses in fostering exemplary corporate governance, therefore eliminating obstacles to ethically exemplary behavior. The empirical approach utilized here has been applied to 161 businesses, both listed and over-the-counter (OTC) companies, with the results indicating that ethical considerations, (...) corporate governance and organizational performance are inextricably linked and, to an extent, demonstrably proportional. This study also indicates a major finding that family management is a significant mediating variable of the ethical considerations of corporate governance and organizational performance. Finally, this study has developed an operational model of ethical considerations of corporate governance as a consultancy aid for businesses that wish to implement and/or boost their performance in respect to corporate governance. (shrink)

A study in philosophical logic of the meaning of 'true'. Dr Williams demonstrates the shortcomings of various analyses which interpret 'true' as a predicate or truth as a relational property, and clears up a number of important points about propositions, quantification, definite descriptions and correspondence. This 'deflationary metaphysics' is interwoven with a positive theory of his own, which seeks to develop ideas about the late Arthur Prior. The work is marked throughout by great clarity, precision and thoroughness.

The study examines the phenomenon of masquerading in Igbo culture. It philosophically explores the cosmology and cultural anthropology of Igbo masquerading, drawing some important implications for which the authors believe they bear on the truth of human existence. It investigates the distortions in and around this Igbo cultural practice against the background of its immanent significance and, thus, attempts to reconstruct it. The paper demonstrates that the huge potential for development inherent in Igbo masquerading outweigh its pitfalls. Igbo masquerading today (...) tends to divide the present generation from the older generation of Igbo. The latter lament that the way masquerading is done nowadays no longer reflects the critical cultural ideals of the people. But, this situation has not been given deserved attention among scholars. The significance of this study, then, lies exactly on its attempt at a theoretical and normative reconstruction of masquerading among the Igbo. The aim of the paper is to critically engage Igbo masquerading with the goal of rescuing it from associated negativities. In the light of the critical Igbo ideals of truth and social justice, the paper proffers the way forward and makes some recommendations. As a philosophical inquiry, the study employs the methods of analysis, prescription and speculation. (shrink)

ABSTRACT:A wide range of research uses patterns of genetic variation to infer genetic similarity between individuals, typically referred to as genetic ancestry. This research includes inference of human demographic history, understanding the genetic architecture of traits, and predicting disease risk. Researchers are not just structuring an intellectual inquiry when using genetic ancestry, they are also creating analytical frameworks with broader societal ramifications. This essay presents an ethics framework in the spirit of virtue ethics for these researchers: rather than focus on (...) rule following, the framework is designed to build researchers’ capacities to react to the ethical dimensions of their work. The authors identify one overarching principle of intellectual freedom and responsibility, noting that freedom in all its guises comes with responsibility, and they identify and define four principles that collectively uphold researchers’ intellectual responsibility: truthfulness, justice and fairness, anti-racism, and public beneficence. Researchers should bring their practices into alignment with these principles, and to aid this, the authors name three common ways research practices infringe these principles, suggest a step-by-step process for aligning research choices with the principles, provide rules of thumb for achieving alignment, and give a worked case. The essay concludes by identifying support needed by researchers to act in accord with the proposed framework. (shrink)