This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Understanding classroom interactions is a complex process. This article explores what conversation analysis and sociocultural theory of learning can contribute to that process. The exploration is carried out through analyses of interactions between Brian, a five-year-old boy, and Ms Nikora, his teacher, during a nine-hour social studies curriculum unit in a New Zealand classroom. CA and SCT may appear to be strange bedfellows, in that the former concerns itself with language use, while the latter concerns itself with language as mediation, (...) but they turn out to be useful partners. The analyses reveal at least three perspectives from which participants need to be understanding what is going on in classroom interactions in order to participate in them appropriately and learn through them: how people organize conversations, institutional talk, and how teachers and learners jointly construct learning opportunities. (shrink)

A script concordance test was developed as an innovative tool for assessing ethical reasoning ability. An SCT of 12 medical ethical vignettes were constructed from the UNESCO Casebook on Human Dignity and Human Rights. The vignettes were reviewed by a panel of 15 medical experts before administration to a panel of 18 clinicians. The clinician’s answers were used to constitute the scoring key. The SCT was then administered to first and final year medical students. Data were analysed using SPSS. Internal (...) consistency was assessed using Cronbach’s alpha. SCT performance was tested for association with sex, year of study and race by comparing the mean SCT scores between categories within each variable. Internal consistency as measured by Cronbach’s alpha values, ranging from 0.597 to 0.902, indicated high intra-vignette reliability for 10 of the vignettes. Inter-vignette reliability was high at 0.797. Mean SCT scores were not significantly different between students of different gender, year of study and ethnicity. However, each vignette was able to distinguish between overall poor and good test performers. The SCT was able to differentiate between students with varying degrees of ethical reasoning ability. (shrink)

This incident has never found its place either in the history of the Theban hegemony or in the life of Epameinondas, and even Jacoby's commentary on the the fragment sheds virtually no light on the matter. The first problem is to determine the location of Sidai, and the only clues tothat are the fact that the pomegranate grew there in abundance and that the place was on the Boiotian-Attic border. Although the early travellers are generally silent on this subject, C. (...) Bursian suggested that Sidai was located in the fertile Skourta plain or else in the Oropia, and in this he was followed by Zwicker in RE. (shrink)

The Soft Edge is a one-of-a-kind history of the information revolution. In his lucid and direct style, Paul Levinson, historian and philosopher of media and communications, gives us more than just a history of information technologies. The Soft Edge is a book about theories on the evolution of technology, the effects that human choice has on this (r)evolution, and what's in store for us in the future. Paul Levinson's engaging voice guides us on a tour that explains how communications media (...) have been responsible for major developments in history and for profound changes in our day-to-day lives. Levinson presents the intriguing argument that technology actually becomes more human. We see how information technologies are selected on the basis of how well they meet human needs. Why is email more like speech than print is? Why didn't the arrival of television destroy the radio? These and many more thought provoking questions are answered in The Soft Edge . Boldly extending and deepening the pathways blazed by McLuhan, Paul Levinson has provided us with a brilliant and exciting study of life with our old media, our new media, and the media still to come. (shrink)

_The Soft Edge_ is a one-of-a-kind history of the information revolution. In his lucid and direct style, Paul Levinson, historian and philosopher of media and communications, gives us more than just a history of information technologies. _The Soft Edge_ is a book about theories on the evolution of technology, the effects that human choice has on this evolution, and what's in store for us in the future. Paul Levinson's engaging voice guides us on a tour that explains how communications media (...) have been responsible for major developments in history and for profound changes in our day-to-day lives. Levinson presents the intriguing argument that technology actually becomes more human. We see how information technologies are selected on the basis of how well they meet human needs. Why is email more like speech than print is? Why didn't the arrival of television destroy the radio? These and many more thought provoking questions are answered in _The Soft Edge_. Boldly extending and deepening the pathways blazed by McLuhan, Paul Levinson has provided us with a brilliant and exciting study of life with our old media, our new media, and the media still to come. (shrink)

_The Soft Edge_ is a one-of-a-kind history of the information revolution. In his lucid and direct style, Paul Levinson, historian and philosopher of media and communications, gives us more than just a history of information technologies. _The Soft Edge_ is a book about theories on the evolution of technology, the effects that human choice has on this evolution, and what's in store for us in the future. Boldly extending and deepening the pathways blazed by McLuhan, Paul Levinson has provided us (...) with a brilliant and exciting study of life with our old media, our new media, and the media still to come. (shrink)

Kabbalistic reading in harav Yehuda L(acute}e on Ashk(acute}enazi (manitou)'s historiosophic teachings.

This paper addresses the scholarly controversies surrounding the succinct remark Thucydides makes at Hist. 1. 22. 1 on composing speeches. It argues for the understanding of the “ἂν εἰπεῖν” expression not as contrary-to-fact, as most scholars assume, but as potential of the past, to be translated: “as in his judgment the speakers most likely might have spoken.” The paper proposes that Thucydides indicates a historical method similar to the strategy used in contemporary rhetoric in order to show on the (...) basis of probability considering all the conditions given that certain things were said. The paper scrutinizes every important term used by Thucydides at 1. 22. 1 and the various modern interpretations and translations proposed. (shrink)

This essay is an attempt to address some concerns raised in rejoinders to my theory. I summarise the main concerns in the question, “What is this thing called the System of Conversational Thinking?” Three respectable colleagues, Chad Harris, Bruce Janz and Bernard Matolino have articulated some critical questions, which they hope that in addressing them, I would come to improve the System of Conversational Thinking considerably. In this essay, I would reply to their criticisms, but more specifically, I would clarify (...) my position, counter some of their objections and deepen my thought in some places. My method would chiefly consist of exposition, argumentation and conversation. (shrink)