Director Kivu Ruhorahoza’s film Europa: ‘Based on a True Story’ is a blend of fiction, quasi-ethnography and autobiography. In this article, built in part on the foundations of Judith Butler’s conceptualizations of precariousness, precarity and assembly, Europa is read as a refusal to be relegated to the marginal spectrality of bare life. Simultaneously, this article considers the draft-like provisionality of the film as a hallmark of its precarity. Framed as an essay film about the fate of an African director who (...) attempts to make a film ‘out of Africa’, Europa provides a meditation on belonging and the precarious conditions of filming in Europe with an African passport. As Nandini Sikand writes, ‘the assumption of ethnographic fieldwork and participant observation is that by living and learning for an extended period alongside our informants, we are able to document and analyze their experience more accurately’ (2015: 45). Ruhorahoza’s film compels us to think about the position of the participant observer when the ‘extended period’ involves an agonizingly long asylum case, and when that observer is relegated to a space of unbelonging. (shrink)

This study uses a “science pipeline” model and cross-national data to examine women's participation in science education and occupations in seven countries. Gender stratification in later science education and in science occupations is found in every country examined. Young women's participation in science education decreases with each stage in the science pipeline, but there is considerable cross-national variation in the extent of gender stratification in science. Findings show greater gender stratification in science occupations than in science education, suggesting factors other (...) than training help maintain inequality in high-status science occupations. (shrink)

We agree with Caplan & Waters that there are problems with the single-resource theory of sentence comprehension. However, we challenge their dual-resource alternative on theoretical and empirical grounds and point to a more coherent solution that abandons the notion of working memory resources.

The Scottish philosopher David Hume had a major influence on the Founding Fathers. While Hume was friends with Benjamin Franklin (who stayed at Humes home on one of his visits to Edinburgh), his real influence came from the fact that his works were widely read and passionately discussed in what would become the United States. Chapters include a biography of the affable Scot, a discussion of the philosophical schools that he is most associated with, an in-depth examination of his seminal (...) "A Treatise of Human Nature," and a discussion of his importance to early American history. (shrink)

A robust result in research on the production of grammatical agreement is that speakers are more likely to produce an erroneous verb with phrases such as the key to the cabinets, with a singular noun followed by a plural one, than with phrases such as the keys to the cabinet, where a plural noun is followed by a singular. These asymmetries are thought to reflect core language production processes. Previous accounts have attributed error patterns to a syntactic number feature present (...) on plurals but not singulars. An alternative approach is presented in which a process similar to structural priming contributes to the error asymmetry via speakers' past experiences with related agreement constructions. A corpus analysis and two agreement production studies test this account. The results suggest that agreement production is shaped by statistical learning from past language experience. Implications for accounts of agreement are discussed. (shrink)

This paper describes an application of mastery learning to the teaching of philosophical writing—an approach I call “the Levels System.” In this paper, I explain the Levels System, how I integrate it into my course, and the pedagogical research supporting the principles of mastery learning on which it is built. I also compare the Levels System to Maryellen Weimer’s “menu approach,” Linda Nilson’s “specifications grading,” and Fred Keller’s “personalized system of instruction.” I argue that the Levels System has many (...) of the virtues of these other systems and some additional virtues of its own. (shrink)