Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...) caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. (shrink)

Prior research has shown that human trafficking has multiple facets and is deeply enmeshed in societies around the world. Two central challenges for anti-trafficking organizations pertain to confronting systemic injustices and establishing caring organizations for survivors to start the process of healing and restoration. Analyzing the work of an anti-trafficking organization, International Sanctuary in Mumbai, we seek to elucidate how a space for caring for trafficking survivors is constructed in a largely non-egalitarian and unjust context. We contribute to discussions on (...) how caring infrastructures are possibly developed so that they do not write off existing gendered and in-egalitarian social structures and how they shape individual biographies. We also highlight how the specific, situated context—defined by those very structures—shapes and influences the transformative potential of care interventions. (shrink)

Robert I. Soare, Automorphisms of the Lattice of Recursively Enumerable Sets. Part I: Maximal Sets.Manuel Lerman, Robert I. Soare, $d$-Simple Sets, Small Sets, and Degree Classes.Peter Cholak, Automorphisms of the Lattice of Recursively Enumerable Sets.Leo Harrington, Robert I. Soare, The $\Delta^0_3$-Automorphism Method and Noninvariant Classes of Degrees.

The church in legal history: The idea of universality. The idea of authority. The idea of good faith. The idea of law. By R. Pound.--The function of law in society today: The future of the common law, by D. J. Lyne. Law and civil liberty, by G. Clark. Natural law and positive law, by H. D. Castro. Law and ethics, by J. J. Burns.

A real α is called a c. e. real if it is the halting probability of a prefix free Turing machine. Equivalently, α is c. e. if it is left computable in the sense that L = {q ∈ ℚ : q ≤ α} is a computably enumerable set. The natural field formed by the c. e. reals turns out to be the field formed by the collection of the d. c. e. reals, which are of the form α—β, where (...) α and β are c. e. reals. While c. e. reals can only be found in the c. e. degrees, Zheng has proven that there are Δ02 degrees that are not even n-c. e. for any n and yet contain d. c. e. reals, where a degree is n-c. e. if it contains an n-c. e. set. In this paper we will prove that every ω-c. e. degree contains a d. c. e. real, but there are ω + 1-c. e. degrees and, hence Δ02 degrees, containing no d. c. e. real. (shrink)

We prove that there is no maximal low d.c.e degree.

We show that Sacks' and Shoenfield's analogs of jump inversion fail for both tt- and wtt-reducibilities in a strong way. In particular we show that there is a ${\mathrm{\Delta }}_{2}^{0}$ set B > tt ∅′ such that there is no c.e. set A with A′ ≡ wtt B. We also show that there is a ${\mathrm{\Sigma }}_{2}^{0}$ set C > tt ∅′ such that there is no ${\mathrm{\Delta }}_{2}^{0}$ set D with D′ ≡ wtt C.

We prove that for any computably enumerable degree c, if it is cappable in the computably enumerable degrees, then there is a d.c.e. degree d such that c d = 0′ and c ∩ d = 0. Consequently, a computably enumerable degree is cappable if and only if it can be complemented by a nonzero d.c.e. degree. This gives a new characterization of the cappable degrees.

For a set A of non-negative integers, let D be the set of non-negative differences of elements of A. Clearly, if A is computable, then D is computably enumerable. We show that every simple set which contains 0 is the difference set of some computable set and that every computably enumerable set is computably isomorphic to the difference set of some computable set. Also, we prove that there is a computable set which is the difference set of the complement of (...) some computably enumerable set but not of any computably enumerable set. Finally, we show that every arithmetic set is in the Boolean algebra generated from the computable sets by the difference operator D and the Boolean operations. (shrink)

The main result of this paper is to show that for every recursive ordinal α ≠ 0 and for every nonrecursive r.e. degree d there is a r.e. set of rank α and degree d.

TheK-trivial sets form an ideal in the Turing degrees, which is generated by its computably enumerable members and has an exact pair below the degree of the halting problem. The question of whether it has an exact pair in the c.e. degrees was first raised in [22, Question 4.2] and later in [25, Problem 5.5.8].We give a negative answer to this question. In fact, we show the following stronger statement in the c.e. degrees. There exists aK-trivial degreedsuch that for all (...) degreesa, bwhich are notK-trivial anda > d, b > dthere exists a degreevwhich is notK-trivial anda > v, b > v. This work sheds light to the question of the definability of theK-trivial degrees in the c.e. degrees. (shrink)

We solve a longstanding question of Soare by showing that if ${\mathbf d}$ is a non-low $_2$ computably enumerable degree then ${\mathbf d}$ contains a c.e. set with no r-maximal c.e. superset.

The notion that the metric field in general relativity can be understood as a property of space-time rests on a feature of the theory sometimes called universal coupling—the claim that rods and clocks “measure” the metric in a way that is independent of their constitution. It is pointed out that this feature is not strictly a consequence of the central dynamical tenets of the theory, and argued that the metric field would better be regarded as a field in space-time, rather (...) than as the very fabric of space-time itself. (shrink)

THE PROBLEM: MOTORCAR MORALITY AND AUTOMOBILE AGEINGAdvances in modern technology mean that cars are living longer than ever before. This raises important end-of-road-life issues, as it becomes increasingly difficult to provide leaded fuel and shelter for our hydraulically challenged, ageing automobile population. The garage is full, and off-street parking is beyond the financial scope of most low and middle income families. It is a case of rust or bust.NATURAL LAW THEORY, TRAFFIC, AND THE TRUTHSociety has long been reluctant to countenance (...) the concept of actively ending the road-life of motor vehicles, preferring to allow Nature to take its course. Simpler to let the natural phenomena of corrosion and inbuilt obsolescence take their inevitable toll, until the head gasket blows and the piston rods seize up for the last time.But can we afford to allow elderly cars to simply choke and splutter as our roads become increasingly over populated and our atmosphere ever more polluted? Old bangers demand our attention, as their paint peels, their balding tyres leave their tread at every T-junction, their suspension sags, and their chrome corrodes. Is there an alternative to the ailing alternator and the carbonised carburettor?EQUAL ROAD RIGHTSPrinciples of distributive …. (shrink)

In the rod‐shaped cells of E. coli, chromosome segregation takes place immediately after replication has been completed. A septum then forms between the two sister chromosomes. In the absence of certain membrane proteins, cells grow instead as large, multichromosomal spheres that divide successively in planes that are at right angles to one another. Although multichromosomal, the spherical cells cannot be maintained as heterozygotes. These observations imply that, in these mutants, each individual chromosome gives rise to a separate clone of descendant (...) cells. This suggests a model in which sites for cell division form between pairs of sister chromosomes at the time of segregation, but are not used in spherical cells until further rounds of replication have taken place, thus ensuring clonal (‘hierarchical’) segregation of chromosomes into progeny cells. The role of the morphogenetic membrane proteins is to convert the basically spherical cell into a cylinder that is able to divide as soon as replication and segregation have been completed, and thus to maximise the number of viable cells per genome. (shrink)

The subunit structure of the cGMP-gated cation channel of rod photoreceptors is rapidly being defined, and in the process the mode of regulation by Ca2+-calmodulin unraveled. Intriguingly, early results suggest that additional subunits of unknown function are associated with the channel and remain to be identified.

IN a letter to the Editor of MIND, Mr. G. T. Bennett of Emmanuel College, Cambridge, points out a stupid slip which I made on page 499 of MIND, N.S., No. 124. In illustrating Mr. Johnson's analysis of the subsumptive syllogism in my review of his Logic, Part II., I took as a major premise the proposition “Everything with sides and angles is equiangular, if equilateral”. This is, of course, ridiculously false, as Mr. Bennett points out. A figure made of (...) four equal jointed rods could be pushed into many different shapes. I want to make it quite clear that this is a slip.of my own, and that nothing of the kind occurs in Mr. Johnson's book. Of course, for purposes of illustration, it is a matter of indifference whether we choose false propositions or true ones, so that no injustice has been done to Mr. Johnson's theory. But I am not going to pretend that I did not think this proposition to be true at the moment when I wrote it down. I am sorry to have been so careless, and I should be still more sorry if anyone should have ascribed the carelessness to Mr. Johnson himself and not to his reviewer. I must thank Mr. Bennett for pointing out the mistake. (shrink)

pt. I. Ethics, by J. H. Tufts. Aesthetics, by D. H. Parker. Axiology, by W. M. Urban. Philosophy of law, by Roscoe Pound. Philosophy of history, by J. E. Boodin. Philosophy of science, by V. F. Lenzen. Philosophy of life, by A. N. Whitehead. Metaphysics, by E. W. Hall. Theology and metaphysics, by D. C. Mackintosh.--pt. II. Philosophy of the twentieth century, by Bertrand Russell. Kantianism, by A. C. Ewing. Philosophy of Hegelianism, by Richard Hoenigswald. The humanism of St. (...) Thomas Aquinas, by Jacques Maritain. Transcendental absolutism, by George Santayana. (shrink)

Despite the evidence showing the promise of HIV treatment as prevention (TasP) in reducing HIV incidence, a variety of ethical questions surrounding the implementation and “scaling up” of TasP have been articulated by a variety of stakeholders including scientists, community activists and government officials. Given the high profile and potential promise of TasP in combatting the global HIV epidemic, an explicit and transparent research priority-setting process is critical to inform ongoing ethical discussions pertaining to TasP.

In Part 1 the reader is introduced to some standard systems of modal logic and encouraged through a series of exercises to become proficient in manipulating these logics. The emphasis is on possible world semantics for modal logics and the semantic emphasis is carried into the formal method, Jeffrey-style truth-trees. Standard truth-trees are extended in a simple and transparent way to take possible worlds into account. Part 2 systematically explores the applications of modal logic to philosophical issues such as truth, (...) time, processes, knowledge and belief, obligation and permission. Accessible, authoritative, and assured, Modal Logics and Philosophy requires no more background than the completion of a standard introductory logic course. It will be welcomed not only by students looking for a bridge between introductory logic texts and the high-level technical literature but as a guide to, and exploration of, work at the forefront of logic and philosophy. (shrink)

The first edition, published by Acumen in 2000, became a prescribed textbook on modal logic courses. The second edition has been fully revised in response to readers' suggestions, including two new chapters on conditional logic, which was not covered in the first edition. "Modal Logics and Philosophy" is a fully comprehensive introduction to modal logics and their application suitable for course use. Unlike most modal logic textbooks, which are both forbidding mathematically and short on philosophical discussion, "Modal Logics and Philosophy" (...) places its emphasis firmly on showing how useful modal logic can be as a tool for formal philosophical analysis. In part 1 of the book, the reader is introduced to some standard systems of modal logic and encouraged through a series of exercises to become proficient in manipulating these logics. The emphasis is on possible world semantics for modal logics and the semantic emphasis is carried into the formal method, Jeffrey-style truth-trees. Standard truth-trees are extended in a simple and transparent way to take possible worlds into account. Part 2 systematically explores the applications of modal logic to philosophical issues such as truth, time, processes, knowledge and belief, obligation and permission. (shrink)

Philosophical arguments stemming from the public health ethics arena suggest that public health interventions ought to be subject to normative inquiry that considers relational values, including concepts such as solidarity, reciprocity and health equity. As yet, however, the extent to which ‘public’ values influence the ‘autonomous’ decisions of the public remains largely unexplored. Drawing on interviews with 50 men in Vancouver, Canada, this study employs a critical discourse analysis to examine participants’ decisions and motivations to voluntarily access HIV testing and/or (...) to accept a routine HIV test offer. Within a sub-set of interviews, a transactional discourse emerged in which the decision to test features an arrangement of ‘giving and receiving’. Discourses related to notions of solidarity emphasize considerations of justice and positions testing as a ‘public’ act. Lastly, ‘individualistic’ discourses focused on individual-level considerations, with less concern for the broader public ‘good’. These findings underscore how normative dimensions pertaining to men’s decisions to test are dialectically interrelated with the broader social and structural influences on individual and collective health-related behaviour, thereby suggesting a need to advance an explicit empirical-normative research agenda related to population and public health intervention research. (shrink)

Secondary English is a comprehensive introduction to the theory and practice of teaching English in secondary schools for pre-service teachers. Written by highly accomplished English teachers, the book's practical approach to language, literacy and literature, fosters the skills of assessment, unit planning and teaching strategies.