The objectives of this study were to develop a high-density chromosome bin map of homoeologous group 7 in hexaploid wheat, to identify gene distribution in these chromosomes, and to perform comparative studies of wheat with rice and barley. We mapped 2148 loci from 919 EST clones onto group 7 chromosomes of wheat. In the majority of cases the numbers of loci were significantly lower in the centromeric regions and tended to increase in the distal regions. The level of duplicated loci (...) in this group was 24% with most of these loci being localized toward the distal regions. One hundred nineteen EST probes that hybridized to three fragments and mapped to the three group 7 chromosomes were designated landmark probes and were used to construct a consensus homoeologous group 7 map. An additional 49 probes that mapped to 7AS, 7DS, and the ancestral translocated segment involving 7BS also were designated landmarks. Landmark probe orders and comparative maps of wheat, rice, and barley were produced on the basis of corresponding rice BAC/PAC and genetic markers that mapped on chromosomes 6 and 8 of rice. Identification of landmark ESTs and development of consensus maps may provide a framework of conserved coding regions predating the evolution of wheat genomes. (shrink)

Badawī, ʻAbd al-Raḥmān, 1917-2002; criticism and interpretation.

Theories on World origin and Human Nature.

Lectures based on the commentaries on Brahmasūtra of Bādarāyaṇa.

In research textbooks, and much of the research practice, they describe, qualitative processes and interpretivist epistemologies tend to dominate visual methodology. This article challenges the assumptions behind this dominance. Using exemplification from three existing visual data sets produced through one large education research project, this article considers the affordances and constraints of the research process focusing particularly on analysis. It examines how and when the visual can be incorporated, gives some critical reflections on the role and use of visual methods (...) to fulfil different research intents, and, in particular, considers combining large, open-ended data sets with acceptable and rigorous analysis techniques. We then explore arguments about the nature of visual data, what is considered epistemologically appropriate and the decision-making which accompanies any appraisal of process in education research. The intention is to challenge ourselves, and fellow visual methods researchers, to develop a more complete understanding of the theory and practice of visual research. (shrink)

Logic is concerned with the design or structure of arguments. It describes the forms of valid argument and is concerned with the public presentation and reception of arguments. Hence it has a close connection with politics and the public sphere, and with rhetoric as the science of persuasion. Philosophers have analysed the objective conditions of validation, that is, the justifiability of assertions about the world. This quest for objective and scientific validity in argumentation about the nature of reality dominated much (...) of the development of logic in the 20th century. Logical arguments are held to be successful as a result of the ‘force of reason’ rather than because one's opponents have been bribed or coerced. Logic involves the study of the abstract, deductive moves in argumentation rather than an empirical study of how actual arguments are conducted. However, there is also a tension between rhetoric and philosophy; Plato drew a clear distinction between knowledge and persuasion. Logic is intended to give security to the former. The historical drift of logic is towards abstraction, especially the use of mathematical forms of representation. The study of logic is an important component of any project on encyclopaedic knowledge, that is, with knowledge that circulates in the public sphere, but the globalization of culture has raised an important problem about the universalistic claims of traditions of logic, namely, are there different forms of logical reasoning? (shrink)

Contributed essays on Vedanta philosophy and Sanskrit literature.

Монография предназначена студентам старших курсов высших учебных заведений факультета иностранных языков, аспирантам и преподавателям.

As these opening quotes acknowledge, the Prisoner’s Dilemma (PD) represents a core puzzle within the formal mathematics of game theory.3 Its rise in conspicuity is evident figure 2.1 above demonstrating a relatively steady rise in incidences of the phrase’s usage between 1960 to 1995, with a stable presence persisting into the twenty first century. This famous two-person “game,” with a stock narrative cast in terms of two prisoners who each independently must choose whether to remain silent or speak, each advancing (...) self-interest at the expense of the other and thereby achieving a mutually suboptimal outcome, mires any social interaction it is applied to into perplexity. The logic of this game proves the inverse of Adam Smith’s invisible hand: individuals acting on self interest will achieve a mutually suboptimal outcome. However, as this chapter illuminates, the assumptions underlying game theory drive this conclusion. (shrink)

Unlike his other fictional works Blanchot’s 1953 narrative Celui qui ne m’accompagnait pas has received comparatively little attention. The reasons for this would seem to lie in the intense abstraction of his writing in this work, which is forbidding even by his own standards, but as I will show, this intensity can be understood as comprising a singular topography of the experience of writing. Blanchot’s narrative thereby becomes a very precise and concrete form of aesthetics, which can be usefully compared (...) to the understandings of melancholy developed by Benjamin and Adorno, but transposed into a more stringent modernist context. (shrink)