Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity

Total Page:16

File Type:pdf, Size:1020Kb

Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark B.S. Aerospace Engineering University of Colorado at Boulder, 2008 S.M. Aeronautics and Astronautics Massachusetts Institute of Technology, 2010 SUBMITTED TO THE DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2013 © 2013 Torin Clark. All rights reserved. The author hereby grants to MIT and The Charles Stark Draper Laboratory, Inc. permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in any part medium now known or hereafter created. Signature of Author: ____________________________________________________________ Torin K. Clark Department of Aeronautics and Astronautics August 22, 2013 Accepted by: __________________________________________________________________ Eytan H. Modiano Professor of Aeronautics and Astronautics Chair, Graduate Program Committee 2 Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY Certified by: ___________________________________________________________________ Laurence R. Young Apollo Program Professor of Astronautics Professor of Health Sciences and Technology Massachusetts Institute of Technology Thesis Committee Chair Certified by: ___________________________________________________________________ Kevin R. Duda Senior Member of the Technical Staff Charles Stark Draper Laboratory, Inc. Thesis Committee Member Certified by: ___________________________________________________________________ Charles M. Oman Director of the Man Vehicle Laboratory, Senior Research Engineer, and Senior Lecturer Massachusetts Institute of Technology Thesis Committee Member Certified by: ___________________________________________________________________ Daniel M. Merfeld Professor of Otology and Laryngology Harvard Medical School Thesis Committee Member 3 4 Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark Submitted to the Department of Aeronautics and Astronautics on August 21, 2013 in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Aeronautics and Astronautics Abstract Pilots and astronauts experience a range of altered gravity environments in which they must maintain accurate perception and control of vehicle orientation for tasks such as landing and docking. To study sensorimotor function in altered gravity, a hyper-gravity test-bed was produced using a centrifuge. Previous experiments have quantified static tilt perception in hyper-gravity; however, studies of dynamic tilt, such as those experienced by astronauts and pilots, have been entirely qualitative. Current dynamic models of orientation perception cannot reproduce the characteristic perceptions observed in hyper-gravity. The aims of this thesis are to: 1) quantify static and dynamic roll tilt perception in hyper-gravity, 2) study pilot manual control of vehicle roll tilt in hyper-gravity, and 3) modify a dynamic model to predict hyper-gravity orientation perception. A long-radius centrifuge was utilized to create hyper-gravity environments of 1.5 and 2 Earth G’s. In one experiment, over a range of roll tilt angles and frequencies, human subjects’ (N=8) perceptions of orientation, in the dark, were assayed with a somatosensory task. Static roll tilts were overestimated in hyper-gravity with more overestimation at higher gravity levels and larger roll angles. Dynamic rotations were also overestimated in hyper-gravity, but generally less so than for static tilts. The amount of overestimation during dynamic rotations was dependent upon the angular velocity of the rotation with less overestimation at higher angular velocities. In a second experiment, human subjects (N=12) were tasked with nulling a pseudo-random vehicle roll disturbance using a rotational hand controller. Initial nulling performance was significantly worse in hyper-gravity as compared to the 1 G performance baseline. However, hyper-gravity performance improved with practice, reaching near the 1 G baseline over the time course of several minutes. Finally, pre-exposure to one hyper-gravity level reduced the measured initial performance decrement in a subsequent, different hyper-gravity environment. A modification to a previous dynamic spatial orientation perception model was proposed to allow for the prediction of roll tilt overestimation observed in hyper-gravity. It was hypothesized that the central nervous system treats otolith signals in the utricular plane differently from those out of plane. This was implemented in the model by setting a difference between the linear acceleration feedback gains in and out of the utricular plane. The modified model was simulated and found to accurately predict the static overestimation observed over a wide range of angles and hyper-gravity levels. Furthermore, it simulated the characteristic dependence of dynamic overestimation upon angular velocity with less overestimation at higher angular velocities. The modified model now allows for simulation across a range of altered gravity environments to predict human orientation perception. We conclude that hyper-gravity results in misperception of static and dynamic roll tilt and decrements in pilot manual control performance. Perception and manual control errors due to altered gravity, such as those observed here in hyper-gravity, may impact the safety of future crewed space exploration missions, in terms of accidents or aborts. Thesis supervisor: Laurence R. Young Apollo Program Professor Astronautics and Professor of Health Sciences and Technology 5 6 Acknowledgements To all of my advisers, mentors, professors, colleagues, labmates, friends, and family: thank you. Thank you to all of my committee members for their time and support in helping me with this thesis: my MIT advisor, Larry Young, for supporting me without limit and providing opportunities that I could have only dreamed of; my Draper advisor, Kevin Duda, for practical advice on all matters when I often needed it and keeping me at Draper; Chuck Oman for thought provoking discussions and inspiring me on science; and Dan Merfeld for excellent feedback, promptness, and a remarkable understanding of what is important. Thank you to my thesis readers: Paul Dizio for incredible comments and his wealth of knowledge and Faisal Karmali for guiding me along the way and encouraging me in this field. Thank you to Jon How for serving as my Minor Advisor. Thank you to Mike Newman and everyone at NASTAR Center for making these experiments happen. Mike championed these experiments as valuable and worthwhile, convinced everyone that they were safe, provided expertise from the science to operating the devices, and put in long hours to get all the little things done. Thank you to Caglar Unlu and Ebubekir Tipi for making the centrifuge do whatever crazy ideas we came up with and Amer Makahleh and Gregory Kennedy for tirelessly monitoring our subjects. I’ll never forget all of the little things that made my (roughly) 22 trips to Southampton, PA special: Budget rental cars (hopefully with an E-ZPass), Monster Assault energy drinks, Days Inn and Ramada hotels, the air mattress, Parx Casino, the Jersey Turnpike (particularly the Vince Lombardi rest stop), and of course, Panera Bread. The Man Vehicle Laboratory at MIT is without question the best lab in the world. I could not have possibly ended up in a more welcoming, fun, happy, inspirational, quirky, or funny laboratory if I had tried, instead of just getting really, really lucky. Thank you to all of my current and past officemates and labmates. Over my time here, there have become too many to list, but you are incredible, will go on to do remarkable things, and simultaneously kept me smiling and inspired for 5 very full years. Nothing was better than Warfish, sports analytics, or rallying the troops to head to the Muddy on Friday. Thank you. Thank you to everyone else in the MVL that makes this a special place: Alan Natapoff for trivia-laden statistical help, Andy Liu for an open door, and Liz Zotos for solving each and every one of my problems and without question being the best administrative assistant at MIT and probably in the world. Thank you to the rest of the MVL faculty, Dava Newman, Jeff Hoffman, and Julie Shah for all that they bring to the lab. Thank you to Karen Wilcox for her support of all things important. Thank you to my family and friends back in Colorado, most importantly Allie. You have been incredibly patient and understanding regarding why this has taken so long and tolerated the distance between Cambridge and Colorado. It has only been with your help and support that I gotten this far. This work would not have been possible without the generous funding support from the National Space Biomedical Research Institute through NASA NCC9-58, Draper Laboratory, and the Boeing MIT Graduate Student Fellowship. 7 Table of Contents Abstract .................................................................................................................................................... 5 Acknowledgements .................................................................................................................................. 7 Table of Contents ....................................................................................................................................
Recommended publications
  • How Fun Are Your Meetings? Investigating the Relationship Between Humor Patterns in Team Interactions and Team Performance
    University of Nebraska at Omaha DigitalCommons@UNO Psychology Faculty Publications Department of Psychology 11-2014 How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock Vrije University Amsterdam Joseph A. Allen University of Nebraska at Omaha, [email protected] Follow this and additional works at: https://digitalcommons.unomaha.edu/psychfacpub Part of the Industrial and Organizational Psychology Commons Recommended Citation Lehmann-Willenbrock, Nale and Allen, Joseph A., "How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance" (2014). Psychology Faculty Publications. 118. https://digitalcommons.unomaha.edu/psychfacpub/118 This Article is brought to you for free and open access by the Department of Psychology at DigitalCommons@UNO. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. In press at Journal of Applied Psychology How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock1 & Joseph A. Allen2 1 VU University Amsterdam 2 University of Nebraska at Omaha Acknowledgements The initial data collection for this study was partially supported by a grant from the German Research Foundation, which is gratefully acknowledged. We appreciate the support by Simone Kauffeld and the helpful feedback by Steve Kozlowski. Abstract Research on humor in organizations has rarely considered the social context in which humor occurs. One such social setting that most of us experience on a daily basis concerns the team context. Building on recent theorizing about the humor—performance association in teams, this study seeks to increase our understanding of the function and effects of humor in team interaction settings.
    [Show full text]
  • Spring-And-Summer-Fun-Pack.Pdf
    Spring & Summer FUN PACK BUILD OUR KIDS' SUCCESS Find many activities for kids in Kindergarten through Grade 9 to get moving and stay busy during the warmer months. Spring & Summer FUN PACK WHO IS THIS BOOKLET FOR? 1EVERYONE – kids, parents, camps, childcare providers, and anyone that is involved with kids this summer. BOKS has compiled a Spring & Summer Fun Pack that is meant to engage kids and allow them to “Create Their Own Adventure of Fun” for the warmer weather months. This package is full of easy to follow activities for kids to do independently, as a family, or for camp counselors/childcare providers to engage kids on a daily basis. We have included a selection of: BOKS Bursts (5–10 minute activity breaks) BOKS lesson plans - 30 minutes of fun interactive lessons including warm ups, skill work, games and nutrition bits with video links Crafts Games Recipes HOW DOES THIS WORK? Choose two or three activities daily from the selection outlined on page 4: 1. Get physically active with Bursts and/or BOKS fitness classes. 2. Be creative with cooking and crafts. 3. Have fun outdoors (or indoors), try our games! How do your kids benefit? • Give kids time to play and have fun. • Get kids moving toward their 60 minutes of recommended daily activity. • Build strong bones and muscles with simple fitness skills. • Reduce symptoms of anxiety. • Encourage a love of physical activity through engaging games. • We encourage your kids to have fun creating their own BOKS adventure. WHO WE ARE… BOKS (Build Our Kids' Success) is a FREE physical activity program designed to get kids active and establish a lifelong commitment to health and fitness.
    [Show full text]
  • DISGUST: Features and SAWCHUK and Clinical Implications
    Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O.
    [Show full text]
  • Mathematics K Through 6
    Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and
    [Show full text]
  • The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
    BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes.
    [Show full text]
  • The Gay Science (`La Gaya Scienza')
    Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information The Gay Science R`La gaya scienza') This house is my own and here I dwell, I've never aped nothing from no one and ± laugh at each master, mark me well, who at himself has not poked fun. Over my front door. The title is a translation into German Rin our edition, into English) of the ProvencËal subtitle. Gaya scienza R`joyful, cheerful, or gay science') was a term used by the troubadours in the twelfth to fourteenth centuries to refer to the art of poetry. In Ecce Homo Nietzsche writes that he has used the term gaya scienza here to designate the speci®c unity of `singer, knight, and free spirit' which was characteristic of early ProvencËal culture. © Cambridge University Press www.cambridge.org Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information Preface to the second edition 1 This book might need more than one preface; and in the end there would still be room for doubting whether someone who has not experienced something similar could, by means of prefaces, be brought closer to the experiences of this book. It seems to be written in the language of the wind that brings a thaw: it contains high spirits, unrest, contradiction, and April weather, so that one is constantly reminded of winter's nearness as well as of the triumph over winter that is coming, must come, perhaps has already come.
    [Show full text]
  • The Aesthetic Mind This Page Intentionally Left Blank the Aesthetic Mind Philosophy and Psychology
    The Aesthetic Mind This page intentionally left blank The Aesthetic Mind Philosophy and Psychology EDITED BY Elisabeth Schellekens and Peter Goldie 1 3 Great Clarendon Street, Oxford OX26DP Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York # the several contributors 2011 The moral rights of the authors have been asserted Database right Oxford University Press (maker) First published 2011 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose the same condition on any acquirer British Library Cataloguing in Publication Data Data available Library of Congress Cataloging in Publication Data Data available Typeset by SPI Publisher Services, Pondicherry, India Printed in Great Britain on acid-free paper by MPG Books Group, Bodmin and King’s Lynn ISBN 978–0–19–969151–7 13579108642 Contents List of Figures viii Notes on Contributors ix Introduction 1 Elisabeth Schellekens and Peter Goldie Part I.
    [Show full text]
  • A Mathematician's Lament
    A Mathematician’s Lament by Paul Lockhart musician wakes from a terrible nightmare. In his dream he finds himself in a society where A music education has been made mandatory. “We are helping our students become more competitive in an increasingly sound-filled world.” Educators, school systems, and the state are put in charge of this vital project. Studies are commissioned, committees are formed, and decisions are made— all without the advice or participation of a single working musician or composer. Since musicians are known to set down their ideas in the form of sheet music, these curious black dots and lines must constitute the “language of music.” It is imperative that students become fluent in this language if they are to attain any degree of musical competence; indeed, it would be ludicrous to expect a child to sing a song or play an instrument without having a thorough grounding in music notation and theory. Playing and listening to music, let alone composing an original piece, are considered very advanced topics and are generally put off until college, and more often graduate school. As for the primary and secondary schools, their mission is to train students to use this language— to jiggle symbols around according to a fixed set of rules: “Music class is where we take out our staff paper, our teacher puts some notes on the board, and we copy them or transpose them into a different key. We have to make sure to get the clefs and key signatures right, and our teacher is very picky about making sure we fill in our quarter-notes completely.
    [Show full text]
  • Linking Math with Art Through the Elements of Design
    2007 Asilomar Mathematics Conference Linking Math With Art Through The Elements of Design Presented by Renée Goularte Thermalito Union School District • Oroville, California www.share2learn.com [email protected] The Elements of Design ~ An Overview The elements of design are the components which make up any visual design or work or art. They can be isolated and defined, but all works of visual art will contain most, if not all, the elements. Point: A point is essentially a dot. By definition, it has no height or width, but in art a point is a small, dot-like pencil mark or short brush stroke. Line: A line can be made by a series of points, a pencil or brush stroke, or can be implied by the edge of an object. Shape and Form: Shapes are defined by lines or edges. They can be geometric or organic, predictably regular or free-form. Form is an illusion of three- dimensionality given to a flat shape. Texture: Texture can be tactile or visual. Tactile texture is something you can feel; visual texture relies on the eyes to help the viewer imagine how something might feel. Texture is closely related to Pattern. Pattern: Patterns rely on repetition or organization of shapes, colors, or other qualities. The illusion of movement in a composition depends on placement of subject matter. Pattern is closely related to Texture and is not always included in a list of the elements of design. Color and Value: Color, also known as hue, is one of the most powerful elements. It can evoke emotion and mood, enhance texture, and help create the illusion of distance.
    [Show full text]
  • Testing the Relation Between Disgust and Approach-Avoidance Behavior
    Graduate Theses, Dissertations, and Problem Reports 2015 Testing the Relation between Disgust and Approach-Avoidance Behavior Ronald Thomas Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Thomas, Ronald, "Testing the Relation between Disgust and Approach-Avoidance Behavior" (2015). Graduate Theses, Dissertations, and Problem Reports. 6793. https://researchrepository.wvu.edu/etd/6793 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Testing the Relation between Disgust and Approach-Avoidance Behavior Ronald Thomas, B.A. Thesis submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Master of Science in Psychology Natalie Shook, Ph.D., Chair Amy Gentzler, Ph.D. Julie Patrick, Ph.D. Department of Psychology Morgantown, West Virginia 2015 Keywords: Disgust, Disgust Sensitivity, Approach-Avoidance, Behavioral Immune System Copyright 2015 Ronald Thomas iii DISGUST AND APPROACH-AVOIDANCE Abstract Testing the Relation between Disgust and Approach-Avoidance Behavior Ronald Thomas The Behavioral Immune System (BIS) is a set of psychological processes that evolved to protect individuals from harmful contaminants and pathogens in the environment (Miller & Maner, 2011; Schaller & Duncan, 2007; Tybur, Lieberman, Kurzban, & DeScioli, 2013).
    [Show full text]
  • Pleasure As the Standard of Virtue in Hume's Moral Philosophy
    Running:left: PACIFIC PLEASURE PHILOSOPHICAL AS THE STANDARD QUARTERLY OF VIRTUE IN HUME’S PLEASURE AS THE STANDARD OF VIRTUE IN HUME’S MORAL PHILOSOPHY1 by JULIA DRIVER Abstract: David Hume provides several accounts of moral virtue, all of which tie virtue to the experience of pleasure in the spectator. Hume believed that the appropriate pleasure for determinations of virtue was pleasure corrected by “the general point of view.” I argue that common ways of spelling this out leave the account open to the charge that it cannot account adequately for mistaken judgments of virtue. I argue that we need to see Hume as offering both a metaphysics and an epistemology of virtue, and that Hume’s account of virtue can adequately account for mistakes if he is understood as offering a definition of virtue tied to pleasure, but pleasure understood externally. But in many orders of beauty, particularly those of the finer arts, it is requisite to employ much reasoning, in order to feel the proper sentiment; and a false relish may frequently be corrected by argument and reflection. There are just grounds to conclude, that moral beauty partakes much of this latter species, and demands the assistance of our intellectual faculties, in order to give it a suitable influence on the human mind (EPM, 173).2 David Hume provides several distinct definitions of moral virtue: (V1) “. whatever mental action or quality gives to a spectator the pleasing sentiment of approbation” (EPM, 289). And, (V2) “. virtue . is a quality of the mind agreeable to or approved of by every one, who considers or con- templates it” (EPM, 261n) Even more simply, (V3) “.
    [Show full text]
  • 200 Kid-Friendly Jokes for the Classroom
    A Joke-A-Day For The Classroom By Brandi Jordan, Managing Editor Of The Teachers’ Lounge, A Really Good Stuff® Blog A Joke-A-Day: 200 Kid-Friendly Jokes For The Classroom Happy, smiling children make for eager, engaged learners. With the myriad of testing and assessments that take place throughout the school year, it is nice to have a moment each day to make kids smile. Whether you start the morning off with a joke or fit it in between math and reading lessons, a kid-friendly joke, tongue twister, or riddle helps lighten the mood and gets your students thinking outside the box. Jokes and riddles offer a great segue into multiple word meanings, homophones, language manipulation, alliteration, and more. Need a new way to grab your ESL/ ELL students’ attention? Try telling them a joke. Want to challenge your students to use language in different ways? Ask them to write jokes and riddles. The inherent “fun factor” of jokes makes them an easy sell and much less intimidating than asking students to write a paragraph. If you think writing a joke is easy, think again. It requires students to not only understand the way words are put together, but encourages them to expand their vocabulary. With a strong emphasis in the Common Core State Standards on vocabulary, writing and telling jokes is the perfect, kid-friendly way to meet those standards. The 200 kid-friendly jokes in this book are great for classroom (or home) use. Encourage students to create a joke a day for your classroom and create a book that they can take home at the end of the year.
    [Show full text]