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A Brief Overview of Developmental Theory, Or What I Learned in the FOLA Course
A Brief Overview of Developmental Theory, or What I Learned in the FOLA Course Jonathan Reams1 Abstract: This article describes the history and development of developmental theory from a lay person perspective. It covers some of the main strands of how developmental theory has grown, focusing on ego stage theories and dynamic skill theory as the main examples of soft and hard stage models. It also touches on how measures of these models relate to the theories. Reflections on the relative merits of each strand are considered, as well as implications for broadening the scope of awareness of developmental theory among the larger population of integrally informed practitioners. Keywords: Developmental theory, dynamic skill theory, ego development, metrics. Table of Contents Introduction ............................................................................................................................ 123 The Roots of Developmental Theory ..................................................................................... 123 Baldwin .............................................................................................................................. 123 Piaget .................................................................................................................................. 125 Transition to the Neo-Piagetian World: The Development of Diverse Streams of Thought . 126 An Examination of Stage Criteria: Functional, Soft and Hard Stages ............................... 128 Functional Models: Erikson and Sullivan -
Le Interazioni Del Diritto Penale Con L'epistemologia Giudiziaria
Scuola di Dottorato in Studi Giuridici Comparati ed Europei XXIII ciclo Tesi di Dottorato Tra concetto e prova: le interazioni del diritto penale con l'epistemologia giudiziaria Relatore Dottorando Prof. Carlo Sotis Federico Picinali anno accademico 2009-2010 INDICE Pag. ABSTRACT................................................................................................. V INTRODUZIONE........................................................................................ VII CAPITOLO PRIMO IL BEYOND A REASONABLE DOUBT STANDARD NEGLI STATI UNITI D’AMERICA. ELABORAZIONE DI UNA TEORIA 1. Premessa................................................................................................... 1 2. Qualche cenno storico.............................................................................. 3 2.1. Le origini teologico-filosofiche dello standard..................................... 3 2.1.1. Una regola relativa alla factual proof?............................................. 4 2.1.2. Una regola di moral comfort?........................................................... 9 2.1.3. Che cosa ci insegna la storia?........................................................... 13 2.2. L’applicazione giurisprudenziale e la costituzionalizzazione dello standard....................................................................................................... 17 2.3. Lo standard of persuasion: un fattore di trasformazione sistemica…... 23 3. Il significato dello standard..................................................................... -
Comments on “Facts About the Slingshot” by Gregory Landini Valia Allori
Comments on “Facts about the Slingshot” by Gregory Landini Valia Allori This paper is very technical, so I will start my comments with a reconstruction of the arguments presented. Only at the end of this I will say what I think. I apologize in advance for any misinterpretation that I might have done. If I did, it was, of course, entirely unintentional. There is an argument against the correspondence theory of truth that, because of its combined simplicity and devastation, has been named the slingshot argument. According to the correspondence theory of truth a sentence is true iff there is a fact corresponding to it. In order to make sense, it seems that this theory must be able to differentiate between facts. The slingshot arguments, if sound, establish that every true sentence corresponds to the same fact, and therefore the corresponding theory of truth is doomed to failure. In his paper, Gregory argues that the slingshot argument is unsound. Let me just recapitulate what the argument says and my understanding of Gregory's argument against it. I will talk only about Davidson’s first version, for simplicity. The comments I will make will nonetheless apply to both versions. Let [p] be a shortcut for the locution “the fact that p”. Then it seems reasonable to assume that: 1) if to sentences p and q are identical, then [p]=[q] 2) if p and q describe the same thing (are co-denoting), then [p]=[q] for example: given S= “Cicero wrote Philippicae Oratione” and R=“Tully wrote Philippicae Oratione”, then [Cicero wrote Philippicae Oratione]=[Tully wrote Philippicae Oratione] 3) if p ad q are logically equivalent sentences, then [p]=[q] for example: S'= “ Plato=x: (x=Plato & S)” is logically equivalent to S, so [S]=[S'] Assumption number 2) is what Gregory calls the assumption of “constitution”: it amounts to say that the facts containing an object do not depend on the description provided. -
General Relativity Requires Absolute Space and Time 1 Space
CORE Metadata, citation and similar papers at core.ac.uk Provided by CERN Document Server General Relativity Requires Amp`ere’s theory of magnetism [10]. Maxwell uni- Absolute Space and Time fied Faraday’s theory with Huyghens’ wave the- ory of light, where in Maxwell’s theory light is Rainer W. K¨uhne considered as an oscillating electromagnetic wave Lechstr. 63, 38120 Braunschweig, Germany which propagates through the luminiferous aether of Huyghens. We all know that the classical kinematics was re- placed by Einstein’s Special Relativity [11]. Less We examine two far-reaching and somewhat known is that Special Relativity is not able to an- heretic consequences of General Relativity. swer several problems that were explained by clas- (i) It requires a cosmology which includes sical mechanics. a preferred rest frame, absolute space and According to the relativity principle of Special time. (ii) A rotating universe and time travel Relativity, all inertial frames are equivalent, there are strict solutions of General Relativity. is no preferred frame. Absolute motion is not re- quired, only the relative motion between the iner- tial frames is needed. The postulated absence of an absolute frame prohibits the existence of an aether [11]. 1 Space and Time Before Gen- According to Special Relativity, each inertial eral Relativity frame has its own relative time. One can infer via the Lorentz transformations [12] on the time of the According to Aristotle, the Earth was resting in the other inertial frames. Absolute space and time do centre of the universe. He considered the terrestrial not exist. Furthermore, space is homogeneous and frame as a preferred frame and all motion relative isotropic, there does not exist any rotational axis of to the Earth as absolute motion. -
Phlosophy-Of-Science
Philosophy of Science A Spring Room 200 Tu/Thurs 1:00 - 2:50 Prof: Jordan Smith Office: RH 201D Office hours: Wed 12:00 – 3:00pm Office phone: 123-123-1234 Course Materials Jennifer McErlean, Philosophies of Science: From Foundations to Contemporary Issues (Belmont, CA: Wadsworth/Thomson Learning, 2000). Gillian Barker and Philip Kitcher, Philosophy of Science: A New Introduction (Oxford: Oxford University Press, 2014). Other readings and videos – Posted on Canvas. Course Objectives The objective of this course is to provide an overview of the main issues in contemporary philosophy of science. These issues include the nature and goals of scientific explanation, the validation of scientific knowledge, the historical development of scientific knowledge, and the ontological import of scientific knowledge. The questions covered under these topics include: "What form do scientific explanations take?", "How do we validate theoretical hypotheses?", "What is the distinction between normal science and revolutionary science?", and "Are the postulated entities of science to be taken as real, existing entities (even when they are unobservable in principle) or, rather, are they (along with the theory of which they form a part) to be taken as instruments for the achievement of certain scientific goals?" The course will also provide students with an understanding of the activity of philosophy: How philosophers ask questions, how they think about and attempt to answer them, and how they critique the answers given by others as they provide their own alternative answers. Course Evaluation Quizzes There will be regular quizzes based on assigned readings and on class lectures. The purpose of these quizzes is to encourage students to read, study, and identify any areas in which further reading study is required. -
Philosophy of Science -----Paulk
PHILOSOPHY OF SCIENCE -----PAULK. FEYERABEND----- However, it has also a quite decisive role in building the new science and in defending new theories against their well-entrenched predecessors. For example, this philosophy plays a most important part in the arguments about the Copernican system, in the development of optics, and in the Philosophy ofScience: A Subject with construction of a new and non-Aristotelian dynamics. Almost every work of Galileo is a mixture of philosophical, mathematical, and physical prin~ a Great Past ciples which collaborate intimately without giving the impression of in coherence. This is the heroic time of the scientific philosophy. The new philosophy is not content just to mirror a science that develops independ ently of it; nor is it so distant as to deal just with alternative philosophies. It plays an essential role in building up the new science that was to replace 1. While it should be possible, in a free society, to introduce, to ex the earlier doctrines.1 pound, to make propaganda for any subject, however absurd and however 3. Now it is interesting to see how this active and critical philosophy is immoral, to publish books and articles, to give lectures on any topic, it gradually replaced by a more conservative creed, how the new creed gener must also be possible to examine what is being expounded by reference, ates technical problems of its own which are in no way related to specific not to the internal standards of the subject (which may be but the method scientific problems (Hurne), and how there arises a special subject that according to which a particular madness is being pursued), but to stan codifies science without acting back on it (Kant). -
Persp V1n2 Final4pdf
MODERN SCIENCE AND THE SEARCH FOR TRUTH Brian Tonks—Department of Physics have pondered the question, “What is truth?” for many years. My I intellectual journey has convinced me that truth comes in many ways through a variety of sources. I began my schooling believing that scientists were searching for the truth, but my undergraduate training included classes in the history and philosophy of science that disillusioned me towards the scientific process. Then my service in the United States Navy showed me the practical utility of scientific principles, and my graduate studies provided real experience in how science really works. For five years I was involved in nearly all facets of the scientific process. My adult life spans the period of the Voyager missions to the outer planets, the Viking, Pathfinder, and Global Surveyor missions to Mars, and the Pioneer and Magellan missions to Venus. These missions demonstrated the power of scientific observation. Before Voyager, we knew little about the outer planets and even less about their satellites. Even in the largest ground-based telescopes, these appeared as mere pinpoints of light. Voyager revealed them as real worlds with actual, albeit bizarre, geology. Years of speculation were dispelled in a relative moment, reminding me of the Prophet Joseph Smith’s state- ment, “Could you gaze into heaven five minutes, you would know more than you would by reading all that was written on the subject” (History I have come full of the Church, 6:50). I have come full circle, believing today that science is an important source of truth. -
Apple - Itunes - Itunes Store - Charts - Top 10 New Age Albums 3/6/11 1:31 PM Itunes Store Top 10 New Age Albums Choose an Album Chart Choose a Song Chart
Apple - iTunes - iTunes Store - Charts - Top 10 New Age Albums 3/6/11 1:31 PM iTunes Store Top 10 New Age Albums Choose an Album Chart Choose a Song Chart US UK France Germany Australia 1. Truth of Touch 1. Preludes, Airs & 1. And Winter Came 1. Beyond 1. Ultimate Spa Yanni Yodels Enya Dechen Shak-Dagsay, Relaxation Penguin Cafe Regula Curti & Tina Relaxing Music Orchestra Turner Ensemble 2. The Secret of 2. Musiques Zen Healing Various Artists Adam Plack & Deepak 2. Tubular Bells 3. The Mass / Era, Vol. 2. Tubular Bells 2. And Winter Came Chopra (Deluxe Version) 2 / Era, Vol. 1 (Remastered) Enya 3. Beyond (Buddhist Mike Oldfield Era Mike Oldfield 3. Relaxation and Christian 3. The Essential 4. Le coffret anti- 3. Vogelstimmen The Relaxation Prayers) Adiemus stress ZYX Music Specialists Tina Turner, Dechen Adiemus Le Coffret Anti-Stress 4. Sanfte 4. Amarantine Shak-Dagsay & 4. Ultimate Spa 5. Classics II Entspannungsmusik Enya Regula Curti Relaxation Era für Wellness, 5. Songs from a Secret 4. Yanni Live At the Relaxing Music 6. SPA Musique, Le Spa Erholung und Garden Acropolis Ensemble de bien-être. Regeneration Secret Garden Yanni 5. Tubular Bells Musique Pour (Entspannung / 6. Music for Sleeping 5. Sleep Music: (Remastered) Relaxation Et Klangkulissen) and Dreaming Lullabies to Help Mike Oldfield Méditation Entspannungshauch Best Relaxation Music You Relax, Sleep, 6. Relaxation Oasis de Détente et 5. And Winter Came 7. Rainforest Magic Meditate and Heal The Relaxation Relaxation Enya Tony O'Connor With Relaxing Piano Specialists 7. Détente & 6. Amarantine 8. A Hundred Music, Nature 7. -
The Critique of the Principle of Uniformitarianism and the Analysis
The Critique ofthe Principle ofUniformitarianism and the Analysis of High School Earth Science Textbooks Ho Jang Song and Hui Soo An Department ojEarth Science Education, Seoul National University Although uniformitarianism is widely recognized as the basic principle upon which the structure of historical geology has been erected, a closer investigation on the basis of present scientific knowledge and the philosophy of science reveals some of its invalid aspects. The concept of uniformitarianism wasdeveloped in a dual concept in Lyellian days. Substantive uniformitarianism (a testable theory of geologic change postulating uniformity of rates or material conditions) is false, ambiguous and stifling to hypotheses formation. Methodological uniformitarianism (a procedural principle asserting that former changes of the Earth's surface may be explained by reference to causes now in operation) belongs to the defmition of science and is not unique to geology. Moreover, it also has some methodological defects in forming bold and novel working hypotheses. Methodological uniformitarianism today should take the form of a much older and more general scientific principle: Occam's Razor, the principle of simplicity. Accordingly, substantive uniformitarianism, an incorrect theory, should be abandoned. Methodological uniformi tarianism, now a superfluous term, should be best confined to the historical roles in geology. In this connection, the presentation of uniformitarianism in high school textbooks was analyzed. It was revealed that text books were riddled with false and misleading statements as to what uniformi tarianism means. Since uniformitarianism, as presented in many textbooks, is in direct contradiction to the philosophy of Inquiry learning, it is important to rethink the direction of uniformitarianism presentation in Earth Science curriculum development. -
Human Development Psychology 2.1 Developmental
Page 1 of 7 Human Development Psychology 2.1 Developmental psychology is the scientific study of changes that occur in human beings over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. This field examines change across a broad range of topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and conceptual understanding; language acquisition; social, personality, and emotional development; and self-concept and identity formation. Developmental psychology examines issues such as the extent of development through gradual accumulation of knowledge versus stage-like development—and the extent to which children are born with innate mental structures, versus learning through experience. Many researchers are interested in the interaction between personal characteristics, the individual's behavior, and environmental factors including social context, and their impact on development; others take a more narrowly-focused approach. Developmental psychology informs several applied fields, including: educational psychology, child psychopathology, and forensic developmental psychology. Developmental psychology complements several other basic research fields in psychology including social psychology, cognitive psychology, ecological psychology, and comparative psychology. Historical antecedents[edit] John Locke and Jean-Jacques Rousseau are typically cited as providing the foundations of modern form of developmental psychology. William Shakespeare had his melancholy character Jacques (in As You Like It) articulate the seven ages of man: these included three stages of childhood and four of adulthood. In the mid- 18th century Jean Jacques Rousseau described three stages of childhood: infans (infancy), puer (childhood) and adolescence in Emile: Or, On Education. -
UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Pluralism and Realism Permalink https://escholarship.org/uc/item/2n611357 Author Evpak, Matthew Publication Date 2018 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA SAN DIEGO Pluralism and Realism A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Philosophy by Matthew Evpak Committee in charge: Professor Gila Sher, Chair Professor Samuel Buss Professor Andrew Kehler Professor Donald Rutherford Professor Clinton Tolley 2018 The Dissertation of Matthew Evpak is approved, and it is acceptable in quality and form for publication on microfilm and electronically: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Chair University of California San Diego 2018 iii TABLE OF CONTENTS Signature Page ............................................................................................................................................................................................................ iii Table of Contents .................................................................................................................................................................................................... -
Speed-Strength Challenge
Audio Master Class Speed-Strength Challenge Speed-Strength Challenge Created by Jennifer Sage Training Type: HIT, Speed-strength Working HR Zones: Zone 3–5 Total Class Length: 60 minutes Profile Objective and Intensity The foundation of this profile is the understanding of the relationship between cadence and resistance, which you have learned in the Cause and Effect profile; hopefully you’ve already done that profile with your participants several times. In this profile, we will focus only on cadences above 80 rpm on up to 100 rpm, and spend longer at each one. The training focus is a combination of the two base training elements of leg speed (cadence) and strength development, with a little endurance thrown in. The pure combination of speed and strength is power (P = force X velocity, or in our case, resistance/gear X cadence), which is manifested through explosive power. There are several ICA profiles that focus on explosive power; this one doesn’t go quite to that level of intensity. During the highest-effort surges at the end of each song, we will keep intensity a little above threshold (less fit students might go even higher) and maintain it for 45–60 seconds. So we are also introducing a little bit of anaerobic endurance. In the image on the right, this would be represented by the center of the triangle, perhaps the lower half. Similarly, muscular endurance (aka strength endurance) is a combination of strength and endurance. The cadences of 80–90 rpm will certainly be working on ME, but as we move into the higher cadences of 95–100 rpm against a resistance, that focus will shift to speed-strength- endurance, and the challenge to maintain it will greatly increase.