264 research outputs found
On the Meanings and Implications of Joseph Margolis’ Definition of Art
No full textThis paper develops an inquiry into the meanings and implications of Joseph Margolis’ definition of artworks as physically embodied and culturally emergent entities. It starts from the pars destruens of his theory, by comparing two different texts criticizing Morris Weitz’ denial of the possibility to define art. While in an early essay Margolis is ready to accept a constructivistic conception of necessary and sufficient conditions, six decades later he seems to have dropped the attempt to maintain a deflationary version of enabling conditions in view of a more coherent form of contingentism and pluralism. Secondly, the paper focuses on the “generic” character of Margolis’ definition, namely its being too inclusive, insofar as it fits any kind of cultural entity. The author suggests that the first implication of Margolis’ “generic” definition is the idea of continuity between artworks and the things and events of the cultural world. A second implication is that according to Margolis differences between artworks and other things can only be traced a posteriori, by looking at collective practices and at habitual uses of the term. Finally, the author argues that Margolis’ radically historicist and contextualized approach to the arts should be integrated through a coherent historicizing and contextualizing of the very issue of the definition of art. A similar step could have strengthened his transition to a more inclusive philosophy of culture and philosophical anthropology
Pedagogical Education as the Development of Initial Pedagogical Ideas
No full textThe article examines the role of initial pedagogical beliefs held by students in teacher training programs as they begin to engage with pedagogical education curricula. It highlights the significance of school experiences in shaping these beliefs. The article analyzes the reasons for their sustainability during the subsequent acquisition of the educational program by future educators at the university level. The author argues for the necessity of designing teacher training programs in the form of a sequential and specially organized transformation of initial pedagogical beliefs, aimed at fostering conceptual change and developing the practical thinking of future educators.</p
What is a Virus?
No full textAbout our Book
Hi everyone! Hannah here. As college students, my friend Emily and I are studying from home. We realized you probably are working from home too, and might not quite know why. So we put together this book to try and explain viruses- the annoying buggers behind the coronavirus and even the common cold. We hope you enjoy it and learn some new things about science too!
Copyright © 2020 Hannah Margolis
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Permission is granted to distribute this publication in its entirety, without change and without charge.Otherwise, however, all rights reserved and no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law.ISBN: 978-1-7923-4213-
The Opposition of Culture and Nature and the Problem of Historicity of Science
No full textIn the article the ideas of Joseph Margolis, concerning the relation between the problem of historicity of science and the distiction of social and natural science are discussed. Margolis rejects the nomological model of the history of science. His radical realism claims, that «historical stories» represent (in the realistic sense) that, what happens in our world. Two notions of «bering real» are introduced.
The author discusses some problem, connected with Margolis’ model, concluding, that it is founded on the assumption, that scientific knowledge has to be considered as a linguistic (therefore intentional) activity, and considered in a historical context
Teaching Pronunciation via Computer Technology: Principles and Best Practices
No full textThis paper sheds light on the case of integrating computer technology to teach pronunciation to EFL learners, precisely, Arab learners. It explores different computer programs that have been discussed in the literature and suggests best practices and principles for teaching pronunciation via computer software. Also, it provides a practical example of how to use pronunciation software to teach pronunciation in a Saudi classroom that contains Arab EFL learners from different countries. Specifically, this paper is divided into four major sections:
a) Literature review: In this section, the author discusses the significance of pronunciation instruction in increasing learners’ awareness towards novel sounds. Also, he suggests best classroom practices such as minimal pairs contrast, using animated visuals, role play, and read aloud to help learners perceive and acquire segmental sounds. Then, he sheds light on studies that discuss different types of pronunciation software, namely, ASR-based and non-ASR. Non-ASR programs can help learners improve their perception of the sounds. One of the best non-ASR software is Pronunciation Power which provides specific sound focused exercises. ASR-based programs such as MyET provide learners with authentic exposure to the language as well as multi-level feedback, specifically, visual, auditory, and waveform as well as specific and holistic scores. Teachers for the best results should integrate both types and at the same time have an active role in the classroom through providing more exposure to the target sounds.
b) Specific English pronunciation problems for Arab Learners: in this section, the author discusses problematic English sounds for Arab learners from different countries and Arabic vernacular backgrounds. Then he sheds light on the efficacy of CAPT instruction for Arab learners.
c) Classroom Implications for Arab Learners in Saudi Arabia: In this section, the author discusses the impact of the mere absence of pronunciation instruction on learners’ pronunciation proficiency. Also, he suggests what he believes is the best way to apply CAPT instruction in Saudi Arabia. Then, the author concludes with 13 principles to produce a successful CAPT classroom.
d) Unit Plan: In this section, the author provides a practical demonstration of CAPT instruction by providing detailed lesson plans to teach /p/, /v/, and /tʃ/, three problematic sounds for Arabic learners of English
Constructing divisions into power groups
No full textAbstractThe result, due to Henckell, Margolis, Pin and Rhodes modulo Ash's solution to the pointlike conjecture, that every finite block group divides a power group, has long been considered to be one of the deepest results in finite semigroup and algebraic automata theory. However, the proof is not constructive. Solving a long-standing problem, we provide in this paper an explicit construction of such a division. We also generalize the result to a large class of pseudovarieties of groups. Local group pseudovarieties are also considered, generalizing (and making constructive) results of Margolis and the second author. Some applications to language theory are mentioned
Firm Heterogeneity and Worker Self-Selection: Bias Estimated Returns to Seniority
No full textPaper also presented at the ADRES conference "The Microeconometrics of Human-Resource Management: Multinational Studies of Firm Practices, December 1994, Paris, France, and at the "Econometric Society European Meetings", August 1997, Toulouse, France.The author develop a model under which workers with diffferent marginal productivities self-selected into arms based on the arm's seniority reward policy. He shows how this may bias upwards the estimates of returns to seniority into cross-sectional and even some longitudinal studies, when differences in workforce composition are ignored. He develops a new estimator of true returns to seniority and empirically test the implications of the model and shows how several previous estimation particularly in arms that offer zero or negative returns to job seniority, using a large longitudinal sample of French arms and workers
Per una scuola «storico-culturale» (progetto programmatico)
No full textProjecting an Historical Cultural SchoolThe Authors (namely the Rector, the Vice-Rector and the Coordinator of the programme in Pedagogy and Educational Sciences of the Moscow State University for Psychology and Education), describe a possible institution of a primary School, following «the historicalcultural conception in psychology» (L.S. Vygotskij). The text is a research report, supported by a grant of the Ministry of Education of the Russian Federation, about the different types of school-institutions, existing in the country, subsequently compared with a programme for the possible new historical cultural school. Due to the intensive process of the formation of new social communities, and therefore of activities, sometimes contrasting, characterizing today’s society, has every person, today, to become able of coping with different operating social communities, instead that with a unique type, and of making up different forms and means for transforming society, preserving, at the same time, his personal identity. So has a new school to predispose the conceptualization of these new social cultural forms, in the analogies they present with their historical antecedents. Accordingly, has the process of development of new ethnical historical communities, characterizing society today, to be thought of, as generating a new joint intellectual dimension, intercultural, which becomes the unavoidable condition for performing activities. A school pretending to be defined «historical cultural» has to provide the comprehension and analysis of the sense of processes and events of such historical cultural context
Retinitis Pigmentosa GTPase Regulator (RPGR) protein isoforms in mammalian retina:insights into X-linked Retinitis Pigmentosa and associated ciliopathies
No full textMutations in the cilia-centrosomal protein Retinitis Pigmentosa GTPase Regulator (RPGR) are a frequent cause of retinal degeneration. The RPGR gene undergoes complex alternative splicing and encodes multiple protein isoforms. To elucidate the function of major RPGR isoforms (RPGR 1-19 and RPGR ORF15), we have generated isoform-specific antibodies and examined their expression and localization in the retina. Using sucrose-gradient centrifugation, immunofluorescence and co-immunoprecipitation methods, we show that RPGR isoforms localize to distinct sub-cellular compartments in mammalian photoreceptors and associate with a number of cilia-centrosomal proteins. The RCC1-like domain of RPGR, which is present in all major RPGR isoforms, is sufficient to target it to the cilia and centrosomes in cultured cells. Our findings indicate that multiple isotypes of RPGR may perform overlapping yet somewhat distinct transport-related functions in photoreceptors
Lessons from the field: Observation of Kangaroo Mother Care implementation at a District Hospital in Malawi
No full textProblem Kangaroo Mother Care (KMC) is an evidence based, high-impact and cost-effective method to support newborns to survive. However, successful KMC implementation in resource-limited settings is not straightforward. Approach The lead author undertook a two-and-a-half-month resident observation at a district hospital in Malawi to identify the challenges that the facility was facing regarding KMC implementation. The observation was documented on a quality process map that outlined KMC intervention including the insights and knowledge of local hospital staff. Local setting The observation took place in a district and referral hospital with over 700 deliveries a month. Only one nurse-midwife was assigned for KMC intervention. Despite KMC quality improvement (QI) interventions by aid organizations, not all the infants with birthweights less than 2,000 grams received KMC at the hospital. Relevant changes Working side by side with the data registrars enabled them to comprehend and execute a locally developed idea for a control system of KMC-eligible babies to be admitted at the KMC Unit accordingly. Enhanced understanding of the processes enriched the guidance that the KMC nurse-midwife provided to mothers and caregivers, which contributed to establishing positive relationships with the families and encouraging the KMC practice. Lessons learnt An embedded observation over an extended period was an optimal approach to understand the actual circumstances and barriers regarding KMC implementation, because good working relationships with the facility staff strengthened collaboration and allowed testing of new local-derived change ideas. However, even though challenges were identified, many could not be addressed because of limitations in hospital and health system resources. Holding QI meetings for better management of existing capacity and workflows and involving other stakeholders, especially the government, to improve the infrastructure and human resource allocation are crucial to enable better KMC uptake and improve infant outcomes.Master of Public Healt
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