203 research outputs found
Stats 3 Final Proj-Appiah
No full textThis project examines how education shapes racial disparities in economic precarity using ACS data and logistic regression
Book review: As If: Idealization and Ideals by Kwame Anthony Appiah
No full textThis is the author accepted manuscript. The final version is available from OUP via the DOI in this recordBook review of As If: Idealization and Ideals by Kwame Anthony Appiah. Cambridge, MA: Harvard University Press, 2017.Kwame Anthony Appiah’s engaging and insightful new book focuses on idealisation. Based on three Carus Lectures delivered at the 2013 Eastern Division Meetings of the American Philosophical Association, the book takes its inspiration from the German philosopher Hans Vaihinger and his The Philosophy of ‘As If’ (1911). Long neglected, Vaihinger’s work has recently been revisited by philosophers of science interested in scientific modelling, most notably Arthur Fine. Vaihinger’s own interests were much broader, however, taking in metaphysics, mathematics, ethics, law, theology and economics. Appiah’s range is equally impressive and his discussion applies Vaihinger’s ideas across a wide range of areas, including philosophy of mind, economics, moral and political philosophy. In doing so, it offers a striking and extremely valuable insight into the pervasive role of idealisation in human thought. [...
Analysis of the Parametric Instability of the STC Combined Wind and Wave Energy Concept
No full textResonant motions of a combined wind and wave concept (STC) in waves may induce significant loads in the structural components (such as wind turbine blades, nacelle or the interface between the spar and the torus). One type of resonant motions is related to the so-called Mathieu instability. For the STC under the survival mode where the torus is locked to the spar at the mean water level (MWL mode), the large heave motion in severe waves induces a significant change in the buoyancy center and therefore leads to a periodic change in the restoring term for the pitch motion. When the wave period reaches the half of the natural period, the Mathieu instability (a dynamic instability in pitch for this case) occurs and leads to significant pitch motions.The purpose of this study is to numerically predict such unstable motions for regular and irregular wave conditions and to compare the results with the experimental observations. First, a literature study on Mathieu instability is carried out to understand the mechanism behind this phenomenon. Then the results of the STC concept from the experiments carried out by Dr. Ling Wan are investigated in order to study the developments of the Mathieu unstable pitch motions and the corresponding wave conditions in which they occur. Finally, a numerical model of Mathieu instability for analysis of the STC pitch motions is established to get insight into the phenomenon.The numerical model is compared with the experimental results of Dr. Ling Wan. A sensitivity study using the numerical model is then carried out to investigate the conditions where the Mathieu instability may occur
Initiating a network to support engagement between health researchers and schools: recommendations from an international meeting of schools engagement practitioners held in Kilifi, Kenya
No full textEngagement between health researchers and local schools, or School Engagement, has become incorporated into the engagement strategies of many health research institutions worldwide. Innovative initiatives have emerged within Wellcome Trust-funded African and Asian Programmes (APPs) and elsewhere, and continued funding from the Wellcome Trust and other funders is likely to catalyse further innovation. Worldwide, engagement between scientists and schools is well-described in the scientific literature (1-4), however, engagement between health researchers and schools is much newer, particularly in Africa, and rarely documented in the academic literature. In November 2018 the KEMRI-Wellcome Trust Research Programme (KWTRP) hosted an international meeting in Kilifi, Kenya, drawing on an emerging community of School Engagement practitioners towards exploring the broad range of goals for School Engagement, learning about the breadth of evaluation approaches and exploring the usefulness of a practitioner network. The workshop was attended by 29 participants representing 21 institutions in 11 countries and comprised: engagement staff from Wellcome Trust-funded Africa and Asia Programmes (AAPs); facilitators of previously funded Wellcome Trust African School Engagement projects; collaborators of Wellcome Trust funded school engagement projects; and long-established UK and Africa-based School Engagement with research projects. Workshop sessions combining small group discussions with plenary presentations, enabled a range of goals, activities and evaluation approaches to be shared. This report summarises these dicussions, and shares the possible function of a network of School Engagement practitioners.Four broad goals for schools engagement emerged: contributing to science education; capacity strengthening for health research; contributing to goals of community engagement; and health promotion. These aimed ultimately at improving health, but also at supporting development in low- and middle-income countries through promoting science-career uptake. Practitioners identified a range of benefits for creating a network to strengthen School Engagement practice: sharing experiences and resources; facilitating capacity strengthening; and fostering collaboration
The Cosmopolitan Teacher: Global Education and Social Reconstructionism Revisited
No full textCosmopolitanism, as a philosophical precursor to global citizenship, has enjoyed an academic revival as an approach to understanding the world around us and is being promoted by many as a critical force in citizenship curriculum development (Hull et al., 2010; Camicia and Zhu, 2011; Seiler, 2011; Starkey, 2012). The literature is rich with philosophical visions of cosmopolitanism and its global citizenship education potential in the classroom, however empirical research and evidence of its application in the classroom is limited (Nussbaum, 1996; Appiah, 2006; Hansen, 2011). The result is a global education curriculum that is at a crossroads in terms of the purpose it serves in citizenship education and social studies. Nationalism as the historical goal behind citizenship education now must compete with an emerging cosmopolitan discourse that elicits a reminder of Counts (1936) Dare the Schools Build a New Social Order and the social reconstruction movement. With the increasing influence of globalization, including the diverse demographics of the U.S. population, social reconstructionism needs to be “understood in a new way, as the ever changing, always contingent outcome of a continuing contest among social groups and ideas for the power to define public culture, thus the nation itself” (Bender, 1986 p. 126). How do social studies teachers interpret global education and its outcomes for their students? By examining cosmopolitanism’s relationship to current global education initiatives through a social reconstructionist lens, a clearer picture emerges of the activist social studies teacher in the citizenship education debate
Assertion and Conditionals
No full textThis book develops in detail the simple idea that assertion is the expression of belief. In it the author puts forward a version of 'probabilistic semantics' which acknowledges that we are not perfectly rational, and which offers a significant advance in generality on theories of meaning couched in terms of truth conditions. It promises to challenge a number of entrenched and widespread views about the relations of language and mind. Part I presents a functionalist account of belief, worked through a modified form of decision theory. In Part II the author generates a theory of meaning in terms of 'assertibility conditions', whereby to know the meaning of an assertion is to know the belief it expresses.</jats:p
Social Media Usage and Entrepreneurial Opportunity Recognition Among Internationalising SMEs
No full textThe study explores the decision-making logics driving the usage of social media among internationalising small and medium-sized enterprises (SMEs), and how it supports entrepreneurial opportunity recognition. The author draws on qualitative data from four internationalising firms all of which had adopted social media. The findings show that causal decision-making logic is the main element driving the initial usage of social media (i.e. pre-adoption). Concerning ongoing usage, the author found evidence of both causal and effectual logic; the choice being dependent on the firm’s resources. The findings also show that both drivers of social media users have a paramount role in entrepreneurial opportunity recognition.©2023 Emerald Publishing Limited. This manuscript version is made available under the Creative Commons Attribution–NonCommercial 4.0 International (CC BY–NC 4.0) license, https://creativecommons.org/licenses/by-nc/4.0/.fi=vertaisarvioitu|en=peerReviewed
Lote 77, de Marcelo Mininno: el trabajoso oficio de narrar una identidad
No full textThe paper aims to investigate about the construction of identity narratives, especially in the show Lot 77, written and directed by Marcelo Mininno, and premiered in the city of Buenos Aires in 2008. I foster to the notion of "narrative identity", as presented by the researcher, specializing in postcolonial studies, Kwame Anthony Appiah, in his book The Ethics of Identity. The author states that historically two identity versions have been confronted: the individual and /or collective and the essentialist one, which considers identity as something given, that it´s necessary to find to build our own lives, and a existentialist version, as which existence precedes essence: first comes into existence, then you need to decide (and build) how what to exist. Appiah believes that both notions are wrong, you need to be located somewhere in the middle: the identity is constructed dialogically, in interaction with those materials provided by the social environment and its institutions. On the other hand, the author fosters to a narrative conception of identity, which take the form of narratives, stories, "scripts" that people use to shape their projects and to tell their own life stories.O artigo se propõe indagar sobre a construção de narrativas identitárias, em especial no espetáculo Lote 77, escrito e dirigido por Marcelo Mininno, e estreado na cidade de Buenos Aires no ano 2008. Adiro à noção de "identidade narrativa", tal como a apresenta o pesquisador, especialista em estudos do pós-colonialismo, Kwame Anthony Appiah, no seu livro A ética da identidade. Afirma que, historicamente, se confrontaram duas versões da identidade (individual e/ou coletiva): uma versão esencialista, que considera a identidade como uma coisa já dada, que é necessário encontrar para construir a própria vida, e uma versão existencialista, segundo a qual a existência precede à essência: primeiro se alcança a existência e, logo, é necessário decidir (e construir) como que se vai existir. Appiah considera que ambas as noções são erradas, é necessário colocar-se num ponto médio: a identidade se constrói dialógicamente, em interação com os materiais que o social e suas instituições nos põem à mão. Por outro lado, o autor concorda com uma conceição narrativa das identidades, as quais adquirem a forma de narrações, relatos, libretos, que as pessoas usam para dar forma a seus projetos e para relatar suas própria histórias de vida.El artículo se propone indagar acerca de la construcción de narrativas identitarias, en especial en el espectáculo Lote 77, escrito y dirigido por Marcelo Mininno, y estrenado en la ciudad de Buenos Aires en el año 2008. Adhiero a la noción de "identidad narrativa", tal como la presenta el investigador, especialista en estudios del poscolonialismo, Kwame Anthony Appiah, en su libro La ética de la identidad. Afirma que, históricamente, se han confrontado dos vesiones de la identidad (individual y/o colectiva): una versión esencialista, que considera la identidad como algo ya dado, que es necesario encontrar para construir la propia vida, y una versión existencialista, según la cual la existencia precede a la esencia: primero se llega a la existencia y, luego, es necesario decidir (y construir) cómo qué se va a existir. Appiah considera que ambas nociones son erróneas, es necesario ubicarse en un punto medio: la identidad se construye dialógicamente, en interacción con los materiales que lo social y sus instituciones nos ponen a la mano. Por otro lado, el autor adhiere a una concepción narrativa de las identidades, las cuales adquieren la forma de narraciones, relatos, "libretos", que la gente usa para dar forma a sus proyectos y para relatar sus propias historias de vida
Global Learning and Teaching: towards an ideological framework
No full textCopyright © 2021 The Author(s). Recent research in the field of Global Education and Learning (GEL) demonstrates the identification of GEL and teaching as a unique academic field, which will need to be further explored (Ekanayake et al., 2020; Goodwin, 2020; Myers, 2020). Within a more interconnected and cosmopolitan context, there is a need for a response in the way that teachers respond to the teaching of global themes in formal schooling (Appiah, 2008; Bourn, 2020; Merryfield, 1998). The proposed paper builds on findings from my doctoral research in the context of Greece’s primary education, which adopted an action research methodology and developed programmes of GEL in a formal educational setting. Interrogating current notions of critical GEL that view teachers’ ability on incorporating global themes within a linear and instrumentalist approach, the proposed paper seeks to offer an alternative ideological framework for understanding teachers’ positionality in relation to their teaching of themes of global social justice. Reflecting on notions of critical pedagogy (Freire, 1996; Giroux, 2011) and Michael Apple’s work, GEL is viewed as a pedagogical opportunity towards teachers’ ongoing struggle for democracy (Apple, 2018); a democracy within a cosmopolitan context (Appiah, 2007), which needs to be continuously “democratised” (Giddens, 2002)
Lote 77, de Marcelo Mininno: el trabajoso oficio de narrar una identidad
No full textEl artículo se propone indagar acerca de la construcción de narrativas identitarias, en especial en el espectáculo Lote 77, escrito y dirigido por Marcelo Mininno, yestrenado en la ciudad de Buenos Aires en el año 2008.Adhiero a la noción de “identidad narrativa”, tal como la presenta el investigador, especialista en estudios del poscolonialismo, Kwame Anthony Appiah, en su libro La ética de laidentidad. Afirma que, históricamente, se han confrontado dos vesiones de la identidad (individual y/o colectiva): una versión esencialista, que considera la identidad como algo yadado, que es necesario encontrar para construir la propia vida, y una versión existencialista,según la cual la existencia precede a la esencia: primero se llega a la existencia y, luego, esnecesario decidir (y construir) cómo qué se va a existir. Appiah considera que ambas nociones son erróneas, es necesario ubicarse en un punto medio: la identidad se construyedialógicamente, en interacción con los materiales que lo social y sus instituciones nos ponena la mano. Por otro lado, el autor adhiere a una concepción narrativa de las identidades, lascuales adquieren la forma de narraciones, relatos, “libretos”, que la gente usa para dar formaa sus proyectos y para relatar sus propias historias de vida.The paper aims to investigate about the construction of identity narratives,especially in the show Lot 77, written and directed by Marcelo Mininno, and premiered inthe city of Buenos Aires in 2008.I foster to the notion of “narrative identity”, as presented by the researcher, specializing inpostcolonial studies, Kwame Anthony Appiah, in his book The Ethics of Identity. The author states that historically two identity versions have been confronted: the individual and/or collective and the essentialist one, which considers identity as something given, thatit´s necessary to find to build our own lives, and a existentialist version, as which existenceprecedes essence: first comes into existence, then you need to decide (and build) how whatto exist. Appiah believes that both notions are wrong, you need to be located somewherein the middle: the identity is constructed dialogically, in interaction with those materialsprovided by the social environment and its institutions. On the other hand, the authorfosters to a narrative conception of identity, which take the form of narratives, stories,“scripts” that people use to shape their projects and to tell their own life stories.O artigo se propõe indagar sobre a construção de narrativas identitárias, em especial no espetáculo Lote 77, escrito e dirigido por Marcelo Mininno, e estreado na cidade deBuenos Aires no ano 2008. Adiro à noção de “identidade narrativa”, tal como a apresenta opesquisador, especialista em estudos do pós-colonialismo, Kwame Anthony Appiah, no seulivro A ética da identidade. Afirma que, historicamente, se confrontaram duas versões daidentidade (individual e/ou coletiva): uma versão esencialista, que considera a identidadecomo uma coisa já dada, que é necessário encontrar para construir a própria vida, e umaversão existencialista, segundo a qual a existência precede à essência: primeiro se alcança aexistência e, logo, é necessário decidir (e construir) como que se vai existir. Appiah considera que ambas as noções são erradas, é necessário colocar-se num ponto médio: a identidadese constrói dialógicamente, em interação com os materiais que o social e suas instituiçõesnos põem à mão. Por outro lado, o autor concorda com uma conceição narrativa das identidades, as quais adquirem a forma de narrações, relatos, libretos, que as pessoas usam paradar forma a seus projetos e para relatar suas própria histórias de vida
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