What the Future ‘Might’ Brings

This paper concerns a puzzle about the interaction of epistemic modals and future tense. In cases of predictable forgetfulness, speakers cannot describe their future states of mind with epistemic modals under future tense, but promising theories of epistemic modals do not predict this. In §1, I outline the puzzle. In §2, I argue that it undermines a very general approach to epistemic modals that draws a tight connection between epistemic modality and evidence. In §3, I defend the assumption that tense can indeed scope over epistemic modals. In §4, I outline a new way of determining the domain of quantification of epistemic modals: epistemic modals quantify over the worlds compatible with the information accumulated within a certain interval. Information loss can change which interval is relevant for determining the domain. In §5, I defend the view from some objections. In §6, I explore the connections between my view of epistemic modality and circumstantial modality

Four Handel oratorio libretti published by John Gregory of Leicester, 1759 - 1774

George Frederic Handel had links with Leicestershire through the very wealthy writer and patron of music and literature Charles Jennens of Gopsall Hall, who, amongst other things wrote and prepared the texts for Messiah and several other important Handel works, and created the most comprehensive library of Handel scores and manuscripts. Between 1759 and 1774 the Leicester printer John Gregory, the founder and publisher of the Leicester Journal, printed and sold full texts of the libretti of four Handel oratorios: Messiah (ca. 1759), Judas Maccabaeus and Esther (both 1761) and Jephtha (1774). All were produced for specific Leicestershire performances of the works. The first three were part of the Church Langton ‘Music Meetings’ of William Hanbury, which included the first known church performance of Messiah in 1959. The fourth was printed for the 1774 Anniversary festival of the Leicester Infirmary. organised and funded by Joseph Cradock, one of Gregory’s fellow Governors of the Infirmary, and brought together many of the leading interpreters and scholars of Handel, creating what was widely regarded as the most important musical event ever held in Leicester

Introduction to the theoretical and philosophical basis of modern management

This “Introduction to the theoretical and philosophical basis of modern management” was developed, maintained and expanded by Professor Patrick Boylan between 1992 and 2004 to support teaching on the City University MA Courses in Arts Management, Museum and Gallery Management and Arts Management in Education in what was then the Department of Arts Policy and Management. From 1995 it was also made available on the Department’s resources website, formerly at http://www.city.ac.uk/artspol/, but soon became used much more widely by other institutions and courses to support their own students, particularly after it received a “Best of the Web” Award for Management Education in 1995. By request it was also it was also added to the learning resources website of the International Council of Museums’ International Committee for the Training of Personnel (ICOM-ICTOP). Since the Arts Policy and Management website was finally discontinued following recent major changes in the University’s structure there have been a number of requests from other institutions and individuals who still find the original text of value, it is now being made publicly available again, this time in PDF format, through the University’s new institutional repository, City Research Online: http://www.city.ac.uk/research/research-publications

Ecologies of participation in school classrooms

The concept of legitimate peripheral participation was developed by considering informal learning contexts. However, its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in usual school mathematics classrooms. Different meanings of participation in community of practice theory are identified. The applicability of legitimate peripheral participation to school mathematics classrooms is critiqued by considering: the nature of social practice, learning relationships, power, agency, and identity. Different forms of participation in school mathematics are discussed and the concept of ecologies of participation is proposed as a means to understand the complexity and multidimensionality of participation in both formal and informal learning contexts

Use of remote sensing for land use policy formulation

There are no author-identified significant results in this report

Use of remote sensing for land use policy formulation

The use of remotely sensed data for eliminating abuses and mismanagement of land and water resources in Michigan is discussed. Applications discussed include inventory of mosquito breeding sites; analysis of biomass in old field ecosystems used for wastewater recycling; areas for agricultural use; and preservation of the Grand Mere Dune environment. Services to users are described and contact activities reported

Tutor roles in collaborative group work

Collaborative assessed group work can create challenges for both students and tutors. Both the benefits and challenges of assessed group work are discussed with particular reference to the context of teacher education. The relevance of action research, the concept of living theory and the ethical nature of tutor practice in relation to group work are considered. The concept of 'role' is used to analyse aspects of tutor practice based on outcomes from an extended process of action research. A description of one role system of different tutor roles is given as a prompt for reflection and self-study

How Strong Is a Counterfactual?

The literature on counterfactuals is dominated by strict accounts and variably strict accounts. Counterexamples to the principle of Antecedent Strengthening were thought to be fatal to SA; but it has been shown that by adding dynamic resources to the view, such examples can be accounted for. We broaden the debate between VSA and SA by focusing on a new strengthening principle, Strengthening with a Possibility. We show dynamic SA classically validates this principle. We give a counterexample to it and show that extra dynamic resources cannot help SA. We then show VSA accounts for the counterexample if it allows for orderings on worlds that are not almost-connected, and that such an ordering naturally falls out of a Kratzerian ordering source semantics. We conclude that the failure of Strengthening with a Possibility tells strongly against Dynamic SA and in favor of an ordering source-based version of VSA