Psychology and Philosophical Intuitions

Philosophy is predominately (if not exclusively) a human activity. Recognizing this fact leads me to argue for an approach to philosophy which emphasizes what psychology and biology have to tell us about how and why philosophers do what they do. However, not only can the cognitive and evolutionary approach tell us how and why philosophers reason the way they do, it can also guide philosophers away from troublesome yet systematic mistakes, which philosophers (like all humans) are occasionally tempted to commit. I seek not only to explain how the approach is useful in theory, I also put it into practice, highlighting several important, flawed, yet seemingly sensible reasoning strategies that philosophers often employ, including the use of philosophical intuitions as evidence

Using IDI Guided Development to Increase Intercultural Competence

The qualitative case study examined Intercultural Development Inventory (IDI) pre-post test data and responses from a sample of preservice teachers. The study focused on the effect of the process of administering IDI Guided Development to increase the intercultural competence of preservice teachers. The study was based on the conceptual framework of the Intercultural Development Continuum (IDC), adapted from the Developmental Model of Intercultural Sensitivity originally proposed by Dr. Milton Bennett. In addition, intercultural competence models, theories, practices, and strategies were examined, including Deardorff’s Developing and Assessing Intercultural Competence Models, Kolb’s Experiential Learning Theory, Mezirow’s Transformative Learning Theory, Loden’s Dimensions of Diversity Wheel, and Weigl’s Cultural Self-Study. The findings of the study revealed how effective IDI Guided Development, a comprehensive five-step developmental process, combined with individualized coaching guidance by an IDI Qualified Administrator, produced impressive increases in intercultural competence development. Drawing on many educational theories and models, the study results demonstrated the importance of using a combination of a high-quality assessment tool, a transformative experiential learning process for change, measurable goals and outcomes, and a coach to facilitate the development of intercultural competence

Dialogic Reading with Integrated Vocabulary Enrichment: Case Study of a Second-Grade Student in Special Education

We present a case study of Ben, a second grader receiving special education for a speech-language impairment, literacy/numeracy deficits, and behavioral regulation in the 2019-2020 school year when the pandemic closed schools in March. Focusing on reading comprehension and vocabulary, we implemented our shared book-reading intervention called Dialogic Reading with Integrated Vocabulary Enrichment (DRIVE), which involves using specific types of prompts to engage in a dialogue about the story that will encourage development of children’s expressive language and vocabulary as well as advance their story comprehension. After nine 30-minute weekly sessions, Ben showed substantial vocabulary improvement and improved motivation

A HEV-restricted sulfotransferase is expressed in rheumatoid arthritis synovium and is induced by lymphotoxin-alpha/beta and TNF-alpha in cultured endothelial cells.

BackgroundThe recruitment of lymphocytes to secondary lymphoid organs relies on interactions of circulating cells with high endothelial venules (HEV). HEV are exclusive to these organs under physiological conditions, but they can develop in chronically-inflamed tissues. The interaction of L-selectin on lymphocytes with sulfated glycoprotein ligands on HEV results in lymphocyte rolling, which represents the initial step in lymphocyte homing. HEV expression of GlcNAc6ST-2 (also known as HEC-GlcNAc6ST, GST-3, LSST or CHST4), an HEV-restricted sulfotransferase, is essential for the elaboration of L-selectin functional ligands as well as a critical epitope recognized by MECA-79 mAb.ResultsWe examined the expression of GlcNAc6ST-2 in relationship to the MECA-79 epitope in rheumatoid arthritis (RA) synovial vessels. Expression of GlcNAc6ST-2 was specific to RA synovial tissues as compared to osteoarthritis synovial tissues and localized to endothelial cells of HEV-like vessels and small flat-walled vessels. Double MECA-79 and GlcNAc6ST-2 staining showed colocalization of the MECA-79 epitope and GlcNAc6ST-2. We further found that both TNF-alpha and lymphotoxin-alphabeta induced GlcNAc6ST-2 mRNA and protein in cultured human umbilical vein endothelial cells.ConclusionThese observations demonstrate that GlcNAc6ST-2 is induced in RA vessels and provide potential cytokine pathways for its induction. GlcNAc6ST-2 is a novel marker of activated vessels within RA ectopic lymphoid aggregates. This enzyme represents a potential therapeutic target for RA

Curriculum Needs of Entry-Level Agribusiness Managers in Jamaica.

For developing countries, establishing linkages between education and key productive sectors of their economies is a top priority in their agendas for higher education. This interaction is essential to ensure that job requirements are matched by the qualification of job recruits. This study used the framework of job analysis to identify the importance of job skills and personal qualities required by entry-level agribusiness managers and to determine if the curriculum of the College of Agriculture, Jamaica, was providing those skills and qualities. The Agribusiness Management Aptitude and Skill Survey (AGRI-MASS) was used to survey top and middle management personnel in four types and three sizes of agribusiness firms in Jamaica. The order of importance of six AGRI-MASS skill areas were communication; personal qualities; business and economics; technical; employment, work and general experiences; and computer, quantitative and management information. Significant differences in the importance of 22 skills were identified among firms of different types and in 23 skills among firms of different sizes. The most diverse requirements were identified for business and economic skills among the different types and sizes of firms and business and economic skills and technical skills among firms of different sizes. A score of 4.0, established as the minimum criterion for a skill to be included in the curriculum, was met by 66 (89%) of 74 specific AGRI-MASS skills. Most skills in the area of computer, quantitative and management information did not meet the criterion. The curriculum of the College of Agriculture provided training covering 33 AGRI-MASS skills. The area least covered was that of personal qualities and constituted the most urgent need. Technical skills were the area most comprehensively covered. The study initiated meaningful collaboration between the agricultural industry and higher education in Jamaica and suggests approaches for curriculum improvement and additional research

Design of an easy-to-use, host-independent data acquisition system

Call number: LD2668 .T4 EECE 1989 N54Master of ScienceElectrical and Computer Engineerin