The Concept of Time in a Commentary on The Physics Attributeo to Antonius Andreae

TEMPUS, AEVUM, AETERNITAS La concettualizzazione del tempo nel pensiero tardomedievale, Atti del Colloquio Internazionale (Trieste, 4-6 marzo 1999) A cura di G. Alliney e L. Cova 2000. Studiosi di tutta Europa hanno messo a fuoco vari aspetti delle teorie filosofiche e teologiche sul tempo che contraddistinsero il tardo pensiero medievale (secoli XIII e XIV). I saggi da cui sono costituiti gli Atti rappresentano un rilevante contributo alla ricerca più attuale in questo settore di studi

Habitus or the Possibility of Science of the Contingent

Numer został przygotowany przy wsparciu Ministerstwa Nauki i Szkolnictwa Wyższego (1222/P-DUN/2015).Most of sciences can be traced back to Aristotle. This is because in opposition to Plato he was able to find a way in which one could give a scientific form to reflection concerning contingent facts of every-day life. Knowledge of the contingent was made possible thanks to the Aristotelian concepts of category and state (habitus). It is the latter concept that was especially important for forming knowledge about change. Aristotle and his medieval followers apply it in analyses of various processes, from local motion to changes in temperaments, to formation of virtues.Ministry of Science and Higher Education Republic of Poland (1222/P-DUN/2015

A peep or a gaze? References to Antonius Andreae in "Quaestiones super physicam" by Theodoricus of Magdeburg

Conference publication: Via Scoti : methodologica ad mentem Joannis Duns Scoti : atti del Congresso scotistico internazionale, Roma 9-11 marzo 199

Fiscal policy in an era of surpluses

Fiscal policy ; Budget ; Budget deficits

Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing

Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.The No Child Left Behind Act (NCLB) has been the cause of much controversy sinct its enactment by President bush in 2001. NCLB requires schools to be held accountable for all their students to meet the state standards for their grade level. The controversy over NCLB lies in the fact that all students, regardless of their race, ethnicity, socio-economic background, native language, or disabilities are assessed on whether or not they have learned the state standards through one standardized test. In this article, the author will discuss how NCLB has affected special education positively by offically raising expectations fot all students and negatively by providing little flexibility for alternate assessment, often resulting in inaccurate measures of special educatin students' progress. The author will then present a solution to the single-test strategy that would include providing alternate exams and alternative forms of assessment based on the individual student's needs as reported in the student's IEP.Dean of Faculites and School of Education, Indiana Universit