Ways of Being and Ways of Knowing: Heidegger's The Question Concerning Technology and Knowledge Organization

This paper examines some of the problems within the field of knowledge organization that arise from its roots within the Western philosophical tradition, specifically in relation to the technological view of the world as expressed by Martin Heidegger's The Question Concerning Technology. It attempts not only to outline the weaknesses of this worldview, but also to provide a path towards expansion and inclusion of a larger variety of worldviews. Given the importance of ontology within Heidegger's philosophy, this paper considers epistemology as rooted in ontology, and attempts to center knowledge organization within ontology. The goal is the development of a human-centered approach to knowledge organization which encompasses the creator and the world of the creator as well as the user and the world of the user, and builds upon community and connections between them. The goal of this approach is to arrive at a philosophy of knowledge organization that can successfully interact with knowledge expressed in a wide variety of forms (tools and works of art in addition to verbal treatises) and from a variety of cultures and socio-economic groups

Analysis of Primers in the de Grummond Children’s Literature Collection

This study examines the primers collected in the de Grummond Children’s Literature Collection at the University of Southern Mississippi. “The de Grummond Children’s Literature Collection is one of North America’s leading research centers in the field of children’s literature,” with a main focus on American and British literature both historical and contemporary (lib.usm.edu). Specific characteristics of the primers examined in this study include publication year, publisher, and stories and illustrations used in the content. These data provide a general view of the development of the primer both for educative and socio-political purposes over time

Nonjudicial Punishment under Article 15 of the Uniform Code of Military Justice: Congressional Precept and Military Practice

This Comment examines how nonjudicial punishment has been misused and proposes certain changes to curb this misuse. The author reviews the legislative history, Executive Orders, current military regulations, and judicial decision and focuses on the gaps between congressional precept and military practice in the use of Article 15. The author argues that the Armed Forces have used nonjudicial punishment in ways not intended by Congress, and that Article 15 has been used to circumvent legal safe-guards available at courts\u27-martial. The author concludes that Congressional action is needed to curb abuse of the non-judicial punishment power

High performance channel injection sealant invention abstract

High performance channel sealant is based on NASA patented cyano and diamidoximine-terminated perfluoroalkylene ether prepolymers that are thermally condensed and cross linked. The sealant contains asbestos and, in its preferred embodiments, Lithofrax, to lower its thermal expansion coefficient and a phenolic metal deactivator. Extensive evaluation shows the sealant is extremely resistant to thermal degradation with an onset point of 280 C. The materials have a volatile content of 0.18%, excellent flexibility, and adherence properties, and fuel resistance. No corrosibility to aluminum or titanium was observed

‘If your hair Is relaxed, white people are relaxed. If your hair is nappy, they’re not happy’ : Black hair as a site of ‘post-racial’ social control in English schools

A growing body of literature examines how social control is embedded within, and enacted through, key social institutions generally, and how it impacts disproportionately upon racially minoritised people specifically. Despite this, little attention has been given to the minutiae of these forms of social control. Centring Black hair as a site of social control, and using a contemporary case study to illustrate, this article argues that it is through such forms of routine discipline that conditions of white supremacy are maintained and perpetuated. Whilst our entry into a ‘post-racial’ epoch means school policies are generally thought of as race-neutral or ‘colorblind’, we draw attention to how they (re)produce and normalise surface-level manifestations of anti-Blackness. Situating Black hair as a form of ‘racial symbolism’ and showing Black hairstyles to be significant to Black youth, we show that the governance of hair is not neutral but instead, acts as a form of social control that valorises whiteness and pathologises Blackness

Gauge transformations in the Lagrangian and Hamiltonian formalisms of generally covariant theories

We study spacetime diffeomorphisms in Hamiltonian and Lagrangian formalisms of generally covariant systems. We show that the gauge group for such a system is characterized by having generators which are projectable under the Legendre map. The gauge group is found to be much larger than the original group of spacetime diffeomorphisms, since its generators must depend on the lapse function and shift vector of the spacetime metric in a given coordinate patch. Our results are generalizations of earlier results by Salisbury and Sundermeyer. They arise in a natural way from using the requirement of equivalence between Lagrangian and Hamiltonian formulations of the system, and they are new in that the symmetries are realized on the full set of phase space variables. The generators are displayed explicitly and are applied to the relativistic string and to general relativity.Comment: 12 pages, no figures; REVTeX; uses multicol,fancyheadings,eqsecnum; to appear in Phys. Rev.

Teaching Grenfell : the role of emotions in teaching and learning for social change

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ (Boler, 1999) and ‘hope’ (Freire, 1994; hooks, 2003), we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching