Tracking Eudaimonia

A basic challenge to naturalistic moral realism is that, even if moral properties existed, there would be no way to naturalistically represent or track them. Here, the basic structure for a tracking account of moral epistemology is given in empirically respectable terms, based on a eudaimonist conception of morality. The goal is to show how this form of moral realism can be seen as consistent with the details of evolutionary biology as well as being amenable to the most current understanding of representationalist or correspondence theories of truth

Local, National and Global Citizenship

Original article can be found at: http://www.informaworld.com/smpp/title~content=t725445575~db=all Copyright Informa / Taylor and Francis Group. DOI: 10.1080/03004270385200361This paper puts local, national and global citizenship into context post 11.9.01 and pre Johannesburg Earth Summit 2002. It contextulises the strands of the Crick report (1998) and how these integrate with the national curriculum. It argues for a school ethos of citizenship which permeates the whole curriculum rather than a taught citizenship curriculum. The whole notion of citizenship is related to Agenda 21 and Local Agenda 21 and strong bonds are made with Education for Sustainability and Environmental Education.Peer reviewe

Links in Hypertext: An investigation into how they can provide information on inter-node relationships

Submitted for the degree of Ph

Creative Assignments for Real-World Course Application

My teaching practice is a series of 4 papers I call Creative Assignments. During the semester, students have to engage with material outside of class and relate it to course topics in 3 pages. They are called creative assignments because students have a wide latitude of what external material they can pull from. For example, students can watch a documentary, listen to a podcast, attend a campus talk, visit a museum, interview someone, or propose their own (roughly 1.5 - 2 hour) alternative. Students cannot do the same option more than twice, so are encouraged to engage with real-world material in a variety of ways. In the assignment, students summarize the ideas in the external material and relate it to two course readings. This idea addresses the need of having students see the relevance of course material and of having students apply what they learn in practical and specific ways.https://digitalscholarship.unlv.edu/btp_expo/1088/thumbnail.jp

Socrative Student and Real Time Assessment

Many graduate K-12 without skills necessary to manage learning (ACT, 2008)https://digitalscholarship.unlv.edu/btp_expo/1028/thumbnail.jp

In-situ laser retorting of oil shale

Oil shale formations are retorted in situ and gaseous hydrocarbon products are recovered by drilling two or more wells into an oil shale formation underneath the surface of the ground. A high energy laser beam is directed into the well and fractures the region of the shale formation. A compressed gas is forced into the well that supports combustion in the flame front ignited by the laser beam, thereby retorting the oil shale. Gaseous hydrocarbon products which permeate through the fractured region are recovered from one of the wells that were not exposed to the laser system

How secure is ERTMS?

This paper reports on the results of a security analysis of the European Railway Traffic Management System (ERTMS) specifications. ERTMS is designed to be fail-safe and the general philosophy of ‘if in doubt, stop the train’ makes it difficult to engineer a train accident. However, it is possible to exploit the fail-safe behaviour of ERTMS and create a situation that causes a train to halt. Thus, denial of service attacks are possible, and could be launched at a time and place of the attacker’s choosing, perhaps designed to cause maximum disruption or passenger discomfort. Causing an accident is more difficult but not impossible