Structure theory for maximally monotone operators with points of continuity

In this paper, we consider the structure of maximally monotone operators in Banach space whose domains have nonempty interior and we present new and explicit structure formulas for such operators. Along the way, we provide new proofs of the norm-to-weak$^{*}$ closedness and of property (Q) for these operators (as recently proven by Voisei). Various applications and limiting examples are given.Comment: 25 page

Euclid: An Interactive Decision Support System with Applications

Euclid is a simple and yet sophisticated Interactive Decision Support System. Euclid uncovers some of the complexities inherent in the evaluation of strategic alternatives.Euclid is based on a simple concept of dividing decision criteria into: Maximizing (Opportunities/Strengths) and Minimizing (Threats/Weaknesses) . Euclid can be used in an interactive mode for‘‘goal seeking’’and‘‘what-if’’analysis.Decision makers often need a rational model like Euclid to help them manage this complex process and make informed decision

ELITE-CREATING STRATEGIES TO OPTIMIZE NEW MILLENNIUM SCIENCE AND TECHNOLOGY ENTREPRENEURSHIP

Abstract The objective is to design and delineate global life pathways that facilitate elite-creating entrepreneurship in science and technology of the third millennium. Education impacts on human life quality in different ways. Education is not a single science but an integrated multiscience central to the wholeness of the global science and technology. Educators need to be persistently educated to become cognizant of state-of-the-art elite mentorship philosophies. This will enable science and technology to evolve timely and progressively. Elite-generating educational psychology and entrepreneurship are emerging sciences whose inclusion in innovative policy-making will determine the depth of upcoming accomplishments in science and technology education. A major rising science is to optimize mentormentee relationships to enhance quality science evolution and transmission from a generation to another. Motivation is where learning evolves to more advanced levels causing science to be communicated and disseminated more effectively. Motivation is studied through a multitude of learning strategies. Combination and application of different learning strategies result in more appropriate inclusion of elite-generating entrepreneurship in education systems worldwide. The goal is to more optimally meet mentees' requirements for innovative science and technology that will fuel creativity in all aspects of life. As such, mentorships arts equipped with fitting educational tools lead to creative lives filled with ongoing elite peace and prosperity. This paper will delineate innovative global mentorship philosophies from an entrepreneurship perspective

Reimagining Democratic Theory for Social Individuals

The Western conception of the individual as a rational, self-directing agent is a mythology that organizes and distorts religion, science, economics, and politics. It produces an abstracted and atomized form of engagement that is fatal to collective self-governance. And it turns democracy into the enemy of equality. Considering the meaning of democracy and autonomy from a perspective that takes the subject as truly social would refocus our attention on the constitutive contexts and practices necessary for the production of citizens who are capable of meaningful self-governance. Under modern conditions, it is in the development of sexual autonomy that we learn how to take initiative with respect to our well-being and do so in concert with others. Where the view of rational agency as the defining characteristic of humanity yields a deracinated view of autonomy, a more realistic, humanistic view that we are, necessarily, social beings yields a view of freedom and self-governance as social phenomena that require empathy, negotiation, compromise, cooperation, and mutual recognition and respect

Bridges of Law, Ideology, and Commitment

Robert Cover\u27s metaphor of law as a bridge to an imagined future emphasizes the forward-facing character of law. But this is often obscured by law\u27s backward-looking practice. The pathologies of contemporary judicial methodologies such as textualism distort the meaning and operation of law. Law has a distinctive temporal structure—an ontology—that defines it as a social institution. It knits together past, present, purpose, and projected future into a demand for action. Neglect one element of the complex dynamic and the bridge to an imagined future becomes what Václav Havel describes as “a bridge of excuses.” Law lives in the traffic between these two bridges. When legal actors choose candor about their commitments, they take up the burden of law’s ontology in a way that honors law as a social institution. When they do not, the result is a law that is inauthentic, scholastic, reified, ineffectual, or ideological. Law’s ontology can be gamed, but it cannot be avoided

The Made and the Made-Up

Truth is an ethical relation. Facts, whether descriptions of the physical world or of historical events, are necessarily mediated by our frames of reference. This contingency opens a space for disagreement that cannot be adjudicated by an absolute standard of truth. For those seeking power or profit, the temptation to exploit this state of undecidability is strong. When many question the institutions that broker meaning – science, the professions, the media – rumors, misinformation, deliberate distortions and falsehoods all proliferate. In the digital age, the ‘made’ is swiftly supplanted by the made-up. The remedy for this predicament is not technological or factual, but ethical and social. The normative resources for this project lie in our everyday ethic of communication and in the ideal of democracy as shared authority. Whether we can address this predicament effectively is uncertain. But the nature of the problem is clear: It is not that we live in a ‘post-truth’ age, but rather that we are facing a crisis of democratic society as such. It is not so much that we lost sight of truth, as that we have lost sight of one another

Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist\u27s aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p \u3c 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p \u3e 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p \u3c 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism

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In bound volumes: Copyright Deposits 1820-186