Properties

Panorama aggiornato delle principali teorie filosofiche su propriet\ue0 e relazioni intese come universal

Properties

survey of major approaches to properties understood as universal

Critical Reasoning: A User\u27s Manual, v.4.0

Teaching critical reasoning is difficult. So is learning to reason more carefully and accurately. The greatest challenge is teaching (and learning) skills in such a way that students can spontaneously apply them outside the classroom once the course is over (teaching people to apply skills in the classroom can be hard enough, but clearly isn’t a worthwhile goal in itself). We (the authors) have learned a good deal about these matters from the students who took courses using earlier drafts of this book, and from colleagues who’ve taught from it. But one key theme of this book is the importance of actually checking to see what the answers to complicated empirical questions are, rather than blithely assuming we know, and that applies to teaching critical reasoning as much as to anything else. One lesson is clear, though. Reasoning is a skill, and there is strong evidence that (like any skill) it can only be acquired with practice. It is important that students work to apply the concepts and principles in a wide range of situations, including situations that matter to them. It is equally important that those teaching critical reasoning design their assessments to model situations and cases where these skills will be of use in real life. Different routes through the book are possible. One of our colleagues covers virtually the entire book in a single semester. Most of us omit some chapters, however, and the book is designed to accommodate somewhat different courses. A more traditional course would spend a good deal of time on parts two and four (arguments and fallacies), whereas a less traditional course might omit fallacies altogether and focus more on cognitive biases or social aspects of reasoning. It is also possible to go into probability in more or less detail, although we are convinced that some familiarity with basic probabilistic and statistical concepts is extremely useful for much of the reasoning we commonly do. One can teach this without worrying about calculating a lot of probabilities; indeed, it is important for students to see how the basic concepts apply in cases where precise numbers are unavailable, i.e., in almost all cases they will encounter outside the classroom. Still, doing some calculations will deepen students’ grasp of the basic concepts. Sections at the end point interested students toward specific applications of the tools of this book to other areas of philosophical interest, and a brief introduction to formal logic is included to allow courses that combine both inductive and deductive logic to use a single text.https://scholars.fhsu.edu/philosophy_oer/1002/thumbnail.jp

Linguistic Diversity from the K–12 Classroom to the Writing Center: Rethinking Expectations on Inclusive Grammar Instruction

Language expresses our values and identities, but in educational spaces, multidialectical and multilingual students’ voices are often silenced in favor of Standard English (Lockett, 2019). As writing tutors and future language arts educators, we have developed a research-based inclusive grammar curriculum and classroom-based resources to expand the conversation surrounding linguistic inclusion. Guided by the principle that all students should be offered the opportunity to learn the conventions of Standard English, we advocate for inclusive teaching of Standard English grammar in K–12 classrooms and writing centers (Godley et al, 2015). Using previous research on multilingual students, linguistic inclusivity, and dialectical diversity, we created a website for K–12 classroom teachers that provides easily accessible, developmentally appropriate resources to normalize the idea that there is no single way to correctly write or speak English. These resources better prepare K–12 students to utilize writing center services, as both writers and tutors, once they reach higher education. Our lesson plans, worksheets, resource guides, and supplemental materials are designed to provide teachers with resources to have a conversation with students about the power and complexity of language and to anticipate the values of writing center work to support every writer to confidently use their own voice

Evaluation of toxicity of diazinon to several species of stored grain insects

Call number: LD2668 .T4 1965 S979Master of Scienc

Team Teaching for Discourse: Perspectives of Instructors and a Student in an Online Probability and Statistics Course for Preparing Mathematics Specialists

Team teaching is a form of collaborative work where teachers plan lessons and/or teach together. We discuss the strengths of discourse in the planning stage for an intensive, team-taught, three-week probability and statistics course for mathematics specialists as a way to create and sustain a sense of community and show multiple perspectives in an online course. We delve into two cases of lessons––one about stem-and-leaf plots and another on averages––to describe the interactions of and reflections from three online instructors and a preparing mathematics specialist across the phases of planning, enactment, and the resulting student learning. The conversations about our understandings of probability and statistics concepts that arose between the three instructors with differing arenas of expertise––a mathematics educator, a probability instructor, and an expert teacher––often were predictors of conversations that occurred among candidates during class. Through these mirrored conversations, we were able to build off of and expand candidates’ conceptions regarding probability and statistics. We argue that when preparing mathematics specialists, having a team with diverse domain expertise but enough overlap to push each other’s thinking was crucial to successful planning and enactment in the team teaching setting

Do not revise Ockham's razor without necessity

Ockham’s razor asks that we not multiply entities beyond necessity. The razor is a powerful methodological tool, enabling us to articulate reasons for preferring one theory to another. There are those, however, who would modify the razor. Schaffer (2010: 313—our italics), for one, tells us that, ‘I think the proper rendering of Ockham’s razor should be ‘Do not multiply fundamental entities without necessity’. Our aim, here, is to challenge such re-workings of Ockham’s razor

Treatment of Working Memory in a Patient with Moderate Aphasia

Working memory (WM) is the cognitive system that functions for the temporary storage, activation, and manipulation of information in support of complex, goal-directed behavior (Baddeley, 2003; Kane, Conway, Hambrick, & Engle, 2007). This system is limited in capacity, and it includes an attentional or central executive component that serves to block interference, resolve conflict, and flexibly manage its capacity limitations (Baddeley, 2003; Just & Carpenter, 1992; Kane et al., 2007). It has been suggested that WM deficits may contribute to language performance impairments in aphasia (Caspari, Parkinson, LaPointe, & Katz, 1998; Friedmann & Gvion, 2003; Wright, Downey, Gravier, Love, & Shapiro, 2007; Wright & Shisler, 2005). Accordingly, clinical researchers have begun to study whether aphasia treatment targeted at WM or related processes may be efficacious