MEANING and IDENTITY: A QUEST for ONESELF
|
|
- Grant McDonald
- 5 years ago
- Views:
Transcription
1 MEANING and IDENTITY: A QUEST for ONESELF Summary The book, essentially, is an attempt to free semantics from the socalled semantics of language by considering meaning as part of our understanding of the world and ourselves, i.e. as part of what, on other occasions (see e.g. Rolandas Pavilionis. Conceptual Systems, Belief and Knowledge. In: Parret, H. (ed.) On Believing: Epistemological and Semiotic Approaches. Berlin N.Y.: Walter de Gruyter, 1983; Meaning and Conceptual Systems, Progress Publishers, Moscow 1990), the author called individual conceptual systems. Thus questions related to the status and identity of meaning, traditionally viewed as part of the semantics of language, are reformulated here as questions related to the status and identity of individual conceptual systems, reflecting nonverbal and verbal cognitive experience of an individual and constituting the (?) meaning of I. Continuous, or continuously built, systems of meaning, or concepts, are taken to result from the interpretation of signsobjects of the world, including ourselves as objects of interpretation, that is, as objects of our own as well as someone s interpretation. Identity of meanings, finally, is reformulated as a question of the identity of a conceptual system, including ourselves as bearers of conceptual systems. The approach proposed to the analysis of meaning has been based on the following assumptions: 1. Understanding of language and of the world presupposes perception of them. This, in turn, implies not only perceptual but also conceptual singling out of an object of perception from other objects by attributing a meaning, or concept, to the object as its semantic representation, as its conceptual picture. Such 1
2 semantic representations are treated as intentional states of consciousness (mind). The perceived (conceived) objects are signs, and the meaning attributed to them is information the subject of perception disposes of them. Configurations of such signs objects form texts of the world. 2. Meanings of any new signs objects are built up, or generated, on the basis of meanings the subject already possesses of signs objects. The latter serve both as semantic analysers of the perceived (conceived) object and as components of the meaning or structures of meanings constructed this way, i.e. as part of a resulting system of meanings, or conceptual system, of an individual. Such a system serves as basis for interpretation of signs objects, whatever their nature, i.e. as basis of comprehending, understanding them. To understand, then, is, first and foremost, to interpret in a definite conceptual system which may embrace any information about existent or nonexistent states of affairs in the real or any alternative world, including information about the individual, the subject and the object of understanding, herself/himself. Thus to be able to understand any sign object, including the individual herself/himself, is to be able to build a definite structure of meanings (concepts) that is connected by a relation of interpretation with other structures of the system. 3. This property of connectedness, or interconnectedness, of the concepts of a conceptual system, the holistic nature of interpretation, filling in the gaps, building bridges between concepts and thus overcoming distances, differences, contrasts, any other kind of incompatibility (itself a source of meaning), constitutes the essential nature of meaning and understanding, determines the intentional nature of any conceptualization of the world and any judgments about it expressing knowledge, beliefs as well as any other intentional attitude of a bearer of the conceptual system. Signs objects thus interpreted, or understood, may be of any nature, natural or artificial, concrete or abstract: sounds that form language, noise or music; arguments and theorems that form proofs; colours that form pictures; shapes and volumes that form physical bodies; birth and death which form life or, rather, a fundamental incompatibility of human life as an object of understanding, in short, any real or imaginary signsobjects as objects of interpretation. 2
3 4. Linguistic signs are perceived and comprehended as any signs of the world. However, the fact that they, in the process of learning a language, are used to designate other signs objects already interpreted in a conceptual system, i.e. they are linked with meanings already attributed to these signs objects, makes them signs of signs both interpreted in the same conceptual system. The assumption of preverbal (i.e. prior to the initial language introduction) interpretation of signsobjects is not only valid logically and empirically: linguistic signs could not be introduced, i.e. interpreted, in a conceptual system as signs of signs unless the system already disposed of meanings (concepts) of signs objects to which linguistic signs, as signs objects themselves, are associated to. This assumption implies that, alongside a physical, genetic heritage, an individual comes to the world with a specific semantic heritage, a sort of a semantic endowment that allows the individual to perceive and conceive the world, its signsobjects prior to language introduction. Our semantic existence by far transcends our physical, biological existence. 5. Because of the interconnectedness of the concepts of a conceptual system and its capacity to retain previous conceptualisations as the memory of it, the whole conceptual system is involved in the interpretation of a sign, and this is the sole possibility for the sign to express meaning. It is in this that indexicality as an essential feature of a sign consists: the sign s meaning is an integral part of the whole conceptual system; no verbal formulation can in principle exhaust the contents associated with it. Language does not express any meaning in itself that exists independently of conceptual systems. One and the same language can serve for the further building up and symbolic representation of the content of different conceptual systems. Any language, including natural language, is interpreted in conceptual systems, although and this is not to be underestimated such interpretation largely draws on meanings constructed by means of a natural language. 6. An individual, as a bearer, a subject of a conceptual system is not just an uninterested interpreter of linguistic and nonlinguistic texts, like a mirror pointed to the world, intentionally orientated, although indifferent to what is reflected in it. The need, initially physical, later intellectual, to orientate oneself in the world, to find her or his place and way in it, compels her/him to select from the set of texts 3
4 encountered and interpreted those which she/he accepts and which are not only meaningful but also significant, represent a value, an interest to her/him. It is in this respect that individual conceptual systems may be more or less similar depending on the cognitive experience and the needs of orientation in the world of respective individuals. 7. It is in this interplay of meanings and their structures coforming individual conceptual systems that subjects of conceptual systems arise, interpreting signs objects of the world, accepting or rejecting them, forming their beliefs, knowledge as well as other intentional attitudes with respect to signs objects, evaluating them, acting one way or another with regard to them. By their origin and status in the conceptual system such subjects may be called semantic subjects in (a relative) difference to physical subjects : together they constitute what is called individuals. So what is the meaning of I when it refers to the bearer, the owner, the subject of an individual conceptual system? The principle of the traditional semantic analysis as applied to I is, generally, that of discerning sense ( the speaker, the first person, the author ) from reference of I. The latter is considered to be dependent on the external circumstances, or context, of the use of I, thus the pragmatic aspect being taken into account. Such a context, apparently, does not necessarily belong but to the real world. However, besides the external, there are internal circumstances, the internal context of the use of I. It is this internal context of the use of I that makes the object of I the subject, or the object subject, of a conceptual system. This could not be said of any other pragmatic term (like here, now etc.): the use of them does not require any internal context. Indeed, by using I one refers to an off branching continuous scale of I points related and coordinated by physical and semantic differences. In other words, physical and semantic differences between I points ( I uttered at a certain space time point and I uttered at another space time point) may range from, relatively, minimal to maximal and cover up different contents of I otherness. The interconnectedness of physical and semantic subjects fixed by I allows us to consider an individual as a constantly changing whole and to speak about a reciprocal, interactive influence of a physical subject upon a semantic one, and vice 4
5 versa. This interaction may have different consequences, including the most radical ones, to the status and existence of an individual as well as to her/his relationships to other individuals. It is generally accepted that physical identity, or continuity, of an individual is determined genetically. On the other hand, the notion of a physical subject obviously transcends the limits of the real, physical world: firstly, one may consider an actual individual in other possible alternative circumstances, including those belonging to other possible worlds; secondly, one may consider individuals, existing in other possible worlds and donated with, or determined by, different physical properties. This way a symbolically fixed subject as an I point may give rise to a wide variety of identities of an individual. A semantic subject, arising in an individual conceptual system, although related to a physical subject of the individual, is not identical with the physical subject because it is characterized differently; moreover, changes in the individual conceptual system are not identical to physical changes of the individual. On the other hand, the aforementioned heritage principle applies to both of them: in one case one may speak about the genetic heritage, in the other case one is entitled to speak about the semantic heritage. A conceptual system is no tabula rasa: from the very start it is ready to interpret both nonverbal and verbal texts. This is why a semantic subject arising in a conceptual system is not just the result of texts interpreted by the system. As in a case of a physical subject, so in the case of a semantic subject, the semantic subject has its own genesis, roots and story. In analogy to a physical subject, a semantic subject undergoes changes and transformation as a result of interaction with signs objects of the real or some other possible world, including other individuals as well as with a physical subject of, relatively, the same individual: I say relatively, for the individual in question is as much a changing whole of its constituent physical and semantic parts. However, this analogy appears to be rather shaky if one looks deeper into the nature and structure of a semantic subject. The development of a semantic subject does not necessarily correlate with that of a physical subject. I uttered now, in a childhood, in youth, in mature age: what individual, what 5
6 physical and semantic subjects does it refer to in every of the individualʹs stages, in every of I utterances and in all of them taken together? And what does together mean in this case? With as much ground we may paradoxically say that in its own development a semantic subject is not identical to itself, for there is and can be no unique semantic subject as such: there are many past or future semantic subjects of, relatively, the same individual, the one now denoted by I. It could be said, of course, that now may be taken to comprise any scope of time, eventually, all stages of an individual, i.e. the semantic subject as such. However, even in such a case it is impossible to circumvent the principle constraint: the incompatibility of different states of the individual in different stages of her/his existence. A radical transformation of a semantic subject, as a consequence of radical changes in a conceptual system, cannot unconditionally be paralleled to a radical physical transformation when a physical subject is being contemplated in different possible worlds wherein she/he acquires or loses particular properties, logically incompatible in the same world, but compatible both logically and physically when viewed in different possible worlds. This way we may conditionally speak both about a variety of physical subjects related one to another in, relatively, the same individual, about a variety of likewise related semantic subjects and about a variety of ways physical and semantic subjects are related in, relatively, the same individual. A question may arise: if, in the case of the identification of a physical subject one may rely at least on two criteria, the genetic and/or the naming, baptizing a physical subject (giving a name or a description to a physical subject in the real or in some other possible world and then following her/him in whatever of their changes and transformations), then which criteria apply for identifying semantic subjects? The short answer is: memory, i.e. beliefs, knowledge and other intentional attitudes retained in a conceptual system, to be more precise: beliefs, knowledge as well as other intentional attitudes about beliefs, knowledge and other intentional attitudes contained in a conceptual system. This is the kind of information about the information related to the individualʹs past pictures of the world, including past pictures of the 6
7 individual herself/himself that allows to speak about different already non existent or not yet existent (this depends on whether we speak about the past or the future) semantic subjects assembled by means of memory into, relatively, the same semantic subject. A change in a semantic subject as a result of changes in an individual conceptual system as well as the principle of interpretation which determines both the nature and functioning of the conceptual system do not allow us to consider in absolute terms notions of meaning, meaningfulness, belief, knowledge and other intentional attitudes that characterize the cognitive capacity and activity of an individual and make up the substance of the contemporary philosophy of language and of various theories of meaning. The contents of I develops and discloses itself together with the constantly changing individual conceptual system that reflects the whole spectrum of an intellectual and physical experience of an individual. By and large, the contents of I represents a variety of non verbal and verbal texts the individual encounters, interprets and creates, texts that create the individual herself/himself. Therefore it may be said that we are, partially at least, as much different as different are the texts, which we come upon and try to interpret. The greater a variety of our semantic heritage, the greater the variety of our semantic experiences, the more different we are. The more similar our physical and semantic experiences are, the more similar are non verbal and verbal texts we interpret and sometimes become victims of manipulation, the more similar we are as individuals, despite our physical differences. Our changing and therefore so difficult to define I, running over a network of interconnected I points, our I represented by the whole continuous scale of off branching I points, the different lines, or directions, of their development makes any attempt to present the meaning of I without a necessary reference to a conceptual system irrelevant and unacceptable. A trip to oneself starts, in every particular case, by a different point of departure. Different usually are our transient stations. Different are our physical and semantic points of arrival. But the greatest wonder and secret consists not in external differences of the various subjects referred to by the I. The genuine wonder and secret are our own, internal 7
8 differences of the contents of I, what I means in different stages of the trip to the world and to ourselves when, despite changes in our bodies and minds, we still use the same I. A trip to oneself may be conceived in two different ways: looking back, that is reconstructing the contents of I and looking forward, that is constructing contents of I. In the latter case a trip to oneself is simultaneously a trip to the world. Alas, a trip to the world is not necessarily a trip to oneself: the two directions intercrops, but do not necessarily coincide. Even far away on a trip to the world, one may not have made a single step to oneself and may remain rather far away from oneself. To conclude, we should rather not so easily be misled by the socalled uniquely identifying reference of I : in fact what we always have to do with is a most wide spectrum of the references of I. One has always to do with the relative identity of I, or, what amounts to the same, with the relative non identity of I. This way a world made up of clear cut individuals, our everyday familiar world becomes a world where indefinite individuals act, communicate, operate and cooperate, and question our understanding of ourselves, our morals and individual responsibility. Such an unusual vision of the world and of ourselves does not encroach upon the settled order of things in our real pragmatic world. However, it allows us to take another, alternative view of the world and of ourselves, and of our own identity. 8
Concept Acquisition Without Representation William Dylan Sabo
Concept Acquisition Without Representation William Dylan Sabo Abstract: Contemporary debates in concept acquisition presuppose that cognizers can only acquire concepts on the basis of concepts they already
More informationPaper presented at the ERA-AARE Joint Conference, Singapore, November, 1996.
THE DEVELOPMENT OF SELF-CONCEPT IN YOUNG CHILDREN: PRESCHOOLERS' VIEWS OF THEIR COMPETENCE AND ACCEPTANCE Christine Johnston, Faculty of Nursing, University of Sydney Paper presented at the ERA-AARE Joint
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationUniversity of Groningen. Systemen, planning, netwerken Bosman, Aart
University of Groningen Systemen, planning, netwerken Bosman, Aart IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document
More informationIntroduction to Psychology
Course Title Introduction to Psychology Course Number PSYCH-UA.9001001 SAMPLE SYLLABUS Instructor Contact Information André Weinreich aw111@nyu.edu Course Details Wednesdays, 1:30pm to 4:15pm Location
More informationObjectives. Chapter 2: The Representation of Knowledge. Expert Systems: Principles and Programming, Fourth Edition
Chapter 2: The Representation of Knowledge Expert Systems: Principles and Programming, Fourth Edition Objectives Introduce the study of logic Learn the difference between formal logic and informal logic
More informationIntroduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
More informationFull text of O L O W Science As Inquiry conference. Science as Inquiry
Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space
More informationSPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE
SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch
More informationReplies to Greco and Turner
Replies to Greco and Turner Agustín Rayo October 27, 2014 Greco and Turner wrote two fantastic critiques of my book. I learned a great deal from their comments, and suffered a great deal trying to come
More informationPROJECT MANAGEMENT AND COMMUNICATION SKILLS DEVELOPMENT STUDENTS PERCEPTION ON THEIR LEARNING
PROJECT MANAGEMENT AND COMMUNICATION SKILLS DEVELOPMENT STUDENTS PERCEPTION ON THEIR LEARNING Mirka Kans Department of Mechanical Engineering, Linnaeus University, Sweden ABSTRACT In this paper we investigate
More informationPROCESS USE CASES: USE CASES IDENTIFICATION
International Conference on Enterprise Information Systems, ICEIS 2007, Volume EIS June 12-16, 2007, Funchal, Portugal. PROCESS USE CASES: USE CASES IDENTIFICATION Pedro Valente, Paulo N. M. Sampaio Distributed
More informationCMST 2060 Public Speaking
CMST 2060 Public Speaking Instructor: Raquel M. Robvais Office: Coates Hall 319 Email: rrobva1@lsu.edu Course Materials: Lucas, Stephen. The Art of Public Speaking. McGraw Hill (11 th Edition). One two
More informationMetadiscourse in Knowledge Building: A question about written or verbal metadiscourse
Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Rolf K. Baltzersen Paper submitted to the Knowledge Building Summer Institute 2013 in Puebla, Mexico Author: Rolf K.
More informationREFERENCE FRAMEWORK FOR THE TRAINING OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS. (Abridged version)
REFERENCE FRAMEWORK FOR THE TRAINING OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS (Abridged version) by the Task Force 1 on the Training of Cooperating Teachers and University Supervisors Introduction
More informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More information1 3-5 = Subtraction - a binary operation
High School StuDEnts ConcEPtions of the Minus Sign Lisa L. Lamb, Jessica Pierson Bishop, and Randolph A. Philipp, Bonnie P Schappelle, Ian Whitacre, and Mindy Lewis - describe their research with students
More informationAbstractions and the Brain
Abstractions and the Brain Brian D. Josephson Department of Physics, University of Cambridge Cavendish Lab. Madingley Road Cambridge, UK. CB3 OHE bdj10@cam.ac.uk http://www.tcm.phy.cam.ac.uk/~bdj10 ABSTRACT
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION
ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION Presented by Ms. Megha Sahebrao Jadhav 1 Dr.(Ms) Pratibha S Patankar 2 Golden Jubilee DRF, Assistant Professor, Department of Education,
More informationThe Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh
The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special
More informationA cautionary note is research still caught up in an implementer approach to the teacher?
A cautionary note is research still caught up in an implementer approach to the teacher? Jeppe Skott Växjö University, Sweden & the University of Aarhus, Denmark Abstract: In this paper I outline two historically
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationDevelopment of an IT Curriculum. Dr. Jochen Koubek Humboldt-Universität zu Berlin Technische Universität Berlin 2008
Development of an IT Curriculum Dr. Jochen Koubek Humboldt-Universität zu Berlin Technische Universität Berlin 2008 Curriculum A curriculum consists of everything that promotes learners intellectual, personal,
More informationExploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment
Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationKey concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
More informationInterdisciplinary Research - Challenges and Opportunities for Actuarial Profession. Aldona Skučaitė, lecturer Vilnius university
Interdisciplinary Research - Challenges and Opportunities for Actuarial Profession Aldona Skučaitė, lecturer Vilnius university Presentation outline Introduction Concept of Interdisciplinary research IDR
More informationUtilizing Soft System Methodology to Increase Productivity of Shell Fabrication Sushant Sudheer Takekar 1 Dr. D.N. Raut 2
IJSRD - International Journal for Scientific Research & Development Vol. 2, Issue 04, 2014 ISSN (online): 2321-0613 Utilizing Soft System Methodology to Increase Productivity of Shell Fabrication Sushant
More informationFROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1
FROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1 Célia Mestre Unidade de Investigação do Instituto de Educação, Universidade de Lisboa, Portugal celiamestre@hotmail.com
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationDigital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston - Downtown
Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston - Downtown Sergei Abramovich State University of New York at Potsdam Introduction
More informationSETTING STANDARDS FOR CRITERION- REFERENCED MEASUREMENT
SETTING STANDARDS FOR CRITERION- REFERENCED MEASUREMENT By: Dr. MAHMOUD M. GHANDOUR QATAR UNIVERSITY Improving human resources is the responsibility of the educational system in many societies. The outputs
More informationAlpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are:
Every individual is unique. From the way we look to how we behave, speak, and act, we all do it differently. We also have our own unique methods of learning. Once those methods are identified, it can make
More informationAudit Documentation. This redrafted SSA 230 supersedes the SSA of the same title in April 2008.
SINGAPORE STANDARD ON AUDITING SSA 230 Audit Documentation This redrafted SSA 230 supersedes the SSA of the same title in April 2008. This SSA has been updated in January 2010 following a clarity consistency
More informationCorrespondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain
More informationEvolution of Collective Commitment during Teamwork
Fundamenta Informaticae 56 (2003) 329 371 329 IOS Press Evolution of Collective Commitment during Teamwork Barbara Dunin-Kȩplicz Institute of Informatics, Warsaw University Banacha 2, 02-097 Warsaw, Poland
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationPreprint.
http://www.diva-portal.org Preprint This is the submitted version of a paper presented at Privacy in Statistical Databases'2006 (PSD'2006), Rome, Italy, 13-15 December, 2006. Citation for the original
More informationDakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000
Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:
More informationBENCHMARK TREND COMPARISON REPORT:
National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST
More informationCLASSROOM MANAGEMENT INTRODUCTION
CLASSROOM MANAGEMENT Dr. Jasmina Delceva Dizdarevik, Institute of Pedagogy, Faculty of Philosophy Ss. Cyril and Methodius University-Skopje, Macedonia E-mail : jdelceva@yahoo.com Received: February, 20.2014.
More informationProof Theory for Syntacticians
Department of Linguistics Ohio State University Syntax 2 (Linguistics 602.02) January 5, 2012 Logics for Linguistics Many different kinds of logic are directly applicable to formalizing theories in syntax
More informationTHEORETICAL CONSIDERATIONS
Cite as: Jones, K. and Fujita, T. (2002), The Design Of Geometry Teaching: learning from the geometry textbooks of Godfrey and Siddons, Proceedings of the British Society for Research into Learning Mathematics,
More informationPHILOSOPHY & CULTURE Syllabus
PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;
More informationIMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK
IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK A focus on Dr Jean Ashton Faculty of Education and Social Work Conclusive national and international research evidence shows that the first five years of
More informationEntrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany
Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International
More information- «Crede Experto:,,,». 2 (09) (http://ce.if-mstuca.ru) '36
- «Crede Experto:,,,». 2 (09). 2016 (http://ce.if-mstuca.ru) 811.512.122'36 Ш163.24-2 505.. е е ы, Қ х Ц Ь ғ ғ ғ,,, ғ ғ ғ, ғ ғ,,, ғ че ые :,,,, -, ғ ғ ғ, 2016 D. A. Alkebaeva Almaty, Kazakhstan NOUTIONS
More informationLanguage Center. Course Catalog
Language Center Course Catalog 2016-2017 Mastery of languages facilitates access to new and diverse opportunities, and IE University (IEU) considers knowledge of multiple languages a key element of its
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationSACS Reaffirmation of Accreditation: Process and Reports
Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation
More informationIS USE OF OPTIONAL ATTRIBUTES AND ASSOCIATIONS IN CONCEPTUAL MODELING ALWAYS PROBLEMATIC? THEORY AND EMPIRICAL TESTS
IS USE OF OPTIONAL ATTRIBUTES AND ASSOCIATIONS IN CONCEPTUAL MODELING ALWAYS PROBLEMATIC? THEORY AND EMPIRICAL TESTS Completed Research Paper Andrew Burton-Jones UQ Business School The University of Queensland
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationClassify: by elimination Road signs
WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationDeveloping a concrete-pictorial-abstract model for negative number arithmetic
Developing a concrete-pictorial-abstract model for negative number arithmetic Jai Sharma and Doreen Connor Nottingham Trent University Research findings and assessment results persistently identify negative
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationResearch as Design-Design as Research
Research as Design-Design as Research Andrew J. Stapleton Swinburne University of Technology Hawthorn, Victoria Australia 3122 +61 (0)3 9214-8415 astapleton@swin.edu.au ABSTRACT This paper details a research
More informationThe Evaluation of Students Perceptions of Distance Education
The Evaluation of Students Perceptions of Distance Education Assoc. Prof. Dr. Aytekin İŞMAN - Eastern Mediterranean University Senior Instructor Fahme DABAJ - Eastern Mediterranean University Research
More informationRefer to the MAP website (www.marian.edu/map) for specific textbook and lab kit requirements.
THL 216: Moral Issues Course Description: Moral Issues is the study of moral Theology in relationship to current moral issues with an emphasis on the dignity of the human person, formation of conscience,
More informationGuidelines for the Use of the Continuing Education Unit (CEU)
Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized
More informationIntroductory thoughts on numeracy
Report from Summer Institute 2002 Introductory thoughts on numeracy by Dave Tout, Language Australia A brief history of the word A quick look into the history of the word numeracy will tell you that the
More informationShared Mental Models
Shared Mental Models A Conceptual Analysis Catholijn M. Jonker 1, M. Birna van Riemsdijk 1, and Bas Vermeulen 2 1 EEMCS, Delft University of Technology, Delft, The Netherlands {m.b.vanriemsdijk,c.m.jonker}@tudelft.nl
More informationMeek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values
Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean 2009-2010 Mission The School of Journalism and New Media at the University of Mississippi has as its primary mission the education
More informationNCAA Division I Committee on Academic Performance Academic Performance Program Access to Postseason and Penalty Waiver Directive
Academic Performance Academic Postseason and Penalty Waiver Directive Background. The central purpose of the NCAA Division I Academic Performance Program (APP) is to ensure that the NCAA Division I membership
More informationSoftware Maintenance
1 What is Software Maintenance? Software Maintenance is a very broad activity that includes error corrections, enhancements of capabilities, deletion of obsolete capabilities, and optimization. 2 Categories
More informationExplorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous
Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre
More informationCOUNSELLING PROCESS. Definition
Definition COUNSELLING PROCESS The word process means an identifiable sequence of events taking place over time usually there is the implication of progressive stages in the process, Counselling has a
More informationOntological spine, localization and multilingual access
Start Ontological spine, localization and multilingual access Some reflections and a proposal New Perspectives on Subject Indexing and Classification in an International Context International Symposium
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationEvidence for Reliability, Validity and Learning Effectiveness
PEARSON EDUCATION Evidence for Reliability, Validity and Learning Effectiveness Introduction Pearson Knowledge Technologies has conducted a large number and wide variety of reliability and validity studies
More informationActivities, Exercises, Assignments Copyright 2009 Cem Kaner 1
Patterns of activities, iti exercises and assignments Workshop on Teaching Software Testing January 31, 2009 Cem Kaner, J.D., Ph.D. kaner@kaner.com Professor of Software Engineering Florida Institute of
More informationBENG Simulation Modeling of Biological Systems. BENG 5613 Syllabus: Page 1 of 9. SPECIAL NOTE No. 1:
BENG 5613 Syllabus: Page 1 of 9 BENG 5613 - Simulation Modeling of Biological Systems SPECIAL NOTE No. 1: Class Syllabus BENG 5613, beginning in 2014, is being taught in the Spring in both an 8- week term
More informationUSC VITERBI SCHOOL OF ENGINEERING
USC VITERBI SCHOOL OF ENGINEERING APPOINTMENTS, PROMOTIONS AND TENURE (APT) GUIDELINES Office of the Dean USC Viterbi School of Engineering OHE 200- MC 1450 Revised 2016 PREFACE This document serves as
More informationMultidisciplinary Engineering Systems 2 nd and 3rd Year College-Wide Courses
Multidisciplinary Engineering Systems 2 nd and 3rd Year College-Wide Courses Kevin Craig College of Engineering Marquette University Milwaukee, WI, USA Mark Nagurka College of Engineering Marquette University
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationHEROIC IMAGINATION PROJECT. A new way of looking at heroism
HEROIC IMAGINATION PROJECT A new way of looking at heroism CONTENTS --------------------------------------------------------------------------------------------------------- Introduction 3 Programme 1:
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationEvolution of Symbolisation in Chimpanzees and Neural Nets
Evolution of Symbolisation in Chimpanzees and Neural Nets Angelo Cangelosi Centre for Neural and Adaptive Systems University of Plymouth (UK) a.cangelosi@plymouth.ac.uk Introduction Animal communication
More informationRunning head: THE INTERACTIVITY EFFECT IN MULTIMEDIA LEARNING 1
Running head: THE INTERACTIVITY EFFECT IN MULTIMEDIA LEARNING 1 The Interactivity Effect in Multimedia Learning Environments Richard A. Robinson Boise State University THE INTERACTIVITY EFFECT IN MULTIMEDIA
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationUnderstanding the Relationship between Comprehension and Production
Carnegie Mellon University Research Showcase @ CMU Department of Psychology Dietrich College of Humanities and Social Sciences 1-1987 Understanding the Relationship between Comprehension and Production
More informationQualitative Site Review Protocol for DC Charter Schools
Qualitative Site Review Protocol for DC Charter Schools Updated November 2013 DC Public Charter School Board 3333 14 th Street NW, Suite 210 Washington, DC 20010 Phone: 202-328-2600 Fax: 202-328-2661 Table
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationUsing Rhetoric Technique in Persuasive Speech
Using Rhetoric Technique in Persuasive Speech Rhetoric is the ancient art of using language to persuade. If you use it well, your audience will easily understand what you're saying, and will be influenced
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationb) Allegation means information in any form forwarded to a Dean relating to possible Misconduct in Scholarly Activity.
University Policy University Procedure Instructions/Forms Integrity in Scholarly Activity Policy Classification Research Approval Authority General Faculties Council Implementation Authority Provost and
More informationIntellectual Property
Intellectual Property Section: Chapter: Date Updated: IV: Research and Sponsored Projects 4 December 7, 2012 Policies governing intellectual property related to or arising from employment with The University
More informationAnalysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School
Journal of Physics: Conference Series PAPER OPEN ACCESS Analysis of Students Incorrect Answer on Two- Dimensional Shape Lesson Unit of the Third- Grade of a Primary School To cite this article: Ulfah and
More informationTHE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION
THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION Lulu Healy Programa de Estudos Pós-Graduados em Educação Matemática, PUC, São Paulo ABSTRACT This article reports
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationLitterature review of Soft Systems Methodology
Thomas Schmidt nimrod@mip.sdu.dk October 31, 2006 The primary ressource for this reivew is Peter Checklands article Soft Systems Metodology, secondary ressources are the book Soft Systems Methodology in
More informationMathematics. Mathematics
Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in
More information