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100 entries most recently downloaded from the archive "Illinois Digital Environment for Access to Learning and Scholarship Repository"

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  1. Zachary S. Horne, Methodological Issues in Epistemology and Moral Psychology.
    Between 1960 and 1999, it was quite common for philosophers to rely almost completely on a priori methods to advance their arguments ; in a recent study by Knobe, the majority of papers sampled from this period used strictly a priori methods. In contrast, in the last decade and a half, many philosophers' strategy for making progress on philosophical questions has changed. Philosophers are now relying more heavily on empirical data—including running their own observational and experimental studies—in order to support (...)
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  2. Margaret K. Gross, Sense-Making in Theory and Practice: A Metatheoretical Foundation and Application for Health Information Seeking.
    This thesis attempts to provide deeper historical and theoretical grounding for sense-making, thereby illustrating its applicability to practical information seeking research. In Chapter One I trace the philosophical origins of Brenda Dervin’s theory known as “sense making,” reaching beyond current scholarship that locates the origins of sense-making in twentieth-century Phenomenology and Communication theory and find its rich ontological, epistemological, and etymological heritage that dates back to the Pre-Socratics. After exploring sense-making’s Greek roots, I examine sense-making’s philosophical undercurrents found in Hegel’s (...)
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  3. Daniel T. Wright, Information and the Evolution of Codon Bias.
    The informational properties of biological systems are the subject of much debate and research. I present a general argument in favor of the existence and central importance of information in organisms, followed by a case study of the genetic code and the translation system from the perspective of information. The codon biases of 831 Bacteria and Archeae are analyzed and modeled as points in a 64-dimensional statistical space. The major results are that codon bias evolution does not follow canonical patterns, (...)
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  4. Mark E. Sargent, Risking Belief: A Bayesian Decision Theoretic Epistemology.
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  5. David Q. Bell, Casuistry: Towards a More Complete Approach.
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  6. Reginald Williams, Berkeley's Master Argument: Its Form and Implications.
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  7. Bradley W. Pace, Nature and Law in the Philosophy of Nicolas Malebranche.
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  8. Sean Charles Stidd, Intertheoretic Reference in Mathematics.
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  9. Mark D. Reid, Nature and Origin of Moral Agency in Mammalia.
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  10. Matthew Klinsky, The Pathos of Distance: Dis -Ease and Eudaimonia in Nietzsche's Writings.
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  11. Stephen M. Bay, Toward a New Edition of Themistius' Paraphrase of Aristotle's "De Anima".
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  12. Tara Earls Larrison, Capturing the Space in-Between: Understanding the Relevance of Professional "Use of Self" for Social Work Education Through Hermeneutic Phenomenology.
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  13. Melba Velez, Land Health as Culture and Law: A Challenge to the Contemporary Discourse on Private Property.
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  14. James Herbert Lyons, An Ideal -Typical Approach to Methodology in Comparative Music Education.
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  15. Elnour Mohammad Hamad, Rethinking the Spiritual Dimension of Art Education: Exploring a Quaker Alternative Setting.
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  16. Christopher Scott Thompson, Anytime, Anyplace, Anybody: Lifelong Learning in a Tohoku Town.
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  17. Alexandra V. Rodriguez, Not All Desires Are Created Equal: Exploring a Dual -Motivation Account of Consumer Desire.
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  18. R. Daniel Linneman, Idiots.
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  19. Timothy McDonough, Teaching Symbolic Rhetoric for Multicultural Education.
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  20. Colleen Vojak, Examining Children's Interests in Light of Parent -Centered Trends in Education.
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  21. Po-Nien Chen, John Dewey on Theory of Learning and Inquiry: The Scientific Method and Subject Matter.
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  22. Gicheol Han, A Study of Juergen Habermas's Communicative Rationality: An Educational Interpretation.
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  23. Eunju Yun, Moral Education as Contextual: A Qualitative Study in an Early Childhood Classroom.
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  24. Barry Lee Swanson, The Spiritual Superintendent: An Exploratory Inquiry Into the Existence of a Spiritual Dimension in Selected Superintendents' Leadership.
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  25. Derek Robert O'Connell, Heidegger's Authenticity.
    This dissertation is a study of Martin Heidegger’s understanding of the concept of authenticity, and how that understanding may have changed over time, via a careful investigation of Heidegger’s written works, from Being and Time in the 1920s to works of the mid-1960s. This study has two goals. Narrowly, it argues that the key elements of Heidegger’s account of authenticity do not change over the period under consideration—while the nature of his elaboration shifts dramatically, the key content stays the same. (...)
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  26. Ehsan Sabaghian, Jennifer Stromer-Galley & Steve Sawyer, Converging Technologies; Information Systems and Communication Studies:A Story of Separation and Reunion.
    We contrast assumptions of communications theorizing with those underlying information systems to emphasize that the convergence inherent in contemporary ecosystems of digital technologies, online services and the proliferation of information and communication technologies are bringing scholars from these two intellectual communities together while challenging their understanding of one-another’s scholarship. It is no wonder that the theory has been claimed and called both “Theory of Information” and at the same time by some, “Theory of Communication” by others. We look at that (...)
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  27. LaVerne Gray, Chicago Public Housing Library Movement, 1961-1969: A Social Network Analysis of Primary Source Documents.
    The project is an exploratory network analysis that examines a social movement of African-American women community activists in the attempted establishment of library branch facilities in a public housing community in 1960’s Chicago. The research elevates the activist groups’ efforts in the claiming of information needs for their community. It challenges the privileging of the administrative voice of library decision-making in an urban context, by situating the struggle in an African-American community. The network is created from thirty primary source documents (...)
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  28. Alissa Lorraine Centivany, A Collaborative Approach to Improving Information Ethics Education.
    Information professionals manage, organize, preserve, create, design, implement, and control the information systems, services, goods, and devices that are both ubiquitous in and essential to our daily existence. But where there is great power, there is also great responsibility. Recent events suggest that information professionals may benefit from enhanced education and training to prepare them to respond to the ethical challenges they will encounter in their work in socially responsible ways. Improving information ethics education is one step toward beginning to (...)
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  29. Inkyung Choi, Is User Studies User-Oriented? Domain Analytic Approach to User Studies in Information Organization.
    In this study, the use of user studies in information organization and a desired future direction can be visualized by investigating how user studies have been shaped in ISKO proceedings from 1990 to 2012. Also, the author suggested a holistic view of user in information system.
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  30. Michael Marcinkowski & Frederico Fonseca, Understanding Concepts and Values for the Future of Online Education Through the Practice of Design.
    The rise of interest in online education from pedagogical, administrative, and technological perspectives presents numerous possibilities and challenges for researchers and practitioners, the most basic of which is the fundamental question of the determination of the concepts, categories, and values used to guide their work within this rapidly developing field. Drawing from contemporary discussions of the possibility for the instantiation of values and categories in the work of design, critical approaches to questions of technology and conceptual development surrounding the design (...)
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  31. Steve Slota & Geoffrey C. Bowker, On the Value of "Useless Data": Infrastructures, Biodiversity, and Policy.
    As the ability to meaningfully process increasingly large quantities of data has improved, the need for systems to support the aggregation and subsequent use of disparate smaller datasets is correspondingly greater. The GBIF is just one such project among a larger group seeking to aggregate the smaller, focused, and disparate sources of information generated for the work of science. GBIF is simultaneously an effort to coordinate and aggregate digital species occurrence data and digitize natural history collections into a single global-scale (...)
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  32. Michael Majewski Widdersheim & Masanori Koizumi, Conceptual Modelling of the Public Sphere in Public Libraries.
    Public libraries have been associated with a Habermasian public sphere, but articulations between public libraries and the public sphere remain undefined. To make fuller sense of the public sphere as it relates to public libraries, we used qualitative content analysis as a research methodology to study 12 Carnegie Library of Pittsburgh annual reports from 1900 to 2010. We identified 6 dimensions of the public sphere in public libraries: Core Criteria, Internal Public Sphere, External Public Sphere, Collect and Organize Discourse, Perform (...)
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  33. Anne Welsh & Charles Inskip, "Intellectual and Practical Knowing": The Introduction of the Professional Knowledge and Skills Base at University College London.
    Early work in progress paper, reporting on questionnaire-based survey of students working with the new self-assessment professional development tool ) provided by the UK professional association. Discussion of the sociology of professionalization identifies Wilensky’s Process of Professionalization as a useful starting point for discussion. Provides historical overview of the association’s seminal involvement in the creation of Library and Information Studies as a discipline in the UK. Highlights the importance of the reflective practitioner within LIS education. The first in a series (...)
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  34. John M. Budd, "Lost in Translation": Language, Meaning, Disruption.
    In this paper the problematic nature of use and appropriation of the language used for one set of purposes by those who have other purposes in mind will be discussed. The popular notions of paradigm and entropy are explored as one discipline seeks to borrow words, terms, and signs from other (frequently more mature and concrete disciplines. At times the original intention is salvaged, but frequently other meaning is substituted—deliberately or not—in the process of appropriation. There are examples of a (...)
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  35. Catherine Blake, Evidence-Based Discovery.
    Both data-driven and human-centric methods have been used to better understand the scientific process. We describe a new framework called evidence-based discovery, to reconcile the gulf between the data-driven and human-centered approaches. Our goal is to provide a vision statement for how these approaches can be unified in order to better understand the complex-decision making that occurs when creating new knowledge. Despite the inevitable challenges, the combination of data and human-centric methods are required to understand, characterize, and ultimately accelerate science.
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  36. Bradley Fidler & Morgan Currie, Gateways: Historical Underpinnings of a Single Internet.
    Before the coherent internetworking protocol that enables the Internet today, machines called gateways ‘translated’ between dissimilar networks, at first in the early 1970s with great difficulty, and, by the early 1980s, comparatively seamlessly. This paper investigates some of the historical processes that drew multiple, formerly incompatible networks into a single logical network. Studying these processes can illustrate the Internet’s historical contingency -- and the labor that was required to overcome the social and technical differences governing the multiple, independent networks that (...)
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  37. Allyson Carlyle, The Policeman's Beard Was What? Representation and Reality in Knowledge Organization and Description.
    Information professionals describing resources are often faced with decisions around a resource’s formal identifying characteristics. Sometimes these characteristics, such as title or publication date, present information known to be deceptive, incorrect, or untrue in some way. Sometimes facts needed to identify the resource or help a user understand its nature are missing or incomplete. This paper identifies four ways resources fail to fully identify themselves, through unintentional error or inaccuracy; deception; simplifying complex reality; or humorous representation. It presents four categories (...)
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  38. Andrew Higgins, The Nature of Intuitions and Their Role in Material Object Metaphysics.
    I argue for three central theses: ‘intuition’ is ambiguous, in material object metaphysics ‘intuition’ refers to pre-theoretical beliefs, and these pre-theoretical beliefs are generated by an innate physical reasoning system. I begin by outlining the relevant background discussions on the nature of intuitions and their role in philosophy to motivate the need for a more careful investigation of the meaning of ‘intuition’ and the role of intuitions in specific sub-disciplines of philosophy. In chapters one and two I argue that ‘intuition’ (...)
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  39. Sergio Yona, The Psychology of Satire: Epicurean Ethics in Horace's Sermones.
    This study examines the role of Greek philosophy, specifically the ethical doctrines of the Epicurean sect, in Horace’s satiric poetry. It endeavors to highlight the important influence of one of Horace’s contemporaries and neighbor in Italy, the Epicurean philosopher and poet Philodemus of Gadara. This is done through considerations of Horace’s self-portrayal as a qualified moralist who meets Epicurean standards and employs their tools of investigation and correction. A large portion of the study is dedicated to the manner in which (...)
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  40. Marco Antonio Andreacchio, Speech and Nature: An Introduction to the Study of Traditional Chinese Scholarship.
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  41. Matthew S. Rukgaber, Kant's Ontology: Reality and the Formal Structure of the First Person Perspective.
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  42. Lisa Anne Kline, An Analysis and Rejection of Arguments for Religious Accommodation.
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  43. Krista Karbowski Thomason, Rethinking Shame.
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  44. Patrick Daniel Kennedy, "A Sturdy Native Plant": The American Catholic Education System, the American Catholic Philosophy of Education, and American Catholic Identity, 1919-1972.
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  45. Gi-Beom Lee, Identity, Culture, and Conversation in Public Education: A New Focus on the Educational Foundation of a Public.
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  46. Paul Imbrie Johnston, An Assessment of the Educational Philosophy of Johann Michael Reu Using the Hermeneutic Paradigms of J. F. Herbart and of J. C. K. Von Hofmann and the Erlangen School. [REVIEW]
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  47. Peter Maurice Shane Gray-Whiteley, Educational Process and John Dewey's Treatment of Thought as Qualitative.
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  48. Frank George Margonis, Education in the National Interest.
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  49. Kyung Won Cho, Formalism and Contextualism in Moral Education: An Analysis of Two Exemplars.
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  50. Mohammad Kazem Salimizadeh, Linear Structural Equation Models for Intention and Achievement in Mathematics: A Study of Sims Student Data.
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  51. Chaeyoung Kim, A Structural View of Knowledge and A Constitutive View of Knowledge: An Analysis of Reproductive Education Theory.
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  52. Jeangon Cheong, An Inquiry Into a Plausible Source of the Differences Between Functionalism and Reproduction Theory in Education.
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  53. Gabriele Lakomski, Knowledge and Power: Donald T. Campbell's Evolutionary Epistemology and Program Evaluation as Social Experimentation.
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  54. Steven Elliott Tozer, The Concept of Authority in Kenneth D. Benne's Social and Educational Thought.
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  55. Ernest Seth Kahane, The Justification of Special Admissions Policies.
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  56. Loretta Lyn Gross Tunnell, The Potential of Metaethics for Moral Education.
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  57. Gholamhossein Azamtarrahian, The Relationship of Sociological, Psychological and Sociocultural Factors to The Career Motivation of Iranian Students.
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  58. Michael Neal Johnson, Liberal Democratic Theory and Issues of Equality of Educational Opportunity.
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  59. Geoffrey Frederick Lasky, The Development of Alfred North Whitehead's Philosophical and Educational Thought.
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  60. Bruce Thomas Haynes, The Role of Judgment in The Teaching of History.
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  61. Martin Guy Schiralli, Education and the Experience of Poetic Meaning.
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  62. Robert Earl Halstead, Collective and Individual Understanding in Education.
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  63. Russell Graham Oliver, An Epistemological and Ethical Justification of Educational Research and Practice.
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  64. Thomas Richard Petersen, The Albertus Magnus Lyceum: A Thomistic Approach to Science Education.
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  65. Robert Gilbert Simon, Ortega's Idea of Culture and Education.
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  66. Gail Armstrong Parks, Adolescence in the Twenties as Represented in American Novels, Popular Magazines, and Literature Anthologies of the Decade.
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  67. Morris Jay Sammons, Egalitarian Justice and the Fair Distribution of Knowledge.
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  68. Felicity Ann Haynes, Reason and Insight in Learning.
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  69. B. Frank Bergman, Changing Fashion in Educational Criticisms.
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  70. Jon Michael Barbour Fennell, Rousseau, the Curriculum, and the Standard of Nature.
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  71. Gary Allyn Storm, Philosophical Perspectives on Environmental Education.
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  72. Larry Wear Colter, Propositions.
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  73. Jesse Edwin Moncrieff, The Two-Fold Movement in British Philosophy of the Eighteenth Century.
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  74. J. Howard Armitage, Quintilian's Educational Theories.
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  75. Arthur L. Owen, The Philosophy of Juan Valera.
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  76. Florence Katherine Quinn, Habit and Memory as Elements in the Nature of Music.
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  77. Sara Adelaide Fleming, Herder's Philosophical Poems.
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  78. Carl Haessler, The Failure of Scottish Realism.
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  79. Helen Isabel Cushing, Dewey's Theory of Sense Perception.
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  80. Jane Blanken-Webb, Educating the Self Through Aesthetic Experience.
    This study calls for a shift in the way we think about the mode, meaning, and purpose of education by recognizing the aesthetic dimension. Through deepening Deweyan aesthetic theory with D.W. Winnicott’s ideas on the self, I am addressing a crucial gap in educational literature pertaining to the constitutive role of aesthetics in the growth and development of the self. Put simply, John Dewey’s philosophy upholds the idea that learning and growth is inherent in aesthetic experience because it refines the (...)
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  81. Daniel Estrada, Rethinking Machines: Artificial Intelligence Beyond the Philosophy of Mind.
    Recent philosophy of mind has increasingly focused on the role of technology in shaping, influencing, and extending our mental faculties. Technology extends the mind in two basic ways: through the creative design of artifacts and the purposive use of instruments. If the meaningful activity of technological artifacts were exhaustively described in these mind-dependent terms, then a philosophy of technology would depend entirely on our theory of mind. In this dissertation, I argue that a mind-dependent approach to technology is mistaken. Instead, (...)
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  82. Charles L. Smith, Philosophy of Revolution.
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  83. Nellie McLean, The Individual in Civilization.
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  84. Christopher Hendricksen, An Analysis of the Grounding Relation.
    This dissertation is an analysis of the grounding relation and its use in contemporary metaphysics. In the first three chapters, I consider the relation itself and its formal features. In the first chapter, I argue that there is such a grounding relation and that it is distinct from other relations. Having defended the grounding relation from skeptics, I turn to a discussion of the various features of the relation, starting with its candidate relata. In the second chapter, I analyze the (...)
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  85. Robert Hill, Scientific Laws and Causality in the Philosophy of Second Language Acquisition: A Neo-Aristotelian Approach.
    The field of second language acquisition, since its inception, has been strongly influenced by a cognitivist tradition that stretches back to Descartes. This cognitivist influence is particularly visible in the application of Chomsky’s Universal Grammar to SLA and in Doughty and Long’s call for SLA to abide under the same disciplinary roof as cognitive science. But cognitivism in SLA has not gone unchallenged. Block, for example, argued for a poorly defined version of relativism in SLA and was convincingly refuted by (...)
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  86. Yusuf Incetas, A Phenomenon in the Making: The Hizmet Movement, its Philosophy on Education, Schools, and Notions of Bilingual Education.
    Education in general, and bilingual education in particular, faces many challenges in the U.S. As an immigrant receiving country, the U.S. is in dire need of sound language programs that will both maintain the use of home language and improve the English proficiency of bilingual children. This will also benefit the monolingual English-speaking students as well. This study looks into a new emerging movement deeply involved in education: The Hizmet Movement. Its emergence, philosophy, educational practices, and approaches to bilingual education (...)
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  87. Ted Underwood, Theorizing Research Practices We Forgot to Theorize Twenty Years Ago.
    Algorithmic mining of large electronic databases has been quietly central to the humanities for two decades. We call this practice “search,” but “search” is a deceptively modest name for a complex quantitative technology that scholars use to test hypotheses and filter evidence. Although the fields of data mining and machine learning are widely framed as novel "tools," they might better be understood as a philosophical discourse that can help humanists think more rigorously and creatively about interpretive problems we already solve (...)
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  88. Christine D'Arpa, Agricultural Information and the State in the Late 19th Century: The Annual Reports of the United States Department of Agriculture.
    Prior to the establishment of the U.S. Department of Agriculture in 1862 farmers in the U.S. had myriad ways of sharing and communicating agricultural information that was rooted in experimental practice and based on years of experience. Farmers both needed and used that information - information they created, circulated, and consumed. The introduction of information work at the Department of Agriculture not only altered the kind and amount of information farmers had access to but effectively sought to redefine who the (...)
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  89. Thomas Haigh & Nadine Kozak, Exploring the Social Studies of Information.
    This full day workshop builds a new community of scholars interested in exploring the potential of the "Social Studies of Information" as a meta-identity for information research informed by the humanities and social sciences. We are inspired by the broad field of STS. STS-influenced work within iSchools has been balkanized across a range of functional classifications and disciplinary identities. These differ from school to school, and are often seen as marginal or esoteric within the strongly technical focus of many iSchools. (...)
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  90. Blair Goodlin, Classical Logic and its Rivals.
    Classical logic and a given nonclassical logic are, by definition, incompatible in some sense. In some cases, this incompatibility is innocuous. In other cases, the nonclassical logic is incompatible with classical logic on a fundamental level, such that the two logics can be seen as rival theories of logical entailment and only one of them can succeed. I will explore the structure of these cases of logical rivalry by considering three examples: Dummett’s antirealism, Putnam’s response to results of quantum mechanics, (...)
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  91. Justin Remhof, Nietzsche's Reconception of Science: Overcoming Nihilism.
    I argue that Nietzsche embraces a conception of science that falls between the two dominant interpretations in the literature. Many thinkers in the continental tradition claim that Nietzsche believes science should be either reconceived or overcome altogether by another discourse, such as art, because it is nihilistic. They maintain that Nietzsche regards science as nihilistic because it either presumes that the world is some way it is not or functions on the erroneous assumption that truth rather than art is best (...)
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  92. Elizabeth Hoiem, Object Lessons: Technologies of Education in British Literature, 1762-1851.
    Contributing to our understanding of self-development in literature, Object Lessons: Technologies of Education in British Literature: 1762-1851, examines Romantic-era and Victorian writers who represent education as an embodied experience, with learning and literacy grounded in what they called “object learning” or “the education of things.” Denouncing rote-learning in favor of an induction method, object lessons promised to coordinate the development of body and mind by using the pupil’s sense exploration of physical surroundings as a catalyst for higher cognitive thought. I (...)
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  93. Matthew D. Thibeault, The Sense of Technological Determinism.
    Rather than argue against technological determinism, this paper reviews four ways that technological determinism makes sense: first, that these arguments are familiar; second, that they resonate with our individualistic vantage point; third, that deterministic accounts are a logical place to begin inquiry; and, fourth, that they are advanced by commercial interests. Having established some of the ways that deterministic accounts of technological change make sense, the chapter then moves to critique these accounts as impoverished causal models. Building on the field (...)
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  94. Matthew D. Thibeault, Media as an Invitation to Rethink Music Education.
    This paper was given as a talk at the 2012 National Association for Music Education conference in St. Louis, as part of the Philosophy Special Research Interest Group session organized by Cathy Benedict, “Music Education in the Age of YouTube: Media Immediacy and Philosophical Thinking.” Co-presenters were John Kratus, Carlos Rodriguez, and Janice Waldron. Channing A. Paluck and Joe Wachtel provided helpful comments on the first half of this paper. This paper represents two five-minute presentations, the first of which was (...)
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  95. Aaron Harper, Nietzsche on Value Creation.
    My dissertation examines the significance of value creation in the work of Friedrich Nietzsche. In working out Nietzsche’s view, my strategy is twofold. I begin by reconstructing Nietzsche’s metaethical commitments, offering an interpretation of Nietzsche’s conception of values that shows it to be consistent, and then I explore the nature and importance of value creation to Nietzsche’s project. I argue that value creation provides the core of Nietzsche’s response to his two most significant concerns: the failures of traditional morality and (...)
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  96. Steven Maas, Welshness Politicized, Welshness Submerged: The Politics of "Politics" and the Pragmatics of Language Community in North-West Wales.
    This dissertation investigates the normative construction of a politics of language and community in north-west Wales. It is based on ethnographic fieldwork conducted primarily between January 2007 and April 2008, with central participant-observation settings in primary-level state schools and in the teaching-spaces and hallways of a university. Its primary finding is an account of the gap between the national visibility and the cultural visibility of speakers of the indigenous language of Wales. With one exception, no public discourse has yet emerged (...)
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  97. Bruce A. Vojak, Kitten-Novation.
    Curiosity, motivation and perseverance: Selected reader insight and feedback in response to the recent essay, “Of feral cats and pet cats”.
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  98. Bruce A. Vojak, Of Feral Cats and Pet Cats.
    Curiosity, motivation and perseverance: How observations of the activity and roaming of cats reveal insights into breakthrough innovators.
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  99. Bruce A. Vojak, The Magic Eyes® of Innovation: Ontological Implications, II.
    Breakthrough innovation as an intimate, dance-like engagement: The Magic Eyes® metaphor suggests that breakthrough innovation is an intimate interaction with an underlying reality.
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  100. Bruce A. Vojak, The Magic Eyes® of Innovation: Ontological Implications, I.
    Innovation as an “imposition of will” or the “discovery of a hidden reality”?: The Magic Eyes® metaphor suggests that breakthrough innovation is the discovery of an underlying reality.
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