OAI Archive: University of Delaware Library Institutional Repository

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100 entries most recently downloaded from the archive "University of Delaware Library Institutional Repository"

This set has the following status: partial.
  1. Matthew Faline, Presentism: The Problem of Truth, Meaning and Reference.
    Presentism is the view that all of reality is exhausted by the present. That is, the only objects and individuals that exist are those that exist in the present; anything else literally does not exist. How then is a presentist able to ground the truths of propositions uttered in the present which seem to be about wholly past individuals? I examine three possible solutions proposed by the presentist, concluding all three suffer from the shifting truth-maker objection. I then look at (...)
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  2. Alexandra Push, Natural Singularity: An Exploration in Daoist Philosophy and Painting to Represent the Fabric of the Universe.
    This body of work, like the world, is the result of an additive process with infinite possibilities. It is a continuous effort to translate abstract ideas into visual images, thus opening an environment of conceptual landscapes beyond the tangible world. The work primarily relates to string theory, Daoist philosophy, and forms found in the natural world. The spiritual half, Daoist philosophy, believes that all beings influence each other, creating an ever-changing balance. String theory, the scientific half, proposes that all matter (...)
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  3. Adina Seidenfeld, An Emotion-Cognition Interaction: Emotion Knowledge and Theory of Mind Impact the Development of Emotion Schemas.
    Children’s emotion knowledge (EK) influences their current and long-term social functioning. Emotion schemas are theorized to incorporate basic EK and cognitions. The present study of 64 3-to 5-year-old Head Start children explored the relation between two preschool emotion factors (sad bias and caregiver depression) and a cognitive factor (Theory of Mind; TOM) on children’s development of emotion schemas in kindergarten. The results partially supported our hypotheses. TOM moderated the relation between preschool maladaptive EK and emotion schema development. Higher levels of (...)
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