The challenges posed by chronic illness have pointed out to epidemiologists the multifactorial complex nature of disease causality. This notion has been referred to as a web of causality. This web extends theoretically beyond risk markers. It includes determinants of emergence/non-emergence of disease. This web of determinants is a form of complex system. Due to its complexity, the determinants within such system are not linked to each others in a linear, predictable manner only. Predictability is possible only on a short-term (...) basis, and unpredictability sets in over the long run. Understanding such a system of determinants calls for articulation and testing of complex models which synthesize our knowledge of multiple determinants at many scales, both biological and otherwise. Given the complexity of this web and existing knowledge about the nonlinearity of such systems, the following question is posed: Can the challenge of studying causality be adequately addressed if emphasis continues to be placed on using tools and methods that are geared towards looking at such system from a linear paradigm? Or is it time to add to the epidemiologic research agenda the notion of nonlinearity and its relevant form of analytical approaches that are being tested in other disciplines? Furthermore, the question posed here applies as well to the study of determinants of health. Addressing determinants of heath adds further complexity to our task. (shrink)
The non-classical nucleation pathway of coherent precipitates has been computed through minimisation of the nucleation barrier in the composition (c)?size (R) space to predict the evolution of nucleus composition. The generalized Gibbs model, developed by Schmelzer et al. [J. Chem. Phys. 112 (2000) p.3820; J. Colloid Interface Sci. 272 (2004) p.109], has been extended to include misfit elastic energy. The composition of critical embryos c* was found to be independent of the interfacial constant. The composition of critical nuclei (c*) decreased (...) with supersaturation. The elastic energy increased both c* and the nucleation barrier, as well as R*. The evolution of nucleus composition (c) as a function of size (R) along the minimum energy pathway was computed. Nucleation only starts when a size threshold is exceeded. Then, rapid enrichment to the expected composition (c ?) precedes a constant composition regime. However, for small supersaturations, the change in cluster composition can occur sharply for a very small radius and then the composition slowly increased with a significant change in size. Coherency misfit energy was found to slow down the evolution of nuclei composition with R. The model was compared to experimental results. (shrink)
L'ouvrage est le fruit d'une recherche-action menée par deux chercheurs que leurs responsabilités ecclésiales conduisent à rencontrer et accompagner, non seulement des jeunes de 13 à 18 ans, mais également des parents, des enseignants et enseignantes, des éducateurs et éducatrices. Après avoir assuré durant plus de quinze ans la responsabilité d'aumônerie de lycées et collèges dans le diocèse de Metz, Ch. Aulenbacher est maître de conférences en théologie pratique dans notre Faculté. Chercheu..
Pour cette collection d' «Initiations aux Pères de l'Église» où ont déjà pris place un volume sur Maxime le Confesseur et un sur la Règle de saint Augustin, ainsi que des études thématiques, Ph. Henné a choisi de faire autant de place aux textes même d'Origène (O.) qu'à la présentation de sa théologie. Les travaux d'Henri Crouzel, en particulier l'ouvrage paru en 1984 (Origène, Lethielleux, Paris) et ses bibliographies origéniennes, constituent les références permanentes del'A. mais la clart..
Ce livre de M. Floucat fait suite à cet autre de lui-même, Pour une restauration du politique. Maritain l'intransigeant, de la Contre-Révolution à la démocratie (cf. RevSR., 2001, p. 262-264). Il en justifie le titre et en confirme les conclusions. YF. réfute l'idée qu'il y aurait deux Maritain, c'est-à-dire deux philosophies opposées du même auteur, avant et après la condamnation de l'Action française, position tenue par l'historien Philippe Chenaux et par le père Paul Valadier. Là contre..
Demonstrative noun phrases (e.g. this; that guy over there ) are intimately connected to the context of use in that their reference is determined by demonstrations and/or the speaker's intentions. The semantics of demonstratives therefore has important implications not only for theories of reference, but for questions about how information from the context interacts with formal semantics. First treated by Kaplan as directly referential , demonstratives have recently been analyzed as quantifiers by King, and the choice between these two approaches (...) is a matter of ongoing controversy. Meanwhile, linguists and psychologists working from a variety of perspectives have gathered a wealth of data on the form, meaning, and use of demonstratives in many languages. Demonstratives thus provide a fruitful topic for graduate study for two reasons. On the one hand, they serve as an entry point to foundational issues in reference and the semantics–pragmatics interface. On the other hand, they are an especially promising starting point for interdisciplinary research, which brings the results of linguistics and related fields to bear on the philosophy of language. Author Recommends Kaplan, David. 'Demonstratives.' 1977. Themes from Kaplan . Ed. J. Almong, J. Perry, and H. Wettstein. Oxford: Oxford UP, 1989. 481–563. The seminal work on the semantics of demonstratives and indexicals, such as I, here , and now . Kaplan introduces a distinction between content (which maps from possible circumstances to extensions) and character (which maps from possible contexts to contents). He argues that demonstratives and indexicals are directly referential : given a possible context, their character fixes their extension. Kaplan, David. 'Afterthoughts.' Themes from Kaplan . Ed. J. Almong, J. Perry, and H. Wettstein. Oxford: Oxford UP, 1989. 565–614. An elaboration on the theory developed in 'Demonstratives.' Kaplan considers the connection between direct reference and rigid designation; raises the issue of whether demonstratives depend on demonstrations or speaker intentions; and discusses implications of the analysis for formal semantics and for epistemology. King, Jeffrey C. Complex Demonstratives . Cambridge, MA: MIT Press, 2001. In perhaps the most influential challenge to date to the direct reference theory of demonstratives, King argues that complex demonstratives (i.e. demonstrative determiners with nominal complements) are best analyzed as quantifiers. Braun, David. 'Complex Demonstratives and Their Singular Contents.' Linguistics and Philosophy 31 (2008): 57–99. This recent Kaplanian analysis of complex demonstratives shows the 'state of the art' of direct reference approaches and responds to some of the objections to such approaches raised by King. Elbourne, Paul. 'Demonstratives as Individual Concepts.' Linguistics and Philosophy 31 (2008): 409–466. The most recent analysis of demonstratives as individual concepts, contrasting with both the direct reference and quantificational approaches. Fillmore, Charles. Lectures on Deixis . Stanford, CA: CSLI, 1997. In this collection of lectures, originally delivered in 1971, Fillmore considers demonstratives and indexical expressions in many languages to describe the types of information about the context (e.g. locations in space, time, and discourse) that are encoded in natural language. Gundel, Jeanette K., Nancy Hedberg, and Ron Zacharski. 'Cognitive Status and the Form of Referring Expressions in Discourse.' Language 69 (1993): 274–307. Perhaps the most detailed pragmatic alternative to formal semantic theories of demonstratives and other referring expressions. The authors argue that demonstratives are best described as imposing a condition of use in which the referent of the demonstrative has a certain level of salience for the interlocutors. Online Materials http://plato.stanford.edu/entries/indexicals/ Indexicals (David Braun) http://plato.stanford.edu/entries/reference/ Reference (Marga Reimer) http://plato.stanford.edu/entries/rigid-designators/ Rigid designators (Joseph LaPorte) http://philpapers.org/browse/indexicals-and-demonstratives/ Online bibliography of papers on indexicals and demonstratives Sample Syllabus The following syllabus can be used in entirety for a survey course on demonstratives; in addition, each of the three units is self-contained and can be used alone. Unit 1: Demonstratives and Indexicality Week 1: Indexicals 1. Kaplan, Demonstratives 2. Kaplan, Afterthoughts Week 2: Issues for Indexical Reference 1. Reimer, Marga. 'Do Demonstrations Have Semantic Significance?' Analysis 51 (1991): 177–83. 2. Bach, Kent. 'Intentions and Demonstrations.' Analysis 52 (1992): 140–46. 3. Nunberg, Geoffrey. 'Indexicality and Deixis.' Linguistics and Philosophy 16.1 (1993): 1–43. Week 3: Optional detour: Monsters 1. Schlenker, Philippe. 'A Plea for Monsters.' Linguistics and Philosophy 26 (2003): 29-120. Week 4: Demonstratives as Quantifiers 1. King. Complex Demonstratives , chapters 1–3. Week 5: Indexical and Non-Indexical Demonstratives 1. Braun, David. 'Complex Demonstratives and Their Singular Contents.' Linguistics and Philosophy 31 (2008): 57–99. Optional additional reading 2. Roberts, Craige. 'Demonstratives as Definites.' Information Sharing . Ed. Kees van Deemter and Roger Kibble. Stanford, CA: CSLI Press, 2002. 3. Wolter, Lynsey. 'That's That: The Semantics and Pragmatics of Demonstrative Noun Phrases.' Diss. University of California, Santa Cruz, 2006, chapters 2–3. 4. Elbourne, Paul. 'Demonstratives as Individual Concepts.' Linguistics and Philosophy 31 (2008): 409–66. Unit 2: Demonstratives, Proximity, Salience Week 6: Demonstratives and Proximity 1. Fillmore, Charles. 'Deixis I.' in Lectures on Deixis . Stanford, CA: CSLI, 1997. 59–76. 2. Fillmore, Charles. 'Deixis II.' in Lectures on Deixis . Stanford, CA: CSLI, 1997. 103–26. Optional additional reading 3. Prince, Ellen. 'On the Inferencing of Indefinite- this NPs.' Elements of Discourse Understanding . Ed. Aravind K. Joshi, Bonnie L. Weber, and Ivan A. Sag. Cambridge: Cambridge University Press, 1981. 231–50. Week 7: Demonstratives and Salience 1. Gundel, Jeanette K., Nancy Hedberg, and Ron Zacharski. 'Cognitive Status and the Form of Referring Expressions in Discourse.' Language 69 (1993): 274–307. Optional additional reading 2. Brown-Schmidt, Sarah, Donna K. Byron, and Michael K. Tanenhaus. 'Beyond Salience: Interpretation of Personal and Demonstrative Pronouns.' Journal of Memory and Language 53 (2005): 292–313. Note: readers new to psycholinguistics should concentrate on the Introduction. Unit 3: Demonstratives and Copular Sentences Week 8: Background on the Typology of Copular Sentences 1. Higgins, F. Roger. 'The Pseudo-Cleft Construction in English.' Diss. MIT, 1973, chapter 5. Week 9: Demonstratives in Copular Sentences 1. Mikkelsen, Line. 'Specifying Who: On the Structure, Meaning, and Use of Specificational Copular Clauses.' Diss. University of California, Santa Cruz, 2004, chapter 8.2 (Truncated Clefts). 2. Heller, Daphna and Lynsey Wolter. ' That is Rosa : Identificational Sentences as Intensional Predication.' Proceedings of Sinn und Bedeutung 12 . Ed. Atle Grønn. Oslo: Department of Literature, Area Studies and European Languages, University of Oslo, 2008. Week 10: Demonstratives, Copular Sentences, Modals 1. Birner, Betty J., Jeffrey P. Kaplan, and Gregory Ward. 'Functional Compositionality and the Interaction of Discourse Constraints.' Language 83 (2007): 317–43. Focus Questions 1. Which of the following expressions are indexicals? Which are demonstratives? Why? (a) a pencil (b) the pencil (c) this pencil (d) Mary Smith (e) Mary's pencil (f ) my pencil (g) we (h) you (i) here (j) there (k) now (l) then 2. Do demonstratives ever interact with scope-taking operators to give rise to two or more truth-conditionally distinct readings? If so, under what circumstances? 3. (a) If demonstratives (sometimes or always) interact with scope-taking operators to give rise to two or more truth-conditionally distinct readings, to what extent can a direct reference theory of demonstratives be maintained? (b) If demonstratives never interact with scope-taking operators to give rise to two or more truth-conditionally distinct readings, to what extent can a quantificational theory of demonstratives be maintained? 4. What kind of thing is a demonstration? Is it a pointing gesture? An indication of the speaker's focus of attention? Something more abstract? 5. What information do English demonstratives convey about proximity? What is 'proximity'– physical closeness to the speaker, or something more abstract? What is the status of this information: is it entailed, presupposed, or something else? 6. Do demonstratives that are accompanied by a physical gesture of demonstration have the same semantic value as anaphoric demonstratives, such as that in (a)? Why or why not? (a) John made a peanut butter sandwich and ate it quickly. Next he took an apple from the fridge. He ate that more slowly. (shrink)
It seems reasonable to say that the basic problem of Husserl’s phenomenology is the possibility for the mind to get related to the world. In Brentano’s view, intentionality was a universal characterization of the mental. In Husserl’s, it becomes as well the framework of the possible contact of the mind with the world. As Hilary Putnam observes: “‘Brentano’s thesis’ was meant by him to serve as a way of showing the autonomy of mentalistic psychology (‘act-psychology’) by showing that the mental (...) was separate from the real (external) world. Brentano himself, to my knowledge, never used the word ‘intentionality’, nor did he use the terms ‘intentional inexistence’ and ‘intentional existence’ to refer to the relation between mind and the real world, as philosophers have come to use the word ‘intentionality’ after Husserl.”1 * I owe my understanding of what Wittgenstein says on ‘intentionality’ to Bouveresse 1987, p.279-302. My further criticism of ‘intentional objects’, and my present conception of intentionality, was also deeply influenced by Vincent Descombes’s realist strand of intentionalism. See Descombes 1995 and 1996. John McDowell (see “Intentionality and interiority in Wittgenstein”, reprinted in McDowell 1998a, 297-321, among other papers) gave me the decisive clue as to the problem of the basic ‘harmony’ between thought and reality in Wittgenstein, and illuminating discussions with Jean-Philippe Narboux, in particular on the occasion of a lecture in which he presented a sharp criticism of Husserl’s conception of indexicality, helped me to measure up all the difficulty of a comparison with Husserl. See Narboux 2008. As to my awareness of the trouble one may have ‘meaning’ and sticking to a use, I owe it to Stanley Cavell’s radical reading of Wittgenstein that shows that realism makes room for scepticism, far from extinguishing it, and Sandra Laugier’s sensitive research in the field of moral philosophy, following in the footsteps of Cora Diamond, drew my attention to the role some experiences play in overcoming such difficulty (as the lack of such experiences can make it a dead-end).. (shrink)
Currently, the widely used notion of activity is increasingly present in computer science. However, because this notion is used in specific contexts, it becomes vague. Here, the notion of activity is scrutinized in various contexts and, accordingly, put in perspective. It is discussed through four scientific disciplines: computer science, biology, economics, and epistemology. The definition of activity usually used in simulation is extended to new qualitative and quantitative definitions. In computer science, biology and economics disciplines, the new simulation activity definition (...) is first applied critically. Then, activity is discussed generally. In epistemology, activity is discussed, in a prospective way, as a possible framework in models of human beliefs and knowledge. (shrink)
The Declaration of Helsinki and the Council of the International Organization of Medical Sciences provide guidance on standards of care and prevention in clinical trials. In the current and increasingly challenging research environment, the ethical status of a trial design depends not only on protection of participants, but also on social value, feasibility, and scientific validity. Using the example of a study assessing efficacy of a vaccine to prevent human papilloma virus in HIV-1 infected adolescent girls in low resource countries (...) without access to the vaccine, we compare several trial designs which rank lower on some criteria and higher on others, giving rise to difficult trade-offs. This case demonstrates the need for developing more nuanced guidance documents to help researchers balance these often conflicting criteria. (shrink)
No estudo de Philippe Ariès observou-se que a partir do século XVII, houve uma crescente ênfase na instituição escolar que propunha a substituição da família, por profissionais da educação, no ensino dedicado à criança, que de depreciada, começava a receber destaque e se tornava figura central na família. A criança de filho passou a ser intuída como aluno e percebida como criança-aluno. Nesse contexto, Comenius, Pai da Pedagogia Moderna, um apologista da instituição escolar, ao propor sua organização escolar, inicia (...) pela escola materna e denomina-a de “escola da infância”, o que demonstra claro entendimento, de que o espaço familiar era uma das classes escolares essenciais em sua proposta de reformar e organizar a instituição escolar, uma vez que, dela dependeria todas as demais classes. Aos pais-professores era indispensável prover manuais para que soubessem ensinar a criança-aluno. No atendimento dessa demanda é que Comenius escreveu suas obras pedagógicas, dentre elas, A escola da infância , que delimita o presente artigo e, que por sua vez pretende identificar os conteúdos da educação religiosa cristã, a serem ensinados às crianças de zero a seis anos. Palavras-chave : Educação religiosa cristã. Pais-professores. Educação da primeira infância. John Amos Comenius. Família. Escola.According the study by Philippe Ariès it was noticed that from the XVII century on there was a growing emphasis in the kind of school institution that proposed the substitution of the family for professionals of the education. The child ceases to be depreciated and starts being valued, becoming the central figure within family. The son also came to be intuited as a student and perceived as a child-student. In this context, while proposing his school organization, Comenius, Father of the Modern Pedagogy, an apologist of the school institution, begins from the motherly school. named by him of “school of the childhood”, which demonstrates clear understanding that familiar space was one of the school essential classes in its proposal of reforming and organizing the school institution. In order to attend such demand, Comenius wrote some pedagogic works, among them "The school of the childhood", that delimits the present article and intends to identify the contents of the religious Christian education to be taught to children from birth to six years old. Keywords : Religious Christian education. Parents-teachers. Education of the early childhood. John Amos Comenius. Family. School. (shrink)