Results for 'Michael Soltys'

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  1.  13
    The proof complexity of linear algebra.Michael Soltys & Stephen Cook - 2004 - Annals of Pure and Applied Logic 130 (1-3):277-323.
    We introduce three formal theories of increasing strength for linear algebra in order to study the complexity of the concepts needed to prove the basic theorems of the subject. We give what is apparently the first feasible proofs of the Cayley–Hamilton theorem and other properties of the determinant, and study the propositional proof complexity of matrix identities such as AB=I→BA=I.
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  2.  7
    An introduction to the analysis of algorithms.Michael Soltys - 2012 - New Jersey: World Scientific.
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  3.  23
    Matrix identities and the pigeonhole principle.Michael Soltys & Alasdair Urquhart - 2004 - Archive for Mathematical Logic 43 (3):351-357.
    We show that short bounded-depth Frege proofs of matrix identities, such as PQ=I⊃QP=I (over the field of two elements), imply short bounded-depth Frege proofs of the pigeonhole principle. Since the latter principle is known to require exponential-size bounded-depth Frege proofs, it follows that the propositional version of the matrix principle also requires bounded-depth Frege proofs of exponential size.
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  4.  41
    Weak theories of linear algebra.Neil Thapen & Michael Soltys - 2005 - Archive for Mathematical Logic 44 (2):195-208.
    We investigate the theories of linear algebra, which were originally defined to study the question of whether commutativity of matrix inverses has polysize Frege proofs. We give sentences separating quantified versions of these theories, and define a fragment in which we can interpret a weak theory V 1 of bounded arithmetic and carry out polynomial time reasoning about matrices - for example, we can formalize the Gaussian elimination algorithm. We show that, even if we restrict our language, proves the commutativity (...)
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  5. Boolean programs and quantified propositional proof systems.Stephen Cook & Michael Soltys - 1999 - Bulletin of the Section of Logic 28 (3):119-129.
     
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  6.  41
    Proving properties of matrices over \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathbb{Z}_{2}}$$\end{document}. [REVIEW]Michael Soltys - 2012 - Archive for Mathematical Logic 51 (5-6):535-551.
    We prove assorted properties of matrices over \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathbb{Z}_{2}}$$\end{document}, and outline the complexity of the concepts required to prove these properties. The goal of this line of research is to establish the proof complexity of matrix algebra. It also presents a different approach to linear algebra: one that is formal, consisting in algebraic manipulations according to the axioms of a ring, rather than the traditional semantic approach via linear transformations.
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  7.  31
    Persea americana (avocado): bringing ancient flowers to fruit in the genomics era.André S. Chanderbali, Victor A. Albert, Vanessa E. T. M. Ashworth, Michael T. Clegg, Richard E. Litz, Douglas E. Soltis & Pamela S. Soltis - 2008 - Bioessays 30 (4):386-396.
    The avocado (Persea americana) is a major crop commodity worldwide. Moreover, avocado, a paleopolyploid, is an evolutionary “outpost” among flowering plants, representing a basal lineage (the magnoliid clade) near the origin of the flowering plants themselves. Following centuries of selective breeding, avocado germplasm has been characterized at the level of microsatellite and RFLP markers. Nonetheless, little is known beyond these general diversity estimates, and much work remains to be done to develop avocado as a major subtropical‐zone crop. Among the goals (...)
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  8.  61
    Infant crying in hunter-Gatherer cultures.Hillary N. Fouts, Michael E. Lamb & Barry S. Hewlett - 2004 - Behavioral and Brain Sciences 27 (4):462-463.
    By synthesizing evolutionary, attachment, and acoustic perspectives, Soltis has provided an innovative model of infant cry acoustics and parental responsiveness. We question some of his hypotheses, however, because of the limited extant data on infant crying among hunter-gatherers. We also question Soltis' distinction between manipulative and honest signaling based upon recent contributions from attachment theory.
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  9.  12
    Democracy and Teaching.Jonas F. Soltis - 1993 - Journal of Philosophy of Education 27 (2):149-158.
    Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive and (...)
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  10. The signal functions of early infant crying.Joseph Soltis - 2004 - Behavioral and Brain Sciences 27 (4):443-458.
    In this article I evaluate recent attempts to illuminate the human infant cry from an evolutionary perspective. Infants are born into an uncertain parenting environment, which can range from indulgent care of offspring to infanticide. Infant cries are in large part adaptations that maintain proximity to and elicit care from caregivers. Although there is not strong evidence for acoustically distinct cry types, infant cries may function as a graded signal. During pain-induced autonomic nervous system arousal, for example, neural input to (...)
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  11.  6
    Analysis and Anomalies in Philosophy of Education.Jonas F. Soltis - 1971 - Educational Philosophy and Theory 3 (2):37-50.
  12. Philosophy and Education.Jonas F. Soltis & National Society for the Study of Education - 1981 - National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  13. „What is a Theory of Meaning?(I)” in: Guttenplan, S.Michael Dummett - 1975 - In Samuel D. Guttenplan (ed.), Mind and language. Oxford [Eng.]: Clarendon Press.
     
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  14.  8
    The Ethics of Teaching.Kenneth A. Strike & Jonas F. Soltis - 1985
  15. Guilt Without Perceived Wrongdoing.Michael Zhao - 2020 - Philosophy and Public Affairs 48 (3):285-314.
    According to the received account of guilt in the philosophical literature, one cannot feel guilt unless one takes oneself to have done something morally wrong. But ordinary people feel guilt in many cases in which they do not take themselves to have done anything morally wrong. In this paper, I focus on one kind of guilt without perceived wrongdoing, guilt about being merely causally responsible for a bad state-of-affairs. I go on to present a novel account of guilt that explains (...)
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  16.  10
    Approaches to Teaching.Gary D. Fenstermacher, Jonas F. Soltis & Matthew N. Sanger - 2009 - Thinking about Education.
    Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.
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  17. Linguistic Corpora and Ordinary Language: On the Dispute Between Ryle and Austin About the Use of ‘Voluntary’, ‘Involuntary’, ‘Voluntarily’, and ‘Involuntarily’.Michael Zahorec, Robert Bishop, Nat Hansen, John Schwenkler & Justin Sytsma - 2023 - In David Bordonaba-Plou (ed.), Experimental Philosophy of Language: Perspectives, Methods, and Prospects. Springer Verlag. pp. 121-149.
    The fact that Gilbert Ryle and J.L. Austin seem to disagree about the ordinary use of words such as ‘voluntary’, ‘involuntary’, ‘voluntarily’, and ‘involuntarily’ has been taken to cast doubt on the methods of ordinary language philosophy. As Benson Mates puts the worry, ‘if agreement about usage cannot be reached within so restricted a sample as the class of Oxford Professors of Philosophy, what are the prospects when the sample is enlarged?’ (Mates, Inquiry 1:161–171, 1958, p. 165). In this chapter, (...)
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  18.  45
    The voice of liberal learning: Michael Oakeshott on education.Michael Oakeshott - 1989 - New Haven: Yale University Press. Edited by Timothy Fuller.
  19.  10
    An introduction to the analysis of educational concepts.Jonas F. Soltis - 1968 - Reading, Mass.,: Addison-Wesley.
  20. Modest Sociality, Minimal Cooperation and Natural Intersubjectivity.Michael Wilby - 2020 - In Minimal Cooperation and Shared Agency. Switzerland: pp. 127-148.
    What is the relation between small-scale collaborative plans and the execution of those plans within interactive contexts? I argue here that joint attention has a key role in explaining how shared plans and shared intentions are executed in interactive contexts. Within singular action, attention plays the functional role of enabling intentional action to be guided by a prior intention. Within interactive joint action, it is joint attention, I argue, that plays a similar functional role of enabling the agents to act (...)
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  21.  19
    Philosophical Analysis and Education. [REVIEW]Jonas F. Soltis - 1966 - Journal of Philosophy 63 (16):473-476.
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  22.  45
    Humanizing education: Dewey's concepts of a democratic society and purpose in education revisited.Jonas F. Soltis - 1991 - Studies in Philosophy and Education 11 (1):89-92.
    Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy.
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  23.  40
    Kierkegaard.Michael Watts - 2003 - Oxford: Oneworld.
    This a clear and concise introduction to Danish philosopher Soren Kierkegaard.ichael Watts uses Kierkegaard's own writings to introduce his theoriesbout living a truthfu; and spiritual life, while explaining the enormousnfluence of the philosopher's personal life on his work and beliefs. As theounder of 20th century existentialism, and the first philosopher to definehe idea of angst, Kierkegaard's profound influence on modern life is clearlyefined in accessible terms in this guide for students and general readers.
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  24.  30
    Post‐Traumatic Stress Disorder: Ethical and Legal Relevance to the Criminal Justice System.Kathryn Soltis, Ron Acierno, Daniel F. Gros, Matthew Yoder & Peter W. Tuerk - 2014 - Journal of Law, Medicine and Ethics 42 (2):147-154.
    Post-Traumatic Stress Disorder is a major public health concern in both civilian and military populations, across race, age, gender, and socio-economic status. While PTSD has been around for centuries by some name or another, its definition and description also continue to evolve. Within the last few years, the American Psychological Association has published the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders, which includes some major changes in the diagnostic criteria for PTSD. Recent data on epidemiology, etiological (...)
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  25.  14
    Post-Traumatic Stress Disorder: Ethical and Legal Relevance to the Criminal Justice System.Kathryn Soltis, Ron Acierno, Daniel F. Gros, Matthew Yoder & Peter W. Tuerk - 2014 - Journal of Law, Medicine and Ethics 42 (2):147-154.
    New coverage of the recent wars in Afghanistan and Iraq, and the ensuing public education campaigns by the Department of Veterans Affairs and private veterans advocacy groups combine to call the public's attention to the many potential mental health problems associated with traumatic event exposure. Indeed, since 2001, Operation Iraqi Freedom and Operation Enduring Freedom combat and peacekeeping missions have been characterized by high levels of exposure to acts of extreme violence, with often gruesome effects. Less publically discussed is the (...)
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  26. Palliation and Medically Assisted Dying: A Case Study in the Use of Slippery Slope Arguments in Public Policy.Michael Cholbi - 2018 - In David Boonin (ed.), Palgrave Handbook of Philosophy and Public Policy. Cham: Palgrave Macmillan. pp. 691-702.
    Opponents of medically assisted dying have long appealed to ‘slippery slope’ arguments. One such slippery slope concerns palliative care: that the introduction of medically assisted dying will lead to a diminution in the quality or availability or palliative care for patients near the end of their lives. Empirical evidence from jurisdictions where assisted dying has been practiced for decades, such as Oregon and the Netherlands, indicate that such worries are largely unfounded. The failure of the palliation slope argument is nevertheless (...)
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  27. From Joint Attention to Common Knowledge.Michael Wilby - 2020 - Journal of Mind and Behavior 41 (3 and 4):293-306.
    What is the relation between joint attention and common knowledge? On the one hand, the relation seems tight: the easiest and most reliable way of knowing something in common with another is for you and that other to be attentively aware of what you are together experiencing. On the other hand, they couldn’t seem further apart: joint attention is a mere perceptual phenomena that infants are capable of engaging in from nine months of age, whereas common knowledge is a cognitive (...)
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  28.  43
    Democracy and teaching.Jonas F. Soltis - 1993 - Journal of Philosophy of Education 27 (2):149–158.
    ABSTRACT Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive (...)
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  29. Rational Capacities, or: How to Distinguish Recklessness, Weakness, and Compulsion.Michael Smith - 2003 - In Sarah Stroud & Christine Tappolet (eds.), Weakness of will and practical irrationality. New York: Oxford University Press. pp. 17-38.
    We ordinarily suppose that there is a difference between having and failing to exercise a rational capacity on the one hand, and lacking a rational capacity altogether on the other. This is crucial for our allocations of responsibility. Someone who has but fails to exercise a capacity is responsible for their failure to exercise their capacity, whereas someone who lacks a capacity altogether is not. However, as Gary Watson pointed out in his seminal essay ’Skepticism about Weakness of Will’, the (...)
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  30.  23
    Delivering Environmental Education in Kazakhstan Through Civic Action: Second-Wave Values and Governmental Responses.Dennis Soltys & Dilara Orynbassarova - 2013 - Environmental Values 22 (1):101-122.
    The severity of Kazakhstan's ecological problems impels civic activists and state agencies to build public support for ecological rehabilitation in the country, through a comprehensive national programme of environmental education. This paper is a qualitative analysis whose main focus is the relations of civic groups and NGOs with the national government, occurring in the delivery of programmes for environmental education during the post-glasnost era. Provisional successes of civic groups in establishing environmental education programmes, and useful steps by the government to (...)
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  31. Descartes and the Metaphysics of Doubt.Michael Williams - 1986 - In John Cottingham (ed.), Descartes. New York: Oxford University Press.
     
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  32.  31
    Analysis and anomalies in philosophy of education.Jonas F. Soltis - 1971 - Educational Philosophy and Theory 3 (2):37–50.
  33.  25
    Education as Initiation.Jonas F. Soltis - 1967 - Studies in Philosophy and Education 5 (1):187-197.
  34.  5
    "EDUCATION AS INITIATION" by R. S. Peters.Jonas F. Soltis - 1966 - Studies in Philosophy and Education 5 (1):187.
  35.  17
    Gaudium et Spes and the Family: A Social Tradition with Room to Grow.Kathryn Getek Soltis - 2015 - Journal of Catholic Social Thought 12 (2):245-258.
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  36.  5
    W poszukiwaniu realistycznego pojęcia osoby.Andrzej Sołtys - 2020 - Principia 2020:183-207.
    W kontekście wielości pojęć osoby i ich znaczenia dla sposobu organizowania przez człowieka życia jednostkowego i społecznego, sprawą kluczową jest zwrot w kierunku realistycznego pojęcia osoby. W niniejszym studium przeprowadzono krytyczną analizę kilku wybranych relacjonalnych koncepcji osoby z pozycji tomizmu egzystencjalnego. W efekcie przeprowadzonej analizy potwierdzono założoną hipotezę, iż wybrane relacjonalne koncepcje osoby mają charakter aprioryczny, jednakże tylko w odniesieniu do istoty osoby. Studium odpowiada na pytanie, dlaczego analizowane koncepcje nie wyjaśniają samej istoty realnej osoby ludzkiej, a tylko wskazują na (...)
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  37.  6
    The Christian Virtue of Justice and the U.S. Prison.Ph Kathryn Getek Soltis - 2011 - Journal of Catholic Social Thought 8 (1):37-56.
  38.  9
    Climate Change Anxiety Assessment: The Psychometric Properties of the Polish Version of the Climate Anxiety Scale.Paweł Larionow, Michalina Sołtys, Paweł Izdebski, Karolina Mudło-Głagolska, Justyna Golonka, Maksym Demski & Maja Rosińska - 2022 - Frontiers in Psychology 13.
    The Climate Anxiety Scale is a 13-item questionnaire for assessing climate anxiety as a psychological response to climate change. The CAS consists of two subscales, namely, cognitive impairment and functional impairment. This study aimed to validate the Polish version of the CAS. The sample included 603 respondents, aged 18–70 years. Based on the exploratory factor analysis results, we proposed a 3-factor solution, which seems to be theoretically more consistent with the content of the CAS statements. The confirmatory factor analysis showed (...)
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  39.  9
    Virtue and the Moral Life: Theological and Philosophical Perspectives.William Werpehowski & Kathryn Getek Soltis (eds.) - 2014 - Lanham: Lexington Books.
    Virtue and the Moral Life brings together distinguished philosophers and theologians with younger scholars of consummate promise to produce ten essays that engage both academics and students of ethics. This collection explores the role virtues play in identifying the good life and the good society.
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  40. Perspectives on Philosophy of Education.Jonas F. Soltis - 1983 - Journal of Thought 18 (2):14-21.
     
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  41.  23
    Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):603-618.
    The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...)
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  42.  47
    The philosophy of biology.David L. Hull & Michael Ruse (eds.) - 1973 - New York: Oxford University Press.
    Drawing on work of the past decade, this volume brings together articles from the philosophy, history, and sociology of science, and many other branches of the biological sciences. The volume delves into the latest theoretical controversies as well as burning questions of contemporary social importance. The issues considered include the nature of evolutionary theory, biology and ethics, the challenge from religion, and the social implications of biology today (in particular the Human Genome Project).
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  43. Necessitation, Constraint, and Reluctant Action: Obligation in Wolff, Baumgarten, and Kant.Michael Walschots & Sonja Schierbaum - 2024 - In Courtney D. Fugate & John Hymers (eds.), Baumgarten and Kant on the Foundations of Practical Philosophy. Oxford University Press.
    Our aim in this paper is to present the distinct ways in which Wolff, Baumgarten, and Kant understand the relationship between necessitation, constraint, and reluctant action in an effort to illustrate the subtle ways in which their conceptions of obligation differ from each another. Whereas Wolff conceives of natural or moral obligation as incompatible with constraint, Baumgarten holds that constraint and reluctant action are, in some instances, compatible with natural obligation. Kant departs from Baumgarten by conceiving of obligation as necessarily (...)
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  44. Descartes' transformation of the sceptical tradition.Michael Williams - 2010 - In Richard Bett (ed.), The Cambridge Companion to Ancient Scepticism. New York: Cambridge University Press.
  45. Envisioning Markets in Assisted Dying.Michael Cholbi - 2015 - In Michael Cholbi & Jukka Varelius (eds.), New Directions in the Ethics of Assisted Suicide and Euthanasia. Cham: Springer Verlag. pp. 263-278.
    Ethical debates about assisted dying typically assume that only medical professionals should be able to provide patients with assisted dying. This assumption partially rests on the unstated principle that assisted dying providers may not be motivated by pecuniary considerations. Here I outline and defend a mixed provider model of assisted dying provision that contests this principle. Under this model, medically competent non-physician professionals could receive fees for providing assisted dying under the same terms and conditions as physicians can in those (...)
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  46. From robots to rothko: The bringing forth of worlds.Michael Wheeler - 1996 - In Margaret A. Boden (ed.), The philosophy of artificial life. New York: Oxford University Press. pp. 209-236.
     
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  47. The Cognitive Neurosciences.Michael S. Gazzaniga (ed.) - 1995 - MIT Press.
  48.  26
    The Appeal to the Given. [REVIEW]Jonas F. Soltis - 1971 - Journal of Philosophy 68 (22):839-848.
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  49.  32
    An Essay on Human Action.Michael J. Zimmerman - 1984 - P. Lang.
    An Essay on Human Action seeks to provide a comprehensive, detailed, enlightening, and (in its detail) original account of human action. This account presupposes a theory of events as abstract, proposition-like entities, a theory which is given in the first chapter of the book. The core-issues of action-theory are then treated: what acting in general is (a version of the traditional volitional theory is proposed and defended); how actions are to be individuated; how long actions last; what acting intentionally is; (...)
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  50. 3 Rorty on Knowledge and Truth.Michael Williams - 2003 - In Charles Guignon & David R. Hiley (eds.), Richard Rorty. New York: Cambridge University Press. pp. 61.
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