Results for 'Mathematical analysis Study and teaching'

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  1.  21
    Teaching and Learning Proof Across the Grades: A K-16 Perspective.Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) - 2009 - Routledge.
    Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
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  2.  7
    The Study of Granulocyte Kinetics by Mathematical Analysis of DNA Labelling.William M. O'Fallon, Richard I. Walker & H. Robert Van Der Vaart - 1971 - Acta Biotheoretica 20 (3-4):95-124.
    A commonly used experimental procedure for the study of granulocyte kinetics involves the labelling and subsequent tracing of granulocyte DNA. Following the introduction of a label into the system, observations are made periodically on the concentration of label in the DNA of granulocytes taken from the circulating blood. A mathematical model for the expected value of this concentration has been derived, studied, and related to experimental observations from studies using P32 as a label. Insofar as the derivation of (...)
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  3. The Conception of the Infinite, and the Solution of the Mathematical Antinomies a Study in Psychological Analysis.George Stuart Fullerton - 1887 - J. B. Lippincott Co.
     
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  4. BRANDFORD, B. - A study of mathematical education, including the teaching of arithmetic. [REVIEW]G. Loria - 1924 - Scientia 18 (35):368.
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  5. Brandford, B. - A Study Of Mathematical Education, Including The Teaching Of Arithmetic. [REVIEW]G. Loria - 1924 - Scientia, Rivista di Scienza 18 (35):368.
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  6.  18
    Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  7. The Companion Guide to the Mathematical Experience, Study Edition.Philip J. Davis - 1995 - Birkhäuser.
  8.  54
    Granularity Analysis for Mathematical Proofs.Marvin R. G. Schiller - 2013 - Topics in Cognitive Science 5 (2):251-269.
    Mathematical proofs generally allow for various levels of detail and conciseness, such that they can be adapted for a particular audience or purpose. Using automated reasoning approaches for teaching proof construction in mathematics presupposes that the step size of proofs in such a system is appropriate within the teaching context. This work proposes a framework that supports the granularity analysis of mathematical proofs, to be used in the automated assessment of students' proof attempts and for (...)
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  9.  1
    Study on Effectiveness of Lecture and Smart Class Method of Teaching on Academic Achievements Among Upper Primary School Students.Poonam Bala, Tanivir Kaur & Maninder Kaur - 2017 - International Letters of Social and Humanistic Sciences 76:25-29.
    Publication date: 30 March 2017 Source: Author: Poonam Bala, Tanivir Kaur, Maninder Kaur This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either (...)
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  10.  5
    A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not?Theresa Gurl - 2011 - Educational Studies 37 (5):523-528.
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  11.  4
    Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld's Conceptual Analysis.V. V. Cifarelli & V. Sevim - 2014 - Constructivist Foundations 9 (3):360-369.
    Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be (...)
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  12.  13
    First‐Year Secondary School Mathematics Students' Conceptions of Mathematical Proofs and Proving.Savas Basturk - 2010 - Educational Studies 36 (3):283-298.
    The aim of this study is to investigate students’ conceptions about proof in mathematics and mathematics teaching. A five‐point Likert‐type questionnaire was administered in order to gather data. The sample of the study included 33 first‐year secondary school mathematics students . The data collected were analysed and interpreted using the methods of qualitative and quantitative analysis. The results have revealed that the students think that mathematical proof has an important place in mathematics and mathematics education. (...)
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  13.  35
    Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach.Fred Van Dyke - 2005 - Science and Engineering Ethics 11 (4):659-669.
    The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  14.  10
    Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach.Fred Dyke - 2005 - Science and Engineering Ethics 11 (4):659-669.
    The general public and environmental policy makers often perceive management actions of environmental managers as science, when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  15.  8
    The Transition From Formula-Centered to Concept-Centered Analysis Bolzano's Purely Analytic Proof. As a Case Study.Iris Loeb & Roski - 2014 - Philosophia Scientiæ 18 (1):113-129.
    In the 18th and 19th centuries two transitions took place in the development of mathematical analysis: a shift from the geometric approach to the formula-centered approach, followed by a shift from the formula-centered approach to the concept-centered approach. We identify, on the basis of Bolzano's Purely Analytic Proof [Bolzano 1817], the ways in which Bolzano's approach can be said to be concept-centered. Moreover, we conclude that Bolzano's attitude towards the geometric approach on the one hand and the formula-centered (...)
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  16. The Transition From Formula-Centered to Concept-Centered Analysis Bolzano's Purely Analytic Proof: As a Case Study.Iris Loeb & Stefan Roski - 2014 - Philosophia Scientiae 18 (1):113-129.
    Deux transitions ont eu lieu aux xviiie et xixe siècles dans le déve­loppement de l'analyse mathématique : de l'approche géométrique à l'approche axée sur des formules d'une part ; de l'approche axée sur les formules à l'ap­proche conceptuelle d'autre part. En nous appuyant sur la Preuve purement analytique de Bolzano, nous montrons qu'il adopte une approche que l'on peut qualifier de conceptuelle. Nous parvenons à la conclusion selon laquelle Bolzano n'adopte pas la même attitude selon qu'il se rapporte à l'approche (...)
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  17.  11
    Ambiguities of Fundamental Concepts in Mathematical Analysis During the Mid-Nineteenth Century.Kajsa Bråting - 2012 - Foundations of Science 17 (4):301-320.
    In this paper we consider the major development of mathematical analysis during the mid-nineteenth century. On the basis of Jahnke’s (Hist Math 20(3):265–284, 1993 ) distinction between considering mathematics as an empirical science based on time and space and considering mathematics as a purely conceptual science we discuss the Swedish nineteenth century mathematician E.G. Björling’s general view of real- and complexvalued functions. We argue that Björling had a tendency to sometimes consider mathematical objects in a naturalistic way. (...)
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  18.  15
    Review of Denis R. Hirschfeldt, Slicing the Truth: On the Computability Theoretic and Reverse Mathematical Analysis of Combinatorial Principles. [REVIEW]Benedict Eastaugh - 2017 - Studia Logica 105 (4):873-879.
    The present volume is an introduction to the use of tools from computability theory and reverse mathematics to study combinatorial principles, in particular Ramsey's theorem and special cases such as Ramsey's theorem for pairs. It would serve as an excellent textbook for graduate students who have completed a course on computability theory.
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  19.  7
    Mathematical Analysis and Proof.David S. G. Stirling - 2009 - Horwood.
    This fundamental and straightforward text addresses a weakness observed among present-day students, namely a lack of familiarity with formal proof. Beginning with the idea of mathematical proof and the need for it, associated technical and logical skills are developed with care and then brought to bear on the core material of analysis in such a lucid presentation that the development reads naturally and in a straightforward progression. Retaining the core text, the second edition has additional worked examples which (...)
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  20.  1
    Mathematical Analysis of the Effects of HIV-Malaria Co-Infection on Workplace Productivity.Ibrahim Seini, Oluwole Makinde & Baba Seidu - 2015 - Acta Biotheoretica 63 (2):151-182.
    In this paper, a nonlinear dynamical system is proposed and qualitatively analyzed to study the dynamics and effects of HIV-malaria co-infection in the workplace. Basic reproduction numbers of sub-models are derived and are shown to have LAS disease-free equilibria when their respective basic reproduction numbers are less than unity. Conditions for existence of endemic equilibria of sub-models are also derived. Unlike the HIV-only model, the malaria-only model is shown to exhibit a backward bifurcation under certain conditions. Conditions for optimal (...)
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  21.  1
    A Pioneer Study of the Teaching of Philosophy in the High School.Willis Moore - 1969 - Journal of Critical Analysis 1 (3):112-115.
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  22. Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching.Chi-Hong Kim - 2010 - Kyŏngjin.
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  23.  2
    Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  24.  60
    Philosophy: The Essential Study Guide.Nigel Warburton - 2004 - Routledge.
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  25.  64
    Forms of Mathematization (14th-17th Centuries).Sophie Roux - 2010 - Early Science and Medicine 15 (4):319-337.
    According to a grand narrative that long ago ceased to be told, there was a seventeenth century Scientific Revolution, during which a few heroes conquered nature thanks to mathematics. This grand narrative began with the exhibition of quantitative laws that these heroes, Galileo and Newton for example, had disclosed: the law of falling bodies, according to which the speed of a falling body is proportional to the square of the time that has elapsed since the beginning of its fall; the (...)
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  26.  1
    Teaching Corner: The Prospective Case Study.Kearsley Stewart - 2015 - Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  27.  15
    A Pioneer Study of the Teaching of Philosophy in the High School.Willis Moore - 1969 - Journal of Critical Analysis 1 (3):216-218.
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  28. The Mathematical Analysis of Logic Being an Essay Towards a Calculus of Deductive Reasoning.George Boole - 1847 - Macmillan, Barclay & Macmillan.
     
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  29. On the Epistemological Analysis of Modeling and Computational Error in the Mathematical Sciences.Nicolas Fillion & Robert M. Corless - 2014 - Synthese 191 (7):1451-1467.
    Interest in the computational aspects of modeling has been steadily growing in philosophy of science. This paper aims to advance the discussion by articulating the way in which modeling and computational errors are related and by explaining the significance of error management strategies for the rational reconstruction of scientific practice. To this end, we first characterize the role and nature of modeling error in relation to a recipe for model construction known as Euler’s recipe. We then describe a general model (...)
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  30.  6
    A Descriptive Analysis of Environmental Disclosure: A Longitudinal Study of French Companies.Elisabeth Albertini - 2014 - Journal of Business Ethics 121 (2):1-22.
    For the last 15 years, companies have extensively increased their environmental disclosure relative to their environmental strategy in response to institutional pressures. Based on a computerized content analysis of the annual reports of the 55 largest French industrial companies, we describe environmental disclosure with respect to the different strategies implemented by companies over a period of 6 years. The results show that environmental disclosure becomes more and more technical and precise for all the companies. Environmental innovations are presented as (...)
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  31.  9
    Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times.James D. Marshall - 2009 - Educational Philosophy and Theory 41 (1):79-90.
    In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching , arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be (...)
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  32.  8
    A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences.Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer - 2013 - Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  33. Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study.John Mahoney - 1990 - Athlone Press.
  34. A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs.Elie Holzer - 2013 - Academic Studies Press.
  35.  58
    Teaching & Learning Guide For: Frege on Definitions.Sanford Shieh - 2009 - Philosophy Compass 4 (5):885-888.
    Three clusters of philosophically significant issues arise from Frege's discussions of definitions. First, Frege criticizes the definitions of mathematicians of his day, especially those of Weierstrass and Hilbert. Second, central to Frege's philosophical discussion and technical execution of logicism is the so-called Hume's Principle, considered in The Foundations of Arithmetic . Some varieties of neo-Fregean logicism are based on taking this principle as a contextual definition of the operator 'the number of …', and criticisms of such neo-Fregean programs sometimes appeal (...)
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  36.  15
    Teaching & Learning Guide For: Logic and Divine Simplicity.Anders Kraal - 2011 - Philosophy Compass 6 (8):572-574.
    This guide accompanies the following article: ‘Logic and Divine Simplicity’. Philosophy Compass 6/4 : pp. 282–294, doi: Author’s IntroductionFirst‐order formalizations of classical theistic doctrines are increasingly used in contemporary work in philosophy of religion and philosophical theology, as a means for clarifying the conceptual structure of the doctrines and their role in inferential procedures. But there are a variety of different ways in which such doctrines have been formalized, each representing the doctrines as having different conceptual structures. Moreover, the adequacy (...)
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  37.  6
    Boole's Annotations on 'the Mathematical Analysis of Logic'.G. C. Smith - 1983 - History and Philosophy of Logic 4 (1-2):27-39.
    George Boole collected ideas for the improvement of his Mathematical analysis of logic(1847) on interleaved copies of that work. Some of the notes on the interleaves are merely minor changes in explanation. Others amount to considerable extension of method in his mathematical approach to logic. In particular, he developed his technique in solving simultaneous elective equations and handling hypotheticals and elective functions. These notes and extensions provided a source for his later book Laws of thought(1854).
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  38. Learning Logic, Logical Games.Zoltan P. Dienes - 1966 - Herder & Herder.
  39.  1
    On a Finitary Version of Mathematical Analysis.N. A. Shanin - 2001 - Annals of Pure and Applied Logic 113 (1-3):261-295.
    An approach to constructing counterparts of some fields of mathematical analysis in the frames of Pilbert's “finitary standpoint” is sketched in this paper. This approach is based on certain results of functional spaces theory development in classical mathematics.
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  40. Navigating Through Reasoning and Proof in Grades 9-12.Maurice Joseph Burke (ed.) - 2008 - National Council of Teachers of Mathematics.
  41. Context in Language Learning and Language Understanding.Kirsten Malmkjær & John Williams (eds.) - 1998 - Cambridge University Press.
    The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, interpersonal contexts, the (...)
     
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  42. Towards an Interlanguage of Biological Evolution: Exploring Students' Talk and Writing as an Arena for Sense-Making.Clas Olander - 2010 - Acta Universitatis Gothoburgensis, Distribution.
     
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  43. Mathematical Aspects of Similarity and Quasi-Analysis - Order, Topology, and Sheaves.Thomas Mormann - manuscript
    The concept of similarity has had a rather mixed reputation in philosophy and the sciences. On the one hand, philosophers such as Goodman and Quine emphasized the „logically repugnant“ and „insidious“ character of the concept of similarity that allegedly renders it inaccessible for a proper logical analysis. On the other hand, a philosopher such as Carnap assigned a central role to similarity in his constitutional theory. Moreover, the importance and perhaps even indispensibility of the concept of similarity for many (...)
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  44.  8
    Legitimacy-Seeking Organizational Strategies in Controversial Industries: A Case Study Analysis and a Bidimensional Model.Jon Reast, François Maon, Adam Lindgreen & Joëlle Vanhamme - 2013 - Journal of Business Ethics 118 (1):139-153.
    Controversial industry sectors, such as alcohol, gambling, and tobacco, though long-established, suffer organizational legitimacy problems. The authors consider various strategies used to seek organizational legitimacy in the U.K. casino gambling market. The findings are based on a detailed, multistakeholder case study pertaining to a failed bid for a regional supercasino. They suggest four generic strategies for seeking organizational legitimacy in this highly complex context: construing, earning, bargaining, and capturing, as well as pathways that combine these strategies. The case (...) and proposed bidimensional model of generic legitimacy-seeking strategies contribute to limited literature on organizational legitimacy in controversial industry sectors. In addition, beyond organizations active in controversial contexts, this study and its implications are useful for individuals and organizations supporting or opposing the organizational legitimacy of organizations in controversial industries. (shrink)
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  45.  64
    Mathematical Pluralism: The Case of Smooth Infinitesimal Analysis.Geoffrey Hellman - 2006 - Journal of Philosophical Logic 35 (6):621-651.
    A remarkable development in twentieth-century mathematics is smooth infinitesimal analysis ('SIA'), introducing nilsquare and nilpotent infinitesimals, recovering the bulk of scientifically applicable classical analysis ('CA') without resort to the method of limits. Formally, however, unlike Robinsonian 'nonstandard analysis', SIA conflicts with CA, deriving, e.g., 'not every quantity is either = 0 or not = 0.' Internally, consistency is maintained by using intuitionistic logic (without the law of excluded middle). This paper examines problems of interpretation resulting from this (...)
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  46.  50
    Teaching Ethics in Engineering Education Through Historical Analysis.David P. Billington - 2006 - Science and Engineering Ethics 12 (2):205-222.
    The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do not reach closely (...)
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  47.  51
    Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics.Deni Elliott - 2006 - Rowman & Littlefield Publishers.
    Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
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  48.  23
    Why Study Philosophy?Jon A. Miller - 2000 - Teaching Philosophy 23 (4):359-380.
    This paper takes up and provides three answers to the question “Why study philosophy?” Beginning with a discussion of why this question has been ignored in literature pertaining to the teaching of philosophy, the paper turns to an analysis of what it means to ask about the importance of philosophy, pointing out that the question is ambiguous with other questions like “why should so-and-so study philosophy” or “why does so-and-so study philosophy.” The author then provides (...)
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  49.  31
    Effective Choice and Boundedness Principles in Computable Analysis.Vasco Brattka & Guido Gherardi - 2011 - Bulletin of Symbolic Logic 17 (1):73-117.
    In this paper we study a new approach to classify mathematical theorems according to their computational content. Basically, we are asking the question which theorems can be continuously or computably transferred into each other? For this purpose theorems are considered via their realizers which are operations with certain input and output data. The technical tool to express continuous or computable relations between such operations is Weihrauch reducibility and the partially ordered degree structure induced by it. We have identified (...)
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  50.  7
    The Woman in the Communist Regime. Meta-Analysis About a Gender Study.Lavinia Betea - 2006 - Journal for the Study of Religions and Ideologies 5 (14):31-40.
    From the perspective of meta-analysis done in a qualitative structure, the study puts forward an inventory of the communist regime studies in the following ways: 1. The re-evaluation of the social ideology-propaganda-practice relationship of the equality between sexes in the communist regime. 2. The contextualization and the evolution of the social representations of a woman's role. 3. The effects of some political decisions, which can count as aggressiveness of a state towards its citizens (770/1966 Decree).
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