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Showing papers on "Class (philosophy) published in 2004"


Journal Article
TL;DR: A review of almost any article or text on service learning generates descriptors such as "collaborative," "reflective," "participatory," "reciprocal," "self-directed," "egalitarian," "engaging," and "connected" as discussed by the authors.
Abstract: A review of almost any article or text on service-learning generates descriptors such as "collaborative," "reflective," "participatory," "reciprocal," "self-directed," "egalitarian," "engaging," and "connected." It is doubtful, however, that these adjectives would be at the top of most students' lists if they were asked to describe their typical classroom experiences. In fact, some North Carolina State University students recently used such phrases as "lecture-based," "passive," "hierarchical," "highly structured," and "anonymous" when asked to describe their experience in traditional courses. Phrases such as "focused on progress," "interactive," "personal," "student voice," and "conducive to relationships" were offered by students in reference to a service-learning enhanced class. In that difference lie some of the challenges--but also some of the most important opportunities--of service-learning. It is well known that students face difficulties transitioning from traditional instructor-centered pedagogies to those that require greater learner responsibility (Felder & Brent, 1996). The importance of exploring the factors that help and hinder teaching and learning, when service-learning is the new pedagogy being integrated into a course, has been articulated (Gilchrist, Mundy, Felten, & Shields, 2003). The "real world" messiness and unpredictability, complexities of social change processes, personal and intellectual risks inherent in reflection, and shared control and responsibility implicit in partnerships are among the many unique characteristics of service-learning. Relative unfamiliarity with its defining dynamics often makes service-learning--especially high quality service-learning, which is well-integrated academically, rigorously reflective, and procedurally democratic and communal--difficult for students and faculty alike to undertake effectively (Eyler & Giles, 1999). Its uniqueness can lead to degrees of dissonance, frustration, and uncertainty. This, in turn, can lead to diminished outcomes, especially if the response is to disengage, reduce risk-taking, or try to force-fit this new experience into the modes of teaching and learning with which students and faculty alike are apt to be more comfortable Intentionally confronting the discomfort is a fruitful, albeit challenging, path. In fact, it is this very dissonance and its associated difficulties that give service-learning much of its potential as a transformative pedagogy, and make it such a vital component of education in the 21st century. Vaill (1996) suggests that the traditional model of "institutionalized learning"--with its emphases on efficiency, answer orientation, assumption of teacher (not learner) responsibility for establishing goals, rule-constrained nature, and competitive mode--does not adequately prepare learners for the rapidly changing, unpredictable, interconnected temporary world. In fact, it "tends to disqualify us for the kinds of learning we need to do throughout our lives," in large part because the traditional model of "institutionalized learning" does not teach us about ourselves as learners or help us view the world as a set of learning opportunities (p. 48). Our world of "permanent white water" requires us to reconceptualize learning as "a way of being," thereby defining the task of educators as helping to empower creative, expressive, reflective, self-directed learners who are capable of tapping the learning potential of all their experiences and thus living more effectively in an uncertain world. Service-learning seems to be extraordinarily well-suited to developing such capacities, but it must often do so within "institutionalized learning" contexts, whose norms are in stark contrast. Although not speaking of service-learning per se, Vaill (1996) articulates the conviction at the heart of this article: "our common experience with institutional learning suggests that for each of us there will be some common challenges as we develop our mode of learning as a way of being" (p. …

77 citations


Journal ArticleDOI
TL;DR: The authors discusses some aspects of classroom interaction as described in the ethnomethodological literature in particular, and does so through the analysis of an excerpt from conversational interaction in a classroom, and argues that teachers constantly endeavour to strike a difficult balance between two contrasting tasks: maintaining control over the class on the one hand, and monitoring the ordered unfolding of activities and soliciting student participation on the other.
Abstract: The article discusses some aspects of classroom interaction as described in the ethnomethodological literature in particular, and it does so through the analysis of an excerpt from conversational interaction in a classroom. The interactional model described in the relevant literature is an asymmetric system of conversational rights in which the teacher controls every aspect of the conversation: Turn-taking, topic choice and duration, definition of what has been said for all practical purposes The study argues that teachers constantly endeavour to strike a difficult balance between two contrasting tasks: Maintaining control over the class on the one hand, and monitoring the ordered unfolding of activities and soliciting student participation on the other.

34 citations


Patent
Cyril Goutte1, Eric Gaussier1
09 Feb 2004
TL;DR: In this paper, a method of categorizing objects in which there can be multiple categories of objects and each object can belong to more than one category is described, where each object is assigned to one or more categories in the set.
Abstract: A method of categorizing objects in which there can be multiple categories of objects and each object can belong to more than one category is described. The method defines a set of categories in which at least one category is dependent on another category and then organizes the categories in a hierarchy that embodies any dependencies among them. Each object is assigned to one or more categories in the set. A set of labels corresponding to all combinations of any number of the categories is defined, wherein if an object is relevant to several categories, the object must be assigned the label corresponding to the subset of all relevant categories. Once the new labels are defined, the multi-category, multi-label problem has been reduced to a multi-category, single-label problem, and the categorization task is reduced down to choosing the single best label set for an object.

34 citations


Journal ArticleDOI
TL;DR: It is attempted to show that FS makes up for a lack of structural knowledge and might therefore be used as a learning strategy in the acquisition of structure and suggested that it might play a part in the development of pragmatic competence.
Abstract: This study deals with Formulaic Speech (FS) usage in the context of the partial L2 immersion class. It tries to define and classify FS according to its functions. The fact that learners resort to FS shows that second language production is not only based on the construction of sentences from scratch but also on the integration of formulaic sequences in discourse. But what is the use of FS? What are the possible functions it performs? We attempt to show that FS makes up for a lack of structural knowledge and might therefore be used as a learning strategy in the acquisition of structure. Then we consider the psycholinguistic function of FS and try to demonstrate that it might be a pre-planning strategy and a way for the learner to economize effort on processing and thus focus on his or her learning of the language. Finally, the paper analyzes the communicative function of FS and its role in the relation between speaker and hearer, and suggests that it might play a part in the development of pragmatic competence. Keywords: Formulaic Speech, Second language acquisition, Second language production, Partial immersion, Communicative competence.

23 citations


Journal ArticleDOI
TL;DR: The question of what truths are necessary in the broadest possible sense is a difficult one to answer, as is the question of the limits of what is possible as mentioned in this paper, and most people would see these two questions as different sides of the same coin.
Abstract: The question of what truths are necessary in the broadest possible sense is a difficult one to answer, as is the question of what the limits are to what is possible. (Most people would see these two questions as different sides of the same coin, of course, since many think the question of what is possible is just the question of what is not necessarily ruled out). We have three general sorts of strategies for determining whether something is necessary (or possible). We can identify it in a class that we were previously sure was a class of things that are necessary?we might show it is a theorem of a logical system that we have confidence in, or that the sentence appears to be true simply in virtue of the meanings of the words, or that it is a true statement involving names or about natural kinds of the "necessary a posteriori" sort discussed by Kripke and Putnam, and there are perhaps other classes of claims which we are prepared to accept are necessary if true.1 Likewise, we might establish the possibility of something occurring by reference to a class of well-established or uncontroversial possibilities: e.g., we are inclined to think that it is possible (in the broadest sense) for an event to occur in the future if one of the same kind has occurred in the past.2 A second sort of strategy is to appeal to a general theory of modality (a theory of possibility, necessity, counterfactuals, possible worlds, etc.). This can be useful both for questions about what is necessary and what is possible?such theories often have answers one way or the other about some difficult cases that we had little to say about pre-theoretically, or that we had mixed inclinations about. The advantages of having a systematic set of answers that have been justified in a non-haphazard way is one important reason for developing explicit theories, after all: though in many respects our theories of modality are much less well developed and supported than our theories of, for example, chemical composition or ancient history.

13 citations


Journal Article
TL;DR: An algorithm is developed that, given an untyped λ-expression, can certify that its call-by-value evaluation will terminate, by an extension of the size-change principle earlier applied to first-order programs.
Abstract: An algorithm is developed that, given an untyped λ-expression, can certify that its call-by-value evaluation will terminate. It works by an extension of the size-change principle earlier applied to first-order programs. The algorithm is sound (and proven so in this paper) but not complete: some A-expressions may in fact terminate under call-by-value evaluation, but not be recognised as terminating. The intensional power of size-change termination is reasonably high: It certifies as terminating all primitive recursive programs, and many interesting and useful general recursive algorithms including programs with mutual recursion and parameter exchanges, and Colson's minimum algorithm. Further, the approach allows free use of the Y combinator, and so can identify as terminating a substantial subset of PCF. The extensional power of size-change termination is the set of functions computable by size-change terminating programs. This lies somewhere between Peter's multiple recursive functions and the class of ∈ 0 -recursive functions.

11 citations


Patent
30 Dec 2004
TL;DR: In this article, an object-oriented technique for representing and accessing application data that is arranged in hierarchical relationships is presented. But it does not specify a hierarchy base class with methods for accessing hierarchical relationships.
Abstract: The invention relates to an object-oriented technique for representing and accessing application data that is arranged in hierarchical relationships. In a first step classes are provided including a hierarchy base class with methods for accessing hierarchical relationships, at least one hierarchy subclass that is derived from the hierarchy base class, and at least one application class. In a next step objects are instantiated including at least one hierarchy object of the at least one hierarchy subclass and at least one application object of the at least one application class. In a final step, each application object is linked to at least one hierarchy object, and vice versa, to provide access to the application data.

11 citations


Proceedings Article
01 Jan 2004
TL;DR: The Synthetic Function Expansion (SFX) method reduces the complexity of the MoM analysis of antenna and scattering problems by dividing the overall structure into portions, recognizing that the degrees of freedom of the field coupling between the solution on these portions are limited, and building basis functions that exploit this property.
Abstract: The Synthetic Function Expansion (SFX) method reduces the complexity of the MoM analysis of antenna and scattering problems by dividing the overall structure into portions, recognizing that the degrees of freedom of the field coupling between the solution on these portions are limited, and building basis functions that exploit this property. THE AGGREGATE-FUNCTION PARADIGM This work belongs to a class of methods that end up in reducing the actual size of the final algebraic problem associated with the Method-of-Moment (MoM) analysis of antennas and scatterers. These methods can in turn be divided into two major classes: those employing basis functions of higher polynomial order and with larger spatial support, and those that group basis functions (typically of low polynomial order) into "aggregate functions" defined over portions of the structure that are significantly larger than one cell of the initial mesh. The present method belongs to the second class. A large part of the "aggregate functions" approaches can be traced back to the so-called diakoptic approach (1, and references therein), originally developed for structures that are naturally or artificially broken down in sub-structures interconnected by "ports". One (or two) "macro-basis" functions are introduced per each port, that are essentially the solution of the sub-structure in isolation, and these are used to compact the MoM matrix. In order to reach convergence and/or accuracy, one or more iterations are employed, in which the interactions between the various regions of definition of the macro-basis functions are included. Various versions exists of the technique, with improvements of the above basic idea, e.g. (1), (2). Finally, it is noted that a recent addition to this list is the powerful "characteristic basis function" (CBF) technique outlined in (3). Another starting point in generating aggregate functions for electrically large structures is based on asymp- totic (high-frequency) solutions; an example of this approach is described in (4) for large and finite periodic arrays; similar constructs have been employed in (5). In the past years these authors have likewise worked on a reduced-complexity strategy, employing a few, "global" unknowns defined on different portions of the structure, with different strategies in the generation and use of these "global" basis functions (6, 7, 8). It can be observed that the underlying question behind the aggregate-function quest is "what is the number of degrees of freedom of the solution we are looking for on each portion", and the implicit assumption that this number should be much smaller than the number of basis functions involved in discretizing the problem in the conventional way. In the present paper, this question is addressed explicitly from the offstart, and the problem of representing the unknown field quantities is accordingly phrased.

7 citations


Journal ArticleDOI
TL;DR: The results show that a large class of extensional collapse constructions always give rise to C, C or HEO (as appropriate), and provide strong evidence that the above three type structures are highly canonical mathematical objects.

6 citations


Journal ArticleDOI
TL;DR: The authors argues that social distances inscribed in the academic career have the effect of obscuring processes constitutive of the lives of working people, and that the absence of working class people in the university means they are uniquely suited to this kind of colonizing reduction to tokenised, symbolic totem.
Abstract: This piece responds to Kirk's piece in 2003. Cultural studies substitutes discussions of cultural representations for attempts to evidence the nature of the contemporary experience of class. Social distances inscribed in the academic career have the effect of obscuring processes constitutive of the lives of working people. The absence of working class people in the university means they are uniquely suited to this kind of colonizing reduction to tokenised, symbolic totem. It is not surprising that one sees "working class studies" emerging as an object of study and that those " representing" the "working class" have become institutionally powerful, organized within arts, humanities, and social science faculties at a time when we have a government whose claim to concern must be reduced to rhetorics that it pays university departments to produce. As an unemployed man, my differential involvement in being working class means I look elsewhere for categories to understand what I hear around me, everyday, and th...

5 citations


Journal ArticleDOI
TL;DR: The prior assumption consisting in the fact that neighboring objects more often belong to one class than to different classes will permit one to improve the recognition quality in comparison with the classical case of the independence of classes of separate objects.
Abstract: In the classical pattern recognition problem, consideration is given to individual objects, each of which actually belongs to one of the finite number of classes and is presented for the recognition irrespective of other objects. Recognition objects often form a single interconnected array determined by the nature of the event involved, namely, its natural extent in time or in space along one or a few coordinates. As a consequence, the need arises to take consistent decisions about the classes for all elements of the array. The prior assumption consisting in the fact that neighboring objects more often belong to one class than to different classes will permit one to improve the recognition quality in comparison with the classical case of the independence of classes of separate objects.

Patent
14 Oct 2004
TL;DR: In this article, the authors propose an approach to improve the efficiency and enhance the quality of the product in a general object-oriented software development by generating source codes based on instance definition information and the class definition information.
Abstract: PROBLEM TO BE SOLVED: To improve the efficiency and enhance the quality of the product in a general object-oriented software development. SOLUTION: This device comprises an input part 110 for inputting class definitions and instance definitions, a class definition editing part 111 for editing the class definitions, a class definition description generation part 112 for generating source codes based on class definition information edited, an instance definition editing part 113 for editing the instance definitions, an instance definition description generation part 115 for generating source codes based on instance definition information and the class definition information, and an instance definition inspection part 114 for inspecting whether or not the instance definition follows the class definition. COPYRIGHT: (C)2005,JPO&NCIPI

01 Jan 2004
TL;DR: In this paper, a model should come equipped with a clear and unambiguous membership test; in other words, a notion of which subjects it models, and a certain class of models of models that we call languages, which apart from defining their own membership test also determine membership of their members.
Abstract: Discussions about model-driven approaches tend to be hampered by terminological confusion. This is at least partially caused by a lack of formal precision in defining the basic concepts, including that of "model" and "thing being modelled" - which we call subject in this paper. We propose a minimal criterion that a model should fulfill: essentially, it should come equipped with a clear and unambiguous membership test; in other words, a notion of which subjects it models. We then go on to discuss a certain class of models of models that we call languages, which apart from defining their own membership test also determine membership of their members. Finally, we introduce transformations on each of these layers: a subject transformation is essentially a pair of subjects, a model transformation is both a pair of models and a model of pairs (namely, subject transformations), and a language transformation is both a pair of languages and a language of model transformations. We argue that our framework has the benefits of formal precision (there can be no doubt about whether something satifies our criteria for being a model, a language or a transformation) and minimality (it is hard to imagine a case of modelling or transformation not having the characterstics that we propose).

Journal ArticleDOI
TL;DR: Bortolussi and Dixon as mentioned in this paper argued that real readers create their constructions from objective features in the text and that readers' constructions are manipulable for purposes of research on real readers.
Abstract: An important recent contribution to the study of narrative and, specifically, lit erary narrative, is Marisa Bortolussi and Peter Dixon's Psychonarratology: Founda tions for the Empirical Study of Literary Response. The authors combine insight and intuitions from narratology ("classical" and later developments) with research methodology from discourse and cognitive processing of narrative in order to give an "empirical turn," and push, to the study of narrative. Bortolussi and Dixon's main contention is that literary response involves real readers' constructions, as opposed to "ideal" or "virtual" readers (i.e., undifferentiated, globalized constructs of read ers) in narratology, and that real readers create their constructions from objective features in the text. The main emphasis throughout the whole book is on the distinc tion between features, "anything in the text that can be objectively identified," and constructions, "events and representations in the minds of readers" (28). The authors suggest that features may be identified in texts according to several criteria as being "objective, precise, stable, relevant, and tractable" (38), and they explain what each criterion means. As such, features are manipulable for purposes of research on real readers and also, by implication, there are constraints on readers' constructions from them?in other words, "there is a text" in Bortolussi and Dixon's class and "not everything goes."

Dissertation
01 Jan 2004
TL;DR: In this paper, a mathematical analysis of negation and its role in perception is presented, in the form of structures in propositional logic which, it is claimed, embody the principles of the underlying philosophy.
Abstract: This thesis is concerned with the question “Given a set of knowledge about propositional variables, what is the ‘best’ way to assign probability values to those variables?” I present here an approach to this question based upon a philosophical concept of negation and its role in perception. This concept is discussed in detail before a mathematical analysis of it is presented, in the form of structures in propositional logic which, it is claimed, embody the principles of the underlying philosophy. There follows the definition and mathematical characterisation of an inference process which utilises these logical structures and also adheres closely to the principles of Maximum Entropy. The properties of this inference process are analysed and discussed. Another inference process is then described based upon a modified version of the philosophical principles defined earlier. A class of graphs is found which are intimately connected with this inference process, and two attempts at characterising this class are presented. 6

Journal Article
TL;DR: Field situation in class refers to the consciousness condition of interaction between teachers and students, that is teacher turns "limited content of the teaching material" into "infinite knowledge of students' learning" in the course of instructing.
Abstract: Field situation in class refers to the consciousness condition of interaction between teachers and students, that is teacher turns "limited content of the teaching material" into "infinite knowledge of students' learning" in the course of instructing. Meanwhile it should not be produced automatically, which must be on the basis of certain condition and generation strategy, and must go along around the tactics of "topicalization of goal statement", "question of theme orientation" and "behaving of question activation".

01 Jan 2004
TL;DR: In this paper, the authors generalize some of the results without any assumption on the sign of σ, and show that σ ∈ K∗\K∗2.
Abstract: Our object of study is relative quadratic extensions of algebraic number fields F/K = K( √ σ)/K, with σ ∈ K∗\K∗2. In [4], the authors P.E. Conner and J. Hurrelbrink study in detail the cases σ totally positive respectively totally negative. In this paper we generalize some of the results without any assumption on the sign of σ.

Patent
14 Jul 2004
TL;DR: In this paper, an object-oriented technique for flexibly storing and representing hierarchical application data that avoids the re-engineering of existing application classes and the maintenance-critical massive code duplication is presented.
Abstract: The invention relates to an object-oriented technique for flexibly storing and representing hierarchical application data that avoids the re-engineering of existing application classes and the maintenance-critical massive code duplication, mainly in the presence of limitations given by the employed object-oriented language. In a first step classes are provided including a hierarchy base class with methods for accessing hierarchical relationships, at least one hierarchy subclass that is derived from the hierarchy base class, and at least one application class. In a next step objects are instantiated including at least one hierarchy object of the at least one hierarchy subclass and at least one application object of the at least one application class. In a final step, each application object is linked to at least one hierarchy object, and vice versa, such that the hierarchically related application objects have access to each other via the methods provided by the hierarchy base class. The invention may be practiced in a path optimization context.

01 Dec 2004
TL;DR: There is no guarantee that definitions are dependable guides to the life facts unless the terms defined are adequate representatives (in the given culture) of the facts in question.
Abstract: THE CENTRAL THESIS of this paper was provided by one of the "big five" precursors of general semantics. It was Cassius J. Keyser who said: I can think of no greater improvement in our human discourse than that which would result if writers and speakers would stop the well- nigh universal and vicious practice of confusing definition and description ... In any useful sense of the term definition, a thing is definable if and only if it is possible to indicate at least one mark serving to discriminate that thing from all things else. But any true statement about a thing, even if true of a million other things, is a partial description of it. A vast majority of the so-called definitions encountered in literature are, even when true statements, nothing but partial descriptions. And when such a partial description is submitted as a genuine definition, one is bound to infer that the author either does not understand the essential nature of definition, and so is fooling himself, or is engaged in trying to deceive others. (1) If the voice of Keyser were the only one calling for this discrimination between two levels of abstraction, it might be dismissed as a mere personal whim. But such is not the case. In Principia Mathematica, Whitehead and Russell declared that "... a definition is concerned wholly with the symbols, not with what they symbolise." (2) And one might add that a description is concerned with what the symbols symbolize, not with only the symbols themselves. And then Jacques Rueff has said: "... the statement that the definition expresses the essence of an object of the external world does not and cannot have any sense. An object is the sum-total of sensations. A definition, on the other hand, is a sum-total of non-contradictory words. The two are of distinctly separate orders." (3) These voices, among others, afford strong support for a fundamental postulate: namely, definitions are always language directly about language, whereas all of those descriptions of interest to us are language directly about non-verbal things. According to this postulate, it is only one step from a description to the thing described; whereas there are at least two steps from a definition to the non-verbal realm. All of the traffic from definitions to the non-verbal things must take a detour through language. According to this postulate, there is no guarantee that definitions are dependable guides to the life facts unless the terms defined are adequate representatives (in the given culture) of the facts in question. If we agree to call an apple by the name banana, a new definition of the term banana would be needed. But to re-define the term banana without concern for the things now called apples, however entertaining the process, would not serve to distinguish apples and bananas. As the Columbia Associates in Philosophy have pointed out, "the definition must prove the means of identifying the thing defined and no other." (4) Now in place of the terms apple and banana, substitute such terms as appeasement and negotiation, and you will surely realize a legitimate need for the rigorous, keyserian usage of the term definition. But the keyserian usage is not the conventional usage in speech circles--nor many other circles, for that matter. Take the argumentation and discussion literature for example. Under the single label of definition we find both definition and description in the keyserian sense. According to the speech authors, an object is defined by explaining its purpose or function or how it works; a term is defined by the substitution of other terms; either an object or a term is defined by citing examples; such things as the Monroe Doctrine are defined by their history; a term is defined by etymology, usage, or context; and either terms or objects are defined by association, negation, analysis. And the most common pattern of these 'definitions' was presented as if, in defining terms, a non-verbal thing were assigned directly to a broad class (called genus), then to a narrower sub-class (called species), followed by a differentiation of the given thing from other things assigned to its sub-class. …

Posted Content
TL;DR: According to Svein Eng there are propositions concerning the law which are descriptive as well as normative, but cannot be separated into one descriptive and one normative proposition as discussed by the authors, and Eng calls these propositions "fused" ("sammensmeltede").
Abstract: According to Svein Eng there are propositions concerning the law which are descriptive as well as normative, but cannot be separated into one descriptive and one normative proposition. Eng calls these propositions "fused" ("sammensmeltede"). In Eng's theory a proposition with "fused modality" is partly descriptive and partly normative, but cannot be classified as a separable combination of a claim about what the law "is" and a claim about what the law "ought to be." In a "fused" proposition modality is a question of "degree." The purpose of this article is to show why Eng's theory should be rejected. The introduction of "fused modality" adds nothing of value to legal theory. Eng claims to have discovered a class of propositions not previously accounted for, but this is not the case. The lawyer Eng talks about as making a "fused" proposition is simply a lawyer logically confused.