Class (philosophy)

About: Class (philosophy) is a research topic. Over the lifetime, 821 publications have been published within this topic receiving 28000 citations.

Classifiability of crossed products by nonamenable groups

Abstract: Abstract We show that all amenable, minimal actions of a large class of nonamenable countable groups on compact metric spaces have dynamical comparison. This class includes all nonamenable hyperbolic groups, many HNN-extensions, nonamenable Baumslag–Solitar groups, a large class of amalgamated free products, lattices in many Lie groups, A ~ 2 {\widetilde{A}_{2}} -groups, as well as direct products of the above with arbitrary countable groups. As a consequence, crossed products by amenable, minimal and topologically free actions of such groups on compact metric spaces are Kirchberg algebras in the UCT class, and are therefore classified by K-theory.

On the ontological status of visual mental images

Abstract: There has long been considerable controversy over the ontological status of mental images. Most recently, members of the A.I. community have argued for the sufficiency of "propositional representation" and have resisted the notion that other sorts of representations are functional in the human mind. The purpose of this paper is to review what I take to be the best evidence that images are distinct functional representations in human memory. Before reviewing these data, however, I offer a preliminary definition of what I mean by a "visual mental image." This definition arises out of the "cathode ray tube" metaphor originally introduced in Kosslyn (1974, 1975, 1976) and later implemented in a computer simulation by Kosslyn & Shwartz (1977a, in press). On this view, images are spatial representations in active memory generated from more abstract representations in Long-term memory; these spatial representations are able to be interpreted ("inspected") by procedures that classify them into various semantic categories. 1.0 A preliminar 7 definition of a visual mental image I wish to define a "visual mental image" in terms of five basic kinds of properties. Images are often distinguished from more discrete, propositional or linguistic representations because they supposedly have "analogue" properties. Thus, the first two properties noted below describe analogue representations as a class. Goodman (1968), Palmer (in press), Shepard (1975), Sloman (1975), and others have provided informative and detailed discussions of relevance here, and I will draw freely on these sources in the present discussion. 1) Images can capture continuous variations in shape. This continuity

Process Skills-Based E-Module: Impact On Analytical Thinking Skills

Abstract: This study aims to determine the E-Module practicum application based on science process skills for high school students on temperature and heat material, describe students’ analytical thinking skills, and identify the effect of science process skills on students’ analytical thinking. Temperature and heat material skills in physics subjects at school. This study uses a mixed-method with an explanatory design. Data collection was carried out in April-May 2021 at senior high school 10 Muaro Jambi. The population of this study was all students of class X public Senior High School (SMAN) 10 Muaro Jambi. The research sample used was 30 science class students consisting of X science 1, X science 2, and X science 3 SMAN 10 Muaro Jambi. The sampling technique used is random sampling. The instruments used in this study were scientific process skills observation sheets and analytical thinking skills assessment questions. The regression analysis was used to determine how the variables were used. This study obtained the results after students used a practical guide based on science process skills. Students had good science process skills. The science process skill variable affected the students’ analytical thinking ability by 52.2%, and other variables influenced the remaining 47.8%. The impact of the research that researchers expect is that teachers can innovate the learning process using e-modules based on science process skills to improve other abilities possessed by students.

The Principal's Role as Education Supervisor in Improving Teacher Professionalism

Abstract: Professional teachers are not only required to master the fields of science, teaching materials, learning methods, and student motivation. They have high skills and broad insight into the world of education. This is inseparable from the guidance of a supervisor. Supervision is carried out to form and improve abilities in the teaching and learning process. Maintenance can help enhance teachers' professional skills so that teachers can carry out the teaching and learning process that they do in class well. Besides that, a teacher can also act as a professional educator in carrying out their duties and responsibilities in guiding and teaching, creating a comfortable learning atmosphere, and good communication. This article aims to describe the role of the principal as a supervisor to assist the teaching profession. The research method used in this article is a qualitative method with a case study approach.