Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in (...) terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training. (shrink)

The induction period is a very important time in the career of a teacher and has a long?term influence on the teacher?s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee?s mentor. This paper presents the results of the extensive project ?Partnership of Faculties and Schools?, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and (...) the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees? expectations towards their mentors and the mentors? and trainees? evaluations of how the mentor aids a teacher trainee in developing their competences. (shrink)

Recently available social scientific evidence suggests strongly that harmful aggressive behavior by mentors aimed at their mentees(mentor-on-mentee-aggression, or MOMA) is a common occurrence in such relationships. This paper seeks to characterize such aggression and to account for its persistence by means of confluence of three etiological perspectives: ethological (mentoring as a form of “alloparenting” and as a form of coalition building), broadly evolutionary (MOMA as a form of “handicap” attaching to the bonds that constitute mentoring coalitions), and psychodynamic (MOMA (...) as a function of “normal narcissism”). The net result is that MOMA is an expectable feature of most mentoring relationships. (shrink)

Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we (...) examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed. (shrink)

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members report (...) they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Teacher, Mentor, FriendKathleen M. ErndlI have been asked to speak about the work of Rita Gross from the point of view of someone who was once her student. Not only was I her student, I was one of her very first students. She was my first teacher of religious studies during my first semester of college in the first semester of her first full-time academic (...) position. The year was 1971; the place was New College, a small, alternative liberal arts college in Sarasota, Florida. As the eldest child in the second generation of a working-class immigrant family, I was the first person in my family to pursue higher education. While none of my grandparents had completed high school, both of my parents were high school graduates and my father had risen to a professional level as an engineer through on-the-job training and his own diligence, so my attending college was perhaps the next logical step in achieving the "American dream." However, my choice of college was a bit unusual.New College, as might be expected by its name (though I later discovered was named after a college at Oxford), was new and relatively unknown, lacking a football team and an engineering school, which my parents, with their limited knowledge of higher education, considered essential. But by this time I was somewhat of an educational radical, having been influenced by Angela Davis and Paolo Freire.1 A local newspaper article of the time described New College students as "rich, radical, and hedonistic" (I can only attest to ever having been one of the above). The Underground Guide to the College of Your Choice2 described New College as a place where students taught the classes and where "chicks suffer from underwear famine." While this was somewhat of an overstatement, it was the kind of place where students initiated courses, were largely free from required courses, conducted unusual independent research, came to class barefoot, and sat on the floor. In any case, as the first in my working-class immigrant family to attend college and as an idealist who had chafed against a system that I felt, to paraphrase Henry David Thoreau, allowed schooling to interfere with education, I was excited to be in any college and especially in one with a reputation for experimental modes of learning.When I went to meet my assigned faculty advisor to figure out my schedule and negotiate a "contract" of study, I was told that I had been reassigned to a new faculty member who was "young and full of energy." This, of course, was Rita Gross. Asian religious and cultural traditions place a strong significance on the first meeting with [End Page 57] one's teacher. To be honest, I do not remember much about our first meeting, but I can say in retrospect that it was life changing. After meeting with her, I decided to take her course, Indian Religions I, as well as courses in philosophy, literature, and constitutional law. On my first day of college, my initial plan had been to major in philosophy, with a focus on legal philosophy, with the eventual goal of law school and practicing constitutional, civil rights, or public interest law. But my experience in that Indian Religions I course changed that plan forever. I subsequently took Indian Religions II, then Indian Religious III, and by that time I was hooked. I took several other courses with Rita, including East Asian Religions and a tutorial on Primal Religions. In January of my second year, at Rita's encouragement, I went to Sri Lanka on a study program, doing a project under Rita's direction on lay Buddhist practices. By the time I returned to New College for my third and final year, Rita had already left for the University of Wisconsin-Eau Claire, but that was not the end of our association. We have stayed in contact for almost forty years now, meeting at the AAR, visiting each other's homes, and talking about each other's work and lives. I have hosted lectures or workshops by Rita at all three institutions where I have taught. I... (shrink)

In Voltaire's work, Candide, a young, naïve man, who has been taught that humans live in the best of all possible worlds, is thrust into the world only to find that this may not be so. He learns over time to balance his optimism with the skepticism he acquires through experience. While today's medical students are not naïve like the character Candide, they, nonetheless, carry an impression of the ideal medical practice, along with the expectation of a successful medical practice. (...) Good mentors and role models are important to students in order to temper their optimism, control their skepticism, and to help them to be realistic, not only about their expectations of medical practice, but what society expects of them. (shrink)

Trainees with disabilities in health-related professions are often subjected to structural ableism in medicine: the discriminatory manifestation of lowered expectations towards people with disabilities by medical professionals. In this case study, I reflect on my experiences as the first individual with significant disabilities to be offered a postdoctoral fellowship in clinical bioethics at the National Institutes of Health. I focus on the following question: What arrangements need to be in place in order for someone with my level of disability (...) to thrive as a clinical bioethicist? By telling my story, I show how the process of accommodating trainees with disabilities often requires creative problem-solving and a considerable amount of institutional resources. I also describe the team-based method that my mentors and I developed to enable me to complete rotations on the NIH’s bioethics consultation service. If more trainees with disabilities are to succeed in clinical bioethics trainee programs, the field will have to grapple with how to develop an infrastructure for providing disability related support across training programs. This article is the beginning of a dialogue about how to build such an infrastructure. (shrink)

To foster research integrity (RI), it is necessary to address the institutional and system-of-science factors that influence researchers’ behavior. Consequently, research performing and research funding organizations (RPOs and RFOs) could develop comprehensive RI policies outlining the concrete steps they will take to foster RI. So far, there is no consensus on which topics are important to address in RI policies. Therefore, we conducted a three round Delphi survey study to explore which RI topics to address in institutional RI policies by (...) seeking consensus from research policy experts and institutional leaders. A total of 68 RPO and 52 RFO experts, representing different disciplines, countries and genders, completed one, two or all rounds of the study. There was consensus among the experts on the importance of 12 RI topics for RPOs and 11 for RFOs. The topics that ranked highest for RPOs concerned education and training, supervision and mentoring, dealing with RI breaches, and supporting a responsible research process (e.g. through quality assurance). The highest ranked RFO topics concerned dealing with breaches of RI, conflicts of interest, and setting expectations on RPOs (e.g. about educating researchers about RI). Together with the research policy experts and institutional leaders, we developed a comprehensive overview of topics important for inclusion in the RI policies of RPOs and RFOs. The topics reflect preference for a preventative approach to RI, coupled with procedures for dealing with RI breaches. RPOs and RFOs should address each of these topics in order to support researchers in conducting responsible research. (shrink)

Few cross-national studies have been conducted on academic dishonesty. The aim of this study was to explore students’ disclosed levels of academic dishonesty between New Zealand and Nigeria. The measures obtained included incidence, acceptability, and justification of dishonest action. It was hypothesized that there would be differences between the two groups and that differences could be explained in terms of deontology, cultural relativism, utilitarianism, rational fair exchange, and/or response bias. There were 844 medical and health science students who participated in (...) the study and completed a questionnaire that explored incidence, acceptability, and justification of dishonest action. A binary logistic regression revealed that age and incidence were significant predictors of country allocation. Nigerian students reported more engagement in dishonest behaviors, and it is argued that these students have diverse cultural expectations, language variances, response strategies, norms, beliefs, and values. Educational interventions are essential to address concerns related to academic dishonesty such as promoting cross-cultural discourse, providing study skills programs, utilizing peer mentoring, creating formal exchange strategies, and endorsing honor codes. (shrink)

Several years ago I began a mentoring relationship with an undergraduate student named Sadie.1 By all traditional measures, Sadie was a common student, earning slightly above average grades and participating in all the activities one might expect of a typical undergraduate. Our relationship lasted through her third and fourth years in school, and the longer I knew her, the more I understood her uniqueness. Sadie was incredibly self-reflective and had a profound love of learning, yet she took the types of (...) academic risks that, though personally and intellectually gratifying, yielded neither a narrow disciplinary focus nor the strongest grade-point average.While Sadie's approach to her own education embodies what .. (shrink)

Sheikh Halid Sufi, as a Sufi poet, addresses human being as the main subject of his sufist dicourse. He is an important figure of our recent history as he primarily adopted the goal of human perfection and revealed a doctrine of humanity in the school of knowledge. In advance of our current century, when human is seen just in physical respect, he lived as a man of heart who handled human being with an integrated approach within the aspects of matter (...) and spirituality, the world and the hereafter, individual and community, body and soul. In this communiqué, I will discuss Sheikh Halid Effendi’s ontology and his point of view on the place of human being in the realm of existence. He seeks human perfection and wishes people to free themselves of shabby desires and regain their disposition. He recommends people to achieve purity in order to reach the rank of being a mirror to God’s reflections. As a Sufi poet, he attaches importance to carrying out the education of divine journey, wrapping up in mystical ethics, having the identity of wisdom and gaining the aesthetics of love so as to reach the perfection. SUMMARY Sheikh Mehmed Halid was born in 1273/1856 in Sivas. He graduated from Ottoman Junior High School. He attended the 1893 War. In 1880, he started his professional career at a state office. Until 1899, he served in several positions, as assistant judge in Erbaa Lower Court, as Prosecuting Deputy Attorney in Sivas, as Prosecuting Judge assistant in Lower Court and head clerk in Darende, as head clerk in Lower Court in Tonus/Altınyayla, and as prosecuting judge in Kuruçay. He died in 1931 and was buried in Sivas Yukarı Tekke Graveyard. Sufism (tasawwuf) is an education for integrity towards maturity, in a way to prufiy the self from evils of nafs (self) and to reach the love of Allah. This spiritual educational journey is called ‘Seyr-u Suluk’. Sheikh Mehmed Halid completed his Seyr u Suluk as a dervish (student) of murshid (mentor) Kastamonulu Ganizade Mehmed Sadık Baba. Sheikh Mehmed Halid wrote three books called Hilafetnāme, Mektubāt, and Divan. He deals with issues of Sufism (mysticism) in these works. Primarily, his works dwells into the matters of morals, worship, good manners (adab), customary practices, ingenuity, existence, and love. Sheikh Mehmed Halid’s sole attempt is to explain the relationship among Allah, man and universe in an understandable way. According to Sheikh Mehmed Halid’s conception of Sufism, existence is unique and that existence is only Allah. The existence of Allah is absolute while the existence of assets is relative. Things do not exist on their own. Universe is like a mirror. What is reflected in the mirror of universe are the shadows of Allah the Omnipotent. The graces of The Divine are reflected in this mirror. All the things that exist in the universe proves the Self of Allah and his properties. Each of the things in the universe are the words of Allah. The existence of the universe is a result of Allah’s mercy. Man is the fruit of the tree of the Universe.Man is both the embodiment and the reflection of Allah. We want to discuss the position of man in between Allah and the universe with Sheikh Halid’s verses. Perceiving plurality in unity and unity in plurality, Sheikh Mehmed Halid attributes the variety of things and existence in the universe to the Divine beauties of Allah. For those who can comprehend, the plurality/ abundance in existing objects in the universe indicates singularity and uniqueness of Allah. According to Sheikh Halid, Allah is independent from and beyond all the entities that exist in the universe. However, Allah, manifests Himself in the things that he creates and the actions he takes through His divine names and properties. According to Sheikh Halid, each object is a reflection of Allah’s divine properties. Every entity in the universe glorifies Allah with all their existence. For Sheikh Halid, Seyr u Suluk is the journey from weakness to perfection, from substance to meaning, and from things to reality. Considering Seyr u Suluk education as distancing one’s self from other beings, reaching purity of heart, disposing of all signs explains these concepts with pilgrimage metaphor. As a response to those who asks him what he meant by seyr u suluk, he says seyr u suluk is servitude and submission to Allah. In order for Seyr u Suluk to be meaningful, a person should enter the way of a murshid-i kāmil (perfect religious mentor), and should have sincerity, purity (being deprived of all sins) and dhikr. According to Sheikh Halid, someone who is not in trouble is not given a remedy. So as to bother is necessary for remedy to be arisen. Nuisances of the universe are also ephemeral as the universe itself. Therefore, it is unnecessary to bother things that are ephemeral. Because remedy is not available without being mature. According to Sheikh Halid, the procedure of gaining advantage from being mature; getting rid of the ego, feeling the love, being pioneer of the mission, being modest, to attain soul pleasure, escaping from fame, leaving the claim, the glory of salvation, proceeding dhikr, reaching the conquests and escaping from friendship of worldly things. According to Sheikh Halid, being mature is not setting about affiliation ceremony. Asceticism cannot be a show and claim authority. Sincerity is needed on the basis of seyr u suluk education. Asceticism which is an effort of making the religion a specific of Allah is to make intimacy with Allah. Sheikh Halid wants his murids who take part in ṭarīqa (sufī path) to decide on the sincerity. Sincerity is said to be the unique factor that makes sense the membership. Seyr u suluk which begins with being membership of mature murshid, which makes sense with proceeding worship and respecting the sincerity arises by teaching manners to soul. Seyr u suluk is trying to reform the soul. Teaching manners to soul is a challenging and significant task. The most important factor that ensure teaching manners to the soul to be achieved is dhikr. Dhikr practice which makes successful the teaching manner to the soul of seyr u suluk training increases the prudence and foresight of dervish. The unique task that murshid expects from his murid during the membership process is to adjust his soul and parlance to the dhikr of Allah. Dhikr of Allah is a product of fondness. According to Sheikh Halid, one who wants to be remembered in heaven should himself learn to remember Allah. Sheikh Halid gives too much importance to disciplining the tariqa where sufi training takes place. A murid should qualify his murshid whom he intimated to. Followers should gain sufficient advantage from the spiritual atmosphere in the dergāh of their murshid. The murid must be at the service of the murshid who trains him and should obey tariqa manners. Salik who achieves seyr u suluk, who maturates the sufi ethics and who gains sincerity through dihkr of Allah tries to achieve the Gnosis. The intent of being a human is to know Allah. The biggest disaster for human is to come upon unawareness. Sheikh Halid who assumes the the Arifs as sultans of walayah makes a comparison between the Arifs and the Zahids and prefers the Arifs. He thinks that the Zahids pay attention to the appearance, cannot reach the basis and cannot go beyond Allahliness show. Sheikh Halid, who encourages the Zahids to avoid comparing themselves with the Arifs, warns the ones who combat with the Arifs and reminds that Allah proclaims warfare to those who has hostility towards those surrendering themselves to Allah. Sheikh Halid lines up the ways of being mature and having wisdom as godly grace, asceticism, love, the mind of leaving, battle with the self, humility, dikhr and being woeful. Salvation process which Marifetullah will guide is to achieve the love of Allah. Love is the way of achieving the reunion. The reality can just be gained through love. However, gaining the divine love requires to be loved. Because, the way of gaining the divine love is to remove everything except Allah from one’s heart. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:My First Loss:Carrying His LegacyKaran K. MirpuriI love listening to my mentors recount memorable cases they faced in their careers. While they do not always remember the details, the most vivid stories were always those of the first patient they lost. They shared that this was a difficult but important experience in every physician's career. While I prepared myself for the reality that I would eventually lose a patient, (...) I did not expect my first loss to happen two months into my first year of medical school.As a college student, I was intimately exposed to the topic of death through volunteering at a local hospice center. While I had not witnessed a patient's passing, I supported patients and families each week as they faced different phases of their journeys, offering them food, blankets, and a listening ear when needed. Though my volunteering had equipped me with new coping skills and language to navigate my emotions surrounding death, grieving the loss of my first patient was incredibly difficult.________I was nervous but excited as I entered my first shadowing experience with Dr. X in the emergency department. Beyond my previous volunteering at the hospice center, my clinical exposure largely involved watching routine wellness visits or low-risk procedures. While I had seen patients in critical condition before, the rapidly paced and chaotic environment of the ED felt like a completely new world that I looked forward to entering.While Dr. X applied a compression wrap on a woman's sprained ankle about an hour into the shift, a blaring sound echoed through the ED. I was confused as all the providers around us simultaneously checked their phones. Dr. X shared that they had been paged about a trauma patient who was arriving in 10 minutes. A 71-year-old man had sustained serious injuries in a motor vehicle collision and was in cardiac arrest. Given that he needed resuscitation, his case was labeled a "code blue."After Dr. X finished wrapping his patient's ankle and answering her questions, we quickly went [End Page E17] to set up for the incoming trauma. Not knowing what to expect, I marveled as a legion of nurses, physicians, and respiratory therapists filled the room. As they rapidly wheeled in a crash cart, prepared instrument trays, and yelled terms that I only recognized from television shows, I felt overwhelmed, but began to appreciate the organized, intentional nature of each person's actions. What initially appeared as chaos became an intricate orchestra conducted by the senior resident, with each section tuning their instruments and taking their places before the performance. I found a spot in the corner of the room and waited in anticipation of what would come next.I heard the wheels of a gurney approaching as EMS rushed in and the symphony began. Our patient lay unconscious while a large, black piston repeatedly crushed his chest. Although initially alarmed, I later learned that this was a LUCAS® device administering continuous chest compressions to preserve his circulation. Before I could blink twice, the device was gone, and the team surrounded the patient. The senior resident firmly gave orders from the foot of the bed as others inserted chest tubes, intubated him, and administered CPR. Although tensions were high and the clock was ticking, each team member worked calmly and announced when each task was complete to maintain closed-loop communication.As I watched providers line up to administer chest compressions, Dr. X came over to ask if I would like to join the team in providing CPR, given that I was certified. Prior to the shift, he shared that this was a valuable way for medical students to contribute during codes, although the choice was ultimately mine. While I was prepared for the possibility, I was shocked that a code had happened, especially in the first hour of my shift in the ED. Despite my fear, I felt a strong desire and compulsion to offer my support so I could hopefully help save this man's life.Comforted by the confidence in Dr. X's gaze and the knowledge that I was surrounded by a team of trained... (shrink)

Thus far, we know much more about the significant outcomes of perceived ethical leadership than we do about its antecedents. In this study, we focus on multiple types of ethical role models as antecedents of perceived ethical leadership. According to social learning theory, role models facilitate the acquisition of moral and other types of behavior. Yet, we do not know whether having had ethical role models influences follower perceptions of one’s ethical leadership and, if so, what kinds of role models (...) are important. We conducted a field study, surveying supervisors and their subordinates to examine the relationship between three types of ethical role models and ethical leadership: the leader’s childhood role models, career mentors, and top managers. We found that having had an ethical role model during the leader’s career was positively related to subordinate-rated ethical leadership. As expected, this effect was moderated by leader age, such that the relationship between career mentoring and ethical leadership was stronger for older leaders. Leader age also moderated the relationship between childhood models and ethical leadership ratings, such that having had childhood ethical role models was more strongly and positively related to ethical leadership for younger leaders. We found no effect for top management ethical role models. Implications for research and practice are discussed. (shrink)

This study aimed to explore practices and strategies that have successfully reduced time-to-proficiency of the workforce in large multinational organisations and develop a model based on them. The central research question of this study was: How can organisations accelerate time-to-proficiency of employees in the workplace? The study addressed three aspects: the meaning of accelerated proficiency, as seen by business leaders; the business factors driving the need for shorter time-to-proficiency and benefits accrued from it; and practices and strategies to shorten time-to-proficiency (...) of the workforce. 85 participants (n=85) from 7 countries who represented 10 economic sectors, 20 business sectors and 28 industry groups contributed 66 successful bounded project cases. A qualitative research approach was used. Data were collected through in-depth interviews with project leaders and by collecting additional project case documents. Data were analysed using thematic analysis to identify the themes in the data. Matrix analysis was then used to perform within-case and cross-case analysis to compare the project cases. 11 overarching themes were developed from the data analysis, out of which two overarching themes explained the characteristics of job-role proficiency and accelerated proficiency, while three overarching themes described the magnituide and scale of time-to-proficiency business problem, business drivers for accelerating proficiency and business benefits of reduced time-to-proficiency. Six overarching themes revealed the business practices employed by organisations to reduce time-to-proficiency: (1) Defining business-driven proficiency measures in terms of expected business outcomes from a job role; (2) Developing a proficiency reference map of all the inputs, conditions and roadblocks that determine or influence how required business outcomes are being produced in a job role; (3) Sequencing an efficient proficiency path of activities and experiences ordered to produce the desired business outcomes in the shortest possible time; (4) Manufacturing accelerated contextual experiences by leveraging on-the-job opportunities or training interventions in a compressed time-frame; (5) Promoting an active emotional immersion through engagements, consequences, stakes, feedback and proficiency assessments; and (6) Setting up a proficiency eco-system, providing timely support to performers while doing the job such as enabling job environment, highly involved manager, structured mentoring from experts, purposeful social connectivity with peers, leveraging subject matter experts and on-demand performance support systems. Organisations orchestrated these six business practices as an input-output-feedback system to reduce time-to-proficiency of the workforce. A conceptual model (Accelerated Proficiency Model) was developed representing interactions among six business-level practices/processes as a closed-loop system to explain the concept and process of accelerated proficiency in the workplace. These practices were implemented through a set of twenty-four strategies proven successful in various contexts. The strategies employed were much beyond the boundaries of conventional training interventions. The job itself acted as the primary mechanism to accelerate proficiency. A two-level hierarchical framework (6/24 framework of strategies) was also constructed in the form of a checklist consisting of six practices and twenty-four strategies for practitioners. Overall, the findings of this research study contribute significantly to the body of knowledge on accelerated proficiency. In particular, the conceptual model and the framework developed in this study can be implemented across a range of contexts, business sectors, job types and settings to reduce time-to-proficiency of the workforce. (shrink)

The objective is to introduce and describe a new philosophy for global science edification that will determine the extent and nature of humans’ accomplishments. These will affect life quality worldwide. Science as an ultimate essence encircles theoretical and applied findings and discoveries. These can only contribute to forming a trivial core, whilst the most crucial are insightful moral surroundings. Morality is most concerned with mentorship commitments. To sustain a dense and rigid shape that progressively improves science and life quality, imagination (...) must be complemented with harmonizing approaches. Such perceptions become an obligation as growing knowledge creates novel questions and challenges. The upper tree of science glorified with blooming branches of knowledge, particularly over the last few centuries, is predicted to undergo progressive declines in the strength of its edification foundations unless the lower tree receives most-deserving mentorship contemplations. The upper tree describes tangible science products in routin life, and the lower tree represents sustainable mentorship. Mentors must replace teachers, by definition, and commit to generating more qualified educators than themselves. Mentors are expected to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with integrated pathways of scientific development. The resulting pictures will be eagerly prone to revisions and elaborations as mentees themselves step into the pathway. This systematic edification will strengthen science roots in mentees’ minds and will uphold a sturdy science body for society. Science pictured as an integrated circle grants a prospect to envision where humans are and where not to end up. Maintaining a definitive shape for science in any major before and while enriching central cores with experimental novelties in minds and laboratories is crucial to improving man’s fulfillment of time in the third millennium. Such integrities are an obligation to optimally preserve and utilize what humans have achieved thus far and continue to accomplish. (shrink)

Working in academia is challenging, even more so for those with limited resources and opportunities. Researchers around the world do not have equal working conditions. The paper presents the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. The community coaching method is envisioned by three science philosophies (cost-effectiveness, transparency spirit, and proactive (...) attitude) and established and operated based on the Serendipity-Mindsponge-3D knowledge (SM3D) management framework (i.e., mindsponge thinking and Bayesian Mindsponge Framework analytics serve as the coaching program's foundational theory and analytical tools). The coaching method also embraces Open Science's values for lowering the cost of doing science and encouraging the trainees to be transparent, which is expected to facilitate the self-correcting mechanism of science through open data, open review, and open dialogue. Throughout the training process, members are central beneficiaries by gaining research knowledge and skills, acquiring publication as the training's product, and shifting their mindsets from “I can't do it” to “I can do it,” and at the same time transforming a mentee to be ready for a future mentor's role. The coaching method is thus one of the members, for the member, by the members. -/- • The paper provides the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. • The paper presents three major science philosophies envisioning the establishment and operation of scholarly community coaching. • The paper employs the mindsponge theory and BMF analytics to construct a conceptual framework explaining how an environment is created to help shift members’ mindsets from “I can't do it” to “I can do it.”. (shrink)

continent. 1.2 (2011): 141-144. This January, while preparing a new course, Robert Seydel was struck and killed by an unexpected heart attack. He was a critically under-appreciated artist and one of the most beloved and admired professors at Hampshire College. At the time of his passing, Seydel was on the brink of a major artistic and career milestone. His Book of Ruth was being prepared for publication by Siglio Press. His publisher describes the book as: “an alchemical assemblage that composes (...) the life of his alter ego, Ruth Greisman— spinster, Sunday painter, and friend to Joseph Cornell and Marcel Duchamp. Through collages, drawings, and journal entries from Ruth’s imagined life, Seydel invokes her interior world in novelistic rhythms.” This convergence of his professional triumph with the tragedy of his death makes now a particularly appropriate time to think about Robert Seydel and his work. This feature contains a selection of excerpts from Book of Ruth (courtesy of Siglio Press) alongside a pair of texts remembering him and giving critical and biographical insights into his art and his person. These texts, from a former student and a colleague respectively, were originally prepared for Seydel's memorial at Hampshire College and have since been revised for publication in continent. For more information on Book of Ruth, please visit the book's page at the Siglio Press website. —Ben Segal draughty R. * Lauren van Haaften-Schick 2011 “The most apt way to order Smithson's library is with the conjunction 'and'; science and religion; modernism and mass culture; what is present and what is missing.” —Alexander Alberro, 248 Robert Seydel's classes on collage and collecting immersed his students in a curious world of cabinets, oddities, exhaustive archives and obscure histories, explored always with critical rigor and a sincere eye for wonder. His office was a compendium of the ancient, mythic, potential and unworldy, where seemingly unrelated references were endlessly pulled, piled and fused in an ecstatic dance of hyper-annotation. The small room and all its contents overflowed with notes tucked in every margin and corner. Books coated the walls like a switchboard, anxious and humming, waiting for infinite links to be activated. William Blake's books of Job and Urizen summoned Greek mythology and the animal as metaphor, leading to 19th century cryptozoology and the cave paintings at Lascaux, Gaston Bachelard's description of the bird in his garden and Robert Rauschenberg's Canyon . Tracking archetypes and following tangential threads, new revelations and ancient narratives were compiled and ordered to form a new text, a bibliography as assemblage, portrait and poem. Robert's library—one of his many collections—is a portrait, an “artifact, collage of time, a token and remnant” (Seydel, 2007) He is humming with it still. The imagination of this room—of Robert—breathes through the pages of Book of Ruth, as every decision and detail unfolds to a cosmos. Allegory, invention, personal and art histories are entangled and leveled, rendering lived, perceived and absorbed experiences indistinguishable. Anonymous scraps discovered on the street or studio floor, careful clippings and drawn figures are chosen and animated through serendipitous destruction and whimsical, delicate positioning. A precise vocabulary of characters and terms erupts and collapses as personas and passers-by wave and whisper, “Every figure reveals aspects of the total form, which is open and green” (Seydel, 2007). The initials R.S. repeat, a nod to Robert's true family tree and further complicating identification. Robt, Robert's sometimes alter-ego, appears in myriad forms as a trickster “half-wit,” mercurial and skittish, or soft and worn thin. Saul is a solemn tinkerer, parsing the world and sometimes blind. Ruth, the speaker of the book, records and translates all, her voice wavering between poetic verse and a cryptic half-speech as complex as it is sparse. The rhythm of frayed edges sets time - the weight of the world and the lightness of paper. Robert wrote of his process, “Material is essential; scuffings carry history, which wanders throughout” (Seydel, 2007). Collectors, assemblers, sway between careful movements of selection and placement as they pull from the found world, mediating calculated and unconscious association to form a lexicon of gestures, symbols and allusion, the “artifacts of a life... the refuse and rejecta of days” (Seydel, 2007). These assembled fragments shift and chatter, at home in their homelessness, actors performing in their own lives, populating an invented world of similar orphans. Such accumulated, severed parts carry the injury of their cutting and retain the evidence of their source, binding loss to creation in a symbiosis of trauma and repair. Mourning and remembrance are deeply embedded in the histories and acts of such practices. Grievance, acceptance, and the fragility of life are conveyed in the 18th century allegorical arrangements of fetal specimens by Frederik Ruysch. A certain melancholy reverence colors Joseph Cornell's intimately tactile assemblages rendering the universe tangible in miniature, or made in devotion to unrequited loves. Preserved in stasis, these ghosts and idols are kept in a purgatory where fact and fiction, past and present are irrelevant distinctions. Catalogued and contained, the subject of loss is transferred to an artifact. Every thread, scrap and letter may be glued, gathered and placed in a museum, a tomb, a box, a page, ripe and open for possession. Holding on to grief and reveling in disrepair, we opt to be haunted. Forever unbalanced and in flux, the sublime of collage is its resolve to irresolution. For Robert, “Art, as creation and as sign of primary Imagination, is not objects but a state, a kind of fluid” (Seydel, 2007) Reflecting on his work, life, and death, I am drawn to my library and the myriad titles acquired through his inspiration. There is Daniel Spoerri's An Anecdoted Topography of Chance , Susan Stewart's On Longing , various Borges, Barthes, Perec, and especially Life: A User's Manual , which concludes that the perfect puzzle will have no solution. I think of the drawers of miscellaneous swallowed objects at the Mutter Museum, Ray Johnson coding the every day in riddles, Wallace Berman twisting tongues, and Susan Hiller laying every detail to bear. Collectors and makers working in endless cycles of observation, ingestion and display. Every gesture informs and is defined by others, every space is shaped by that which surrounds and fills it, the knot has an inner logic, the gigantic is not so different from the miniature, there is a world in every detail, and “All art is collage” (Seydel, 2011) These thoughts have molded my life, my art, and all the minutia that keep the two so profoundly intertwined; There is no difference between life and what we do with our time. “I write my life. I make me up.” What a gift to share this secret way of knowing the world, and to leave this knowledge for us to do with what we please. “Art begins in admiration” (Seydel, 2011) Lauren van Haaften-Schick is a curator, writer and artist based in New York. Upcoming curatorial projects include "Cancelled" at the Center for Book Arts, and "The Spirit of the Signal" at Nicole Klagsbrun Gallery, New York. Recent activities include the workshops "Market, Alternative" and "Alternative Art Economies" at Trade School and Momenta Art, and the e-flux Time/Store, New York. She is the founding director of two arts spaces in Northampton, MA and Philadelphia, PA. She received a BA in Art History and Studio Art from Hampshire college in 2006. Sura Levine on Robert Seydel If early on in his time at Hampshire College I was officially his “mentor,” Robert Seydel quickly became one of my great teachers. Over the years we talked about everything, from art, music, collage, and poetry, to campus politics, this latter far too often. It was always a sublime pleasure, if all too rarely done, to enter his apartment to look at his work in progress, to peruse his bookshelves where, inevitably, there were always new treats to examine. And, while he was working on his Book of Ruth , I was given the opportunity over the course of many meals at the Korean and other restaurants, to talk with him about image and poem ordering. To see how he thought through each comma, each juxtaposition across the gutters of the Book, was to watch a brilliant curator at work. Each day, I walk past his wonderful collaged portrait of Ruth, purchased, after much haggling, as a birthday present, a couple of years ago. And each day, I think how lucky I am to have known Robert as he produced this magnum opus. One of my greatest pleasures in 24 years at the College was to teach “The Collector” with Robert. One of my greatest regrets is that the magic we created together in the classroom will not, and cannot, be duplicated. Its various incarnations, its utter intelligence and magic, were all so deeply Robert’s. His was a mind that put poetry, philosophy, history of science, and history together with art, and art together with music. His intellect and eye were unparalleled. He introduced us to so many artists. He shared his fascination with the cabinets of curiosity of Aldrovandi, of Seba, and Peter the Great’s collection of fetal anomalies, as well as the Museum of Jurassic Technology in Los Angeles. Robert knew them all and so many more. He was a walking encyclopedia, his home a great archive. Arcane knowledge, perhaps, but oh so important for another of Robert’s heroes, the mid-20th century Belgian artist Marcel Broodthaers, whose name he invariably mispronounced as “Broadthayers.” In speaking his name, Robert would always look in my direction in a panic, and then he go on and maul it. I absolutely loved his various mispronunciations of French names and terms! “The Collector” was always filled with talented young artists, art historians, philosophers and writers who all came to understand the wondrous obsessions of the figure of the collector. Students in this course created dazzling projects each term. He always moved while looking and speaking. He read deeply, and commented on everyone’s work with wonderful generosity. Robert always found something to praise even in the least developed of projects. Robert inspired and mentored all of his students into making work that far exceeded their expectations—and ours. For those of you who were lucky enough to have been touched by or to have had an evaluation written by Robert, savor it, keep it, reread it, and share it. He loved working with you all; it is somehow fitting that he died while prepping yet another new course. Robert, it’s almost impossible to speak of you in the past tense, even though you left us a month ago. No doubt, if you knew about our gatherings and celebrations of you, you would be embarrassed that we are making a fuss over you; you always placed the focus on others rather than on yourself. This trait is exactly why so many people miss you now. We’re here to love you publicly as we all did privately for the eleven years you were among us. Robert, my very dear friend, you were an extraordinary artist—you were my brother of choice. My heart broke when yours did. I miss you profoundly. —Sura Levine, February 26, 2011 Sura Levine is a professor of art history at Hampshire College. Her field of specialty is 19th century Belgian and French art, particularly realism and impressionism. Having worked in museums for a number of years both prior to coming to the College, and, as guest curator and co-author of exhibition catalogues, she became particularly interested in the history of museum and trends in collecting. It was because of their shared interests that she and Robert Seydel developed their course, The Collector, which they co-taught for many years. (shrink)

International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic writing help for (...) international students in 17 different scenarios. Findings suggest that students, far more than faculty, lacked certainty and agreement on whether certain help they may receive is ethical. The two groups’ views also varied on machine translation and the use of for-pay editors. Faculty, in general, had the least agreement on the use of machine translation and the use of a for-pay editing service for sentence- and discourse-level help and expressed that specific contexts and instructor’s expectations should be taken into consideration. Also, perceptions of students from East Asia showed notable differences. We argue that establishing and communicating clear guidelines concerning writing help should be part of any policy of academic integrity and present an “ethicality index” to help begin conversations as each institution, program, or faculty establishes the boundaries of ethical writing help in a specific context. (shrink)

A tension between cosmopolitanism and nationalism characterizes the career of the poetckert. The German orientalist and mentor to Paul de Lagarde translated remarkable quantities of Sanskrit, Farsi, and Arabic verse, while earning popular acclaim for his Biedermeier celebrations of the German Heimat. The contradiction in these scholarly pursuits can be reconciled by examining the intersection of the local, national, and global in Rckert expected to transform German into a universal language of spiritual reconciliation, thereby transcending Babel and distinguishing the (...) German nation as a chosen people. This article investigates the process of cultural translation through which Rworld poetry” intelligible to a German audience, arguing that cosmopolitanism underlay a German claim to cultural dominance in post-Napoleonic Europe. (shrink)

The world of work is being changed at an unprecedented rate as a result of the rise of the Fourth Industrial Revolution. This rate of change was accelerated by the COVID-19 pandemic, which left organizations and their leadership to deal with myriad of challenges. These changes also impacted leaders’ identities in their work and their roles in their organizations. We examine how leaders responded to the various workplace challenges presented by the COVID-19 pandemic and what this meant for their work (...) identities as leaders. To do this, we made use of role identity theory, social identity theory, and leader identity. A qualitative study was conducted with a group of eight senior leaders from various South African and global organizations who had between five and 10 years’ work experience, and some had even more. Data were collected through semi-structured interviews, conducted virtually and in person. Thematic analysis was used to analyze the data. The main finding that emerged from the research was that leaders employed virtual leadership to ensure that customers’ expectations were met, and to manage team-and organizational performance. These leaders achieved this by fostering a digital culture and building effective teams. They achieved their leadership goals by ensuring social identity continuity amongst their teams. This required them taking on extra roles, such as strategist, technology expert, entrepreneur, coach, mentor, and member of the team. Their leader role identity, as part of their work identity, was amplified by the pandemic. The implication is that organizations should develop leadership development programs to increase and strengthen leader identities to capacitate them for times of crisis. (shrink)

Neuroscientists are increasingly put into situations which demand critical reflection about the ethical and appropriate use of research tools and scientific knowledge. Students or trainees also have to know how to navigate the ethical domains of this context. At a time when neuroscience is expected to advance policy and practice outcomes, in the face of academic pressures and complex environments, the importance of scientific integrity comes into focus and with it the need for training at the graduate level in the (...) responsible conduct of research . I describe my experience teaching RCR in a graduate neuroscience program and identify three personal reflections where further dialogue could be warranted: mobilizing a common set of competencies and virtues standing for professionalism in the neurosciences; tailoring RCR for the neurosciences and empowering students through the active engagement of mentors; soliciting shared responsibility for RCR training between disciplines, institutions and governmental or funding agencies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 121.3 (2000) 483-487 [Access article in PDF] P. J. Stylianou. A Historical Commentary on Diodorus Siculus Book 15. Oxford: Clarendon Press, 1998. xxii 1 602 pp. Cloth, $125. This study is, as the dust jacket informs us, "the fullest ever undertaken for any part of Diodorus." Stylianou therefore very appropriately offers in his introduction (1-139) many comments that apply to the Bibliotheke Historike; as a (...) whole (some of its forty books are lost, some survive only in fragments). He shares in the generally held low opinion of Diodorus' talent, calling Diodorus (who wrote in the last half of the first century B.C.E.) "a second-rate epitomator" (1) with "not an attractive style," one that is marred by "empty and inept rhetoric" and "poverty of vocabulary" (15). Stylianou describes the Bibliotheke as "entirely derivative" and the product of "slipshod" methods (21)--"a work of compilation, and hastily and incompetently carried out" (132), in which "any revision was of the most perfunctory nature" (139). Saying that a "complete list of Diodorus' blunders would be of a very respectable length," Stylianou is content with providing a full page of just those within book 15 (138).Alhough he was a less than competent compiler, Diodorus "used first-rate sources" (1); unfortunately most of those sources are now lost, and students of some of the periods covered by Diodorus' extant books have no choice but to work through the confused and confusing filter his extracts provide. Rejecting recent criticisms as unconvincing, Stylianou adheres to the traditional view that Diodorus follows "one main author at a time" (49); for book 15, that author is Ephorus of Cyme, who wrote, Stylianou believes, in the 330s-320s B.C.E. (110). Allowing for the sort of pro-Athenian, anti-Spartan biases one would expect in a student of Isocrates (114), Stylianou has a generally high opinion of Ephorus, believing that most of the errors to be found in Diodorus' account were produced by inept abbreviation of his mostly reliable main source (124).Book 15 deals with the period 386-360 B.C.E., from just after the imposition of the King's Peace to just before the emergence of Philip of Macedon, a quarter-century filled with many significant events: Sparta's abuses as prostates (enforcer) of the "autonomy" clause of the Peace; the rise of both the Boeotian and Second Athenian Confederacies; the rapid decline of Sparta as a great power, culminating in the disastrous Battle of Leuctra and the first four Theban-led invasions of the Peloponnesus; the meteoric rise and fall of Jason of Pherae; the revolt of the western satraps of the Persian Empire; the climactic (or anticlimactic) Second Battle of Mantinea; the establishment of a Greek "common peace" that excluded the Persian King, etc. This is a period for which the Ephoran tradition in Diodorus is paralleled by the contemporary account in Xenophon's Hellenica. The striking differences between their versions of numerous events have continually fueled scholarly controversies. In most cases (not all; see, e.g., 507-8), Stylianou tends to favor Ephorus over Xenophon--when (as he admits is not always possible) one can discern the Ephoran account [End Page 483] through the mutilations imposed on it by Diodorus. Fortunately help is provided by other sources (contemporary inscriptions and orations, later writers such as Plutarch, etc.). Stylianou seems less inclined to find "doublets" in Diodorus' text than many scholars have been, and he shows plausible ways of explaining some apparent doublets away (242, 382), although he does admit one "minor doublet" in book 15 (439).No one hereafter will be able to deal responsibly with the first half of the fourth century B.C.E. without carefully consulting Stylianou's commentary. Its pedigree of predominantly Oxonian advisors and readers from 1981 dissertation through 1998 publication (vii-viii) is most impressive, yet Stylianou takes issue with his mentors on numerous specific points. Several new and valuable observations are made: for example, corrections of restorations necessitated by reinterpretation of the pose of the statue of the Athenian... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Xenophon and the History of His TimesCharles D. HamiltonJohn Dillery. Xenophon and the History of His Times. London and New York: Routledge, 1995. xii + 337 pp. Cloth, $69.95.Xenophon is rarely portrayed as one of the leading literary figures, or thinkers, of his age: when viewed as a philosopher, he is overshadowed by his great contemporary Plato, and as a historian, he is inevitably, and unfavorably, compared with (...) Herodotus, Thucydides, and the Oxyrhynchus historian. Dillery has gallantly attempted an assessment of Xenophon, arguing that a consistent worldview can be constructed from his works (both historical and philosophical), and that the interpretation which thus emerges shows him to be a perceptive and intelligent, albeit disillusioned, observer of his age. As the author puts it, “I do not attempt to study him as a great, or even good historian. I mean instead to study him as an interpreter, a voice of his age; a thoughtful if not brilliant man who tried to understand his times” (196). The title should not mislead the reader into thinking that this book is primarily concerned with the Hellenica (the Penguin edition translates this text as A History of My Times); on the contrary, although his central burden is to elucidate a number of problematical aspects of the Hellenica, Dillery provides much discussion of the Anabasis, the Cyropaedeia, the Memorabilia, Agesilaus, and the Constitution of the Spartans as well.Dillery’s effort, a work essentially of literary analysis and interpretation, [End Page 167] focuses on the mind of Xenophon as revealed in his writings, and it carefully constructs an integrated reading of Xenophontic texts which, if not absolutely compelling, at least offers suggestive and intriguing insights into the author and his world. Xenophon is presented as a man whose personality and outlook were heavily influenced by three individuals: Socrates, his teacher and mentor; the Persian prince Cyrus, in whose service he marched with the Ten Thousand; and the Spartan king Agesilaus, whose lifelong friend and admirer he became. Disillusioned by the fate of each of his heroes—Socrates’ trial and conviction by the Athenian democracy, Cyrus’ death at the Battle of Cunaxa, and Agesilaus’ inglorious end as a mercenary commander after Sparta’s precipitous decline following Leuctra—Xenophon struggled to make sense of his world and the age through which he lived. This is the theme of the book, to offer an explanation of how Xenophon tried to understand the turbulent and dismally confusing events of the late fifth and early fourth century, which formed the core of his Hellenica.Two early problems addressed concern the beginning and the end of the history, and its composition. Dillery discusses the famous closing remark of the Hellenica, in which Xenophon expresses frustration that the Battle of Mantinea (362) did not produce order and stability in the Greek world, that it settled nothing, although apparently many expected that it would. Why then did Xenophon end his history at this point? Dillery suggests that this was a fitting conclusion precisely because it emphasized “a profound truth about the Greek world: disorder was the typical condition of Greece... a shattering realization for a man [Xenophon] committed to panhellenic ideals and to order in every facet of his world” (27). As for its opening, Dillery adopts the view that the text down to 2.3.10 was written early, was intended to complete Thucydides’ unfinished work, and was influenced by Thucydides’ methods. The second part, he argues, was written as a whole, more than twenty-five years later. Regarding the absence of a preface, he suggests that Xenophon may have wished to emphasize that the work was not unified by a single, central issue and therefore did not merit a formal introduction.Dillery also argues that Xenophon, especially as a result of his experiences with the Ten Thousand and then while in Spartan service under Agesilaus in Asia Minor, came to appreciate the necessity of good order in society, both in the military camp and on campaign as well as in the political community, and the importance of good leadership. Like others among his contemporaries, he also developed strong notions of utopianism and panhellenism, and the failure of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reach Without Grasping: A Retrospective Appreciation of Anne Carson’s Eros the Bittersweet LOUIS A. RUPRECHT JR. Everything I know about love and its necessities I learned in that one moment when I found myself thrusting my little burning red backside like a baboon at a man who no longer cherished me. There was no area of my mind not appalled by this action, no part of my body that (...) could have done otherwise. But to talk of mind and body begs the question. Soul is the place, stretched like a surface of millstone grit between body and mind, where such necessity grinds itself out. Soul is what I kept watch on all that night. —Anne Carson, “The Glass Essay” (1995) It is always tricky, the question of whether to read an author’s work in light of his life or not. —Anne Carson, The Albertine Workout, no. 56 (2014) anne carson (b. June 21, 1950, in Toronto, Canada) is one of the most versatile of contemporary writers in the English language who have drawn deeply from the Classical well. She has achieved a unique place in the realm of North American letters, and much deserved recognition in the past twenty years: she was awarded the Lannan Literary Award in 1996; the Pushcart Prize in 1997; a John Simon Guggenheim Fellowship in 1998; the MacArthur Foundation arion 27.2 fall 2019 “genius grant” in 2000; the Griffin Poetry Prize in 2001 (the first woman to be so recognized); the T. S. Eliot Prize also in 2001; the PEN Award for Poetry in Translation in 2010; and a second Griffin Poetry Prize in 2014 (the only person ever to receive this award twice). in 2018, she was an Inga Maren Otto Fellow at the Watermill Center in Watermill, New York, on leave from a Creative Writing position at New York University. Trained as a classicist—she received her Ph.D. in Classics from the University of Toronto in 1981, and an Honorary Degree in 2012—but better known as an accomplished poet and translator, Carson burst on the scene in 1986 with the publication of her first and most philosophical work, Eros the Bittersweet: An Essay.1 What this book announced most clearly, in addition to Carson’s complex identity as a poet-and-classicist-and-philosopher-in-one, was her unique ability to work against the expectations and across the loose boundaries which define a genre, and thus to create new genres along the way. In this essay, I would like to offer a retrospective appreciation of Carson’s first book, published (it is scarcely believable to note) more than thirty years ago. There are historical precedents to her achievement in this text, as I hope to show, but her authorial voice is altogether unique, and the reach of her influence has been long. ❖ on rare occasion, a first book may give us a telling glimpse into everything that will follow. Anne Carson’s Eros the Bittersweet is such a first book. What the book does best is to announce itself, and its author, as the bearer of unconventional news, reported in an unconventional manner, all of it expressed in uncommonly luminous prose. It is a book that refuses to be categorized, a book that refuses genre— strangely enough, virtually by creating one. And along the way of creating—that is, of poeticizing—in its singular way, this book generates new desires all its own. There is a history to such literary and generic non-conformity. 138 reach without grasping When Friedrich Nietzsche (1844–1900) was invited to take up a professorship at the astonishing age of 24, without even having produced his dissertation yet, the expectations surrounding his first book were elevated, to say the least. Well aware of this, aware too of having been described by his mentor as “the future of Classics in Germany,” Nietzsche published The Birth of Tragedy out of the Spirit of Music in 1872.2 He was still just 26 years old, and very few classicists knew what to make of it; even his mentor regretted the rashness of the thing. Meaner spirits mockingly called it a work of “future-philology!” suggesting that... (shrink)

This essay on John Dewey, a prominent educator of the 20th century, explores his pedagogical theories and writings that influenced teaching-learning procedures. Dewey's influences are vast and overwhelming in the fields of aesthetics, politics, humanism, and logic. In the center of his educational concept is the child. His democratic leanings and pursuit of liberty, justice, and the value of a child's experience are the roots of Dewey's conception of humanism. Dewey's main concern was the gap between a child's experiences and (...) the expectations put on him. He emphasizes the need of teachers showing sensitivity to the unique differences and needs of their students. A youngster has the potential to be nurtured by a skilled mentor since they are naturally curious, companionable, and productive. As a result, it is the responsibility of the instructor to create a welcoming and productive environment for the students in order to give them excellent educational experiences. These environments are developed by the joint testing of effective teaching and learning strategies by instructors and students. The objective is to promote student independence. Dewey viewed his school as a community where the students are actively involved. This paper focused on Dewey's educational theory, pedagogical considerations, and the links he drew between education, democracy, experience, and society. (shrink)

Rene Descartes's motto challenges his would-be historians: "He lives well who hides well." He hid even in the Discourse on Method, where he professed to recount the story of his "entire life, " but said almost nothing about his childhood and youth. He mentioned neither family nor friends, and he boasted a total freedom from irrational passions. In the Discourse, which presented a new way of achieving certain truth through mathematical reason, Descartes stressed just one event, a day of thinking (...) at the beginning of winter, 1619. Tucked away in an unpublished notebook, however, Descartes also left the Olympica, which documented the wildly irrational dreams he had the night of November 10, 1619, and gave his own enthusiastic interpretations. Embarrassed scholars have tried to reason away this record and even the dreams themselves. Adapting clinical methods to historical research, John Cole offers the first systematic interpretation of the Olympian dreams. He argues that they expressed and masked Descartes's unresolved conflicts: his guilt at having rejected the law career for which he had been trained and which his lawyer father had wanted him to pursue, and his shame over early failures to satisfy the high expectations of his friend and mentor, Isaac Beeckman. Cole shows us how a critical historian can make sense of such irrational material and lets us see the creation of an egocentric and rationalist philosophy. (shrink)

Historically, it has been presumed that being an experienced researcher was enough in itself to guarantee effective supervision. This has always been a dubious presumption, and it has become an untenable one in the light of global developments in the doctorate itself and in the candidate population which have transformed demands upon expectations of supervisors. This handbook will assist both new and experienced supervisors to respond to these changes. Divided into six parts the book looks at the following issues: (...) * Changing contexts of doctoral supervision * Recruiting, selecting and working with doctoral candidates * Supporting the research project * Supporting candidates of all nationalities and academic backgrounds * Supporting completion of projects and examination * Evaluation and dissemination of practice. A Handbook for Doctoral Supervisors focuses on the practical needs of supervisors, draws examples from a wide range of countries and uses self-interrogation as a means of encouraging readers to reflect upon their practice, making it an essential read for anyone involved in doctoral supervision. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 535 eluded. Have Straussians proved that there is no higher human knowledge than philosophy? One hopes that they will meet their critics, because Stmussians are deeply serious men and women, and we can all learn from their mentor. Hillsdale, College Hillsdale, Michigan D. T. ASSELIN Philosophical Problems of Classical Film Theory. By NOEL CARROLL. Princeton, N.J.: Princeton University Press, 1988. Pp. 268. This book is a (...) provocative, clearly written, and carefully argued presentation of a philosophical critique of traditional film criticism. If film is taken as a serious art form, one which can stand alongside of music, painting, theatre, and literature, then Carroll's book is a good example of the type of philosophical study that is needed. Assistant professor of philosophy at Wesleyan University, Carroll knows the world of film well and attacks with vigor what he takes to be erroneous in traditional film criticism. His three targets are the film theories of Rudolf Arnheim, Andre Bazin, and V. F. Perkins. It would be difficult to overemphasize the influence of Arnheim and Bazin on the history of the aesthetics of film: each man is a giant in the history of theorizing about film. Though much less influential, Perkins does present an mteresting view of film. Philosophical Problems of Classical Film Theory consists of an introduction, three central chapters, and a conclusion. Each of the three chapters is devoted to one of the film theorists, and each chapter begins with an explanation of the theory being discussed. In trying to present the theory in its strongest form, Carroll includes a detailed discussion of its historical setting, and this makes its contextual importance clear. But most of each chapter is devoted to criticism of the theory iii question. Thinking of film theories as a series of answers to abstract questions, Carroll suggests that Arnheim, Bazin, and Perkins address the same central questions and expect the answers to these questions to be related logically in the same way. Carroll lists three questions that he thinks suggest a similar structure in the three theories he is studying: " What is the determinant or special feature of film? What is the value or role of cinema? What are the processes of articulation in film in relation to the previous two answers? " Concerning the answers to these questions Carroll writes 586 BOOK REVIEWS Most classical film theories-including those of Amheim, Bazin, and Perkins-relate answers to the three basic questions in the following way: the determinant characteristic stands to the role of cinema as a means to an end, while the articulatory processes are assessed as instances of the determinant characteristic of cinema (pp. 14-15). Arnheim represents an early type of film theorizing which Carroll names the silent-film paradigm. Those who embrace this approach, and Carroll would include the Soviet montagists of the twenties such as Sergei Eisenstein, insist that film is not merely a record of reality but rather manipulates reality expressively. Though Arnheim wrote after sound had entered film, he disdained talkies and looked back to silent film to discover the paradigm of film. Carroll's treatment of Arnheim relies on the latter's 1957 Film As Art, which is a condensed version of his 1933 book Film. The 1957 condensation can he considered the authoritative articulation of Arnheim's position. The prejudice against cinema in its early days derived from the fact that a major constituent of film was photography. Many felt that photography could not be an art form because it was merely a copying process. Arnheim's theory can be called creationist because he successfully showed how cinema could be creative in capturing and re-presenting reality. Arnheim showed that film transcends the simple viewpoint that simple recording implies. Carroll summarizes Arnheim's view: In summary, Arnheim holds that one role of filmmaking-the one that concerns him-is art. He also contends that the determinant characteristics of the medium-those relevant to the purpose of art makingare the various ways that the medium diverges from the mechanical duplication of reality, and finally, Arnheim spends the bulk of Film As Art on lengthy examinations of the various modes of cinematic articulalation, in order to demonstrate... (shrink)

An Introduction to Proof via Inquiry-Based Learning is a textbook for the transition to proof course for mathematics majors. Designed to promote active learning through inquiry, the book features a highly structured set of leading questions and explorations. The reader is expected to construct their own understanding by engaging with the material. The content ranges over topics traditionally included in transitions courses: logic, set theory including cardinality, the topology of the real line, a bit of number theory, and more. The (...) exposition guides and mentors the reader through an adventure in mathematical discovery, requiring them to solve problems, conjecture, experiment, explore, create, and communicate. Ultimately, this is really a book about productive struggle and learning how to learn. This is a print version of the popular open-access online text by Dana C. Ernst. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Adventures of Telemachus [1699] by François de Salignac de la Mothe-FénelonJean–Michel RacaultFrançois de Salignac de la Mothe-Fénelon. The Adventures of Telemachus [1699]. Translated with an introduction and notes by A. J. B. Cremer. London, Anastasis Books, 2022, 419 pp. Hardbound £24.50. Paperback £15. ISBN: 9781739798314.Fénelon’s 1699 novel The Adventures of Telemachus—or more precisely, the epic poem in prose—was one of the major bestsellers in many European countries (...) for nearly two centuries. The book inspired paintings, operas, fashions, and even wallpaper motifs. It gave birth to a literary subgenre, the “archeological novel,” such as Terrasson’s Sethos (1731) or Bernardin de Saint-Pierre’s L’Arcadie (1788), in which the action is located in an antique setting. Still part of French schools’ syllabi a century ago, this book mainly owes its survival today to highly specialized academic research, stimulated from time to time when an “Agrégation” program generates new publications, papers, and conferences, as happened in 2009–10. The situation is similar in English-speaking countries, if perhaps just a bit worse: new editions are scarce and generally based more or less on revised versions of eighteenth-century translations, such as those editions by John Hawkesworth’s (1768) or Tobias Smollett’s (1776).The publication by A. J. B. Cremer of an entirely new translation, featuring a close rendering of the French text into modern English and preserving the original’s formal dignity without resorting to a pastiche of the classical language, is therefore a landmark in the history of Fénelon’s reception, and in the valuation of Telemachus particularly. This edition, while intended for the general reader, includes most of what is expected of a scholarly edition. In a comparatively short introduction, the editor recalls the essential facts about the author’s background (as a descendent of high nobility) and about his ecclesiastic career, which was compromised by both his involvement in mystical spirituality (the quarrel over Quietism) and his critical attitude toward the absolutism of Louis XIV’s régime. [End Page 140]In fact, Fénelon’s appointment as Archbishop of Cambrai (1695) was a kind of exile. In 1689, however, he was appointed tutor to Louis XIV’s seven-year-old grandson, the young Duke of Burgundy, second in the line of succession to the throne after his father (though both died prematurely). Fénelon wrote for this boy The Adventures of Telemachus as an educative fiction in the tradition of the “mirrors of Princes.” Of course, such a book was not intended for publication, and when it appeared in 1699—strangely enough, in a fully legal manner and with a printing privilege—it was against Fénelon’s will and in a very faulty form, which was corrected in later editions. An editor today therefore faces solving some highly complex textual problems, and choosing between the manuscript traditions. Cremer’s translation is based upon Jacques Le Brun’s authoritative text, published in Fénelon’s Œuvres, tome II (Paris: Gallimard, “Pléiade,” 1997).1After surveying the critical reception of Telemachus, particularly in England, starting at the text’s first publication and reaching the present time, the introduction discreetly hints at an apparent trend, among some interpretations, toward Christian allegory. If the figure of Mentor obviously “represents Fénelon” in his tutorial role, Cremer notes, this character, also an incarnation of Minerva, embodies humanity and divinity simultaneously, and thus may be seen as a “Christ-figure,” with Telemachus as his disciple and Ulysses, with his pursuit of a never-ending quest, as the symbolic form of the Divine. These observations are not entirely new; they have been formulated before by various critics. The editor himself concurs with a well-known article by André Blanc that describes Fénelon’s neo-platonician turn of mind: for Fénelon there is no contradiction between Christian revelation and the pagan fables of classical mythology, which he considers prefigurations or allegories of Christianity.This interpretation is abundantly and convincingly confirmed in the editor’s annotations. While as expected the commentaries point frequently to Greco-Latin mythology or classical literary sources... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Intersection of Heidegger's Philosophy and His Politics as Reflected in the Views of His Contemporaries at the University of FreiburgRichard DetschThere has been so much speculation in the last ten years or more about the reasons for and the extent of Heidegger's involvement in the Nazi movement that another attempt to come to grips with this important problem might seem superfluous. Amidst the weighty arguments advanced in what (...) has become a multitude of treatises and tomes, however, there has thus far been little interest in dealing with Heidegger's simple statement in his Spiegel interview that he was moved by the "confusion of opinions... from 22 parties... to adopt a political stance that was national and above all social."1 If we suspend our suspicion for the moment that Heidegger is here again manipulating the facts to fit his postwar predicament, as has been amply demonstrated [End Page 407] regarding other details, and examine the evidence we will find that there are indeed indications of the predominance of Heidegger's social concerns with respect to the political situation of the early '30s as well as of his leaning toward an authoritarian form of government an inclination shared, to be sure, by a significantly large number of his compatriots, academic and otherwise. There is one approach in particular toward answering the question of why Heidegger became a Nazi which the present attempt hopes to put in question: the emphasis on his abandonment of his Christian religious origins. The following statement by Theodore Kisiel expresses this line of reasoning most succinctly: "It will take a decade, but it will be not just an anti-Catholic, nor an anti-Christian, but the full-blown anti-religious attitude of the German Geist ripened from German Idealism that sweeps Heidegger into National Socialism, with all the romantic fervor of another religious conversion."2 John Caputo argues, based on the work of Kisiel and van Buren, that the Heidegger of the early twenties was drawing from two "equiprimordial" sources, "the Aristotelian and the Christian." "It was only in the 1930's, in the period of Heidegger's active political engagement with National Socialism, that the twofold root of the tradition was pruned to a single root... a Great Greek beginning from which everything Jewish and Christian, everything Roman, Latin, and Romance, was to be excluded as fallen, derivative, distortive, and inauthentic."3 This shift in perspective, this rejection by Heidegger of earlier Christian impulses in his work led to "fatal" lapses in the ethical realm: "... by leaving behind Kierkegaard and Luther... and by treating Aristotle as a fading echo of the primordially early Greek, Heidegger left the question of Being in a state of utter mystification about ethico-political matters, about the matter of our concrete responsibilities to one another."4 David Farrell Krell makes this lack of respect for and attention to the "other" the centerpiece of an entire study attempting to show Heidegger's propensity for the inhuman ideology of Nazism.5 These arguments derive perhaps from the rhetorical question posed by the Freiburg historian Hugo Ott in 1988: "Didn't this pseudo-religious expectation of salvation [through the mission of the Führer] conceal a monstrous hubris, wasn't the thinking of Heidegger in its radically contained, i.e., in its elementary [End Page 408] simplicity really a surrogate for the Christian view of life thrown overboard?"6 The problem with all such arguments is that "the Christian view of life" did not prevent others of a background similar to Heidegger's from an enthusiastic acceptance of Nazism without an abandonment of their religious faith. In this regard, let the case of Engelbert Krebs, Heidegger's one-time friend and mentor, the Jesuit priest who officiated at his marriage ceremony, serve as an example. Ott deals with Krebs fairly extensively in his Heidegger biography, stressing Krebs's chagrin when Heidegger turned his back on the Catholic Church, but fails to mention at all the enthusiasm for the Nazi movement that Krebs shared with his former friend.During his tenure as dean of the Theological Faculty at the University of Freiburg, Krebs delivered an address in a university lecture... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:If the Buddha Is So Great, Why Are These People Christians?Grace G. BurfordSince I began to study Buddhism as a Swarthmore College undergraduate and recognized my worldview as Buddhist, I have been puzzled about Christians who care about the Buddha. Why would a Christian care about the Buddha? I don’t care a whit about Jesus, hence my difficulty in fathoming how a Christian could get all caught up in (...) the Buddha. To put it another way, especially when I was first “turned on” to Buddhism (it was, after all, the seventies), I had trouble understanding why people who had studied Buddhism extensively, and whom I respected as otherwise quite smart and sensible, seemed to be doggedly determined to stay Christians! All of my Buddhism teachers in the course of my undergraduate and graduate study (with the notable exception of Walpola Rahula) fell in this category, it seemed—though we never really discussed it. Why didn’t we discuss it? I did wonder about how they could dedicate their professional lives to—and be such effective teachers of—a tradition they did not believe in. If they were so taken by Buddhism, why did they hang on to Christianity? If they were Christians, why did they study and teach Buddhism? I guess I assumed it would be impertinent to pursue this question with my teachers and mentors; they were probably (justifiably) somewhat embarrassed by this backwards attachment to Christianity in the face of an obviously superior religion, Buddhism.Why was I so ready to pitch Christianity and take up Buddhism, and my Buddhism teachers were not? Unlike these mentors, by the time I began my study of Buddhism I had already rejected the Christianity in which I was raised. I don’t know why exactly I rejected Christianity so decisively; I had not experienced any trauma in Sunday school and had always loved the community my church provided. But during my junior year in high school I came to the point where I felt certain that I did not believe, nor had I ever really believed, a single word of the Christian creed I could recite so flawlessly. From that time until I discovered Buddhism, I made science-and-rationality my religion. In retrospect, I find it telling that the science I immersed myself in was astronomy—where there was plenty of room for mystery and wonder as I gazed two nights a week through Sproul Observatory’s powerful [End Page 129] twenty-four-inch refractor telescope into the night skies, in the coolest job a college student ever had. I will forever be an advocate of college course-distribution requirements, since it was these—and a friend who confided that “religion courses are not too bad”—that led me to take my first course from Donald Swearer. That same friend avers that I became a religion major because of my work at the telescope. Whatever the explanation, I felt fortunate to have run across Buddhism, to have found a mentor who could teach it so well, and to have discovered a religious path I could embrace enthusiastically. So why did my teacher hold back? Now there was a mystery.I have confessed before in the pages of this journal that my motives for participating in Buddhist-Christian dialogue and cross-religious discussions in general might seem ignoble, or at least not up to the usual expectations of this group. For some reason, my total abandonment of Christianity in my teen years has stuck (well into my forties, anyway). I honestly do not expect my predominantly Buddhist worldview to be enriched by learning more about Christianity. Nevertheless, I am fascinated with and continually enriched by other people and their religions. Despite my aversion to Christianity, I see that Christians are people, too. In fact, I am surrounded by Christians who, for better or worse, operate out of a Christian worldview. I am convinced we need each other, that we must work together to make the world a better place, especially in terms of the environmental crisis and social justice issues. So I am stuck with needing to understand Christians, especially the ones (such as the members of this... (shrink)

Universities are facing a critical challenge; university citizenship has steadily declined over the last few decades. As a self-governing entity, most of the foundational elements of a university community are within its own control. As a result, the health and future welfare of the institution depends greatly on the quality of its leaders and robustness of its governing structure. These in turn depend on the quality of those undertaking leadership roles and serving on governing bodies and on the degree to (...) which they reflect its values and aspirations. Maximising the probability that these desiderata will be achieved requires a broad-based faculty willingness to serve conscientiously on these bodies and to serve as administrators to be involved in selecting members, and to be involved on the myriad of sub-committees, task forces, departmental committees, and the like. It is not only an abdication of citizenship to leave governance and administration of the institution to a few willing faculty, it is dangerous and puts at risk the welfare of the institution. Even if these few were all able to place the welfare of the institution above their own particular agendas and their self-interest (not something on which to count), the process of self-selection could not be expected to result in a group that would adequately reflect, represent or understand the breadth and depth of the needs, aspirations and complex circumstances of the entire institution. The larger the pool of willing participants, the greater the probability that those selected will reflect best the institutional diversity. This paper draws out the rights and obligations of faculty citizens embedded in the structural arrangements common to universities in the western world. In part A we examine three fundamental components of those arrangements, components that collectively define certain rights and entail certain obligations of citizenship. These obligations flow in part from essential rights, and also in part from what is necessary to sustain the viability and vibrancy of the community. In Part B, we examine some of these essential obligations of citizenship. In Part C, we make recommendations about how to promote effective citizenship; these recommendations are collected after Part C under the heading “Recommendations.”. (shrink)

O seguinte ensaio escrito em texto corrido é uma breve apresentação da Filosofia do Amor no Cristianismo e na Antiguidade Clássica. Partimos do pressuposto que a palavra ‘filosofia’ tem uma dívida não apenas etimológica, mas conceitual com as definições de Amor, de forma que se faz pertinente uma investigação mais detida sobre o assunto. Começamos então com a interpretação cristã de C.S. Lewis sobre a Afeição, Amizade, Eros e Caridade para em seguida introduzir a visão pagã greco-romana. Concluímos com a (...) indagação sobre o amor ser outra coisa que uma definição estanque ou indeterminação abstrata. (shrink)

The emerging transdisciplinary field of consciousness studies merges transpersonal psychology with recent brain studies. In this paper, I argue that this new discipline must come to terms with the rhetorics of control in the history of brain research. I establish parallels between the discourses of lobotomy and psychosurgery, Electrical Stimulation of the Brain (ESB), and cybernetics, using the work of Jose Delgado, Norbert Wiener, and Bernard Wolfe. The rhetoric of social control remains a shadow side of brain research, of the (...) popularization of brain science, and of attempts to apply such research. (shrink)

Forced population migration is not a modern phenomenon. It is often an integral part of totalitarian policies and has been used repeatedly to ensure the survival of political regimes or achieve specific political ambitions. Violent migration is present practically throughout history when considering the time scope and everywhere, practically in all continents of the world, with a specter of variations depending on the context imposed by the political circumstances, we can encounter it under different names. These variations have also reflections (...) in the terminology used, among others, they are also indicators that speak of the different methods applied in order to achieve particular policies. Individuals, families, or even whole peoples are forced to migrate violently, abandon their homes and leave behind them all their lives, including the material goods created up to that moment. Seen from a normal retrospective, forced migration represents the culmination of a regime’s goals to dominate the territory without hindrance from any possible resistance. This fact has brought so many tragedies to humanity, and even worse, it has often ended with “legitimization” by international treaties or has even been the product of inter-state agreements. Forced population migration has clearly brought to the surface the evil purpose and has revealed territorial ambitions. (shrink)

The subject of the research refers to the aspect of digital forensics and computer crime and the latter is one of the reasons for the evolution of crime in general. Based on the growing trend of technology development and the increase in the number of digital crimes, a special emphasis is given to the statistical aspect of computer crime as well as measures to reduce the impact of computer crime, including the ethical and legal aspects in the Republic of North (...) Macedonia (RNM). To conduct this research, statistical data on computer crime in RNM from 2011 to 2020 were used, based on historical data of analysis, as well as comparison, correlation, and the ANOVA-test. The highest number of crimes were registered in 2020 and a special feature is that a positive linear trend can be observed during the last decade. “Damage and unauthorized access to a computer system” took the first place in computer crimes according to the Criminal Procedure Law. (shrink)

Currently, the Internet has become a part of the everyday life of human beings. The way of communication between people has changed and social networks are dominating in the lives of everyone. One of the most used social networks is Facebook, but besides that it is used for communication and entertainment, Facebook can also be used for learning. Therefore, the main issue of this paper is the use of Facebook for educational approaches by students and teachers. Case studies are the (...) challenges of integration of Facebook in High Education in the municipality of Kumanovo in the Republic of North Macedonia in 2016. Special emphasis is devoted in usage of Facebook in schools as the main questions were whether students use Facebook to ask for help for assignments or any material, and do teachers use Facebook to post assignments and to communicate with students. To understand this, there are conducted two questionnaires, one to students and one to teachers and interviews with school principals, and finally responses of people who participated have been analyzed. The result is that by joining Facebook in education, students are more motivated to learn, Facebook helps students to learn by sharing knowledge with each other and by using Facebook at school, teachers will find it easier to inform students. (shrink)

An important element of Natural Language Processing is parts of speech tagging. With fine-grained word-class annotations, the word forms in a text can be enhanced and can also be used in downstream processes, such as dependency parsing. The improved search options that tagged data offers also greatly benefit linguists and lexicographers. Natural language processing research is becoming increasingly popular and important as unsupervised learning methods are developed. There are some aspects of the Albanian language that make the creation of a (...) part-of-speech tag set challenging. This research provides a discussion of those issues linguistic phenomena and presents a proposal for a part-of-speech tag set that can adequately represent them. The corpus contains more than 250,000 tokens, each annotated with a medium-sized tag set. The Albanian language’s syntagmatic aspects are adequately represented. Additionally, in this paper are morphologically and part-of-speech tagged corpora for the Albanian language, as well as lemmatize and neural morphological tagger trained on these corpora. Based on the held-out evaluation set, the model achieves 93.65% accuracy on part-of-speech tagging, The morphological tagging rate was 85.31 % and the lemmatization rate was 88.95%. Furthermore, the TF-IDF technique weighs terms and with the scores are highlighted words that have additional information for the Albanian corpus. (shrink)

This book grapples with multispecies violent exploitations embedded in corridors of power within the Animal-Industrial Complex (A-IC). The A-IC is a useful framework for understanding how exploitative human-animal relations are central to capitalist relations and profit accumulation. 'A-IC-related-violence' - killing animals for economic gain - has a ripple effect which results in profound consequences for humans as well. This collection of international scholarship explores topics as varied as how A-IC-related-violence is reproduced and sustained through rapidly changing discursive strategies, ideological architecture, (...) and particular cultural forms that elide and legitimize animal cruelty. Several chapters expose collusion between governments, corporations and academia as central to maintaining dominance of A-IC-related-violence. Other scholars explore the trouble with making the conditions of "meat" production visible - of de-fetishizing meat commodities. The scholarship critically explores dynamic components of an apparatus that enables A-IC-related-violence and harm but is situated within the capitalist order and charts A-IC-related-violence as the key profit generating practice in select domains of the A-IC. The book unmasks inherent cruelties in a proliferation of social forms that ultimately reflect a socio-economic system that centralizes capitalist life characterized by endless growth, competitiveness, and profligate consumption. This is essential reading for those engaged in critical criminology, green criminology, violence studies, peace and conflict studies, critical animal studies or animal rights-oriented scholars. (shrink)

The Borel–Kolmogorov Paradox is typically taken to highlight a tension between our intuition that certain conditional probabilities with respect to probability zero conditioning events are well defined and the mathematical definition of conditional probability by Bayes’ formula, which loses its meaning when the conditioning event has probability zero. We argue in this paper that the theory of conditional expectations is the proper mathematical device to conditionalize and that this theory allows conditionalization with respect to probability zero events. The conditional (...) probabilities on probability zero events in the Borel–Kolmogorov Paradox also can be calculated using conditional expectations. The alleged clash arising from the fact that one obtains different values for the conditional probabilities on probability zero events depending on what conditional expectation one uses to calculate them is resolved by showing that the different conditional probabilities obtained using different conditional expectations cannot be interpreted as calculating in different parametrizations of the conditional probabilities of the same event with respect to the same conditioning conditions. We conclude that there is no clash between the correct intuition about what the conditional probabilities with respect to probability zero events are and the technically proper concept of conditionalization via conditional expectations—the Borel–Kolmogorov Paradox is just a pseudo-paradox. (shrink)

The Pasadena game invented by Nover and Hájek raises a number of challenges for decision theory. The basic problem is how the game should be evaluated: it has no expectation and hence no well-defined value. Easwaran has shown that the Pasadena game does have a weak expectation, raising the possibility that we can eliminate the value gap by requiring agents to value gambles at their weak expectations. In this paper, I first prove a negative result: there are gambles like (...) the Pasadena game that do not even have a weak expectation. Hence, problematic value gaps remain even if decision theory is extended to take in weak expectations. There is a further challenge: the existence of a ‘value gap’ in the Pasadena game seems to make decision theory inapplicable in a number of cases where the right choice is obvious. The positive contribution of the paper is a theory of ‘relative utilities’, an extension of decision theory that lets us make comparative judgements even among gambles that have no well-defined value. (shrink)

When agents know a protocol, this leads them to have expectations about future observations. Agents can update their knowledge by matching their actual observations with the expected ones. They eliminate states where they do not match. In this paper, we study how agents perceive protocols that are not commonly known, and propose a semantics-driven logical framework to reason about knowledge in such scenarios. In particular, we introduce the notion of epistemic expectation models and a propositional dynamic logic-style epistemic logic (...) for reasoning about knowledge via matching agentsÊ expectations to their observations. It is shown how epistemic expectation models can be obtained from epistemic protocols. Furthermore, a characterization is presented of the effective equivalence of epistemic protocols. We introduce a new logic that incorporates updates of protocols and that can model reasoning about knowledge and observations. Finally, the framework is extended to incorporate fact-changing actions, and a worked-out example is given. © 2013 Elsevier B.V. (shrink)