_Global Discovery Activities_ is a ready-to-use guide that helps students learn and appreciate cultures from around the world. Each section explores a different culture and includes recommendations for children’s books, folk tales, celebrations, games, songs, arts and crafts, and foods. This informative and fun-filled book contains more than 400 activities and 150 full-page reproducible activity sheets. _Global Discovery_ will help your students learn about the cultures of * Africa * Asia * Australia and New Zealand * Canada * Caribbean and (...) other Islands * East Europe * Western Europe * Latin America * North America. (shrink)

Impairments in emotional face processing are demonstrated by individuals with neurodevelopmental disorders, including autism spectrum disorder and attention-deficit/hyperactivity disorder, which is associated with altered emotion processing networks. Despite accumulating evidence of high rates of diagnostic overlap and shared symptoms between ASD and ADHD, functional connectivity underpinning emotion processing across these two neurodevelopmental disorders, compared to typical developing peers, has rarely been examined. The current study used magnetoencephalography to investigate whole-brain functional connectivity during the presentation of happy and angry faces in (...) 258 children, including ASD, ADHD and typically developing groups to determine possible differences in emotion processing. Data-driven clustering was also applied to determine whether the patterns of connectivity differed among diagnostic groups. We found reduced functional connectivity in the beta band in ASD compared to TD, and a further reduction in the ADHD group compared to the ASD and the TD groups, across emotions. A group-by-emotion interaction in the gamma frequency band was also observed. Greater connectivity to happy compared to angry faces was found in the ADHD and TD groups, while the opposite pattern was seen in ASD. Data-driven subgrouping identified two distinct subgroups: NDD-dominant and TD-dominant; these subgroups demonstrated emotion- and frequency-specific differences in connectivity. Atypicalities in specific brain networks were strongly correlated with the severity of diagnosis-specific symptoms. Functional connectivity strength in the beta network was negatively correlated with difficulties in attention; in the gamma network, functional connectivity strength to happy faces was positively correlated with adaptive behavioural functioning, but in contrast, negatively correlated to angry faces. Our findings establish atypical frequency- and emotion-specific patterns of functional connectivity between NDD and TD children. Data-driven clustering further highlights a high degree of comorbidity and symptom overlap between the ASD and ADHD children. (shrink)

Introduction: There is significant overlap in the type of structural language impairments exhibited by children with autism spectrum disorder and children with attention deficit hyperactivity disorder. This similarity suggests that the cognitive impairment contributing to the structural language deficits in ASD and ADHD may be shared. Previous studies have speculated that procedural memory deficits may be the shared cognitive impairment. The procedural deficit hypothesis argues that language deficits can be explained by differences in the neural structures underlying the procedural memory (...) network. This hypothesis is based on the premise that the neural structures comprising the procedural network support language learning. In this study, we aimed to test the PDH in children with ASD, ADHD, and typical development.Methods: One hundred and sixty-three participants : 91 with ASD, 26 with ADHD, and 46 with TD, completed standardized measures of cognitive and language ability as well as structural magnetic resonance imaging. We compared the structural language abilities, the neural structures underlying the procedural memory network, and the relationship between structural language and neural structure across diagnostic groups.Results: Our analyses revealed that while the structural language abilities differed across ASD, ADHD, and TD groups, the thickness, area, and volume of the structures supporting the procedural memory network were not significantly different between diagnostic groups. Also, several neural structures were associated with structural language abilities across diagnostic groups. Only two of these structures, the inferior frontal gyrus, and the left superior parietal gyrus, are known to be linked to the procedural memory network.Conclusions: The inferior frontal gyrus and the left superior parietal gyrus, have well-established roles in language learning independent of their role as part of the procedural memory system. Other structures such as the caudate and cerebellum, with critical roles in the procedural memory network, were not associated with structural language abilities across diagnostic groups. It is unclear whether the procedural memory network plays a fundamental role in language learning in ASD, ADHD, and TD. (shrink)

In ‘Computing Machinery and Intelligence’, Turing, sceptical of the question ‘Can machines think?’, quickly replaces it with an experimentally verifiable test: the imitation game. I suggest that for such a move to be successful the test needs to be relevant, expansive, solvable by exemplars, unpredictable, and lead to actionable research. The Imitation Game is only partially successful in this regard and its reliance on language, whilst insightful for partially solving the problem, has put AI progress on the wrong foot, prescribing (...) a top-down approach for building thinking machines. I argue that to fix shortcomings with modern AI systems a nonverbal operationalisation is required. This is provided by the recent Animal-AI Testbed, which translates animal cognition tests for AI and provides a bottom-up research pathway for building thinking machines that create predictive models of their environment from sensory input. (shrink)

An eloquent case for regarding nature itself as the focus of religion—as the metaphysical ultimate deserving religious commitment.

Towards the end of his response to me, Lee presents an argument for the necessity of interpreting all evil as privation. I counter this argument by showingthat it works only for what I call “formal” good and evil, but not for what I call “contentful” good and evil. In fact, evil that is “contentful” presents a challenge tothe privation theory that I had not discussed in my article. I then proceed, in the second part of my response, to revisit the (...) three cases of evil that in my original paper I had presented as challenges to the privation theory. I engage Lee’s objections to these three counterexamples and I try to explain in a new way why the principle of badness in each of them, especially in pain/suffering and in moral evil, is not just a lack or a deficiency. (shrink)

I explore the personalism embedded in von Hildebrand’s moral philosophy, and then I explore the personalism in his later account of love. I claim that his personalism was significantly developed in his later work, and that it can be still further developed by us. I begin by explaining what Hildebrandian value-response is, and then I proceed to show how he subsequently qualified this foundational concept, first in his Ethics but especially in his late work, The Nature of Love, and here (...) especially through the concept of Eigenleben that was introduced in that work. I am particularly interested in showing why the personalism of von Hildebrand’s thought is enriched through this concept. (shrink)

Aristotle's Rhetoric defines fear as a kind of pain or disturbance and pity as a kind of pain . In his Poetics, however, pity and fear are associated with pleasure: ‘ The poet must provide the pleasure that comes from pity and fear by means of imitation’ . The question of the relationship between pleasure and pain in Aristotle's aesthetics has been studied primarily in connection with catharsis. Catharsis, however, raises more problems than it solves. Aristotle says nothing at all (...) about the tragic catharsis in the Poetics except to state that tragedy accomplishes it. Though he gives a more complete account of catharsis in the Politics, the context of this passage is so different from that of the Poetics that its relevance is questionable. A more promising, but largely neglected, approach to Aristotle's theory of tragic pleasure and pain is through a study of his psychological works. Here, Aristotle describes a number of emotional and cognitive responses to kinds of objects that include works of art. These descriptions support an interpretation of the Poetics according to which a tragedy is pleasurable in one respect and painful in another, and pity and fear, though painful and not in themselves productive of pleasure, are nevertheless essential to the production of the oikeia hēdonē, ‘proper pleasure’, of tragedy. This interpretation has the advantage of not depending on a particular view of catharsis. It also makes much better sense than alternative views, once its seemingly paradoxical aspects are explained with the help of the psychological works. (shrink)

My scholarly work on the problem of race relations began with a general inquiry into the theory of economic inequality. Specifically, my 1981 paper, "Intergenerational Transfers and the Distribution of Earnings," which appeared in the journal Econometrica, introduced a model of economic achievement in which a person's earnings depended on a random endowment of innate ability and on skills acquired from formal training. The key feature of this theory was that individuals had to rely on their families to pay for (...) their training. In this way, a person's economic opportunities were influenced by his inherited social position. I showed how, under these circumstances, the distribution of income in each generation could be determined by an examination of what had been obtained by the previous generation. My objective with the model was to illustrate how, in the long run, when people depend on resources available within families to finance their acquisition of skills, economic inequality comes to reflect the inherited advantages of birth. A disparity among persons in economic attainment would bear no necessary connection to differences in their innate abilities. (shrink)

This book argues that the subjective and the objective are crucially dependent on one another and neither is intelligible apart from the other. There is no such thing as a purely external, in-itself world. This book is not intended as a defense of epistemological relativism but as a strong recommendation for modest fallibilism and pluralism.

This article announces the discovery of a Sinhalese version of the traditional meditation ( borān yogāvacara kammaṭṭhāna ) text in which the Consciousness or Mind, personified as a Princess living in a five-branched tree (the body), must understand the nature of death and seek the four gems that are the four noble truths. To do this she must overcome the cravings of the five senses, represented as five birds in the tree. Only in this way will she permanently avoid the (...) attentions of Death, Māra, and his three female servants, Birth, Sickness and Old Age. In this version of the text, when the Princess manages not to succumb to these three, Māra comes and snatches her from her tree and rapes her. The Buddha then appears to her to explain the path to liberation. The text provides a commentary, padārtha , which explains the details of the symbolism of the fruit in terms of rebirth and being born, the tree in terms of the body, etc. The text also offers interpretations of signs of impending death and prognostications regarding the next rebirth. Previously the existence of Khmer and Lānnā versions of this text have been recorded by Francois Bizot and Francois Lagirarde, the former publishing the text as Le Figuier a cinq branches (Le figuier à cinq branches, 1976). The Sinhalese version was redacted for one of the wives of King Kīrti Śrī Rājasiṅha of Kandy by the monk Varañāṇa Mahāthera of Ayutthayā. This confirms earlier speculation that this form of borān/dhammakāya meditation was brought to Sri Lanka with the introduction of the Siyam Nikāya in the mid-eighteenth century. It also shows that in Sri Lanka, as in Ayutthayā, this form of meditation—which in the modern period was to be rejected as ‘unorthodox’—was promoted at the highest levels of court and Saṅgha. (shrink)

Behind every sermon lies an understanding of the nature of the Bible; by its contribution to that understanding, biblical studies can make a crucial difference for preaching.

The question is not whether women should enjoy equal status but how that God-given freedom is to be gained-or perhaps better, regained-in a Christian community that needs to be faithful to the liberating message proclaimed by and in Jesus Christ.

It is proposed to test the privation theory of evil by examining three kinds of evil: (1) the evil of the complete destruction of some good (as distinct from the wounding of that good); (2) the evil of physical pain; and (3) certain forms of moral evil in which the evildoer is hostile to some good. It is shown that in none of these cases does evil seem to fit the privation scheme, and that in the second and third case (...) evil seems to be in some way “more” than privation. In conclusion it is argued that to entertain such doubts about the privation theory has nothing to do with restoring a Manichean view of evil. In fact, one can entertain these doubts and still affirm that evil is parasitic on good. (shrink)

This book explicates and defends the reality of time against its scientific, philosophical, and theological detractors, and it discusses how a proper view of the nature of time serves as a way to comprehend the challenges of human existence and confront the current ecological crisis.

Feminist Time Against Nation Time offers a series of essays that explore the complex and oftentimes contradictory relationship between feminism and nationalism through a problematization of contemporality. The collection pursues the following questions: how do the specific temporalities of nationalism and war limit and delimit public spaces in which dissent might happen; and how might we account for the often contradictory and ambiguous relationship of "feminism" and "nationalism" through an exploration of the problem of time?

William James and Alfred North Whitehead strongly rejected materialism as a metaphysical option. While James lived and wrote only up to the beginning of the revolution in physics that brought to the fore fundamentally different theories such as quantum theory and the special and general theories of relativity, Whitehead, as an accomplished mathematician, was readily conversant with these new developments. Since their respective times, however, much innovation and refinement of theories in physics and other natural sciences has taken place. With (...) these later developments, conceptions of matter and its capabilities have undergone far-reaching explicit and implicit changes. A consequence of these... (shrink)

The focus of this paper is a large painting in the Kunsthistorisches Museum in Vienna, often attributed to Anthony Van Dyck in collaboration with Frans Snijders, which illustrates a fish market with figures engaged in a purchase. Clearly not a simple ‘genre’ subject, the theme of this painting has hitherto proved a puzzle. That it turns out to be a classical story involving a mullet, the Emperor Tiberius and two rival ancient gourmets, confirms the idea, argued from other evidence, that, (...) though Van Dyck appears to have been involved in the execution of the painting, it was his master, Peter Paul Rubens, who was the inventor of the theme and the composition. The painting is thus another example of Rubens’s fruitful collaboration with his friend, the animal and still-life painter, Frans Snijders. Like the Discovery of Philopoemen and Pythagoras Advocating Vegetarianism, it combines a lavish display of foodstuff by Snijders with a novel, and ingeniously apt, classical theme. (shrink)

Goethe and Friedrich Schiller stand together immortalised in Ernst Rietschel's statue at the centre of Weimar. In their lifetime, Goethe and Schiller shaped the culture of German-speaking lands, not only through their poetry, plays, and novels, but also in their role as editors of journals that helped to set the intellectual tone of the period. Schiller's journalDie Horen and Goethe'sPropyläen, although short-lived, were important literary vehicles of the period and provided a forum that brought scientists, historians, philosophers, and poets into (...) conversation with one another. The late 1700s and early 1800s were years of intense intellectual development in Germanspeaking lands; the arts flourished and aesthetics developed as a serious branch of philosophy.During the ‘Age of Goethe and Schiller’, philosophy was dominated by Kant's philosophy and its post-Kantian variations. A problem with traditional philosophical histories of this period is the overwhelmingly Hegelian reading of it, a reading that subsumes all of the so-called minor figures under the shadows of the great system builder, Hegel. Richard Kroner's influentialVon Kant bis Hegelof 1921 set the tone for this reading. Silenced by such narratives are the voices of the early German Romantics, a group of thinkers whose impudence created problems for them, and whose work posed hermeneutical challenges that continue to plague a proper understanding of the movement and the worth of its contributions. As we shall see, Hegel himself began to prepare the ground for a history of philosophy that would dismiss the contributions of the early German Romantics, a dismissal that is unfair and unfortunate: unfair because it is based on false characterisations of the movement, and unfortunate because such misreadings lead us to overlook the wealth of insights offered by the early German Romantics. (shrink)

Showing respect is a key value in society today. Readers will learn about its cultural origins, how it applies to rules and laws in our society today, and how democratic societies rely on it to function properly.

Reading Certainty offers incisive historical analysis of the foundational questions of the Christian tradition: how are we to read scripture, and how can we know we are saved? This collection of essays honors the work and thought Susan E. Schreiner by exploring the import of these questions across a wide range of time periods. With contributions from renowned scholars and from Schreiner's students from her more than three decades of teaching, each of the contributions highlights the nexus of certainty, perception, (...) authority, and exegesis that has defined her scholarly work. Intellectual historians, early modernists, and scholars of Christianity will all appreciate this testament to Schreiner's influence. Contributors include: Vincent Evener, Bruce Gordon, Ralph Keen, Mark Lambert, Kevin J. Madigan, Richard A. Muller, Willemien Otten, Daniel Owings, Elizabeth Palmer, Karen Park, Barbara Pitkin, Ronald K. Rittgers, William Schweiker, Jonathan Strom, and Matthew Vanderpoel. (shrink)

Contents include a selected bibliography and an editor's Introduction broken into two sections. The first section provides a brief sketch of the historical, social, and biographical context in which Mill wrote and the second traces the central line of argument in the text to aid in the comprehension of the essay's structure, method, and major theses.

Last summer, I was thinking about a public service project for my disability discrimination law course. I teach the course in fall, and try to incorporate a project each year. Integrating a public service project into a traditional doctrinal course fits within the trend toward expanding teaching techniques beyond the case method in order to better prepare students for the practice of law. It was also inspired in part by the Carnegie Foundation's 2007 report, “Educating Lawyers: Preparation for the Profession (...) of Law,” as a way to foster “civic professionalism,” and to “[link] the interests of legal educators with the needs of legal practitioners and with the public the profession is pledged to serve.” That link is especially important to disability discrimination law, as issues critical to the lives of people with disabilities often go unnoticed and unaddressed by people without disabilities. (shrink)

My interlocutor is anyone who denies peisonhood to the embryo on the grounds that a human person can exist only in conscious activity and that in the absence of consciousness a person cannot exist at all. I probe personal consciousness to the point at which the distinction between the being and the consciousness of the human person appears, and argue on the basis of this distinction that the being of a person can exist in the absence of any consciousness. I (...) proceed to argue that it is not only entirely possible for the embryo to be a human person, but that, given the embodied peisonhood of us human beings, this is the only reasonable assumption which we can make. Keywords: human embryo, personhood, being, consciousness, embodiment CiteULike Connotea Del.icio.us What's this? (shrink)

The current investigation examines children’s learning about a novel machine in a local history museum. Parent–child dyads were audio-recorded as they navigated an exhibit that contained a novel artifact: a coffee grinder from the turn of the 20th century. Prior to entering the exhibit, children were randomly assigned to receive an experimental “component” prompt that focused their attention on the machine’s internal mechanisms or a control “history” prompt. First, we audio-recorded children and their caregivers while they freely explored the exhibit, (...) and then, we measured children’s learning by asking them two questions in a test phase. Children of all ages, regardless of the prompt given, discussed most aspects of the machine, including the whole machine, its parts, and, to a lesser extent, its mechanisms. In the test phase, older children recalled more information than younger children about all aspects of the machine and appeared more knowledgeable to adult coders. Overall, this suggests that children of all ages were motivated to discuss all aspects of a machine, but some scaffolding may be necessary to help the youngest children take full advantage of these learning opportunities. While the prompts did not significantly influence the number of children who discussed the machine’s mechanisms, children who received the component prompt were rated as more knowledgeable about the machine in the test phase, suggesting that this prompt influenced what they learned. Implications for visitor experience and exhibit design are discussed. (shrink)