The subject of the analysis of this paper is the Andean civilization view by the Peruvian author of the XVI century Felipe Guaman Poma de Ayala, a Quechua Indian by origin, who became a Catholic monk, as well as a translator and mediator between two civilizations: European, personalized by Spanish administration and Catholic Church present in the conquered lands, and Andean civilization, represented by local population speaking native Quechua and other Native American languages. The collision of two worlds is clearly (...) visible in the Chronicle «El primer nueva corónica y buen gobierno», which belongs to this author. This literary monument is an invaluable document because it describes in Medieval Spanish a disappearing world left behind, due to the lack of writing, having only artifacts of material culture and proto-hieroglyphic recording tools. The main methods of this research – analysis, synthesis, generalization. Analyzing the statements of the author of the Chronicle, who is trying to reconcile the two worlds, it is possible to recreate the panorama of the life of Andean society of that era and the sociolinguistic situation developed in it. The novelty of the study can be considered the combination of cultural and sociolinguistic approaches in the analysis of the material. The conclusion reached by the authors of the article is that the death of the Andean civilization was inevitable under the onslaught of the European one. But the Andean world, native languages and culture have not disappeared, and today are being revived, since the Peruvian society has formed a request to restore the social functions of native languages in full. (shrink)

Through an examination of the bacteria that produce the cellulose, an investigation of the growing process and properties, and a discussion of an artistic exploration, one can fully grasp bio cellulose’s potential in becoming a synergist for sustainable fashion. This new creative and radical approach re-imagines the future materials for fashion and other fields requiring textile applications that are grown and renewable. Questions how textile can be created to be sustainable, biodegradable and infinitely reusable and mainly what the paradigms for (...) the new aesthetics are. The aim of this article is to convey the need for new biomaterials inspired by nature. (shrink)

Este documento analiza el aspecto metafísico de lo numinoso en importantes orientaciones de la cosmovisión de la existencia del hombre moderno, a saber, la elección del amor. Basado en el trabajo de “Respuesta a Job” de K. Jung para determinar la función de creación de significado y el papel de lo numinoso en el proceso de formación de conceptos de cosmovisión. Descubrir el objeto epistemológico “numinoso” con la ayuda del análisis modal. La investigación tiene como objetivo conceptualizar la integridad del (...) hombre, a partir de la realización de la propia espiritualidad y la realización de la elección del amor. Los fundamentos metodológicos del estudio fueron: el concepto de numinoso R. Otto, el enfoque psicoanalítico de K. Jung, el concepto de S. Kjerkegor sobre los niveles de desarrollo de la personalidad: visiones estéticas, éticas, religiosas y cristiano-existenciales sobre la existencia. de K. Jaspers. (shrink)

The non-academic education as the development of socio-cultural experience that takes place outside the pedagogically organized process is considered in the article. The freedom of human cognitive activity, the expansion of the range of his hobbies, the enrichment of the spiritual world is ensured through a network of institutions of non-academic education. Non-academic education institutions transfer the knowledge and skills necessary in the field of work, which does not belong directly to the scientific content of professional activity. The term “non-academic (...) education” is not yet widespread, it is used mainly by practitioners in the field of solving general problems of education, based on human educational needs. However, the reality it reflects is well known to all, it is learning in the process of daily life. In essence and content, it is the same process of acquiring knowledge and skills, deepening worldview and enriching personal potential, which is in academic education. The difference is that it takes place outside the walls of institutions that are part of the education system. Non-academic education takes place in social institutions that perform other functions in the social division of labor: in the family, in the field of work, in various formal and informal groups and associations. A clear training goal is not necessary. Non-academic education is spontaneous, without time limits, not certified, unlike academic. Non-academic education may have some kind of documentary evidence, albeit of a non-state type. A teacher in academic education is necessarily an employee of an educational institution, and in non-academic education it is an employee, a coach, and a teacher. Training in non-academic education can be carried out on the educational portal through social services, distance learning courses of various organizations, mass open courses. (shrink)

The paper is based on the original study of Galina Kolomiets named «The conception of music value as a substance and as the way of value interaction between the person and the world» which is presented in the monograph “The music value: philosophical aspect”. The phenomenon of music is considered as the indissoluble unity of its two hypostases – the essence of music (musical substance) and musical skill, which belongs to the person and the world. The basicidea of the (...) author is to show, how the extra-historical essence of music (world harmony, universal rhythm) is connected with the man and the world and what are “the cohesion mechanisms” of musical substance as a form of art. According to the study such mechanisms are: the music value and value in the music, inverted, from one side, to the highest sense, from another - to the senses of human life. (shrink)

The paper is based on the original study of Galina Kolomiets named «The conception of music value as a substance and as the way of value interaction between the person and the world» which is presented in the monograph “The music value: philosophical aspect”. The phenomenon of music is considered as the indissoluble unity of its two hypostases – the essence of music (musical substance) and musical skill, which belongs to the person and the world. The basicidea of the (...) author is to show, how the extra-historical essence of music (world harmony, universal rhythm) is connected with the man and the world and what are “the cohesion mechanisms” of musical substance as a form of art. According to the study such mechanisms are: the music value and value in the music, inverted, from one side, to the highest sense, from another - to the senses of human life. (shrink)

This book focuses on Albert Einstein and his interactions with, and responses to, various scientists, both famous and lesser-known. It takes as its starting point that the discussions between Einstein and other scientists all represented a contribution to the edifice of general relativity and relativistic cosmology. These scientists with whom Einstein implicitly or explicitly interacted form a complicated web of collaboration, which this study explores, focusing on their implicit and explicit responses to Einstein s work. This analysis uncovers latent undercurrents, (...) indiscernible to other approaches to tracking the intellectual pathway of Einstein to his general theory of relativity. The interconnections and interactions presented here reveal the central figures who influenced Einstein during this intellectual period. Despite current approaches to history presupposing that the efforts of scientists such as Max Abraham and Gunnar Nordström, which differed from Einstein s own views, be relegated to the background, this book shows that they all had an impact on the development of Einstein s theories, stressing the limits of approaches focusing solely on Einstein. As such, General Relativity Conflict and Rivalries proves that the general theory of relativity was not developed as a single, coherent construction by an isolated, brooding individual, but, rather, that it came to fruition through Einstein's conflicts and interactions with other scientists, and was consolidated by his creative processes during these exchanges. (shrink)

This article extends prior conversation analytic research on the preference organization of sequence-initiating actions. Across two languages, this article examines one such action: explicitly soliciting an account for human conduct. Prior work demonstrates that this action conveys a challenging stance towards the warrantability of the accountable event/conduct. When addressees are somehow responsible for the accountable event/conduct, explicit solicitations of accounts are frequently critical of, and thus embody disaffiliation with, addressees. This article demonstrates that, when explicit solicitations of accounts embody disaffiliation, (...) they are systematically ‘withheld’ and, thus, can be characterized as ‘dispreferred’ actions. This article also examines: a) deviant cases, where account solicitations are not withheld, which is a practice for embodying aggravated disaffiliation; and b) negative cases, where account solicitations actually embody affiliation, and as such are typically treated as preferred actions and not withheld. (shrink)

This book pieces together the jigsaw puzzle of Einstein's journey to discovering the special theory of relativity. Between 1902 and 1905, Einstein sat in the Patent Office and may have made calculations on old pieces of paper that were once patent drafts. One can imagine Einstein trying to hide from his boss, writing notes on small sheets of paper, and, according to reports, seeing to it that the small sheets of paper on which he was writing would vanish into his (...) desk-drawer as soon as he heard footsteps approaching his door. He probably discarded many pieces of papers and calculations and flung them in the waste paper basket in the Patent Office. The end result was that Einstein published nothing regarding the special theory of relativity prior to 1905. For many years before 1905, he had been intensely concerned with the topic; in fact, he was busily working on the problem for seven or eight years prior to 1905. Unfortunately, there are no surviving notebooks and manuscripts, no notes and papers or other primary sources from this critical period to provide any information about the crucial steps that led Einstein to his great discovery. In May 1905, Henri Poincare sent three letters to Hendrik Lorentz at the same time that Einstein wrote his famous May 1905 letter to Conrad Habicht, promising him four works, of which the fourth one, Relativity, was a rough draft at that point. In the May 1905 letters to Lorentz, Poincare presented the basic equations of his 1905 "Dynamics of the Electron", meaning that, at this point, Poincare and Einstein both had drafts of papers relating to the principle of relativity. The book discusses Einstein's and Poincare's creativity and the process by which their ideas developed. The book also explores the misunderstandings and paradoxes apparent in the theory of relativity, and unravels the subtleties and creativity of Einstein. (shrink)

In the article the necessity of the definition of non-academic education as an unusual phenomenon of the modern educational world is considered. Requests for lifelong learning are becoming more and more relevant and reflect not only the need but also the reflection of the country’s stability, because education is a mainstay of the social, professional and social sectors. A specialist can meet the fast-moving demands of the labor-market only when he is able to continuously study and optimally use the accumulated (...) educational capital. In the education system, there should be opportunities for unforeseen education, which must meet the newest needs of the economy. Life-long learning becomes a necessary and increasingly important element of contemporary educational systems, where non-academic education is increasingly playing a role, in most cases, through self-education of citizens. Non-academic education is determined by the organization of systematic studies of the nature of modern knowledge as a specific type of philosophical reflection, which can be defined by the categories of activities in education. It implies improving the quality of the professional training of those who are studying on the basis of the widespread use of information and communication technologies, the formation of their skills and skills in electronic simulation. Formed effective stereotypes of thinking and behaviour require an understanding of the essence of education and bringing it to an appropriate effective template that is adapted to the educational field. The development of non-academic knowledge, unlike academic, takes place at the personal level and forms the need for the personality to be realized in public life, raising the level of mass consciousness, transforming abstract knowledge into practical. It relates to those curricula that are outside the academic formal education system. That is, non-academic education is independent of state programs of education, helping a person in a short time to translate a dream into a professional plane. (shrink)

This article provides an empirical demonstration of the saliency of epistemics to two core conversational organizations, turn-taking and repair. To that end, I examine cases in which a participant of a multiparty conversation intervenes into a repair sequence to respond to a repair initiation addressed to the trouble-source speaker, that is, in violation of the turn-taking rules, without having an epistemically grounded entitlement to do so. I show that such interventions enact a range of corrective actions vis-a-vis the repair initiation, (...) such as contesting and correcting assumptions or understandings conveyed by the repair initiation. In providing these corrections ‘out of turn’, the intervening speakers demonstrate their own attentive recipiency or cultural expertise and, at the same time, expose the repair initiator’s interactional faux pas. The analysis demonstrates the procedural consequentiality of epistemic considerations for the interlocutors – and, thus, the necessity to incorporate them into an empirically grounded analysis of their actions. (shrink)

It has become apparent that difficulties to replicate telomeres concern not only the very ends of eukaryotic chromosomes. The challenges already start when the replication fork enters the telomeric repeats. The obstacles encountered consist mainly of noncanonical nucleic acid structures that interfere with replication if not resolved. Replication stress at telomeres promotes the formation of so‐called fragile telomeres displaying an abnormal appearance in metaphase chromosomes though their exact molecular nature remains to be elucidated. A substantial number of factors is required (...) to counteract fragility. In this review we promote the hypothesis that telomere fragility is not caused directly by an initial insult during replication but it results as a secondary consequence of DNA repair of damaged replication forks by the homologous DNA recombination machinery. Incomplete DNA synthesis at repair sites or partial chromatin condensation may become apparent as telomere fragility. Fragility and DNA repair during telomere replication emerges as a common phenomenon which exacerbates in multiple disease conditions. (shrink)

This article provides a conversation analytic description of a previously unstudied conversational action: ‘articulating the unsaid’ via and-prefaced formulations of other people’s talk. Contributing to the extant research on formulations and on interactional functions of discourse markers, the article shows that and-prefaced formulations accomplish a distinct conversational action that has the following features: these formulations are assertions about the addressee’s domain of knowledge that perform a repair operation in the form of a request for confirmation; they articulate a ‘missing’ element (...) of the addressee’s preceding talk ; what is being formulated is claimably inferable from the prior talk; moreover, such formulations extend the addressee’s course of action on his/her behalf. The article describes compositional and sequential features of and-prefaced formulations and how they shape interactional trajectories of in-progress courses of action. (shrink)

Primary headaches are highly prevalent and represent a major cause of disability in young adults. Neurofeedback is increasingly used in the treatment of chronic pain; however, there are few studies investigating its efficacy in patients with headaches. We report the results of a cross-over sham-controlled study on the efficacy of neurofeedback in the prophylactic treatment of tension-type headache. Participants received ten sessions of infra-low frequency electroencephalographic neurofeedback and ten sessions of sham-neurofeedback, with the order of treatments being randomized. The study (...) also included a basic psychotherapeutic intervention — a psychoeducational session performed before the main study phases and emotional support provided throughout the study period. The headache probability was modeled as a function of the neurofeedback and sham-neurofeedback sessions performed to date. As a result, we revealed a strong beneficial effect of neurofeedback and no influence of the sham sessions. The study supports the prophylactic use of infra-low frequency neurofeedback in patients with TTH. From a methodological point of view, we advocate for the explicit inclusion of psychotherapeutic components in neurofeedback study protocols. (shrink)

This paper discusses some philosophical aspects related to the recent publication of the experimental results of the 2017 black hole experiment, namely the first image of the supermassive black hole at the center of galaxy M87. In this paper I present a philosophical analysis of the 2017 Event Horizon Telescope (EHT) black hole experiment. I first present Hacking’s philosophy of experimentation. Hacking gives his taxonomy of elements of laboratory science and distinguishes a list of elements. I show that the EHT (...) experiment conforms to major elements from Hacking’s list. I then describe with the help of Galison’s Philosophy of the Shadow how the EHT Collaboration created the famous black hole image. Galison outlines three stages for the reconstruction of the black hole image: Socio-Epistemology, Mechanical Objectivity, after which there is an additional SocioEpistemology stage. I subsequently present my own interpretation of the reconstruction of the black hole image and I discuss model fitting to data. I suggest that the main method used by the EHT Collaboration to assure trust in the results of the EHT experiment is what philosophers call the Argument from Coincidence. I show that using this method for the above purpose is problematic. I present two versions of the Argument from Coincidence: Hacking’s Coincidence and Cartwright’s Reproducibility by which I analyse the EHT experiment. The same estimation of the mass of the black hole is reproduced in four different procedures. The EHT Collaboration concludes: the value we have converged upon is robust. I analyse the mass measurements of the black hole with the help of Cartwright’s notion of robustness. I show that the EHT Collaboration construe Coincidence/Reproducibility as Technological Agnosticism and I contrast this interpretation with van Fraassen’s scientific agnosticism. (shrink)

Tolstoy became acquainted with the works of Henry George as he was writing his treatise “What Then Should We Do?” George’s economic ideas fascinated him so much that he stepped away from the treati...

Questions of value are central to understanding alternative practices of food exchange. This study introduces a practice-based approach to value that challenges the dominant views, which capture value as either an input for or an outcome of practices of exchange. Building on a longitudinal ethnographic study on food collectives, I show how value, rather than residing in something that people share, or in something that objects have, is an ideal target that continuously unfolds and evolves in action. I found that (...) people organized their food collectives around pursuing three kinds of value-ideals, namely good food, good price and good community. These value-ideals became reproduced in food collectives through what I identified as valuing modes, by which people evaluated the goodness of food, prices and community. My analysis revealed that, while participating in food collectives in order to pursue their value-ideals, people were likely to have differing reasons for pursuing them and tended to attach different meanings to the same value-ideal. I argue that understanding how value as an ideal target is reproduced through assessing and assigning value is essential in further explorations of the formation of value and in better understanding the dynamics of organizing alternative practices of food exchange. (shrink)