National character stereotyping often hinders teachers’ responses to an important 21st century educational theme, global awareness. While recognizing that educators have a responsibility to teach history, in remembrance of the people and events of the past and to help prevent societies from making the mistakes of their predecessors, it is also essential that teachers prepare our new generation of young students for global citizenship in a 21st century world. This research studied 114 teacher candidates in K-6 social studies methods classes (...) at two universities. Qualitative methods were used to measure and describe teacher candidates’ knowledge and beliefs about the country and people of Germany before and after experiencing a curricular intervention workshop focused on modern aspects of Germany. Pre-study data showed outdated or stereotypical views of Germany, frequently related to WWII and the Cold War. After the intervention, approximately 83% stated that their conceptions of Germany had changed, and about 12% admitted that they had actually replaced negative impressions. Teachers must adopt the pedagogies necessary to eradicate ignorance and dispel harmful national stereotypes that threaten cultural understanding and safe learning environments for all students, thus this research adds to the ongoing conversation concerning the preparation of teacher candidates in the area of global awareness. (shrink)

The consequences of a trend to marginalize social studies in the early grades are complex and widespread, as a new wave of novice teachers and K-6 students are receiving a message clearly implying that social studies education is unimportant. Convincing them of the value in teaching and learning social studies is progressively becoming more difficult for social studies methods instructors. The purpose of this study was to examine pre-service teachers’ observations of the extent to which social studies is being marginalized, (...) possible barriers involved, and the impact that this phenomenon has on pre-service teachers and K-6 students in the classroom. Through a mixed-method design, 88 pre-service teachers were asked to report their classroom observations. Over half observed social studies instruction. Of those who observed social studies instruction, about a third indicated that teachers taught 5–15 min per day. Pre-service teachers reported personal success in planning and teaching social studies lessons during their practicum experiences; likewise, K-6 students were motivated by pre-service teachers’ student-centered activities in the lessons. The results of this study provide one form of current documentation regarding the effects of social studies marginalization in K-6 schools. (shrink)

It is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers’ beliefs about their emergent professional identities as social studies educators. This case study explored research questions primarily through qualitative methods. Research implications contribute to possible solutions for (1) helping pre-service (...) teachers understand how professional educators, outside their local areas, create and learn public scholarship to educate diverse democracies, (2) helping pre-service teachers recognize relationships between high quality professional development, networking, organization membership, and professional identity, and (3) sense of belonging as one treatment for U.S. novice teacher attrition rates. (shrink)

Evidence is limited on how elementary social studies preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers’ dispositional thinking toward museum pedagogy in a teacher education program. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor solutions representing a profile (...) of preservice teachers’ dispositions. Results indicate preservice teachers’ museum pedagogy dispositional thinking can be measured with three dimensions and one overall generic form of dispositional thinking. Representing the dimensions are these factor structures: (a) willingness to use museum settings and their artifacts to support social studies teaching, (b) capacity to interact with museum artifacts for K-6 social studies teaching, and (c) recognizing the prospect of museum pedagogy as an approach to enhance K-6 social studies education. Based on the factor structures, we introduce a conceptual framework to represent elementary social studies preservice teachers’ dispositional thinking about museum pedagogy. Engaging in preliminary work to first understand preservice teachers’ thoughts and dispositions, before creating or adopting curricula, may deepen and strengthen their agentic growth in museum education for social studies teaching. (shrink)

The U.S. Civil Rights Movement (CRM) is a relevant K-6 topic to learn foundational concepts of social justice and participatory citizenship. Year after year, though, U.S. elementary school lessons typically focus on a Martin Luther King, Jr.-Rosa Parks centered narrative, adapted for character education. This qualitative inquiry invited 66 pre-service teachers to explore social justice education embedded at the core of existing K-6 historical topics. Examining pre-service teachers' knowledge, beliefs, and what and how they plan to teach their future students (...) revealed dated educational philosophies. They held limited content knowledge and sociopolitical critical thinking needed to teach the CRM's civic significance and were conflicted by wanting to both empower students and withhold information. This study describes actions designed to model replicable, justice-oriented lessons and help K-6 pre-service teachers reflect on pedagogical choices and ideologies they adopt. It also calls attention to the challenges of K-6 teacher education and school reform when teachers lack content knowledge and political/cultural awareness. (shrink)

Sober (1992) has recently evaluated Brandon's (1982, 1990; see also 1985, 1988) use of Salmon's (1971) concept of screening-off in the philosophy of biology. He critiques three particular issues, each of which will be considered in this discussion.

The exceptional intellectual richness of seventeenth-century Safavid Iran is epitomised by the philosophical school of Isfahan, and in particular by its ostensible founder, Mir Damad (d. 1631), and his great student Mulla Sadra (aka Sadr al-Din Shirazi, d. 1636). Equally important to the school is the apophatic wisdom of Rajab 'Ali Tabrizi that followed later (d. 1669/70). However, despite these philosophers' renown, the identification of the 'philosophical school of Isfahan' was only proposed in 1956, by the celebrated French Iranologist Henry (...) Corbin, who noted the unifying Islamic Neoplatonist character of some 20 thinkers and spiritual figures; this grouping has subsequently remained unchallenged for some fifty years. In this highly original work, Janis Esots investigates the legitimacy of the term 'school', delving into the complex philosophies of these three major Shi'i figures and drawing comparisons between them. The author makes the case that Mulla Sadra's thought is independent and actually incompatible with the thoughts of Mir Damad and Rajab Ali Tabrizi. This not only presents a new way of thinking about how we understand the 'school of Isfahan', it also identifies Mir Damad and Rajab Ali Tabrizi as pioneers in their own right. (shrink)

In illusory line motion, presentation of a cue is followed by presentation of a nearby stationary line, and the line is perceived to “unfold,” “expand,” or “extend” away from the cue. Effects of the allocation of attention regarding where the cue or the line would be presented were measured in three experiments, and ratings of relative velocity and relative strength of illusory motion were collected. Findings included (a) relative velocity and relative strength decreased with increases in SOA from 50 to (...) 450 ms, (b) relative velocity and relative strength were not influenced by whether illusory motion moved from one end of the line to the other or from both ends toward the middle of the line, (c) increased uncertainty regarding where the line would appear did not influence relative velocity or relative strength, and (d) valid pre-cues regarding the location of a cue resulted in faster relative velocity than did invalid pre-cues, but pre-cue validity did not influence relative strength. Implications of these findings for the relationship of such illusory motion and attention (e.g., divided attention, shifts in attended location) are considered. (shrink)

We show that transverse phonons in a set of trapped ions under the action of lasers are described by an interacting boson model whose parameters can be externally adjusted. If the radial trapping frequency is large enough, the system is described by a Bose–Hubbard model, in which hopping of the phonons between different ions is provided by the Coulomb interaction. On the other hand, the non-linear terms in the interaction of the ions with a standing-wave provide us with the (...) phonon–phonon interaction. We investigate the possibility of observing several quantum many—body phenomena, including (quasi)Bose–Einstein Condensation as well as a superfluid-Mott insulator quantum phase transition. (shrink)

The Hubbard model is studied at half filling, using two complementary variational wave functions, the Gutzwiller ansatz for the metallic phase at small values of the interaction parameter U and its analog for the insulating phase at large values of U. The metallic phase is characterized by the Drude weight, which exhibits a jump at the critical point Uc. In the insulating phase the system behaves as a collection of dipoles which increase both in number and in size as (...) U gets smaller. The two wave functions are able to describe the two asymptotic regimes (small and large values of U, respectively), but they can no longer be trusted in the region of the Mott transition (U≈Uc). More powerful methods are needed to study, for instance, the divergence of the electric susceptibility for U→Uc. (shrink)

An outline is given in the following memoir of some of the earlier results of an inquiry which I am still prosecuting, and a comparatively new statistical process will be used in it for the first time in dealings with psychological data. It is that which I described under the title of "Statistics by Intercomparison" in the Philosophical Magazine of Jany., 1875.

Introduction: The language of power, by H. D. Lasswell. Style in the language of politics, by H. D. Lasswell. Why be quantitative? By H. D. Lasswell.--Technique: The problem of validating content analysis, by I. L. Janis. The reliability of content analysis categories, by Abraham Kaplan and J. M. Goldsen. Recording and context units, four ways of coding editorial content, by Alan Grey, David Kaplan and H. D. Lasswell. The feasibility of the use of samples in content analysis, by Alexander Mintz. (...) The coefficient of imbalance, by I. L. Janis and Raymond Fadner.--Applications: Detection; propaganda detection and the courts, by H. D. Lasswell. Trend; May Day slogans in Soviet Russia, 1918-1943, by Sergius Yakobson and H. D. Lasswell. Interaction; the Third International on its change of policy, by Nathan Leites. Interaction; the response of communist propaganda to frustration, by Nathan Leites and I. de Sola Pool. (shrink)

This well organized and interesting anthology concerns the image of the self-directed individual as replaced by a deterministic model of his behavior. Since legal, personal-social, and religious institutions still see man as self-controlled and therefore responsible, Mr. Klausner views this replacement as particularly troublesome. The first third of the book is predominantly historical and draws from an extremely tolerant range of sources including yoga, philosophy, psychology, hypnosis and self-help publications. The remainder of the volume is psychological and sociological, with emphasis (...) on the individual acting under stress, and with the traditional philosophical problems completely ignored. While the thematic problem is not obviously tackled there is fruitful examination of significant concepts with detailed and well-researched relationships of these concepts with a manifold of phenomena. There are several extensive bibliographies accompanying the readings. Not including introductory contributions the book includes: "Self-Control in the Perspective of History": Klausner, B. Nelson, Moses Hadas; "Self-Control in a Sociological Perspective": S. M. Dornbusch, M. K. Opler, Guy E. Swanson; "Self-Control in Psychological Perspective": I. L. Janis, S. J. Korchin, H. Liddel; "Self-Control in Psychiatric Perspective": M. T. Orne, O. McK, Rioch, K. Goldstein; and "Scientific Hermeneutics": Klausner.—D. A. G. (shrink)

Political agenda of Sikh philosophy; historical perspective.

The Vaiyākaraṇasiddhāntabhūṣaṇa of Kauṇḍabhaṭṭa, part 1, with the Nirañjanī Commentary by Ram-yatna Shukla and Prakāsa Explanatory Notes by K. V. Ramakrishnamacharyulu. Critically edited by K. V. Ramakrishnamacharyulu. South Asian Perspectives, no. 6; Shree Somnath Sanskrit University Shastragrantha Series, no. 2. Pondichery: Institut Français de Pondichéry; Veraval, Gujarat: Shree Somnath Sanskrit University, 2015. Pp. xl + 592. Rs. 1200, €52.

It is shown that the existence of d-wave superconductivity in the two-dimensional Hubbard model close to half-filling can be inferred from a renormalization group analysis at one-loop level.

Human reproductive technology; law and legislation; religious aspects; Islam.

Numerical studies of the Hubbard model and its strong-coupling form, the t-J model, show evidence for antiferromagnetic, $d_{x^{\text{2}} - y^2 } $ -pairing and stripe correlations which remind one of phenomena seen in the layered cuprate materials. Here, we ask what these numerical results imply about various scenarios for the pairing mechanism.

Introduction to healthcare ethics committees / D. Micah Hester and Toby Schonfeld -- Brief introduction to ethics and ethical theory / D. Micah Hester and Toby Schonfeld -- Ethics committees and the law / Stephen Latham -- Cultural and ...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Cynthia: A Companion to the Text of Propertius by S. J. HeyworthLuigi GalassoS. J. Heyworth. Cynthia: A Companion to the Text of Propertius. Oxford: Oxford University Press, 2007, first published in paperback 2009 (with corrections). xiii + 648 pp. Paper. £56.Cynthia represents the hypomnemata to the edition of Propertius by Stephen Heyworth. It is an indispensable tool for readers of the new Oxford Classical Text of Propertius and (...) for this reason the contemporary publication of both books has been extremely important. The text edited by Heyworth is so innovative that it was necessary to explain and discuss the editor’s choices. Cynthia is a long dialogue with the reader: Heyworth exposes reflections that are the fruits of decades of engagement with the text of Propertius, and one feels that he speaks with authority.The Preface is brief, but it summarizes the method followed in the book and places the critic in his appropriate setting, where he acknowledges his debts to scholars like J. L. Butrica and G. P. Goold. The true introduction is the one to the edition in the OCT: in fact it is one work in two volumes. The bulk of the book consists of a discussion of passages from the entire work of the Latin poet. [End Page 169] Before each elegy there is an essential bibliography. Then follows a quotation (in the vulgate form of the text) of the passage under discussion; in most cases it is accompanied by the critical apparatus of the OCT edition, with some modifications. All the passages examined are included because of textual problems, even if sometimes one gets the impression of being confronted with purely literary aspects of the text. There is no introduction to any elegy, and it is not in fact necessary: we grasp only what is problematic, and following Heyworth’s guidance we are taken through a stimulating experience. After 512 pages of Propertiana (D. R. Shackleton Bailey’s model is unquestionable), there is a complete translation of the text proposed by the editor, which is particularly useful. His policy is not to avoid any problem but to discuss it honestly without preconceptions. At the end there are rich indexes, which offer easy access to the wealth of linguistic and stylistic observations that are disseminated over the commentary. They also include the preface to the edition in the OCT.It is impossible to deal in a detailed manner with the hundreds of proposals and hypotheses. The editor offers us a completely different Propertius from the poet we have been accustomed to know from the more important editions of the twentieth century (deemed as conservative until the edition by Goold [Cambridge, Mass. 1990]). Following the wishes of Butrica, the elegies of Propertius are now consistent with the judgments of ancient critics, who valued in Propertius “a poet of finish, grace and charm” (M. Hubbard, Propertius [London 1974]:3). The text has undergone a massive restoration and it is readable and fluent: no more the work of an “expressionistic” poet (E. Pasoli) with his idiosyncratic language, but of a contemporary of Tibullus and an immediate predecessor of Ovid. The severe corruptions of the text are no longer visible in its linguistic texture, but in its fragmentation, which characterizes in particular the second book. In the others there are not so many ruins, but for lacunae and expunged distichs. The decision not only to bracket them, but to put them at the end of each elegy, is rhetorically astute: if one sees these couplets out of their context, one will certainly damn them, since they usually are a proverbial thought or an item of a catalogue.The text of the OCT exhibits a smooth surface that derives from a complex work of restoration. Butrica had told us that most editors of Propertius are like those who had loved the smoke deposited during the centuries onto the frescoes by Michelangelo in the Sistine Chapel (“Editing Propertius.” CQ 47 [1997]:208). The Propertian frescoes have now been restored: parts which were severely damaged are even better than the original; others, whose authenticity we do not trust, have been detached and put aside. The result is a piece... (shrink)

The work of Michèle Le Dœuff creatively disrupts established notions of what philosophy might be. Far from being a discipline about the leader and the disciple, a hierarchy of knowledge and paternalism, Le Dœuff proposes a philosophy of dialogue and friendship. The conversations in this book explore how this philosophy can be enacted and explored, and show how openness and generosity can be the starting point of truly rigorous thinking. Introduced and curated by the late philosopher, Pamela Sue Anderson, In (...) Dialogue with Michèle Le Dœuff explores themes like contemporary feminism, joy in philosophy, memory, the significance of friendship to thinking and a key Le Dœuffian concept, the imaginary. Le Dœuff's interlocutors, including Penelope Deutscher, Elizabeth Fallaize and Meenda Dhanda, are some of the most significant thinkers in the fields of feminism and continental thought and provide insights and ways into considering philosophy as a profoundly dialogical exercise. (shrink)

Plotinus is the first Greek philosopher to hold a systematic theory of consciousness. The key feature of his theory is that it involves multiple layers of experience: different layers of consciousness occur in different levels of self. This layering of higher modes of consciousness on lower ones provides human beings with a rich experiential world, and enables human beings to draw on their own experience to investigate their true self and the nature of reality. This involves a robust notion of (...) subjectivity. However, it is a notion of subjectivity that is unique to Plotinus, and remarkably different from the Post-Cartesian tradition. Behind the plurality of terms Plotinus uses to express consciousness, and behind the plurality of entities to which Plotinus attributes consciousness, lies a theory of human consciousness. It is a Platonist theory shaped by engagement with rival schools of ancient thought. (shrink)

I temi della fede e della religione, e del loro conflitto con la cultura laica, sono da qualche tempo al centro di un interesse mediatico crescente, alimentato anche dalle polemiche politiche suscitate dal moltiplicarsi degli interventi e delle "scomuniche" del papa e della Conferenza Episcopale Italiana contro la modernità. Mancava fin qui, tuttavia, un testo di discussione, da punti di vista diversi e reciprocamente problematici, sulle ragioni dell'ateismo e della fede. Un confronto tra gli esponenti di tre posizioni ideologiche molto (...) lontane tra loro, accomunate però dal rifiuto di ogni appartenenza accademica: il cristianesimo nietzschiano del "pensiero debole" di Gianni Vattimo, la saggezza atea di una tradizione antica rilanciata da Michel Onfray e l'empirismo naturalistico-esistenziale della "filosofia del finito" di Paolo Flores d'Arcais. In questo insolito dialogo a tre voci emergono tutti gli interrogativi essenziali legati al problema, a partire da quello più generale: quali devono essere i rapporti tra filosofia e ateismo? L'"ipotesi Dio" deve ormai essere considerata superflua anche dalla riflessione filosofica, visto che le scienze ne fanno metodologicamente a meno? Quali sono le conseguenze etiche e politiche dell'essere atei o, all'opposto, credenti? (shrink)

ABSTRACTStudies examining the interpretation that is given to if–then statementstypically use what are referred to as basic conditionals, which give contextless relations between two unrelated concrete terms. However, there is some evidence that basic conditionals require a more abstract form of representation. In order to examine this, we presented participants with truth-table tasks involving either basic conditionals or conditionals referring to imaginary categories, and standard conditional inference tasks with abstract and familiar premises. As expected, fewer typical defective conditional interpretations were (...) given to basic conditionals. In addition, partial correlations showed a unique relationship between the interpretation of basic conditionals and abstract inferential reasoning. Results suggest that people process basic conditionals as a form of abstract reasoning, and that the interpretation of conditionals... (shrink)

Some preliminary comments Introduction: The EDWs perspective in my article from 2005 and my book from 2008 -/- I. PHYSICS, COGNITIVE NEUROSCIENCE, PHILOSOPHY (‘REBORN DINOSAURS’ ) • (2016) Did Sean Carroll’s ideas (California Institute of Technology, USA) (within the wrong framework, the “universe”) plagiarize my ideas (2002-2010) (within the EDWs framework) on quantum mechanics, the relationship between Einstein relativity and quantum mechanics, life, the mind-brain problem, etc.? • (2016) The unbelievable similarities between Frank Wilczek’s ideas (Nobel Prize in Physics) and (...) my ideas (2002-2008, etc.) (Philosophy of Mind and Quantum Mechanics) • (2017-2019 NEW) Strong similarity between Carlo Rovelli’s ideas (Italy) in three books (2015, 2017) to my ideas (2002-2008) + commentary February 2018! • (2016) Kastner + (2017) R. E. Kastner, Stuart Kauffman, Michael Epperson “Taking Heisenberg’s Potentia Seriously”: Quite similar ideas to my ideas (2008) + • (2017) A trick: Unbelievable similarities between Lee Smolin’s ideas (2017) and my ideas (2002-2008) • (May 2018) ‘Thus spoke Zarathustra!’ - A fairy-tale with Eugen Ionesco and the Idiot about Nothingness -/- II. PHYSICS • (2011) The unbelievable similarities between Radu Ionicioiu (Physics, University of Bucharest, Romania) and Daniel R. Terno’s ideas (Physics, Macquarie University, Sydney, Australia) and my ideas (Quantum Mechanics) • (2013) Côté B. Gilbert (Oontario, Canada) Unbelievalbe similarities • (2015) The strong similarity between Pikovski Igor, Zych Magdalena, Costa Fabio, and Brukner Časlav’s ideas and my ideas (2006-2008) regarding the Schrodinger’s cat’s interactions with its environment (the gravitation of Earth) (both entities being macro-objects) (Quantum Mechanics) • (2015) The strong similarity between Elisabetta Caffau’s ideas (Center for Astronomy at the University of Heidelberg and the Paris Observatory) and my ideas (2011, 2014) regarding the appearance of Big Bang in many places (Cosmology) • (2015) Did Wolfram Schommers (University of Texas at Arlington, USA & Karlsruhe Institute of Technology, Germany) plagiarize my ideas? (Physics) • (2015) Some astrophysicists about "Dark Matter May be 'Another Dimension' - Or Even a Major Galactic Transport System" January 22, 2015 • (2016) The strong similarities between Dylan H. Mahler, Lee Rozema, Kent Fisher, Lydia Vermeyden, Kevin J. Resch, Howard M. Wiseman, and Aephraim Steinberg’s ideas (USA) and my ideas (Quantum Mechanics) • (2016) The unbelievable similarities between Bill Poirier’s ‘Many Interacting Worlds’ and my EDWs (Quantum Mechanics) • (2016 or 2017) Similarities between Adam Frank’s ideas (University of Rochester in New York , USA) (“Minding matter - The closer you look, the more the materialist position in physics appears to rest on shaky metaphysical ground”) and my ideas (2005, 2008) • (2017, 2017) Did Sebastian de Haro (HPS, Cambridge, UK) plagiarize my ideas (2002-2008) • (2017) Unbelievable similarities between Laura Condiotto’s ideas and my ideas (2002-2008) • (2016) The unbelievable similarities between Hugo F. Alrøe and Egon Noe’s (Department of Agroecology, Aarhus University, Denmark) ideas (USA) and my ideas (2002-2008) (Bohr's complementarity extended to ontology) • (2017) The unbelievable similar ideas between Federico Zalamea’s ideas and my ideas • (2018) Unbelievable similarities between Peter J. Lewis’s ideas (2018) and my ideas (2002-2008) • (2018) Timothy Hollowood, ‘Classical from Quantum’, [arXiv:1803.04700v1 [quant-ph] 13 March 2018] • (2018) Mario Hubert and Davide Romano, ‘The Wave-Function as a Multi-Field’ -/- III. COGNITIVE NEUROSCIENCE AND PHILOSOPHY OF MIND • (2011-2014) Did Georg Northoff (Psychoanalysis, Institute of Mental Health) plagiarize my ideas (2002-2008)? • (2011) The unbelievable similarities between Kalina Diego Cosmelli, Legrand Dorothée and Thompson Evan’s ideas (USA) and my ideas (Cognitive Neuroscience) • (2015) Did David Ludwig (Philosophy, University of Amsterdam) plagiarize many of my ideas? (Philosophy (of Mind) • (2016) Did Neil D. Theise (Department of Pathology, Icahn School of Medicine at Mount Sinai, New York, USA) and Kafatos C. Menas (Department of Medicine, Icahn School of Medicine at Mount Sinai, New York, USA) plagiarize my ideas of Physics and Cognitive Neuroscience and Philosophy (the mind-brain problem, quantum mechanics, etc.) from 2002-2008? • Did David Bourget (2018) (Director, Centre for Digital Philosophy, Western University (or University of Western Ontario) plagiarize my ideas regarding the mind-brain problem? + Chalmers • (2016) Unbelievable similarities between Dan Siegel’s ideas (Mindsight Institute, USA) and my ideas (2002-2008) -/- IV. Philosophy (of science) • (2010) The unbelievable similarities between Alexey Alyushin (Moscow, Russia) and my ideas (on Ontology) • (2013 + 2017) Did Markus Gabriel (Bonn University) plagiarize my ideas? • (2013) The unbelievable similarities between Andrew Newman’s ideas (University of Nebraska, at Omaha, USA) and my ideas (Ontology) • (2016) Did Tahko E. Tuomas (University of Helsinki, Finland) plagiarize my ideas? + Tahko E. Tuomas (‘The Epistemology of Essence’) • (2017) Did Jani Hakkarainen (University of Tampere, Finland) plagiarize my ideas (2002-2008)? + (2017) Markku Keinänen, Antti Keskinen & Jani Hakkarainen • (2017) The unbelievable similarities between Dean Rickles’s ideas (HPS, Univ. of Sydney) and my ideas (2002-2008) • (2017) Did Dirk K. F. Meijer and Hans J. H. Geesink (University of Groningen, Netherlands) plagiarize my ideas (2002-2008)? (2017) • (2018) Unbelievable similar ideas between Jason Winning’s ideas (2018) and my ideas (2002-2008) • (2018) David Mark Kovacs (Lecturer of philosophy at Tel Aviv University), ‘The Deflationary Theory of Ontological Dependence’, Philosophical Quarterly (forthcoming) -/- Conclusion [Obviously, there are other “specialists” that published UNBELIEVABLE similar ideas to my ideas but I have not discovered them yet…] Bibliography [Some people haven't read my works but they claim my ideas can be found in other works. Soon, they will discover EDWs in Shakespeare, Bach, Sophocles and ET's letter sent 10 million years ago... me vs. people who have plagiarized my ideas: on Youtube] ------------------------------------------------------------------ July 2018 -/- • Oreste M. Fiocco • Baptiste Le Bihan (University of Geneva, forthcoming) • Antonella Mallozzi (The Graduate Center – CUNY, forthcoming in Synthese, penultimate draft) • Erik C. Banks (Wright State University, 2014) • Sami Pihlström (2009) • Katherin Koslicki’s ideas (2008) The Structure of Objects, Oxford University Press) and my ideas (2002-2005-2006) -/- November 2018 • Maurizio Ferraris (2014/2012) Manifesto of New Realism -/- • Graham Harman (2017) : Object-Oriented Ontology: A New Theory of Everything (Penguin Books) ---------------------------------------------------------------- -/- January 2019 • Philip Ball (2018): “Why everything you thought you knew about quantum physics is different” • Gerhard Grössing “Vacuum landscaping: cause of nonlocal influences without signaling” • Anne Sophie Meincke (November 2018) The Disappearance of Change (IJPS) 28. The Disappearance of Change Towards a Process Account of Persistence Forthcoming in: International Journal of Philosophical Studies DOI: 10.1080/09672559.2018.1548634 • Baptiste Le Bihana (University of Geneva) and James Read (Oxford Univ.) “Duality and Ontology” (forthcoming, in Philosophy Compass) • Baptiste Le Bihan (University of Geneva): “Space Emergence in Contemporary Physics: Why We Do Not Need Fundamentality, Layers of Reality and Emergence” in Disputatio, Vol. X, No. 49, November 2018 • Alexander Alexandrovich Antonov (2016) (Research Center of Information Technologies “TELAN Electronics”, Kiev, Ukraine): “Hypothesis of the Hidden Multiverse Explains Dark Matter and Dark Energy”, Journal of Modern Physics, 2016, 7, 1228-1246 -/- February 2019 • James Barham (2019): “The Reality of Purpose and the Reform of Naturalism” • Giorgio Lando (2017) Mereology - A Philosophical Introduction, Bloomsbury Academic • (2018) Albrecht von M¨uller • Elias Zafiris, Concept and Formalization of Constellatory Self-Unfolding - A Novel Perspective on the Relation between Quantum and Relativistic Physics • (2019) Flaminia Giacomini, Esteban Castro-Ruiz, & Časlav Brukner “Quantum mechanics and the covariance of physical laws in quantum reference frames”, Nature Communications • (2019) Valia Allori, “Scientific Realism without the Wave-Function: An Example of Naturalized Quantum Metaphysics” (to appear in J. Saatsi, S. French (eds.) “Scientific Realism and the Quantum” OUP (2019) - Department of Philosophy Northern Illinois University) • (2018) Paulo De Jesus “Thinking through enactive agency: sense-making, bio-semiosis and the ontologies of organismic worlds”, Phenom Cogn Sci • (2016) TIMOTHY MORTON, For a Logic of Future Coexistence, (Columbia University Press) • (2017) Andrew Cooper, Two directions for teleology: naturalism and idealism, Synthese . (shrink)