Third Pan-African Congress on Prehistory Livingstone, July 1955

Antiquity ◽  
1955 ◽  
Vol 29 (116) ◽  
pp. 203-208
Author(s):  
Sonia Cole
Keyword(s):  
High Standard ◽  
The Third ◽  
Pan African ◽  
New Knowledge

Probably every one of the hundred or so delegates who attended the Third Pan-African Congress on Prehistory would agree that it would be hard to imagine a more successful meeting. The organization was perfect, the papers read were mostly of an exceptionally high standard, and throughout the congress and excursions an atmosphere of good humour prevailed. We have returned rather bewildered from the number of sites visited and the amount of new knowledge gained, but with the satisfactory feeling that African prehistory has made enormous strides since we last met in Algiers in 1952.

scholarly journals Actinopterygians of The Permian Locality Buxières-Les-Mines (Bourbonl’archambault Basin, France) and Their Relationship to Other Early Actinopterygians

2018 ◽  
Vol 74 (3-4) ◽  
pp. 245-291
Author(s):  
Stanislav Štamberg
Keyword(s):  
Coal Mine ◽  
Shoulder Girdle ◽  
Great Variability ◽  
Anatomical Features ◽  
The Third ◽  
Skull Roof ◽  
New Knowledge ◽  
Main Component ◽  
The Village ◽  
Dermal Bones

Actinopterygians from the large opencast coal mine in the vicinity of the village of Buxières-les-Mines (Bourbonl’Archambault Basin, Allier, France) are revisited and redescribed based on newly studied specimens. The understanding of the anatomy of Progyrolepis heyleri POPLIN, 1999, originally described by Poplin (1999) on the basis of the upper and lower jaws only, is greatly enhanced and is relatively complete. The anatomy of the palatoquadrate, dermal bones of the skull roof, hyoid arch, operculum, suboperculum, shoulder girdle, cheek bones and branchiostegal rays is described. In addition, new observations have been made on changes in the shape of the maxilla during ontogenesis and microstructure of the teeth. Details of Progyrolepis heyleri scales, including their microstructure and morphology of the ridge scales are provided. The collection of whole individuals, body fragments and numerous isolated bones provide confirmation of the presence of Aeduella blainvillei which is the main component of the actinopterygian fauna in Buxières-les-Mines. Additional new knowledge was obtained regarding the great variability in bones of the opercular apparatus and maxilla, presence of the supraorbital, branchiostegal ray with a conspicuous hyoid process and the direction of mutual overlapping of the suboperculum and branchiostegal ray in Aeduella blainvillei (AGASSIZ, 1833). Microsculpture on the scales is redescribed in this species. Paramblypterus cf. duvernoy is the third member of the actinopterygians in the locality Buxières-les-Mines. Fragments of Paramblypterus are very rare and the bones of the skull roof are presented here. Anatomical features of Progyrolepis heyleri, Aeduella blainvillei and Paramblypterus cf. duvernoy were studied and compared with those of other Devonian and Permo-Carboniferous actinopterygians.

Volunteer Adolescents in Adolescent Group Therapy

1976 ◽  
Vol 129 (5) ◽  
pp. 407-413 ◽  
Author(s):  
Stuart Fine ◽  
Graham Knight-Webb ◽  
Karen Breau
Keyword(s):  
Group Therapy ◽  
Group Process ◽  
Group Leaders ◽  
Adolescent Group Therapy ◽  
Adolescent Group ◽  
Knowledge And Skills ◽  
The Third ◽  
Session Attendance ◽  
New Knowledge ◽  
Better Than

SummaryThe effects on patients, volunteers and staff of using volunteer adolescents in adolescent group therapy are examined. From 40 candidates eight volunteers were selected and oriented to the group process. Four volunteers and four patients were placed in each of two groups, and eight patients were placed in the third group. Patients and volunteers were aware of their identities in the first group session. Attendance in the groups with volunteers was better than in the group without. The volunteers themselves gained new knowledge and skills, and their presence was even helpful to the group leaders.

The Natural Fracture of Pebbles from the Batoka Gorge, Northern Rhodesia, and its bearing on the Kafuan Industries of Africa

1958 ◽  
Vol 24 ◽  
pp. 64-77 ◽  
Author(s):  
J. Desmond Clark
Keyword(s):  
Great Majority ◽  
Natural Fracture ◽  
The Third ◽  
Pan African ◽  
Divergence Of Opinion ◽  
Fracture Specimens ◽  
The Way

At the Third Pan-African Congress on Prehistory, held in Livingstone in 1955, there was a symposium on the early Pebble Cultures of Africa. It became apparent from the discussion that followed that there was considerable divergence of opinion among prehistorians as to the criteria that distinguished artificial from natural fracture. Specimens that were acceptable as artifacts to some were not acceptable to others and it became clear that considerably more research was necessary into the way in which nature can fracture stone by percussion and in particular into the natural fracture of pebbles. It is especially important to know whether nature can simulate Kafuan- and Oldowan-type pebble tools. This is because the great majority of Kafuan tools from the type areas are abraded, often considerably, although Lowe mentions that Kafuan tools occur unrolled in the 175-foot terrace in the Kafu river as also in the 270-foot terrace in the Kagera Valley.

scholarly journals Monitoring and forecasting the COVID-19 epidemic in Moscow: model selection by balanced identification technology - version: September 2021

2021 ◽  
Author(s):  
Alexander Sokolov ◽  
Lyubov Sokolova
Keyword(s):  
Mathematical Model ◽  
Model Selection ◽  
Mathematical Models ◽  
Statistical Data ◽  
Herd Immunity ◽  
Real Object ◽  
List Type ◽  
The Third ◽  
New Knowledge ◽  
Monitoring And Forecasting

AbstractA mathematical model is a reflection of knowledge on the real object studied. The paper shows how the accumulation of data (statistical data and knowledge) about the COVID-19 pandemic lead to gradual refinement of mathematical models, to the expansion of the scope of their use. The resulting model satisfactorily describes the dynamics of COVID-19 in Moscow from 19.03.2020 to 01.09.2021 and can be used for forecasting with a horizon of several months. The dynamics of the model is mainly determined by herd immunity. Monitoring the situation in Moscow has not yet (as of 01.09.2021) revealed noticeable seasonality of the disease nor an increase in infectivity (due to the Delta strain). The results of using balanced identification technology to monitor the COVID-19 pandemic are:models corresponding to the data available at different points in time (from March 2020 to August 2021);new knowledge (dependencies) acquired;forecasts for the third and fourth waves in Moscow.Discrepancies that manifested after 01.09.2021 and possible further modifications of the model are discussed

scholarly journals Dialogue on Dialogic Pedagogy

2014 ◽  
Vol 2 ◽  
Author(s):  
Eugene Matusov ◽  
Kiyotaka Miyazaki
Keyword(s):  
New Zealand ◽  
International Society ◽  
The Other ◽  
Special Issue ◽  
Final Word ◽  
Research Conference ◽  
Dialogic Pedagogy ◽  
The Third ◽  
New Knowledge ◽  
Counter Argument

In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA), Kiyotaka Miyazaki (Japan), Jayne White (New Zealand), and Olga Dysthe (Norway) organized a symposium on Dialogic Pedagogy. Formally during the symposium and informally after the symposium several heated discussions started among the participants about the nature of dialogic pedagogy. The uniting theme of these discussions was a strong commitment by all four participants to apply the dialogic framework developed by Soviet-Russian philosopher and literary theoretician Bakhtin to education. In this special issue, Eugene Matusov (USA) and Kiyotaka Miyazaki (Japan) have developed only three of the heated issues discussed at the symposium in a form of dialogic exchanges (dialogue-disagreements). We invited our Dialogic Pedagogy colleagues Jayne White (New Zealand) and Olga Dysthe (Norway) to write commentaries on the dialogues. Fortunately, Jayne White kindly accepted the request and wrote her commentary. Unfortunately, Olga Dysthe could not participate due to her prior commitments to other projects. We also invited Ana Marjanovic-Shane (USA), Beth Ferholt (USA), Rupert Wegerif (UK), and Paul Sullivan (UK) to comment on Eugene-Kiyotaka dialogue-disagreement.                The first two heated issues were initiated by Eugene Matusov by providing a typology of different conceptual approaches to Dialogic Pedagogy that he had noticed in education. Specifically, the debate with Kiyotaka Miyazaki (and the other two participants) was around three types of Dialogic Pedagogy defined by Eugene Matusov: instrumental, epistemological, and ontological types of Dialogic Pedagogy. Specifically, Eugene Matusov subscribes to ontological dialogic pedagogy arguing that dialogic pedagogy should be built around students’ important existing or emergent life interests, concerns, questions, and needs. He challenged both instrumental dialogic pedagogy that is mostly interested in using dialogic interactional format of instruction to make students effectively arrive at preset curricular endpoints and epistemological dialogic pedagogy that is most interested in production of new knowledge for students. Kiyotaka Miyazaki (and other participants) found this typology not to be useful and challenged the values behind it. Kiyotaka Miyazaki introduced the third heated topic of treating students as “heroes” of the teacher’s polyphonic pedagogy similar to Dostoevsky’s polyphonic novel based on Bakhtin’s analysis. Eugene Matusov took issue with treating students as “heroes” of teacher’s polyphonic pedagogy arguing that in Dialogic Pedagogy students author their own education and their own becoming.                Originally, we wanted to present our Dialogue on Dialogic Pedagogy in the following format. An initiator of a heated topic develops his argument, the opponent provides a counter-argument, and then the initiator has an opportunity to reply with his “final word” (of course, we know that there is no “final word” in a dialogue). However, after Eugene Matusov developed two of his heated topics, Kiyotaka Miyazaki wanted to reply to both of them in one unified response, rather than two separate replies. Jayne White, Ana Marjanovic-Shane, Beth Ferholt, and Paul Sullivan wrote commentaries about the entire exchange and these commentaries should be treated as part of our Dialogue on Dialogic Pedagogy. We hope that readers, interested in Dialogic Pedagogy, will join our heated Dialogue-Disagreement and will introduce more heated topics.

scholarly journals Post – Modernism Perspective in Humanities

2009 ◽  
Vol 15 (1) ◽  
pp. 56-69
Author(s):  
Moses Metumara Duruji
Keyword(s):  
Social Science ◽  
Third World ◽  
Critical Appraisal ◽  
Social Analysis ◽  
The Third ◽  
Profound Implication ◽  
Systematic Fashion ◽  
Post Modernism ◽  
New Knowledge ◽  
The Third World

Rosenau (1993) observes that proponents of postmodernism claim to relinquish all attempts to create new knowledge in a systematic fashion, but project an anti–rule fashion of discuss. This perspective being expounded by postmodernists have profound implication in humanities and social science scholarship especially in its contention that there are limits and limitations of modern reason that are inherent in the forms and types of reasoning and social analysis that has characterized society and the modern. But does this perspective have any merit and most especially for us in the third world. This is the angle this study shall take and we hope at the end, we should have been able to render a critical appraisal of this approach in the broader Humanities disciplines.

scholarly journals Multilayered model of speech

2015 ◽  
Author(s):  
Andrey Chistyakov
Keyword(s):  
Mathematical Model ◽  
Memory Access ◽  
Knowledge Assessment ◽  
Human Speech ◽  
The Third ◽  
Self Image ◽  
New Knowledge ◽  
Universal Solution ◽  
Group A ◽  
Grammar Systems

Today there are no grammar systems, which allow the creation of a fundamentally new word and concept. All existing grammar systems only work by referring to previously chosen terms, on the bases of which all definitions are created. Implementation of operation on grammar systems are introduced for creation of new terms. The main prerequisite of the research was the rejection of finding a universal solution, which is true for any person. Instead of this, all people were divided into groups according MBTI classification. Each group was expected to have uniform perception of new knowledge. Assessment has been conducted to each group. A mathematical model was created as result of the communication. The scheme of dividing words and sentences into components are shown in the first section of the article. The second section shows a notation construction from the components and the notation packing in memory. The third section shows the ability for conscious memory access (self-action and self-image). As a result, the model of human speech was structured, in where it is possible to create new terms from new knowledge independently.

Family Firm Competitiveness and Organizational Ambidexterity

2020 ◽  
pp. 67-88
Author(s):  
Montserrat Boronat-Navarro ◽  
Alexandra García-Joerger
Keyword(s):  
Competitive Advantage ◽  
Family Firm ◽  
Third Generation ◽  
Organizational Ambidexterity ◽  
Term Survival ◽  
Long Term Survival ◽  
The Third ◽  
Knowledge Processes ◽  
New Knowledge

Long-term survival is one of the main goals of family business. Nevertheless, very few firms survive to the third generation. The concept of organizational ambidexterity could add insights into the explanation of family firm (FF) survival. In the literature, organizational ambidexterity is defined as the capability to explore new knowledge, processes, and opportunities while exploiting current ones to achieve a greater competitive advantage and ensure the survival of the firm. The aim of this chapter is to review the literature that analyzes relationships between FF specificities and organizational ambidexterity to propose a framework of the antecedents of ambidexterity in this context. This could be a useful tool to better identify FF specificities that will support long-term survival through their influence on organizational ambidexterity.

Introduction

1967 ◽  
Vol 167 (1009) ◽  
pp. 349-349 ◽  
Keyword(s):  
Protein Structure ◽  
Careful Consideration ◽  
Structure And Function ◽  
The Third ◽  
Royal Institution ◽  
New Knowledge ◽  
New Type ◽  
And Function ◽  
The Cost ◽  
Considerable Detail

On behalf of the Royal Institution, I wish to express our pleasure that this discussion on ‘The structure and function of lysozyme’ is being held in its theatre this afternoon. Dr Phillips and his team have been investigating the structure of lysozyme in the Davy Faraday Laboratory for some years, and have recently been able to analyse that structure in considerable detail. They have also been able to mark down the sites on the molecule to which inhibitors of its action attach themselves. It is a great day for the Laboratory to take part in a meeting at which experts in this country and abroad have gathered to discuss the significance of the new knowledge about structure; and our warm thanks are due to Dr Perutz for organizing the present conference on behalf of the Royal Society. The initiation of a project to study a selected protein structure requires very careful consideration; it is rather like a decision as to which new type of aeroplane to build. The cost in manpower, time and money is considerable, and if the structure proves to be obdurate this expenditure shows little return. Lysozyme, which Dr Poljak had already studied when he joined the Davy Faraday team in 1960, proved to be a fortunate choice. It is the third protein structure to be successfully analysed, and the first enzyme.

scholarly journals RESULTS OF COGNITIVE AND NON-COGNITIVE RESEARCH OF FIRST-GRADERS IN ALMATY

2020 ◽  
Vol 73 (3) ◽  
pp. 318-322
Author(s):  
S. Abisheva ◽  
◽  
A. Ongarbaevа ◽  
S. Serikova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Reading Skills ◽  
First Graders ◽  
Vocabulary Knowledge ◽  
Tabular Form ◽  
The Third ◽  
Written Information ◽  
Cognitive Research ◽  
New Knowledge ◽  
Text Reading

Reading is a way of translating and mastering socio-cultural information embodied in a certain cultural text. The authors note that the purpose of reading is to obtain and process written information. At the beginning of the third Millennium, more and more people are talking about the third revolution in reading, associated with the digitization of text and the arrival of hypertext. Primary school is a special stage in a child's life. It is associated with the formation of the basics of the student's ability to learn and the ability to organize their activities. It is reading skills that will provide a younger student with the opportunity to independently acquire new knowledge, and in the future will create a basis for self-education. Therefore, the authors focus on the "Vocabulary" Block, which contains 16 tasks aimed at evaluating the vocabulary of a (mostly passive) child. Clearly shown in tabular form are the following data: Vocabulary, knowledge of letters, Mechanical reading of text, reading and understanding of text.

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