Toward a Study of the Poor and Poverty in Ancient Egypt: Preliminary Thoughts

2019 ◽  
Vol 30 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Delphine Driaux

Poverty in ancient Egypt remains a rarely-studied subject. For decades Egyptologists have focused their attention mainly on the so-called ‘elite’, while the poor, their housing, their possessions, their diet, or their cultural values, remain largely in the shadows. Although they are much less visible archaeologically, they were much more numerous than the wealthy. Despite these circumstances, ancient Egypt provides a good starting point for discussing how to approach poverty during antiquity, as there are archaeological and textual records that can shed light on this complex issue. This article aims to stimulate reflection on the issue of poverty in the Nile valley and how it can be explored. It seeks also to add nuance to the idea of a strict dichotomy opposing the poor to the elite. In so doing, this paper will present discussion of the definition of poverty.

2006 ◽  
Vol 18 (12) ◽  
pp. 2077-2087 ◽  
Author(s):  
Kirsten G. Volz ◽  
D. Yves von Cramon

According to the Oxford English Dictionary, intuition is “the ability to understand or know something immediately, without conscious reasoning.” Most people would agree that intuitive responses appear as ideas or feelings that subsequently guide our thoughts and behaviors. It is proposed that people continuously, without conscious attention, recognize patterns in the stream of sensations that impinge upon them. What exactly is being recognized is not clear yet, but we assume that people detect potential content based on only a few aspects of the input (i.e., the gist). The result is a vague perception of coherence which is not explicitly describable but instead embodied in a “gut feeling” or an initial guess, which subsequently biases thought and inquiry. To approach the nature of intuitive processes, we used functional magnetic resonance imaging when participants were working at a modified version of the Waterloo Gestalt Closure Task. Starting from our conceptualization that intuition involves an informed judgment in the context of discovery, we expected activation within the median orbito-frontal cortex (OFC), as this area receives input from all sensory modalities and has been shown to be crucially involved in emotionally driven decisions. Results from a direct contrast between intuitive and nonintuitive judgments, as well as from a parametric analysis, revealed the median OFC, the lateral portion of the amygdala, anterior insula, and ventral occipito-temporal regions to be activated. Based on these findings, we suggest our definition of intuition to be promising and a good starting point for future research on intuitive processes.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


2007 ◽  
Vol 7 ◽  
pp. 129-134
Author(s):  
Michael Nagenborg

In this paper I will argue that artificial moral agents (AMAs) are a fitting subject of intercultural information ethics because of the impact they may have on the relationship between information rich and information poor countries. I will give a limiting definition of AMAs first, and discuss two different types of AMAs with different implications from an intercultural perspective. While AMAs following preset rules might raise con-cerns about digital imperialism, AMAs being able to adjust to their user‘s behavior will lead us to the question what makes an AMA ?moral?? I will argue that this question does present a good starting point for an inter-cultural dialogue which might be helpful to overcome the notion of Africa as a mere victim.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


2011 ◽  
pp. 150-167
Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


Author(s):  
PAVEL VUK

Povzetek Koncepti ali pojmi kot miselni konstrukti realnega sveta so temeljni sestavni elementi teorij, v katerih so prisotni skozi svoje definicije. Bolj enoznačno in jasno so definirani, bolj nedvoumne so komunikacija med znanstveniki in raziskovalci, opredelitev oziroma zamejitev področja raziskovanja ter konceptualizacija oziroma razčlenitev teoretskega pojma ali koncepta. V prispevku smo tako definiranje koncepta izvedli na primeru vojaške strategije. Metodološki okvir za definiranje koncepta vojaške strategije temelji na Sartorijevi metodi analiziranja konceptov in Goertzevi metodi dodajanja oziroma odvzemanja pridevnikov konceptu. Z analitičnim pristopom razvitja definicije vojaške strategije smo spoznali, da lahko tudi v vojaškem slovenskem pomenoslovju bistveno pripomoremo k omejitvi tako količinske kot tudi kakovostne raznolikosti vojaških terminov, ki se pogostokrat brez jasne konotacije pojavljajo in uporabljajo v strokovnih in znanstvenih delih. Empirični koncept je lahko tudi dobro izhodišče za nadaljnje razmišljanje o smotrnosti pristopa k morebitnemu oblikovanju vojaške strategije v slovenskem prostoru. Ključne besede: koncept, strategija, vojaška strategija. Abstract Concepts as mental constructs of the real world are the fundamental components of theories where they are present through their definitions. The more the concepts are unambiguously and clearly defined, the more explicit are the communication between scientists and researchers, the definition or limitation of the object of research, and the conceptualization or analysis of the theoretical concept. In the article, we used the concept definition in the case of a military strategy. The methodological framework for defining the concept of a military strategy is based on Sartori's method of concept analysis and Goertz’s method of attaching or removing adjectives to and from the concept. With the analytical approach to the development of the definition of a military strategy, we found that in the Slovenian military semantics, too, we can significantly contribute to the limitation of both quantitative and qualitative diversity of military terms, which often appear and are used in professional and scientific works without clear connotations. The empirical concept can also serve as a good starting point for further reflection on the rationality of the approach to the possible formation of a military strategy in the Republic of Slovenia. Key words: Concept, strategy, military strategy.


Philosophy ◽  
2013 ◽  
Author(s):  
Ian Carter

The definition of “liberty” (or “freedom”—most political and social philosophers use these terms interchangeably) is a highly contested matter. Under what conditions is a person free to do something? What kinds of obstacles would make a person unfree to leave the country or to attend church or to get a job? Is liberty simply a matter of having the opportunity to do something, or is it achieved only through effective action of certain kinds? Is liberty a property of individuals, or can it also be applied to collectivities? Under what conditions can an individual’s overall level of freedom be said to “increase”? The starting point for much of the discussion about the nature of freedom is usually the distinction, made famous by Isaiah Berlin, between “negative” and “positive” freedom. Theorists of negative freedom, who tend to be political liberals, hold freedom to be the absence of obstacles of various kinds, and they often limit their attention to obstacles that they hold to be “external” to the agent, or, more commonly, to obstacles that are created by other human agents. Theorists of positive freedom, on the other hand, see constraints on freedom where negative theorists deny their existence—for example, in the presence of internal factors that damage the agent’s capacity to be autonomous. For them, freedom is a matter of being in control of one’s life and determining one’s own fate. Only when such agential limitations are overcome, they hold, can an agent achieve self-mastery or self-realization. Also important for theorists of liberty is the relation between the freedom of one person and the power of another. Is the power of agent A over agent B only contingently related to the unfreedom of agent B? Or should freedom itself be defined as the absence of subjection to the power of others? The latter response is given by republican theorists of freedom, who claim to have traced a third way between negative and positive conceptions of liberty. A number of liberal theorists of freedom, who instead see freedom and power as contingently related, have resisted this republican claim and have continued to uphold the negative conception. Understanding the nature of liberty, and of its relation to coercive or dominating power, is also important for debates about distributive justice: Is liberty best guaranteed, or most fairly distributed, where the state limits its activities to the enforcement of private property rights and freedom of contract? Or is there a sense in which a government’s redistribution of wealth from the rich to the poor enhances the freedom of the poor? Must egalitarians appeal to a positive notion of freedom in support of such enforced redistribution, or might the libertarians be mistaken in seeing egalitarianism and negative liberty as incompatible ideals? Yet another important area of enquiry concerns the measurement of freedom—whether of an individual or of a group. How, if at all, can the various single freedoms of individuals be aggregated, so as to produce overall comparisons of freedom, to the effect that one individual or group is “freer” than another?


2020 ◽  
Author(s):  
Mattias Siljestam ◽  
Ivain Martinossi-Allibert

Anisogamy has evolved in a large proportion of sexually reproducing multicellular organisms allowing the definition of the female and male sexes, producing large and small gametes, respectively. Anisogamy is the initial sexual dimorphism: it has lead the sexes to experience selection differently, which makes it a good starting point to understand the evolution of further sexual dimorphisms. For instance, it is generally accepted that anisogamy sets the stage for more intense intrasexual competition in the male sex than in the female sex. However, we argue that this idea may rely on assumptions on the conditions under which anisogamy has evolved in the first place. We consider here two widely accepted scenarios for the evolution of anisogamy: gamete competition or gamete limitation. We present a mechanistic mathematical model in which both gamete size and an intrasexual competition trait for fertilisation can coevolve in a population starting without dimorphism between its two mating types. Two different intrasexual competition traits are investigated, gamete motility and the ability of gametes to capture gametes of the opposite mating type. We show that gamete competition and gamete limitation can lead to greatly different outcomes in terms of which sex competes most for fertilisation. Our results suggest that gamete competition is most likely to lead to stronger competition in males. On the other hand, under gamete limitation, competition in form of motility can evolve in either sex while gamete capture mainly evolves in females. This study suggests that anisogamy does not per se lead to more intense male competition. The conditions under which anisogamy evolves matter, as well as the competition trait considered.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


Sign in / Sign up

Export Citation Format

Share Document