Asymmetrism about Desire Satisfactionism and Time

2017 ◽  
Author(s):  
Eden Lin
Keyword(s):  
The Other ◽  
Desire Satisfaction ◽  
Other Hand ◽  
Desire Satisfactionism ◽  
New View

Desire-satisfaction theories of welfare must answer the timing question: when do you benefit from the satisfaction of one of your desires? There are three existing views about this: the Time of Desire view, on which you benefit at just those times when you have the desire; the Time of Object view, on which you benefit just when the object of your desire obtains; and Concurrentism, on which you benefit just when you have the desire and its object obtains. This paper introduces a new view, Asymmetrism, on which you sometimes benefit at the time of desire and sometimes benefit at the time of object. On this view, if the time at which you have a desire is later than the time at which its object obtains, then you benefit at the time of the desire. On the other hand, if the time of object is later than the time of desire, then you benefit at the time of object. Three arguments are given for the conclusion that Asymmetrism is superior to the Time of Desire and Time of Object views. It is argued that Asymmetrism and Concurrentism are the most credible answers to the timing question.

scholarly journals Eating Terms: What the Category Reveals About the Thai Mind

MANUSYA ◽  
2006 ◽  
Vol 9 (1) ◽  
pp. 82-109 ◽  
Author(s):  
Unchalee Singnoi
Keyword(s):  
Mental Imagery ◽  
The Other ◽  
Other Hand ◽  
Thai People ◽  
The One ◽  
The Way ◽  
New View

The study surveys eating terms in Thai to find out complexities of the way the Thai people really categorize. It employs devices of a new view that takes more complex categorization as the main way in which we make sense of experience. That is, categories in this study are characterized depending on the bodily nature of the beings doing the categorizing, with imaginative mechanisms such as metaphor, metonymy, and mental imagery, on the one hand, and the theory of prototypes, on the other hand.

scholarly journals America From Across the Atlantic

AmeriQuests ◽  
2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Darrell Hartman
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Complete Understanding ◽  
Other Hand ◽  
De Se ◽  
The One ◽  
The U.S ◽  
New View

A young U.S. American living in Greece, Hartman explores a new view of his native country. On the one hand, he finds it tempting to dismiss the U.S.—the America of the European imagination—as a product of fancy, ignorance, and prejudice. On the other hand, he comes to see that a more complete understanding of the U.S. requires not only an engagement with European notions of “America” but also their incorporation into our own images of the United States of America. <br><br> Un joven estadounidense que vive en Grecia, Hartman explora una nueva vista de su país natal. De un lado, lo encuentra tentando la idea de rechazar a los EEUU—la América de la imaginación europea—como un producto de espejismo, ignorancia, y prejuicio. De otro lado, empieza a reconocer que un entendimiento más completo de los EEUU requiere no sólo un encuentro con nociones europeas de “América,” sino también su incorporación en nuestras propias ideas de los Estados Unidos de América. <br><br> Um jovem estadunidense vivendo na Grécia, Hartman considera um novo ponto de vista de seu país natal. De um lado, ele encontra tentador a ideia de rejeitar os Estados Unidos—a América da imaginação europeia—como produto de capricho, ignorância e preconceito. Do outro lado, ele chega reconhecer que um entendimento mais profundo dos E.U. requer não só o encontro e relação das noções europeias de “América,” mas também a incorporação destas em nossa própria ideia dos Estados Unidos de América. <br><br> Hartman, jeune américain vivant en Grèce, explore une vision nouvelle de son pays natal. D’un côté, il trouve tentant de rejeter les Etats-Unis—l’Amérique vue par l’Europe— en tant que produit de chimère, ignorance et préjugés. D’un autre côté, il en conclut que pour une meilleure compréhension des Etats-Unis, il est nécessaire de se familiariser avec les notions européennes de «l’Amérique», mais également de les incorporer dans notre propre image des Etats-Unis.

scholarly journals El concepto de iniciación deportiva en la actualidad (The concept of sport initiation nowadays)

Retos ◽  
2015 ◽  
pp. 14-20
Author(s):  
Sixto González Víllora ◽  
Luis Miguel García López ◽  
Onofre Ricardo Contreras Jordan ◽  
David Sánchez-Mora Moreno
Keyword(s):  
Health Education ◽  
Teaching Methods ◽  
High Performance ◽  
Early Years ◽  
The Other ◽  
Other Hand ◽  
Points Of View ◽  
Games Teaching ◽  
Definition Of ◽  
New View

En este artículo se presenta un amplio análisis de la bibliografía sobre la conceptualización del término Iniciación Deportiva, dando una nueva visión del concepto de iniciación deportiva bajo tres perspectivas. En primer lugar, respecto al tipo de metodología, se aborda el giro que está sufriendo este concepto del producto al proceso, debido a la corriente de Enseñanza Comprensiva del Deporte. En segundo lugar, el concepto de iniciación deportiva ha evolucionado en cuento al número de deportes que abarca, puesto que tradicionalmente se abordaba la enseñanza de un solo deporte y actualmente se tiende a enseñar varios deportes de una misma categoría al mismo tiempo. En tercer lugar, el ámbito deportivo donde se realiza, destacando los ámbitos recreativo-salud, educativo-formativo y competitivo-alto rendimiento. Finalmente, concluimos que conviven dos corrientes al relacionar las tres perspectivas, una más tradicional, que sigue centrando la Iniciación Deportiva en el producto, enfoca su enseñanza centrada en una sola especialidad y orientada en cierta forma al rendimiento, y una segunda corriente que de forma más abierta se orienta al proceso, a planteamientos horizontales y con fines más educativos o recreativos.Abstract: TIn this paper a wide analysis of bibliography related to the definition of sport initiation in the last decades is presented for this reason we have carried out a new view of the concept of games teaching in the early years from three points of view. First, teaching methods that have focused now on product, rather than on results. Second, teaching games concept has evolved from vertical to thematic approaches. Third, the context where sport is carried out, outlining leisure-health, education and competition-high performance. Finally we state that coexist as a result of linking this three points of view. One is more traditional, focusing games teaching on product, one sport and, in a certain way, on performance. On the other hand, second perspective is more focused on process, on thematic approaches and educational or leisure goals.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

ON THE OTHER HAND

1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  
The Other ◽  
Other Hand
Sign in / Sign up

Export Citation Format

Share Document