Orthopedic Surgery in Infancy and Childhood

PEDIATRICS ◽  
1958 ◽  
Vol 21 (3) ◽  
pp. 519-520
Author(s):  
MICHAEL BONFIGLIO

The need for a text encompassing the field of orthopedic surgery in infancy and childhood has been met by the author and his colleagues. The subject matter has, for the most part, been arranged according to regions so that one may make easy reference to the many conditions affecting an area. Unfortunately this regional approach detracts from the complete exposition of a single disease process, such as osteomyelitis. The interpretation of each syndrome and its management primarily reflects the writer's experience and point of view with minimal reference to other possible methods of treatment.

Author(s):  
Thomas Grundmann

Disrespect for the truth, the rise of conspiracy thinking, and a pervasive distrust in experts are widespread features of the post-truth condition in current politics and public opinion. Among the many good explanations of these phenomena there is one that is only rarely discussed: that something is wrong with our deeply entrenched intellectual standards of (i) using our own critical thinking without any restriction and (ii) respecting the judgment of every rational agent as epistemically relevant. This chapter argues that these two Enlightenment principles—the Principle of Unrestricted Critical Thinking and the Principle of Democratic Reason—not only conflict with what is rationally required from a purely epistemic point of view, but also further the spread of conspiracy theories and undermine trust in experts. As a result, we should typically defer to experts without using any of our own reasons regarding the subject matter


Author(s):  
Yu.V. Kupriyanova ◽  
I.M. Vasilyanova

The article summarizes the key points in the development of the metadialogue phenomenon from a linguistic point of view. Some stages of the development of this concept and the difficulties associated with its structuring are covered. The main research findings of modern foreign and domestic experts on its study are considered. Some characteristics of the subject of the research from the standpoint of various pragmatic installations are given. On the basis of the dynamic structure of the metadialogue development, certain principles of semantic relations connected with the dialectical nature of human cognition are presented. Excursion into the history and evolution of the concept is presented. Several types of formulation of the subject matter are given. In accordance with the goal of speech exposure, internal problems of the development of metadialogue are highlighted and the critical points related to solving these problems are described. The rules of metadialogue flow are explained at the level of steps, the success/failure of which directly affects the final result of communication. The prospects of development of the concept research in accordance with various types of discourse are indicated.


2015 ◽  
Vol 5 (2) ◽  
pp. 148-171
Author(s):  
Denisa Gunišová ◽  
Jana Duchovičová

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.


PEDIATRICS ◽  
1959 ◽  
Vol 23 (1) ◽  
pp. 150-150
Author(s):  
JOSEF WARKANY

This book was written, according to the foreword, primarily for students and general practitioners. It is designed as a quick reference to aid in discussions with parents and to facilitate an understanding of the anatomic anomalies discussed, of the resulting functional disturbances and their treatment. The authors are plastic surgeons and the subject matter is chosen essentially from their point of view. They deal with a variety of congenital anomalies but also with disorders resulting from postnatal injuries. Such etiologically heterogeneous subjects as deformities of the skull and brain, facial clefts, hemangiomas, fractures and dislocations of the facial bones and dental caries are discussed.


Author(s):  
Martin M. Tweedale

Among the many scholars who promoted the revival of learning in western Europe in the early twelfth century, Abelard stands out as a consummate logician, a formidable polemicist and a champion of the value of ancient pagan wisdom for Christian thought. Although he worked within the Aristotelian tradition, his logic deviates significantly from that of Aristotle, particularly in its emphasis on propositions and what propositions say. According to Abelard, the subject matter of logic, including universals such as genera and species, consists of linguistic expressions, not of the things these expressions talk about. However, the objective grounds for logical relationships lie in what these expressions signify, even though they cannot be said to signify any things. Abelard is, then, one of a number of medieval thinkers, often referred to in later times as ‘nominalists’, who argued against turning logic and semantics into some sort of science of the ‘real’, a kind of metaphysics. It was Abelard’s view that logic was, along with grammar and rhetoric, one of the sciences of language. In ethics, Abelard defended a view in which moral merit and moral sin depend entirely on whether one’s intentions express respect for the good or contempt for it, and not at all on one’s desires, whether the deed is actually carried out, or even whether the deed is in fact something that ought or ought not be done. Abelard did not believe that the doctrines of Christian faith could be proved by logically compelling arguments, but rational argumentation, he thought, could be used both to refute attacks on Christian doctrine and to provide arguments that would appeal to those who were attracted to high moral ideals. With arguments of this latter sort, he defended the rationalist positions that nothing occurs without a reason and that God cannot do anything other than what he does do.


2017 ◽  
Vol 25 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Rossouw von Solms ◽  
Melanie Willett

Purpose This paper aims to provide guidance on cloud computing assurance from an IT governance point of view. The board and executive management are tasked with ensuring proper governance of organizations, which should in the end contribute to a sense of assurance. Assurance is understood to be a part of corporate governance which provides stakeholders with confidence in a subject matter by evaluating evidence about that subject matter. Evidence will include proof that proper controls and structures are in place, that risks are managed and that compliance with internal and external requirements is demonstrated with regard to the subject matter. Decisions regarding the use of cloud computing in organizations bring these responsibilities to the fore. Design/methodology/approach The design of this paper is based on an extensive review of literature, predominantly best practices and standards, from the fields covering IT governance, cloud computing and assurance. Findings The results from this paper can be used to formulate cloud computing assurance evidence statements, as part of IT governance mandates. Originality/value This paper aims to add value by highlighting the responsibility of managers to ensure assurance when exploiting opportunities presented through IT advances, such as cloud computing; serving to inform management about the advances that have and are being made in the field of cloud computing guidelines; and motivating that these guidelines be used for assurance on behalf of organizations adopting and using cloud computing.


1879 ◽  
Vol 170 ◽  
pp. 37-54 ◽  

The many unexplained phenomena attending the passage of electricity through gases will probably for some time to come occupy the attention of experimental physicists. It is desirable that the subject should be approached from as many different sides as possible. One of our most powerful instruments of research is the spectroscope; but before it can be applied to the study in question, we have to settle the chemical origin of the different spectra which we observe in tubes, and to discuss in what way such spectra are liable to change under different circumstances. A special investigation has to be made for each gas; we have to study the effect of various impurities, the influence of the electrodes and that of the glass, which in the tubes generally used is considerably heated up by the spark. To make the investigation complete we have to vary as much as possible the pressure, the bore of the vacuum tube, and the strength of the spark. I have chosen Oxygen as a first subject of investigation. Though Plücker and Wüllner have, as far as their experiments went, accurately described the phenomena seen in oxygen tubes, the following paper contains much that is new, and will put some of the older facts on a firmer basis. When I first began to work, it was my intention to take the gases in groups, and to study their mixture; but as the following investigation has taken me a year’s nearly continuous work, and is complete in itself, I trust it will not be found unworthy of publication. I must, of course, at present confine myself to the purely spectroscopic point of view. As several of the observations which I shall have to record bear directly on the general theory of double spectra, I must briefly refer to our knowledge on that point.


In a Rutherford Memorial Lecture there are two alternative courses that might be taken. One is to describe one or other of the great developments that have later followed out from the many things which Rutherford started; the other is to describe some aspect of his own work from a historical point of view. If, as we hope and intend, the institution of these lectures should survive for many years, the first policy will probably be more useful in later times, but there still remain a number of people who lived through the wonderful experiences of those days, and while we survive it may be more interesting perhaps for us to leave some small records of what we saw. But there seems little purpose in merely giving again and again a biography recounting all the things that Rutherford did, and so I have chosen one item from among his discoveries, and I propose to give an account of this. It is the discovery of Atomic Number. I am going to try and give a picture of this whole subject; in it Rutherford of course played the leading part, but others made very important contributions, and it will be the whole history of it that I shall try to describe, and not merely his part in it. In the history of science there has been every now and then what I may call an ‘easy’ discovery, by which I do not in the least mean that it was easy to discover, but that when discovered it is so easy to understand, that it is difficult afterwards to see how people had got on without it. One example of such an ‘easy’ discovery was the discovery by Copernicus that the earth goes round the sun. After his time it was possible for anyone almost to forget what astronomy had been like before his day, and yet we have to recognize that the subject had been studied for three or four thousand years by many exceedingly intelligent men. Atomic number is another such ‘easy’ discovery. Any recent book on chemistry or physics describes the chemical elements in terms of it, and now with the development of atomic energy, even the daily press discusses quite readily the differences between uranium 238 and 235, and possibly even recalls that uranium is element number 92. In all the doubts that we may have about how future scientific discoveries will reshape our outlook on the world, we can feel sure that this one thing will never be changed; that the isotopes of the atoms of chemical elements will always have known atomic numbers and atomic weights. It now seems so simple that it is hard to believe how recently it was all discovered, and I want to show you that this ‘easy’ discovery was not at all easy to make.


1940 ◽  
Vol 33 (3) ◽  
pp. 99-134
Author(s):  
Rolland R. Smith

Efficient and successful teaching of demonstrative geometry in the senior high school requires on the part of the teacher much more than a knowledge of the subject matter. The young person who goes into the geometry classroom after leaving college with honors in mathematics is not necessarily a good teacher. Unless he has been forewarned in one way or another, he is likely to resort to the lecture method which his professors have used in college and then find to his surprise that his pupils have learned little. He may have taken courses in which he studied the general laws of learning as applied to pupils of high school age, but even so he will have difficulty in translating his knowledge to fit the specific requirements of the classroom. Part of his training may have been to observe the work of a highly efficient, successful, and artistic teacher whom he may try to imitate. He will find, however, that he has not been keen enough to grasp the meaning and purpose of many of the techniques. Not knowing beforehand how a group of pupils will react to a given situation, he fails to see when and how the experienced teacher has avoided pitfalls by introducing many details of development not necessarily needed in the finished product but indispensable to the learning process. Before he can become adept in preparing a course of study or planning his everyday lessons, he needs to know what difficulties pupils will have with the many component tasks which when integrated fulfill the desired aim. A teacher can plan a skillful development only when he has reached a point where he can predict within reasonable limits what the reactions of a group of pupils will be.


The article is devoted to clarification of the phenomenon and logics included into the subject of forensic science. The author criticizes attempts of other commentators to extend the subject matter of this science as well as the statements about so-called crisis in forensic science in Russia. From the author’s point of view, there is no reason to speak about a crisis. At the same time, it is necessfry to specify the subject matter of forensic science. The author argues against extension of the subject matter of forensic science to the fields of civil procedure and arbitration. He believes that the main aim of science has been still to detect a trace picture of a crime. So, forensic science is primarily in the field of fighting crime. Only powerful bodies and officials carry out forensic activities. As for the other subjects (such as advocates) – they can only use the achievements of forensic sciences. The author analyzes positions of Russian (including Soviet) and German commentators. The analysis allowed the author to propose the definitions of forensic science and criminalistical (forensic) characteristics of crime.


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