scholarly journals Young Scholar Profile - Dr Anne Devenish

2021 ◽  
Vol 46 (1) ◽  
Keyword(s):  
Diogenes ◽  
2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Mitko Momov

Rosemberg (1991) has made a critical review of a long-standing discussion between Eastern philologists and Buddhist philosophers. The discussion is centered around the translation of the doctrine on the one hand, and its philosophical systematization on the other hand. When scientific-philological translation prevails, the literal meaning of Buddhist terminology is declared to be its basis. The young scholar, who had specialized in Japan, studied Buddhism from Japanese and Chinese sources and collected lexicographic material from non-Hindu sources. After comparing them, he encountered inaccuracies in the translation. In an attempt to overcome them, he preferred the point of view of the philosophy of Buddhism. The conclusion that he has drawn in the preface of this edition is that the study should begin with a systematization of antiquity.


2018 ◽  
Vol 96 (suppl_2) ◽  
pp. 52-53
Author(s):  
A T Desaulniers ◽  
R A Cederberg ◽  
R V Knox ◽  
C A Lents ◽  
B R White

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 111-111
Author(s):  
Su A Lee ◽  
Hans H Stein

Abstract In practical diet formulation, values for standardized total tract digestibility (STTD) of Ca and P obtained in growing pigs are also applied to sows. However, gestating sows have reduced digestibility and retention of Ca and P compared with growing pigs, and the impact of microbial phytase on the digestibility of P and Ca is much less in sows than in growing pigs. Applying STTD values for Ca and P obtained in growing pigs to diets for gestating sows, therefore, results in an overestimation of the absorbed Ca and P in sows (Table 1). Further research, however, indicated that the digestibility of Ca and P in late gestating sows is greater than in sows in early or mid-gestation and retention of Ca and P was greater in late-gestation compared with earlier gestation periods, which indicates that digestion and absorption of Ca and P may be under hormonal control in sows (Table 2). It was also demonstrated that a wide Ca:P ratio decreased P digestibility in both growing pigs and sows in late-gestation, which demonstrates the need for not overfeeding STTD Ca. In follow-up research, it was demonstrated that several serum biomarkers may be used to predict if a sow is in a positive or a negative Ca and P state, but more research is needed to quantify this effect and to determine if biomarkers can be used in Ca and P requirement experiments. In conclusion, gestating sows have much lower digestibility of Ca and P than growing pigs, which demonstrates that digestibility values obtained in growing pigs cannot be used to accurately formulate diets for gestating sows. Likewise, effects of microbial phytase on digestibility of Ca and P are much less predictable in gestating sows than in growing pigs and phytase effects in sows are much smaller than in growing pigs.


2018 ◽  
Vol 96 (suppl_2) ◽  
pp. 226-227
Author(s):  
F H Hilscher ◽  
A K Watson ◽  
J C MacDonald ◽  
T J Klopfenstein ◽  
G E Erickson

Author(s):  
David W. Orr

He entered my office for advice as a freshman advisee sporting nearly perfect SAT scores and an impeccable academic record—by all accounts a young man of considerable promise. During a 20-minute conversation about his academic future, however, he displayed a vocabulary that consisted mostly of two words: “cool” and “really.” Almost 800 SAT points hitched to each word. To be fair, he could use them interchangeably as “really cool” or “cool . . . really!” He could also use them singly, presumably for emphasis. When he became one of my students in a subsequent class I confirmed that my first impression of the young scholar was largely accurate and that his vocabulary, and presumably his mind, consisted predominantly of words and images derived from overexposure to television and the new jargon of computer- speak. He is no aberration, but an example of a larger problem, not of illiteracy but of diminished literacy in a culture that often sees little reason to use words carefully, however abundantly. Increasingly, student papers, from otherwise very good students, have whole paragraphs that sound like advertising copy. Whether students are talking or writing, a growing number have a tenuous grasp on a declining vocabulary. Excise “uh . . . like . . . uh” from virtually any teenage conversation, and the effect is like sticking a pin into a balloon. In the past 50 years, by one reckoning, the working vocabulary of the average 14-year-old has declined from some 25,000 words to 10,000 words (“Harper’s Index” 2000). This reflects not merely a decline in numbers of words but in the capacity to think. It also reflects a steep decline in the number of things that an adolescent needs to know and to name in order to get by in an increasingly homogenized and urbanized consumer society. This is a national tragedy virtually unnoticed in the media. It is no mere coincidence that in roughly the same half century the average person has learned to recognize more than 1,000 corporate logos but can recognize fewer than 10 plants and animals native to their locality (Hawken 1993, 214).


Sign in / Sign up

Export Citation Format

Share Document