in a cognitive environment if the environment provides sufficient evidence for its adoption, and as we all know, mistaken assumptions are sometimes very well evidenced. Anything that can be seen at all is visible, but some things are much more visible than others. Similarly, we have defined ‘manifest’ so that any assumption that an individual is capable of constructing and accepting as true or probably true is manifest to him. We also want to say that manifest assumptions which are more likely to be entertained are more manifest. Which assumptions are more manifest to an individual during a given period or at a given moment is again a function of his physical environment on the one hand and his cognitive abilities on the other. Human cognitive organisation makes certain types of phenomena (i.e. perceptible objects or events) particularly salient. For instance, the noise of an explosion or a doorbell ringing is highly salient, a background buzz or a ticking clock much less so. When a phenomenon is noticed, some assumptions about it are standardly more accessible than others. In an environment where the doorbell has just rung, it will normally be strongly manifest that there is someone at the door, less strongly so that whoever is at the door is tall enough to reach the bell, and less strongly still that the bell has not been stolen. The most strongly manifest assumption of all is the assumption that the doorbell has just rung, the evidence for which is both salient and conclusive. We will have more to say, in chapter 3, about the factors which make some assumptions more manifest than others in a given situ-ation. For the moment it is the fact rather than the explanation that matters. Our notion of what is manifest to an individual is clearly weaker than the notion of what is actually known or assumed. A fact can be manifest without being known; all the individual’s actual assumptions are manifest to him, but many more assumptions which he has not actually made are manifest to him too. This is so however weakly the terms ‘knowledge’ and ‘assumption’ are construed. In a strong sense, to know some fact involves having a mental representation of it. In a weaker sense, to say that an individual knows some fact is not necessarily to imply that he has ever entertained a mental representation of it. For instance, before read-ing this sentence you all knew, in that weak sense, that Noam Chomsky never had breakfast with Julius Caesar, although until now the thought of it had never crossed your mind. It is generally accepted that people have not only the know-ledge that they actually entertain, but also the knowledge that they are capable of deducing from the knowledge that they entertain. However, something can be manifest without being known, even in this virtual way, if only because some-thing can be manifest and false, whereas nothing can be known and false. Can something be manifest without being actually assumed? The answer must again be yes. Assumptions are unlike knowledge in that they need not be true. As with knowledge, people can be said to assume, in a weak sense, what they are capable of deducing from what they assume. However, people do not assume, in any sense, what they are merely capable of inferring non-demonstratively – that is, by some creative process of hypothesis formation and confirmation – from what they assume. Although it presumably followed non-demonstratively from what you

2005 ◽  
pp. 147-147

conceptually vague notion of ‘shared information’. We will discuss in what sense humans share information, and to what extent they share information about the information they share. All humans live in the same physical world. We are all engaged in a lifetime’s enterprise of deriving information from this common environment and construct-ing the best possible mental representation of it. We do not all construct the same representation, because of differences in our narrower physical environments on the one hand, and in our cognitive abilities on the other. Perceptual abilities vary in effectiveness from one individual to another. Inferential abilities also vary, and not just in effectiveness. People speak different languages, they have mastered dif-ferent concepts; as a result, they can construct different representations and make different inferences. They have different memories, too, different theories that they bring to bear on their experience in different ways. Hence, even if they all shared the same narrow physical environment, what we propose to call their cognitive environments would still differ. To introduce the notion of a cognitive environment, let us consider a parallel case. One human cognitive ability is sight. With respect to sight, each individual is in a visual environment which can be characterised as the set of all phenomena visible to him. What is visible to him is a function both of his physical environ-ment and of his visual abilities. In studying communication, we are interested in conceptual cognitive abilities. We want to suggest that what visible phenomena are for visual cognition, mani-fest facts are for conceptual cognition. Let us define:

2005 ◽  
pp. 146-146

2019 ◽  
Vol 41 (3) ◽  
pp. 261-279 ◽  
Author(s):  
Leon R. de Bruin

Instrumental tuition has predominantly been conceptualized in terms of a master–apprentice model that facilitates the transmission of skills, knowledge and cultural intellect through teaching and learning. Research suggests the one-to-one tuition model needs to evolve and adapt to meet the demands of the 21st century musician. Within the jazz/improvisation lesson, the learning and teaching of improvisory ability is a complex activity where developing improvisers hone motor-specific skills, audiative ability, imaginative and creative impulses that connect and respond to strategic individual and collaborative catalysts. Observing the negotiation of learning and teaching in three lessons in improvisation between expert practitioner-educators and their students, this study reveals a cognitive apprenticeship model that can provide a framework for teachers to develop students’ cognitive and meta-cognitive abilities, and understandings of expert practice. Case studies of three teacher-practitioners and their advanced students explore the “in the moment” teacher–student interactions and teaching techniques that expert improviser-educators utilize in developing mastery and expertise in their students. Teaching to an advanced improvisation student is a dynamic, fluid and reflexive interplay of pedagogical applications of modelling, scaffolding, coaching, and reflective processes. The holistic imparting of knowledge can be understood as a cognitive apprenticeship. Careful guidance by a teacher/mentor can offer the student an immersive environment that brings thinking, action and reflection to the forefront of learning. Implications are identified for more effective, collaborative and inventive ways of assisting learning and inculcating deeper understandings of factual, conceptual and problem-solving concepts that draw students into a culture of expert practice.


knew and assumed before you read this sentence that Ronald Reagan and Noam Chomsky never played billiards together, this was not, until now, an assumption of yours: it was only an assumption that was manifest to you. Moreover, some-thing can be manifest merely by being perceptible, and without being inferable at all from previously held knowledge and assumptions. A car is audibly passing in the street. You have not yet paid any attention to it, so you have no knowledge of it, no assumptions about it, even in the weakest sense of ‘knowledge’ and ‘assumption’. But the fact that a car is passing in the street is manifest to you. We will now show that because ‘manifest’ is weaker than ‘known’ or ‘assumed’, a notion of mutual manifestness can be developed which does not suffer from the same psychological implausibility as ‘mutual knowledge’ or ‘mutual assumptions’. To the extent that two organisms have the same visual abilities and the same physical environment, the same phenomena are visible to them and they can be said to share a visual environment. Since visual abilities and physical environments are never exactly identical, organisms never share their total visual environments. Moreover, two organisms which share a visual environment need not actually see the same phenomena; they are merely capable of doing so. Similarly, the same facts and assumptions may be manifest in the cognitive environments of two different people. In that case, these cognitive environments intersect, and their intersection is a cognitive environment that these two people share. The total shared cognitive environment of two people is the intersection of their two total cognitive environments: i.e. the set of all facts that are manifest to them both. Clearly, if people share cognitive environments, it is because they share physical environments and have similar cognitive abilities. Since physical envir-onments are never strictly identical, and since cognitive abilities are affected by previously memorised information and thus differ in many respects from one per-son to another, people never share their total cognitive environments. Moreover, to say that two people share a cognitive environment does not imply that they make the same assumptions: merely that they are capable of doing so. One thing that can be manifest in a given cognitive environment is a charac-terisation of the people who have access to it. For instance, every Freemason has access to a number of secret assumptions which include the assumption that all Freemasons have access to these same secret assumptions. In other words, all Freemasons share a cognitive environment which contains the assumption that all Freemasons share this environment. To take another example, Peter and Mary are talking to each other in the same room: they share a cognitive environment which consists of all the facts made manifest to them by their presence in this room. One of these facts is the fact that they share this environment. Any shared cognitive environment in which it is manifest which people share it is what we will call a mutual cognitive environment. In a mutual cognitive environ-ment, for every manifest assumption, the fact that it is manifest to the people who share this environment is itself manifest. In other words, in a mutual cognitive environment, every manifest assumption is what we will call mutually manifest. Consider, for example, a cognitive environment E shared by Peter and Mary, in which (41) and (42) are manifest:

2005 ◽  
pp. 148-149

2020 ◽  
Vol 2020 (10-2) ◽  
pp. 86-98
Author(s):  
Ivan Popov

The paper deals with the organization and decisions of the conference of the Minister-Presidents of German lands in Munich on June 6-7, 1947, which became the one and only meeting of the heads of the state governments of the western and eastern occupation zones before the division of Germany. The conference was the first experience of national positioning of the regional elite and clearly demonstrated that by the middle of 1947, not only between the allies, but also among German politicians, the incompatibility of perspectives of further constitutional development was existent and all the basic conditions for the division of Germany became ripe. Munich was the last significant demonstration of this disunity and the moment of the final turn towards the three-zone orientation of the West German elite.


1998 ◽  
Vol 11 (1) ◽  
pp. 565-565
Author(s):  
G. Cayrel de Strobel ◽  
R. Cayrel ◽  
Y. Lebreton

After having studied in great detail the observational HR diagram (log Teff, Mbol) composed by 40 main sequence stars of the Hyades (Perryman et al.,1997, A&A., in press), we have tried to apply the same method to the observational main sequences of the three next nearest open clusters: Coma Berenices, the Pleiades, and Praesepe. This method consists in comparing the observational main sequence of the clusters with a grid of theoretical ZAMSs. The stars composing the observational main sequences had to have reliable absolute bolometric magnitudes, coming all from individual Hipparcos parallaxes, precise bolometric corrections, effective temperatures and metal abundances from high resolution detailed spectroscopic analyses. If we assume, following the work by Fernandez et al. (1996, A&A,311,127), that the mixing-lenth parameter is solar, the position of a theoretical ZAMS, in the (log Teff, Mbol) plane, computed with given input physics, only depends on two free parameters: the He content Y by mass, and the metallicity Z by mass. If effective temperature and metallicity of the constituting stars of the 4 clusters are previously known by means of detailed analyses, one can deduce their helium abundances by means of an appropriate grid of theoretical ZAMS’s. The comparison between the empirical (log Teff, Mbol) main sequence of the Hyades and the computed ZAMS corresponding to the observed metallicity Z of the Hyades (Z= 0.0240 ± 0.0085) gives a He abundance for the Hyades, Y= 0.26 ± 0.02. Our interpretation, concerning the observational position of the main sequence of the three nearest clusters after the Hyades, is still under way and appears to be greatly more difficult than for the Hyades. For the moment we can say that: ‒ The 15 dwarfs analysed in detailed in Coma have a solar metallicity: [Fe/H] = -0.05 ± 0.06. However, their observational main sequence fit better with the Hyades ZAMS. ‒ The mean metallicity of 13 Pleiades dwarfs analysed in detail is solar. A metal deficient and He normal ZAMS would fit better. But, a warning for absorption in the Pleiades has to be recalled. ‒ The upper main sequence of Praesepe, (the more distant cluster: 180 pc) composed by 11 stars, analysed in detail, is the one which has the best fit with the Hyades ZAMS. The deduced ‘turnoff age’ of the cluster is slightly higher than that of the Hyades: 0.8 Gyr instead of 0.63 Gyr.


2009 ◽  
pp. 163-172
Author(s):  
Angelo Abignente

- The positive law tradition has hitherto had nothing to say about the legal profession's role and function, focusing more interest on questions of justice, of the legitimisation of power and of the genesis and organisation of normative material. This trend is now subject to a reversal promoted by new, neo-constitutionalist, narrativist, analytical and hermeneutic experiences, which no longer focuses attention on the moment when law is produced, but on the one when it is applied, reappraising and revitalising the function of the judge, of the attorneys and of other legal professionals. The attorney becomes an active protagonist, an intermediary not only between conflicting interests in a controversy, but also between opposing public interests, while the reappraisal of his role stimulates thinking about the ethical dimension of how the legal profession is practised. Referring to the theories of Habermas and of Alexy, the author treats the reasonable status of argumentation as the supreme ethical instance necessary for a decision that interferes in the sphere of another person's action. At the same time, however, the control of the reasonable status of the respective arguments on both sides is the ethical instance required of the attorneys taking part in the legal proceedings. It takes the form of compliance with the rules characteristic of the practical discourse, primarily the rule of free discursive participation that enables the onus of the argumentation to be explained. Ernesto de


2021 ◽  
pp. 0044118X2110359
Author(s):  
Joanna Almeida ◽  
Catherine Barber ◽  
Rochelle K. Rosen ◽  
Alexandra Nicolopoulos ◽  
Kimberly H. McManama O’Brien

Research on planning, method choice, and method substitution in adolescents’ suicide attempts is limited. We conducted in-depth interviews with 20 adolescents following their suicide attempt to learn the extent to which the attempt was planned, why they used the method they did, and whether they would have substituted another method if the one they used had been unavailable. Applied Thematic Analysis was used to identify codes and develop themes. Attempts were largely unplanned, and planned attempts were often haphazard, as urgency to escape immediate pain was a main impetus for the attempt. Method choice was driven by easy access. Half of participants said they would not have attempted suicide if the method they used were inaccessible, but 7 of 20 said they would have, and 3 were unsure. Not all suicide attempts would be prevented by blocking access to methods that adolescent attempters would otherwise use. To understand whether restricting access to low-lethality methods could harm some attempters, future research should examine in-the-moment method substitution.


2019 ◽  
Author(s):  
Hanna Gekle

The history of mental development on the one and the history of his writings on the other hand form the two separate but essentially intertwined strands of an archeology of Ernst Bloch´s thought undertaken in this book. Bloch as a philosopher is peculiar in that his initial access to thought rose from the depths of early, painful experience. To give expression to this experience, he not only needed to develop new categories, but first and foremost had to find words for it: the experience of the uncanny and the abysmal, of which he tells in Spuren, is on the level of philosophical theory juxtaposed by the “Dunkel des gerade gelebten Augenblicks” (darkness of the moment just lived) and his discovery of a “Noch-nicht-Bewusstes” (not-yet-conscious), thus metaphysically undermining the classical Oedipus complex in the succession of Freud. In this book, psyche, work and the history of the 20th century appear concentrated in Ernst Bloch the philosopher and contemporary witness, who paid tribute to these supra-individual powers in his work as much as he hoped to transgress them.


2018 ◽  
Vol 128 (6) ◽  
pp. 1799-1807 ◽  
Author(s):  
Homajoun Maslehaty ◽  
Crescenzo Capone ◽  
Roman Frantsev ◽  
Igor Fischer ◽  
Ramazan Jabbarli ◽  
...  

OBJECTIVEThe aim of this study was to define predictive factors for rupture of middle cerebral artery (MCA) mirror bifurcation aneurysms.METHODSThe authors retrospectively analyzed the data in patients with ruptured MCA bifurcation aneurysms with simultaneous presence of an unruptured MCA bifurcation mirror aneurysm treated in two neurosurgical centers. The following parameters were measured and analyzed with the statistical software R: neck, dome, and width of both MCA aneurysms—including neck/dome and width/neck ratios, shape of the aneurysms (regular vs irregular), inflow angle of both MCA aneurysms, and the diameters of the bilateral A1 and M1 segments and the frontal and temporal M2 trunks, as well as the bilateral diameter of the internal carotid artery (ICA).RESULTSThe authors analyzed the data of 44 patients (15 male and 29 female, mean age 50.1 years). Starting from the usual significance level of 0.05, the Sidak-corrected significance level is 0.0039. The diameter of the measured vessels was statistically not significant, nor was the inflow angle. The size of the dome was highly significant (p = 0.0000069). The size of the neck (p = 0.0047940) and the width of the aneurysms (p = 0.0056902) were slightly nonsignificant at the stated significance level of 0.0039. The shape of the aneurysms was bilaterally identical in 22 cases (50%). In cases of asymmetrical presentation of the aneurysm shape, 19 (86.4%) ruptured aneurysms were irregular and 3 (13.6%) had a regular shape (p = 0.001).CONCLUSIONSIn this study the authors show that the extraaneurysmal flow dynamics in mirror aneurysms are nonsignificant, and the aneurysmal geometry also does not seem to play a role as a predictor for rupture. The only predictors for rupture were size and shape of the aneurysms. It seems as though under the same conditions, one of the two aneurysms suffers changes in its wall and starts growing in a more or less stochastic manner. Newer imaging methods should enable practitioners to see which aneurysm has an unstable wall, to predict the rupture risk. At the moment one can only conclude that in cases of MCA mirror aneurysms the larger one, with or without shape irregularities, is the unstable aneurysm and that this is the one that needs to be treated.


2018 ◽  
Vol 38 (2) ◽  
pp. 255-286
Author(s):  
Sam Edwards

This article examines how a post-1918 Edwardian commemorative aesthetic focused on the “English Garden” was deployed in the later twentieth century as a means to establish an “informal” Empire of memory. The result is an architectural irony and a landscape at odds with the moment that made it: the post-1945 cemeteries of the Imperial War Graves Commission (IWGC) expanded the now defunct Empire’s commemorative possessions just as the actual deeds to land were surrendered. The one exception to this story of contemporaneous political withdrawal and commemorative appropriation nonetheless proves the broader point. For after the bloody imperial war fought in the South Atlantic in 1982 the Commission, at the behest of the British government, built its first and last post-1945 overseas war cemetery. And just as had been the case sixty years earlier, the form and style of this cemetery ensured it became the last outpost of an Edwardian Empire of memory.


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