HAND BOOK ON PRACTICAL MICROBIOLOGY

Hand book of Practical Microbiology, is a performance based text designed for use by students of microbiology, biotechnology, medicine, laboratory technology, allied sciences; by microbiologists and by others who are interested in practical microbiology. The intent of the book is to provide recent information and explain in detail the routine microbiological methods performed in a Microbiology laboratory. Hand book of Practical Microbiology consists of 12 chapters. Each chapter contains practical exercises. Each exercise contains theoretical aspects of the practical, principle, and experimental procedure in detail.

Noumenal Freedom and Kant’s Modal Antinomy

Kant states in §76 of the third Critique that the divine intuitive intellect would not represent modal distinctions. Kohl (2015) and Stang (2016) claim that this statement entails that noumena lack modal properties, which, in turn, conflicts with Kant’s attribution of contingency to human noumenal wills. They both propose resolutions to this conflict based on conjectures regarding how God might non-modally represent what our discursive intellects represent as modally determined. I argue that (i) these proposals fail; (ii) the viable resolution consists in recognizing that we modalize human noumenal wills as a merely regulative-practical principle in our judgements of imputation.

Mental Faculties, the Moral Law, and Human Motivation

This chapter addresses the following topics pertaining to Section II of the general introduction to The Metaphysics of Morals: 1. Kant’s conception of the faculty of desire and its relation to the faculties of feeling and cognition; 2. The significance of Kant’s distinction between will and choice in relation to human freedom of the will; 3. The distinction between maxims and imperatives as two fundamental types of practical principle; and 4. Kant’s conception of both nonmoral and moral motivation—the latter fundamental for understanding Kant’s theory of virtue. The chapter establishes Kant’s background ideas on these ideas and faculties and also addresses aspects of his theory of action.

Innovation management based on judgmental decision

The relevance of the topic analyzed is of emerging interest in the innovation and entrepreneurial field of economic and social scientific research. The object of the study is to penetrate the differences between business management and innovation management. International independent science, which excludes all kinds of endogenous and exogenous involvement in the scientific process, is the methods behind the study. The issues discussed in the article are the roots and traditional meaning of management, the philosophy of business and social entrepreneurship, ethical and practical principle of money and vanity as motivating factors and driving forces behind the outcomes for the worker, the principles and consequences of judgmental discussion making, non-hedonistic and motivating factors for the entrepreneur, development and entrepreneurial profit, the creation of a better world for everyone based on the capacity of the social entrepreneurs. The goal of international independent science as a method is to present the scientific truth, which manifests the conclusion of this article.

Productive Misunderstanding

The article focuses on understanding some of the self-evident premises of the philosophy of the 17th–19th centuries that make up the horizon of the Enlightenment. One of these premises is Immanuel Kant’s idea of independent thinking. Based on the analysis of the polemics of Kant and Friedrich Heinrich Jacobi about the “extrasensible abilities” of the reason, the question is raised about the possibility of understanding someone else’s concept based on other existential preferences. Answering this question, we distinguish between the concept of the Enlightenment and the practical principle of the Enlightenment and show that the supporter of the ideology of the Enlightenment (Kant) and his critic (Jacobi) appear in the light of the principle of independent thinking as the spokesmen of the spirit, not the letter of the Enlightenment. A condition for understanding someone else’s concept is a productive misunderstanding, which is one of the aspects of the principle of independent thinking: the acceptance of the self-evident as incomprehensible, the shift of one’s attention to one’s own how-being and the perception of thought as a gift.

Seven

This chapter addresses how the principle of unreality took over American foreign policy and, with it, the world. How did America get to the Iraq War? How did America get to the point where the flight from reality is solemnly made into a philosophical and practical principle? Karl Rove mentions the growth of American power, and that was no doubt a prevailing factor in the process. The powerless must adapt to the conditions and circumstances given by a recalcitrant world, while the powerful can impose their concepts and desires on reality. And, yet, power alone is not enough to explain how and why reality became an illusion. After all, power might be used to change the world, to transform it according to one's wishes, rather than to create new worlds. One needs a second principle. For someone to lose interest in reality it is first necessary that they have tried to change it without success; they have to give up on reality. Power and powerlessness: the two tempos of American fantasy.

Analysis of the Principles of Practicability in Chinese Grammar Teaching to Foreigners

The teaching of Chinese grammar as a foreign language is aimed at enabling foreigners to master the basic Chinese vocabulary, sentences and sentence organization rules so as to improve the language ability of foreigners to communicate in Chinese. It can be seen that the ultimate goal of teaching Chinese as a foreign language is to realize language communication in real life, so the practical principle in teaching is of great criticality. This article briefly introduces the relevant overview of the practical principles of Chinese grammar teaching at first, then implements analysis of practical principles in several aspects, hoping to provide reference for relevant teachers.

Rising from the ordinary: Virtue, the justice motif and moral change

Justice understood as a practical principle and virtue has remained an understudied subject in the anthropology of morality. Moral anthropology has explored the moral or ethical as a space of freedom and creativity, whereas justice has often been associated with rule-following or even the law. In contrast, my paper explores justice as a virtue whose social dynamic can initiate moral change in ordinary life. This virtue, as I understand it, comprises not only a disposition to conform to established norms but also a capacity to reformulate these in the pursuit of social justice. My ethnography of Chinese peasant lawyers’ moral agency suggests that their understanding of justice as an essentially social, rule-governed and outcome-oriented virtue can grant new insights into the dynamics of moral innovation that arise in ordinary life. The peasant lawyers of rural northern China pursue moral change through combining moral reasoning about justice with principled action for justice and the provision of benefits for victims of injustice. It is the concern with the consequences of principled action that distinguishes justice as a social virtue from the other virtues, and the justice motif from alternative drivers of social change.

Prinsip-prinsip dalam Pengembangan Kurikulum

Curriculum development is an important thing to do. In Indonesia, there have been ten curriculum changes that have started from the 1947 Curriculum to the present, the 2013 Curriculum. In fact, the curriculum changes show that the principles of education must be able to adjust the development of the times without leaving the cultural values of the relevant community. The purpose of this research is to find out the principles in curriculum development. This research uses library research method. The results of this study indicate that curriculum development resources, including; empirical data, experimental data, folklore and general public knowledge. The principles in curriculum development are divided into two things: 1. General Principles, which include; the principle of relevance, the principle of flexibility, the principle of continuity, the practical principle, and the principle of effectiveness, 2. Special Principles, which include; principles for determining educational objectives, principles for selecting educational content, principles for selecting teaching and learning processes, principles for selecting media and teaching tools, and principles relating to assessment.