Your search
Results 359 resources
-
Mechanistic accounts of explanation have recently found popularity within philosophy of science. Presently, we introduce the idea of an extended mechanistic explanation, which makes explicit room for the role of environment in explanation. After delineating Craver and Bechtel’s (2007) account, we argue this suggestion is not sufficiently robust when we take seriously the mechanistic environment and modeling practices involved in studying contemporary complex biological systems. Our goal is to extend the already profitable mechanistic picture by pointing out the importance of the mechanistic environment. It is our belief that extended mechanistic explanations, or mechanisms that take into consideration the temporal sequencing of the interplay between the mechanism and the environment, allow for mechanistic explanations regarding a broader group of scientific phenomena. © 2016, Springer Science+Business Media Dordrecht.
-
Community Arts have a long history within art and education, yet its practices continue to evolve. The issue of nomenclature when discussing such socially engaged practices raises the deeper questions of whether work in this area suggests the formalization of yet another new genre of art, or does it entail a more profound re-ordering of the discursive system that underlies most existing modes of artistic production? This chapter attends to individual differences and similarities in perception and practice through a careful consideration for how the field of art education might nurture new and diverse articulations of community-based practices that emphasize relational aesthetics, participatory pedagogy, and socially engaged artistic practices. This chapter will (re)frame the discourse as Socially Engaged Art Education (SEAE) to emphasize a new terrain of consciousness that is socially responsible and ethically sound, and goes beyond mere promotion of aesthetic quality to contribute to improved quality of life.
-
In this article, we derive the joint Laplace transform of the sequential probability ratio test (SPRT) and the resulting stopped random walk process for the negative exponential model. The Laplace transform is derived by solving a related difference equation. This technique is novel because it only takes advantage of the Markov structure and does not rely on the typical martingale methods used for deriving the Laplace transform of other SPRTs. The joint Laplace transform provides the joint distribution of the SPRT and the associated stopped process, which is a new result. Even the marginal distributions were hitherto unknown. © 2017 Taylor & Francis.
-
The paper describes a pedagogical simulation that allows students to explore strategic goal conflict within the context of systems theory. Systems theory emphasizes, among other things, complexity, non-linear relationships, unintended consequences, time delays, and dynamics. Another important aspect of systems thinking is contextual thinking, where objects or relationships cannot be taken as standalone or absolute, but are critically dependent on system structure and the environment. And while strategic planning has long emphasized the importance of environment, it may be difficult for students to experience or appreciate its importance in the planning process. The simulation provides an experiential exercise for a strategy course. The paper provides a summary of systems thinking and strategic goal conflict, a description of the simulation, teaching notes, and experience with the exercise.
Explore
Resource type
- Book (15)
- Book Section (75)
- Conference Paper (16)
- Journal Article (247)
- Presentation (4)
- Report (2)