On the First Stasimon of Sophocles’ OT

Shopfloor Systems Based on Human Skill and Experience

‘Human skills and experiences’ considers the nature of intelligence, together with the evidence and theories behind the origins of humanity and the difficulties of investigating early human behaviour. In studying prehistory it is necessary to move past conventional definitions of intelligence, focusing on practical applications of knowledge and skills rather than communication. The real questions about the origins of humanity relate to social interaction and behaviour, which requires a great deal of inference from the evidence available. It is therefore extremely difficult to define human origins, and the geographic and chronological specifics remain an ongoing source of controversy.

REVIEW ESSAYS chines": they do not fully "explain" or organize the "white noises" produced and ceaselessly reproduced by the media, but assimilate and continue this reproduction. Needless to say, we are dealing with repetition, reinforcement of former structures, and critique thereofin the narrative representation—and performance—ofthis cultural cycle. It seems to me that Johnston is aware ofboth aspects or moments. This critical awareness results in one of the best books on postmodern fiction since similar works in the early 1990s by (among others) Paul Maltby, Brian McHaIe, Linda Hutcheon, Patrick O'Donnell, N. Katherine Hayles, and Scott Bukatman. Christian MoraruUniversity ofNorth Carolina, Greensboro REVIEWS VALERIA WAGNER. Boundto Act: Models ofAction, Dramas ofInaction. Stanford: Stanford UP, 1999. xi + 275 pp. This study privileges the first term in its subtitle; it is mainly a philosophic ramble that ends with speculation about contemporary power politics. Secondarily it offers readings ofselected dramas from Greek antiquity (Aeschylus), the English high and late Renaissance (Marlowe, Shakespeare, Milton), Romanticism (Shelley), and before and after World War II (Giraudoux, Beckett). In effect, the literary works are chosen as ancillary evidence to support an implicit metanarrative to which the stellar contributors are various philosophers. While Aristotle and St. Paul figure as key guides in anticipation ofthe Renaissance plays, and Locke and Kant do extensive service to get us past the turn into subjectivism, a medley of twentieth-century names makes up the bulk ofthe thinkers and theorizers invoked by Wagner. Rather little detail is given regarding the then-contemporary thought from the sixteenth to the nineteenth century surrounding and impregnating the older playwrights in their own times in ways and degrees that merit assessment. Hence the plays, to those who can readily hear many other matters raised in them, will sometimes seem diminished , drained of their full substance, in Wagner's account. The detail starts to proliferate and exfoliate with respect to the twentieth century, yet often the process seems largely additive, as ifprompted at least in part by a desire to cite as many of the usual latter-day theorizing academics as possible. The looping back at the close ofthe book for reminders ofhow a Marlowe, a Shakespeare, and other older playwrights dealt with agency and action vaguely legitimates the twentieth-century theorists as protagonists in a shadowy story of the ages; a revenant Geistesgeschichte is covertly or unwittingly allowed to express itselfthrough their utterances. Thus readers who are not principally motivated to wonder how Austin, Wittgenstein , Bakhtin, Baudrillard, or Sloterdijk can be invoked to discuss questions of agency or to speculate on the postmodern sociopolitical horizon may (using the helpful index) want to cherry-pick the segments that are concerned directly with the plays. In the reviewer's estimation, the Waitingfor Godot commentary (ch. 6) is the strongest and most suggestive. The Faustus commentary (ch. 1) is the weakest, ignoring many symbolic registers such as the sacramental, and failing to take account ofpossible conflicts between a (Lutheran) Protestant ethos, most likely manipulated by Marlowe and his more radical Renaissance ideas. The emphasis on a dialectic between engagement and contemplation in the Hamlet commentary (ch. 2) is accuVoI . 25 (2001): 164 ??? COHPAnATIST rate and productive in many respects. However, in mainly reiterating or paraphrasing Hamlet's own insights, Wagner does not bring to bear the rich dramatic context ofthe times, the tradition created by the works ofLope de Vega, Rotrou, and many other Baroque playwrights in which role and self, playing actor and spectating mind can and do merge. Hamlet's breakthrough to commitment indeed raises haunting questions about human experience, and we cannot evade the complexity of his achieved stature, not just because Fortinbras recognizes him as a genuine prince worthy offull military honors, but because Hamlet consciously stands as an interpretive intermediary between all levels and conditions ofhis world. Although Wagner mentions providence as a concept Hamlet recognizes (90), she never entertains the possibilty that Hamlet becomes authentic—and emerges as an early-modern archetype—when he achieves "readiness" through faith. The Samson Agonistes and Prometheus Unbound commentaries (ch. 4) are reasonable for the most part in approximating the hypothetical model "tension" to fit Milton's and Shelley's respective protagonists. There are many good...

Neste artigo apresentamos parte de uma investigação cujo propósito era discutir de que forma a Educação Matemática Crítica na escola contribui para a formação de cidadãos críticos e responsáveis. A base empírica deste estudo consistiu na implementação de um cenário de aprendizagem cujo propósito era trabalhar com os alunos a análise crítica de algumas notícias de jornais e de revistas cujas temáticas se centravam no índice de massa corporal e nas promoções. Neste sentido uma das questões de investigação consistiu em compreender: Como é que a Educação Matemática Crítica contribui para o desenvolvimento do sentido crítico e da responsabilidade social nos alunos? Atendendo à questão enunciada optou-se por uma metodologia de investigação de natureza qualitativa de carácter interpretativo, em que o principal objetivo é tentar compreender melhor o comportamento e a experiência humana. Da análise efetuada podemos destacar a importância das tarefas abordadas pelos alunos estarem relacionadas com situações reais e de algum modo ligadas aos backgrounds e foregrounds dos alunos, para o propósito de despoletar neles a intencionalidade de aprender e a aprendizagem como ação. Podemos também afirmar que neste cenário os alunos estiveram a trabalhar ao nível do desenvolvimento do sentido crítico e da responsabilidade social utilizando a Matemática.

Several centuries ago when humans were in the age of ignorance, Allah SWT sent His messenger by lowering the holy book to him, a book containing the guidelines for life that guide humans to the path of peace, which contains warnings and good news, in the first revelation clearly. Al-Qur'an explains with the word "iqro '(read)" the verse indicates that Islam highly upholds the value of education. That means that humans are basically teachable and teachable creatures. Because the object of the word iqro 'is a human being as a whole. This is the most fundamental right of the profile and description of human beings. with education, human existence as kholifah of Allah SWT is given the responsibility to care for nature and its contents. the UUSPN Law on the National Education System No. 20 of 2003 it is stated as follows:"Education functions to develop abilities and shape the character of a dignified national civilization in order to educate the nation's life, aims to develop the potential of students to become human beings who believe and devote to an almighty god, have noble character, are healthy, knowledgeable, competent, creative, be independent and become a democratic and responsible citizen.” To bring the community, especially the younger generation, to be able to play a role as expected, a forum for the educational process is needed, in which the educational process takes place simultaneously with the culture process. A person through the process of life in a family, he continues his development through the help of others, both parents and education. This is so that children gain experience, knowledge, and ability to act in accordance with prevailing cultural norms and values. More knowledge is obtained from educational institutions that foster children to become qualified humans or have higher education quality. For this reason, the application of education should be carried out by a forum that supports their learning with a conducive situation and adequate facilities as well as a good learning climate, among these are Islamic boarding schools.

The economic growth has taken a big toll from the environment. All developing countries demand more energy consumption that leads to environmental degradation. Some of the countries have started using environment friendly technology, but still environment degradation has been the current concern for all academicians as well as responsible citizens across the globe. The increasing need for this kind of consciousness has led to search for alternate sources to solve environmental problems. Man utilizes all environmental resources, so he bears the responsibility to adopt sustainable life style to cater to the issues in protecting environment. The novels Surfacing by Margaret Atwood and Akoopar – the Infinite by Dhruv Bhatt explore the theme of survival through ecological concern. In these works, the authors illustrate the importance of environmental preservation and the impact it has on human existence. Despite coming from different backgrounds and settings, both authors convey the message that when humans live in harmony with nature, they ensure not only their own survival but that of all living beings. By emphasizing the connection between humans, the environment, and the impact of human actions on the natural world, Atwood and Bhatt highlight the need for ecological awareness in order to maintain a sustainable and fulfilling existence.

Editor's Introduction: The Arts and Humanities in a Democracy

Specifi cs human capital development as the main factor grouth of Ukraine’s economy The study, as well as the proper provision of the general condition, structure and level of development of human capital, are crucial for the competitiveness, effi ciency and growth of any national economy of any country. In the context of the characteristics of human capital, the issue of defi ning the strategic role and the importance not only of the formation, accumulation, improvement and development of human capital, but also its eff ective and rational use in the interests of our country, is particularly acute. The value of human capital is embodied through education, qualifi cation, knowledge, skills, abilities, abilities (physical and intellectual), experience, a system of motivations, talents (innate or acquired), etc., which are formed by an individual throughout life and are capable of providing payback for its owner. Human capital, according to the defi nition of classical economic theory, is indeed capital, since it is directly used in the production process, is a source of future income and added value, and human is called because its carrier is the individual (man). In a context where natural resources are devalued to some extent, and free access to capital is somewhat restricted, the question of the priority orientation of the state to attract investment in human capital becomes more urgent. After all, investments in human capital make it possible to improve its quality and to ensure positive dynamics of economic development. Conclusions on the economic impact of education and training should help change the state’s approach to the problems of stimulating economic growth and productivity, since investment in human capital is a major contributor to economic growth.It is necessary to identify the factors whose improvement will lead to more effi cient formation and use of this resource. The factors that shape the development of human capital are the result of socio-economic policies pursued by a state. The research methods used in the writing of the article involve the use of general scientifi c and own methods of economic science. In the course of work such research methods as: induction, deduction, dialectic, generalization, concretization, comparison, systematic approach, structural-logical analysis and others were applied. All factors directly depend on the quality, nature, scale, eff ectiveness and timing of the policy pursued by the state in social, demographic, legal and economic spheres. The implementation of the above is entrusted to the appropriate levels of state institutions. Of particular importance both in the formation and in the provision of the necessary conditions for the eff ective use of human capital is the institutional factor. The quality of individual country institutions directly depends on the individual’s use of the potential of his own human capital, his talents, knowledge, skills, experience and experience. Thus, human capital is a specifi c resource, since the person who owns it is both the input and the fi nal vector of the socio-economic development of the state.It is necessary to identify the factors whose improvement will lead to more effi cient formation and use of this resource. The factors that shape the development of human capital are the result of socio-economic policies pursued by a state. The research methods used in the writing of the article involve the use of general scientifi c and own methods of economic science. In the course of work such research methods as: induction, deduction, dialectic, generalization, concretization, comparison, systematic approach, structural-logical analysis and others were applied. All factors directly depend on the quality, nature, scale, eff ectiveness and timing of the policy pursued by the state in social, demographic, legal and economic spheres. The implementation of the above is entrusted to the appropriate levels of state institutions. Of particular importance both in the formation and in the provision of the necessary conditions for the eff ective use of human capital is the institutional factor. The quality of individual country institutions directly depends on the individual’s use of the potential of his own human capital, his talents, knowledge, skills, experience and experience. Thus, human capital is a specifi c resource, since the person who owns it is both the input and the fi nal vector of the socio-economic development of the state.

21st century technological advancements have developed a new kind of economy drawing from the capability of knowledge to create innovation and social growth. This has created new market opportunities but also destabilised jobs, in particular those needing retraining and upskilling. Driven by the motivation of providing future generations with an attitude that is skilled to tackle and challenge the transformations society is currently undertaking this paper describes a project developed by the postgraduate researchers from the interdisciplinary Royal College of Art MRes Programme; this explores an approach to education focussed on the human experience and attitude towards learning enabled by cross-discipline collaboration, debate, critical enquiry, peer-to-peer learning and creativity. The intention is to support the development of a lifelong learning culture that contributes to the production of a kind of knowledge that generates new market opportunities based on human skills and capabilities. By deploying public engagement as a method to coordinate and enhance the quality of knowledge exchange between research and innovation, this paper describes how education can be transformed in an environment that leverages creativity, collaboration, reflection, criticality and evaluation to foster knowledge for the knowledge economy. Through a cross discipline dialogue, which makes the experience of learning a multidimensional and multilateral entangled journey, this paper aims to draw attention on the value the human capital can offer to the 21st economy in the development of a process of innovation that is negotiated and interdisciplinary.

In this paper, it is argued that a psychology of loss can help to illuminate one of the central themes of positive psychology: That is, showcasing those human skills that emphasize human strengths and optimal functioning. However, the interface of positive psychology and a psychology of loss also contains a definite paradox. Loss is not an intrinsically positive event that will necessarily build human strength. Yet, the experience of loss can become a profound means for showcasing human strengths and potential. We also caution that a positive psychology, in its quest to focus on the more uplifting qualities of the human experience, must also realize that suffering and loss is inherent to the human condition.

Germany is a country that has the capacity of those institutions, which can educate 90.7% of the children between three and six years old. The regulations of early childhood education were made by German Education Council in 1971.They can be listed as follows; the provision of the general and compensatory supports, the condition of the individual and social learning facilities for children prior to primary school, the inclusion of the kindergarten in the general education system and the use of current research results in the preparation of the early childhood education programs. The real goal of the early childhood education institutions in Germany is that they help children to become responsible citizens in the society. According to the statistics were obtained at the end of 1998, there were 7 320 000 emigrants in Germany. This number corresponds to 9% of the German population, which is 85 million in average. When the emigrants’ origin countries are investigated, Turks are the first in order 28.8%; then Yugoslavians, Italians, Greeks, and Austrians are 9.8%, 8.4%, 5.0%, and 2.5% respectively. The project of selecting Turkish as a first elective language course after sixth class had been started and dismissed prior to the Bilingual Education Project. Until recently, the Turkish/German bilingual schools numbered 36. However, according to the current statistics, it has fallen down to 9. Considering the percentage of the Turkish population in Germany, this number is relatively provocative. Families prefers the bilingual education project; the most important reasons for this are; being one of the parents of a child either German or Turkish and being ambitious of German families about their children’s well communication with Turkish game friends as a result of the increase in numbers of the Turkish minority. In this paper, current situation of bilingual early childhood education institutions in Berlin will be described and some of those institutions will be analyzed in details. In short, learning German and Turkish concurrently is extremely important for the Turkish children. Since they live in this society, they should learn German, express their own ideas and understand what has been going around them simultaneously. They also should learn Turkish so as to maintain their parent’s mother tongue, understand and transfer of the experiences, feelings, relations and values of the society and the origin, which they come from and are belong to. If their mother tongue is rejected at the nursery, they will feel that their origin and families are discarded. Therefore the emotionally aggravated child either he/she refuses his/her family or he/she becomes introverted and will not want to learn anything. German children will have friends, whose mother tongues are not German, in the neighbourhood. Consequently, they will taste the success of understanding their friends’ language even slightly at both cultural relations. Thus children, as of their early childhood, notice the existence of various humans and languages in the world. Key words : Bilingual, education, pre-school education, German education system.

Education plays an important role in development of any country. Education is considered one of the major contributors for developing success at local, national and global levels. Human Rights Education (HRE) promotes awareness about human rights and a way of information sharing among students, parents and the community at large, to develop skills in people to understand and combat violations of human rights. If children receive a high quality education, embedded with Human Rights concepts and principles, they can become responsible citizens and promote the human rights.Pakistan ranks at the lowest end of human development in the world. In the Human Development Index 2017, Pakistan ranks at 147th position (out of 188 countries). Pakistan is signatory to a number of international human rights Conventions and thus has pledged to protect the rights of citizens. However, recent international and national reports portray the overall human rights situation in the country as inadequate. The teaching of Human Rights is not formally included in Pakistani curricula, and there is lack of research on the subject of Human Rights Education in Pakistan.This paper attempts to explore the place of human rights within the existing policy documents and school curriculum in Pakistan and barriers in teaching human rights concepts in primary schools of Pakistan. The paper will focus on the situation of human rights education with reference to the policy documents and existing curricula of Social Studies and Islamic Studies subjects and a review of textbooks. The study seeks to identify the opportunities and constraints related to teaching of human rights concepts in schools, and possibilities of teaching human rights concepts in Pakistani schools. The paper will provide recommendations for improved practices of teaching human rights in schools. The study will provide implications for policy makers and education practitioners and will set the ground for future research. The study will also suggest further research human rights education in Pakistan.&nbsp

Human Rights international social situation has a “double” life: the real and the imaginary. All around the world, although all statistics and problems known and denounced, Human Rights are being violated, there are serious and dangerous situations to the Humanity, affecting millions of human beings beside the “images”/information published. The Education for Human Rights is the change key but this is a complex process that should be object of an intervention through the International, Regional and National authorities (governmental and non-governmental Institutions and Organizations), as well as, by everyone in their capacities, and, their social, professional and citizenship responsibility. Nowadays the World have an enormous and different legal instruments, laws and documents, but there are too many people without access to their Rights, living supported by the information manipulated with consequences that History showed as worried consequences for societies and generations. As the study case presents, Portugal is a great example of the rhetoric manipulation by the political power, developed by an authoritarian regime, with unreal images generated social isolation and violence. However, despite the democracy and four decades, the Portuguese need to develop their knowledge to face the Human Rights violations and know to prevent other problems. There is still an imaginary world completely different from realities we need to change to protect and promote the Human Rights for everyone. Keywords: Politic; rhetoric; education; human rights.

A city is the organic expression of the human condition; it is the responsibility of communities, local institutions and citizens to invest resources so that this heritage could remain alive, in the everyday ways of life uses but also in memory, rituals and oral traditions, that is in the plot, sometimes hidden or elusive, which makes it becomes a cultural landscape. In this context, the Puglia Region promoted the Law on Beauty of the Apulian territory which introduces the innovative scenario of “landscape community”, in which the practical definition of what is “beautiful” comes from participatory processes and mediation with the communities. The chapter presents a collaborative design methodology to search for the “identifying references of the landscape and the belonging of the territory to the reference community and the different meanings that can emerge from the local dimension of the identity”. The process maps practices, arts, episodes, stories, crafts, representations and material and immaterial expressions. The outcome is a repertoire of identity and human dimensions starting from chromatic and material expression to investigate paradigms and knowledge, to reconstruct a community handbook.

In practice, the environments in which mobile robots operate are usually modeled in highly complex geometric representations, and as a result real-time autonomous navigation can be difficult. Such difficulty is even exacerbated for robots with limited but more realistic on-board computational resources since this paradigm of environmental modeling requires enormous computational power. Inspired from human daily life experience, we propose in this paper a new direction for practical robotics navigation system with locally sensed non-geometric environmental modeling. With human-guided demonstrations, the robot can learn and abstract human navigational skill in the form of reactive sensor-motor mapping to navigate in the demonstrated route with simultaneous obstacle avoidance, localization, path and trajectory planning. Learning in a cascade neural network with node-decoupled extended Kalman filtering is adopted as the basis for such reactive mapping. Preliminarily experimental results show the feasibility of this practical approach.