Phenomenological Elements Research Articles

Modelo de competencias para el campo conceptual aditivo de las magnitudes discretas relativas

In this work we propose a competence model that allows us to organize the additive conceptual field for relative discrete magnitudes from the perspective of problem solving. We start off from Piaget’s concrete operations sub­period where logical and infralogical groupings, arithmetical group Z and measuring are involved. The organizing features of the model will be the epistemological, phenomenological and cognitive elements associated with this field. This organizational proposal constitutes a competence model for the additive conceptual field which integrates those elements and relations given in this field, and which leads to a new classification of different situations and problems associated with it, as well as incorporating and explaining other research, especially that research made in the field of whole numbers by Carpenter and Moser (1983) and others, and the categories put forward by Vergnaud (1982). Furthermore, our proposal facilitates relations with a possible performance model.

Modeling energy flow in turbulent beam–plasma experiments

Further analysis of recent experiments improves agreement between a one-dimensional kinematic turbulence model and observations. The model includes both analytic and phenomenological elements. Time behavior, magnitude of turbulent electric fields, and radiated microwaves accord with data. Scaling a three-dimensional radiation rate improves agreement. Introducing ionization from the oscillating turbulent electric field does not improve agreement, arguing that this effect does not appear in typical beam–plasma systems. The model is simple and easy to apply to existing experiments.

The cogitocircaAD 2000

What are we to make of the cogito (cogito ergo sum) today, as the walls of Cartesian philosophy crumble around us? The enduring foundation of the cogito is consciousness. It is in virtue of a particular phenomenological structure that an experience is conscious rather than unconscious. Drawing on an analysis of that structure, the cogito is given a new explication that synthesizes phenomenological, epistemological, logical, and ontological elements. What, then, is the structure of conscious thinking on which the cogito draws? What kind of certainty does the experience of thinking give one about one's thinking and about one's existence? What form of inference is the cogito, and what is the source of its validity and soundness? Does the cogito itself lead to an ontology of mind and body like Descartes's dualism? The discussion begins with Descartes's own careful formulations of some of these issues. Then the cogito is parsed into several different principles, the phenomenological principle emerging as basic...

Phenomenological Elements in Group Therapy: Papers from Continental Europe

Phenomenological Elements in Group Therapy: Papers from Continental Europe

Weberian Perspectives and the Study of Education

Weber has received less recognition in the sociology of education than that of either Marx or Durkheim. None of them wrote extensively about education, and although mention will made made of Weber's treatment of bureaucracy in education and his study of the education of the Chinese literati, the main purpose of this article is to consider his sociology in relation to recent sociology of education. In doing so the various elements of his approach will be introduced, including social action, power, authority and bureaucracy, class, status and party, ideology, and the necessity for value-freedom, but without extensive discussions of their general importance. The arguments for the use of neo-Weberian perspectives in sociology in general have been made most persuasively by Collins [1]. Instead, they will be compared with other approaches used in the sociological study of education, and examples will be given of the use of neo-Weberian methods in this field, together with suggestions for their further application. Three related general themes run through this commentary. Almost a decade after the introduction of the 'new' sociology of education discussion is moving towards a central issue in sociology; the relationship between micro and macro social processes [2]. How do classroom events relate to social, political and economic structures? The phenomenological element of the new sociology of education has been mainly concerned with the former; the functionalist element of the so-called 'orthodox' sociology of education and the Marxist element in the new, stress the latter. It is suggested that there are limitations to the kinds of explanations afforded by these approaches, and that the study of education using the methods of Weber enables explanations to be made which combine the voluntarism of phenomenology and its important stress on the subjective meaning of social action, with the structural constraints on social action which are emphasised in functionalism and some kinds of Marxism. This is possible since Weberian concepts may be applied at all levels of scale and complexity. This does not mean that any kind of simple solution can be suggested to resolve the under-determined/over-determined debate about the nature of mass education in modern industrial societies. However, drawing on a number of sources, not all overtly Weberian but which have some methodological compatability, it is suggested that education must be granted a

Transport processes in dilute gases over the whole range of Knudsen numbers. Part 1. General theory

The mean-free-path approach to kinetic theory, initiated by Maxwell, and largely abandoned after the Chapman-Enskog success with Boltzmann's equation, is revised and considerably extended in order to find expressions for the heat flux vector q and pressure tensor p, valid (it is hoped) for all Knudsen numbers, K. These expressions (equations (2.24) and (2.26)) are integrals taken over the whole volume of the fluid plus surface integrals taken over the solid boundaries. The one phenomenological element is the mean free path λ, which takes different values according to whether it is mass, momentum or energy that is transported by the molecules. The need for such an approach is evidenced by the existence of critical values of K, above which the Chapman-Enskog expansion in powers of K, truncated after a finite number of terms, fails to yield a solution. For example with the Burnett equations, which are correct to O(K2), the critical K in a shock wave is only 0·2 based upon the upstream λ.

Beardsley's Theory of Aesthetic Experience

The expression is used with great frequency by aestheticians, sometimes without any clear meaning attached to it and almost always without a precise idea as to the nature of the referent of the expression. The aesthetic-attitude theorists, however, do have a clear understanding of what they mean by the expression. For them an aesthetic experience is the experience of an object toward which one is taking the aesthetic attitude. Consequently, the attitude theorists' description of the referent of consists primarily of a description of the phenomenological elements and structures of the alleged aesthetic attitude in its engagement with its object. If, however, my earlier analyses of the aesthetic-attitude theories are correct, these theories are fundamentally mistaken.1 Therefore, I do not find it necessary to discuss the attitude theorists' accounts of aesthetic experience. Of the philosophers who do not rely on the notion of aesthetic attitude, Monroe Beardsley is the only one I know who has attempted to develop a theory of aesthetic experience with care and precision. Consequently, in this paper I shall devote myself primarily to a discussion of Beardsley's view and to an attempt to see what conclusions about aesthetic experience can be drawn as a result of reflection on the strengths and weaknesses of Beardsley's theory. In developing his account Beardsley draws primarily on the theories of John Dewey and I. A. Richards and tries to make precise and coherent some of their engaging but rather vague ideas. The stated aim of

Subthreshold Behavior and Phenomenological Impedance of the Squid Giant Axon

The oscillatory behavior of the cephalopod giant axons in response to an applied current has been established by previous investigators. In the study reported here the relationship between the familiar "RC" electrotonic response and the oscillatory behavior is examined experimentally and shown to be dependent on the membrane potential. Computations based on the three-current system which was inferred from electrical measurements by Hodgkin and Huxley yield subthreshold responses in good agreement with experimental data. The point which is developed explicitly is that since the three currents, in general, have nonzero resting values and two currents, the "Na" system and the "K" system, are controlled by voltage-dependent time-variant conductances, the subthreshold behavior of the squid axon in the small-signal range can be looked upon as arising from phenomenological inductance or capacitance. The total phenomenological impedance as a function of membrane potential is derived by linearizing the empirically fitted equations which describe the time-variant conductances. At the resting potential the impedance consists of three structures in parallel, namely, two series RL elements and one series RC element. The true membrane capacitance acts in parallel with the phenomenological elements, to give a total impedance which is, in effect, a parallel R, L, C system with a "natural frequency" of oscillation. At relatively hyperpolarized levels the impedance "degenerates" to an RC system.

μ-Meson Decay into Three Electrons

The decay ${\ensuremath{\mu}}^{\ensuremath{-}}\ensuremath{\rightarrow}{e}^{\ensuremath{-}}+{e}^{\ensuremath{-}}+{e}^{+}$ via internal conversion is computed using a phenomenological matrix element for the $\ensuremath{\mu}e\ensuremath{\gamma}$ interaction. The result is compared with present experimental limits for this process and the results concerning the form factors in the matrix element are discussed. The energy distribution of the emitted electrons is also computed.