Single-subject Matter Research Articles

On the subject of the prosecutor's activities for the judicial protection of public interests in the use and protection of specially protected natural areas

The prosecutor's judicial protection of public interests in the use and protection of specially protected natural areas is a cross-functional, complex, non-inspection area of the prosecutorial activity. The conceptual apparatus of activity is currently not fully formed. The key concept is the subject of activity, the correct understanding of which depends on the correct setting of goals, tasks, and the effective implementation of the powers granted to the prosecutor. The author, on the basis of the established approaches to understanding the subject matter of prosecutorial activity, the concept of a single and general subject matter of activity, and the objectives of the proceedings, formulated a single subject matter of the prosecutor's activity for the judicial protection of public interests in the use and protection of specially protected natural areas. It includes the protection of public interest regarding the use and protection of specially protected natural areas, compliance with the laws of acts (omissions) and decisions of persons, including persons involved in the case, the legality and validity of court decisions in order to actually eliminate the revealed violations of law on specially protected natural areas, compensation for harm, and ensuring the inevitability of punishment of violators.
 In addition, the general subject of the prosecutor's activities to protect public interests in the use and protection of specially protected natural areas in general consists of the subject of prosecutorial supervision over the implementation of the Constitution and laws of the Russian Federation, including laws concerning specially protected natural areas, the subject of prosecutor's supervision at the pre-trial stage of criminal proceedings, the subject matter of participation in the consideration by the courts of cases in all types of proceedings for the protection of public interests in the use and protection of protected persons, the subject of supervision of the enforcement of laws by bailiffs by administrations of institutions and bodies, enforcing punishment, in the execution of court decisions in cases of violations in the field of the use and protection of protected persons, the subject of coordination, and subjects of participation in law-making activities.

Identifying finite cardinal abstracts

Objects appear to fall into different sorts, each with their own criteria for identity. This raises the question of whether sorts overlap. Abstractionists about numbers—those who think natural numbers are objects characterized by abstraction principles—face an acute version of this problem. Many abstraction principles appear to characterize the natural numbers. If each abstraction principle determines its own sort, then there is no single subject-matter of arithmetic—there are too many numbers. That is, unless objects can belong to more than one sort. But if there are multi-sorted objects, there should be cross-sortal identity principles for identifying objects across sorts. The going cross-sortal identity principle, ECIA2 of (Cook and Ebert 2005), solves the problem of too many numbers. But, I argue, it does so at a high cost. I therefore propose a novel cross-sortal identity principle, based on embeddings of the induced models of abstracts developed by Walsh (2012). The new criterion matches ECIA2’s success, but offers interestingly different answers to the more controversial identifications made by ECIA2.

The place of psychology in Whittaker’s circular classification of the sciences

This article discusses the place of psychology in Whittaker’s circular classification of the sciences. It is shown that it was Thomas Whittaker who undertook the first attempt to build a closed circular scheme on the basis of a linear series of sciences in 1903, fifteen years before Piaget. Whittaker decomposed psychology into two independent fundamental sciences (animal psychology and human psychology) and was able to preserve psychology’s connection with philosophy, social, and natural sciences. Whittaker’s approach shows that psychology may not be a holistic science. The fruitfulness of this approach is related to the fact that considering “psychological sciences” as different disciplines we are not obliged to construct a single subject matter of psychology.

ЛІНГВІСТИЧНА ФІЛОСОФІЯ В СУЧАСНІЙ КУЛЬТУРНІЙ ПАРАДИГМІ

The article is devoted to one of the debatable problems of modern philosophy – the problem of language analysis in the framework of the modern cultural paradigm from the point of view of linguistic philosophy. It is proved that the representatives of linguistic philosophy consider the main single subject matter of philosophy to be a detailed analysis of using natural language to eliminate the misunderstanding that arises from the incorrect use of language, because it is impossible to express fully the richness of the latter (using) in the schemes of a certain ideal language. The various views of philosophers are analysed regarding the fact that language is a means of constructing the world and not its reflection. The interesting views of the representatives of linguistic philosophy on the logical structure of language and studying its semantic possibilities in the cultural paradigm are represented. Studying the original sources of the literature shows that in the current direction of modern philosophy there are a large number of contradictory issues concerning language as it is and its main function in human life.

THE PROBLEM OF INTERDISCIPLINARITY IN LEARNING PROCESS STUDIES

Introduction . The process of convergence and integration of scientific disciplines involves research in the field of education. Polydisciplinary studies wherein the knowledge is integrated from various scientific disciplines, do not meet the requirements of the solution of complex didactic problems, such as organization of the educational process in the information and educational environment, the construction of education for sustainable development of society, education in modern geopolitical conditions, etc. Thus, the importance of interdisciplinary research with a single subject matter, complementarity of research methods, integrated theoretical grounds and results, will make the contribution to all those scientific fields that are involved in assigned task solution. The aim of the article is to present intermediate results on identification and characteristic features of interdisciplinary studies in the field of education. Methodology and research methods . General scientific theoretical methods of research were used: analysis, comparison, fact-finding, generalization. Results and scientific novelty . An attempt to differentiate the concepts of interdisciplinarity, polydisciplinarity and transdisciplinarity is made. In spite of the fact that these issues are actively discussed in the field of philosophy, there are no precise and unambiguous definitions of these terms; though, there is a research framework, the author of the article makes reference to. The features of an interdisciplinary study are formulated. The functions of didactics as a scientific field are specified. Updating of interdisciplinary studies in education, need of formation of their specific methodologies and expansion of the research field of didactics by means of other interdisciplinary studies and scientific directions are proved. Psycho-didactic and cognitivedidactic studies are considered. Cognitive didactics at the moment does not seem to claim the status of independent scientific discipline as predicted by revealed criteria of interdisciplinarity. It should, however, be noted that in future didactics and cognitive science will combine research efforts on the basis of understanding of common problems and will carry out an ontologization of new scientific reality – cognitive didactics. Realization of this strategic prospect will require not only integration of intellectual resources, but also attraction of organizational and administrative ones, as well as creation of scientific collaborations (associations). The received intermediate results demonstrate updating of cross-disciplinary researches in training, expansion of the research field of didactics at the expense of cross-disciplinary areas of scientific knowledge. Practical significance . Possibilities and scopes for implementation of interdisciplinary studies in the field of didactics, designing of methodologies will allow the experts to deal with current problems of the organization and implementation of education, therefore, to resolve the problems that can not be solved in monoand multidisciplinary studies.

АВТОРСКАЯ МОДАЛЬНОСТЬ КАК МАРКЕР ЭТАПА СТАНОВЛЕНИЯ ТЕРМИНА

The relevance of this work is caused, firstly, by the selection of study material, which is the English-language nanotechnology discourse. The selected discipline segment is developing at a quick pace that causes the dynamism of the term formation processes and the possibility to trace them in real-time mode. Moreover, the parameters of the author’s modality in the scientific text were being studied only fragmentarily that proves the necessity of their analysis. The paper covers the consideration of the author’s modality actualization in the text and its direct relationship with the stages of the term formation. During the study, the author carried out the chronological analysis of the English-language scientific articles covering a single subject matter (in particular, related to the scanning tunneling microscopy) in order to identify the means of expressing the author’s modality used in them. At the same time, the author makes an attempt to associate logically the application of these means with the period of development of a scientific object and, consequently, with the stage of formation of a term nominating it. In the paper, special attention is paid to the application of modal verbs, modal adjectives and adverbs characterized by the highest frequency of use in the English-language nanotechnology text. During the analysis, the author identified the means of expressing the author’s modality marking the specific stage of a term development and proposed the model of scientific article text construction based on the used author’s modality means. It is concluded that the new knowledge and the terminological unit actualizing it undergo the identical stages of formation that, in the text of scientific work, is reflected in the semantics of means used to express the author’s modality and their concentration in the structure of the text.

The Development of Content Knowledge Through Teaching Practice

Research on the unique nature of teachers' subject matter knowledge and how this knowledge interacts with other domains of the knowledge base for teaching has been an extremely productive field of inquiry since the mid 1980's. In particular, Shulman's (1987) construct of pedagogical content knowledge (PCK) has been taken up by researchers to describe the subject specific knowledge of teachers in a variety of disciplines. Yet while this concept has been widely applied to describe expert teachers' knowledge, much less research has examined how PCK develops in and through teaching practice. To address this need, the present study examines how one teacher's understanding of a pedagogical genre developed through her first semester of teaching a post-secondary second language (L2) writing class. Drawing on a sociocultural theoretical (SCT) perspective, this study traces the development of a single subject matter concept, points of analysis,as it emerges in teaching activity, is mediated by the teacher's interactions with her students and the researcher, and is eventually incorporated into her knowledge of the analytic essay genre and how to teach it.

Development and Evaluation of an Automated Path Planning Aid

M ODERN air transportation has an excellent flight safety record. When failures do occur in flight, owing to the training and experience of the pilots almost always results in a safe landing. This is evidenced by a rate of only 1.35 accidents per one million hours flown in 2007 by U.S. air carriers [1]. Despite this excellent record, the pilots’ responsibility to land safely in case of an emergency can be very demanding. When an emergency situation occurs during a flight, the pilots’ workload is very high and a number of tasks demand the pilots’ attention. One of the important tasks is the planning and execution of a trajectory resulting in a safe landing. However, this task is complicated by multiple, often conflicting goals, including reducing time to land, staying within the flight envelope limits of the airplane, weather issues, aswell asmeeting any relevant regulatory requirements. Moreover, all of these tasks must be accomplished in a stressful environment, often under severe time pressure [2]. Although fault-tolerant adaptive automation is currently being developed, for the foreseeable future of civil transport aviation, pilots will be the ultimate decision makers, especially in cases of emergencies involving any type of aircraft performance degradation or flight envelope reduction. As a result, current research is being directed at pilot aids that aim at enhancing the pilot’s situation awareness (SA), as well as at supporting the pilot’s decision-making process through the provision of relevant situation-related information. The purpose of this paper is to report on a human factors study related to efforts to develop an automated planning aid (APA) (in terms of both an acceptable interface and control algorithms) that could assist pilots in generating a plan to safely land at alternative landing sites. To do so, the pilots must first determine the “best” landing site and then formulate an expedient and safe trajectory to the ground. This paper presents the results of an evaluation of an APA interface prototype by means of a human-in-the-loop test with commercial airline pilots, focusing on the selection of alternate landing sites during an emergency. Although the implemented APA in the simulator was also able to compute emergency paths to those sites, a detailed description and discussion of this part of the process is omitted in this paper because it had no immediate effect on theAPA interface evaluation. The results of the study are evaluated in comparison to the opinion and judgment of a single subject matter expert. This expert had more than 20,000 h of flight experience in over 20 years of service as a commercial pilot. The authors do acknowledge that this comparison might be improved by incorporating more experts, more test cases, and a larger sample.However, given the fact that these scenarioswere designed in cooperation with that expert to have an unambiguous best solution, it is likely that, given enough time to review each scenario, the vast majority of trained pilots would come to the same conclusion as to which landing site was the best alternative. As such, the authors do believe that the metrics used, and the comparison with the experts ranking of the landing sites, is valid for the evaluation of the APA for selecting an alternate landing site under tight time constraints.

Indiana Constitutional Developments

the Governor of Indiana; A.B. 1979, Princeton University; J.D., 1983, Harvard Law School. The opinions expressed in this Article are solely those of the author and do not represent official statements of the State of Indiana or Governor of Indiana. 1. Article III describes distribution of powers, and articles IV through VII describe the workings of the branches of government. Article VIII sets up Indiana’s educational system, and article IX provides for other types of state institutions. Articles X and XIII describe state and local finance; article XI establishes constitutional provisions to regulate corporations; article XII sets up the state militia; article XIV establishes state boundaries; and article XV contains miscellaneous provisions. 2. Article I is Indiana’s bill of rights. Article II establishes provisions for voting and elections. Article 16 describes the constitutional amendment process. 3. For example, article IV, section 19 contains a requirement that each bill passed by the legislature contain a single subject matter, a requirement absent from the federal constitution. 4. See, e.g., State v. Richardson, 717 N.E.2d 32 (Ind. 1999) (offering more expansive state interpretation of double jeopardy); Ind. High Sch. Athletic Ass’n v. Carlberg, 694 N.E.2d 222 (Ind. 1997) (“process due” is identical under state and federal constitutions). 5. Jon Laramore, Indiana Constitutional Developments: The Wind Shifts, 36 IND. L. REV. 961, 986-88 (2003). 6. See infra Parts I.A-C. 7. See infra Parts II.A.3-4, B-D, G. 8. See infra Part II.A. INDIANA CONSTITUTIONAL DEVELOPMENTS

Post-Colonialism and the Political Imagination

This article considers the rise and fall of political anthropology in the context of the global shift from colonial to post-colonial rule. Classical political anthropology peaked in the 1960s and has remained obstinately out of fashion ever since, not least because of the narrow, acultural view of politics associated with it. Neither recent anthropological interest in power, nor more broad theoretical attention to the issue of post-colonialism, seem to have helped bring the phenomenon of post-colonial politics into clearer theoretical light. Taking its cue from Malinowski's late interest in questions of transculturation, the article argues for the gains of a radically empirical approach to post-colonial politics, an approach which would acknowledge the diversity of post-colonial experience and the unpredictable contours of what different people take politics to be. The article uses recent anthropological examples from South Asia, concentrating on issues of democracy and representation, to illustrate what such an approach might look like. Drawing the line Imagine yourself high in the air over Africa. It is 1938 and you are 'a passenger flying over the inland route of the Imperial Airways', a route which our intellectual navigator assures us, can provide 'almost literally a bird's eye view of the cultural situation'. As you cross the Upper Nile the circular villages and unclothed natives give 'a surface effect of Old Africa'. But 'as the 'plane crosses the border between Nilotic and Bantu peoples, it becomes obvious that it is a transformed Africa over which we are moving. Among the Baganda the houses are new, square, built on the European pattern; even from above, the dress and equipment of the natives spell Manchester and Birmingham.' Then, moving on, 'In Nairobi we enter a world where natives and things African seem to play but the role of mutes and properties respectively ... The white inhabitants go about their European business and live in a world almost untouched, on its surface, by Africa.' And then, shifting the visual metaphor into full imperial gear, 'we can conclude that changing Africa is not a single subject-matter, but one composed of three phases. It would be almost possible to take a piece of chalk, and on the face of the continent to map out spatially the areas of each type: predominantly European, genuinely African, and those covered by the processes of change' (Malinowski 1938: vii-x). I have been quoting from Malinowski's 1938 introduction to Methods of study of culture contact in Africa. It is an essay full of surprises and required reading for

Arguments in Rhetoric against Quintilian: Translation and Text of Peter Ramus's 'Rhetoricae distinctiones in Quintilianum' (1549)

First published in 1986, this book offers the Latin text and English translation of a pivotal work by one of the most influential and controversial writers of early modern times. Pierre de la Ramee, better known as Peter Ramus, was a college instructor in Paris who published a number of books attacking and attempting to refute foundational texts in philosophy and rhetoric. He began in the early 1540s with books on Aristotle which were later banned and burned and Cicero, and later, in 1549, he published Rhetoricae Distinctiones in Quintilianum. The purpose of Ramus s book is announced in the opening paragraph of its dedication to Charles of Lorraine: I have a single argument, a single subject matter, that the arts of dialectic and rhetoric have been confused by Aristotle, Cicero, and Quintilian. I have previously argued against Aristotle and Cicero. What objection then is there against calling Quintilian to the same account? Carole Newlands s excellent translation the first in modern English remains the standard English version. This volume also provides the original Latin text for comparative purposes. In addition, James J. Murphy s insightful introduction places the text in historical perspective by discussing Ramus s life and career, the development of his ideas, and the milieu in which his writings were produced. This edition includes an updated bibliography of works concerning Ramus, rhetoric, and related topics.

Theology in the Wake of the Other

Altarity is a praxis, a text, an outwork but it is not a book. It is not a book in the same sense that Magritte's painting This Is Not a Pipe may not be a painting, least of all a painting of an object called a pipe. And it is not about altarity even if that is the name printed on its cover. Just as one can infer from the sign in the store window of which Kierkegaard speaks, Pants pressed here, either that the store is a tailor shop or that it is selling signs, Altarity too is not about some single subject matter but, like the painting or the shop, Zweideutig (ambiguous). On the one hand, it is an emporium of signs, signs that generate meaning-a straightforward history of a certain critical reading of Hegel by post-Hegelian French writers who marginalize the history of Western philosophy as that history culminates in and is swallowed up by Hegel's Absolute. Read in this way Altarity is, by far, the most sophisticated and perceptive account to date of a movement comprising literary and philosophical tendencies that attempt to expose the presuppositions and dissimulations of Western philosophy's understanding of being, time, and language. But this is not the only way to read this text. Altarity is a taylor shop: a taylor's brilliant opening up of the text-ile history of Western thought, of the significance of a history that privileges rationality, speech, consciousness, present time, and male

Critical Factors in Teaching English

IN RESPONSE to the growing number of criti cisms aimed at teachers of English, an evaluative study designed to assess the competencies of student teachers in English was recently undertaken at the University of Arkansas. As one aspect of this investigation, an effort was made to determine the qualities or competencies in which these teachers exhibited strength or weakness (2). The practical value of knowing that teachers are relatively strong or weak in a trait requires some value judgments as to which traits are critical and which are non-critical in teaching English. The problem of separating the critical from the non-crit ical in teaching is an age-old one, but the necessity for adequate and workable distinctions is undimin ished, according to Barr (1). This present study was an attempt to bring new light to this problem: (a) by delimiting the study to the single subject mat ter field of English, as opposed to the more typical practice of confounding the problem by placing to gether all subject-matter specialties for analysis as one; (b) by employing more sophisticated statistical techniques in the treatment of data which allow the researcher to differentiate between unique contribu tions to overall effectiveness and contributions which are not unique, and (c) by statistically recog nizing the extreme intricacy of the teac hing-com plex through the determination of a most critical combination of factors in teaching English.

Learning to live

for these various combinations of subjects by having greater breadth of background. The correlation program is not solely responsible, however, for this need for breadth. Critics of modern education are vociferous concerning the preparation of the teacher. They maintain that teachers do not know enough about the subject that they are attempting to teach. They argue that it is the duty of the teacher's college to give to the future teacher a great deal of knowledge in his specific field. These critics do not seem to realize that even in a single subject matter course it is necessary that the teacher know a good deal about the many related subjects. Can you do a good job of teaching English literature without some knowledge of English history? The answer is obvious. Unfortunately the public hears the shouting voice of the well-meaning but misinformed person who states and restates that one of the troubles with today's schools is that they are staffed with teachers who do not have enough knowledge in a particular subject. Included in this public audience is the future high school teacher. This person does not realize that it is the teacher's responsibility to be qualified in several subject matter areas so that he can adequately teach pupils. The teacher education institutions have a responsibility to the student in education to bring to the awareness of the future teacher the responsibilities which he is expected to assume. The student in education must be capable of making an intelligent decision regarding his preparation which will best fit him for his teaching position. Only through the guidance of his counselors and his instructors will this be possible. When the institution accepts the responsibility of supplying this information, one of the more perplexing problems facing the student will disappear.