Le mancagne, langue atlantique parlée au Sénégal et en Guinée-Bissau, est une langue SVO à riche morphologie qui comporte un nombre important d’emprunts. La présente étude est basée sur un corpus recueilli sur le terrain entre 2016 et 2018. L’article analyse les procédés d’appropriation des emprunts lexicaux au créole de Bissau par le mancagne. Il décrit, de ce fait, le processus d’appropriation des emprunts qui tournent essentiellement autour des classes nominales. L’intégration se fait alors selon trois grands procédés : (...) (i) lorsque la première syllabe du mot emprunté est semblable à un préfixe, (ii) quand la syllabe initiale identique à un préfixe de classe est remplacée par un authentique préfixe et (iii) le cas où la syllabe initiale ne correspond à aucune classe. (shrink)

Management and performance are interdisciplinary, spanning diverse fields such as business, industry, government, sports, arts, health and education. In four studies, world-class performers in a variety of fields, for example, management, sports and classical music, have been found to display higher mind–brain development than matched average-performing control groups, including more frequent peak experiences. In this article, we will use a selection of clearly articulated peak experiences reported by these world-class performers to illustrate the subjective or inner nature of optimal performance. (...) Such performance seems to be characterized by inner calmness and happiness amidst dynamic activity, maximum wakefulness, effortlessness and ease of functioning, and a sense of perfection. In order to provide an adequate theoretical framework for understanding peak experiences, we combine Western developmental psychology with the advanced growth range of higher consciousness, as outlined in the ancient Vedic knowledge of India. (shrink)

This paper investigates a quasi-variety of representable integral commutative residuated lattices axiomatized by the quasi-identity resulting from the well-known Wajsberg identity → q ≤ → p if it is written as a quasi-identity, i. e., → q ≈ 1 ⇒ → p ≈ 1. We prove that this quasi-identity is strictly weaker than the corresponding identity. On the other hand, we show that the resulting quasi-variety is in fact a variety and provide an axiomatization. The obtained results shed some light (...) on the structure of Archimedean integral commutative residuated chains. Further, they can be applied to various subvarieties of MTL-algebras, for instance we answer negatively Hájek's question asking whether the variety of ΠMTL-algebras is generated by its Archimedean members. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 54-63 [Access article in PDF] Movement Class as an Integrative Experience:Academic, Cognitive, and Social Effects Svetlana Nikitina I believe the benefits of this type of course reach beyond the obvious possibilities of professional and academic achievement. The degree of personal discovery, creativity, self-development and insight are immeasurable. I am particularly referring to my experience here at Harvard. Claire Mallardi, from course syllabus (...) Performing arts courses at research institutions such as Harvard University are often seen as extracurricular with only tangential or imperceptible effect on students' academic interests. Yet, when I interviewed biology, math, or neuroscience concentrators who took Claire Mallardi's Movement for Actors and Directors course at Harvard in the spring of 2000, most of them told me that it was one of the most meaningful experiences in their academic development, and, according to one psychology concentrator, "the best psychology course" she ever took. In spite of boundaries separating the arts courses from hard and soft sciences, in students' experience the connections run deep. What were those connections that students made from their dance class experience to their academic and social development? And, what in the teaching and nature of the course supported this highly integrative experience that allowed students to reach beyond mastering an artistic medium and become better learners in general? These were the two major questions that guided this study.Why am I interested in the integrative quality of arts education? I am highlighting the academic importance of performing arts programs to suggest to university administrators and instructors in other disciplines the "immeasurable" personal and academic value of such courses whose place is often seen as marginal. Perhaps also, pedagogy used for integration in this course into the academic fabric of the institution could provide models for other courses and curricula that are trying to be integrative or interdisciplinary in a more self-conscious way. And, there are more and more such [End Page 54] courses on every college campus these days. Moriel Blaisdell in Preparing Faculty for the New Conceptions of Scholarship for example, cites "integrative studies" programs among most important trends in higher education today with their goal "to synthesize, to look for new relationships between the parts and the whole, to relate the past and future to the present, and to ferret out patterns of meaning that cannot be seen through traditional disciplinary lenses." 1One of the most daring experiments in universities now, and the one to which the integrative dance course could speak directly, is interdisciplinary teaching in neuroscience, for example. Neuroscience proceeds from the belief in the inherent unity of mind and body and attempts to discover the nature of the relationship between them. In a different way and with a different goal than arts courses, neurosciences also try to cross the boundary of subjective and objective experience, mind and body, physical technique and personal interpretation, which are at the heart of teaching and learning in the performing arts. While not being prescriptive, I would like to suggest that perhaps close attention to the pedagogy and integrative experiences of students in the performing arts courses could provide some insights for pioneering bridge-making in other academic areas as well.I would like to propose that what lies at the core of integrative capacity of a performing arts course, like the one Claire Mallardi teaches at Harvard, is the inherent tendency of the arts to transcend the boundary of body with the mind, and to seek unity of self as both the subject and the object. In a dance, in the words of Margaret H'Doubler, the body is seen "as the outer aspect of personality, for it is the agent through which we receive impressions from the external world and by which we communicate our meaning." 2 This basic translation between body and mind, mental and physical, artistic and academic that went on in Mallardi's class, resulted in integrative and transformational experiences for her students. "I never until this class — comments one student — equated emotions with movement or... (shrink)

The countries of the Gulf Cooperation Council are most typically understood from the perspective of their position as the world’s key oil- and gas-producing states. This essay explores the largely-overlooked processes of class-formation in the GCC, and argues that very profound tendencies of capital-internationalisation are occurring alongside Gulf regional integration. The circuits of capital are increasingly cast at the pan-Gulf scale, and a capitalist class – described as khaleeji-capital – is emerging around the accumulation-opportunities presented within the new regional space. (...) The formation of khaleeji-capital represents the development of a class increasingly aligned with the interests of imperialism and has important ramifications for understanding the region’s political economy. (shrink)

Abstract This essay provides a critical engagement with neo?Gramscian perspectives on European integration, dealing with their core theoretical assumptions as well as empirical analyses of individual aspects of European integration. It is argued that by drawing on Gramsci's rejection of economic determinism, his thinking on the agency?structure problem, as well as his work on how to conceptualise the role of ideas, neo?Gramscian perspectives as a critical theory are able to analyse the social purpose of European integration. The conclusion identifies several (...) shortcomings in the neo?Gramscian literature on European integration, namely (1) the neglect of national and European institutions and their structural impact on social forces as main collective actors; (2) the related oversight of possibilities for change within the existing institutional structure; (3) the neglect of studying resistance to neo?liberal restructuring in Europe; and (4) the missing analysis of trade unions and labour as potential actors within movements of resistance. (shrink)

An integral subresiduated lattice ordered commutative monoid (or integral srl-monoid for short) is a pair \(({\textbf {A}},Q)\) where \({\textbf {A}}=(A,\wedge,\vee,\cdot,1)\) is a lattice ordered commutative monoid, 1 is the greatest element of the lattice \((A,\wedge,\vee )\) and _Q_ is a subalgebra of _A_ such that for each \(a,b\in A\) the set \(\{q \in Q: a \cdot q \le b\}\) has maximum, which will be denoted by \(a\rightarrow b\). The integral srl-monoids can be regarded as algebras \((A,\wedge,\vee,\cdot,\rightarrow,1)\) of type (2, 2, (...) 2, 2, 0). Furthermore, this class of algebras is a variety which properly contains the varieties of integral commutative residuated lattices and subresiduated lattices respectively. In this paper we study the quasivariety of \(\{\wedge,\cdot,\rightarrow,1\}\) -subreducts of integral srl-monoids, which will be denoted by \(\mathsf {SR^s}\). In particular, we show that \(\mathsf {SR^s}\) is a variety. We also characterize simple and subdirectly irreducible algebras of \(\mathsf {SR^s}\) respectively. Finally, through a Hilbert style system, we present a logic which has as algebraic semantics the variety \(\mathsf {SR^s}\) and we apply this result in order to present an expansion of the previous logic which has as algebraic semantics the variety of integral srl-monoids. (shrink)

This study aims to unpack policy evaluation and measurement of creating world-class universities in China from an integrated policy analysis. Specifically, an integrated policy analysis of policy evaluation of creating world-class universities concentrated on exploring the world class evaluation index released by the university rankings organization and the scholars’ views on the assessment criteria for world-class disciplines. The characteristics of policy evaluation of creating world-class (First-Class) universities included adhering to diversified comprehensive evaluation; clear educational objectives and positioning; taking students as (...) the foundation and cultivate first-class talents and paying attention to scientific research and produce first-class achievements. In the meanwhile, problems existing in the policy evaluation of creating world-class universities were also explored in this study. The suggestion and implications were offered to deepen theoretical research and enhance the practical effect of third-party evaluation and improve the evaluation system for "Double Tops" construction and balance the two characteristics of "Chinese characteristics" and "world-class" and respect the development rules of universities and disciplines and create a systematic ecology of orderly competition. (shrink)

During their settlement in Vienna and New York City, Bosnian refugees experienced class and ethnic conflicts. While the integration mechanisms of the two host societies differed substantially, Bosnian men and women have developed quite different networks. Bosnian women in the Vienna sample developed often lasting relationships with natives or other non-refugees that eventually led to permanent jobs and rather substantial networks. They integrated particularly into wider majority societal circles. However, even though women in Vienna developed substantial networks, clashes based on (...) different social classes often resulted in conflicts in the women's work environment. Bosnian women and men in New York City only rarely established similar networks with US residents and other long-term residents. Their integration occurred more along ethnic boundaries. Bosnian men in Vienna and the Bosnian refugee population in general in New York City integrated predominantly into the newly formed Bosnian communities in those locales. (shrink)

Bien que Hegel ne propose pas de solution satisfaisante au problème de l'injustice sociale, il est important d'analyser ce problème, car il définit les limites de la société civile. Dans ce court article, je veux montrer que l'injustice sociale est caractérisée par l'insatisfaction, qui produit une classe de hors-caste, car elle n'a ni biens, ni droits. De plus, il y a faille et problème, car Hegel conçoit la société civile à partir d'une axiologie de l'harmonisation et de l'intégration (...) que démentent les processus économiques. En revanche, la perspicacité du diagnostic hégélien démontre bien que l'absence d'intégration et de reconnaissance sociale est un mal aussi grand que la privation matérielle.Although Hegel offers no solution to the problem of social injustice, it is important to analyse this problem, for it defines the limits of civil society. In this short paper, I shall try to show that social injustice is characterized by the dissatisfaction that produces a class of outcaste people who have no goods, nor rights. Furthermore, there is a shortcoming and a problem in Hegel's conception of civil society: it is based on an axiology of harmonization and integration, which is contradicted by economic processes. However, the perspicacious hegelian diagnosis shows clearly that the absence of integration and social recognition is as great an evil as material deprivation. (shrink)

A module is weakly minimal if and only if every pp-definable subgroup is either finite or of finite index. We study weakly minimal modules over several classes of rings, including valuation domains, Prüfer domains and integral group rings.

Studies on Jean Rhys have been fragmentary concentrating on one or two aspects of Rhys’s thematic concern with the alienation of the white creole without laying emphasis on Rhys’s exploration of the Creole’s identity. There has been no attempt to examine if the creole has to struggle harder and more than whites and blacks to come to terms with her personal identity until now. The answer is affirmative because the creole is a composite human being. Indeed, the white creole is (...) the ‘fruit’ of a mixed union. Born into miscegenation, hybridity and creolization, the creole is physically, linguistically, socially and religiously a diverse human being. Within the scope of this paper, the term identity is used in a broad sense. The creole’s personal identity refers to the different identities the Creole can have at different times and in different circumstances. Correspondingly, she must negotiate the white and black elements of her identity. The Creole must deal with the complexity of her identity through a web of tangled relationships with both whites and blacks. Read from this light, the personal identity of the creole is not “either/ or,” but reluctantly “both/ and.” In various ways, the creole is an ‘Everyman.’ The Creole undergoes an awareness, and is eventually, redefined through the image of the ‘other.’ Indeed, her jump toward her black friend Tia reflects Rhys’s basic concern for a Caribbean society in which assimilation and personal identity must blend in a single humane goal, that is, to co-exist beyond the lines of race, gender, class and sex in order to avoid annihilation. (shrink)

Some may say the rise of parochial, sectarian populism has indicated a failure of civic education. On the other hand, it might be said to demonstrate the increasing power of some alternative forms of education. This paper hopes to shed light on how ordinary people learn in ways and through means that are at odds with the experiences of scholars and elites. To do so it explores the intersections of education, technology, and social mobility, to highlight how people learn social (...) class, and learn in classed ways outside schools. In contrast to the dream of information liberty, this article considers how online media is marked by private control of information, often retracing and broadening gaps between social classes. The article provides a theoretical understanding of the relationship between technology and education and the linkages of class and media consumption. It then integrates these topics by exploring how online learning through segmented social media operates to reproduce class and facilitate and mobilize sectarianism. This paper concludes with a recommendation for more focus on the study of class by philosophers interested in education for democracy and social justice. (shrink)

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an analysis of these materials. We find (...) that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics. (shrink)

This paper is a critique of ‘integrative medicine’ as an ideal of medical progress on the grounds that it fails to realise the cognitive value of alternative medicine. After a brief account of the cognitive value of alternative medicine, I outline the form of ‘integrative medicine’ defended by the late Stephen Straus, former director of the US National Centre for Complementary and Alternative Medicine. Straus’ account is then considered in the light of Zuzana Parusnikova’s recent criticism of ‘integrative medicine’ and (...) her distinction between ‘cognitive’ and ‘opportunistic’ engagement with alternative medicine. Parusnikova warns that the medical establishment is guilty of ‘dogmatism’ and proposes that one can usefully invoke Karl Popper’s ‘critical rationalism’ as an antidote. Using the example of Straus, I argue that an appeal to Popper is insufficient, on the grounds that ‘integrative medicine’ can class as a form of cognitively-productive, critical engagement. I suggest that Parusnikova’s appeal to Popper should be augmented with Paul Feyerabend’s emphasis upon the role of ‘radical alternatives’ in maximising criticism. ‘Integrative medicine’ fails to maximise criticism because it ‘translates’ alternative medicine into the theories and terminology of allopathic medicine and so erodes its capacity to provide cognitively-valuable ‘radical alternatives’. These claims are then illustrated with a discussion of ‘traditional’ and ‘medical’ acupuncture. I conclude that ‘integrative medicine’ fails to exploit the cognitive value of alternative medicine and so should be rejected as an ideal of medical progress. (shrink)

Schools are interesting as complex organizations in and of themselves but even more so for how they refract the societal dynamics by which inequality is reproduced, an enduringly vexing question (Fligstein & McAdam, 2012:3). Educational attainment is core to socioeconomic status and connected to outcomes in housing, health, and employment. Unequal schools in fields characterized by stratification are often the subject of reform attempts (Tyack, 1974). We examine how a wealthier and a poorer school responded to a state-level regulatory mandate (...) for change, in the U.S. context of schools as putative engines of opportunity. Bourdieu’s “master concepts” of field, habitus, and cultural capital (Swartz, 2008) are often applied, and we used them to answer frequent but still relatively unanswered calls in the literature: first, to use the master concepts together rather than singularly, and second, to attend specifically to the organization level and what it refracts (Dobbin, 2008; Emirbayer & Johnson, 2008; Hallett & Gougherty, 2018; Lounsbury & Ventresca, 2003; Mohr, 2013). For this integrative and organizational level approach, we derived the concept of “class signature,” which enabled us to focus on practices in organizations. This lens revealed “resistant compliance” in the wealthier school and “compliant resistance” in the poorer school, both of which reshaped the stratified field, even if stratification was not rectified. These responses appeared to reproduce inequality, not simplistically, we argue, but along a winding path fraught with practical experiments, protection against penalties, redefinition of the reform’s terms, and some small gains to remedy intra-organizational inequalities. (shrink)

A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business ethics and corporate social responsibility. This (...) may be accomplished through orientation sessions, readings, packages, short classes and lectures. (shrink)

Je m'attache dans le présent article à élaborer la construction d'une classe générale de concepts, qui intègre notamment un certain nombre de contraires polarisés d'usage courant. Le point de départ de cette construction ne réside pas dans des concepts usuels, lexicalisés, c'est-à-dire pour lesquels il existe un mot correspondant dans le langage courant propre à une langue donnée. A l'inverse, la démarche qui préside à la construction de la présente classe de concepts consiste dans une définition abstraite de (...) cette dernière, sans considération du fait que les concepts correspondants soient ou non lexicalisés. Une fois une telle construction réalisée, on est alors à même de vérifier que les concepts ainsi construits correspondent effectivement à des concepts lexicalisés, alors que d'autres ne peuvent être mis en correspondance avec aucun mot du langage courant. Finalement, la présente construction permet de proposer une taxinomie de concepts qui constitue une alternative à celle basée sur le carré sémiotique (semiotic square) défini par Greimas. (shrink)

Il s’agit d’étudier dans ce volume non pas juste une classe de mots, mais une fonction, qui a fait l’objet de grandes divergences théoriques quant à ses délimitations, sa définition exacte, et dont le concept même n’est pas utilisé par toutes les écoles de linguistique. Le but de ce volume est de faire le point sur les facteurs de divergence, sur les concepts limitatifs ou concurrents à celui de détermination, afin de voir si certaines...

The smallest ambition of this essay is to demonstrate that Rider, the central character in William Faulkner’s short story “Pantaloon in Black,” cannot be understood. This may be of some interest to Faulkner specialists. But the fact that he cannot be understood has ramifications, because “Pantaloon in Black,” seems to be the anomaly of the book Go Down, Moses, which is either a collection of stories or a novel, depending on the success one has in integrating “Pantaloon in Black” into (...) it. If Rider cannot be understood, then Go Down, Moses has an enigma at the center of its mysteries, around which it cannot be made to cohere.More important to nonspecialists is the question of why Rider cannot be understood, and, consequently, why Go Down, Moses disintegrates. To answer this I want to perform the logical operation modus tollens on Stanley Fish’s idea that interpretations are produced by interpretive communities: if interpretations fail, then it must be because interpretive communities fail. Of course, Fish everywhere argues that interpretations must always, on the contrary, succeed; the lesson of Is There a Text in This Class? is that interpretive communities produce texts inexorably and inevitably in their own image. But Fish’s idea of an interpretive community is something like the Modern Language Association, or the set of all English professors, or the Yale school—bigger or smaller machines perfectly programmed for producing texts out of theoretical presuppositions. What is, however, even English professors are members of communities that fit the definition of an interpretive community, by virtue of the fact that they speak through our readings, but which are not chiefly engaged in the manufacture of masterful criticism? Worse: what if these communities speak a different language from those to which we professionally belong? Worse yet: what is they are disintegrating even as the MLA, or the Yale school, endures, or prevails?The point is not that Fish is wrong; it is that he has oversimplified his sense of a text by reducing it to the instrument of communication used by professor speaking to other professors. But in “Pantaloon in Black,” Faulkner has formed a text in the image of a Southern Negro and invited us to join an interpretive community on the model of Yoknapatawpha County. Insofar as we take up that invitation, we fail to understand his story; insofar as we reject it, we also fail to understand his story. The paradox is the result of our being forced to join a community which does not cohere; to the degree that that community fails to cohere, so does our reading. What Faulkner says to Fish is that the American belief in the power of interpretive communities is akin to an idealist’s dream of an integrated South. John Limon is assistant professor of English at Williams College. He is currently working on a book, Half-Sight of Science, on the history of the American novel in relation to the history of science and science philosophy. (shrink)

The current study represents an integrated model of explicit and implicit offensive language taxonomy. First, it focuses on a definitional revision and enrichment of the explicit offensive language taxonomy by reviewing the collection of available corpora and comparing tagging schemas applied there. The study relies mainly on the categories originally proposed by Zampieri et al. (2019) in terms of offensive language categorization schemata. After the explanation of semantic differences between particular concepts used in the tagging systems and the analysis of (...) theoretical frameworks, a finite set of classes is presented, which cover aspects of offensive language representation along with linguistically sound explanations (Lewandowska-Tomaszczyk et al. 2021). In the analytic procedure, offensive from non-offensive discourse is first distinguished, with the question of offence Target and the following categorization levels and sublevels. Based on the relevant data generated from Sketch Engine (https://www.sketchengine.eu/ententen-english-corpus/), we propose the concept of offensive language as a superordinate category in our system with a number of hierarchically arranged 17 subcategories. The categories are taxonomically structured into 4 levels and verified with the use of neural-based (lexical) embeddings. Together with a taxonomy of implicit offensive language and its subcategorization levels which has received little scholarly attention until now, the categorization is exemplified in samples of offensive discourses in selected English social media materials, i.e., publicly available 25 web-based hate speech datasets (consult Appendix 1 for a complete list). The offensive category levels (types of offence, targets, etc.) and aspects (offensive language property clusters) as well as the categories of explicitness and implicitness are discussed in the study and the computationally verified integrated explicit and implicit offensive language taxonomy proposed in the study. (shrink)

Recent, well-publicized scandals, involving unethical conduct have rekindled interest in academic misconduct. Prior studies of academic misconduct have focussed exclusively on situational factors (e.g., integrity culture, honor codes), demographic variables or personality constructs. We contend that it is important to also examine how␣these classes of variables interact to influence perceptions of and intentions relating to academic misconduct. In a sample of 217 business students, we examined how integrity culture interacts with Prudence and Adjustment to explain variance in estimated frequency of (...) cheating, suspicions of cheating, considering cheating and reporting cheating. Age, integrity culture, and personality variables were significantly related to different criteria. Overall, personality variables explained the most unique variance in academic misconduct, and Adjustment interacted with integrity culture, such that integrity culture had more influence on intentions to cheat for less well-adjusted individuals. Implications for practice are discussed and future research directions are offered. (shrink)

This paper proposes an integrated-structure notion of interlevel emergence, from a dynamic relational ontological perspective. First, I will argue that only the individualist essentialism of atomistic metaphysics can block the possibility of interlevel emergence. Then I will show that we can make sense of emergence by recognizing the formation of structures of transformative and interdependent causal relations in the generation and development of a particular class of mereological complexes called integrated systems. Finally, I shall argue that even though the emergent (...) structural attributes of such systems are not micro-determined nor micro-reducible, they can still be accounted for by an interlevel integrative neo-mechanistic form of explanation. (shrink)

It is argued that a mental integration is formed only if the result is a functional whole. This idea is then used to clarify the definition of a concept and discuss problems in which an instance may belong to different conceptual classes depending on the context. The same idea is also applied to the rules for dealing with an entity when it is formed out of sub-entities. Specific examples of how such rules are frequently violated in literature as well as (...) colloquially are discussed. (shrink)

Les trois modèles d'intégration politique au sein de l'espace francophone sont analysés d'un point de vue japonais. Le premier est « le modèle républicain » de tolérance ou le modèle français de « nation citoyenne ». Le second est le modèle nord-américain de « multiculturalisme » respectueux de la différence et de l'Autre. Et le troisième est le modèle antillais d'identité créole, identité multiple et composite forgée par un processus ininterrompu de rencontres et de métissages culturels. Ces modèles sont (...) confrontés les uns aux autres du point de vue de la gestion des sociétés pluriculturelles.Three models of political integration are compared in the francophone space. The French Republican model is compared with the North America’s multicultural model and with the Creole model born in the Caribbean. Whereas the second model seems to take into account ethnicity differentiation, it doe not propose, like the first one, any values to develop cultural diversity and solidarity. The Creole model is said to be very useful theoretically but does not offer a political alternative. (shrink)

A robust adaptive fuzzy nonlinear controller based on dynamic surface and integral sliding mode control strategy is proposed to realize trajectory tracking for a class of quadrotor UAVs. In this study, the composite factors including parametric uncertainties and external disturbances are added to controller design, which make it more realistic. The quadrotor model is divided into two subsystems of attitude and position that make the control design become feasible. The main contributions of the proposed ADSISMC strategy are as follows: The (...) combination of dynamic surface and integral sliding mode makes the system always in sliding stage by finding the appropriate initial position compared with the common sliding mode, and the complexity of explosion in backstepping method is eliminated. By introducing the fuzzy system, the unknown functions and uncertainties can be approximated which significantly improves the robustness and the tracking performance. The switching control strategy is utilized to compensate for the errors between estimated and ideal inputs; the tracking performance of the whole system has been significantly improved. The simulation results show the effectiveness of the proposed control method. (shrink)

The central result of this paper provides a simple equational basis for the join, IRLLG, of the variety LG of lattice-ordered groups (-groups) and the variety IRL of integral residuated lattices. It follows from known facts in universal algebra that IRLLG=IRL×LG. In the process of deriving our result, we will obtain simple axiomatic bases for other products of classes of residuated structures, including the class IRL×s LG, consisting of all semi-direct products of members of IRL by members of LG. We (...) conclude the paper by presenting a general method for constructing such semi-direct products, including wreath products. (shrink)

Urban communities in 21st century America are facing severe economic challenges, ones that suggest a mandate to contemplate serious changes in the way America does business. The middle class is diminishing in many parts of the country, with consequences for the economy as a whole. When faced with the loss of its economic base, any business community must make some difficult decisions about its proper role and responsibilities. Decisions to support the community must be balanced alongside and against responsibilities to (...) owners, shareholders and relevant “stakeholders” in a relatively new context. Corporations in urban communities “hollowed out” by white flight or urban sprawl must decide what level of support they can and should provide. This paper examines corporate decisions within the emerging urban prosperity initiatives, using the framework of integrative social contract theory proposed by Donaldson and Dunfee. We suggest that urban prosperity initiatives present a mandate on corporations sufficiently strong as to qualify as an authentic norm. Further, we argue that strict adherence to a corporate bottom line approach or “corporate isolationism” is not congruent with contemporary community standards. (shrink)

In this article, the dynamical behaviors of two classes of chaotic systems are considered based on generalized Lyapunov function theorem with integral inequalities. Explicit estimations of the ultimate bounds are derived. The results presented in this article contain the existing results as special cases. Computer simulation results show that the proposed method is effective. © 2014 Wiley Periodicals, Inc. Complexity 21: 363–369, 2015.

Electoral support for right-wing populist parties is typically explained either by economic deprivation or cultural grievances. Attempting to bring economic and cultural explanations together, recent approaches have suggested to conceptualize right-wing populist support as a problem of social integration. Applying this perspective to the German case, this article investigates whether weak subjective social integration-or subjective social marginalization, respectively-is associated with the intention to vote for the AfD. Furthermore, it asks whether the strength of this association varies across income groups. Based (...) on original survey data from 2017, the results show that indicators of weak subjective social integration-feeling socially excluded, being anxious about one’s status, and distrusting others-increase the likelihood of voting for the AfD. Moreover, weak subjective social integration increases right-wing party support particularly among the middle-class. Thus, next to fears of downward mobility, feelings of subjective social marginalization emerge as a pathway to right-wing populism for the middle-class. (shrink)

The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, “engineering programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.” Many engineering professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive Design approach, can serve as an engineering education tool which bridges the gap between design and ethics (...) for many engineering disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through a case study which focuses on the development of a command and control supervisory interface for a military cruise missile. (shrink)

When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...) with the current president. -/- How do we teach for integrity in a time, which seems to be totally lacking in any true sense of integrity. (shrink)

The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered (...) activities, unstable internet connection, comprehension, questionable output integrity, delayed submissions, in-person monitoring, and the system of communicating with inactive students in online mode. (shrink)

In this essay I offer some suggestions for integrating film in an Ethics classes and reaching your goals in terms of learning and student outcomes. You can easily adapt them to other areas of Philosophy— not just Ethics. Starting with Aristotle’s Poetics as a tool for deconstructing movies, I set out five strategies for teaching Ethics through film: start with a film or ethical theory; start with a real-world case or an ethics code; then use any of these four in (...) combination to allow for a more in-depth analysis. Each strategy is discussed with example exercises to illustrate how this approach can create an engaging class while achieving your goals. (shrink)

Some of the important conceptual debates between different approaches to class analysis can be interpreted as reflecting different ways of linking temporality to class structure. In particular, processual concepts of class can be viewed as linking class to the past whereas structural concepts link class to the future. This contrast in the temporality of class concepts in turn is grounded in distinct intuitions about why class is explanatory of social conflict and social change. Processural approaches to class see its explanatory (...) power as deriving from the way meanings and identities are linked to class via a history of experiences; structural approaches, in contrast, emphasize the linkage between class and perceived interests via the objective possibilities facing people in different class locations. This paper tries to integrate these two temporalities by exploring the ways in which trajectories of class experience intersect structures of objective possibility in shaping different dimensions of class consciousness. (shrink)

Marlene van Niekerk's 1994 Triomf is a plaasroman, or farm novel, without the farm; it formally resembles a nostalgic pastoral genre initiated by the collapse of Southern African agricultural economy around the time of the Great Depression, but removes even the symbol of the farm as aesthetic compensation for material loss. In the process, van Niekerk composes a post-apartheid tragicomedy of a lumpenproletariat white supremacist family coming into long-belated class consciousness, an epiphany which, surprisingly, survives the novel's translations from Afrikaans (...) to South African English to 'international' English. Crucially, this understanding is mediated by a critical tendency to appraise Triomf in the context of Faulkner and the Southern Gothic, a generic comparison which gets a lot wrong but is ultimately very revealing, less about Triomf than about the imperial world-system through which it circulates and is consecrated. Consequently, the novel stages globally what seems at first to be a parochial question: how is one supposed to imagine democratic reconciliation and integration after apartheid, when one of the classes to be reconciled lacks historical self-consciousness and has no obvious place in either the apartheid regime or the post-apartheid dispensation? By analyzing van Niekerk's novel and the institutions which consecrate it, the paper fleshes out critiques of world-literary hermeneutics, specifically for its naive handling of genre and context, and of post-apartheid 'reconciliation' under capital. (shrink)

Dans le chapitre sur l’art de la religion, Hegel différencie quatre façons d’intégrer l’absolu: 1. l’intégration par les statues des dieux, 2. l’intégration par la langue, 3. l’intégration par le culte de la religion, les mystères et les festivités, 4. l’intégration par le langage supérieur de la tragédie. L’intégration est menée par l’artiste –l’esprit, c’est l’artiste. Pourtant, il s’avère que ces tentatives d’intégration échouent. Ce n’est que la personne qui philosophera de manière spéculative qui (...) réalisera ce qui ne réussit pas à l’artiste: l’unification avec l’absolu. L’intégration, que Hegel a présenté dans Phénoménologie de l’Esprit et qui s’est réalisée sous diverses formes de l’art de la religion, et l’appropriation de l’absolu mènent à la disparition de l’absolu: cela est d’abord utile à l’homme comme « une femme de ménage, un appartement et le banquet de sa victime ». Ensuite, l’être intérieur de l’absolu consomme « dans le mystère du pain et du vin », pour finalement s’annuler dans le rire de la comédie. L’artiste, l’intégrateur de l’absolu dans la vie du peuple, réussit finalement si bien qu’il inverse le rapport: c’est, enfin, un soi vrai qui s’élève, tel un maître, au-dessus de l’absolu. L’intégration de l’absolu échoue lors de l’hypocrisie de l’oeuvre d’art. Le chemin emprunté par l’artiste prépare le terrain pour la découverte d’une religion visible, et, indirectement, pour un retrait de la philosophie spéculative. (shrink)

This paper investigates structural properties of monotone function classes within the framework of three-valued logic (3VL), aiming to characterize dependencies and constraints that ensure structural finiteness and order-preserving properties. This research delves into characteristics of structurally finite classes of order-preserving 3VL map. Monotonicity plays a critical role in understanding functional behaviour, which is essential for structuring closed logical operations within $ P_{k} $. We define $ F $ as a closed class in $ P_{k} $, consisting only of mappings that (...) comply with specified operations and are strictly confined to $ P_{k} $. The notation $ F(n) $ represents the subset of mappings in $ F $ dependent on $ n $ variables, highlighting the limited scope of inputs and their respective outputs. Further analysis through $ CR(F) $ facilitates the identification of precursor subclasses within $ F $, which have not yet achieved closure under all necessary operations—a pivotal step in constructing intermediate mapping classes. Within the framework of 3VL, the study examines order-preserving maps $ f_{D}, f_{K}, f_{M^{(2)}}, f_{DM^{(2)}}, f_{KM^{(2)}} $, deliberately excluding the sets $ D, K, M^{(2)} $, where $ DM^{(2)} $ is defined as $ D \cap M^{(2)} $ and $ KM^{(2)} $ as $ K \cap M^{(2)} $. The lattice framework in $ P_{k}(1) $ for $ k = 3 $ systematically organizes these mapping classes based on their completeness properties, with particular emphasis on classes such as $ M $, which is characterized as a comprehensive set governed by the operations of maximum and minimum. Our theorems establish structural finiteness for classes of unary order-preserving maps, emphasizing their two-variable dependency in class construction. This study extends existing findings on single-variable monotonic functions within 3VL by integrating criteria of linear order. Key results include the classification of mapping classes $ F \subseteq M $ containing $ M^{(1)}_{3} $, categorized into distinct groups: $ M^{(1)}_{3}, KM^{(2)}, DM^{(2)}, M^{(2)}, K, D, M $. Inclusion relations are visualized diagrammatically, showing the hierarchical structure of these monotone classes, ultimately validating the structural finiteness of classes incorporating all unary order-preserving maps within the broader context of 3VL. (shrink)

Analytic functions, typified by reflexes, use stable inherited structures which are organized for adjustments in behavioral space and time. Individually acquired integrative functions, typified by conditioning, symbolism, and reasoning, are wholly internal and may use any nervous tissue not differentiated for other specific activities. They must be defined relati‐vistically. The highest members of both classes are in the cerebral cortex, the first in the relatively stable projection centers, the second in the more labile areas of elaboration where there is no (...) inflexible localization of function. When consciousness emerges within the second class, the mechanism employed probably must be described in accordance with still unknown relativistic principles. (shrink)

Resumen. La propuesta de estudio, que se desarrollará durante el 2012, pretende llegar a la sociedadcon un aporte sobre: valores, habilidades gerenciales y responsabilidad social, que evidencian poseerlos estudiantes de últimos niveles de las carreras de Administración y Contabilidad de lasUniversidades de Quito categoría A. Se contribuirá a orientar en el cumplimiento de los fines yobjetivos nacionales expuestos en la Ley de Educación Ecuatoriana. Demanda de las universidades lapreparación de profesionales bajo una visión humanista, líderes críticos, con alto sentido depertenencia, (...) que sintoniza con la misión y visión de estas instituciones. El estudio responde a unainvestigación aplicada de carácter inductivo-deductivo que utiliza la encuesta como instrumento demedición. El marco teórico se basa en habilidades gerenciales de los estudiantes, futuroslíderes/gerentes que tomarán decisiones en el futuro inmediato, siempre con la visión de que laexcelencia no es solo conocimiento sino la persona con sus valores éticos. La propuesta base paralas habilidades gerenciales es la del sicólogo americano Edgar Schein bajo el abrigo de unaformación humanística Ignaciana, para el respeto propio, del entorno y el mundo. Los resultadosserán una referencia para la construcción de un modelo sobre formación integral de estudiantesuniversitarios desde la visión de la persona en comunidad.Palabras claves. Desarrollo integral, habilidades gerenciales, valores éticos, responsabilidad social.. The objective of the study, which will be developed during 2012, is to reach the societywith a contribution of: values, management skills and social responsibility, that Administration andAccounting senior students of A Class Universities in Quito show. The study will guide in thefulfillment of national objectives stated in the Ecuadorian Education Law. The Universities areexpected to prepare professionals under a humanist approach, critical leaders, with a high sense ofownership that tune with the mission and vision of these institutions. The study is the response to aninductive-deductive applied research that uses the survey as a measure instrument. The theoreticalframework is based on student’s management skills, which will become leaders/managers that willbe decision makers in the near future, always with the vision that excellence is not only about theknowledge but also about ethical values. The base of the proposal for management skills is the one ofthe American Psychologist Edgar Schein, based on Ignatius humanistic education, for self,environment and world respect. The results will be the reference to build a model on student’scomprehensive education from the vision of a person in the community.Keywords. Comprehensive education, management skills, ethical values, social responsibility. (shrink)

At present, the concept of «social class» is in a pauperized cultural state, fully integrated within political channels that are unfavorable to its identification, understanding and acceptance. As it has been defined in two previous works by the present author, the concept can only be associated with territorially undelimited and specialized societies, originated in postindustrial western Europe, under a division of labor based on productive objectives rather than professional roles. The notion of «social class» is nowadays subsumed within the communicative (...) peculiarities channeled by the ruling class, so that it has been practically abolished from the mass communicative scene. Given this social conjuncture, which deeply affects both its academic and popular conception, the present research intends to offer a critical and final vision, after the two previous works, of its contemporary sense. First of all, the pauperization and collapse of the concept will be addressed, to later expose the reasons that make social classes perpetual and, finally, to delineate its role within the world-system as it was defined in the second half of the twentieth century. (shrink)

Neoliberal restructuring and the feminization of export-led industries are often associated with the disempowerment of women in the workplace. Surprisingly, this disempowerment was not the case with a public textile company in Mahalla, an industrial city north of Cairo. Between 2006 and 2008, workers organized wildcat strikes involving around 24,000 workers. In contrast to the strike waves of the 1980s, women were integral to organizing the strikes and assumed leadership roles in them. This article argues that even as Egypt adopted (...) structural adjustments in the 1990s that led to the decline of the historically leading sectors of textiles and yarn, exports of clothing increased. By the 2000s, the clothing sector was completely feminized and women in Mahalla were positioned in the most productive departments. This change empowered women by elevating their role and induced skeptical male colleagues to support women’s activism in the company and to build cross-gender solidarity. (shrink)