ABSTRCTIn recent times, Information and Communication Technology (ICT) hasbeen developed and widely spread around world. ICT is used in various sectorsand considered a basis in the emergence of some important technologies such asvirtual reality technology. Virtual Reality (VR) is a special technology as anadvanced technology connected to several fields, e.g. training, learning, science,engineering, medicine, military, etc. VR has great potentials which enabled toperform several phenomena and experiments. Hence, several scenarios havebecome available. The purpose of this study is to shed light (...) on virtual realitytechnology and list a glimpse of common publications and studies involved. (shrink)

The communicative aspects of the contents of consciousness are analyzed in the framework of a neural network model of animal communication. We discuss some issues raised by Gray, such as the control of the contents of consciousness, the adaptive value of consciousness, conscious and unconscious behaviors, and the nature of a model's consciousness.

Critical study of of the addresses of Sir Muhammad Iqbal, 1877-1938 from philosophical and religious point of view.

Study on the philosophy of semantics in Tantric texts and Sanskrit grammar.

A. N. Prior; XIV—Time, Existence and Identity, Proceedings of the Aristotelian Society, Volume 66, Issue 1, 1 June 1966, Pages 183–192, https://doi.org/10.1093/.

Multilingual dictionary of philosophical terms.

Context: Technology has not only changed the way we teach mathematical concepts but also the nature of knowledge, and thus what is possible to learn. While geometric transformations are recognized to be foundational to the formation of students’ geometric conceptions, little research has focused on how these notions can be introduced in elementary schooling. Problem: This project addressed the need for development of students’ reasoning about and with geometric transformations in elementary school. We investigated the nature of students’ understandings of (...) translations, rotations, scaling, and stretching in two dimensions in the context of use of the software application Graphs ’n Glyphs. More specifically, we explored the question “What is the nature of elementary students’ reasoning of geometric transformations when instruction exploits the technological tool Graphs ’n Glyphs?” Method: Using a design research perspective, we present the conduct of a teaching experiment with one pair of fourth-graders, studying translation and rotation. The project investigated how and to what extent activity using Graphs ’n Glyphs can elicit students’ reasoning about geometric transformations, and explored the constraints and affordances of Graphs ’n Glyphs for thinking-in-change about geometric transformations. Results: The students proved adept using the software with carefully designed tasks to explore the behavior of two-dimensional shapes, distinguish among transformations, and develop predictions. In relation to varied conditions of transformations, they formed generalizations about the way a shape behaves, including the use of referent points in predicting outcomes of translations, and recognizing the role of the center of rotation. Implications: The generalizations that the students developed are foundational for developing an understanding of the properties of transformations in the later years of schooling. Dynamic technological approaches to geometry may prove as valuable to elementary students’ understanding of geometry as it is for older students. Constructivist content: This study contributes to ongoing constructivism/constructionism conversations by concentrating on the transformation of ideas when engaging learners in activity through particular contexts and tools. Key Words: Geometry, transformations, constructionist technologies. (shrink)

Este libro presenta más de medio siglo de la historia de España a través de los ojos de un espectador lúcido y atento que nunca ha sido extraño a su propia época. Es un testimonio vital de un gran historiador de la filosofía y un documento valioso para entender algunos aspectos de la historia del pensamiento español y de la evolución de la enseñanza en la segunda mitad del siglo XX. Índice: Prólogo, por Horacio Capel.- Preámbulo.- Infancia y orígenes.- Guerra (...) y posguerra, universidad y milicia.- Segunda juventud y madurez.- En la monarquía de Juan Carlos.- Penúltimas reflexiones (aunque no nuevas).- Epílogo, por Laureano Bonet. (shrink)

Ethics as depicted in the Brahmanas, Hindu canonical texts.

t. 1. La Antigüedad -- t. 2. Edad Media, renacimiento y barroco -- t. 3. Siglos XVIII, XIV y XX.

I think--though this is not completely clear--that it would be accurate in the situation which I have envisaged, for me to say to you 'Once you were me,' and for you to say this to me. For suppose we represent our joint life-history in the obvious way by a big Y. The left arm is not the right arm, and neither arm is the pedestal; but the word 'me' does not denote the present part of my life-history, represented by the (...) left arm, nor any other part of my life-history, but rather denotes the person whose life history is represented by the pedestal plus the left arm, and the word 'you' similarly denotes the person whose life history is represented by the pedestal plus the right arm. These two persons were ex hypothesi one and the same person before the fission, and given that pronouns have the reference just indicated, 'Once you were me' seems a correct way of describing this fact. 'Once I was you' would of course do as well; for it doesn't mean 'Once I was you and there was no me,' which of course I cannot admit, but just 'Once I was you,' and that is fair enough. My memory of the sardine feast can then be expressed by 'I remember eating those sardines when I was you'. (shrink)