An explicit derivation of the Mobius function for Bruhat order

We give an explicit nonrecursive complete matching for the Hasse diagram of the strong Bruhat order of any interval in any Coxeter group. This yields a new derivation of the Mobius function, recovering a classical result due to Verma.Comment: 9 pages; final versio

Levelling the Analysis of Knowledge via Methodological Scepticism

ABSTRACT: In this essay I provide one methodology that yields the level of analysis of an alleged knowledge-claim under investigation via its relations to varying gradations of scepticism. Each proposed knowledge-claim possesses a specified relationship with: (i) a globally sceptical argument; (ii) the least sceptical but successful argument that casts it into doubt; and (iii) the most sceptical yet unsuccessful argument, which is conceivably hypothesized to repudiate it but fails to do so. Yielding this specified set of relations, by means of proceeding from global scepticism to (ii) and (iii), increases the chances of identifying the highest evaluative relevancy of the levels of analysis and observation of an alleged knowledge-claim. I argue that the failure to analyse and derive a difference between (i) and (ii) with respect to an alleged knowledge-claim signifies that the claim is grounded within the theoretical framework itself, that the claim lacks specification with regard to content that is analysable via that framework, and the claim is dubious insofar as alternative theoretic frameworks may present greater relevancy to levels of observation. KEYWORDS: knowledge, scepticism, perception, level of observation, magnification level, methodological scepticis

The Economics of Endangered Species Poaching

endangered species, poaching, International trade

A DISCUSSANT'S VIEWS OF COMPUTERIZED BUDGET DEVELOPMENT, DISTRIBUTION AND USE

Farm Management,

Subject knowledge and pedagogic knowledge: ingredients for good teaching? An English perspective

The term 'pedagogy' has become a more commonly used word in English educational circles, but it is an under-used and partially misunderstood concept. It is the aim of this article to explore some of the factors that lead to effective classroom teaching. The medieval view of teaching was one where only subject knowledge was necessary, but the work of social constructivists has led to a more student-centred approach to teaching that depends largely on learners' activities and within which the pedagogical skills of the teacher can actively promote better learning. One conceptualisation of teachers? knowledge is that teachers' knowledge is predominantly a 'craft knowledge' which is largely idiosyncratic and nontheoretical. Other conceptualisations suggest that teachers need a deep understanding of several different knowledge bases to develop sophisticated professional expertise. One pertinent issue is one of how teachers transform content expertise into forms that are pedagogically powerful and yet adaptive to the variety of student abilities and backgrounds. Another significant issue is one of reflection. The reflective process includes reviewing, reconstructing, re-enacting and critically analysing one's own teaching abilities and then grouping these reflected explanations into evidence of changes that need to be made to become a better teacher. In summary, this article examines the importance of subject knowledge and its relationship to pedagogical knowledge. It explores teachers' tacit knowledge and teachers' expertise in transforming content knowledge into a form that is accessible to pupils

Eight out of ten isn't good enough: challenging teachers' perceptions of assessment

One of the more challenging aspects of training teachers is demonstrating that assessment is a great deal more complex than simply marking students' work. It is necessary to show that assessment takes a number of forms, that it is used for a variety of purposes and that it must be applied in a systematic and structured way in order to be effective. This paper describes the techniques used at the Institute of Education, University of London, to encourage training teachers to look at assessment in a new way. The whole-year programme is outlined, but emphasis is placed on an introductory session held at the start of the course. Ostensibly a simple ice-breaking exercise, the game in fact demonstrates many of the pit-falls of assessment and brings to life terms which the trainees will encounter more formally later on in the course