God’s Knowledge of Other Minds

This paper explores one aspect of God’s omniscience, that is, his knowledge of human minds. In §1 I spell out a traditional notion of divine knowledge, and in §2 I argue that our understanding of the thoughts of others is a distinct kind of knowledge from that involved in knowledge of the physical world; it involves empathizing with thinkers. In §3 I show how this is relevant to the question of how, and whether, God understands the thoughts of man. There is, we shall see, some tension between the alleged direct nature of God’s intuition-based knowledge and the empathetic nature of understanding other

Quantum dot-labelled polymer beads by suspension polymerisation

CdSe quantum dots with polymerisable ligands have been incorporated into polystyrene beads, via a suspension polymerisation reaction, as a first step towards the optical encoding of solid supports for application in solid phase organic chemistry

A Methodology for the Design and Verification of Globally Asynchronous/Locally Synchronous Architectures

Recent advanced in model-checking have made it practical to formally verify the correctness of many complex synchronous systems (i.e., systems driven by a single clock). However, many computer systems are implemented by asynchronously composing several synchronous components, where each component has its own clock and these clocks are not synchronized. Formal verification of such Globally Asynchronous/Locally Synchronous (GA/LS) architectures is a much more difficult task. In this report, we describe a methodology for developing and reasoning about such systems. This approach allows a developer to start from an ideal system specification and refine it along two axes. Along one axis, the system can be refined one component at a time towards an implementation. Along the other axis, the behavior of the system can be relaxed to produce a more cost effective but still acceptable solution. We illustrate this process by applying it to the synchronization logic of a Dual Fight Guidance System, evolving the system from an ideal case in which the components do not fail and communicate synchronously to one in which the components can fail and communicate asynchronously. For each step, we show how the system requirements have to change if the system is to be implemented and prove that each implementation meets the revised system requirements through modelchecking

Art, empathy and the divine

Religious art can reconfigure our conception of God’s omniscience. This should be seen in terms of divine understanding, with empathy and love required for understanding of human beings. §I surveys reasons to think that God can empathize with us. §II and §III consider different ways that religious art has attempted to represent such empathetic relations. There are images of Christ’s suffering that elicit empathy in the viewer, and there are depictions of God’s empathetic understanding of humanity. §IV and §V consider the epistemic roles of art and how religious art can reconfigure how we think of God’s omniscience

Learning to teach (LETS): developing curricular and cross curricular competences in becoming a 'good' secondary teacher: executive summary

The aim of this research, the Learning to Teach Study (LETS), the first of its kind on the Postgraduate Diploma in Education (PGDE) in Ireland, funded by the Department of Education and Skills (DES), was to develop and implement a study of initial teacher education in the PGDE in post-primary education, in the School of Education, University College Cork. Its aim was to identify the individual and contextual dynamics of how student teachers develop curricular and cross-curricular competences during initial teacher education (ITE). Within an overall framework that explores how student teachers develop their skills, competences and identity as teachers, it focuses on curricular competences in mathematics, science and language teaching, and on the cross-curricular competences of reading and digital literacy and the development of inclusive teaching practices. LETS is the first programme level research on the PGDE, familiarly known to generations of student teachers and teachers as ‘the Dip’ or ‘the HDip’. Drawing on research on teacher education both in Ireland and internationally, the LETS report is divided into six sections encompassing thirteen chapters. Section 1 includes the review of literature and study aims in Chapter 1 and the research methodology in Chapter 2. Adopting an interpretive approach, LETS involved the collaborative development of three interviews protocols and a survey by the research team. Seventeen (n=17) students were interviewed three times over the course of PGDE programme, and one hundred and thirty three students completed a detailed survey on their learning to teach experience (n=133, i.e. response rate of 62.7% of the 212 students in the PGDE 2008/09 cohort). The four chapters in Section 2 focus on professional identity as a central dimension of learning to teach. Among the dimensions of learning to teach addressed in this section are the role of observation and cultural scripts in becoming a teacher, the visibility/invisibility of PGDE students as learners and the relationships between emotions, resilience and commitment to teaching. The three chapters in Section 3 focus on mathematics, modern languages and science respectively in the context of conventional and reform-oriented visions of good teaching. A number of common as well as subject-specific themes emerged in this section in relation to subject matter teaching. Section 4 focuses on PGDE students’ experience of inclusion (chapter 10) and reading literacy (chapter 11) while learning to teach. Section 5 focuses on a key aspect of initial teacher education, namely, the school-university partnership. The final section provides a summary of the findings, identifies seven key issues emerging from these findings, makes Learning to Teach Study (LETS) recommendations under four headings (system, teacher education institutions, partnerships in ITE and further research) and discusses some implications for research, policy and practice in initial teacher education. Among the main findings emerging from the study are: (i) schools provide valuable support for PGDE students but this typically does not focus on classroom pedagogy, (ii) PGDE students typically felt that they had to be ‘invisible’ as learners in schools to gain and maintain authority and status, (iii) inherited cultural scripts about what it means to be a ‘good’ subject teacher shaped teacher identity and classroom practice, and (iv) as PGDE students begin to feel competent as teachers of maths, modern languages and science, this feeling of competence typically does not include their capacity to teach for inclusion and reading literacy within their subject teaching. In the context of research on teacher education, many of the findings are not unique to the PGDE or to UCC but reflect perennial dilemmas and emerging challenges in initial teacher education. This fact is important in setting a context for the wider dissemination2 of the Learning to Teach Study

Living with limited water: sunflowers and cotton as alternative crops

Presented at the 15th annual Central Plains irrigation conference and exposition proceedings on February 4-5, 2003 at the City Limits Convention Center in Colby, Kansas.Includes bibliographical references

Cubism: Art and Philosophy

In this paper I argue that the development of cubism by Picasso and Braque at the beginning of the twentieth century can be illuminated by consideration of long-running philosophical debates concerning perceptual realism, in particular by Locke’s (1689) distinction between primary and secondary properties, and Kant’s (1781) empirical realism. Daniel-Henry Kahnweiler (1920), Picasso’s dealer and early authority on cubism, interpreted Picasso and Braque as Kantian in their approach. I reject his influential interpretation, but propose a more plausible, Kantian reading of cubism

Cubism and Kant

Daniel-Henry Kahnweiler (1920), Picasso’s dealer and early authority on cubism, interpreted Picasso, Braque and Gris as Kantian in their approach. In §1 I provide an introduction to cubism and to Kahnweiler’s use of Kantian terminology to distinguish analytic and synthetic cubism. §2 concerns the ‘idealist’ interpretation of cubism in which the works are seen as attempting to depict Kantian things-in-themselves. I argue that this interpretation betrays a misunderstanding of Kant and it is at odds with Picasso’s pluralism. In §3 I suggest an alternative Kantian interpretation of cubism, one that draws on Kant’s empirical realism and the cognitive input that is necessary for experience. In §4 this is contrasted with the two-aspect reading of transcendental idealism. Lastly, in §5, I acknowledge that the major cubists had limited or no knowledge of Kant, but nevertheless argue that it is illuminating to see their works in terms of Kantian realism