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arguments</title> <meta name="description" content="Search results for: arguments"> <meta name="keywords" content="arguments"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="arguments"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 279</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: arguments</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">279</span> Periodicity of Solutions of a Nonlinear Impulsive Differential Equation with Piecewise Constant Arguments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehtap%20Lafc%C4%B1">Mehtap Lafcı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, oscillation, periodicity and convergence of solutions of linear differential equations with piecewise constant arguments have been significantly considered but there are only a few papers for impulsive differential equations with piecewise constant arguments. In this paper, a first order nonlinear impulsive differential equation with piecewise constant arguments is studied and the existence of solutions and periodic solutions of this equation are investigated by using Carvalho’s method. Finally, an example is given to illustrate these results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carvalho%27s%20method" title="Carvalho's method">Carvalho's method</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsive%20differential%20equation" title=" impulsive differential equation"> impulsive differential equation</a>, <a href="https://publications.waset.org/abstracts/search?q=periodic%20solution" title=" periodic solution"> periodic solution</a>, <a href="https://publications.waset.org/abstracts/search?q=piecewise%20constant%20arguments" title=" piecewise constant arguments"> piecewise constant arguments</a> </p> <a href="https://publications.waset.org/abstracts/33745/periodicity-of-solutions-of-a-nonlinear-impulsive-differential-equation-with-piecewise-constant-arguments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">278</span> A Study of the Use of Arguments in Nominalizations as Instanciations of Grammatical Metaphors Finished in -TION in Academic Texts of Native Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giovana%20Perini-Loureiro">Giovana Perini-Loureiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to identify whether the nominalizations terminating in -TION in the academic discourse of native English speakers contain the arguments required by their input verbs. In the perspective of functional linguistics, ideational metaphors, with nominalization as their most pervasive realization, are lexically dense, and therefore frequent in formal texts. Ideational metaphors allow the academic genre to instantiate objectification, de-personalization, and the ability to construct a chain of arguments. The valence of those nouns present in nominalizations tends to maintain the same elements of the valence from its original verbs, but these arguments are not always expressed. The initial hypothesis was that these arguments would also be present alongside the nominalizations, through anaphora or cataphora. In this study, a qualitative analysis of the occurrences of the five more frequent nominalized terminations in -TION in academic texts was accomplished, and thus a verification of the occurrences of the arguments required by the original verbs. The assembling of the concordance lines was done through COCA (Corpus of Contemporary American English). After identifying the five most frequent nominalizations (attention, action, participation, instruction, intervention), the concordance lines were selected at random to be analyzed, assuring the representativeness and reliability of the sample. It was possible to verify, in all the analyzed instances, the presence of arguments. In most instances, the arguments were not expressed, but recoverable, either in the context or in the shared knowledge among the interactants. It was concluded that the realizations of the arguments which were not expressed alongside the nominalizations are part of a continuum, starting from the immediate context with anaphora and cataphora; up to a knowledge shared outside the text, such as specific area knowledge. The study also has implications for the teaching of academic writing, especially with regards to the impact of nominalizations on the thematic and informational flow of the text. Grammatical metaphors are essential to academic writing, hence acknowledging the occurrence of its arguments is paramount to achieve linguistic awareness and the writing prestige required by the academy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20linguistics" title=" functional linguistics"> functional linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20metaphors" title=" grammatical metaphors"> grammatical metaphors</a>, <a href="https://publications.waset.org/abstracts/search?q=nominalizations" title=" nominalizations"> nominalizations</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20English" title=" academic English"> academic English</a> </p> <a href="https://publications.waset.org/abstracts/88528/a-study-of-the-use-of-arguments-in-nominalizations-as-instanciations-of-grammatical-metaphors-finished-in-tion-in-academic-texts-of-native-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">277</span> Argumentation Frameworks and Theories of Judging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Anand%20Knowlton">Sonia Anand Knowlton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rise of artificial intelligence, computer science is becoming increasingly integrated in virtually every area of life. Of course, the law is no exception. Through argumentation frameworks (AFs), computer scientists have used abstract algebra to structure the legal reasoning process in a way that allows conclusions to be drawn from a formalized system of arguments. In AFs, arguments compete against each other for logical success and are related to one another through the binary operation of the attack. The prevailing arguments make up the preferred extension of the given argumentation framework, telling us what set of arguments must be accepted from a logical standpoint. There have been several developments of AFs since its original conception in the early 90’s in efforts to make them more aligned with the human reasoning process. Generally, these developments have sought to add nuance to the factors that influence the logical success of competing arguments (e.g., giving an argument more logical strength based on the underlying value it promotes). The most cogent development was that of the Extended Argumentation Framework (EAF), in which attacks can themselves be attacked by other arguments, and the promotion of different competing values can be formalized within the system. This article applies the logical structure of EAFs to current theoretical understandings of judicial reasoning to contribute to theories of judging and to the evolution of AFs simultaneously. The argument is that the main limitation of EAFs, when applied to judicial reasoning, is that they require judges to themselves assign values to different arguments and then lexically order these values to determine the given framework’s preferred extension. Drawing on John Rawls’ Theory of Justice, the examination that follows is whether values are lexical and commensurable to this extent. The analysis that follows then suggests a potential extension of the EAF system with an approach that formalizes different “planes of attack” for competing arguments that promote lexically ordered values. This article concludes with a summary of how these insights contribute to theories of judging and of legal reasoning more broadly, specifically in indeterminate cases where judges must turn to value-based approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20theory" title=" legal theory"> legal theory</a>, <a href="https://publications.waset.org/abstracts/search?q=judging" title=" judging"> judging</a> </p> <a href="https://publications.waset.org/abstracts/173672/argumentation-frameworks-and-theories-of-judging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173672.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">276</span> Value-Based Argumentation Frameworks and Judicial Moral Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Anand%20Knowlton">Sonia Anand Knowlton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the use of Artificial Intelligence is becoming increasingly integrated in virtually every area of life, the need and interest to logically formalize the law and judicial reasoning is growing tremendously. The study of argumentation frameworks (AFs) provides promise in this respect. AF’s provide a way of structuring human reasoning using a formal system of non-monotonic logic. P.M. Dung first introduced this framework and demonstrated that certain arguments must prevail and certain arguments must perish based on whether they are logically “attacked” by other arguments. Dung labelled the set of prevailing arguments as the “preferred extension” of the given argumentation framework. Trevor Bench-Capon’s Value-based Argumentation Frameworks extended Dung’s AF system by allowing arguments to derive their force from the promotion of “preferred” values. In VAF systems, the success of an attack from argument A to argument B (i.e., the triumph of argument A) requires that argument B does not promote a value that is preferred to argument A. There has been thorough discussion of the application of VAFs to the law within the computer science literature, mainly demonstrating that legal cases can be effectively mapped out using VAFs. This article analyses VAFs from a jurisprudential standpoint to provide a philosophical and theoretical analysis of what VAFs tell the legal community about the judicial reasoning, specifically distinguishing between legal and moral reasoning. It highlights the limitations of using VAFs to account for judicial moral reasoning in theory and in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonmonotonic%20logic" title="nonmonotonic logic">nonmonotonic logic</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20formalization" title=" legal formalization"> legal formalization</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a> </p> <a href="https://publications.waset.org/abstracts/172011/value-based-argumentation-frameworks-and-judicial-moral-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">275</span> Logic of the Prospect Theory: The Decision Making Process of the First Gulf War and the Crimean Annexation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhengyang%20Ma">Zhengyang Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhiyao%20Li"> Zhiyao Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiayi%20Zhang"> Jiayi Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the prospect theory’s arguments about decision-making through two case studies, the First Gulf War and Russia’s annexation of Crimea. The article uses the methods of comparative case analysis and process tracing to investigate the prospect theory’s fundamental arguments. Through evidence derived from existing primary and secondary sources, this paper argues that both former U.S. President Bush and Russian President Putin viewed their situations as a domain of loss and made risky decisions to prevent further deterioration, which attests the arguments of the prospect theory. After the two case studies, this article also discusses how the prospect theory could be used in analyzing the decision-making process that led to the current Russia-Ukraine War. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20prospect%20theory" title="the prospect theory">the prospect theory</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20first%20gulf%20war" title=" the first gulf war"> the first gulf war</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20crimea%20crisis" title=" the crimea crisis"> the crimea crisis</a> </p> <a href="https://publications.waset.org/abstracts/155416/logic-of-the-prospect-theory-the-decision-making-process-of-the-first-gulf-war-and-the-crimean-annexation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">274</span> Explanation and Temporality in International Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alasdair%20Stanton">Alasdair Stanton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> What makes for a good explanation? Twenty years after Wendt’s important treatment of constitution and causation, non-causal explanations (sometimes referred to as ‘understanding’, or ‘descriptive inference’) have become, if not mainstream, at least accepted within International Relations. This article proceeds in two parts: firstly, it examines closely Wendt’s constitutional claims, and while it agrees there is a difference between causal and constitutional, rejects the view that constitutional explanations lack temporality. In fact, this author concludes that a constitutional argument is only possible if it relies upon a more foundational, causal argument. Secondly, through theoretical analysis of the constitutional argument, this research seeks to delineate temporal and non-temporal ways of explaining within International Relations. This article concludes that while the constitutional explanation, like other logical arguments, including comparative, and counter-factual, are not truly non-causal explanations, they are not bound as tightly to the ‘real world’ as temporal arguments such as cause-effect, process tracing, or even interpretivist accounts. However, like mathematical models, non-temporal arguments should aim for empirical testability as well as internal consistency. This work aims to give clear theoretical grounding to those authors using non-temporal arguments, but also to encourage them, and their positivist critics, to engage in thoroughgoing empirical tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=causal%20explanation" title="causal explanation">causal explanation</a>, <a href="https://publications.waset.org/abstracts/search?q=constitutional%20understanding" title=" constitutional understanding"> constitutional understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=temporality" title=" temporality"> temporality</a> </p> <a href="https://publications.waset.org/abstracts/86936/explanation-and-temporality-in-international-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">273</span> Fallacies of Argumentation in Modern American Political Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zarine%20Avetisyan">Zarine Avetisyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of speech production and transmission naturally implies the occurrence of certain defective assumptions and erroneous formulations which may be both spontaneous, caused by haste, carelessness, etc., or deliberate. Whether deliberate or not, fallacies always act by way of “faux pas”. In the latter case, we deal with fake or deceptive arguments which are the focus of the given paper. The paper departs from the assumption that fallacies are arguments that prove nothing. Additionally and more importantly, political discourse becomes the main domain for scholarly “cultivation” while pinning down fallacies. The fallacy of telling the truth but deliberately omitting important key details in order to falsify the larger picture called “the half truth” captures special attention in the given paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=break%20in%20the%20information%20chain" title="break in the information chain">break in the information chain</a>, <a href="https://publications.waset.org/abstracts/search?q=fallacy" title=" fallacy"> fallacy</a>, <a href="https://publications.waset.org/abstracts/search?q=half%20truth" title=" half truth"> half truth</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a> </p> <a href="https://publications.waset.org/abstracts/47350/fallacies-of-argumentation-in-modern-american-political-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47350.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">272</span> Students’ Notions About Bioethical Issues - A Comparative Study in Indian Subcontinent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Astha%20Saxena">Astha Saxena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is based in Indian subcontinent and aims at exploring students’ conceptions about ethical issues related to Biotechnology at both high school and undergraduate level. The data collection methods involved taking classroom notes, recording students’ observations and arguments, and focussed group discussions with students. The data was analysed using classroom discourse analysis and interpretive approaches. The findings depicted different aspects of students’ thinking, meaning making and ethical understanding with respect to complex bioethical issues such as genetically modified crops, in-vitro fertilization (IVF), human genomic project, cloning, etc., at high school as well as undergraduate level. The paper offers a comparative account of students’ arguments with respect to ethical issues in biotechnology at the high school & undergraduate level, where it shows a clear gradation in their ethical understanding from high school to undergraduate level, which can be attributed to their enhanced subject-matter knowledge. The nature of students’ arguments reveal that there is more reliance on the utilitarian aspect of these biotechnologies as against a holistic understanding about a particular bioethical issue. This study has implications for science teachers to delve into students’ thinking and notions about ethical issues in biotechnology and accordingly design appropriate pedagogical approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethical%20issues" title="ethical issues">ethical issues</a>, <a href="https://publications.waset.org/abstracts/search?q=biotechnology" title=" biotechnology"> biotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20understanding" title=" ethical understanding"> ethical understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=argument" title=" argument"> argument</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20reasoning" title=" ethical reasoning"> ethical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/165215/students-notions-about-bioethical-issues-a-comparative-study-in-indian-subcontinent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">271</span> The Impact of Task Type and Group Size on Dialogue Argumentation between Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Soledad%20Peralta">Nadia Soledad Peralta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the framework of socio-cognitive interaction, argumentation is understood as a psychological process that supports and induces reasoning and learning. Most authors emphasize the great potential of argumentation to negotiate with contradictions and complex decisions. So argumentation is a target for researchers who highlight the importance of social and cognitive processes in learning. In the context of social interaction among university students, different types of arguments are analyzed according to group size (dyads and triads) and the type of task (reading of frequency tables, causal explanation of physical phenomena, the decision regarding moral dilemma situations, and causal explanation of social phenomena). Eighty-nine first-year social sciences students of the National University of Rosario participated. Two groups were formed from the results of a pre-test that ensured the heterogeneity of points of view between participants. Group 1 consisted of 56 participants (performance in dyads, total: 28), and group 2 was formed of 33 participants (performance in triads, total: 11). A quasi-experimental design was performed in which effects of the two variables (group size and type of task) on the argumentation were analyzed. Three types of argumentation are described: authentic dialogical argumentative resolutions, individualistic argumentative resolutions, and non-argumentative resolutions. The results indicate that individualistic arguments prevail in dyads. That is, although people express their own arguments, there is no authentic argumentative interaction. Given that, there are few reciprocal evaluations and counter-arguments in dyads. By contrast, the authentically dialogical argument prevails in triads, showing constant feedback between participants’ points of view. It was observed that, in general, the type of task generates specific types of argumentative interactions. However, it is possible to emphasize that the authentically dialogic arguments predominate in the logical tasks, whereas the individualists or pseudo-dialogical are more frequent in opinion tasks. Nerveless, these relationships between task type and argumentative mode are best clarified in an interactive analysis based on group size. Finally, it is important to stress the value of dialogical argumentation in educational domains. Argumentative function not only allows a metacognitive reflection about their own point of view but also allows people to benefit from exchanging points of view in interactive contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociocognitive%20interaction" title="sociocognitive interaction">sociocognitive interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=size%20of%20the%20grup" title=" size of the grup"> size of the grup</a> </p> <a href="https://publications.waset.org/abstracts/156851/the-impact-of-task-type-and-group-size-on-dialogue-argumentation-between-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">270</span> Exploring Polar Syntactic Effects of Verbal Extensions in Basà Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imoh%20Philip">Imoh Philip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work investigates four verbal extensions; two in each set resulting in two opposite effects of the valency of verbs in Basà language. Basà language is an indigenous language spoken in Kogi, Nasarawa, Benue, Niger states and all the Federal Capital Territory (FCT) councils. Crozier & Blench (1992) and Blench & Williamson (1988) classify Basà as belonging to Proto–Kru, under the sub-phylum Western –Kru. It studies the effects of such morphosyntactic operations in Basà language with special focus on ‘reflexives’ ‘reciprocals’ versus ‘causativization’ and ‘applicativization’ both sets are characterized by polar syntactic processes of either decreasing or increasing the verb’s valency by one argument vis-à-vis the basic number of arguments, but by the similar morphological processes. In addition to my native intuitions as a native speaker of Basà language, data elicited for this work include discourse observation, staged and elicited spoken data from fluent native speakers. The paper argues that affixes attached to the verb root, result in either deriving an intransitive verb from a transitive one or a transitive verb from a bi/ditransitive verb and equally increase the verb’s valence deriving either a bitransitive verb from a transitive verb or a transitive verb from a intransitive one. Where the operation increases the verb’s valency, it triggers a transformation of arguments in the derived structure. In this case, the applied arguments displace the inherent ones. This investigation can stimulate further study on other transformations that are either syntactic or morphosyntactic in Basà and can also be replicated in other African and non-African languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=verbal%20extension" title="verbal extension">verbal extension</a>, <a href="https://publications.waset.org/abstracts/search?q=valency" title=" valency"> valency</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive" title=" reflexive"> reflexive</a>, <a href="https://publications.waset.org/abstracts/search?q=reciprocal" title=" reciprocal"> reciprocal</a>, <a href="https://publications.waset.org/abstracts/search?q=causativization" title=" causativization"> causativization</a>, <a href="https://publications.waset.org/abstracts/search?q=applicativization" title=" applicativization"> applicativization</a>, <a href="https://publications.waset.org/abstracts/search?q=Bas%C3%A0" title=" Basà "> Basà </a> </p> <a href="https://publications.waset.org/abstracts/20936/exploring-polar-syntactic-effects-of-verbal-extensions-in-basa-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">269</span> Three Issues for Integrating Artificial Intelligence into Legal Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fausto%20Morais">Fausto Morais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence has been widely used in law. Programs are able to classify suits, to identify decision-making patterns, to predict outcomes, and to formalize legal arguments as well. In Brazil, the artificial intelligence victor has been classifying cases to supreme court’s standards. When those programs act doing those tasks, they simulate some kind of legal decision and legal arguments, raising doubts about how artificial intelligence can be integrated into legal reasoning. Taking this into account, the following three issues are identified; the problem of hypernormatization, the argument of legal anthropocentrism, and the artificial legal principles. Hypernormatization can be seen in the Brazilian legal context in the Supreme Court’s usage of the Victor program. This program generated efficiency and consistency. On the other hand, there is a feasible risk of over standardizing factual and normative legal features. Then legal clerks and programmers should work together to develop an adequate way to model legal language into computational code. If this is possible, intelligent programs may enact legal decisions in easy cases automatically cases, and, in this picture, the legal anthropocentrism argument takes place. Such an argument argues that just humans beings should enact legal decisions. This is so because human beings have a conscience, free will, and self unity. In spite of that, it is possible to argue against the anthropocentrism argument and to show how intelligent programs may work overcoming human beings' problems like misleading cognition, emotions, and lack of memory. In this way, intelligent machines could be able to pass legal decisions automatically by classification, as Victor in Brazil does, because they are binding by legal patterns and should not deviate from them. Notwithstanding, artificial intelligent programs can be helpful beyond easy cases. In hard cases, they are able to identify legal standards and legal arguments by using machine learning. For that, a dataset of legal decisions regarding a particular matter must be available, which is a reality in Brazilian Judiciary. Doing such procedure, artificial intelligent programs can support a human decision in hard cases, providing legal standards and arguments based on empirical evidence. Those legal features claim an argumentative weight in legal reasoning and should serve as references for judges when they must decide to maintain or overcome a legal standard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20legal%20principles" title=" artificial legal principles"> artificial legal principles</a>, <a href="https://publications.waset.org/abstracts/search?q=hypernormatization" title=" hypernormatization"> hypernormatization</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20anthropocentrism%20argument" title=" legal anthropocentrism argument"> legal anthropocentrism argument</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20reasoning" title=" legal reasoning"> legal reasoning</a> </p> <a href="https://publications.waset.org/abstracts/115926/three-issues-for-integrating-artificial-intelligence-into-legal-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">268</span> Spinoza, Law and Gender Equality in Politics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Debora%20Caetano%20Dahas">Debora Caetano Dahas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In ‘Ethics’ and in ‘A Political Treatise’ Spinoza presents his very influential take on natural law and the principles that guide his philosophical work and observations. Spinoza’s ideas about rationalization, God, and ethical behavior are undeniably relevant to many debates in the field of legal theory. In addition, it is important to note that Spinoza's takes on body, mind, and imagination played an important role in building a certain way of understanding the female figure in western societies and of their differences in regards to the male figure. It is important to emphasize that the constant and insistent presentation of women as inferior and irrational beings corroborates the institutionalization of discriminatory public policies and practices legitimized by the legal system that cooperates with the aggravation of gender inequalities. Therefore, his arguments in relation to women and their nature have been highly criticized, especially by feminist theorists during the second half of the 21st century. The questioning of this traditional philosophy –often phallocentric– and its way of describing women as irrational and less capable than men, as well as the attempt to reformulate postulates and concepts, takes place in such a way as to create a deconstruction of classical concepts. Some of the arguments developed by Spinoza, however, can serve as a basis for elucidating in what way and to what extent the social and political construction of the feminine identity served as a basis for gender inequality. Thus, based on to the observations elaborated by Moira Gantes, the present research addresses the relationship between Spinoza and the feminist demands in the juridical and political spheres, elaborating arguments that corroborate the convergence between his philosophy and feminist critical theory. Finally, this research aims to discuss how the feminists' critics of Spinoza’s writings have deconstructed and rehabilitated his principles and, in doing so, can further help to illustrate the importance of his philosophy –and, consequently, of his notes on Natural Law– in understanding gender equality as a vital part of the effective implementation of democratic debate and inclusive political participation and representation. In doing so, philosophical and legal arguments based on the feminist re-reading of Spinoza’s principles are presented and then used to explain the controversial political reform in Brazil, especially in regards to the applicability of the legislative act known as Law n. 9.504/1997 which establishes that at least 30% of legislative seats must be occupied by women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20law" title="natural law">natural law</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism" title=" feminism"> feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a> </p> <a href="https://publications.waset.org/abstracts/98722/spinoza-law-and-gender-equality-in-politics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">267</span> Written Argumentative Texts in Elementary School: The Development of Text Structure and Its Relation to Reading Comprehension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Zadunaisky%20Ehrlich">Sara Zadunaisky Ehrlich</a>, <a href="https://publications.waset.org/abstracts/search?q=Batia%20Seroussi"> Batia Seroussi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Stavans"> Anat Stavans</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Text structure is a parameter of text quality. This study investigated the structure of written argumentative texts produced by elementary school age children. We set two objectives: to identify and trace the structural components of the argumentative texts and to investigate whether reading comprehension skills were correlated with text structure. 293 school children from 2nd to 5th grades were asked to write two argumentative texts about informal or everyday life controversial topics and completed two reading tasks that targeted different levels of text comprehension. The findings indicated, on the one hand, significant developmental differences between mature and more novice writers in terms of text length and mean proportion of clauses produced for a better elaboration of the different text components. On the other hand, with certain fluctuations, no meaningful differences were found in terms of presence of text structure: at all grade levels, elementary school children produced the basic and minimal structure that included the writer's argument and reasons or arguments' supports. Counter-arguments were scarce even in the upper grades. While the children captured that essentially an argument must be justified, the more the number of supports produced, the fewer the clauses the children produced. Last, weak to mild relations were found between reading comprehension and argumentative text structure. Nevertheless, children who scored higher on sophisticated questions that require inferential or world knowledge displayed more elaborated structures in terms of text length and size of supports to the writer's argument. These findings indicate how school-age children perceive the basic template of an argument with future implications regarding how to elaborate written arguments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20text" title="argumentative text">argumentative text</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20structure" title=" text structure"> text structure</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20children" title=" elementary school children"> elementary school children</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20argumentations" title=" written argumentations"> written argumentations</a> </p> <a href="https://publications.waset.org/abstracts/102517/written-argumentative-texts-in-elementary-school-the-development-of-text-structure-and-its-relation-to-reading-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">266</span> Anthropological Basis of Arguments in Plato’s Protagoras</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Nouri%20Sangedehy">Zahra Nouri Sangedehy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two anthropologies considered in Protagoras. The first of them (Protagoras) considers the appearance of man, like all other beings, as the result of a natural evolution without a predetermined plan and aim. Not only the human's corporeal existence is the result of evolution and natural choices, but also his moral and social life can be explained in the light of this factor. In this anthropology, the moral and political laws derive from the contract and the people's majority agreement of society to survive. Society and socio-political institutions are the reason for the education and training (paidia) of virtues in general. The second anthropology is Socrates's, which is not clearly projected and is hidden behind his arguments. In this way, man's moral and social life is intrinsic. Man is intrinsically a moral and social being. Socrates intends to criticize the theory of the contractual nature of ethics by demonstrating the unity of virtues on the one hand and the identity of virtue and knowledge, and the problem of the teaching of virtues based on intrinsic and a priori knowledge of human beings, on the other hand, albeit with a new kind of education and training, which will replace the Sophists' education. Therefore, ethics will have undoubted foundations, and human beings will be defined again. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Protagoras" title="Protagoras">Protagoras</a>, <a href="https://publications.waset.org/abstracts/search?q=techne" title=" techne"> techne</a>, <a href="https://publications.waset.org/abstracts/search?q=ar%C3%AAte" title=" arête"> arête</a>, <a href="https://publications.waset.org/abstracts/search?q=paidia" title=" paidia"> paidia</a> </p> <a href="https://publications.waset.org/abstracts/157020/anthropological-basis-of-arguments-in-platos-protagoras" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">265</span> Moral Reasoning among Croatian Adolescents with Different Levels of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20%C5%A0imi%C4%87">Nataša Šimić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ljiljana%20Gregov"> Ljiljana Gregov</a>, <a href="https://publications.waset.org/abstracts/search?q=Matilda%20Nikoli%C4%87"> Matilda Nikolić</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Toki%C4%87"> Andrea Tokić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Prorokovi%C4%87"> Ana Proroković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moral development takes place in six phases which can be divided in a pre-conventional, conventional and post-conventional level. Moral reasoning, as a key concept of moral development theories, involves a process of discernment/inference in doubtful situations. In research to date, education has proved to be a significant predictor of moral reasoning. The aim of this study was to investigate differences in moral reasoning and Kohlberg's phases of moral development between Croatian adolescents with different levels of education. In Study 1 comparisons between the group of secondary school students aged 17-18 (N=192) and the group of university students aged 21-25 (N=383) were made. Study 2 included comparison between university students group (N=69) and non-students group (N=43) aged from 21 to 24 (these two groups did not differ in age). In both studies, the Croatian Test of Moral Reasoning by Proroković was applied. As a measure of moral reasoning, the Index of Moral Reasoning (IMR) was calculated. This measure has some advantages compared to other measures of moral reasoning, and includes individual assessments of deviations from the ‘optimal profile’. Results of the Study 1 did not show differences in the IMR between secondary school students and university students. Both groups gave higher assessments to the arguments that correspond to higher phases of moral development. However, group differences were found for pre-conventional and conventional phases. As expected, secondary school students gave significantly higher assessments to the arguments that correspond to lower phases of moral development. Results of the Study 2 showed that university students, in relation to non-students, have higher IMR. Respecting to phases of moral development, both groups of participants gave higher assessments to the arguments that correspond to the post-conventional phase. Consistent with expectations and previous findings, results of both studies did not confirm gender differences in moral reasoning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20of%20moral%20reasoning" title=" index of moral reasoning"> index of moral reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=Kohlberg%27s%20theory%20of%20moral%20development" title=" Kohlberg's theory of moral development"> Kohlberg's theory of moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20reasoning" title=" moral reasoning"> moral reasoning</a> </p> <a href="https://publications.waset.org/abstracts/60656/moral-reasoning-among-croatian-adolescents-with-different-levels-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">264</span> Argument Representation in Non-Spatial Motion Bahasa Melayu Based Conceptual Structure Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Jamilah%20Binti%20Rosly">Nurul Jamilah Binti Rosly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The typology of motion must be understood as a change from one location to another. But from a conceptual point of view, motion can also occur in non-spatial contexts associated with human and social factors. Therefore, from the conceptual point of view, the concept of non-spatial motion involves the movement of time, ownership, identity, state, and existence. Accordingly, this study will focus on the lexical as shared, accept, be, store, and exist as the study material. The data in this study were extracted from the Database of Languages and Literature Corpus Database, Malaysia, which was analyzed using semantics and syntax concepts using Conceptual Structure Theory - Ray Jackendoff (2002). Semantic representations are represented in the form of conceptual structures in argument functions that include functions [events], [situations], [objects], [paths] and [places]. The findings show that the mapping of these arguments comprises three main stages, namely mapping the argument structure, mapping the tree, and mapping the role of thematic items. Accordingly, this study will show the representation of non- spatial Malay language areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arguments" title="arguments">arguments</a>, <a href="https://publications.waset.org/abstracts/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=constituencies" title=" constituencies"> constituencies</a>, <a href="https://publications.waset.org/abstracts/search?q=events" title=" events"> events</a>, <a href="https://publications.waset.org/abstracts/search?q=situations" title=" situations"> situations</a>, <a href="https://publications.waset.org/abstracts/search?q=thematics" title=" thematics"> thematics</a> </p> <a href="https://publications.waset.org/abstracts/116661/argument-representation-in-non-spatial-motion-bahasa-melayu-based-conceptual-structure-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">263</span> An ERP Study of Chinese Pseudo-Object Structures </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Changyin%20Zhou">Changyin Zhou </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Verb-argument relation is a very important aspect of syntax-semantics interaction in sentence processing. Previous ERP (event related potentials) studies in this field mainly concentrated on the relation between the verb and its core arguments. The present study aims to reveal the ERP pattern of Chinese pseudo-object structures (SOSs), in which a peripheral argument is promoted to occupy the position of the patient object, as compared with the patient object structures (POSs). The ERP data were collected when participants were asked to perform acceptability judgments about Chinese phrases. Our result shows that, similar to the previous studies of number-of-argument violations, Chinese SOSs show a bilaterally distributed N400 effect. But different from all the previous studies of verb-argument relations, Chinese SOSs demonstrate a sustained anterior positivity (SAP). This SAP, which is the first report related to complexity of argument structure operation, reflects the integration difficulty of the newly promoted arguments and the progressive nature of well-formedness checking in the processing of Chinese SOSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20pseudo-object%20structures" title="Chinese pseudo-object structures">Chinese pseudo-object structures</a>, <a href="https://publications.waset.org/abstracts/search?q=ERP" title=" ERP"> ERP</a>, <a href="https://publications.waset.org/abstracts/search?q=sustained%20anterior%20positivity" title=" sustained anterior positivity"> sustained anterior positivity</a>, <a href="https://publications.waset.org/abstracts/search?q=verb-argument%20relation" title=" verb-argument relation "> verb-argument relation </a> </p> <a href="https://publications.waset.org/abstracts/35410/an-erp-study-of-chinese-pseudo-object-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">262</span> Aquinas Be Damned: Tension between Nothingness and Suffering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Latham">Elizabeth Latham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aquinas has long been revered by the Catholic Church as one of the greatest theologians of all time. His most well-known and widely respected theological work, the Summa Theologica has been referenced by countless members of the clergy in support of arguments for and about the existence of God. It is surprising, then, and important that one component in his ontological arguments seems to contradict a precept upheld by the Catechism, the Catholic Church’s comprehensive document detailing their theological positions and laws. In Summa Theologica, Thomas Aquinas argued that God’s eternal existence is both an observable and necessary quality. In the Catechism, the Catholic Church argues that souls in Hell are separated from God, and only souls in Heaven are like him. After introducing research on Philosophical Psychology and the natures of consciousness and pain, this paper comes to the conclusion that in order to reconcile the theology of the Catholic Church at large with that of Thomas Aquinas, one must somehow solve the following problem: if a soul must exist eternally to suffer eternally, it must be like God; and, if a soul is in Hell, it is completely separate from God and not like him at all. Thomas Aquinas deviates at this point from the current theological holdings of the Catholic Church, and this apparent discrepancy must be resolved if the Church hopes to use him going forward as a standard for natural theology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aquinas" title="aquinas">aquinas</a>, <a href="https://publications.waset.org/abstracts/search?q=catholic%20catechism" title=" catholic catechism"> catholic catechism</a>, <a href="https://publications.waset.org/abstracts/search?q=consciousness" title=" consciousness"> consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20psychology" title=" philosophical psychology"> philosophical psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=summa%20theologica" title=" summa theologica"> summa theologica</a> </p> <a href="https://publications.waset.org/abstracts/111919/aquinas-be-damned-tension-between-nothingness-and-suffering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">261</span> Reconsidering the Legitimacy of Capital Punishment in the Interpretation of the Human Right to Life in the Two Traditional Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yujie%20Zhang">Yujie Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are debates around the legitimacy of capital punishment, i.e., whether death could serve as a proper execution in our legal system or not. Different arguments have been raised. However, none of them seem able to provide a determined answer to the issue; this results in a lack of instruction in the legal practice. This article, therefore, devotes itself to the effort to find such an answer. It takes the perspective of rights, through interpreting the concept of right to life, which capital punishment appears to be in confliction with in the two traditional approaches, to reveal a possibly best account of the right and its conclusion on capital punishment. However, this effort is not a normative one which focuses on what ought to be. It means the article does not try to work out which argument we should choose and solve the hot debate on whether capital punishment should be allowed or not. It, again, does not propose which perspective we should take to approach this issue or generally which account of right must be better; rather, it is more a thought experiment. It attempts to raise a new perspective to approach the issue of the legitimacy of capital punishment. Both its perspective and conclusion therefore are tentative: what if we view this issue in a way we have never tried before, for example the different accounts of right to life? In this sense, the perspective could be defied, while the conclusion could be rejected. Other perspectives and conclusions are also possible. Notwithstanding, this tentative perspective and account of the right still could not be denied from serving as a potential approach, since it does have the ability to provide us with a determined attitude toward capital punishment that is hard to achieve through existing arguments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capital%20punishment" title="capital punishment">capital punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20to%20life" title=" right to life"> right to life</a>, <a href="https://publications.waset.org/abstracts/search?q=theories%20of%20rights" title=" theories of rights"> theories of rights</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20choice%20theory" title=" the choice theory"> the choice theory</a> </p> <a href="https://publications.waset.org/abstracts/56449/reconsidering-the-legitimacy-of-capital-punishment-in-the-interpretation-of-the-human-right-to-life-in-the-two-traditional-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">260</span> The Quranic Case for Resurrection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maira%20Farooq%20Maneka">Maira Farooq Maneka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Death has increasingly caused humans to investigate its reality and what lies after it, if something at all, with personal conviction and concern. Till date it remains a matter of speculation. We do not encounter arguments other than ‘faith’ from major world religions when justifying claims about life after death (LAD) as it is an unseen phenomenon. This paper attempts to analyse the Islamic idea of resurrection (after death) and its justification that is distinct from faith but instead contemplative in nature. To do this a legal lens was adopted which allowed the categorisation of selected Quranic arguments under the heading of direct evidence, indirect evidence and intuitive reasoning. Results: Four kinds of direct evidences are discussed under the themes of sleep, droughts, predictions and Quranic challenge. The section of indirect evidences narrows its scope only to two, out of many, broad possible signs that pointed towards the reality of resurrection. These include the signs found in nature such as sun and water as well as signs one finds within the human body such as the creation and function of human fingertips. Finally the last section tries to amalgamate Quran’s appeal to human rationality that facilitates the reader in accepting the possibility of resurrection and hence a final Day of Judgement. These include the notion of accountability, pleasure, pain and human agency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam" title="Islam">Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20after%20death" title=" life after death"> life after death</a>, <a href="https://publications.waset.org/abstracts/search?q=Quran" title=" Quran"> Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=resurrection" title=" resurrection"> resurrection</a> </p> <a href="https://publications.waset.org/abstracts/154763/the-quranic-case-for-resurrection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">259</span> Nuclear Safety and Security in France in the 1970s: A Turning Point for the Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jandot%20Aur%C3%A9lia">Jandot Aurélia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In France, in the main media, the concern about nuclear safety and security has not really appeared before the beginning of the 1970s. The gradual changes in its perception are studied here through the arguments given in the main French news magazines, linked with several parameters. As this represents a considerable amount of copies and thus of information, are selected here the main articles as well as the main “mental images” aiming to persuade the readers and which have led the public awareness to evolve. Indeed, in the 1970s, in France, these evolutions were not made in one day. Indeed, over the period, many articles were still in favor of nuclear power plants and promoted the technological advances that were made in this field. They had to be taken into account. But, gradually, grew up arguments and mental images discrediting the perception of nuclear technology. Among these were the environmental impacts of this industry, as the question of pollution progressively appeared. So, between 1970 and 1979, the language has changed, as the perceptible objectives of the communication, allowing to discern the deepest intentions of the editorial staffs of the French news magazines. This is all these changes that are emphasized here, over a period when the safety and security concern linked to the nuclear technology, to there a field for specialists, has become progressively a social issue seemingly open to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20impacts" title="environmental impacts">environmental impacts</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20discourse" title=" media discourse"> media discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=nuclear%20security" title=" nuclear security"> nuclear security</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20awareness" title=" public awareness"> public awareness</a> </p> <a href="https://publications.waset.org/abstracts/46666/nuclear-safety-and-security-in-france-in-the-1970s-a-turning-point-for-the-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">258</span> Women in Sports: Experiences of the Suriname Olympic Committee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rishmidevi%20Kirtie%20Algoe">Rishmidevi Kirtie Algoe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advocating for gender equality in sports is a global struggle but a greater challenge for small nations with weak economies like Suriname, a Dutch-speaking country in the Caribbean. This paper presents the experience of the Suriname Olympic Committee (SOC) in addressing gender inequality in sports in the global context of the policies implemented by the International Olympic Committee (IOC). The case of Suriname is interesting because it shows the results of a small nation in creating protective measures. The SOC has succeeded in developing a code of conduct for sports and is now taking steps to establish a sports justice institute. All of this is happening in a situation where there are few women leaders in sport: only three of the seventeen national member federations are led by women, and there are two women on SOC's 9-member board. Three arguments are made. First, gender inequality in sports in Suriname is a reflection of national power structures and cultural barriers to women in sports. Second, IOC policies and resources to reduce gender inequality in sports, while important, do not guarantee national change. Third, and more importantly, the SOC has addressed gender inequality with an approach based on the principles of "walk the talk" and "trial and error." All three arguments are elaborated on using the framework of intersectionality. The study draws empirically on data collected during and on SOC Gender and Sport Commission seminars and workshops, including two surveys, transcripts, and newspaper articles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caribbean" title="Caribbean">Caribbean</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20inequality" title=" gender inequality"> gender inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=safeguarding" title=" safeguarding"> safeguarding</a>, <a href="https://publications.waset.org/abstracts/search?q=Suriname%20Olympic%20Committee" title=" Suriname Olympic Committee"> Suriname Olympic Committee</a> </p> <a href="https://publications.waset.org/abstracts/163546/women-in-sports-experiences-of-the-suriname-olympic-committee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">257</span> Inherent Difficulties in Countering Islamophobia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imbesat%20Daudi">Imbesat Daudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islamophobia, which is a billion-dollar industry, is widespread, especially in the United States, Europe, India, Israel, and countries that have Muslim minorities at odds with their governmental policies. Hatred of Islam in the West did not evolve spontaneously; it was methodically created. Islamophobia's current format has been designed to spread on its own, find a space in the Western psyche, and resist its eradication. Hatred has been sustained by neoconservative ideologues and their allies, which are supported by the mainstream media. Social scientists have evaluated how ideas spread, why any idea can go viral, and where new ideas find space in our brains. This was possible because of the advances in the computational power of software and computers. Spreading of ideas, including Islamophobia, follows a sine curve; it has three phases: An initial exploratory phase with a long lag period, an explosive phase if ideas go viral, and the final phase when ideas find space in the human psyche. In the initial phase, the ideas are quickly examined in a center in the prefrontal lobe. When it is deemed relevant, it is sent for evaluation to another center of the prefrontal lobe; there, it is critically examined. Once it takes a final shape, the idea is sent as a final product to a center in the occipital lobe. This center cannot critically evaluate ideas; it can only defend them from its critics. Counterarguments, no matter how scientific, are automatically rejected. Therefore, arguments that could be highly effective in the early phases are counterproductive once they are stored in the occipital lobe. Anti-Islamophobic intellectuals have done a very good job of countering Islamophobic arguments. However, they have not been as effective as neoconservative ideologues who have promoted anti-Muslim rhetoric that was based on half-truths, misinformation, or outright lies. The failure is partly due to the support pro-war activists receive from the mainstream media, state institutions, mega-corporations engaged in violent conflicts, and think tanks that provide Islamophobic arguments. However, there are also scientific reasons why anti-Islamophobic thinkers have been less effective. There are different dynamics of spreading ideas once they are stored in the occipital lobe. The human brain is incapable of evaluating further once it accepts ideas as its own; therefore, a different strategy is required to be effective. This paper examines 1) why anti-Islamophobic intellectuals have failed in changing the minds of non-Muslims and 2) the steps of countering hatred. Simply put, a new strategy is needed that can effectively counteract hatred of Islam and Muslims. Islamophobia is a disease that requires strong measures. Fighting hatred is always a challenge, but if we understand why Islamophobia is taking root in the twenty-first century, one can succeed in challenging Islamophobic arguments. That will need a coordinated effort of Intellectuals, writers and the media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=islamophobia" title="islamophobia">islamophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam%20and%20violence" title=" Islam and violence"> Islam and violence</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-islamophobia" title=" anti-islamophobia"> anti-islamophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=demonization%20of%20Islam" title=" demonization of Islam"> demonization of Islam</a> </p> <a href="https://publications.waset.org/abstracts/181884/inherent-difficulties-in-countering-islamophobia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181884.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">256</span> The Influence of Argumentation Strategy on Student’s Web-Based Argumentation in Different Scientific Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyue%20Jiao">Xinyue Jiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Ren%20Lin"> Yu-Ren Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentation is an essential aspect of scientific thinking which has been widely concerned in recent reform of science education. The purpose of the present studies was to explore the influences of two variables termed ‘the argumentation strategy’ and ‘the kind of science concept’ on student’s web-based argumentation. The first variable was divided into either monological (which refers to individual’s internal discourse and inner chain reasoning) or dialectical (which refers to dialogue interaction between/among people). The other one was also divided into either descriptive (i.e., macro-level concept, such as phenomenon can be observed and tested directly) or theoretical (i.e., micro-level concept which is abstract, and cannot be tested directly in nature). The present study applied the quasi-experimental design in which 138 7th grade students were invited and then assigned to either monological group (N=70) or dialectical group (N=68) randomly. An argumentation learning program called ‘the PWAL’ was developed to improve their scientific argumentation abilities, such as arguing from multiple perspectives and based on scientific evidence. There were two versions of PWAL created. For the individual version, students can propose argument only through knowledge recall and self-reflecting process. On the other hand, the students were allowed to construct arguments through peers’ communication in the collaborative version. The PWAL involved three descriptive science concept-based topics (unit 1, 3 and 5) and three theoretical concept-based topics (unit 2, 4 and 6). Three kinds of scaffoldings were embedded into the PWAL: a) argument template, which was used for constructing evidence-based argument; b) the model of the Toulmin’s TAP, which shows the structure and elements of a sound argument; c) the discussion block, which enabled the students to review what had been proposed during the argumentation. Both quantitative and qualitative data were collected and analyzed. An analytical framework for coding students’ arguments proposed in the PWAL was constructed. The results showed that the argumentation approach has a significant effect on argumentation only in theoretical topics (f(1, 136)=48.2, p < .001, η2=2.62). The post-hoc analysis showed the students in the collaborative group perform significantly better than the students in the individual group (mean difference=2.27). However, there is no significant difference between the two groups regarding their argumentation in descriptive topics. Secondly, the students made significant progress in the PWAL from the earlier descriptive or theoretical topic to the later one. The results enabled us to conclude that the PWAL was effective for students’ argumentation. And the students’ peers’ interaction was essential for students to argue scientifically especially for the theoretical topic. The follow-up qualitative analysis showed student tended to generate arguments through critical dialogue interactions in the theoretical topic which promoted them to use more critiques and to evaluate and co-construct each other’s arguments. More explanations regarding the students’ web-based argumentation and the suggestions for the development of web-based science learning were proposed in our discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20concepts" title=" scientific concepts"> scientific concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20learning" title=" web-based learning"> web-based learning</a> </p> <a href="https://publications.waset.org/abstracts/103840/the-influence-of-argumentation-strategy-on-students-web-based-argumentation-in-different-scientific-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">255</span> Critical Thinking and Academic Writing: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubina%20Rauf">Mubina Rauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking is a highly valued outcome of university education. There is an agreement in literature that it is demonstrated through the abilities to highlight issues and assumptions, find links between ideas and concepts, make correct inferences, evaluate evidence or authority and deduce conclusions (Tsui, 2002). Although Critical thinking plays a significant role in developing all academic skills, its role in developing writing skills is significant (Kurfiss, 1988). SAW (student academic writing) is an observable output of critical thinking (Wilson K. , 2016). When students apply critical thinking to their writing, they present clear, accurate, significant and logical arguments constructing their own voice in the form of an essay or dissertation (Matsuda, 2001). This presentation will show how a rubric can be used to find evidence of critical thinking in SAW. Participants will experience how evidence-based written arguments supported by background knowledge and authorial voice can develop students into efficient critical thinkers. Participants will have an opportunity to use the rubric to find the evidence of critical thinking in SAW samples. This presentation is intended for classroom teachers with or without the basic knowledge of implementing critical thinking in academic settings. Participants will also learn tips how various features of critical thinking can be developed among students. After the session, the participants will be able to use or adapt the rubric according to their needs to find evidence of critical thinking in SAW within their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Rubric" title=" Rubric"> Rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20academic%20writing" title=" student academic writing"> student academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20analysis" title=" text analysis"> text analysis</a> </p> <a href="https://publications.waset.org/abstracts/174838/critical-thinking-and-academic-writing-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">254</span> Integrating a Six Thinking Hats Approach Into the Prewriting Stage of Argumentative Writing In English as a Foreign Language: A Chinese Case Study of Generating Ideas in Action</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Liu"> Chang Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentative writing is the most prevalent genre in diverse writing tests. How to construct academic arguments is often regarded as a difficult task by most English as a foreign language (EFL) learners. A failure to generate enough ideas and organise them coherently and logically as well as a lack of competence in supporting their arguments with relevant evidence are frequent problems faced by EFL learners when approaching an English argumentative writing task. Overall, these problems are closely related to planning, and planning an argumentative writing at pre-writing stage plays a vital role in a good academic essay. However, how teachers can effectively guide students to generate ideas is rarely discussed in planning English argumentative writing, apart from brainstorming. Brainstorming has been a common practice used by teachers to help students generate ideas. However, some limitations of brainstorming suggest that it can help students generate many ideas, but ideas might not necessarily be coherent and logic, and could sometimes impede production. It calls for a need to explore effective instructional strategies at pre-writing stage of English argumentative writing. This paper will first examine how a Six Thinking Hats approach can be used to provide a dialogic space for EFL learners to experience and collaboratively generate ideas from multiple perspectives at pre-writing stage. Part of the findings of the impact of a twelve-week intervention (from March to July 2021) on students learning to generate ideas through engaging in group discussions of using Six Thinking Hats will then be reported. The research design is based on the sociocultural theory. The findings present evidence from a mixed-methods approach and fifty-nine participants from two first-year undergraduate natural classes in a Chinese university. Analysis of pre- and post- questionnaires suggests that participants had a positive attitude toward the Six Thinking Hats approach. It fosters their understanding of prewriting and argumentative writing, helps them to generate more ideas not only from multiple perspectives but also in a systematic way. A comparison of participants writing plans confirms an improvement in generating counterarguments and rebuttals to support their arguments. Above all, visual and transcripts data of group discussion collected from different weeks throughout the intervention enable teachers and researchers to ‘see’ the hidden process of learning to generate ideas in action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20writing" title="argumentative writing">argumentative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogy" title=" innovative pedagogy"> innovative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=six%20thinking%20hats" title=" six thinking hats"> six thinking hats</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogic%20space" title=" dialogic space"> dialogic space</a>, <a href="https://publications.waset.org/abstracts/search?q=prewriting" title=" prewriting"> prewriting</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/155916/integrating-a-six-thinking-hats-approach-into-the-prewriting-stage-of-argumentative-writing-in-english-as-a-foreign-language-a-chinese-case-study-of-generating-ideas-in-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">253</span> Method to Find a ε-Optimal Control of Stochastic Differential Equation Driven by a Brownian Motion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francys%20Souza">Francys Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Ohashi"> Alberto Ohashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorival%20Leao"> Dorival Leao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a general solution for finding the ε-optimal controls for non-Markovian stochastic systems as stochastic differential equations driven by Brownian motion, which is a problem recognized as a difficult solution. The contribution appears in the development of mathematical tools to deal with modeling and control of non-Markovian systems, whose applicability in different areas is well known. The methodology used consists to discretize the problem through a random discretization. In this way, we transform an infinite dimensional problem in a finite dimensional, thereafter we use measurable selection arguments, to find a control on an explicit form for the discretized problem. Then, we prove the control found for the discretized problem is a ε-optimal control for the original problem. Our theory provides a concrete description of a rather general class, among the principals, we can highlight financial problems such as portfolio control, hedging, super-hedging, pairs-trading and others. Therefore, our main contribution is the development of a tool to explicitly the ε-optimal control for non-Markovian stochastic systems. The pathwise analysis was made through a random discretization jointly with measurable selection arguments, has provided us with a structure to transform an infinite dimensional problem into a finite dimensional. The theory is applied to stochastic control problems based on path-dependent stochastic differential equations, where both drift and diffusion components are controlled. We are able to explicitly show optimal control with our method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20programming%20equation" title="dynamic programming equation">dynamic programming equation</a>, <a href="https://publications.waset.org/abstracts/search?q=optimal%20control" title=" optimal control"> optimal control</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20control" title=" stochastic control"> stochastic control</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20differential%20equation" title=" stochastic differential equation"> stochastic differential equation</a> </p> <a href="https://publications.waset.org/abstracts/94746/method-to-find-a-e-optimal-control-of-stochastic-differential-equation-driven-by-a-brownian-motion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">252</span> Arguments against Innateness of Theory of Mind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arkadiusz%20Gut">Arkadiusz Gut</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Mirski"> Robert Mirski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The nativist-constructivist debate constitutes a considerable part of current research on mindreading. Peter Carruthers and his colleagues are known for their nativist position in the debate and take issue with constructivist views proposed by other researchers, with Henry Wellman, Alison Gopnik, and Ian Apperly at the forefront. More specifically, Carruthers together with Evan Westra propose a nativistic explanation of Theory of Mind Scale study results that Wellman et al. see as supporting constructivism. While allowing for development of the innate mindreading system, Westra and Carruthers base their argumentation essentially on a competence-performance gap, claiming that cross-cultural differences in Theory of Mind Scale progression as well as discrepancies between infants’ and toddlers’ results on verbal and non-verbal false-belief tasks are fully explainable in terms of acquisition of other, pragmatic, cognitive developments, which are said to allow for an expression of the innately present Theory of Mind understanding. The goal of the present paper is to bring together arguments against the view offered by Westra and Carruthers. It will be shown that even though Carruthers et al.’s interpretation has not been directly controlled for in Wellman et al.’s experiments, there are serious reasons to dismiss such nativistic views which Carruthers et al. advance. The present paper discusses the following issues that undermine Carruthers et al.’s nativistic conception: (1) The concept of innateness is argued to be developmentally inaccurate; it has been dropped in many biological sciences altogether and many developmental psychologists advocate for doing the same in cognitive psychology. Reality of development is a complex interaction of changing elements that is belied by the simplistic notion of ‘the innate.’ (2) The purported innate mindreading conceptual system posited by Carruthers ascribes adult-like understanding to infants, ignoring the difference between first- and second-order understanding, between what can be called ‘presentation’ and ‘representation.’ (3) Advances in neurobiology speak strongly against any inborn conceptual knowledge; neocortex, where conceptual knowledge finds its correlates, is said to be largely equipotential at birth. (4) Carruthers et al.’s interpretations are excessively charitable; they extend results of studies done with 15-month-olds to conclusions about innateness, whereas in reality at that age there has been plenty of time for construction of the skill. (5) Looking-time experiment paradigm used in non-verbal false belief tasks that provide the main support for Carruthers’ argumentation has been criticized on methodological grounds. In the light of the presented arguments, nativism in theory of mind research is concluded to be an untenable position. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=false%20belief" title=" false belief"> false belief</a>, <a href="https://publications.waset.org/abstracts/search?q=mindreading" title=" mindreading"> mindreading</a>, <a href="https://publications.waset.org/abstracts/search?q=nativism" title=" nativism"> nativism</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/75232/arguments-against-innateness-of-theory-of-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">251</span> Developing Pedagogy for Argumentation and Teacher Agency: An Educational Design Study in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Guler">Zeynep Guler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentation and the production of scientific arguments are essential components that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. Incorporating argumentation into science classrooms is challenging and can be a long-term process for both students and teachers. Students have difficulty in engaging tasks that require them to craft arguments, evaluate them to seek weaknesses, and revise them. Teachers also struggle with facilitating argumentation when they have underdeveloped science practices, underdeveloped pedagogical knowledge for argumentation science teaching, or underdeveloped teaching practice with argumentation (or a combination of all three). Thus, there is a need to support teachers in developing pedagogy for science teaching as argumentation, planning and implementing teaching practice for facilitating argumentation and also in becoming more agentic in this regards. Looking specifically at the experience of agency within education, it is arguable that agency is necessary for teachers’ renegotiation of professional purposes and practices in the light of changing educational practices. This study investigated how science teachers develop pedagogy for argumentation both individually and with their colleagues and also how teachers become more agentic (or not) through the active engagement of their contexts-for-action that refer to this as an ecological understanding of agency in order to positively influence or change their practice and their students' engagement with argumentation over two academic years. Through educational design study, this study conducted with three secondary science teachers (key stage 3-year 7 students aged 11-12) in the UK to find out if similar or different patterns of developing pedagogy for argumentation and of becoming more agentic emerge as they engage in planning and implementing a cycle of activities during the practice of teaching science with argumentation. Data from video and audio-recording of classroom practice and open-ended interviews with the science teachers were analysed using content analysis. The findings indicated that all the science teachers perceived strong agency in their opportunities to develop and apply pedagogical practices within the classroom. The teachers were pro-actively shaping their practices and classroom contexts in ways that were over and above the amendments to their pedagogy. They demonstrated some outcomes in developing pedagogy for argumentation and becoming more agentic in their teaching in this regards as a result of the collaboration with their colleagues and researcher; some appeared more agentic than others. The role of the collaboration between their colleagues was seen crucial for the teachers’ practice in the schools: close collaboration and support from other teachers in planning and implementing new educational innovations were seen as crucial for the development of pedagogy and becoming more agentic in practice. They needed to understand the importance of scientific argumentation but also understand how it can be planned and integrated into classroom practice. They also perceived constraint emerged from their lack of competence and knowledge in posing appropriate questions to help the students engage in argumentation, providing support for the students' construction of oral and written arguments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20construction%20of%20argument" title=" students' construction of argument"> students' construction of argument</a> </p> <a href="https://publications.waset.org/abstracts/96323/developing-pedagogy-for-argumentation-and-teacher-agency-an-educational-design-study-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">250</span> Social Freedom and Real Utopias: Making ‘Eroding Capitalism’ a Theme in Axel Honneth’s Theory of Socialism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yotaro%20Natani">Yotaro Natani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In his recent works, Frankfurt School theorist Axel Honneth elucidates an intersubjective notion of social freedom and outlines a vision of socialism as the realization of social freedom in the family, market economy, and public sphere. These arguments are part of his broader project of defending the tradition of immanent critique and normative reconstruction. In contrast, American Marxist sociologist Erik Olin Wright spells out a vision of socialism in terms of building real utopias -democratic, egalitarian, alternative institutions- through the exercise of civil society’s social power over the economy and state. Wright identifies ‘eroding capitalism’ as the framework for thinking about the strategic logics of gradually diminishing the dominance of capitalism. Both thinkers envision the transition toward socialism in terms of democratic experimentation; Honneth is more attentive to the immanent norms of social life, whereas Wright is better aware of the power of antagonistic structures. This paper attempts to synthesize the ideas of Honneth and Wright. It will show that Honneth’s critique of capitalism suffers from certain ambiguities because he attributes normative legitimacy to existing institutions, resulting in arguments that do not problematize aspects of capitalist structures. This paper will argue that incorporating the notion of power and thematizing the erosion of capitalism as a long-term goal for socialist change will allow Honneth to think more precisely about the conditions for realizing social freedom, in a manner that is still consistent with the immanent critique tradition. Such reformulation will result in a concept of social freedom that is less static and rooted in functional teleology and more oriented toward creative agency and experimental democracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Axel%20Honneth" title="Axel Honneth">Axel Honneth</a>, <a href="https://publications.waset.org/abstracts/search?q=immanent%20critique" title=" immanent critique"> immanent critique</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20utopias" title=" real utopias"> real utopias</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20freedom" title=" social freedom"> social freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=socialism" title=" socialism"> socialism</a> </p> <a href="https://publications.waset.org/abstracts/114840/social-freedom-and-real-utopias-making-eroding-capitalism-a-theme-in-axel-honneths-theory-of-socialism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=arguments&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=arguments&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=arguments&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=arguments&page=5">5</a></li> <li class="page-item"><a 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