title: Taste predicates and retraction data: An improved framework

authors: Wyatt, Jeremy

abstract: Over the past 20 years, predicates of personal taste (PPT) have been at the centre of a set of lively debates in the philosophy of language and linguistics.  These debates have yielded many subtle and inventive analyses of PPT.  There is, however, a crucial methodological question about PPT that remains underexplored: what sorts of evidence should be used in evaluating an account of PPT?

In line with a fairly large body of recent work, we point out that since hypotheses about PPT are empirical, they need to be evaluated empirically, using clearly articulated tests. The test on which we focus involves ordinary speakers’ judgments about retraction.  We identify what we take to be two significant problems with the leading account, due to John MacFarlane, of why retraction data matter in the PPT debates.  We then develop an improved framework for thinking about this issue.  To close, we use our improved framework to re-evaluate the findings on retraction reported by Markus Kneer, and we discuss a few loose ends that will need to be addressed by future experimental research on PPT.

text: Taste predicates and retraction data: An improved framework Over the past 20 years, predicates of personal taste (PPT) have been at the centre of a set of lively debates in the philosophy of language and linguistics.  These debates have yielded many subtle and inventive analyses of PPT.  There is, however, a crucial methodological question about PPT that remains underexplored: what sorts of evidence should be used in evaluating an account of PPT?

In line with a fairly large body of recent work, we point out that since hypotheses about PPT are empirical, they need to be evaluated empirically, using clearly articulated tests. The test on which we focus involves ordinary speakers’ judgments about retraction.  We identify what we take to be two significant problems with the leading account, due to John MacFarlane, of why retraction data matter in the PPT debates.  We then develop an improved framework for thinking about this issue.  To close, we use our improved framework to re-evaluate the findings on retraction reported by Markus Kneer, and we discuss a few loose ends that will need to be addressed by future experimental research on PPT.

year: 2024

title: The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism

authors: Narjaikaew, Pattawan

subjects: guided note taking

abstract: This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes.

text: The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes.

year: 2009

title: How Māori precariate families navigate social services

authors: King, Delta

abstract: We are living in a period in which the increasingly precarious nature of employment and welfare support systems has dramatically amplified the hardships faced by many people.¹ Correspondingly, much still needs to be written about the rise of the precariat. ² International literature asserts that post World War II paid employment was commonly full-time and secure up until the 1970s, when the rise of more insecure work increased as neoliberal policies and globalisation began dominating public deliberations regarding work and social life. ³ Subsequent recessions across many OECD countries contributed to labour market transformations back towards increased 'flexibility' and- the casualisation of employment. These labour market shifts have resulted in insecure work and income situations for many households, which for some means frequent cycles of paid employment and welfare dependency. People experiencing such insecure employment face insecure and unliveable incomes while grappling with inadequate state support - these are the people increasingly known as 'the precariat'.

text: How Māori precariate families navigate social services We are living in a period in which the increasingly precarious nature of employment and welfare support systems has dramatically amplified the hardships faced by many people.¹ Correspondingly, much still needs to be written about the rise of the precariat. ² International literature asserts that post World War II paid employment was commonly full-time and secure up until the 1970s, when the rise of more insecure work increased as neoliberal policies and globalisation began dominating public deliberations regarding work and social life. ³ Subsequent recessions across many OECD countries contributed to labour market transformations back towards increased 'flexibility' and- the casualisation of employment. These labour market shifts have resulted in insecure work and income situations for many households, which for some means frequent cycles of paid employment and welfare dependency. People experiencing such insecure employment face insecure and unliveable incomes while grappling with inadequate state support - these are the people increasingly known as 'the precariat'.

year: 2017