title: What Achilles did and the Tortoise wouldn't

authors: Legg, Catherine

subjects: logical form

abstract: This paper offers an expressivist account of logical form, arguing that in order to fully understand it one must examine what valid arguments make us do (or: what Achilles does and the Tortoise doesn’t, in Carroll’s famed fable). It introduces Charles Peirce’s distinction between symbols, indices and icons as three different kinds of signification whereby the sign picks out its object by learned convention, by unmediated indication, and by resemblance respectively. It is then argued that logical form is represented by the third, iconic, kind of sign. It is noted that icons uniquely enjoy partial identity between sign and object, and argued that this holds the key to Carroll’s puzzle. Finally, from this examination of sign-types metaphysical morals are drawn: that the traditional foes metaphysical realism and conventionalism constitute a false dichotomy, and that reality contains intriguingly inference-binding structures.

text: What Achilles did and the Tortoise wouldn't This paper offers an expressivist account of logical form, arguing that in order to fully understand it one must examine what valid arguments make us do (or: what Achilles does and the Tortoise doesn’t, in Carroll’s famed fable). It introduces Charles Peirce’s distinction between symbols, indices and icons as three different kinds of signification whereby the sign picks out its object by learned convention, by unmediated indication, and by resemblance respectively. It is then argued that logical form is represented by the third, iconic, kind of sign. It is noted that icons uniquely enjoy partial identity between sign and object, and argued that this holds the key to Carroll’s puzzle. Finally, from this examination of sign-types metaphysical morals are drawn: that the traditional foes metaphysical realism and conventionalism constitute a false dichotomy, and that reality contains intriguingly inference-binding structures.

year: 2012

title: Practical application of a mixed active and passive heat acclimation protocol in elite male Olympic team sport athletes

authors: Fenemor, Stephen Paul

subjects: Olympic sport

abstract: To investigate effectiveness and retention of heat acclimation (HA) integrated within an elite rugby sevens team training program, 12 elite male rugby sevens athletes undertook 10 days of mixed active/passive HA across 2 weeks of normal training. Physiological and performance variables were assessed using a sport-specific, repeated high-intensity heat-response test pre-HA; after 5 days (mid-HA) and 10 days (post-HA); and 16 days post-HA (decay). Resting, submaximal, and end-exercise core temperatures were lower at mid-HA (≤-0.26 °C; d ≥ -0.47), post-HA (≤-0.30 °C; d ≥ -0.72), and decay (≤-0.29 °C; d ≥ -0.56), compared to pre-HA. Sweat rate was greater at post-HA compared to pre-HA (0.3 ± 0.3 L·h-1; d = 0.63). Submaximal heart rate (HR) was lower at mid- (-9 ± 4 bpm; d = -0.68) and post-HA (-11 ± 4 bpm; d = -0.90) compared to pre-HA. Mean and peak 6 s power output improved at mid-HA (83 ± 52 W; 112 ± 67 W; d ≥ 0.47) and post-HA (125 ± 62 W; 172 ± 85 W; d ≥ 0.72) compared to pre-HA. Improvements in HR and performance persisted at decay (d ≥ 0.66). The initial 5 days of mixed-methods HA elicited many typical HA adaptations, with an additional 5 days eliciting further thermoregulatory, sudomotor, and performance improvements. Adaptations were well retained after 16 days of normal training, without any further heat stimulus. The trial was retrospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12622000732785).

text: Practical application of a mixed active and passive heat acclimation protocol in elite male Olympic team sport athletes To investigate effectiveness and retention of heat acclimation (HA) integrated within an elite rugby sevens team training program, 12 elite male rugby sevens athletes undertook 10 days of mixed active/passive HA across 2 weeks of normal training. Physiological and performance variables were assessed using a sport-specific, repeated high-intensity heat-response test pre-HA; after 5 days (mid-HA) and 10 days (post-HA); and 16 days post-HA (decay). Resting, submaximal, and end-exercise core temperatures were lower at mid-HA (≤-0.26 °C; d ≥ -0.47), post-HA (≤-0.30 °C; d ≥ -0.72), and decay (≤-0.29 °C; d ≥ -0.56), compared to pre-HA. Sweat rate was greater at post-HA compared to pre-HA (0.3 ± 0.3 L·h-1; d = 0.63). Submaximal heart rate (HR) was lower at mid- (-9 ± 4 bpm; d = -0.68) and post-HA (-11 ± 4 bpm; d = -0.90) compared to pre-HA. Mean and peak 6 s power output improved at mid-HA (83 ± 52 W; 112 ± 67 W; d ≥ 0.47) and post-HA (125 ± 62 W; 172 ± 85 W; d ≥ 0.72) compared to pre-HA. Improvements in HR and performance persisted at decay (d ≥ 0.66). The initial 5 days of mixed-methods HA elicited many typical HA adaptations, with an additional 5 days eliciting further thermoregulatory, sudomotor, and performance improvements. Adaptations were well retained after 16 days of normal training, without any further heat stimulus. The trial was retrospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12622000732785).

year: 2022-10-01

title: Learning in later life: a bicultural perspective from Aotearoa/New Zealand

authors: Findsen, Brian

abstract: This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

text: Learning in later life: a bicultural perspective from Aotearoa/New Zealand This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

year: 2016