An inquiry into the sources of the history of the Jews in Spain

by Joseph Jacobs

Philosophical terms in the Moreh Nebukim

by Israel Efros

The Jews at K'ae-Fung-Foo : being a narrative of a mission of inquiry, to the Jewish synagogue at K'ae-Fung-Foo, on behalf of the London Society for promoting Christianity among the Jews

with an introd. by George Smith

The Jew and human sacrifice : (Human blood and Jewish ritual) ; an historical and sociological inquiry

by Hermann L. Strack. The English transl. by Henry Blanchamp

Persecution of the Jews at Damascus : the result of personal inquiry on the spot

statement of G. W. Pieritz

Later Wittgenstein's Anti-Philosophical Therapy

The object of this essay is to discuss Ludwig Wittgenstein's remarks in Philosophical Investigations and elsewhere in the posthumously published writings concerning the role of therapy in relation to philosophy. Wittgenstein's reflections seem to suggest that there is a kind of philosophy or mode of investigation targeting the philosophical grammar of language uses that gratuitously give rise to philosophical problems, and produce in many thinkers philosophical anxieties for which the proper therapy is intended to offer relief. Two possible objectives of later Wittgensteinian therapy are proposed, for subjective psychological versus objective semantic symptoms of ailments that a therapy might address for the sake of relieving philosophical anxieties. The psychological in its most plausible form is rejected, leaving only the semantic. Semantic therapy in the sense defined and developed is more general and long-lasting, and more in the spirit of Wittgenstein's project on a variety of levels. A semantic approach treats language rather than the thinking, language-using subject as the patient needing therapy, and directs its attention to the treatment of problems in language and the conceptual framework a language game use expresses in its philosophical grammar, rather than to soothing unhappy or socially ill-adjusted individual psychologies.

Experimenting and modeling: sharp distinctions, integration or just a mess?

At first sight, experimenting and modeling form two distinct modes of scientific inquiry. This spurs philosophical debates about how the distinction should be drawn (e.g. Morgan 2005, Winsberg 2009, Parker 2009). But much scientific practice casts serious doubts on the idea that the distinction makes much sense. There are two worries. First, the practices of modeling and experimenting are often intertwined in intricate ways because much modeling involves experimenting, and the interpretation of many experiments relies upon models. Second, there are borderline cases that seem to blur the distinction between experiment and model (if there is any). My talk tries to defend the philosophical project of distinguishing models from experiment and to advance the related philosophical debate. I begin with providing a minimalist framework of conceptualizing experimenting and modeling and their mutual relationships. The methods are conceptualized as different types of activities that are characterized by a primary goal, respectively. The minimalist framwork, which should be uncontroversial, suffices to accommodate the first worry. I address the second worry by suggesting several ways how to conceptualize the distinction in a more flexible way. I make a concrete suggestion of how the distinction may be drawn. I use examples from the history of science to argue my case. The talk concentrates and models and experiments, but I will comment on simulations too.

Russian Literature and the Jew : a sociological inquiry into the nature and origin of literary patterns

by Joshua Kunitz

Institutional Repository Workflow from Initial Inquiry to Repository Upload

A workflow flowchart on the verification steps involved in preparation to uploading assets to the University of Connecticut's institutional repository (http://digitalcommons.uconn.edu). This flowchart is geared towards assisting subject liaisons who also serve as series administrators for UConn@DigitalCommons.

Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom

Recent mathematics education reform efforts call for the instantiation of mathematics classroom environments where students have opportunities to reason and construct their understandings as part of a community of learners. Despite some successes, traditional models of instruction still dominate the educational landscape. This limited success can be attributed, in part, to an underdeveloped understanding of the roles teachers must enact to successfully organize and participate in collaborative classroom practices. Towards this end, an in-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these collaborative practices require of teacher and students? How does the community’s capacity to engage in collaborative practices develop over time? The analyses produced two conceptual models: one of the teacher’s role, along with specific instructional strategies the teacher used to organize a collaborative learning environment, and the second of the process by which the class’s capacity to participate in collaborative inquiry practices developed over time.

Na 1 Nachlass Max Horkheimer, 63 - Korrespondenzen u.a. mit der American Philosophical Association (p. II 3, 1-132)

Drucksachen und Briefwechsel von der American Philosophical Association, 1942-1949; 2 Briefe von Max Horkheimer an Eugene N. Anderson, 25.05.1942; 1 Briefabschrift an Franz Neumann, 29.04.1942; 3 Briefe zwischen Walter L. Arensberg und Max Horkheimer, 1941; 17 Brief und Beilagen zwischen Aufbau [Zeitschrift] und Max Horkheimer, 1942-1948; 8 Briefe und Beilage ziwschen Bruno Franco Avardi und Max Horkheimer [Pollock], 1942-1943; 21 Briefe und Beilage zwischen Edward N. Barnhart von der University of California und Max Horkheimer, 1947-1949; 5 Briefe zwischen Salo W. Baron und Max Horkheimer, 1945; 5 Briefe zwischen Gertrude Bauer und Max Horkheimer, 1941-1946; 1 Brief und Beilage von Ralph L. Beals von der University of California an Max Horkheimer, 1947-1948; 5 Briefe zwischen Howard Becker und Max Horkheimer, 1948; 1 Brief und Beilage von Frank Beckwith an Max Horkheimer, 1944; 1 Brief zwischen Bruno Bettelheim und Max Horkheimer, 1944-1949 sowie 1 Manuskript von Bruno Bettelheim: The Thematic Apperception Test as an Educational and Therapeutic Device;

Confidential inquiry into perinatal mortality in the Lower Rio Grande Valley, 1988

A review of 1985 neonatal death statistics in the Lower Rio Grande Valley of Texas revealed an excessive perinatal death rate among Hispanics compared to Anglos. In order to identify factors contributing to perinatal mortality in the region and to determine if existing perinatal services were adequate, a confidential inquiry into each 1988 perinatal death was performed.^ Medical risk factors in the mothers were infrequent. The most commonly noted pregnancy complication was polyhydramnios. This complication is often associated with anencephalus which was the most frequent birth anomaly detected in the region.^ The study results did not reveal an association between lay midwife deliveries in the region and excessive perinatal mortality nor did perinatal mortality appear to be associated with a lack of neonatal intensive care facilities. Lack of prenatal care was the most commonly encountered preventable factor associated with perinatal death. It was not possible to determine if the level of care for Anglos and Hispanics differed because of the low number of Anglo deaths although the socioeconomic level of deaths in each of the ethnic groups was the same. ^