999 resultados para Masefield, John, 1878-1967


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Woman with sash in sportscar during May Day procession, 1967, Queen Street, Brisbane, Australia. Onlookers stand outside a Queenslander house.

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Miss Equal Pay in sportscar during May Day procession, 1967, Queen Street, Brisbane, Australia.

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In the Leaven of the Ancients, John Walbridge studies the appropriation of non–Peripatetic philosophical ideas by an anti–Aristotelian Islamic philosopher, Shihab al-Din al-Suhrawardi (d. 1191). He proposes a comprehensive explanation of the origin of Suhrawardi's philosophical system, a revival of the “wisdom of the Ancients” and its philosophical affiliations “grounded” in Greek philosophy (p. xiii). Walbridge attempts to uncover the reasons for Suhrawardi's rejection of the prevailing neo–Aristotelian synthesis in Islamic philosophy, Suhrawardi's knowledge and understanding of non–Aristotelian Greek philosophy, the ancient philosophers Suhrawardi was attempting to follow, the relationship between Suhrawardi's specific philosophical teachings (logic, ontology, physics, and metaphysics), and his understanding of non–Aristotelian ancient philosophy and the relationship between Suhrawardi's system and the major Greek philosophers, schools, and traditions—in particular the Presocratics, Plato, and the Stoics (p. 8). Copyright © 2003 Cambridge University Press

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The first zoeal stage of the endemic southern Atlantic pinnotherid crab Austinixa aidae is described and illustrated based on laboratory-hatched material from ovigerous females collected from the upper burrows of the thalassinidean shrimp Callichirus major at Ubatuba, So Paulo, Brazil. The zoeae of Austinixa species can be distinguished from other pinnotherids and especially from zoeae of the closely related species of Pinnixa by the telson structure.

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The `reflexive thinking` concept is discussed in this article as a means of contextualizing John Dewey`s intellectual legacy. `Reflection` represents a fundamental element for the construction of the necessary competences to information seeking and use, and consequently to individual and collective development. Since the reflexive thinking habit in information literacy is a way of learning, some questions concerning teaching and learning processes are also investigated. The discussion is, therefore, supported by the supposition that reflexive thinking is a cognitive strategy that allows a deeper comprehension of related problems, phenomena, and processes by means of the perception of the relations and the identification of involved elements, as well as the analysis and interpretation of meanings, empowering the information literacy process.

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