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Why gauge? Conceptual Aspects of Gauge theories [article]

Henrique Gomes
2022 arXiv   pre-print
This thesis is about conceptual aspects of gauge theories. Gauge theories lie at the heart of modern physics: in particular, they constitute the standard model of particle physics.  ...  Namely, although we will see in the course of this thesis many uses of representational conventions, as a conceptually clarificatory tool, a puzzle remains: why is it that for most applications of a theory  ...  But it is now space-like.  ... 
arXiv:2203.05339v1 fatcat:oilx3xv3r5htnluclqcfj3eaha

Why Us? Why Now

Michael Anderson, Shane Breaux
2013 Emerging Theatre Research  
However, with scholars increasingly narrowing their fields of research and PhD programs becoming more intimate in student size and faculty, we feel it is now imperative that graduate students engage in  ...  Sarah Bess Rowen's article "Nobler Womanhood: An Exploration of Sororities and Scripted Femininity" takes up the question of how ritualized enactments and conceptualized norms of sorority women has resulted  ... 
doi:10.12675/etr.2013.111 fatcat:zf6hxvmblzanjhotc3ke4n77ze

Why the Body? Why Now?

Katherine Binhammer
1995 Tessera  
Instead, 'Why Now?' is meant to displace any quest for fixity onto the historical specificity of where, by whom, and which bodies are represented here, now, in these pages. The answer to 'Whynow?'  ...  The temporal question in my title -Why now? -is meant to register this locatedness and forestall a reading of this volume which seeks an answer to the ontological question 'What is the body?'  ... 
doi:10.25071/1923-9408.25022 fatcat:wdwjh2rk7nh2hfowp5jyop7ade

Why Children? Why Now?

Stuart C. Aitken, Ragnhild Lund, Anne Trine Kjørholt
2007 Children's Geographies  
'Why children? Why now?'  ...  In the essays that Why Children? Why Now?  ... 
doi:10.1080/14733280601108114 fatcat:zrkjfm4fazfrzfe3gc64bl5ory

Why Kampo? Why Now? Why Me?

Takeshi SAKIYAMA, Shogo ISHINO, Kenji WATANABE, Gregory A. PLOTNIKOFF, Xu Feng HAO, Claus FROEHLICH, Kerstin PFLÜEGER, Hiroshi YANAGISAWA
2009 Kampo Medicine  
The conference was entitled "Why Kampo? Why Now? Why Me?  ...  The world has now rediscovered the value of traditional medicine.  ...  The last point why we came to Japan now is clarifying why we came here as students.  ... 
doi:10.3937/kampomed.60.99 fatcat:vg2rjv5cizca5o6d7v6wkvj2s4

Why Theories of Concepts Should Not Ignore the Problem of Acquisition [chapter]

2015 The Conceptual Mind  
role partially determines conceptual content.  ...  developing conceptual systems, (3) Quinean bootstrapping is one learning mechanism that underlies the creation of new representational resources, enabling such discontinuity.  ...  I first comment on why these premises matter and I then show why they are wrong. Premise 2.  ... 
doi:10.7551/mitpress/9383.003.0025 fatcat:l3a4lidtwzbexgiuj4f7ua4eo4

Why Be Moral? A Conceptual Model from Developmental Psychology

Roger Bergman
2002 Human Development  
After treating Piaget, Kohlberg, Rest, Colby and Damon, and Blasi, I present a critical synthesis, a conceptual model of how developmental psychology might best answer the question, Why be moral?  ...  It explores how major figures in developmental psychology have understood these relationships, with attention to schematic models or conceptual maps.  ...  clarity as Augusto Blasi, to whose work we now turn.  ... 
doi:10.1159/000048157 fatcat:vvfvef5azzecpe7zgfqwdgt2vy

DEEP CONCEPTUAL MORAL DISAGREEMENTS: OVER WHAT DO WE DISAGREE AND WHY?

M Sutrop
2020 Trames  
disputants to adopt perspectives that are conceptually unavailable to them.  ...  I will argue that some moral disagreements are deep conceptual disagreements that similarly to disagreements in logic or ontology, are not resolvable, as the resolution of the disagreement requires the  ...  Why is it important to know that some moral disagreements are deep conceptual disagreements?  ... 
doi:10.3176/tr.2020.3.03 fatcat:327wexjdd5gqbky6jqc4gt6r7y

Contradictions, Contextuality, and Conceptuality: Why Is It That Luther Is Not a Feminist?

Wiberg Pedersen
2020 Religions  
Why ignore his radical incarnation 1 Clifford names it reconstructivist, cf.  ...  The question why Luther is not a feminist is therefore rhetorical in this context.  ... 
doi:10.3390/rel11020081 fatcat:seoxpmyxkbbhjctvj5rvm7gbla

Play vs exergaming: A conceptual Analysis as to why exergaming is not play

Maria KOSMA
2021 Turkish Journal of Kinesiology  
Drawing on Huizinga's Homo Ludens, the purpose of this concept-based paper was to conceptually analyze the motivational resources provided by true play in contrast to the engineered instrumental design  ...  Huizinga (1950, p. 10) writes: "Play has a tendency to be beautiful.  ...  Now if the child cheats, he or she will be defeating not me, but himself or herself" (MacIntyre, 2015, p. 188) .  ... 
doi:10.31459/turkjkin.1015139 fatcat:rao26ujk2bforldmgowvgb5ipy

Editors' Introduction: Why This Book and Why Now? [chapter]

Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, Kathleen Blake Yancey
2018 Composition, Rhetoric, and Disciplinarity  
The first two chapters in Section 1, "Where Have We Been, Where Are We Now, and Why Are We Here?" address Rhetoric and Composition's disciplinarity through both intellectual and experiential lenses.  ...  Given what we now know about the role of content in supporting student writing development, they ask, how do we square the reality of writing teacher preparation, especially given the prevalence of contingent  ... 
doi:10.7330/9781607326953.c000 fatcat:rvcesjk2vnfd3e6qgkhgktf6gq

Why Preserve Modern Now?

Bárbara Coutinho
2012 Designing Modern Life  
Design Now?  ...  Why Preserve Modern Now? 1 By Bárbara Coutinho C oming to design in a natural development from architectural practice, Le Corbusier considered design not as a sum or addition to architecture.  ... 
doi:10.52200/46.a.rnq217bp fatcat:crkswv5bezbdhgphakpemwmwhy

Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers

Derek Hurrell, University of Notre Dame
2021 Australian Journal of Teacher Education  
The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics.  ...  This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators' advice on some of the more pressing issues and  ...  This iterative, bi-directional view is now considered to be the most accepted with research finding correlations between procedural and conceptual knowledge across a range of domains and ages (Cowan  ... 
doi:10.14221/ajte.2021v46n2.4 fatcat:nnbkzpo6sfbaflhba4yskd3wla

Why the Gilded Age . . . and Why Now?

Charles E. Orser
2012 International Journal of Historical Archaeology  
It seems that the super wealthy can now benefit even in the presence of a graduated income tax. Weill's net worth is reported as over $1 billion. Why Archaeology?  ...  As I write this, however, many neoconservatives have voiced extremely negative views of China now that its role in the world is much different than it was during America's First Gilded Age (Perkowski  ... 
doi:10.1007/s10761-012-0205-y fatcat:l3lqdfregrbthakkiiljf5qae4

BehaviorDoes Not Mean "Behavior of the Organism": Why Conceptual Revision is Needed in Behavior Analysis

Vicki L. Lee
1999 Behavior and Social Issues  
"BEHAVIOR" DOES NOT MEAN "BEHAVIOR OF THE ORGANISM": WHY CONCEPTUAL REVISION IS NEEDED IN BEHAVIOR ANALYSIS Vicki L.  ...  Why do behaviorists talk in these ways?  ... 
doi:10.5210/bsi.v9i1.137 fatcat:zdbijhzy7ncehhi45awguxxmzq
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