Magnus, P.D., “paratodo x: Una Introducción a la Lógica Formal” (2015).
Philosophy Faculty Books. Book 4.
http://scholarsarchive.library.albany.edu/cas_philosophy_scholar_books/
University at Albany, State University of New York
Scholars Archive
Philosophy Faculty Books Philosophy
Summer 2015
paratodo x: Una Introducción a la Lógica Formal
P.D. Magnus
University at Albany, State University of New York, pmagnus@albany.edu
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(
Republished verbatim by permission (CC BY-ND): “Inside the academy, time to ask some difficult questions” , July 16, 2015)
Glenn Altschuler, Cornell University
These days, public discussion of colleges and universities in the United States – and there is a lot of it – is almost exclusively concerned with rising costs, the job prospects of graduates, the contributions of colleges and universities to economic growth, and funding by the states and the federal government.
Although this attention devoted to the economics of higher education is understandable, it has crowded out a discussion of equally fundamental, and perhaps even more fundamental, issues.
At or near the top of this list, I would argue, are: whom should we teach? What should we teach? How should we teach?
The observations (and assertions) that follow are meant to stimulate a conversation about these questions among professors, administrators and students inside the academy – and citizens who are (or should be) interested in the role of colleges and universities as engines of equal opportunity, empowerment and social progress.
Let’s consider the first question: whom should we teach?
Colleges and universities, especially elite institutions, can and should do a lot more to enroll academically talented students from lower- and middle-class families. A study completed in 2003 by the Consortium on Financing Higher Education found that 36% of all highly-qualified high school seniors (with excellent grade point averages and combined SAT scores over 1200) come from the top 20% of families as measured by income. Fifty-seven percent of undergraduates at selective colleges and universities, however, come from this group.
Wealthy American families, then, are overrepresented on these campuses by 21%.
Financial aid, provided on the basis of need, is of course essential to addressing this imbalance. But so is outreach to underrepresented students and their families, many of whom do not know much about financial aid, in the form of loans and grants, for which they might be eligible.
As is evident in the above details, greater access to higher education will benefit not only the individuals who matriculate but American society as a whole.
So, the next question is, what should we teach?
The underlying structure of the curriculum in higher ed has remained the same over the years.
Mad African!: (Broken Sword), CC BY-NC
Although the content of individual courses has undergone constant change, the underlying structure of the curriculum at many liberal arts colleges and universities has remained the same for decades.
It almost always consists of three parts: a major, which is fulfilled with 10 or 12 courses within a single discipline or under a multidisciplinary umbrella; general education, which often takes the form of distribution requirements, two or three courses in the humanities, social sciences, and sciences; and electives, which are meant to give students opportunities to pursue intellectual interests or acquire “practical” skills.
As currently constituted, in my view, the curriculum serves the interests of departments and individual faculty members better than it does students.
The major may be best suited to the very few undergraduates who intend to get a PhD in the field. Many majors, especially those in the humanities and “soft” social sciences, have little or no structure, apart from a required introductory course or courses.
Nor is there clear and convincing evidence that focused study in a single discipline (whether it is in a traditional of a vocational field) has a substantial and enduring impact on subject matter mastery, problem-solving, analytical thinking, or reading and writing skills.
General education requirements are even more problematic. Over the years, as Derek Bok, the former president of Harvard University, has observed in his book, the aims attached to general education requirements have increased. They now include global competence, quantitative skills, ethics and respect for diversity as well as “literacy” in science, government and literature.
At the same time, dare I say it, many departments have developed “watered-down” general education courses for undergraduates who want to get distribution requirements “out of the way.”
Electives, of course, are left to the students – and virtually nothing is known about how they use their freedom of choice.
Are they exploring genuine interests and acquiring practical skills, Bok asks, or are they taking easy courses to raise their grade point average and pursue extracurricular activities in their spare time? Do they value the electives they have taken more than courses in the major or those taken to fulfill their distribution requirements?
And finally, how do we teach?
Digital technologies have already had a substantive impact on pedagogy. Online presentations, assigned as homework, followed by interactive “flipped classroom” sessions that build on information that has already been absorbed, and use rapid feedback and collaborative problem-solving, are replacing traditional lectures.
This transformation in teaching methods has only just begun.
The transformation also provides an occasion to evaluate the extent to which colleges and universities are effectively nurturing “critical thinking,” ie, the capacity to evaluate the quality and reliability of information and the claims based on it.
Measurements to assess critical thinking, including the Collegiate Learning Assessment, which assesses improvement in writing skills and critical thinking across four years of college, and National Survey of Student Engagement, which gauges how often students experience rapid feedback, interactive discussion and collaborative problem-solving, are in their infancy. Their findings about critical thinking are not encouraging and should be a basis for discussions about pedagogy.
Those discussions, in my judgment, might include ways to counter the erosion of public confidence in science and scientists.
They might also address the claims recently made by Kyla Ebels-Duggan, a professor of philosophy at Northwestern University (in The Aims of Higher Education: Problems of Morality and Justice, edited by Harry Brighouse and Michael McPherson, 2015) that 21st-century undergraduates do not defer to the moral authority of tradition (or “Great Books”) and are far more likely to embrace moral relativism (ie, my opinion is as good as his or her opinion).
Better on offense than defense, they often exhibit confidence in their own criticism of a claim and an unwillingness to advance a claim of their own.
To counter these tendencies, Ebels-Duggan proposes that teachers cultivate the intellectual virtues of charity and humility.
More controversially, although she knows she will be accused (by proponents of the pedagogy of “content neutrality” and professorial “objectivity”) of politicizing the classroom, she recommends that instructors make explicit their admiration for values such as respect for human rights; equal protection under the law; and the obligation to help those in serious need.
By putting on display ideas such as these – ideas they respect – and explaining why they respect them, Ebels-Duggan emphasizes, teachers might be able to break through their students’ intuition (or belief) that much of what is taught in college is irrelevant to them and the world in which they live.
Her passion serves as a reminder that who we teach, what we teach, and how we teach matters.
Glenn Altschuler is Thomas and Dorothy Litwin Professor of American Studies and Dean of the School of Continuing Education and Summer Sessions at Cornell University.
This article was originally published on The Conversation.
Read the original article.
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Principles of Toxicology (2013)
ISBN: 978-1-312-74790-6
License: CC BY-SA-NC
Toxicology studies the injurious effects of chemical and physical agents (including energy) on living organisms, observed as alterations in structure and function. The variety of injurious effects becomes apparent if we examine the major causes of death (Fl .I). Many of these diseases are caused or accelerated by exposure to toxic substances. Toxicity data from various bio-medical sciences document the effects of exposure to natural• or artificial agents.
Purchase Print* Version $49.95 (grayscale, 324 pages) Compare at $117 on Amazon.com
Download free PDF* (Print version) (grayscale, 324 pages)
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Author’s Toxicology Laboratory Website
*Errata Page 5-11 contains an incorrect formula, except in the full color pdf. Replace it with this one (pdf, 154K): 5-11 Replacement Page
1. Scope of Toxicology
2. Risk Assessment
3. Targets and Bio-Transformation
4. Toxicokinetics
5. Hemato- and Vascular Toxicity
6. Dermatotoxicity
7. Neurotoxicity
8. Hepatotoxicity
9. Nephrotoxicity
10. Techniques In Vivo & In Vitro
11 . Pulmonary Toxicity
12. Reproductive Toxicity
13. Geno toxicity
14. Carcinogenicity
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Seifert and Sutton, Educational Psychology (2009)
From the authors, “All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!”
Purchase print copy $49.95 (365 pages, 12 chapters, see table of contents below)
Download Free PDF (color, 4 Mb, 365 pages).
Original Source: Global Text Project
Excerpted from “Educational Psychology” by Drs. Seifert and Sutton (p. 8) ( CC BY)
(Red and bold added by Textbook Equity)
Why publish an open-access textbook about educational psychology?
Why publish an open-access textbook about educational psychology? I have taught educational psychology to future teachers for over 35 years, during which I used one or another of the major commercial textbooks written for this subject. In general I found all of the books well-written and thorough. But I also found problems:
(1) Though they differed in details, the major textbooks were surprisingly similar in overall coverage. This fact, coupled with their large overall size, made it hard to tailor any of the books to the particular interests or needs of individuals or groups of students. Too often, buying a textbook was like having to buy a huge Sunday newspaper when all you really want is to read one of its sections. In a similar way, commercial educational psychology textbooks usually told you more than you ever needed or wanted to know about the subject. As a format, the textbook did not allow for individualization.
(2) Educational psychology textbooks were always expensive, and over the years their costs rose faster than inflation, especially in the United States, where most of the books have been produced. Currently every major text about educational psychology sells for more than USD 100. At best this cost is a stress on students’ budgets. At worst it puts educational psychology textbooks beyond the reach of many. The problem of the cost is even more obvious when put in worldwide perspective; in some countries the cost of one textbook is roughly equivalent to the average annual income of its citizens.
(3) In the competition to sell copies of educational psychology textbooks, authors and publishers have gradually added features that raise the cost of books without evidence of adding educational value. Educational psychology publishers in particular have increased the number of illustrations and photographs, switched to full-color editions, increased the complexity and number of study guides and ancillary publications, and created proprietary websites usable fully only by adopters of their particular books. These features have sometimes been attractive. My teaching experience suggests, however, that they also distract students from learning key ideas about educational psychology about as often as they help students to learn.
By publishing this textbook online with the Global Textbook Project, I have taken a step toward resolving these problems. Instructors and students can access as much or as little of the textbook as they really need and find useful. The cost of their doing is minimal. Pedagogical features are available, but are kept to a minimum and rendered in formats that can be accessed freely and easily by anyone connected to the Internet. In the future, revisions to the book will be relatively easy and prompt to make. These, I believe, are desirable outcomes for everyone! – Dr. Kelvin Seifert
Nievergelt, “Algorithms and Data Structures – With Applications to Graphics and Geometry” (2011)
An Open Textbook by Jurg Nievergelt and Klaus Hinrichs
“An introductory coverage of algorithms and data structures with application to graphics and geometry.”
This textbook, released under a Creative Commons Share Alike (CC BY SA) license, is presented in its original format with the academic content unchanged. It was authored by Jurg Nievergelt (ETH Zurich) and Klaus Hinrichs (Institut für Informatik) and provided by the University of Georgia’s Global Textbook Project.
Photo Credit: Renato Keshet (GFDL) commons.wikimedia.org
Buy Print Copy $39.99 (371 pages, paperback, B&W)
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Table of Contents
Reducing a task to given primitives: programming motion
A robot car, its capabilities, and the task to be performed
Wall-following algorithm described informally
Algorithm specified in a high-level language
Algorithm programmed in the robot’s language
The robot’s program optimized
Graphics primitives and environments
Turtle graphics: a basic environment
QuickDraw: a graphics toolbox
A graphics frame program
Algorithm animation
Computer-driven visualization: characteristics and techniques
A gallery of algorithm snapshots
Algorithms and programs as literature: substance and form
Programming in the large versus programming in the small
Documentation versus literature: is it meant to be read?
Pascal and its dialects: lingua franca of computer science
Divide-and-conquer and recursion
An algorithmic principle
Divide-and-conquer expressed as a diagram: merge sort
Recursively defined trees
Recursive tree traversal
Recursion versus iteration: the Tower of Hanoi
The flag of Alfanumerica: an algorithmic novel on iteration and recursion
Syntax
Syntax and semantics
Grammars and their representation: syntax diagrams and EBNF
An overly simple syntax for simple expressions
Parenthesis-free notation for arithmetic expressions
Syntax analysis
The role of syntax analysis
Syntax analysis of parenthesis-free expressions by counting
Analysis by recursive descent
Turning syntax diagrams into a parser
Truth values, the data type ‘set’, and bit acrobatics
Bits and boolean functions
Swapping and crossovers: the versatile exclusive-or
The bit sum or “population count”
Ordered sets
Sequential search
Binary search
In-place permutation
Strings
Recognizing a pattern consisting of a single string
Paths in a graph
Boolean matrix multiplication
Warshall’s algorithm
Minimum spanning tree in a graph
Integers
Operations on integers
The Euclidean algorithm
The prime number sieve of Eratosthenes
Large integers
Modular number systems: the poor man’s large integers
Random numbers
Reals
Floating-point numbers
Some dangers
Horner’s method
Bisection
Newton’s method for computing the square root
Straight lines and circles
Intersection
Clipping
Drawing digitized lines
The riddle of the braiding straight lines
Digitized circles
Computability and complexity
Models of computation: the ultimate RISC
Almost nothing is computable
The halting problem is undecidable
Computable, yet unknown
Multiplication of complex numbers
Complexity of matrix multiplication
The mathematics of algorithm analysis
Growth rates and orders of magnitude
Asymptotics
Summation formulas
Recurrence relations
Asymptotic performance of divide-and-conquer algorithms
Permutations
Trees
Sorting and its complexity
What is sorting? How difficult is it?
Types of sorting algorithms
Simple sorting algorithms that work in time T(n)
A lower bound O(n · log n)
Quicksort
Analysis for three cases: best, “typical”, and worst
Is it possible to sort in linear time?
Sorting networks
What is a data structure?
Data structures old and new
The range of data structures studied
Performance criteria and measures
Abstract data types
Concepts: What and why?
Stack
First-in-first-out queue
Priority queue
Dictionary
Implicit data structures
What is an implicit data structure?
Array storage
Implementation of the fixed-length fifo queue as a circular buffer
Implementation of the fixed-length priority queue as a heap
Heapsort
List structures
Lists, memory management, pointer variables
The fifo queue implemented as a one-way list
Tree traversal
Binary search trees
Height-balanced trees
Address computation
Concepts and terminology
The special case of small key domains
The special case of perfect hashing: table contents known a priori
Conventional hash tables: collision resolution
Choice of hash function: randomization
Performance analysis
Extendible hashing
A virtual radix tree: order-preserving extendible hashing
Metric data structures
Organizing the embedding space versus organizing its contents
Radix trees, tries
Quadtrees and octtrees
Spatial data structures: objectives and constraints
The grid file
Simple geometric objects and their parameter spaces
Region queries of arbitrary shape
Evaluating region queries with a grid file
Interaction between query processing and data access
Sample problems and algorithms
Geometry and geometric computation
Convex hull: a multitude of algorithms
The uses of convexity: basic operations on polygons
Visibility in the plane: a simple algorithm whose analysis is not
Plane-sweep: a general-purpose algorithm for two-dimensional problems illustrated using line segment intersection
The line segment intersection test
The skeleton: Turning a space dimension into a time dimension
Data structures
Updating the y-table and detecting an intersection
Sweeping across intersections
Degenerate configurations, numerical errors, robustness
The closest pair
The problem
Plane-sweep applied to the closest pair problem
Implementation
Analysis
Sweeping in three or more dimensions
James Feher,”Introduction to Digital Logic” with Laboratory Exercises (2010)
This lab manual provides an introduction to digital logic, starting with simple gates and building up to state machines. Students should have a solid understanding of algebra as well as a rudimentary understanding of basic electricity including voltage, current, resistance, capacitance, inductance and how they relate to direct current circuits.
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ISBN 978-1-312-50167-6
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The transistor
The breadboard
The inverter
History of logic chips
Logic symbols
Logical functions
De Morgan’s laws
Karnaugh maps
Circuit design, construction and debugging
Additional K-map groupings
Input placement on K-map
Don’t care conditions
Background on the “mux”
Using a multiplexer to implement logical functions
Timing in digital circuits
555 timer
Timers
Clocks
Timing diagrams
Memory
SR latch
Flip-flops
What is a state machine?
State transition diagrams
State machine design
Debounced switches
How many bits of memory does a state machine need?
What are unused states?
Appendix A: Chip pinouts
Appendix B: Resistors and capacitors
Resistors
Capacitors
Appendix C: Lab notebook
Appendix F: Solutions
Chapter 1 review exercises
Chapter 2 review exercises
Chapter 3 review exercises
Chapter 4 review exercises
Chapter 5 review exercises
Chapter 6 review exercises
Chapter 7 review exercises
Chapter 8 review exercises
Chapter 9 review exercises
By Catherine Schmidt-Jones
Explanations (suitable for any age) of the basic elements of music, with suggested activities for introducing the each concept to children at early elementary school level. The course may be used by instructors not trained in music; all necessary definitions and explanations are included. – From the book
Textbook Equity Edition
ISBN: 978-1-312-48694-2
License CC BY-SA
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Download Free PDF (107 pages, 2.7 MB) (registration not required)
Explanations (suitable for any age) of the basic elements of music, with suggested activities for introducing the each concept to children at early elementary school level. The course may be used by instructors not trained in music; all necessary definitions and explanations are included. – From the book
This music textbook, authored by Catherine Schmidt-Jones, is released under a Creative Commons Attribution Share-Alike license, published by Textbook Equity without changes to the academic content. https://www.textbookequity.org/category/music/
1 Time Elements
1.1 Rhythm
1.2 Simple Rhythm Activities
1.3 Meter in Music
1.4 Musical Meter Activities
1.7 Dynamics and Accents in Music
1.8 A Musical Dynamics Activity
1.9 A Musical Accent Activity
Solutions
2 Pitch Elements
2.1 Timbre
2.2 Melody
2.3 Harmony
Solutions
3 Combining Time and Pitch
3.1 The Textures of Music
3.2 A Musical Textures Activity
3.3 An Introduction to Counterpoint
3.4 Counterpoint Activities: Listening and Discussion
3.6 Music Form Activities
3.7 Form in Music
Solutions
Index
Attributions
accents
accompaniment
activity
allegro
andante
antecedent
arpeggiated
arpeggiated chords
arpeggios
attack
bar
bass line
beat
block chords
borrowed division
bridge
broken
cadence
canon
cell
cells
chord progression
chordal
chords chorus
chromatic
clause
color
compose
composition
compound
conjunct
conjunct motion
consequent
contour
contrapuntal
countermelody
counterpoint
countersubject
descant
diatonic
disjunct
disjunct motion
dissonance
drone
drones
duple
dynamics
figure
embellishments
English
form
forte
fugue
functional harmony
grammar
grave
harmonic rhythm
harmonics
harmony
heterophonic
heterophony
homophonic
homophony
homorhythmic
implied harmony
improvisation
improvise
inner parts
inner voices
instruments
language
language arts
larghetto
largo
legato
leitmotif
lento
lesson plan
measure
Measure or bar
melodic
melodic contour
melodic line
melodic phrase
melodic shape
melody
meter
metronome
monody
monophonic
monophony
motif
motiv
motive
movements
movie music
movie score
music
musical instruments
national art standard
national dance standard
national English standard
national music standard
on the beat
on the downbeat
opera
orchestra
ornaments
ostinato
parallel
parallel harmony
percussion
phrase
piano
polyphonic
polyphonic texture
polyphony
presto
quadruple
refrain
rhythm
rhythm section
rondo
round
rounds
scalar
sentence shape
simple
staccato
step-wise
strophe
subject
symphony
Syncopation
tempo
texture
theme
themes
timbre
time signature
tone
tone quality
triple
upbeat
verse
vivace voices
