Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The thesis of political theology holds that all justificatory theories of the state embrace some metaphysical assumptions, rather than just empirical facts, and accepted political conventions. The thesis is relevant because it challenges liberal justifications resting on individual autonomy and self-foundation. The thesis is also controversial because many theorists, liberals and poststructuralist alike, believe that metaphysical assumptions introduce decisionism to the theory of the state. But, does political theology entail decisionism? This paper argues that decisionism –the view that a state depends on the unrestrained personal decision of a ruler-- does not follow necessarily from political theology, because metaphysical assumptions need not correspond to theological views analogous to secular decisionism, and a specific idea of metaphysics need not prevail in the process of secularization. This conclusion challenges the view that the modern state is at its core a continuation of Christian hopes and beliefs, but it should and put at ease those who are weary of discussing metaphysics in normative political theory.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Our aim on this paper is to show teachers’ conceptions in connection with some concepts of differential calculus. We discuss about teachers’ conceptions and reconstruction of knowledge. Participants are studying a master degree program in mathematics education and we worked with them during one year in a cooperative learning environment designed in a special way. We would like to discuss here only 12 sessions related to differential calculus out of the whole course. That is, first, discussion in small groups; second, a discussion with the whole class (scientific debate methodology); and third, individual reflection was required as homework (auto-reflection in Hadamard’s sense). Our theoretical approach was related to the role of representations in the construction of mathematical concepts and the notion of conception as important phase on the construction or reconstruction of mathematical concepts.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Our study examined the propositions that mate preferences embody historical concepts that differ by culture, but that mate preferences also embody cross-cultural similarities based upon people's needs for effective relational communication with their marriage partners. Extending both theory and methods employed in mate preference research, 184 young adults from the US, China, South Korea, Japan, and India, responded to a series of open-ended questions. Analytic induction procedures were used to create categories across six topics (good wife/bad wife, good husband/bad husband, good marriage/bad marriage. Some cultural concepts were identified in the reported gender and cultural differences: for US adults a wive should be loving and not untrustworthy, a husband should not be selfish, unfaithful or hurtful; a good marriage is characterized by giving and a bad marriage by untrustworthiness and poor communication. By contrast, in Asian cultures a good husband or wife provided for the family, a bad husband was irresponsible, and good marriages were marked by mutual respect. As hypothesized, relational communication characteristics were more important than attractiveness/ability characteristics acorss the five cultures. Sex differences were also detected, and knowledge of some dispreferred characteristics were valued more than preferred characteristics (like unfaithfulness). Most importantly, both propositions received support.

Publication Type: Poster
Abstract: Studies on students’ understanding of functions have reported that many students have a limited understanding of functions. Students’ understanding of function transformation, function inverse, function composition, and the relationship among these three concepts is thus far understudied. This study investigates calculus students’ understandings of the three concepts. Data obtained from two phases, a questionnaire and task-based interviews, will be presented.

Publication Type: Abstract
Abstract: Objective: To conduct a course mapping survey of all required didactic and laboratory courses taught within the first three professional years of a PharmD curriculum in order to assess the existence of medication safety principles and concepts. Methods: A course mapping instrument consisting of eight medication safety categories with associated criteria as delineated by literature review was developed by the principal investigator. Threshold ratings were determined for each category with variations between categories and professional years of the curriculum. Data was gathered by review of the course objectives listed on 22 didactic and laboratory course syllabi for the existence of medication safety principles and concepts. In addition, course coordinators responsible for each of the reviewed course syllabi were interviewed to validate and add information to the course mapping document. A rating scale of one to five was used to score criteria items in each category on the course mapping instrument. The scores were entered on a spreadsheet and tabulated for results. Results: Preliminary course mapping results reveal that courses taught in professional year one (n = 8), professional year two (n = 9), and professional year three (n = 5) fell below the thresholds listed for each of the medication safety categories. A gap analysis will be performed with the completed results. Implications: Medication safety principles and concepts are important in pharmacy education. It is essential to incorporate objectives related to medication safety within the PharmD curricula. Faculty development and training in current medication safety principles and concepts is needed.