O pojęciu „historyczności” według Karla Jaspersa oraz Carla Gustava Junga

I shall try to consider comparatively the notion of “historicity” in the sense given to it by Karl Jaspers and Carl Gustaw Jung in their “philosophies of history”, which were an original response to the crisis of modern historical scientificated consciousness. On the basis of Jaspers’ „Vom Ursprung und der Ziel der Geschichte” as well as Jung’s „Über die Entwicklung der Persönli- chkeit” I intend to explore a common point of their philosophical positions, which is: an individual historical existence, belonging as he/she does to the historical world that enters his/her life in a particular form, and, on the other hand, shaping the general historical reality through picking out and revealing the meanings and opportunities waiting to be unearthed in the sphere of his- toricity. Their concept of individual human being that, paradoxically, is just as much a historical existence in history as it remains outside history.

Elaborated Mathematical Model for Hydrogen-Hydrogen-Oxygen Energy Storage Cell

Hydrogen is now considered one of the most promising fuel of the future. It will be used in various applications, e.g. generating and storing electricity, fuel for automobiles and Jet Planes, hydrogen powered industries, and for all our domestic energy requirements. The challenges of efficiently generating and storing the Hydrogen gas is the playing field of many researchers around the globe. In this paper we studied three different designs of the generation cell where an elaborated design models for these three designs are put forth. The three designs were modeled into three electric circuits to calculate the plate’s parameters such as resistance, inductance and capacitance. A theoretical comparison based on these three parameters, has applied to determine the optimum design. A spiral plate design shows the highest HHO gases generation. The simulation data showed also, that minimizing the voltage at least to be 1.23V, will increase the effective current hence improving the efficiency. On the other hand, shaping the input signal to the energy generation system, will lead to stabilizing the temperature and reduce the power loses.

A Comprehensive Construction of Hydrogen-Hydrogen-Oxygen (HHO) Cell as Renewable Energy Storage

In this paper, we propose a comprehensive design of HHO generation cell of the brown gas using three different design models, namely: parallel plates design for HHO cell, cylindrical tubes design for HHO cell, and spiral plates design for HHO cell. Extensive experimental results for the plate’s parameters such as resistance, inductance and capacitance are proposed to get more insight into the proposed designs. The simulation data showed that minimizing the voltage at least to be 1.23V, will increase the effective current, hence improving the efficiency. On the other hand, shaping the input signal to the energy generation system, will lead to stabilizing the temperature and reduce the power loses.

The left ventral premotor cortex is involved in hand shaping for intransitive gestures: evidence from a two-person imitation experiment

The ventral premotor cortex (PMv) is involved in grasping and object manipulation, while the dorsal premotor cortex (PMd) has been suggested to play a role in reaching and action selection. These areas have also been associated with action imitation, but their relative roles in different types of action imitation are unclear. We examined the role of the left PMv and PMd in meaningful and meaningless action imitation by using repetitive transcranial magnetic stimulation (rTMS). Participants imitated meaningful and meaningless actions performed by a confederate actor while both individuals were motion-tracked. rTMS was applied over the left PMv, left PMd or a vertex control site during action observation or imitation. Digit velocity was significantly greater following stimulation over the PMv during imitation compared with stimulation over the PMv during observation, regardless of action meaning. Similar effects were not observed over the PMd or vertex. In addition, stimulation over the PMv increased finger movement speed in a (non-imitative) finger–thumb opposition task. We suggest that claims regarding the role of the PMv in object-directed hand shaping may stem from the prevalence of object-directed designs in motor control research. Our results indicate that the PMv may have a broader role in ‘target-directed’ hand shaping, whereby different areas of the hand are considered targets to act upon during intransitive gesturing.

The Fragility of the Near-Hand Effect

Recent literature has demonstrated that hand position can affect visual processing, a set of phenomena termed Near Hand Effects (NHEs). Across four studies we looked for single-hand NHEs on a large screen when participants were asked to discriminate stimuli based on size, colour, and orientation (Study 1), to detect stimuli after a manipulation of hand shaping (Study 2), to detect stimuli after the introduction of a peripheral cue (Study 3), and finally to detect stimuli after a manipulation of screen orientation (Study 4). Each study failed to find a NHE. Further examination of the pooled data using a Bayesian analysis also failed to reveal positive evidence for faster responses or larger cueing effects near a hand. These findings suggest that at least some NHEs may be surprisingly fragile, which dovetails with the recent proposition that NHEs may not form a unitary set of phenomena (Gozli & Deng, 2018). The implication is that visual processing may be less sensitive to hand position across measurement techniques than previously thought, and points to a need for well-powered, methodologically rigorous studies on this topic in the future.

The left ventral premotor cortex is involved in hand shaping for intransitive gestures: evidence from a two-person imitation experiment

The ventral premotor cortex (PMv) is involved in grasping and object manipulation, whilst the dorsal premotor cortex (PMd) has been suggested to play a role in reaching and action selection. These areas have also been associated with action imitation, but their relative roles in different types of action imitation are unclear. We examined the role of the left PMv and PMd in meaningful and meaningless action imitation by using repetitive transcranial magnetic stimulation (rTMS). Participants imitated meaningful and meaningless actions performed by a confederate actor whilst both individuals were motion-tracked. rTMS was applied over the left PMv, left PMd, or a vertex control site during action observation or imitation. Digit velocity was significantly greater following stimulation over the PMv during imitation compared to stimulation over the PMv during observation, regardless of action meaning. Similar effects were not observed over the PMd or vertex. In addition, stimulation over the PMv increased finger movement speed in a (non-imitative) finger-thumb opposition task. We suggest that claims regarding the role of the PMv in object-directed hand shaping may stem from the prevalence of object-directed designs in motor control research. Our results indicate that the PMv may have a broader role in ‘target-directed’ hand shaping, whereby different areas of the hand are considered targets to act upon during intransitive gesturing.

Values in dialogic pedagogy

In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615