On the Perceptibility of Motion: An Inquiry from the Indian Philosophical Traditions
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This paper discusses an important issue regarding the concept of motion from the perspective of Indian philosophical traditions. We can recognise two camps in Indian philosophical schools regarding the epistemic means (pramana) through which one cognises motion. Some Indian philosophical schools claim that motion is completely imperceptible and one infers motion by perceiving contact and separation of an object with another object or space. Among these schools, we have considered Patanjali and Ramanuja (the author of Tantrarahasya) as the main advocators of this position. The other group claims that motion is perceptible and we infer motion only when the object possessing the motion is not perceptible. Supporters of this position are mainly the Nyaya-Vaisesika school and Narayanabhatta the author of Manameyodaya. While summarising and critically analysing these positions, we support the view that motion is perceptible by showing the following: (1) The position that motion is non-perceptible leads to some ontological issues (2) The position that motion is perceptible is more economical and simpler.Keywords:
Position (finance)
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Vanishing point
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Object based
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In this paper we investigate a new problem of identifying the perspective from which a document is written. By perspective we mean a point of view, for example, from the perspective of Democrats or Republicans. Can computers learn to identify the perspective of a document? Not every sentence is written strongly from a perspective. Can computers learn to identify which sentences strongly convey a particular perspective? We develop statistical models to capture how perspectives are expressed at the document and sentence levels, and evaluate the proposed models on articles about the Israeli-Palestinian conflict. The results show that the proposed models successfully learn how perspectives are reflected in word usage and can identify the perspective of a document with high accuracy.
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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This chapter contains sections titled: Measurement of Time Perspective Time Perspective Profiles and Findings from Time Perspective Research Balanced Time Perspective Time Perspective and Well-Being Critiques and Future Research Directions Applications of Time Perspective Conclusion
Time Perspective
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