Lake–Sumter State College

Higher education administrators’ expectations of parental involvement have been based on legal implications, research regarding best practices, and student development theories. Little is known, however, about parents’ perceptions of their involvement in college, particularly in students’ first year in college. This research study sought to determine differences, if any, between parents’ perceptions of their level of involvement and parents’ demographic characteristics. Results indicated perceptual differences based on students’ status as a first-generation college student, ethnicities, and students’ anticipated residence for the first year of college. Findings from this research have the potential to inform institutions as they establish parent-university partnerships.

Abstract High-magnification use-wear analyses create datasets that enable microeconomic studies of lithic consumption and household activities that complement macroeconomic studies of lithic production and exchange to collectively improve our reconstructions of ancient economies. In recent decades, compositional and technological analyses have revealed how certain obsidian sources and lithic technologies were exploited, produced, and exchanged in Mexico's central highlands region during the Formative period (1500b.c.–a.d.100). This article presents use-wear analyses of 275 lithic artifacts from four sites in northern Tlaxcala—Amomoloc (900–650b.c.), Tetel (750–500b.c.), Las Mesitas (600–500b.c.), and La Laguna (600–400b.c.and 100b.c.–a.d.150)—to compare household activities with lithic technologies and evaluate their roles in regional economies. Blades were used for subsistence and domestic crafting; maguey fiber extraction for textile production increased over time, especially in non-elite households. The preparation and consumption of meat acquired by hunting and other methods increased slightly over time, and bipolar tools were used as kitchen utensils. Bloodletting was practiced with two variations of late-series pressure blades, but these and other tools were neither exchanged as nor used to craft prestige goods, often viewed as driving forces of Formative economies in Mesoamerica.

I argue that Lewis’s conception of philosophy and conception of verification should be interpreted as opposed to the logical positivism of Carnap and Schlick. Specifically, I claim Lewis’s insistence on the importance of normative and metaphysical discourse, as well as his conception of verification that underwrites the meaning of normative and metaphysical statements, indicates a subtle but crucially important conflict with logical positivism. Lewis’s and Schlick’s disagreement over verification signals more than differing internal positions on a given issue; it arises from different conceptions of philosophy that go largely unarticulated in their debate. In light of these more fundamental considerations, pragmatism – at least in Lewis’s hands – should not be interpreted as aligned with logical positivism.

Wilfrid Sellars was not only one of the last systematic philosophers of the twentieth century but also continues to be relevant in light of his impact on the development of analytic philosophy in America and abroad. Sellars developed influential arguments for the rejection of the given in epistemology, a unique account of non-conceptual content, a commitment to scientific realism, and a functionalist approach to meaning—all of which have received substantial attention in the past 30 years. Moreover, Sellars' conception of normativity—a conception that posits normative accounts of language, action, and agency as entailing a sui generis dimension of language, one seemingly 'over and above' naturalistic descriptions of agency—has been especially influential, motivating currently popular inferentialist and conceptualist accounts of everything from language and material inference to meaning and consciousness (Brandom 1994; McDowell 1994).

Abstract In Florida, articulation among high schools, colleges, and universities goes far beyond courses for transfer, dealing as it does with all aspects of education, including facilities, data gathering, resources, and systemwide philosophy of higher education.