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Both Irenaeus and Tertullian address the issue of "the rule of faith" in a context where they fight adversaries or heretics. The argument of both writers reaches a climax when they point out how cento-writers composed new stories or texts by lifting lines verbatim from classical epics. Thus, they kept the words (verba) and altered the stories (res or sensus). This article takes this analogy as point of departure in a way not yet done, and finds that ancient rhetoric, with ideals of literary composition, arrangement and order, is decisive for how both Irenaeus and Tertullian present the rule of faith. This applies to both terminology and the illustrations they use. The rule of faith is the intended story of Scripture, which is naturally discerned from there in a way analogous to how historians were expected to arrange their stories. Lucian of Samosata and Dionysius of Halicarnassus provide helpful analogies. [ABSTRACT FROM AUTHOR]

Don't Forget, This Is Not You I Speak to My Twin Sister Graph: Shirin Neshat, Identified, 1995. When I am a little girl I learn to feel the space between me and my twin sister as if it is an atomic bond and we are ions - the relative connection only shifts by push and pull. Ink for Shirin Neshat The ink of my eyes is the same you used to write me out of the story. [Extracted from the article]

In clinical, research and veterinary laboratories of North America, large format histology has more recently been improved with newer equipment and better methodology. Large tissue specimens are frequently sliced in the grossing room and processed in multiple smaller, standard size tissue cassettes. Justifiably, submitting more blocks inherently lends itself to a greater confidence in the accuracy of the diagnosis, yet guidelines for tissue sampling often suggest taking fewer samples. For example, large tumor specimen protocols recommend taking one standard-sized tissue block for each cm diameter of tumor. However, cancers are the culmination of many complex changes in cell metabolism and often appear dissimilar at different tissue locations. As these changes have an uncertain behavior, many other tissue samples are often taken from areas that appear to have either a variable texture or color. Consequently, at microscopy, the complete tissue sample may need to be reassembled like a jigsaw puzzle as the stained sections are frequently presented over many slides. This problem has easily been overcome by using large format cassettes since the entire cross-section of the tissue sample can often be viewed on a single slide. Because these cassettes can effectively hold up to 10 times the volume of conventional standard size cassettes, they are a more efficient way of assessing large areas of tissue samples. This system is easily adapted for all tissue types and has become the established method for assessing large tissue samples in many laboratory settings. [ABSTRACT FROM AUTHOR]

Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this disconnection. Considering knowledge as prerequisite for environmental attitudes and behavior, our study focused on cognitive learning of high school students at an instructional zoo field trip about marine ecology and conservation, by applying two cooperative learning settings. The study followed a quasi-experimental design, applying multiple-choice pre-post-retention tests. The results show satisfying short- and long-term knowledge achievement. Our cooperative learning settings seems to be a suitable approach for zoo field trips to facilitate a satisfying cognitive outcome concerning marine ecology and conservational issues. [ABSTRACT FROM PUBLISHER]

Artificial intelligence (AI) techniques are successfully used for various design and optimization tasks, and have previously been applied to design magic tricks. A magical effect is an event that the observer perceives as being outside the normal physical rules of the world. In this work, we revisit an AI framework that has been used to produce a two-dimensional interlocking piece jigsaw design with two simultaneous solutions, one showing 12 identical shapes, the other only ten, giving rise to the believable illusion of the shapes vanishing. To achieve this effect, the design framework enables the combination of both geometric optimization constraints and constraints derived from empirically determined psychophysical and cognitive investigations. We further discuss the human factors that affect an observer’s perception of a magic trick and how these observations can be used in a computational optimization process. We also provide a more detailed analysis of the algorithms used to generate the magical effects. [ABSTRACT FROM PUBLISHER]

Children's research abilities have become increasingly recognised by adults, yet children remain excluded from the academy. This restricts children's freedom to make choices in matters affecting them, underestimates their capabilities and denies children particular rights. The present paper reports on young children's problem-solving as part of a small-scale interpretive study designed to reconceptualise ways in which children's naturalistic behaviours may be perceived as research. Within a ‘jigsaw methodology’ designed to accommodate participatory, emancipatory and inductive approaches, multi-modal case studies were co-constructed with children aged four to eight (n = 138) and their practitioners (n = 15) in three primary schools and with selected children and their primary carers participating at home. Outcomes include the reassertion by academics of problem-solving as research behaviour, the capturing of young children's engagements in problem-solving as research behaviour and the identification of a range of factors affecting the children's problem-solving activity, including high-order thinking. [ABSTRACT FROM AUTHOR]

There have been strengthening recommendations that physical education (PE) should make a wider contribution to learning beyond that of psychomotor development. Cooperative learning models show considerable potential for study in PE but as yet these remain unexplored. This article reports upon an undergraduate gymnastics programme delivered using a jigsaw learning approach. A purposive sample of 61 third-year PE undergraduates was selected for the study and data were collected using focus-group interviews and field notes. In evaluating the jigsaw learning approach it became apparent that while it had clearly met the needs of a wider set of priorities, such as those of the affective and cognitive learning domains, it fundamentally failed to facilitate psychomotor learning. Such tensions may well become increasingly apparent as practitioners of PE navigate its place within future educational structures and raise interesting questions as to what 'high-quality' PE should actually be. [ABSTRACT FROM AUTHOR]

Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation. [ABSTRACT FROM AUTHOR]

This overview of the history of jigsaw puzzles highlights their connection with maps and the education of geography. The illustrations have been selected from the 125 slides which originally accompanied a talk presented at the BCS Symposium in Manchester, September 2006. [ABSTRACT FROM AUTHOR]

Jigsaw is a well-known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effective on their academic success a proficiency test and questionnaire were administered and observations were made. Eighty-one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty-five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size = 1.06) on PTs' academic success as well as on their views regarding the technique itself. [ABSTRACT FROM AUTHOR]

Presents a summary of one of the most troubling situations, sure to evoke de ja vu in most instructors who teach fresh men students to write formal research papers. Diagram that help understand the concept of constructing the jigsaw puzzle; Using sources creatively in a research paper as compared to solving a jigsaw puzzle; How students understand the concept of the jigsaw puzzle assignment, a mini research paper.