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Dissertations / Theses on the topic 'Practical knowledge and epistemology'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

De, Freitas Tony Michael. "Epistemology and the use of scripture in pastoral care and counselling." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20316.

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Thesis (DTh)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This dissertation explores the topic of epistemology and the use of Scripture in pastoral care and counseling. It examines the epistemological foundations of all theology and ministry in order to provide clarity and guidance for pastoral care within our current early twenty-first century context. The key problem that is implied in the topic ‘Epistemology and the use of Scripture in pastoral care and counseling’ is the following: What normative and methodological role should the Bible play in the counseling situation and wh

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2

Hoover, Katherine McKibben. "Women's social constructions of everyday life an epistemology of food preparation and practical knowledge /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000120.

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3

Pistorova, Stacey L. "Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.

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4

Byrne-Armstrong, Hilary, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "Dead certainties and local knowledge : postculturalism, conflict and narrative practices in radical/experiential education." THESIS_FSI_XXX_Byrne-Armstrong_H.xml, 1999. http://handle.uws.edu.au:8081/1959.7/563.

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This thesis documents the development of a narrative epistemology and an associated pedagogic practice around the conflicts that occur in experiential learning settings. The thesis traces a progressive shift away from individualistic accounts of conflicts and dilemmas in learning being primarily embedded in psychological spaces, to a recognition of the importance of the social space - the cultural discourses that shape our everyday activity and interactions. This recognises that conflict is not simply a consequence of difference arising from personality, or other psychological factors, but a c

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Byrne-Armstrong, Hilary. "Dead certainties and local knowledge : poststructuralism, conflict & narrative practices in radical/experiential education /." [Richmond, N.S.W.] : Faculty of Social Inquiry, University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.123920/index.html.

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6

IdELSON, Marc. "Undo the math : Managerial and organizational cognition theoretical and practical implications of cross-cultural and cross-disciplinary semiotic gaps." Phd thesis, HEC, 2011. http://pastel.archives-ouvertes.fr/pastel-00713645.

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In a critical management study, drawing on Aristotelian analysis of language (Aristotle, 2000; Benveniste, 1966), (Crosby, 1997)'s historical analysis of the emergence of what he coins modern society's pentametric mentalit��, (Jorion, 2009)'s anthropological exposition of the West's invention of Truth and (objective) Reality, and following, albeit with a much more limited scope, in the footsteps of Hellenist philosopher Jullien's forays into Chinese thought (Jullien, 1995, 2009), numbers, space and time are revealed as semiotically-grounded social constructs and philological methods --revealin

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Idelson, Marc. "Undo the math : Managerial and organizational cognition theoretical and practical implications of cross-cultural and cross-disciplinary semiotic gaps." Thesis, Jouy-en Josas, HEC, 2011. http://www.theses.fr/2011EHEC0002/document.

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Dans une étude critique, s'appuyant sur l'analyse aristotélicienne du langage (Aristote, 2000a; Benveniste, 1966), sur l'émergence historique de ce que (Crosby, 1997) appelle la mentalité pentamétrique de la société moderne, sur l'exposé anthropologique de (Jorion, 2009) de l'invention par l'Occident des concepts de Vérité et de Réalité (objective), et, s’inspirant, sur un plan plus limité, des incursions dans la pensée chinoise du philosophe helléniste Jullien (Jullien, 1995, 2009), il est démontré que les nombres, l'espace et le temps sont des constructions sociales sémiotiques ; et exposé q

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8

Thorndike, Ashley P. "Articulating Dance Improvisation: Knowledge Practices in the College Dance Studio." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275069682.

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9

Hothersall, Steven. "Knowledge of and for social work : a philosophical, professional and methodological inquiry." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/71e60363-7910-4c67-a5e0-d2ae97417588.

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This thesis explores the ways in which professionals (in particular, social work professionals) define, produce, transfer, use, develop and disseminate knowledge of and for their profession and their practice. The thesis considers the issue(s) of professional knowledge from three related but distinct perspectives: philosophical, methodological and professional. From a philosophical perspective, the thesis articulates and examines the underpinning principles of epistemology and considers to what extent the professional social work knowledge debate has been informed by reference to these, and wh

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10

Cordingley, Kevin John. "How do occupational therapists practising in forensic mental health know? : a practice epistemology perspective." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/12205.

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My research explored the knowledge of occupational therapists practising in forensic mental health. There is no ‘gold standard’ evidence in this practice area but other forms of evidence, including experience and “intuition”, are used in practice. My research aimed to identify the knowledge formed from and used in this practice area. My research design used qualitative methodology that was informed by American pragmatist, social constructivist and post-modern theory. In particular, I used grounded theory and situational analysis to generate and to analyse the data. The practitioners were three

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11

Nousala, Susu, and susnousala@econ-km com. "Tacit knowledge networks and their implementation in complex organisations." RMIT University. Aerospace, Mechanical and Manufacturing Engineering, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070209.095245.

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It is difficult for organizations to effectively manage personal knowledge so it can be mobilized, shared, and rewarded to benefit the organization. These difficulties occur particularly in large geographically dispersed, hierarchical organizations. The management of developing, identifying successful practices, building up and maintaining tacit knowledge, requires an understanding of how these ideas have emerged within the organization through a Tacit Knowledge Exchange (TKE) process. Identification and understanding of TKE characteristics is difficult as they are invisible (tacit). The TKE

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12

English, Mackenzie Evan. "Exploring How Middle School Students' Epistemologies in Practice Change Across Time with Varying Content Areas And Knowledge Product Contexts." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1404396002.

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13

Alsterdal, Lotte. "The Duke of Uncertainty -Aspects of Professional Skill." Doctoral thesis, KTH, Industrial Economics and Management, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3251.

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<p><i>The Duke of Uncertainty - Aspects of Professional Skill</i>is a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.</p><p>The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive f

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14

Linse, Charlotta. "Ambiguity at the heart of design work : Sensing and negotiating ambiguity in knowledge-creation work." Doctoral thesis, KTH, Industriell Management, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-206508.

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Ambiguities have long intrigued design and new product development (NPD) researchers: The fascination seems rooted in an endeavor to understand how design outcomes may be created despite the ambiguous nature of such work. There are several classic contributions on how to categorize, avoid and approach ambiguities. Some of the newer theories have also pointed to benefits arising from temporarily sustaining ambiguity. Little research has considered how ambiguities emerge, how ambiguities are sensed by practitioners, and the actions the practitioners take, either to harness or to reduce the gener

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15

Pautal, Éliane. "Enseigner et apprendre la circulation du sang : analyse didactique des pratiques conjointes et identifications de certains de leurs déterminants : trois études de cas à l'école élémentaire." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20115/document.

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Cette thèse propose d’examiner des situations d’enseignement et d’apprentissage autour de la circulation du sang au cycle 3 de l’école élémentaire française de façon à en inférer des éléments susceptibles de les déterminer. Les analyses didactiques sont menées dans le cadre de la Théorie de l’Action Conjointe en Didactique (Sensevy et Mercier, 2007) qui modélise l’action humaine en situation didactique comme une série de jeux d’apprentissage. Il s’agit de comprendre quelques uns des déterminants de ces jeux : le rapport aux objets de savoir du professeur, son épistémologie pratique et son acti

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Oliveira, Ayra Lovisi. "Atividade epistemológica da prática pedagógica do professor de educação física." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1152.

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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.

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18

Svartheden, Joakim. "Kriget och katedern : Officersutbildningen, omdömet och det okända." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33527.

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The purpose of this thesis has been to illustrate the conditions for development of judgement-based professional skill, by means of institutionalised officer training. The study has been based on two questions: 1) What is, in the context of the exercise of the officer profession and the military school environment, the nature and epistemological foundations of the judicious action? 2) In what way can institutionalised officer training ensure the development of the judgment of future military leaders?This study is presented in the form of a scientific essay, departing from a personally experien

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19

Tanswell, Fenner Stanley. "Proof, rigour and informality : a virtue account of mathematical knowledge." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10249.

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This thesis is about the nature of proofs in mathematics as it is practiced, contrasting the informal proofs found in practice with formal proofs in formal systems. In the first chapter I present a new argument against the Formalist-Reductionist view that informal proofs are justified as rigorous and correct by corresponding to formal counterparts. The second chapter builds on this to reject arguments from Gödel's paradox and incompleteness theorems to the claim that mathematics is inherently inconsistent, basing my objections on the complexities of the process of formalisation. Chapter 3 look

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20

Havemose, Karin. "Konsten att uppfinna hjulet två gånger : om uppfinnandets teknik och estetik." Doctoral thesis, Kungliga Tekniska högskolan, Institutionen för industriell ekonomi och organisation, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8083.

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“There is no need to reinvent the wheel” – a cliché, often told when you want to come up with something new that in someway can be connected to something that already exist. This study shows the opposite – that inventions emanate from what is given. It can be a detail, a problem in a thing - a wheel - or a situation that catches the inventor’s attention. It is something that seeks a solution or something that generates an idea, a hint or a clue of something new and useful. The art of invention emerges from the ability and skill to broaden the seeing and put thinking, substance and tradition in

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21

Ash, Malcolm. "Knowledge that counts : an examination of the theory practice gap between business and marketing academics and business practitioners examined in respect of their respective epistemic stances." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/333867.

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This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others inc

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22

Basoukos, Antonios. "Science, practice, and justification : the a priori revisited." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17358.

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History is descriptive. Epistemology is conceived as normative. It appears, then, that a historical approach to epistemology, like historical epistemology, might not be epistemically normative. In our context here, epistemology is not a systematic theory of knowledge, truth, or justification. In this thesis I approach epistemic justification through the vantage point of practice of science. Practice is about reasoning. Reasoning, conceived as the human propensity to order perceptions, beliefs, memories, etc., in ways that permit us to have understanding, is not only about thinking. Reasoning h

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23

Seo, Eunhee. "Teaching Assistants' (TAs) Personal Epistemologies and Their Instructional Practices in U.S. Universities: A Mixed Methods Investigation of International TAs and U.S. TAs." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/21769.

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CITE/Language Arts<br>Ed.D.<br>Current teacher education research calls for investigation of the "missing paradigm," the connection between teachers' conceptions of knowledge and learning and their instructional practices. This call has been heeded in the scholarship on personal epistemology that reveals the role of knowledge in learning and instruction within and across various socio-cultural contexts. This study extends the work on the relationship between teachers' personal epistemologies and instructional practices to a previously unexamined population: international and U.S. Teaching Assi

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24

Glick, Ephraim N. "Practical knowledge and abilities." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55177.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 115-118).<br>The thesis is an exploration of the relations between know-how, abilities, and ordinary knowledge of facts. It is shown that there is a distinctively practical sort of know-how and a corresponding interpretation of 'S knows how to [phi]', and that this special sort of know-how, while possessing representational content, is not simply ordinary knowledge-that. The view rests on a novel distinction betwe

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25

Matthews, P. "Social epistemology and online knowledge exchange." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25677/.

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This document summarises the submitted research which has investigated online knowledge exchange and related it to the philosophical field of social epistemology. The broad aims have been: firstly to investigate what social epistemology theory can offer in the way of guidance and evaluative frameworks for the design of knowledge systems; and secondly, to determine what the empirical study of knowledge exchange platforms can tell us about epistemology as emerging from online practice. The submitted work consists of six papers that are a mixture of review/position papers and reports of empirical

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26

York, Brian D. "Practical Skepticism: Sextus Empiricus and Zhuangzi." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398426220.

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27

Bergström, Jonathan. "Group Belief and Justification : Analyzing Collective knowledge." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-129338.

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28

Hannon, Michael. "A practical explication of knowledge." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648326.

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29

Alexander, George Shepard. "Practical knowledge and artroom design." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28912.

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Field research methodology was employed to describe how the personal practical knowledge of three art teachers has helped shape their junior secondary artrooms. Through interviews, photographic analysis, and participant observation a description of each site is provided to show that some aspects of each teacher's practical knowledge find expression in the artroom environment. Each artroom had its own distinctive features, but what held these three sites in common was the way in which practical knowledge functioned in the design of the flexible elements of the room's environment. Each teacher e

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30

Reaber, Grant. "Topics in probabilistic epistemology." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227601.

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Three related topics in probabilistic epistemology are studied. 1. Issues in the theory of rationality raised by cases in which eithermultiple doxastic attitudes would be warranted if you had them or none would. 2. The concept of credential deference, which lies behind David Lewis's Principal Principle, Bas van Fraassen's Reflection Principle, et al., is analyzed. Particular interest comes from considering agents who are not always certain what their own credences are. 3. The concept of conditional probability. It is argued that the ratio formula for conditional probability functions as an ana

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31

Matheson, Jonathan D. "Epistemology and evidence an analysis of Alvin Plantinga's reformed epistemology /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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32

Bierman, Lea. "Equestrian knowledge : its epistemology and educative contribution /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17583.pdf.

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33

Church, Ian M. "Virtue epistemology and the analysis of knowledge." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3118.

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This thesis centers on two trends in epistemology: (i) the dissatisfaction with the reductive analysis of knowledge, the project of explicating knowledge in terms of necessary and jointly sufficient conditions, and (ii) the popularity of virtue-theoretic epistemologies. The goal of this thesis is to endorse non-reductive virtue epistemology. Given that prominent renditions of virtue epistemology assume the reductive model, however, such a move is not straightforward—work needs to be done to elucidate what is wrong with the reductive model, in general, and why reductive accounts of virtue epist

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34

Fleming, Christopher J. "Theoria : performance and epistemology /." [Richmond, N.S.W.] : University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.091228/index.html.

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35

Fricker, Elizabeth. "Knowledge and language." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303535.

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36

Hatzinikolaou, Nikolaos S. "The epistemology of Saint Gregory Palamas." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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37

Sheppard, Christine. "Course design and student epistemology." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/603/.

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38

Bin, Che Mentri Mohd Khairul Anam. "Avicenna on knowledge." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31234.

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This thesis presents the first scholarly attempt to provide a systematic study—by way of rational reconstruction—of Avicenna’s philosophical analysis of knowledge. The analysis is centred on the well-known but ill-researched epistemic notions of apprehension (taṣawwur) and judgement (taṣdīq) that Avicenna consistently claims to be the necessary and sufficient conditions for anyone to be regarded as having knowledge. The study, however, begins with an account of Avicenna’s philosophical programme and its primary philosophical assumption, namely, his metaphysical realism. I argue that this assum

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39

Gordon, Emma Catherine. "Understanding in contemporary epistemology." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6408.

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My main aim is to contribute to the exploration of the nature of the epistemic state of understanding. It seems that the most productive way in which this might be done is by (i) investigating what sort of conditions must be fulfilled in order for one to understand, and (ii) comparing understanding’s place in certain contemporary debates to the place that knowledge has in those debates. Regarding conditions for understanding, I will argue that there are two types of understanding that are most relevant to epistemology—objectual understanding and atomistic understanding. I will contend that ato

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Holst, Cathrine. "Feminism, epistemology & morality." Bergen : University of Bergen, 2005. http://catalog.hathitrust.org/api/volumes/oclc/77564206.html.

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Kessler, William B. "The idea of reflection in Christian epistemology." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Dyck, Timothy Lee. "Experientialist epistemology : Plantinga and Alston on Christian knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36919.

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This study examines Christian experientialist epistemology as articulated of late by Alvin Plantinga especially and also William Alston. It situates their approach to the epistemic status of Christian belief claims within the overall outlook they have respectively developed on what features generally legitimate beliefs as being rationally responsible or even qualify some true beliefs as constituting knowledge. First to be taken up is Plantinga's journey from considering the deontological justification for basic belief in God to making his own externalist proposal for warranted belief at large.

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Gao, Jie. "Belief, knowledge and action." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/33111.

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In this thesis, I explore a number of epistemological issues concerning the relations between knowledge, belief and practical matters. In particular, I defend a view, which I call credal pragmatism. This view is compatible with moderate invariantism, a view that takes knowledge to depend exclusively on truth-relevant factors and to require an invariant epistemic standard of knowledge that can be quite easily met. The thesis includes a negative and a positive part. In the negative part (Ch. 1-4) I do two things: i) I critically examine some moderate invariantist accounts of the intuitive influe

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Kelp, Christoph F. F. "A minimalist approach to epistemology." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/242.

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This thesis addresses the problem of the analysis of knowledge. The persistent failure of analyses of knowledge in terms of necessary and sufficient conditions is used to motivate exploring alternative approaches to the analytical problem. In parallel to a similar development in the theory of truth, in which the persistent failure to provide a satisfactory answer to the question as to what the nature of truth is has led to the exploration of deflationary and minimalist approaches to the theory of truth, the prospects for deflationary and minimalist approaches to the theory of knowledge are inv

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45

Tsakas, Elias. "Essays on epistemology and evolutionary game theory." Göteborg : Dept. of Economics, School of Economics and Commercial Law, Göteborg University, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016654920&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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46

Eck, David Alexander. "The Encultured Mind: From Cognitive Science to Social Epistemology." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5472.

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There have been monumental advances in the study of the social dimensions of knowledge in the late twentieth and early twenty-first centuries. But it has been common within a wide variety of fields--including social philosophy, cognitive science, epistemology, and the philosophy of science--to approach the social dimensions of knowledge as simply another resource to be utilized or controlled. I call this view, in which other people's epistemic significance are only of instrumental value, manipulationism. I identify manipulationism, trace its manifestations in the aforementioned fields, and exp

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47

Grignon, Thomas. "« L’influence » comme prétention : contribution à une ethnosémiotique de l’expertise dans le conseil en communication." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL083.pdf.

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Situés au carrefour des industries de la médiatisation, les spécialistes du « conseil en communication » occupent une place d’intermédiaire stratégique et disputée. Ils évoluent au sein d’un espace professionnel aux contours instables, dans lequel des acteurs divers – et parfois éloignés du marketing et des relations publiques – interviennent pour faire valoir une définition singulière de ce que peut et de ce que doit faire le communicant. Réalisée sous convention CIFRE au sein d’une agence internationale de relations publiques qui fournit le terrain d’une enquête ethnographique, cette recherc

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48

Smith, Joshua A. "A relevant alternatives analysis of knowledge." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148869371.

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49

McHugh, Conor. "Self-knowledge in consciousness." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3488.

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Abstract:

When you enjoy a conscious mental state or episode, you can knowledgeably self-ascribe that state or episode, and your self-ascription will have a special security and authority (as well as several other distinctive features). This thesis argues for an epistemic but nonintrospectionist account of why such self-ascriptions count as knowledge, and why they have a special status. The first part of the thesis considers what general shape an account of self-knowledge must have. Against a deflationist challenge, I argue that your judgments about your own conscious states and episodes really do const

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Leemans, Annemie Daniel Gerda. "Contextualizing practical knowledge in early modern Europe." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/60636/.

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Abstract:

The overarching topic of this dissertation is practical knowledge in early modern Europe. Practical knowledge is the know-how people have in order to make something, do something or obtain something. Textually speaking, this knowledge profiles itself as a prescription, recipe, secret, or formula. The areas of interest of practical knowledge are very wide from kitchen wisdom to medical panaceas. The main aim of this interdisciplinary study is to contextualize practical knowledge. By 'contextualizing' I mean studying different topics that are intrinsically intertwined with the subject. In this P

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