# To Do > [!multi-column] > > > [!bug] Overdue > > ```tasks not done (due before today) hide task count hide due date hide edit button short mode > > >[!success] Today > >```tasks not done (due on today) hide task count hide due date hide edit button short mode > # Notes > [!multi-column] > > > [!summary]- Created Today > > ```dataview > > LIST WITHOUT ID file.link > > FROM "" > > WHERE file.cday = this.file.day AND file.name != this.file.name > > SORT file.ctime ASC > > ``` > > > [!example]- Modified Today > > ```dataview > > LIST WITHOUT ID file.link > > FROM "" > > WHERE file.mday = this.file.day AND file.name != this.file.name AND file.cday != this.file.day > > SORT file.mtime ASC > > ``` ## Quick Links ```dataview LIST WITHOUT ID file.link FROM #quicklink SORT file.cday DESC ``` # [[Weight Tracker]] ## [[Scratch Pad]] - Primary kinds "carve nature at its joints", capturing objective distinctions in reality: The differences between light bulbs, lamps, and lava are more fundamental and "joint-carving" than those between red things, shiny things, and small things. We can discover primary-kind distinctions through empirical investigation; they are not mere creations of our conceptual schemes. Both of these views deny that buildings and other ordinary objects exist as genuine, irreducible entities in their own right - there is nothing more to the ontology of a building than the ontology of its microphysical constituents. "A primary kind is a kind in virtue of which a thing has its persistence conditions. An object x has K as its primary kind only if: x is of kind K every moment of its existence and could not fail to be of kind K and continue to exist. Something that has K as its primary kind cannot lose the property of being a K without going out of existence altogether." (p. 38) - Both of these views deny that buildings and other ordinary objects exist as genuine, irreducible entities in their own right - there is nothing more to the ontology of a building than the ontology of its microphysical constituents. - Marta Benenti (University of Murcia) - Elena Mancioppi (University of Gastronomic Sciences Pollenzo) - Lisa Giombini (University of Roma Tre) - Alberto Voltolini (University of Turin) - Paola Sabbion and Elisabetta Canepa (University of Genoa) ### Lesson planning - But x and y are not strictly identical, as they have different modal and temporal properties. - E.g., the statue might not have existed if the marble had not been shaped that way, but the marble itself still would have. # Prompt for pre reading class #prompt Instruction: Using the academic paper provided below, create a slide presentation and accompanying [[speaker notes]] for a 90-minute pre-reading class aimed at advanced philosophy students. Objectives: Prepare Students: Introduce [[key concepts]], arguments, and themes to equip students for reading the text at home. Summarize Content: Provide bullet-point summaries that highlight the main points they will encounter. Include Quotes: Incorporate relevant quotes to illustrate significant ideas and stimulate interest. [[Slide Content]]: Bullet Points: Summarize key ideas and arguments from the text in concise bullet points. Logical Flow: Organize slides to build understanding progressively, starting from foundational concepts to more complex ideas. Quotes: Include significant quotes where appropriate to exemplify important points or provoke thought. [[Speaker Notes]]: Expand on Slides: Offer detailed explanations that delve deeper into the bullet points. Provide Context: Give background information and examples to clarify complex concepts. Reading Tips: Suggest what students should focus on when reading the text and anticipate challenging sections. Structure: 1. Introduction: Introduce [[the author]] and the historical or [[philosophical context]] of the text. Outline the main themes and objectives of the paper. 2. [[Key Concepts]]: Define essential terms and philosophical concepts that are crucial for understanding the text. Explain the significance of these concepts in the broader philosophical discourse. 3. Main Arguments: Summarize the primary arguments presented in the text. Discuss how these arguments are structured and supported. 4. Critical Passages: Highlight important sections or quotes from the text. Provide commentary on why these passages are significant. 5. Reading Strategies: Offer guidance on how to approach the text. Suggest questions for students to consider while reading. 6. Conclusion: Recap the [[key points]] covered in the presentation. Encourage students to reflect on the material and prepare any questions for discussion after reading.