“People Were Dreaming of Cinema Long Ago,” Says Pavle Levi, an Assistant Professor

Total Page:16

File Type:pdf, Size:1020Kb

“People Were Dreaming of Cinema Long Ago,” Says Pavle Levi, an Assistant Professor INDEPENDENT GRANTS THAT NEW RULES ABOUT FEMINIST STUDIES LABORATORIES MAKE IT REAL ACTING YOUR AGE ALIVE AND WELL The network of 13 Federal agencies A psychologist A quarter-century labs embraces an are encouraging hopes a new after the program array of researchers multidisciplinary multidisciplinary was founded, it from just about research and center on longevity speaks to a new every discipline. training. will change attitudes generation. page 6 page 2 about aging. page 12 page 6 inter action ISSUE 2 • WINTER 2006 • STANFORD UNIVERSITY • MULTIDISCIPLINARY NEWS UPDATED AT http://multi.stanford.edu PHOTO ILLUSTRATION BY ANNA COBB A vision realized “People were dreaming of cinema long ago,” says Pavle Levi, an assistant professor in Stanford’s Art and Art History Department and its new Film and Media Studies Program. The camera obscura, a device for creating images that later would give its name to a film studies journal, appeared in ancient China and then in Greece. Much later, in early modern Europe, optics became a source of entertainment; a “magic lantern” presented in 1659 was perhaps cinema’s first ancestor. see FILM STUDIES, page 4 inter action MULTIDICIPLINARY NEWS UPDATED AT http://multi.stanford.edu The grants that make the research possible ver since Frederick B. Terman, education, who now works at the Social Science principal investigator for a single molecule spec- dean of the School of Engineer- Research Council (http://hybridvigor.net/publica- troscopy group funded by the NIH within its ing, came up with his notion tions.pl?s=interdis). molecular libraries and imaging section. (http:// of steeples of excellence in the In similar fashion, the Roadmap initiative of the www/stanford.edu/group/sm_cell_imaging/) 1950s, research grants have fu- National Institutes of Health (NIH) outlines the Along with colleagues at Kent State University, eled Stanford by drawing money crucial importance of changing the nature of the the researchers at Stanford use lasers to observe and ensuring that the university grant-giving business by removing traditional bar- single molecules and the proteins within them. remains the home of some of the riers (http://nihroadmap.nih.gov/researchteams/ Moerner, biologist Lucy Shapiro and physicist world’s greatest scientists. index.asp). The NIH provides more Harley McAdams had all been working on a re- EGrants are still a prime source of en- money than any other single source for lated project funded by the Defense Advanced Re- ergy for many Stanford schools and de- university research nationwide. search Projects Agency. partments, and they are still on the rise. “Although research teams have in- “When that project ended,” Moerner said, “I Sponsored research in fiscal year 2005 cluded individuals from multiple disci- had heard about the new NIH Roadmap program accounted for 37 percent of the universi- plines,” the website states, “integrating asking for bold ideas. And since we had already ty’s operating revenue, or $973 million, different disciplines holds the promise demonstrated single-molecule imaging in bacteria, up 5 percent from the previous year. of opening up currently unimagined the goal was to do it better in cells with brighter What’s different about grants today scientific avenues of inquiry and, in the objects to make them more easily detectable.” and grants in Terman’s day, aside from process, may form new disciplines with The group needed new and better molecules. the raw numbers, is that today’s are Jeff Koseff which to tackle increasingly complex Enter Robert Twieg of Kent State University increasingly complicated and multifac- questions.” (http://dept.kent.edu/chemistry), who eted. As multidisciplinary research becomes the To that end, the NIH, like the NSF, just happened to be developing such rule in all scientific schools and departments, has over the past decade been fund- things. A sort of assembly line ensued, grants can get difficult to administer, on the one ing multiple-year large team projects, though each step of the way involved hand, but also can become more responsive to sometimes called centers, sometimes feedback from the rest. Twieg made scientific needs and inquiry, on the other. The called glue grants. Bringing together the molecules, Moerner measured them match is by no means perfect; researchers and an array of researchers, they often em- in model cells to see if they were good grant makers sometimes seem to be in a race to brace several institutions and include enough, and Shapiro and McAdams stay apace of each other’s agendas. But certainly training (and cross-training) as well as studied their behavior within bacteria. the matchmaking is increas- research funding. A “Before the 1990s, we weren’t able to ingly successful, and the re- new NIH transla- follow molecules except by measuring a Anne Hannigan sults can be seen especially Today, ‘NIH almost looks tional research grant large number of copies at once, which in Stanford’s schools of En- launched in October, for ex- only gives an average,” Moerner explained. “Now gineering and Medicine. like Bio-X!’ Bienenstock ample, explicitly encourages we can look closer and ask, Do all these molecules The NSF has embarked medical schools to provide a march to the same drummer?” upon a variety of initiatives to said, referring to the federal home for disciplinary-based Similarly cross-disciplinary research is going encourage multidisciplinary lab scientists. on at other big universities, of course, but Stan- research and training. Since agency’s new dedication to It was not always that ford has an edge, said Moerner, who with Judith the late 1980s, the agency has way. Stanford’s dean of re- Frydman was a co-recipient of one of the first Bio- funded Science and Technol- cross-disciplinary research. search and graduate policy, X Interdisciplinary Initiatives grants in 2000. ogy Centers, which bring to- Arthur Bienenstock, remem- “There are two aspects that make Stanford spe- gether scientists from a broad bered when his Synchro- cial,” he said. “We have a close physical connec- range of disciplines. In 1995, tron Radiation Laboratory tion between the basic sciences, engineering and the NSF set up an Office of received its very first NSF the medical community. They’re all within a few Multidisciplinary Activities, funding in 1972. But the hundred yards of each other. That is very rare, whose name is self-explanatory. A program spe- agency just wouldn’t commit. and the proximity really facilitates collaboration. cifically designed to help recent Ph.D.s acquire the “It was like they were interested in sex without The second aspect is that graduate students can cross-disciplinary training necessary for success- marriage,” Bienenstock said. “They kept insist- cross departmental boundaries, so I have students ful careers, the agency’s Integrative Graduate Ed- ing on three-year renewals. There was no mecha- in my lab from the physical sciences, chemistry, ucation and Research Traineeship (IGERT) since nism—we were driving the loop, we were pushing applied physics, biophysics, etc., and they can all 1998 requires that applicants propose a compre- for a long-term multidisciplinary view, and it was work together.” hensive interdisciplinary theme. clearly awkward for them.” As for the bumps, they are of various sorts. More recently, the NSF funded an 18-month But today, he laughed, “NIH almost looks like Managing complicated multidisciplinary grants report titled “A Multi-Method Analysis of the So- Bio-X!” issued by labyrinthine and bureaucratic agencies cial and Technical Conditions for Interdisciplin- Though there are bumps along the NIH road, is no easy task. It is sometimes a challenge just ary Collaboration.” The report’s principal inves- Stanford researchers are certainly going along for to make researchers aware that they can breach tigator was Diana Rhoten, a Stanford Ph.D. in the ride. Chemist W. E. Moerner, for example, is boundaries and that there is money available to 2 WINTER 2006 MULTIDICIPLINARY NEWS UPDATED AT http://multi.stanford.edu L.A. CICERO Chemist W.E. Moerner is principal investigator for a single molecule spectroscopy research group funded by the National Institutes for Health. do that. Chris Webb, a former genome scientist across the campus. manities and Sciences, engineering is in Engineer- who stepped over into the administrative side of Stanford’s other schools do not have someone ing, radiology is in Medicine and bioengineering research, is in charge of helping professors at the like Webb, and Anne Hannigan, associate vice straddles two schools), to which agency should School of Medicine put together multidisciplinary president for research administration, says she they apply? Who should be the principal investi- grants. He said he saw plenty of colleagues strug- wishes they did. Her department does what it gator, or PI? How should credit be apportioned? gling to do research on their own, unable to figure can, she said, but younger faculty members need How should different departments and schools out how to link up with others. more assistance. reconcile their accounting methods? (See related “They needed a nice cover story,” he said, re- “We don’t serve them well. That’s a goal of article, this page.) ferring to the challenge of showing one researcher mine, to serve them better with research prod- There is also the problem of money. More than that her narrative, as it were, could also be part ucts,” she said. one person interviewed for this story remarked of someone else’s story. Webb’s boss, Senior Asso- All in all, however, “Stanford is in good shape,” gloomily that federal research budgets will remain ciate Dean for Research Harry Greenberg, added she said. But financial administration of grants is flat for at least the short run. The Clinton admin- that “most researchers are already maxed out” a complicated business, with different incentives istration in 1998 embarked upon a five-year plan with their own work, “so Chris is a bridge.” and disincentives across the university, and “the to double the NIH’s budget, a task completed un- The School of Medicine pulls in more research funding structure makes it more difficult for peo- der the first George W.
Recommended publications
  • Logical Consequence Philosophy of Logic and Language — HT 2017-18
    Lecture 7: Logical Consequence Philosophy of Logic and Language — HT 2017-18 Jonny McIntosh [email protected] Works by Tarski The main text by Tarski this week is ’On the Concept of Logical Consequence’; ’Truth and Proof’ is a very accessible presentation, written much later: Alfred Tarski (1936) ’On the Concept of Logical Consequence’ in his (1983) Logic, Se- mantics, Metamathematics, 2nd revised edition (Hackett). — (1969) ‘Truth and Proof’ in Scientific American 220, pp. 63-77. Secondary Reading Starred items (*) are more introductory, and good places to start. Coffa (1991) traces the historical roots of Tarski’s account of logical consequence (among other things). Quine attacks the analytic/synthetic distinction in his (1951) and defends a version of the sub- stitutional conception in his (1986). For more discussion of formality, see in particular Etchemendy (1983) and Macfarlane (2000). Etchemendy (2008) is the best place to start for his objections, though see his (1990/1999) for extended discussion. For responses, see McGee (1992), Sher (1996), Hanson (1997), Gomez-Torrente´ (1999), Soames (1999), and Paseau (2013). *JC Beall and Greg Restall (2005/2013) ’Logical Consequence’ in E. Zalta, ed. Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/entries/logical-consequence/ *Patricia Blanchette (2001) ‘Logical Consequence’ in L. Goble, ed. The Blackwell Guide to Philosophical Logic (Blackwell). J. Alberto Coffa (1991) The Semantic Tradition from Kant to Carnap, ed. by Linda Wessels (CUP). John Etchemendy (1983) ‘The Doctrine of Logic as Form’ in Linguistics and Philosophy 6(3), 319334. John Etchemendy (1988) ‘Tarski on Truth and Logical Consequence’ in The Journal of Symbolic Logic 53(1), pp.
    [Show full text]
  • The Liar: an Essay in Truth and Circularity, by Jon Barwise and John Etchemendy, Oxford University Press, New York and Oxford, 1987, Xii + 185 Pp., $19.95
    216 BOOK REVIEWS BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 20, Number 2, April 1989 ©1989 American Mathematical Society 0273-0979/89 $1.00 + $.25 per page The Liar: An essay in truth and circularity, by Jon Barwise and John Etchemendy, Oxford University Press, New York and Oxford, 1987, xii + 185 pp., $19.95. ISBN 0-19-505072-x Consider the classic Liar sentence: "This sentence is false." It claims that it is false. So if we assume that a sentence is true if and only if what it claims is the case, then the Liar is true if and only if it is false. People have thought about this paradox for centuries. Despite this, there is no single standard "solution." An attempted resolution of the paradox would tell us which of our intuitions are sound and which need further clarification. It would point out where and why our naive reasoning leads us to a contradiction. Modern logic applies mathematical methods to the modeling and study of truth, proof, computation, and infinity. The paradoxes of semantics and set theory were important in the development of the field. The reason for working on the paradoxes of any field is not only to secure a foundation. The deeper reason is that by introducing, discarding, and clarifying the concepts that lead to paradox we are lead to the central ideas and questions of the field. We see from The Liar that the paradoxes are still a source of inspiration in logic. The book is a new, exciting contribution to the study of truth.
    [Show full text]
  • Course Description Textbook LANGUAGE, PROOF and LOGIC by Jon Barwise & John Etchemendy, Text/Software Package (Eit
    INTRODUCTION TO LOGIC Philosophy 201_Summer 2011 LeeSun Choi 730: 201:H1 (Course Index: 91390) Email: [email protected] Scott Hall 219 Office: 1 Seminary Pl. Room 003 MTWThu 10:10 – 12:05 pm Office Hours: Thu 1 pm – 2:30 pm & by Appt Course Description We can find our and others’ thoughts as rational or irrational. What makes us do this? We can point out a gap in our thoughts, discover an assumption in our claims and examine the legitimacy of our inference and reasoning. These activities belong to logic. Roughly speaking, logic is about valid inference and reasoning in our thoughts. In order to analyze our thoughts and inference procedures, we need to have a technical language to express the thoughts and the procedures with clarity and rigor. We will study this technical language called First‐Order Logic (FOL) that helps us to disambiguate our use of natural languages, e.g. English, and prevents us from making logical errors in our arguments. In addition, FOL will allow us to formulate accurately the concept of truth, proof, and valid inference. FOL has been foundational in mathematics, computer science, and cognitive science as well as philosophy. We will be encouraged to apply our learning to other academic disciplines. This course has requirements of daily homework assignments as well as midterm and final exams. Logic is immensely accumulative. If you deviate from the track at any point, you cannot proceed to the next step. It is very important to attend every class and do all the weekly assignments. You are highly encouraged to come to the office hours with any questions and problems you have in this class.
    [Show full text]
  • Stanford University, News and Publication Service, Audiovisual Recordings Creator: Stanford University
    http://oac.cdlib.org/findaid/ark:/13030/c8dn43sv Online items available Guide to the Stanford News Service Audiovisual Recordings SC1125 Daniel Hartwig & Jenny Johnson Department of Special Collections and University Archives October 2012 Green Library 557 Escondido Mall Stanford 94305-6064 [email protected] URL: http://library.stanford.edu/spc Guide to the Stanford News SC1125 1 Service Audiovisual Recordings SC1125 Language of Material: English Contributing Institution: Department of Special Collections and University Archives Title: Stanford University, News and Publication Service, audiovisual recordings creator: Stanford University. News and Publications Service Identifier/Call Number: SC1125 Physical Description: 63 Linear Feetand 17.4 gigabytes Date (inclusive): 1936-2011 Information about Access The materials are open for research use. Audio-visual materials are not available in original format, and must be reformatted to a digital use copy. Ownership & Copyright All requests to reproduce, publish, quote from, or otherwise use collection materials must be submitted in writing to the Head of Special Collections and University Archives, Stanford University Libraries, Stanford, California 94305-6064. Consent is given on behalf of Special Collections as the owner of the physical items and is not intended to include or imply permission from the copyright owner. Such permission must be obtained from the copyright owner, heir(s) or assigns. See: http://library.stanford.edu/depts/spc/pubserv/permissions.html. Restrictions also apply to digital representations of the original materials. Use of digital files is restricted to research and educational purposes. Cite As [identification of item], Stanford University, News and Publication Service, Audiovisual Recordings (SC1125). Dept. of Special Collections and University Archives, Stanford University Libraries, Stanford, Calif.
    [Show full text]
  • Euler Diagrams As an Introduction to Set-Theoretical Models
    Euler diagrams as an introduction to set-theoretical models Ryo Takemura Nihon University 5-2-1 Kinuta, Setagaya-ku, Tokyo 157-8570, Japan [email protected] Abstract Understanding the notion of a model is not always easy in logic courses. Hence, tools such as Euler diagrams are frequently applied as informal illustrations of set-theoretical models. We formally investigate Euler diagrams as an introduction to set-theoretical models. We show that the model-theoretic notions of validity and invalidity are characterized by Euler diagrams, and, in particular, that model construction can be described as a manipulation of Euler diagrams. 1998 ACM Subject Classification I.2.0 Philosophical foundations Keywords and phrases Euler diagrams; Set-theoretical model; Counter-model 1 Introduction Logic is traditionally studied from the different viewpoints of syntax and semantics. From the syntactic viewpoint, formal proofs are investigated using proof systems such as natural deduction and sequent calculus. From the semantic viewpoint, set-theoretical models of sentences are usually investigated. In contrast to a proof, which shows the validity of a given inference, we usually disprove an inference by constructing a counter-model. A counter- model is one in which all premises of a given inference are true, but its conclusion is false. The notions of proofs and models are traditionally defined in the fundamentally different frameworks of syntax and semantics, respectively, and the completeness theorem, one of the most basic theorems of logic, provides a bridge between them. In university courses, logic is usually taught along such lines. As the notion of a proof appears naturally in mathematics courses, students are, to some extent, familiar with it.
    [Show full text]
  • 2007 a World at Risk Democracy Fellows the NEWSLETTER of FREEMAN SPOGLI INSTITUTE for INTERNATIONAL STUDIES
    THE NEWSLETTER OF THE FREEMAN SPOGLI INSTITUTE FOR INTERNATIONAL STUDIES inside: IMPROVING HEALTH AND GOVERNANCE P 2 winter issue INNOVATION IN CHINA P 6 KEEPING THE BOMB FROM IRAN P 7 OFFSHORE AQUACULTURE LEGISLATION P 10 2007 EU INTEGRATION AND INTERVENTION P 11 PEOPLE, BOOKS, PUBLICATIONS P 14 stanford university A WORLD AT RISK Freeman Spogli Institute’s Second Annual International Conference and Dinner “What has changed is not the risk, but the “As Stanford University’s primary forum number and complexity of problems that for the consideration of the major interna- face the world today. The challenges of tional issues of our time, we at FSI are the 21st century require that universities dedicated to interdisciplinary research and change. We must move beyond tradi- teaching on some of the most pressing tional academic boundaries and embrace and complex problems facing the global new ways of doing research.” – stanford community today.” – coit d. “chip” blacker, provost john w. etchemendy director, freeman spogli institute 1 On November 16, 2006, FSI convened its annual international conference, A World at Risk, devoted to systemic and human risk confronting the global community. Remarks by Stanford Provost John Etchemendy, FSI Director Coit Blacker, former Secretary of State Warren Christopher, former Secretary of Defense William Perry, and former Secretary of State George Shultz set the stage for stimulating discussions. Interactive panel sessions encouraged in-depth exploration of major issues with Stanford faculty, outside experts, and policymakers. HERE, AND ON PAGES 8 AND 9, ARE CONFERENCE HIGHLIGHTS “The Middle East has descended into hate, “We are facing new dangers and we must “The world has never been at a more violence, and chaos.
    [Show full text]
  • The University
    2009-10 STANFORD Men’S BASKETBALL THE UNIVERSITY WWW.GOSTANFORD.COM STanford men’S BASKETBALL 2009-10 MEDIA GUIDE 167 2009-10 STANFORD Men’S BASKETBALL THE UNIVERSITY For the Stanford’s on that day, the university was the ▼ Current Perspectives realization of a dream and a fitting tribute to the memory In other ways, the university has changed tremendously of their only son, who had died of typhoid fever weeks on its way to recognition as one of the world’s great before his sixteenth birthday. Far from the nation’s center universities. At the hub of a vital and diverse Bay Area, of culture and unencumbered by tradition or ivy, the new Stanford is less than hour’s drive south of San Francisco university drew students from all over the country: many and just a few minutes north of the Silicon Valley, an area from California; some who followed professors hired dotted with computer and high technology firms largely from other colleges and universities; and some simply spawned by the university’s faculty and graduates. seeking adventure in the West. Though there were On campus, students and faculty enjoy new libraries, Stanford University many difficulties during the first months – housing was modern laboratories, tremendous sports and recreation inadequate, microscopes and books were late in arriving facilities, and comfortable residences. Contemporary at a Glance from the East – the first year foretold of greatness. As sculpture, as well as pieces from the Stanford Museum’s Jane Stanford wrote in the summer of 1892, “Even our extensive collection of sculpture by Auguste Rodin, is On October 1, 1891, the 465 new students who were fondest hopes have been realized.” placed throughout the campus, providing unexpected pleasures at many turns.
    [Show full text]
  • The Stanford Senate Academic Council
    The Stanford Senate of the Academic Council Reflections on Fifty Years of Faculty Governance, 1968–2018 StanfordSenate4thpages.indd 1 3/4/18 11:54 AM StanfordSenate4thpages.indd 2 3/4/18 11:54 AM The Stanford Senate of the Academic Council Reflections on Fifty Years of Faculty Governance, 1968–2018 written, compiled, and edited by Peter Stansky Ethan W. Ris Susan W. Schofield Hans N. Weiler and Past Senate Chairs and Academic Secretaries with the assistance of the Stanford University News Service, Registrar’s Office, and University Archives published by the Stanford University Office of the Academic Secretary with the support of the Stanford Historical Society StanfordSenate4thpages.indd 3 3/4/18 11:54 AM StanfordSenate4thpages.indd 4 3/4/18 11:54 AM Robert W. Beyers. 1974 Dedicated to Robert W. Beyers, an intrepid newsman committed to the integrity of the press and to the effectiveness of faculty governance. Beyers served as the Information Officer for the Senate in its early years. This book was made possible through the generous support of the Robert & Charlotte Beyers Fund of the Stanford Historical Society. StanfordSenate4thpages.indd 5 3/4/18 11:54 AM Stanford University, Office of the Academic Secretary © 2018 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying and recording, or in any informa- tion storage or retrieval system without the prior written permission of the Stanford University Office of the Academic Secretary.
    [Show full text]
  • Computers, Visualization and the Nature of Reasoning
    Computers, visualization, and the nature of reasoning Jon Barwise and John Etchemendy1 The computer is bringing about a revolution in our understanding of inference, representation, and reasoning, some of the most fundamental no- tions of logic. The revolution is far from complete, but we think the direction is clear enough. In this article we describe how the computer led the two of us first to change the way we teach elementary logic, and eventually to re- think basic assumptions about the subject matter of our discipline. We think the story is a remarkable case study of the synergy between teaching, technol- ogy, and research. 1 Some autobiography Our story begins in 1983 when we both returned to Stanford from teaching at other universities. Elementary logic instruction is part of the bread-and-but- ter teaching in Stanford’s philosophy department, as it is in most philosophy departments. There is a difference, though, because Stanford has a long tradi- tion of using computers in logic instruction. This dates back to the late 1960’s, when Patrick Suppes introduced his program Valid into Philosophy 57, Stanford’s elementary logic course. This program ran on a mainframe com- puter devoted to nothing else, and provided students with an entire course of instruction in introductory logic. Like most logic courses offered from the 60’s through the 80’s, it focused on teaching the basic syntactic rules of proof in a formal calculus. Unlike most, it covered the subject in considerable depth, delving into axiomatic systems of some sophistication. 1The programs described in this paper were conceived by the authors, but would never have be- come realities without the design and programming talents of Gerry Allwein, Dave Barker- Plummer, Kalpana Bharadwaj, Alan Bush, Doug Felt, Dan Fish, Christopher Fuselier, Bill Graham, Mark Greaves, Adrian Klein, Mike Lenz, Steve Loving, Eric Ly, Atty Mullins, Pete Murray, Mark Ravaglia, Xin Wei Sha, Jason Strober, Rolf van Widenfelt, and Rick Wong.
    [Show full text]
  • Stanford Institute for Human-Centered Artificial Intelligence
    2019–2020 ANNUAL REPORT Stanford Institute for Human-Centered Artificial Intelligence Find out how HAI is advancing AI research, education, policy, and practice to improve the human condition. Contents 1 Letter from the Co-Directors 2 By the Numbers RESEARCH 6 HAI Research Focus 7 Featured Projects 8 Grant Programs for AI Research 11 Stanford Digital Economy Lab Y POLICY 14 National Research Cloud 15 Featured Policy Activities A EDUCATION 19 Featured Programs P PEOPLE 20 Denning Co-Directors 21 Associate Directors 23 Staff 24 Faculty and Fellows 25 HAI Commitment to Action 26 Fellows 27 Advisory Council 28 Research Centers and Partners 30 Corporate Members Program 30 Philanthropic Support 31 Events 32 Financials Act. To round out the institute’s first year of operations, Letter from we introduced a range of multidisciplinary education programs focused on helping high-impact decision the Denning makers as well as future leaders respond thoughtfully to Co-Directors the social and ethical implications of AI. Artificial Intelligence will change lives in profound ways. We feel a collective responsibility to help guide this technology in a positive direction. To this end, in 2019 we founded the Stanford Institute for Human-Centered Artificial Intelligence (HAI) to advance AI research, education, policy, and practice to improve the human condition. We want to thank the many faculty and advisors who joined us in conceiving and creating the institute and helping to define its charter and scope. Our growing community of researchers, scholars, fellows, students, and partners brings true diversity of thought to the critical question of how AI will affect our society.
    [Show full text]
  • Join Stanford Women's Basketball Boosters!
    Stanford University Stanford University at a Glance n October 1, 1891, the 465 new students who Owere on hand for opening day ceremonies at Leland Stanford Junior University greeted Leland and Jane For the Stanford’s on that day, the university was the Current Perspectives Stanford enthusiastically, with a chant they had made up realization of a dream and a fitting tribute to the memory In other ways, the university has changed tremendously of their only son, who had died of typhoid fever weeks on its way to recognition as one of the world’s great and rehearsed only that morning. Wah-hoo! Wah-hoo! before his sixteenth birthday. Far from the nation’s center universities. At the hub of a vital and diverse Bay Area, of culture and unencumbered by tradition or ivy, the Stanford is less than hour’s drive south of San Francisco L-S-J-U! Stanford! Its wild and spirited tone symbolized new university drew students from all over the country: and just a few minutes north of the Silicon Valley, an many from California; some who followed professors area dotted with computer and high technology firms the excitement of this bold adventure. As a pioneer faculty hired from other colleges and universities; and some largely spawned by the university’s faculty and graduates. simply seeking adventure in the West. Though there were On campus, students and faculty enjoy new libraries, member recalled, “Hope was in every heart, and the many difficulties during the first months – housing was modern laboratories, tremendous sports and recreation inadequate, microscopes and books were late in arriving facilities, and comfortable residences.
    [Show full text]
  • Tarski, Truth, and Semantics
    Tarski, Truth, and Semantics Richard G. Heck, Jr. 1 Opening No one denies that Tarski made a major contribution to one particular problem about truth, namely, the resolution of the semantic paradoxes—although, of course, there is disagreement about whether he provided the correct solution. But some philosophers have suggested that Tarski also made a significant contribution to an- other project, that of providing semantic theories for natural languages. Hartry Field (2001), for example, credits Tarski with transforming the problem of reduc- ing truth to physicalistically acceptable notions into that of reducing “primitive denotation”. And Donald Davidson (1984c) founded an entire approach to seman- tics by arguing that a theory of meaning for a language may take the form of a Tarskian definition of truth. But, according to John Etchemendy Etchemendy (1988),1 in so far as Tarski’s work does contribute to empirical semantics, this “is little more than a fortuitous accident”. There are both conceptual and historical issues here. The conceptual question is whether reading Tarski’s work on truth as it must be read, if it is to have any relevance to semantics, requires misunderstanding the character of his mathematical work. The historical question is whether Tarski intended his work to be so read. Etchemendy’s view is that Tarski was primarily concerned to resolve the semantic paradoxes. Yet the form his solution takes appears. to serve equally as a characteri- zation of the semantic properties of the language whose truth predicate is defined. However the appearance is actually quite misleading. In particular, it would be a mistake to construe Tarski as taking part in this latter, semantic project, since the two goals turn out to be in quite direct opposition to one another.
    [Show full text]