Time As an Empirical Concept in Special Relativity
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PSY 4960/5960 Science Vs. Pseudoscience Human Life
PSY 4960/5960 Science vs. Pseudoscience •What is science? Human Life Expectancy Why has the average human lifespan doubled over the past 200 years? 1 Quick Quiz • True or false? • Most people use only about 10% of their brain capacity • Drinking coffee is a good way to sober up after heavy drinking • Hypnosis can help us to recall things we’ve forgotten • If you’re unsure of your answer while taking a test, it’s best to stick with your initial answer Common Sense? •Look before you leap. •He who hesitates is lost. •Birds of a feather flock together. •Opposites attract. •Absence makes the heart grow fonder. •Out of sight, out of mind. • •Better safe than sorry. •Nothing ventured, nothing gained. •Two heads are better than one. •Too many cooks spoil the bthbroth. •The bigger the better. •Good things come in small packages. •Actions speak louder than words. •The pen is mightier than the sword. •Clothes make the man. •Don’t judge a book by its cover. •The more the merrier. •Two’s company, three’s a crowd. •You’re never too old to learn. •You can’t teach an old dog new tricks. Lilienfeld et al. (2007) Operational Definition • Science is – “A set of methods designed to describe and interpret observed or inferred phenomena, past or pp,resent, and aimed at building a testable body of knowledge open to rejection or confirmation.” – A toolbox of skills designed to prevent us from fooling ourselves – Learning to minimize your thinking errors – Self‐correcting Shermer (2002) 2 What Makes a Good Scientist? • Communalism –a willingness to share data • Disinterestedness –trying not to be influenced by personal or financial investments • A tiny voice saying “I might be wrong” • “Utter honesty –a kind of leaning over Merton (1942) backwards” Sagan (1995) Feynman (1988) Quick Quiz Write down the names of as many living scientists as you can, including their fields. -
Chapter 5 Measurement Operational Definitions Numbers and Precision
5 - 1 Chapter 5 Measurement Operational Definitions Numbers and Precision Scales of Measurement Nominal Scale Ordinal Scale Interval Scale Ratio Scale Validity of Measurement Content Validity Face Validity Concurrent Validity Predictive Validity Construct Validity Thinking Critically About Everyday Information Reliability of Measurement Test–Retest Reliability Alternate Form Reliability Split-Half Reliability Factors That Affect Reliability Case Analysis General Summary Detailed Summary Key Terms Review Questions/Exercises 5 - 2 Operational Definitions An essential component of an operational definition is measurement. A simple and accurate definition of measurement is the assignment of numbers to a variable in which we are interested. These numbers will provide the raw material for our statistical analysis. Measurement is so common and taken for granted that we seldom ask why we measure things or worry about the different forms that measurement may take. It is often not sufficient to describe a runner as “fast,” a basketball player as “tall,” a wrestler as “strong,” or a baseball hitter as “good.” If coaches recruited potential team members on the basis of these imprecise words, they would have difficulty holding down a job. Coaches want to know how fast the runner runs the 100-yard dash or the mile. They want to know exactly how tall the basketball player is, the strength of the wrestler, the batting average of the hitter. Measurement is a way of refining our ordinary observations so that we can assign numerical values to our observations. It allows us to go beyond simply describing the presence or absence of an event or thing to specifying how much, how long, or how intense it is. -
Developing an Operational Definition of Intellectual Disability for the Purpose of National Health Surveillance
Developing an Operational Definition of Intellectual Disability for the Purpose of National Health Surveillance Prepared by: Alexandra Bonardi OTR/L, MHA Emily Lauer, MPH In cooperation with: Steven Staugaitis PhD Julie Bershadsky PhD Sarah Taub MS Courtney Noblett MPA November 2011 A 2010 Research Topic of Interest (RTOI): Health Surveillance of Adults with Intellectual Disability, awarded by the Association of University Centers on Disabilities (AUCD) and funded through a cooperative agreement with the Centers for Disease Control and Prevention (CDC) National Center on Birth Defects and Developmental Disabilities (NCBDDD) ACKNOWLEDGEMENTS The RTOI Project team would like to thank all participants at the April 13th, Operational Definition of ID Summit for their clear and compelling arguments, their engaged and respectful sharing of opinion and expertise, and for their dedication to enhancing surveillance as a means to improve the health of people with an intellectual disability. A complete list of the Summit Participants and their affiliations are included in Appendix A The RTOI Project Advisory Group provided valuable input into the planning and interpretation of the outcomes from the summit: Robert Baldor, Mary Blauvelt, Val Bradley, Mike Fox, Matt Janicki, Christine Linehan, Chas Moseley, Deirdra Murphy, Susan Parish, Ismaila Ramon, Steven Staugaitis. Others who offered advice, especially Max Barrows and Karen Topper of Self Advocates Becoming Empowered (SABE) and those self advocates, family members, and researchers who committed -
Logical Reasoning
updated: 11/29/11 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii Preface Copyright © 2011 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. If you would like to suggest changes to the text, the author would appreciate your writing to him at [email protected]. iii Praise Comments on the 1993 edition, published by Wadsworth Publishing Company: "There is a great deal of coherence. The chapters build on one another. The organization is sound and the author does a superior job of presenting the structure of arguments. -
Operational Definition Refinement: A
From: AAAI-92 Proceedings. Copyright ©1992, AAAI (www.aaai.org). All rights reserved. Operational definition refinement: a Jan M. iytkow Jieming Zhu obert Zembowicz Department of Computer Science Wichita State University, Wichita, KS 67208 Abstract that high quality data are obtained from a user or a simulation. In true science, however, the requests for Operational definitions link scientific attributes to ex- data are based on empirical knowledge. For instance, perimental situations, prescribing for the experimenter measurements must be made at concrete times. If a the actions and measurements needed to measure or measurement is made too early, before a reaction is control attribute values. While very important in real completed or before a measuring device stabilizes, the science, operational procedures have been neglected in results will be systematically wrong or the error may machine discovery. We argue that in the preparatory be large. If the measurements are made too late, the stage of the empirical discovery process each opera- interference of a disturbing phenomenon may cause an- tional definition must be adjusted to the experimental other systematic error. The exact timing of “too early task at hand. This is done in the interest of error re- and too late” may vary. A reaction may be completed duction and repeatability of measurements. Both small at different times for varying amounts of chemicals. error and high repeatability are instrumental in theory Similarly, the time after which a measuring device will formation. We demonstrate that operational proce- stabilize may depend on the mass added and other cir- dure refinement is a discovery process that resembles cumstances. -
Unity of Mind, Temporal Awareness, and Personal Identity
UNIVERSITY OF CALIFORNIA, IRVINE THE LEGACY OF HUMEANISM: UNITY OF MIND, TEMPORAL AWARENESS, AND PERSONAL IDENTITY DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Philosophy by Daniel R. Siakel Dissertation Committee: Professor David Woodruff Smith, Chair Professor Sven Bernecker Associate Professor Marcello Oreste Fiocco Associate Professor Clinton Tolley 2016 © 2016 Daniel R. Siakel DEDICATION To My mother, Anna My father, Jim Life’s original, enduring constellation. And My “doctor father,” David Who sees. “We think that we can prove ourselves to ourselves. The truth is that we cannot say that we are one entity, one existence. Our individuality is really a heap or pile of experiences. We are made out of experiences of achievement, disappointment, hope, fear, and millions and billions and trillions of other things. All these little fragments put together are what we call our self and our life. Our pride of self-existence or sense of being is by no means one entity. It is a heap, a pile of stuff. It has some similarities to a pile of garbage.” “It’s not that everything is one. Everything is zero.” Chögyam Trungpa Rinpoche “Galaxies of Stars, Grains of Sand” “Rhinoceros and Parrot” ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION xii INTRODUCTION 1 CHAPTER I: Hume’s Appendix Problem and Associative Connections in the Treatise and Enquiry §1. General Introduction to Hume’s Science of Human Nature 6 §2. Introducing Hume’s Appendix Problem 8 §3. Contextualizing Hume’s Appendix Problem 15 §4. -
UNIVERSITY of CALIFORNIA, SAN DIEGO the Monochroidal Artist Or
UNIVERSITY OF CALIFORNIA, SAN DIEGO The Monochroidal Artist or Noctuidae, Nematodes and Glaucomic Vision [Reading the Color of Concrete Comedy in Alphonse Allais’ Album Primo-Avrilesque (1897) through Philosopher Catherine Malabou’s The New Wounded (2012)] A Thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Art History, Theory and Criticism by Emily Verla Bovino Committee in charge: Professor Jack Greenstein, Chair Professor Norman Bryson Professor Sheldon Nodelman Professor Ricardo Dominguez Professor Rae Armantrout 2013 Copyright Emily Verla Bovino, 2013 All rights reserved. The Thesis of Emily Verla Bovino is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego 2013 iii EPIGRAPH PRÉFACE C’était en 18… (Ça ne nous rajeunit pas, tout cela.) Par un mien oncle, en récompense d’un troisième accessit d’instruction religieuse brillamment enlevé sur de redoutables concurrents, j’eus l’occasion de voir, avant qu’il ne partît pour l’Amérique, enlevé à coups de dollars, le célèbre tableau à la manière noire, intitulé: COMBAT DE NÈGRES DANS UNE CAVE, PENDANT LA NUIT (1) (1) On trouvera plus loin la reproduction de cette admirable toile. Nous la publions avec la permission spéciale des héritiers de l’auteur. L’impression que je ressentis à la vue de ce passionnant chef-d’oeuvre ne saurait relever d’aucune description. Ma destinée m’apparut brusquement en lettres de flammes. --Et mois aussi je serai peintre ! m’écriai-je en français (j’ignorais alors la langue italienne, en laquelle d’ailleurs je n’ai, depuis, fait aucun progrès).(1) Et quand je disais peintre, je m’entendais : je ne voulais pas parler des peintres à la façon dont on les entend les plus généralement, de ridicules artisans qui ont besoin de mille couleurs différentes pour exprimer leurs pénibles conceptions. -
Philosophy 240: Symbolic Logic Hamilton College Fall 2015 Russell Marcus
Philosophy 240: Symbolic Logic Hamilton College Fall 2015 Russell Marcus Course Bibliography Required text: Marcus, Russell. What Follows: A Logic and Philosophy Text. Manuscript in preparation. History and philosophy of logic texts and readers: Fisher, Jennifer. On the Philosophy of Logic, Wadsworth, 2008. An introductory text. See Fisher’s “Further Readings” section for more suggestions on just about all of the topics below. Gabbay, Dov, Dale Jacquette, Paul Thagard, and John Woods, eds. Philosophy of Logic. Elsevier, 2006. A wide range of advanced papers. Gabbay, Dov and John Woods. Handbook of the History of Logic. Elsevier, 2004-2009. Nine amazing volumes on the history of logic, from ancient to contemporary times. Haack, Susan. Philosophy of Logics. Cambridge: Cambridge University Press, 1978. Haack, Susan. Deviant Logic, Fuzzy Logic: Beyond the Formalism. University of Chicago, 1996. This volume combines Haack’s earlier book on deviant logic with some newer papers. Hughes, R.I.G. A Philosophical Companion to First-Order Logic. Hackett, 1992. A selection of very good, advanced papers. Jacquette, Dale. A Companion to Philosophical Logic. Blackwell, 2002. New papers in the philosophy of logic. Jacquette, Dale. Philosophy of Logic: An Anthology. Blackwell, 2002. Includes many of the most important papers in the philosophy of logic over the last 100 years. Quine, W.V. Philosophy of Logic, 2nd edition. Harvard University Press, 1986 Read, Stephen. Thinking about Logic. Oxford, 1995. A wide-ranging text on the philosophy of logic. Shapiro, Stewart, editor. The Oxford Handbook of Philosophy of Mathematics and Logic. Oxford, 2007. A survey of the contemporary scene, more focused on the philosophy of mathematics. -
Zeno's Paradoxes
http://www.iep.utm.edu/zeno-par/ Go DEC JUN JUL ⍰ ❎ 297 captures 10 f 11 Jun 2010 - 10 Jun 2020 2019 2020 2021 ▾ About this capture Zeno’s Paradoxes In the fifth century B.C.E., Zeno of Elea offered arguments that led to conclusions contradicting what we all know from our physical experience—that runners run, that arrows fly, and that there are many different things in the world. The arguments were paradoxes for the ancient Greek philosophers. Because many of the arguments turn crucially on the notion that space and time are infinitely divisible, Zeno was the first person to show that the concept of infinity is problematical. In the Achilles Paradox, Achilles races to catch a slower runner—for example, a tortoise that is crawling in a line away from him. The tortoise has a head start, so if Achilles hopes to overtake it, he must run at least as far as the place where the tortoise presently is, but by the time he arrives there, it will have crawled to a new place, so then Achilles must run at least to this new place, but the tortoise meanwhile will have crawled on, and so forth. Achilles will never catch the tortoise, says Zeno. Therefore, good reasoning shows that fast runners never can catch slow ones. So much the worse for the claim that any kind of motion really occurs, Zeno says in defense of his mentor Parmenides who had argued that motion is an illusion. Although practically no scholars today would agree with Zeno’s conclusion, we cannot escape the paradox by jumping up from our seat and chasing down a tortoise, nor by saying Zeno should have constructed a new argument in which Achilles takes better aim and runs to some other target place ahead of where the tortoise is. -
Introduction to Scientific Research
Part I Introduction CHA1pTER Introduction to Scientific Research Introduction to Scientific Research Science Traditional Methods of Pseudoscience Acquiring Knowledge Assumptions Characteristics Role of Role of Objectives Theory Scientist Intuition Uniformity Control Logic of Curiosity Describe Discovery Authority Reality Operationalism Patience Explain Logic of Rationalism Discoverability Replication Justification Objectivity Predict Empiricism Change Control Learning Objectives • Explain what knowledge is and how it is • Describe the characteristics of scientific re- obtained. search and understand why each of these is • Describe the current conception of science necessary. and describe its history. • Explain the difference between logic of dis- • Understand the basic assumptions underlying covery and logic of justification. scientific research. 1 M01_CHRI1252_12_SE_C01.indd 1 08/05/13 6:40 PM 2 | Introduction to Scientific Research • Describe the characteristics that typify the per- • Describe the objectives of scientific research. son who is adept at pursuing scientific • Differentiate pseudoscience from scientific research. research. Introduction In our daily lives, we continually encounter problems and questions relating to thoughts and behavior. For example, one person might have a tremendous fear of taking tests. Others might have problems with alcoholism or drug abuse or problems in their marriage. People who encounter such problems typically want to eliminate them, but often need help. Consequently, they seek out professionals, such as psychologists, for help. Likewise, business professionals might enlist the assistance of psychologists in understanding the thinking and behavior of others. For example, salespeople differ greatly in their ability to understand customers and sell merchandise. One car salesperson might be ca- pable of selling twice as many cars as another salesperson. -
A Critical Analysis of the Concept of Time in Physics
A critical analysis of the concept of time in physics Claudio Borghi Liceo Scientifico Belfiore, via Tione 2, Mantova, Italy Abstract. This paper puts forward a broad critical analysis of the con- cept of physical time. Clock effect is conceived as a consequence of the variation of the gravitational or pseudo gravitational potential, and it is remarked that only some real clocks measure durations in agreement with the predictions of general relativity. A probable disagreement is ex- pected between radioactive and atomic clocks, in the light of Rovelli’s thermal time hypothesis. According to the recent contributions by Rugh and Zinkernagel, the relationship between time and clocks is investigated in order to found on a physical basis the concept of cosmic time. In the conclusive section is argued the impossibility of reducing thermal time to relativistic time. Key words: Time, Relativity, Thermodynamics, Cosmology 1 Introduction The following points resume the main concepts: 1) analysis of the operational definition of time in Newton and Einstein; 2) distinction between time dilation effect and clock effect in Einstein’s theory; 3) considerations about the nonequivalence between atomic clocks and radioac- tive clocks in the light of the clock hypothesis; 4) remarks about the existence, in nature, of thermal clocks that do not behave as relativistic clocks, and about the consequent nonequivalence between ther- mal and relativistic time, in the light of the thermal time hypothesis; 5) reflections about the operational definition of cosmic time in relation to the physical processes, then to the clocks that can be used for measuring it; arXiv:1808.09980v2 [physics.gen-ph] 2 Sep 2018 6) conclusive remarks about the need of a revision and a consequent refounda- tion of the concept of time in physics. -
Six Principles of Scientific Thinking
Six Principles of Scientific Thinking There are six principles of scientific thinking encountered repeatedly throughout your textbook, and described in detail on pages 21 to 26 and on the special summary (pull-out) page found between pages 24-25. Questions about them may turn up on any unit test. Therefore we recommend that you study these six principles for every test. Scientific Thinking Principle #1: Ruling out Rival Hypotheses (p. 22). What do we mean by “rival hypotheses”? Why is the ability to rule them out an important part of thinking scientifically? Scientific Thinking Principle #2: Correlation Isn’t Causation (pp. 22-24). What is causation? What is a correlation? Why can’t we be sure about the direction of causality (and therefore can’t draw causal conclusions) when we have correlational findings? Scientific Thinking Principle #3: Falsifiability (p. 24). What makes a scientific claim falsifiable? What is the problem if a claim is not falsifiable? Scientific Thinking Principle #4: Replicability (p. 24). Why is replicability, or repeatability, so important in science? What does it tell us if other research has been unable to reproduce the findings of a study? Scientific Thinking Principle #5: Extraordinary Claims Require Extraordinary Evidence (pp. 25-26). Suppose somebody proposes a claim that runs counter to many things we know already, such as perceptual abilities beyond our normal senses. Why would we require more convincing evidence before accepting this claim than we would for a less extraordinary claim? Scientific Thinking Principle #6: Occam’s Razor (p. 26). What is the Principle of Parsimony? How would competing theories be evaluated if you were guided by Occam’s Razor? Unit 1: Introduction and Research Methods (chapters 1-2) Learning Objective 1 (pp.