Evidence for the Deterministic Or the Indeterministic Description? a Critique of the Literature About Classical Dynamical Systems
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Values in Science Beyond Underdetermination and Inductive Risk
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive Values in Science beyond Underdetermination and Inductive Risk Matthew J. Brown Center for Values in Medicine, Science, and Technology The University of Texas at Dallas [email protected] July 12, 2012 Abstract The thesis that the practice and evaluation of science requires social value- judgment, that good science is not value-free or value-neutral but value-laden, has been gaining acceptance among philosophers of science. The main pro- ponents of the value-ladenness of science rely on either arguments from the underdetermination of theory by evidence or arguments from inductive risk. Both arguments share the premise that we should only consider values once the evidence runs out, or where it leaves uncertainty; they adopt a criterion of lexical priority of evidence over values. The motivation behind lexical pri- ority is to avoid reaching conclusions on the basis of wishful thinking rather than good evidence. The problem of wishful thinking is indeed real|it would be an egregious error to adopt beliefs about the world because they comport with how one would prefer the world to be. I will argue, however, that giving lexical priority to evidential considerations over values is a mistake, and unnec- essary for adequately avoiding the problem of wishful thinking. Values have a deeper role to play in science than proponents of the underdetermination and inductive risk arguments have suggested. 1 Introduction This paper is part of the larger project of trying to understand the structure of values in science, i.e., the role of values in the logic of scientific practice. -
Observational Determinism for Concurrent Program Security
Observational Determinism for Concurrent Program Security Steve Zdancewic Andrew C. Myers Department of Computer and Information Science Computer Science Department University of Pennsylvania Cornell University [email protected] [email protected] Abstract This paper makes two contributions. First, it presents a definition of information-flow security that is appropriate for Noninterference is a property of sequential programs that concurrent systems. Second, it describes a simple but ex- is useful for expressing security policies for data confiden- pressive concurrent language with a type system that prov- tiality and integrity. However, extending noninterference to ably enforces security. concurrent programs has proved problematic. In this pa- Notions of secure information flow are usually based on per we present a relatively expressive secure concurrent lan- noninterference [15], a property only defined for determin- guage. This language, based on existing concurrent calculi, istic systems. Intuitively, noninterference requires that the provides first-class channels, higher-order functions, and an publicly visible results of a computation do not depend on unbounded number of threads. Well-typed programs obey a confidential (or secret) information. Generalizing noninter- generalization of noninterference that ensures immunity to ference to concurrent languages is problematic because these internal timing attacks and to attacks that exploit informa- languages are naturally nondeterministic: the order of execu- tion about the thread scheduler. Elimination of these refine- tion of concurrent threads is not specified by the language se- ment attacks is possible because the enforced security prop- mantics. Although this nondeterminism permits a variety of erty extends noninterference with observational determin- thread scheduler implementations, it also leads to refinement ism. -
An Introduction to Mathematical Modelling
An Introduction to Mathematical Modelling Glenn Marion, Bioinformatics and Statistics Scotland Given 2008 by Daniel Lawson and Glenn Marion 2008 Contents 1 Introduction 1 1.1 Whatismathematicalmodelling?. .......... 1 1.2 Whatobjectivescanmodellingachieve? . ............ 1 1.3 Classificationsofmodels . ......... 1 1.4 Stagesofmodelling............................... ....... 2 2 Building models 4 2.1 Gettingstarted .................................. ...... 4 2.2 Systemsanalysis ................................. ...... 4 2.2.1 Makingassumptions ............................. .... 4 2.2.2 Flowdiagrams .................................. 6 2.3 Choosingmathematicalequations. ........... 7 2.3.1 Equationsfromtheliterature . ........ 7 2.3.2 Analogiesfromphysics. ...... 8 2.3.3 Dataexploration ............................... .... 8 2.4 Solvingequations................................ ....... 9 2.4.1 Analytically.................................. .... 9 2.4.2 Numerically................................... 10 3 Studying models 12 3.1 Dimensionlessform............................... ....... 12 3.2 Asymptoticbehaviour ............................. ....... 12 3.3 Sensitivityanalysis . ......... 14 3.4 Modellingmodeloutput . ....... 16 4 Testing models 18 4.1 Testingtheassumptions . ........ 18 4.2 Modelstructure.................................. ...... 18 i 4.3 Predictionofpreviouslyunuseddata . ............ 18 4.3.1 Reasonsforpredictionerrors . ........ 20 4.4 Estimatingmodelparameters . ......... 20 4.5 Comparingtwomodelsforthesamesystem . ......... -
1.) What Is the Difference Between Observation and Interpretation? Write a Short Paragraph in Your Journal (5-6 Sentences) Defining Both, with One Example Each
Observation and Response: Creative Response Template can be adapted to fit a variety of classes and types of responses Goals: Students will: • Practice observation skills and develop their abilities to find multiple possibilities for interpretation and response to visual material; • Consider the difference between observation and interpretation; • Develop descriptive skills, including close reading and metaphorical description; • Develop research skills by considering a visual text or object as a primary source; • Engage in creative response to access and communicate intellectually or emotionally challenging material. Observation exercises Part I You will keep a journal as you go through this exercise. This can be a physical notebook that pleases you or a word document on your computer. At junctures during the exercise, you will be asked to comment, define, reflect, and create in your journal on what you just did. Journal responses will be posted to Canvas at the conclusion of the exercise, either as word documents or as Jpegs. 1.) What is the difference between observation and interpretation? Write a short paragraph in your journal (5-6 sentences) defining both, with one example each. 2.) Set a timer on your phone or computer (or oven…) and observe the image provided for 1 minute. Quickly write a preliminary research question about it. At first glance, what are you curious about? What do you want to know? 3.) Set your timer for 5 minutes and write as many observations as possible about it. Try to keep making observations, even when you feel stuck. Keep returning to the question, “What do I see?” No observation is too big or too small, too obvious or too obscure. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Clustering and Classification of Multivariate Stochastic Time Series
Clemson University TigerPrints All Dissertations Dissertations 5-2012 Clustering and Classification of Multivariate Stochastic Time Series in the Time and Frequency Domains Ryan Schkoda Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Part of the Mechanical Engineering Commons Recommended Citation Schkoda, Ryan, "Clustering and Classification of Multivariate Stochastic Time Series in the Time and Frequency Domains" (2012). All Dissertations. 907. https://tigerprints.clemson.edu/all_dissertations/907 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. Clustering and Classification of Multivariate Stochastic Time Series in the Time and Frequency Domains A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Mechanical Engineering by Ryan F. Schkoda May 2012 Accepted by: Dr. John Wagner, Committee Chair Dr. Robert Lund Dr. Ardalan Vahidi Dr. Darren Dawson Abstract The dissertation primarily investigates the characterization and discrimina- tion of stochastic time series with an application to pattern recognition and fault detection. These techniques supplement traditional methodologies that make overly restrictive assumptions about the nature of a signal by accommodating stochastic behavior. The assumption that the signal under investigation is either deterministic or a deterministic signal polluted with white noise excludes an entire class of signals { stochastic time series. The research is concerned with this class of signals almost exclusively. The investigation considers signals in both the time and the frequency domains and makes use of both model-based and model-free techniques. -
Principles of Scientific Inquiry
Chapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis. -
THE SCIENTIFIC METHOD and the LAW by Bemvam L
Hastings Law Journal Volume 19 | Issue 1 Article 7 1-1967 The cS ientific ethoM d and the Law Bernard L. Diamond Follow this and additional works at: https://repository.uchastings.edu/hastings_law_journal Part of the Law Commons Recommended Citation Bernard L. Diamond, The Scientific etM hod and the Law, 19 Hastings L.J. 179 (1967). Available at: https://repository.uchastings.edu/hastings_law_journal/vol19/iss1/7 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Law Journal by an authorized editor of UC Hastings Scholarship Repository. THE SCIENTIFIC METHOD AND THE LAW By BEmVAm L. DIivmN* WHEN I was an adolescent, one of the major influences which determined my choice of medicine as a career was a fascinating book entitled Anomalies and Curiosities of Medicine. This huge volume, originally published in 1897, is a museum of pictures and lurid de- scriptions of human monstrosities and abnormalities of all kinds, many with sexual overtones of a kind which would especially appeal to a morbid adolescent. I never thought, at the time I first read this book, that some day, I too, would be an anomaly and curiosity of medicine. But indeed I am, for I stand before you here as a most curious and anomalous individual: a physician, psychiatrist, psychoanalyst, and (I hope) a scientist, who also happens to be a professor of law. But I am not a lawyer, nor in any way trained in the law; hence, the anomaly. The curious question is, of course, why should a non-lawyer physician and scientist, like myself, be on the faculty of a reputable law school. -
Random Matrix Eigenvalue Problems in Structural Dynamics: an Iterative Approach S
Mechanical Systems and Signal Processing 164 (2022) 108260 Contents lists available at ScienceDirect Mechanical Systems and Signal Processing journal homepage: www.elsevier.com/locate/ymssp Random matrix eigenvalue problems in structural dynamics: An iterative approach S. Adhikari a,<, S. Chakraborty b a The Future Manufacturing Research Institute, Swansea University, Swansea SA1 8EN, UK b Department of Applied Mechanics, Indian Institute of Technology Delhi, India ARTICLEINFO ABSTRACT Communicated by J.E. Mottershead Uncertainties need to be taken into account in the dynamic analysis of complex structures. This is because in some cases uncertainties can have a significant impact on the dynamic response Keywords: and ignoring it can lead to unsafe design. For complex systems with uncertainties, the dynamic Random eigenvalue problem response is characterised by the eigenvalues and eigenvectors of the underlying generalised Iterative methods Galerkin projection matrix eigenvalue problem. This paper aims at developing computationally efficient methods for Statistical distributions random eigenvalue problems arising in the dynamics of multi-degree-of-freedom systems. There Stochastic systems are efficient methods available in the literature for obtaining eigenvalues of random dynamical systems. However, the computation of eigenvectors remains challenging due to the presence of a large number of random variables within a single eigenvector. To address this problem, we project the random eigenvectors on the basis spanned by the underlying deterministic eigenvectors and apply a Galerkin formulation to obtain the unknown coefficients. The overall approach is simplified using an iterative technique. Two numerical examples are provided to illustrate the proposed method. Full-scale Monte Carlo simulations are used to validate the new results. -
Contrastive Empiricism
Elliott Sober Contrastive Empiricism I Despite what Hegel may have said, syntheses have not been very successful in philosophical theorizing. Typically, what happens when you combine a thesis and an antithesis is that you get a mishmash, or maybe just a contradiction. For example, in the philosophy of mathematics, formalism says that mathematical truths are true in virtue of the way we manipulate symbols. Mathematical Platonism, on the other hand, holds that mathematical statements are made true by abstract objects that exist outside of space and time. What would a synthesis of these positions look like? Marks on paper are one thing, Platonic forms an other. Compromise may be a good idea in politics, but it looks like a bad one in philosophy. With some trepidation, I propose in this paper to go against this sound advice. Realism and empiricism have always been contradictory tendencies in the philos ophy of science. The view I will sketch is a synthesis, which I call Contrastive Empiricism. Realism and empiricism are incompatible, so a synthesis that merely conjoined them would be a contradiction. Rather, I propose to isolate important elements in each and show that they combine harmoniously. I will leave behind what I regard as confusions and excesses. The result, I hope, will be neither con tradiction nor mishmash. II Empiricism is fundamentally a thesis about experience. It has two parts. First, there is the idea that experience is necessary. Second, there is the thesis that ex perience suffices. Necessary and sufficient for what? Usually this blank is filled in with something like: knowledge of the world outside the mind. -
Arxiv:2103.07954V1 [Math.PR] 14 Mar 2021 Suppose We Ask a Randomly Chosen Person Two Questions
Contents, Contexts, and Basics of Contextuality Ehtibar N. Dzhafarov Purdue University Abstract This is a non-technical introduction into theory of contextuality. More precisely, it presents the basics of a theory of contextuality called Contextuality-by-Default (CbD). One of the main tenets of CbD is that the identity of a random variable is determined not only by its content (that which is measured or responded to) but also by contexts, systematically recorded condi- tions under which the variable is observed; and the variables in different contexts possess no joint distributions. I explain why this principle has no paradoxical consequences, and why it does not support the holistic “everything depends on everything else” view. Contextuality is defined as the difference between two differences: (1) the difference between content-sharing random variables when taken in isolation, and (2) the difference between the same random variables when taken within their contexts. Contextuality thus defined is a special form of context-dependence rather than a synonym for the latter. The theory applies to any empir- ical situation describable in terms of random variables. Deterministic situations are trivially noncontextual in CbD, but some of them can be described by systems of epistemic random variables, in which random variability is replaced with epistemic uncertainty. Mathematically, such systems are treated as if they were ordinary systems of random variables. 1 Contents, contexts, and random variables The word contextuality is used widely, usually as a synonym of context-dependence. Here, however, contextuality is taken to mean a special form of context-dependence, as explained below. Histori- cally, this notion is derived from two independent lines of research: in quantum physics, from studies of existence or nonexistence of the so-called hidden variable models with context-independent map- ping [1–10],1 and in psychology, from studies of the so-called selective influences [11–18]. -
How to Use Observations in a Research Project. Trent Focus, 1998
Trent Focus for Research and Development in Primary Health Care How to Use Observations in a Research Project NICK FOX TRENT FOCUS GROUP How to Use Observations In a Research Project AUTHOR: Nick Fox Institute of General Practice Northern General Hospital Sheffield PRODUCED BY: TRENT FOCUS GROUP, 1998 1998. Copyright of the Trent Focus Group This resource pack is one of a series produced by the Trent Focus Group. This series has been funded by the Research and Development Group of NHS Executive Trent. This resource pack may be freely photocopied and distributed for the benefit of researchers. However it is the copyright of the Trent Focus Group and the authors and as such, no part of the content may be altered without the prior permission in writing, of the Copyright owner. Reference as: Fox, Nick. Trent Focus for Research and Development in Primary Health Care: How to Use Observations in a Research Project. Trent Focus, 1998 HOW TO USE OBSERVATIONS IN A RESEARCH PROJECT Table of Contents Introduction 1 Section 1: Observation as a research method 2 Section 2: When and why should we use ethnographic methods? 4 Section 3: Observing in the field: finding a role 6 Section 4: Becoming an observer 8 Section 5: Access 9 Section 6: Methods of observation 11 Section 7: Note-taking 12 Section 8: Understanding and interpretation 14 Section 9: Putting it into practice: the inside view 17 Section 10: Validity and reliability in observational studies 19 Section 11: Some criticism of observational research 22 Conclusion 25 Answers exercises 26 References 30 Further reading and resources 31 HOW TO USE OBSERVATIONS IN A RESEARCH PROJECT Introduction Imagine that you want to discover what goes on when elderly patients consult with a general practitioner (GP) or a practice nurse.