"Experiment in Physics." Stanford Encyclopedia of Philosophy
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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. -
Realism for Realistic People
Realism for Realistic People Author(s): Hasok Chang Source: Spontaneous Generations: A Journal for the History and Philosophy of Science, Vol. 9, No. 1 (2018) 31-34. Published by: The University of Toronto DOI: 10.4245/sponge.v9i1.27002 EDITORIALOFFICES Institute for the History and Philosophy of Science and Technology Room 316 Victoria College, 91 Charles Street West Toronto, Ontario, Canada M5S 1K7 [email protected] Published online at jps.library.utoronto.ca/index.php/SpontaneousGenerations ISSN 1913 0465 Founded in 2006, Spontaneous Generations is an online academic journal published by graduate students at the Institute for the History and Philosophy of Science and Technology, University of Toronto. There is no subscription or membership fee. Spontaneous Generations provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Focused Discussion Invited Paper Realism for Realistic People* Hasok Chang† Why should anyone care about the seemingly interminable philosophical debate concerning scientific realism? Shouldn’t we simply let go of it,in the spirit of Arthur Fine’s “natural ontological attitude” (NOA) (Fine 1986, chs. 7-8)? To a large extent I follow Fine, especially in relation to the endless arguments surrounding realist attempts to show that the impossible is somehow possible, that empirical science can really attain assured knowledge about what goes beyond experience. It is time to face the fact that we cannot know whether we have got the objective Truth about the World (even if such a formulation is meaningful). Realists go astray by persisting in trying to find a way around this fact, as do anti-realists in engaging with that obsession. -
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. -
2005 Annual Report American Physical Society
1 2005 Annual Report American Physical Society APS 20052 APS OFFICERS 2006 APS OFFICERS PRESIDENT: PRESIDENT: Marvin L. Cohen John J. Hopfield University of California, Berkeley Princeton University PRESIDENT ELECT: PRESIDENT ELECT: John N. Bahcall Leo P. Kadanoff Institue for Advanced Study, Princeton University of Chicago VICE PRESIDENT: VICE PRESIDENT: John J. Hopfield Arthur Bienenstock Princeton University Stanford University PAST PRESIDENT: PAST PRESIDENT: Helen R. Quinn Marvin L. Cohen Stanford University, (SLAC) University of California, Berkeley EXECUTIVE OFFICER: EXECUTIVE OFFICER: Judy R. Franz Judy R. Franz University of Alabama, Huntsville University of Alabama, Huntsville TREASURER: TREASURER: Thomas McIlrath Thomas McIlrath University of Maryland (Emeritus) University of Maryland (Emeritus) EDITOR-IN-CHIEF: EDITOR-IN-CHIEF: Martin Blume Martin Blume Brookhaven National Laboratory (Emeritus) Brookhaven National Laboratory (Emeritus) PHOTO CREDITS: Cover (l-r): 1Diffraction patterns of a GaN quantum dot particle—UCLA; Spring-8/Riken, Japan; Stanford Synchrotron Radiation Lab, SLAC & UC Davis, Phys. Rev. Lett. 95 085503 (2005) 2TESLA 9-cell 1.3 GHz SRF cavities from ACCEL Corp. in Germany for ILC. (Courtesy Fermilab Visual Media Service 3G0 detector studying strange quarks in the proton—Jefferson Lab 4Sections of a resistive magnet (Florida-Bitter magnet) from NHMFL at Talahassee LETTER FROM THE PRESIDENT APS IN 2005 3 2005 was a very special year for the physics community and the American Physical Society. Declared the World Year of Physics by the United Nations, the year provided a unique opportunity for the international physics community to reach out to the general public while celebrating the centennial of Einstein’s “miraculous year.” The year started with an international Launching Conference in Paris, France that brought together more than 500 students from around the world to interact with leading physicists. -
Introduction
Introduction The first volume of Edward Strutt Abdy’s Journal of a Residence and Tour in the United States of North America (1835) contains a surprising anecdote about the practice of science by African Americans in the early nineteenth century. Abdy was part of a delegation sent by the English government to tour American prisons. His journal intersperses accounts of the prison system with a narrative of his travels, especially as they reflected the author’s observations about race and slavery in the United States. During an account of his time in New York City, Abdy writes about his visit to St. Philip’s Episcopal Church in Lower Manhattan, whose members included many of the most prominent black families in the city.1 Given the popular dissemination of ethnographic accounts of slavery in transatlantic travelogues and newspapers, British readers would surely be interested to hear details about an Episcopal church run by free African Americans in the US North. But before taking readers into the pews of St. Philip’s to hear a sermon by the Reverend Peter Wil- liams, Abdy dwells in the graveyard that belonged to the congregation on Chrystie Street, taking a surprising detour from black theology to black craniology. There in the graveyard, Abdy recounts, he had a conversation with St. Philip’s sexton, the warden of the church’s cemetery and its head grave- digger. He is keen to relate the sexton’s own observations about the re- mains under his stewardship, especially his claim that the skulls that had been buried for many years in his graveyard—those, -
Philosophy of Social Science
Philosophy of Social Science Philosophy of Social Science A New Introduction Edited by Nancy Cartwright and Eleonora Montuschi 1 1 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © The several contributors 2014 The moral rights of the authors have been asserted First Edition published in 2014 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2014938929 ISBN 978–0–19–964509–1 (hbk.) ISBN 978–0–19–964510–7 (pbk.) Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only. -
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. -
Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae Available Online
Carl Wieman Cheriton Family Professor and Professor of Physics and of Education Curriculum Vitae available Online CONTACT INFORMATION • Administrative Contact Linda J Kim Email [email protected] Bio BIO Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education. He has done extensive experimental research in atomic and optical physics. His current intellectual focus is now on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and served as Associate Director for Science in the White House Office of Science and Technology Policy. ACADEMIC APPOINTMENTS • Professor, Physics • Professor, Graduate School of Education HONORS AND AWARDS • Carnegie US University Professor of the Year, Carnegie Foundation for the Advancement of Teaching (2003) • Nobel Prize in Physics 2001, Nobel Foundation (2001) PROFESSIONAL EDUCATION • Ph.D., Stanford University , Physics (1977) • B.S., MIT , Physics (1973) Research & Scholarship RESEARCH INTERESTS • Brain and Learning Sciences • Higher Education • Science Education • Teachers and Teaching Page 1 of 3 Carl Wieman http://cap.stanford.edu/profiles/Carl_Wieman/ CURRENT RESEARCH AND SCHOLARLY INTERESTS The Wieman group’s research generally focuses on the nature of expertise in science and engineering, particularly physics, and how that expertise is best learned, measured, and taught. This involves a range of approaches, including individual cognitive interviews, laboratory experiments, and classroom interventions with controls for comparisons. We are also looking at how different classroom practices impact the attitudes and learning of different demographic groups. Some current projects include: 1. Investigating problem solving strategies. -
Philosophia Scientiæ, 19-3 | 2015, « the Bounds of Naturalism » [Online], Online Since 03 November 2017, Connection on 10 November 2020
Philosophia Scientiæ Travaux d'histoire et de philosophie des sciences 19-3 | 2015 The Bounds of Naturalism Experimental Constraints and Phenomenological Requiredness Charles-Édouard Niveleau and Alexandre Métraux (dir.) Electronic version URL: http://journals.openedition.org/philosophiascientiae/1121 DOI: 10.4000/philosophiascientiae.1121 ISSN: 1775-4283 Publisher Éditions Kimé Printed version Date of publication: 30 October 2015 ISBN: 978-2-84174-727-6 ISSN: 1281-2463 Electronic reference Charles-Édouard Niveleau and Alexandre Métraux (dir.), Philosophia Scientiæ, 19-3 | 2015, « The Bounds of Naturalism » [Online], Online since 03 November 2017, connection on 10 November 2020. URL : http://journals.openedition.org/philosophiascientiae/1121 ; DOI : https://doi.org/10.4000/ philosophiascientiae.1121 This text was automatically generated on 10 November 2020. Tous droits réservés 1 TABLE OF CONTENTS The Bounds of Naturalism: A Plea for Modesty Charles-Édouard Niveleau and Alexandre Métraux A Philosopher in the Lab. Carl Stumpf on Philosophy and Experimental Sciences Riccardo Martinelli La phénoménologie expérimentale d’Albert Michotte : un problème de traduction Sigrid Leyssen Objectifying the Phenomenal in Experimental Psychology: Titchener and Beyond Gary Hatfield Spatial Elements in Visual Awareness. Challenges for an Intrinsic “Geometry” of the Visible Liliana Albertazzi The Phenomenology of the Invisible: From Visual Syntax to “Shape from Shapes” Baingio Pinna, Jan Koenderink and Andrea van Doorn The Deep Structure of Lives Michael Kubovy Philosophia Scientiæ, 19-3 | 2015 2 The Bounds of Naturalism: A Plea for Modesty Charles-Édouard Niveleau and Alexandre Métraux Many thanks to William Blythe for his insightful linguistic corrections on the English text. 1 Introduction 1 The articles published in this volume of Philosophia Scientiæ address specific issues in contemporary psychological research. -
Carl Wieman Stanford University Department of Physics and Grad School of Education
Carl Wieman Stanford University Department of Physics and Grad School of Education *based on the research of many people, some from my science ed research group I. Introduction– Educational goals & research-based principles of learning II. Applying learning principles in university courses and measuring results III. Teaching expertise (for university science/physics) My background in education Students:17 yrs of success in classes. Come into my lab clueless about physics? 2-4 years later expert physicists! ?????? ~ 30 years ago Research on how people learn, particularly physics • explained puzzle • I realized were more effective ways to teach • got me started doing science ed research-- experiments & data, basic principles! (~ 100 papers) “Expertise”– solving problems like a good physicist Major advances past 1-2 decades New insights on how to learn & teach complex thinking physicists, bio, University chemists science & eng. brain classroom research studies today cognitive psychology Strong arguments for why apply to most fields Basic result– rethink how learning happens old/current model new research-based view brain changeable ~ same knowledge transformation soaks in, varies with brain Primary educational focus of Change neurons by intense thinking. universities: Improved capabilities. • contents of knowledge “soup” • admitting best brains I. Introduction– Educational goal (better decisions) & research-based principles of learning II. Applying learning principles in university courses and measuring results Basics of most university science classroom research: 1. Test how well students learn to make decisions like expert (physicist, biologist, …). 2. Compare results for different teaching methods: a. Students told what to do in various situations (“lecture”) b. Practice making decisions in selected scenarios, with feedback. -
Reason and Representation in Scientific Simulation
Reason and Representation in Scientific Simulation Matthew Spencer | PhD Thesis Centre for Cultural Studies, Goldsmiths, University of London Declaration The work presented in this thesis is the candidate's own. - 2 - Abstract This thesis is a study of scientific practice in computational physics. It is based on an 18 month period of ethnographic research at the Imperial College Applied Modelling and Computation Group. Using a theoretical framework drawn from practice theory, science studies, and historical epistemology, I study how simulations are developed and used in science. Emphasising modelling as a process, I explore how software provides a distinctive kind of material for doing science on computers and how images and writings of various kinds are folded into the research process. Through concrete examples the thesis charts how projects are devised and evolve and how they draw together materials and technologies into semi-stable configurations that crystallise around the objects of their concern, what Hans-Jorg Rheinberger dubbed “epistemic things”. The main pivot of the research, however, is the connection of practice-theoretical science studies with the philosophy of Gaston Bachelard, whose concept of “phenomenotechnique” facilitates a rationalist reading of scientific practice. Rather than treating reason as a singular logic or method, or as a faculty of the mind, Bachelard points us towards processes of change within actual scientific research, a dynamic reason immanent to processes of skilled engagement. Combining this study of reason with the more recent attention to things within research from materialist and semiotic traditions, I also revive a new sense for the term “representation”, tracing the multiple relationships and shifting identities and differences that are involved in representing. -
Nobel Lectures™ 2001-2005
World Scientific Connecting Great Minds 逾10 0 种 诺贝尔奖得主著作 及 诺贝尔奖相关图书 我们非常荣幸得以出版超过100种诺贝尔奖得主著作 以及诺贝尔奖相关图书。 我们自1980年代开始与诺贝尔奖得主合作出版高品质 畅销书。一些得主担任我们的编辑顾问、丛书编辑, 并于我们期刊发表综述文章与学术论文。 世界科技与帝国理工学院出版社还邀得其中多位作了公 开演讲。 Philip W Anderson Sir Derek H R Barton Aage Niels Bohr Subrahmanyan Chandrasekhar Murray Gell-Mann Georges Charpak Nicolaas Bloembergen Baruch S Blumberg Hans A Bethe Aaron J Ciechanover Claude Steven Chu Cohen-Tannoudji Leon N Cooper Pierre-Gilles de Gennes Niels K Jerne Richard Feynman Kenichi Fukui Lawrence R Klein Herbert Kroemer Vitaly L Ginzburg David Gross H Gobind Khorana Rita Levi-Montalcini Harry M Markowitz Karl Alex Müller Sir Nevill F Mott Ben Roy Mottelson 诺贝尔奖相关图书 THE PERIODIC TABLE AND A MISSED NOBEL PRIZES THAT CHANGED MEDICINE NOBEL PRIZE edited by Gilbert Thompson (Imperial College London) by Ulf Lagerkvist & edited by Erling Norrby (The Royal Swedish Academy of Sciences) This book brings together in one volume fifteen Nobel Prize- winning discoveries that have had the greatest impact upon medical science and the practice of medicine during the 20th “This is a fascinating account of how century and up to the present time. Its overall aim is to groundbreaking scientists think and enlighten, entertain and stimulate. work. This is the insider’s view of the process and demands made on the Contents: The Discovery of Insulin (Robert Tattersall) • The experts of the Nobel Foundation who Discovery of the Cure for Pernicious Anaemia, Vitamin B12 assess the originality and significance (A Victor Hoffbrand) • The Discovery of