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Week & Date Syllabus for ASTR 1200
Week & Date Syllabus for ASTR 1200 Doug Duncan, Fall 2018 *** be sure to read "About this Course" on the class Desire 2 Learn website*** The Mastering Astronomy Course Code is there, under "Mastering Astronomy" Do assigned readings BEFORE TUESDAYS - there will be clicker questions on the reading. Reading assignments are pink on this syllabus. Homework will usually be assigned on Tuesday, due the following Tuesday Read the textbook Strategically! Focus on answering the "Learning Goals." Week 1 Introductions. The amazing age of discovery in which we live. Aug. 28 The sky and its motions. My goals for the course. What would you like to learn about? What do I expect from you? Good news/bad news. Science vs. stories about science. This is a "student centered" class. I'm used to talking (Public Radio career). Here you talk too. Whitewater river analogy: If you don't want to paddle, don't get in the boat. Grading. Cheating. Clickers and why we use them. Homework out/in Fridays. Tutorials. Challenges. How to do well in the class. [reading clicker quiz] Why employers love to hire graduates of this class! Read bottom syllabus; "Statement of Expectations" for Arts & Sciences Classes" Policy on laptops and cell phones. Registrations: Clickers, Mastering Astronomy. Highlights of what the term will cover -- a bargain tour of the universe Bloom's Taxonomy of Learning What can we observe about the stars? Magnitude and color. Visualizing the Celestial Sphere - extend Earth's poles and equator to infinity! Visualizing the local sky: atltitude and azimuth Homeworks #1, How to Use Mastering Astronomy, due Sept. -
Simulating Physics with Computers
International Journal of Theoretical Physics, VoL 21, Nos. 6/7, 1982 Simulating Physics with Computers Richard P. Feynman Department of Physics, California Institute of Technology, Pasadena, California 91107 Received May 7, 1981 1. INTRODUCTION On the program it says this is a keynote speech--and I don't know what a keynote speech is. I do not intend in any way to suggest what should be in this meeting as a keynote of the subjects or anything like that. I have my own things to say and to talk about and there's no implication that anybody needs to talk about the same thing or anything like it. So what I want to talk about is what Mike Dertouzos suggested that nobody would talk about. I want to talk about the problem of simulating physics with computers and I mean that in a specific way which I am going to explain. The reason for doing this is something that I learned about from Ed Fredkin, and my entire interest in the subject has been inspired by him. It has to do with learning something about the possibilities of computers, and also something about possibilities in physics. If we suppose that we know all the physical laws perfectly, of course we don't have to pay any attention to computers. It's interesting anyway to entertain oneself with the idea that we've got something to learn about physical laws; and if I take a relaxed view here (after all I'm here and not at home) I'll admit that we don't understand everything. -
The Rise and Fall of the Wessely School
THE RISE AND FALL OF THE WESSELY SCHOOL David F Marks* Independent Researcher Arles, Bouches-du-Rhône, Provence-Alpes-Côte d'Azur, 13200, France *Address for correspondence: [email protected] Rise and Fall of the Wessely School THE RISE AND FALL OF THE WESSELY SCHOOL 2 Rise and Fall of the Wessely School ABSTRACT The Wessely School’s (WS) approach to medically unexplained symptoms, myalgic encephalomyelitis and chronic fatigue syndrome (MUS/MECFS) is critically reviewed using scientific criteria. Based on the ‘Biopsychosocial Model’, the WS proposes that patients’ dysfunctional beliefs, deconditioning and attentional biases cause illness, disrupt therapies, and lead to preventable deaths. The evidence reviewed here suggests that none of the WS hypotheses is empirically supported. The lack of robust supportive evidence, fallacious causal assumptions, inappropriate and harmful therapies, broken scientific principles, repeated methodological flaws and unwillingness to share data all give the appearance of cargo cult science. The WS approach needs to be replaced by an evidence-based, biologically-grounded, scientific approach to MUS/MECFS. 3 Rise and Fall of the Wessely School Sickness doesn’t terrify me and death doesn’t terrify me. What terrifies me is that you can disappear because someone is telling the wrong story about you. I feel like that’s what happened to all of us who are living this. And I remember thinking that nobody’s coming to look for me because no one even knows that I went missing. Jennifer Brea, Unrest, 20171. 1. INTRODUCTION This review concerns a story filled with drama, pathos and tragedy. It is relevant to millions of seriously ill people with conditions that have no known cause or cure. -
Feynman-Richard-P.Pdf
A Selected Bibliography of Publications by, and about, Richard Phillips Feynman Nelson H. F. Beebe University of Utah Department of Mathematics, 110 LCB 155 S 1400 E RM 233 Salt Lake City, UT 84112-0090 USA Tel: +1 801 581 5254 FAX: +1 801 581 4148 E-mail: [email protected], [email protected], [email protected] (Internet) WWW URL: http://www.math.utah.edu/~beebe/ 07 June 2021 Version 1.174 Title word cross-reference $14.95 [Oni15]. $15 [Ano54b]. $18.00 [Dys98]. $19.99 [Oni15]. 2 + 1 [Fey81, Fey82c]. $22.00 [Dys98]. $22.95 [Oni15]. $24.95 [Dys11a, RS12]. $26.00 [Bro06, Ryc17, Dys05]. $29.99 [Oni15, Roe12, Dys11a]. $30.00 [Kra08, Lep07, W¨ut07]. $35 [Ano03b]. $50.00 [DeV00, Ano99]. $500 [Ano39]. $55.00 [Noe11]. $80.00hb/$30.00pb [Cao06]. $9.95 [Oni15]. α [GN87, Sla72]. e [BC18]. E = mc2 [KN19]. F (t) · r [BS96]. λ [Fey53c, Fey53a]. SU(3) [Fey65a]. U(6) ⊗ U(6) [FGMZ64]. π [BC18]. r [EFK+62]. -Transition [Fey53a]. 0-19-853948-7 [Tay97]. 0-226-42266-6 [W¨ut07]. 0-226-42267-4 [Kra08]. 0-691-03327-7 [Bro96c]. 0-691-03685-3 [Bro96c]. 1965 [Fey64e]. 1988 [Meh02]. 1 2 2.0 [BCKT09]. 2002 [FRRZ04]. 2007 [JP08]. 2010 [KLR13]. 20th [Anoxx, Bre97, Gin01, Kai02]. 235 [FdHS56]. 3 [Ish19, Ryc17]. 3.0 [Sem09]. 3.2 [Sem16]. 40th [MKR87]. 469pp [Cao06]. 8 [Roe12]. 9 [BFB82]. 978 [Ish19, Roe12, Ryc17]. 978-0-06135-132-7 [Oni15]. 978-0-300-20998-3 [Ryc17]. 978-0-8090-9355-7 [Oni15]. 978-1-58834-352-9 [Oni15]. -
THE PLEASURE of FINDING THINGS OUT: FEYNMAN on LEARNING and DISCOVERY Ben Aaronson, M.A
THE PLEASURE OF FINDING THINGS OUT: FEYNMAN ON LEARNING AND DISCOVERY Ben Aaronson, M.A. University of Washington COURSE DESCRIPTION This seminar is designed to explore the activity of learning and its potential impact on the world in the thought of Richard Feynman. Follow the Nobel laureate physicist as he works on the top-secret Manhattan Project, sluggishly begins an academic career, and creates international incidents. Lessons about life and learning emerge as he attempts to tackle the most complex problems in the universe. Feynman’s insights on learning, pulled from his eclectic life experiences, are relevant to any field of human endeavor. COURSE TOPICS Genuine Encounters Feyman’s foray into Brazilian academics. The difference between book knowledge and real understanding. “Triboluminescence” and the “Brown-throated-thrush”. Experiments and encountering phenomena directly. Play and Learning Feyman’s playful relationship with a cafeteria plate that led to his theories on electron orbits in relativity, the Dirac Equation in electrodynamics, and quantum electrodynamics, for which he ultimately received the Nobel Prize. The importance and means of engaging natural curiosity. Authentic Discussion Feynman takes on Neils Bohr at Los Alamos. Seeking honest criticism. Collaborative debate where truth is the only objective. Critical discussion. Learning and Authority The place of authority in learning. When to question, when to accept. Bruce Lee’s three stages of mastery. The Universe in a Glass of Wine The artist’s and scientist’s respective views of Nature. The beauty that emerges from understanding the complexity of phenomena. The concept of beauty from the scientist’s perspective. The Scientific Method Abstracting the game of chess. -
The Problem of Context in Quality Improvement
Perspectives on context The problem of context in quality improvement Professor Mary Dixon-Woods About the authors Mary Dixon-Woods is Professor of Medical Sociology and Wellcome Trust Senior Investigator in the SAPPHIRE group, Department of Health Sciences, University of Leicester, UK and Deputy Editor-in-Chief of BMJ Quality and Safety. She leads a large programme of research focused on patient safety and healthcare improvement, healthcare ethics, and methodological innovation in studying healthcare. Contents 1. Introduction 89 2. Context and causality 90 Realist evaluation 90 Theory building in the clinical sciences 91 What QI can learn from the clinical sciences? 92 3. Why the clinical science approach is not enough 93 Cargo cult quality improvement 94 The problem of describing QI interventions 94 The role of practical wisdom in getting QI to work 95 The role of practical wisdom in studying and understanding QI activities 97 4. The principal research questions relating to context 99 References 100 88 THE HEALTH FOUNDATION: PERSPECTIVES ON CONTEXT The problem of context in quality improvement 1. Introduction disciplines, including politics,8,9 only latterly has the context sensitivity of many QI initiatives in healthcare Though (formal) quality improvement in healthcare become properly recognised.10,11 The challenge has only a brief history, it is history littered with now is twofold: how to study interactions between examples of showpiece programmes that do not contexts and interventions to develop a more credible consistently manage to export their success once science of quality improvement, and how to deal with transplanted beyond the home soil of early iterations,1 contextual effects in implementing quality improvement or that demonstrate startling variability in their impact interventions. -
Cargo Cult Science May Be Causing You to Lose out on the Truth
Cargo Cult Science May Be Causing You To Lose Out On The Truth “The real purpose of the scientific method is to make sure nature has misled you into thinking you know something you don’t know.” – Robert Pirsig “The more I learn, the more I realize how much I don't know.” - Albert Einstein What we’re covering: How important maintaining an objective process & avoiding the destruction cargo cult sciences cause… What is the scientific method Evolution of my swing experiments (did you visit my http://gohpl.com/swingexperiment link?) How far I’ve come since 11yo swing experiment… A couple recurring casts of characters: Dr. Ben Goldacre: Ben is a best-selling author, broadcaster, campaigner, medical doctor and academic who specializes in unpicking the misuse of science and statistics by journalists, politicians, quacks, drug companies, and more. Dr. Richard Feynman: American theoretical physicist, worked on Manhattan Project, received the Nobel Prize in Physics in 1965, British journal Physics World said he was ranked as one of the ten greatest physicists of all time, NY Times bestselling book. Ben Goldacre says in his book, Bad Science: Quacks, Hacks, & Big Pharma Flacks… “I spend a lot of time talking to people who disagree with me – I would go so far as to say that it’s my favorite leisure activity – and repeatedly I meet individuals who are eager to share their views on science despite the fact that they have never done an experiment. They have never tested an idea for themselves, using their own hands, or seen the results of that test, using their own eyes, and they have never thought carefully about what those results mean for the idea they are testing, using their own brain. -
Psychological Sketches (Seventh Edition)
Psychological Sketches (Seventh Edition) Edited by John R. Vokey and Scott W. Allen Department of Psychology and Neuroscience The University of Lethbridge Copyright c 1994–2005 Department of Psychology and Neuroscience The University of Lethbridge A PsΨenceTM Ink Book All rights reserved. Produced in LATEX 2ε on Apple MacintoshTM computers PsΨenceTM Ink Department of Psychology and Neuroscience The University of Lethbridge Lethbridge, Alberta ii To our students, past and present; and to future students, Christopher and Blake. In memory of M. G. Vokey (1924–1998) and Wm. B. Allen (1930–1999). iii iv Preface to the Seventh Edition Lord Ronald said nothing; he flung himself from the room, flung himself upon his horse and rode madly off in all directions. – Stephen Leacock In 1912, the Canadian humorist and economist Stephen Leacock introduced the world to the town of Mariposa—a fictional small town (with remarkable similarities to Orillia) in Southern Ontario—in his book Sunshine Sketches of a Little Town. Through a series of short stories, or word sketches, about particular incidents and occasions in the town, Leacock led the reader to an understanding of the town and its people. In this textbook, and in the course that accompanies it, we have used the same strategy; through a series of short sketches of specific incidents or areas within psychology, we lead you to an understanding of the subject matter and methods of experimental psy- chology. Like Lord Ronald, however, these are sketches that ride off in all directions. Each of the chapters in this book is a short sketch of a particular topic in psychology. -
Issue-03-14.Pdf
SKEPTICAL INQUIRER Vol. 17. No. 3 Spring 1993/$6.25 FACILITATED COMMUNICATION ? Miracle or Mirage? Al Gore: Education tor Science Richard Dawkins: The 'Awe' Factor Evry Schatzman: A Threat to Science Martin Gardner: E Prime and Isness Donald Tarter: Sale Science with SETI CSICOP Dallas Conference Published by the Committee for the Scientific investigation of Claims of the Paranormal THE SKEPTICAL INQUIRER is the official journal of the Committee for the Scientific Investigation of Claims of the Paranormal, an international organization. Editor Kendrick Frazier. Editorial Board James E. Alcock, Barry Beyerstein, Susan J. Blackmore, Martin Gardner, Ray Hyman, Philip J. Klass, Paul Kurtz, Joe Nickell, Lee Nisbet. Consulting Editors Robert A. Baker, William Sims Bainbridge, John R. Cole, Kenneth L. Feder, C. E. M. Hansel, E. C. Krupp, David F. Marks, Andrew Neher, James E. Oberg, Robert Sheaffer, Steven N. Shore. Managing Editor Doris Hawley Doyle. Contributing Editor Lys Ann Shore. Business Manager Mary Rose Hays. Assistant Business Manager Sandra Lesniak. Chief Data Officer Richard Seymour. Computer Assistant Michael Cione. Production Paul E. Loynes. Art Linda Hays. Audio Technician Vance Vigrass. Librarian Jonathan Jiras. Staff Elizabeth Begley, Ron Nicholson, Alfreda Pidgeon, Ranjit Sandhu, Sharon Sikora, Glen Winford. Cartoonist Rob Pudim. The Committee for the Scientific Investigation of Claims of the Paranormal Paul Kurtz, Chairman; professor emeritus of philosophy, State University of New York at Buffalo. Barry Karr, Executive Director and Public Relations Director. Lee Nisbet, Special Projects Director. Fellows of the Committee James E. Alcock,* psychologist, York Univ., Toronto; Robert A. Baker, psychologist, Univ. of Kentucky; Stephen Barrett, M.D., psychiatrist, author, consumer advocate, Allentown, Pa. -
Life Extension Pseudoscience and the SENS Plan
Life Extension Pseudoscience and the SENS Plan Preston W. Estep III, Ph.D. President and CEO, Longenity Inc. Matt Kaeberlein, Ph.D. Department of Pathology University of Washington Pankaj Kapahi, Ph.D. Buck Institute for Age Research Brian K. Kennedy, Ph.D. Department of Biochemistry University of Washington Gordon J. Lithgow Ph.D. Buck Institute for Age Research George M. Martin, M.D. Department of Pathology University of Washington Simon Melov, Ph.D. Buck Institute for Age Research R. Wilson Powers III Department of Genome Sciences University of Washington Heidi A. Tissenbaum, Ph.D. Program in Gene Function and Expression Program in Molecular Medicine University of Massachusetts Medical School Abstract Recent scientific advances have taken gerontological research to challenging and exciting new frontiers, and have given many scientists increased confidence that human aging is to some degree controllable. We have been on the front lines of some of these developments and the speculative discussions they have engendered, and we are proud to be part of the increasingly productive biomedical effort to reduce the pathologies of aging, and age-associated diseases, to the greatest degree possible—and to extend healthy human life span to the greatest degree possible. In contrast to clearly justifiable speculations regarding future advances in human longevity a few have made claims that biological immortality is within reach. One, Aubrey de Grey, claims to have developed a “detailed plan to cure human aging” called Strategies for Engineered Negligible Senescence (SENS) [1, 2]. This is an extraordinary claim, and we believe that extraordinary claims require extraordinary evidentiary support. In supplementary material posted on the Technology Review web site we evaluate SENS in detail. -
Mapping the Territory
1 Mapping the Territory Computer science (CS) education research is an emergent area and is still giving birth to a literature. While scholarly and scientific publishing go back to Philosophical Transactions (first published by the Royal Society in England in 1665), one of our oldest dedicated journals Computer Science Education was established less than two decades ago, in 1988. Growth which has led to the emergence of CS education research as an identifiable area has come from various places. Some from sub-specialist areas: the Empirical Study of Programming (ESP) and Psychology of Programming Interest Group (PPIG) series of workshops; some from the major practitioner conference which have included research papers—the Innovation and Technology in CS Education (ITiCSE) conference and the SIGCSE Symposium (now in its 36 th year) run by the Special Interest Group in Computer Science Education of the ACM. Following on from these starting points, there has been a burgeoning growth of publications appearing, perhaps opportunistically, in diverse locations, such as the IEEE Frontiers in Education (FiE) and the American Society for Engineering Education (ASEE) conferences, the ACM OOPSLA etc. Simultaneously within this same time there have emerged a number of CS education research groups within academic institutions. Despite this growth—and because of it—we are struggling to find the shape and culture of our literature. The task is difficult not only because the literature is distributed (there is no CS education research conference or publication) but also because our researchers and writers come from many established fields of scholarship and research—at least from education, psychology, computer science, technology and engineering. -
Scientific Method DRAFT
SCIENTIFIC METHOD John Staddon DRAFT Scientific Method DRAFT CONTENTS Preface 3 Chapter 1: Basic Science: Induction 6 Chapter 2: Experiment 21 Chapter 3: Null Hypothesis Statistical Testing 31 Chapter 4: Social Science: Psychology 51 Chapter 5: Social Science: Economics 67 Chapter 6: Behavioral Economics 84 Chapter 7: ‘Efficient’ markets 105 Chapter 8: Summing up 124 Acknowledgements 131 2 Scientific Method DRAFT Preface The most profound ideas cannot be understood except though the medium of examples. Plato, Philebus Most people assume that science can answer every question. Well, not every, perhaps, but every question except matters of faith or morals – although a few atheistical fundamentalists would include those things as well. How many people are killed or hurt by secondhand tobacco smoke each year? How should you discipline your children? What is the best diet? The questions are important and confident answers are forthcoming from experts. The confidence is often unjustified. There are limits to science, both practical and ethical. But for many social and biomedical questions, demand for simple answers tends to silence reservations. Flawed and even fallacious claims meet a need and get wide circulation. “Don’t know” doesn’t get a look in! When conclusive science is lacking, other influences take up the slack: faith, politics, suspicion of authority. Even when the facts are clear, many will ignore them if the issue is an emotional one – fear for their children’s safety, for example. The anti-vaccine crusade launched in a discredited study by British doctor Andrew Wakefield in 1998 is still alive in 2017, partly because most people do not understand the methods of science and no longer trust experts.