Breaking Down Barriers Between the Humanities and the Sciences.The Chronicle of Higher Education
March 3, 2014 by Leslie Niiro
Showing posts with label science. Show all posts
Showing posts with label science. Show all posts
Tuesday, March 4, 2014
Thursday, November 22, 2012
Sunday, November 11, 2012
The Matthew Effect in Science
The reward and communication systems
of science are considered. Robert.K Merton
Science, 159 (3810): 56-63. January, 5, 1968
The reward and communication systems
of science are considered. Robert.K Merton
Science, 159 (3810): 56-63. January, 5, 1968
Monday, September 3, 2012
Monday, April 25, 2011
Travelling by the submarine elevator system (Journey into the Deep) re-created by Akemi Mochizuki (Draceina Pinion avatar) for The Abyss Observatory
Akemi Mochizuki (Draceina Pinon avatar) has showed to Arthur67 Beck and to me, the wonderful place which Abyss Observatory has built at Second Life and for what Akemi Mochizuki (scripter who has a shop at Second Life,called Dracy´s Virtual shop, where all her creations can be tried), has built some scripts- among them the one which makes the vehicule showed in the photos added, the submarine elevator system of "Journey into the Deep". The Abyss Observatory is, according to its own description, "A museum of ocean science and technology which celebrates the sense of wonder people often have about the mysteries of the deep sea. Visitors can even travel 2,000 meters down into the dark depths of the ocean floor"
Slurl of the place where you can take the magic vehicule made by Draceina Pinion and do a submarine travel
Further readings
History of the Abyss Observatory
Sunday, April 10, 2011
"A Passion for Objects: How science is fueled by an attachment to things." by Sherry Turkle
"A Passion for Objects: How science is fueled by an attachment to things." The Chronicle of Higher Education, Vol. 54, Issue 38, May 30, 2008.
Thursday, January 27, 2011
From analogue to digital scholarship: implications for science communication researchers, by Richard Holliman
From analogue to digital scholarship: implications for science communication researchers, by Richard Holliman. Journal of Science Communication, , September 2010
Saturday, October 30, 2010
Web science: a new frontier presentations
Web science: a new frontier presentations
Organised by Professor Nigel Shadbolt, Professor Dame Wendy Hall, Professor James Hendler and Professor Bill Dutton
Video recordings of presentations from 27 and 28 September 2010
Introduction
Professor Nigel Shadbolt, University of Southampton, Web Science Trust
The structure of the Web
Professor Albert-László Barabási, Northeastern University and Harvard Medical School
Networks and webs in ecosystems and financial systems
Lord May of Oxford, OM AC FRS, University of Oxford
The mathematics of Web science: structure, dynamics and incentives
Dr Jennifer Chayes, Microsoft Research
Understanding social and information networks
Professor Jon Kleinberg, Cornell University
Programming the social computer: using computational logic to specify webs of interaction
Professor Dave Robertson, School of Informatics, University of Edinburgh
Towards a decentralised and personalised Web
Dr Anne- Marie Kermarrec, INRIA
Enhancing communication and creativity with structured data on the Web
Professor David Karger, MIT
The nature of collective intelligence
Professor Pierre Lévy, University of Ottawa
Social networks in the internet: what social research knows about it
Professor Manuel Castells FBA, University of Southern California
New models of government via the Web
Professor Helen Margetts, Oxford Internet Institute, University of Oxford
Augmented intelligence: the Web and human computation
Professor Luis von Ahn, Carnegie Mellon University
The EventWeb: towards experiential computing
Professor Ramesh Jain, University of California, Irvine
Launch the player to watch The EventWeb: towards experiential computing
Developing Web Science to understand and enable 21st century multidimensional networks
Professor Noshir Contractor, Northwestern University and Web Science Trust
Will the Web break?
Professor Jonathan Zittrain, Berkman Center for Internet and Society, Harvard University
Future hopes for the Web
Sir Timothy Berners-Lee OM, KBE, FRS, FREng, Web Science Trust
Organised by Professor Nigel Shadbolt, Professor Dame Wendy Hall, Professor James Hendler and Professor Bill Dutton
Video recordings of presentations from 27 and 28 September 2010
Introduction
Professor Nigel Shadbolt, University of Southampton, Web Science Trust
The structure of the Web
Professor Albert-László Barabási, Northeastern University and Harvard Medical School
Networks and webs in ecosystems and financial systems
Lord May of Oxford, OM AC FRS, University of Oxford
The mathematics of Web science: structure, dynamics and incentives
Dr Jennifer Chayes, Microsoft Research
Understanding social and information networks
Professor Jon Kleinberg, Cornell University
Programming the social computer: using computational logic to specify webs of interaction
Professor Dave Robertson, School of Informatics, University of Edinburgh
Towards a decentralised and personalised Web
Dr Anne- Marie Kermarrec, INRIA
Enhancing communication and creativity with structured data on the Web
Professor David Karger, MIT
The nature of collective intelligence
Professor Pierre Lévy, University of Ottawa
Social networks in the internet: what social research knows about it
Professor Manuel Castells FBA, University of Southern California
New models of government via the Web
Professor Helen Margetts, Oxford Internet Institute, University of Oxford
Augmented intelligence: the Web and human computation
Professor Luis von Ahn, Carnegie Mellon University
The EventWeb: towards experiential computing
Professor Ramesh Jain, University of California, Irvine
Launch the player to watch The EventWeb: towards experiential computing
Developing Web Science to understand and enable 21st century multidimensional networks
Professor Noshir Contractor, Northwestern University and Web Science Trust
Will the Web break?
Professor Jonathan Zittrain, Berkman Center for Internet and Society, Harvard University
Future hopes for the Web
Sir Timothy Berners-Lee OM, KBE, FRS, FREng, Web Science Trust
Wednesday, August 11, 2010
Science metrics
"The value of scientific output is often measured, to rank one nation against another, allocate funds between universities or even grant or deny tenure. Scientometricians have devised a multitude of metrics to help in these rankings. Do they work? Are they fair? Are they over-used? Nature investigates"
nature news, specials
nature news, specials
Thursday, June 17, 2010
The Marketplace of Ideas, by Louis Menand (2001)
The Marketplace of Ideas, by Louis Menand. American Council of Learned Societies
Occasional Paper No. 49, 2001.
"The humanities occupy only a corner of the higher education marketplace, but it has historically been a very prestigious corner. Although no one is likely to take the trouble to cut the humanities disciplines off, there is some fear that the action, including the funding, is moving into areas of teaching and research that can demonstrate a more obvious market utility. The humanities disciplines don't seem to be dying out, but they do feel dislocated. They are institutionally insecure because they appear to have lost their philosophical roots. The question this paper attempts to address is exactly what those roots were in the first place" (...)
"The other critical Golden Age development, the emergence of a scientific model of research, was a reflection of the anti-ideological temper of postwar American thought—the temper epitomized in Daniel Bell's famous phrase "the end of ideology."21 To some extent the antipathy to ideology was simply a response to global political history between 1914 and 1945, but to some extent, as Thomas Bender has suggested, it was a response to all that federal money that began pouring into universities after the war. Scholars eschewed political commitments because they wished not to offend their granting agencies.22 The idea that academics, particularly in the social sciences, could provide the state with neutral research results on which pragmatic public policies could be based was an animating idea in the 1950s university. In the sciences, it helped establish what Talcott Parsons called the ethos of "cognitive rationality."23 In fields like history, it led to the consensus approach. In sociology, it produced what Robert Merton called theories of the middle range—an emphasis on the formulation of limited hypotheses subject to empirical verification.24 Behaviorism and rational choice theory became dominant paradigms in psychology and political science. In literature, even when the mindset was anti-scientific, as in the case of New Criticism and structuralism, the ethos remained scientistic: theorists aspired to analytic rigor.25 Boundaries were respected and methodologies were codified. Discipline reigned in the disciplines"
"Philosophy and the Mirror of Nature, Rorty's attempt to put an end to (or to transcend) the analytic tradition in philosophy, constructs its argument entirely from within the tradition of analytic philosophy, just as The Structure of Scientific Revolutions, Kuhn's revisionist interpretation of the history of science, is a perfectly conventional work in the philosophy and history of science. But there is also no question that the turn in the intellectual dialectic exemplified by these works fed into the collapse of the color- and gender-blind ideal of meritocratic educational theory, and that it gave members of groups previously excluded from or marginalized within the academy theoretical equipment for the business of critiquing the traditional forms of knowledge. Kuhn's book is emphatically not a work of science studies, but science studies is what it gave birth to"
"People refer to the new organizations of knowledge as "interdisciplinary," but this seems mistaken. The collapse of disciplines must mean the collapse of interdisciplinarity as well; for interdisciplinarity is the institutional ratification of the logic of disciplinarity. The very term implies respect for the discrete perspectives of different disciplines. You can't have interdisciplinarity, or multidisciplinarity, unless you have disciplines. There is more interest on the part of administrators in interdisciplinary work, and some college catalogues now feature interdisciplinary majors, but there is nothing terribly new or anti-foundational about it. Interdisciplinary scholarship or teaching simply means the deployment of professional expertise in two or more disciplines".
Occasional Paper No. 49, 2001.
"The humanities occupy only a corner of the higher education marketplace, but it has historically been a very prestigious corner. Although no one is likely to take the trouble to cut the humanities disciplines off, there is some fear that the action, including the funding, is moving into areas of teaching and research that can demonstrate a more obvious market utility. The humanities disciplines don't seem to be dying out, but they do feel dislocated. They are institutionally insecure because they appear to have lost their philosophical roots. The question this paper attempts to address is exactly what those roots were in the first place" (...)
"The other critical Golden Age development, the emergence of a scientific model of research, was a reflection of the anti-ideological temper of postwar American thought—the temper epitomized in Daniel Bell's famous phrase "the end of ideology."21 To some extent the antipathy to ideology was simply a response to global political history between 1914 and 1945, but to some extent, as Thomas Bender has suggested, it was a response to all that federal money that began pouring into universities after the war. Scholars eschewed political commitments because they wished not to offend their granting agencies.22 The idea that academics, particularly in the social sciences, could provide the state with neutral research results on which pragmatic public policies could be based was an animating idea in the 1950s university. In the sciences, it helped establish what Talcott Parsons called the ethos of "cognitive rationality."23 In fields like history, it led to the consensus approach. In sociology, it produced what Robert Merton called theories of the middle range—an emphasis on the formulation of limited hypotheses subject to empirical verification.24 Behaviorism and rational choice theory became dominant paradigms in psychology and political science. In literature, even when the mindset was anti-scientific, as in the case of New Criticism and structuralism, the ethos remained scientistic: theorists aspired to analytic rigor.25 Boundaries were respected and methodologies were codified. Discipline reigned in the disciplines"
"Philosophy and the Mirror of Nature, Rorty's attempt to put an end to (or to transcend) the analytic tradition in philosophy, constructs its argument entirely from within the tradition of analytic philosophy, just as The Structure of Scientific Revolutions, Kuhn's revisionist interpretation of the history of science, is a perfectly conventional work in the philosophy and history of science. But there is also no question that the turn in the intellectual dialectic exemplified by these works fed into the collapse of the color- and gender-blind ideal of meritocratic educational theory, and that it gave members of groups previously excluded from or marginalized within the academy theoretical equipment for the business of critiquing the traditional forms of knowledge. Kuhn's book is emphatically not a work of science studies, but science studies is what it gave birth to"
"People refer to the new organizations of knowledge as "interdisciplinary," but this seems mistaken. The collapse of disciplines must mean the collapse of interdisciplinarity as well; for interdisciplinarity is the institutional ratification of the logic of disciplinarity. The very term implies respect for the discrete perspectives of different disciplines. You can't have interdisciplinarity, or multidisciplinarity, unless you have disciplines. There is more interest on the part of administrators in interdisciplinary work, and some college catalogues now feature interdisciplinary majors, but there is nothing terribly new or anti-foundational about it. Interdisciplinary scholarship or teaching simply means the deployment of professional expertise in two or more disciplines".
Thursday, June 10, 2010
Audiovisual Thinking
Audiovisual Thinking. The Journal of Academic Videos
As they state
"Society has changed radically due technological changes in audiovisual mediation and new digital tools/platforms. Video is becoming a central part of our everyday life and communication, as well as a valuable tool for researchers to share their results, insights and engage with the academic and other communities. Academics have many different forms of media for expressing ourselves, for example text, audio and images. These different media have different strengths and weaknesses. Traditionally, academic dissemination and debate have relied very much on the written text. But now, audio and images should be embraced by the academic world, not because it is better than the written word, but because video can say things differently".
As they state
"Society has changed radically due technological changes in audiovisual mediation and new digital tools/platforms. Video is becoming a central part of our everyday life and communication, as well as a valuable tool for researchers to share their results, insights and engage with the academic and other communities. Academics have many different forms of media for expressing ourselves, for example text, audio and images. These different media have different strengths and weaknesses. Traditionally, academic dissemination and debate have relied very much on the written text. But now, audio and images should be embraced by the academic world, not because it is better than the written word, but because video can say things differently".
Monday, June 7, 2010
The SCImago Journal & Country Rank
As they explain:
"The SCImago Journal & Country Rank is a portal that includes the journals and country scientific indicators developed from the information contained in the Scopus® database (Elsevier B.V.). These indicators can be used to assess and analyze scientific domains. This platform takes its name from the SCImago Journal Rank (SJR) indicator, developed by SCImago from the widely known algorithm Google PageRank™. This indicator shows the visibility of the journals contained in the Scopus® database from 1996 (...)
As well as SJR Portal, SCImago has developed The Atlas of Science project, which proposes the creation of an information system whose major aim is to achieve a graphic representation of IberoAmerican Science Research. Such representation is conceived as a collection of interactive maps, allowing navigation functions throughout the semantic spaces formed by the maps".
"The SCImago Journal & Country Rank is a portal that includes the journals and country scientific indicators developed from the information contained in the Scopus® database (Elsevier B.V.). These indicators can be used to assess and analyze scientific domains. This platform takes its name from the SCImago Journal Rank (SJR) indicator, developed by SCImago from the widely known algorithm Google PageRank™. This indicator shows the visibility of the journals contained in the Scopus® database from 1996 (...)
As well as SJR Portal, SCImago has developed The Atlas of Science project, which proposes the creation of an information system whose major aim is to achieve a graphic representation of IberoAmerican Science Research. Such representation is conceived as a collection of interactive maps, allowing navigation functions throughout the semantic spaces formed by the maps".
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