13594 research outputs found
Sort by
Experience, Know-How, and Skilled Coping
No full textIf you need to have surgery, you want someone who has performed many operations of the relevant kind and who continues to do so. You don’t want someone who spends little time in the operating room, even if he or she is a famous lecturer on the procedure. You want someone with the relevant surgical experience or know-how or skill. A surgeon like that has knowledge of a certain sort, and many philosophers, both ancient and contemporary, have thought this is an especially important type of knowledge. This course considers three philosophical debates about know-how or skill:\ud
Knowing That and Knowing How\ud
Is the surgeon’s knowledge rightly characterized as knowledge of a collection of propositions? If so, how do we account for those who give excellent surgery lectures, but perform unimpressively with a knife? Or those who are outstanding in the operating room, but are hopeless in explaining or even describing what they do? Is the surgeon’s knowledge better understood as a case of knowing-how, rather than knowing that? What exactly is the distinction between the two, and how are they related (e.g., is one reducible to the other? is one a species of the other?)?\ud
\ud
Expertise and Experience\ud
Does expertise involve anything more than, or different from, having experience? What role does experience play in the acquisition of expertise? Does experience play different roles in the acquisition of different sorts of knowledge, such as craft knowledge, ethical knowledge, and theoretical knowledge?\ud
\ud
The Phenomenology of Skillful Behavior\ud
How does reason relate to skillful behavior? Is reason absent, such that skillful behavior is—at least in a way—mindless? Is it phenomenologically accurate to characterize the expert as a subject that is aware of and acting upon something in her environment, or is there a different and more intimate relation between them
Quantum Physics Laboratory
No full textDo we trust that the laws of physics, as covered in our physics lecture courses, can describe the world we measure inside of this laboratory? Why or why not?\ud
\ud
Physics 301 consists of a series of in-depth experiments in quantum physics. But the true aim is to develop the methods experimental physicists use to answer the questions above. The experiments, written reports, oral reports, and other assessments are designed to hone your skills \ud
in:\ud
\ud
• Applying statistical methods to compare experimental results to expectations based on physical concepts\ud
\ud
• Identifying how the operation of experimental equipment relies on one or more physical concepts\ud
\ud
• Identifying sources of systematic error (i.e. how does the experimental system work, what assumptions go into the physical theory we are testing, what effects in the ex- perimental system might violate these underlying assumptions and interfere with ideal operation?)\ud
\ud
• Diagnosing and solving operational issues with experimental equipment\ud
• Communicating experimental results to a scientific audienc
Gesture Recognition using Electromyographic, Spatial and Temporal Input Data
No full textWith the advancement of technology, electromyographic (EMG) and spatial data recognition is having a growing impact on accessible computing. I designed a customizable script that uses a combination of EMG, spatial and temporal data, such that each user of the script can select a custom profile of gestures they want to use to type. The gestures chosen for each custom profile will be determined by each user’s level of ability/disability. Based off of the custom profiles each user selects and speed at which each user types we determine if using EMG, spatial data and temporal data can serve as viable form of text input. While this research placed a strong emphasis on text input, it also supports the ideal of universal design in other contexts. The Myo armband was used to read and interact with the EMG, spatial and temporal data. The interface of this script also revealed multiple techniques for scripting with the Myo that allows people with disabilities to use spatial data to type
El archivo y las memorias del “allá”: La creación de la identidad en las relaciones argentinochilenas
No full textIntroversion, Implicit Self-Theories, and the College Experience
No full textResearch has shown that the transition to college can be a challenging time for young adults as they are faced with social and academic challenges they have not yet faced in their lifetimes. Personality has the capability to make a huge impact on how individuals respond to and make meaning out of these challenging experiences. In Study 1 (N = 91), we examined the effects of extraversion and implicit self-theory of intelligence on the academic experience in the small college classroom. In Study 2 using data from the longitudinal study the Identity Pathways Project (N = 160), we investigated the effects of extraversion and implicit self-theory of personality on the social transition to college. We found that extraversion and implicit selftheories each separately predict levels of comfort in the classroom, as well as the content of selfstatements in narrative responses. Findings are further discussed in detail throughout the paper
Ground-Dwelling Macroinvertebrate Biodiversity as a Determinant of Forest Health in Morris Woods
No full textCaroline Fleet was a Haverford student majoring at Bryn Mawr College.The edge effect is a phenomenon that occurs when two or more ecosystems overlap to form a ‘border’ environment that is ecologically different from the surrounding biome. The nature and magnitude of the edge effect can be elucidated through direct examination of a myriad of environmental and biotic factors, including macroinvertebrate diversity, soil temperature, and canopy coverage. Extensive pitfall trapping, canopy coverage assays, and soil temperature probing were conducted in interior and edge plots in Morris Woods, a relatively small temperate forest in suburban SE Pennsylvania. No significant differences appeared to manifest within measurements of soil temperature (Tinterior = 15.63 oC; Tedge = 16.23 oC; 2-‐tailed SEM1, p > 0.05) and canopy coverage (Cinterior = 91.64%; Cedge = 88.31%; 2-‐tailed SEM, p > 0.05) between the edge and interior plots, though observable differences in macroinvertebrate abundance (Ninterior = 179; Nedge = 262), species richness (Rinterior = 2.127; Redge = 1.259), and species diversity (Dinterior = 0.5864 ; Dedge = 0.4151) were evident. Results also indicated that the interior plot supports more macroinvertebrate taxa and more environmentally sensitive taxa than the edge plot, indicating that that the interior plot likely exhibits higher niche richness, though the factors of soil temperature and canopy coverage did not appear to account for these differences
Characterizing C9orf72 Dipeptide Repeats’ Aggregation
No full textMyriad neurodegenerative disorders are caused by mutant proteins that impair the function of vital cellular machinery as the misfolded proteins aggregate. This pathogenic phenomenon may be occurring in amyotrophic lateral sclerosis (ALS) and behavioral-variant fronto-temporal dementia (FTD). The most common cause of both disorders is a mutation in the C9orf72 gene, a mutation resulting from expansion of a hexanucleotide sequence that leads to, among other things, mutant proteins with the ability to aggregate. I studied the dipeptide repeats (DPRs) caused by the expression of the hexanucleotide repeats in order to characterize their aggregation characteristics. I relied on a mixture of well-established and novel assays to ascertain structural information, such as their packing density (via Fluorescence Recovery after Photobleaching, FRAP), and to determine whether cellular stressors can induce alternate aggregation pathways, using two models – Drosophila melanogaster and Caenorhabditis elegans. Determining the relationship between aggregation and toxicity in the DPR-containing proteins is a necessary step preceding intervention design, and understanding their aggregation is necessary before we are able to determine which oligomeric (or monomeric) species are associated with disease. As predicted, polyGA DPR aggregation was determined to be highly heterogeneous, with a high diversity in packing densities and a high propensity to aggregate, while polyGR DPRs have tightly-packed and stable aggregates
We Are (Not) Here to Teach You: Talking Race and Racism on Tumblr
No full textScholars have been increasingly optimistic regarding how young people of color push\ud
back against mainstream racial discourses using social media tools. However, young \ud
people on the micro-blogging site Tumblr who do so are heavily criticized by other \ud
young people for engaging in ways seen as superficial, too emotional, and even hostile \ud
towards white people. In my thesis, I look at over 50 race-themed blogs, supplemented \ud
with interviews with blog moderators to see why their conversations are so\ud
controversial. Ultimately, I argue that these race-themed blogs are, for people of color \ud
primarily, community-oriented instructional spaces that critique damaging racial \ud
narratives. Further, the conversational themes reflect a collective action mindset, \ud
though youth are already taking action to transform this platform to support \ud
communities of people of color
Earth Systems Science as Civic Participation: an approach to Youth Action Research for Social Change
No full textJust as environmental justice challenges dominant notions of "environment" that\ud
cannot account for connections between social and natural processes, earth systems science\ud
pursues connections between science and society, challenging a dominant discourse which\ud
asserts that both can be fully understood without the other. Grounding "environment" and\ud
"science" as socially situated concepts helps to foreground, in turn, the ways that race structures\ud
exposure to risk and the exercise of citizenship both nationally and globally. My thesis draws on\ud
these discourses while focusing on youth as citizens and civic participation through the creation\ud
of an elementary school science curriculum