47,724 research outputs found
Introduction:The epistemic relevance of broken habits
No full textOne of the main characteristics of habits is that we are usually unaware of them in a twofold way. Firstly, habits are manifested in our actions, but they are themselves not an object of our direct observation. Secondly, habits enable us to act fluently without us paying attention to the habits themselves. In both respects, habits mostly become thematic when something does not run as usual. Habits, therefore, typically become a subject of our interest by the experience of breaks. Broken habits make habits visible as habits. Pointing out the epistemic relevance of disruptions for a reflexive approach to habitual forms of life remains quite abstract as long as the types of breakdowns that habitual life forms might undergo are not analyzed in their specificity. This introduction sheds light on possible breaking points where disruptions are of epistemic importance to the agents acting out of habit. Because of our shared habitual life forms, the different analyses of the relation between agency, self-understanding, and broken habits presented in this volume come together in testifying to the epistemic relevance of the experienced alienation at stake when the intertwined social and personal home-worlds tied to language, place, technology, and embodiment are shattered
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
The class of the affine line is a zero divisor in the Grothendieck ring
No full textWe show that the class of the affine line is a zero divisor in the Grothendieck ring of algebraic varieties over complex numbers. The argument is based on the Pfaffian-Grassmannian double mirror correspondence.Peer reviewe
An overview of the ATLAS High Level Trigger Dataflow and Supervision.
No full textThe ATLAS high-level trigger (HLT) system provides software-based event selection after the initial LVL1 hardware trigger. It is composed of two stages, the LVL2 trigger and the event filter (EF). The LVL2 trigger performs event selection with optimized algorithms using selected data guided by Region of Interest pointers provided by the LVL1 trigger. Those events selected by LVL2 are built into complete events, which are passed to the EF for a further stage of event selection and classification using off-line algorithms. Events surviving the EF selection are passed for off-line storage. The two stages of HLT are implemented on processor farms. The concept of distributing the selection process between LVL2 and EF is a key element in the architecture, which allows it to be flexible to changes (luminosity, detector knowledge, background conditions, etc.) Although there are some differences in the requirements between these subsystems there are many commonalities. An overview of the dataflow (event selection) and supervision (control, configuration, monitoring) activities in the HLT is given, highlighting where commonalities between the two subsystems can be exploited and indicating where requirements dictate that implementations differ. An HLT prototype system has been built at CERN. Functional testing is being carried out in order to validate the HLT architecture
Droplet motion with contact-line friction: long-time asymptotics in complete wetting
No full textWe consider the thin-film equation for a class of free boundary conditions modelling friction at the contact line, as introduced by E and Ren. Our analysis focuses on formal long-time asymptotics of solutions in the perfect wetting regime. In particular, through the analysis of quasi-self-similar solutions, we characterize the profile and the spreading rate of solutions depending on the strength of friction at the contact line, as well as their (global or local) corrections, which are due to the dynamical nature of the free boundary conditions. These results are complemented with full transient numerical solutions of the free boundary problem. Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Mathematical Physic
Tagging of Biomedical Articles on CiteULike: A Comparison of User, Author and Professional Indexing
No full textThis paper examines the context of online indexing from the viewpoint of three different groups: users, authors, and professional indexers. User tags, author keywords and descriptors were collected from academic journal articles, which were both indexed in Pubmed and tagged on CiteULike, and analysed. Descriptive statistics, informetric measures, and thesaural term comparison shows that there are important differences in the use of keywords between the three groups in addition to similarities which can be used to enhance support for search and browse. While tags and author keywords were found that matched descriptors exactly, other terms which did not match but provided important expansion to the indexing lexicon were found. These additional terms could be used to enhance support for searching and browsing in article databases as well as to provide invaluable data for entry vocabulary and emergent terminology for regular updates to indexing systems. Additionally, the study suggests that tags support organisation by association to task, projects and subject while making important connections to traditional systems which classify into subject categories
The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
No full textThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
No full textThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
A life for a life - A moral philosophical examination of The Replaceability Argument in theory and praxis
No full textPhylommand - a command line software package for phylogenetics
No full text<p>Phylommand is a software package for phylogenetic inference on the command line. It contains four core software for manipulating and analyzing phylogenies pairwise alignments, and one optional program for viewing SVG files.</p>
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