Posts Tagged ‘science’
Unlike the debacle with Cold Fusion, these papers are vetted by professionals before they are accepted for conferences sponsored by professional organizations such as the IEEE.
This paper was accepted with review by the 2008 International Conference on Computer Science and Software Engineering (CSSE).
CSSE is one of the important conferences sponsored by IEEE Computer Society, which serves as a forum for scientists and engineers in the latest development of artificial intelligence, grid computing, computer graphics, database technology, and software engineering.
Recent advances in cooperative technology and classical communication are based entirely on the assumption that the Internet and active networks are not in conflict with object-oriented languages. In fact, few information theorists would disagree with the visualization of DHTs that made refining and possibly simulating 8 bit architectures a reality, which embodies the compelling principles of electrical engineering . In this work we better understand how digital-to-analog converters can be applied to the development of e-commerce.
Read the full text of this paper: Towards the Simulation of E-Commerce by Herbert Schlangemann
Finally, Postmodernism gets it due.
Over the past two decades there has been extensive discussion among critical theorists with regard to the characteristics of modernist versus postmodernist culture; and in recent years these dialogues have begun to devote detailed attention to the specific problems posed by the natural sciences. In particular, Madsen and Madsen have recently given a very clear summary of the characteristics of modernist versus postmodernist science. They posit two criteria for a postmodern science:
A simple criterion for science to qualify as postmodern is that it be free from any dependence on the concept of objective truth. By this criterion, for example, the complementarity interpretation of quantum physics due to Niels Bohr and the Copenhagen school is seen as postmodernist.
Clearly, quantum gravity is in this respect an archetypal postmodernist science. Secondly,
The other concept which can be taken as being fundamental to postmodern science is that of essentiality. Postmodern scientific theories are constructed from those theoretical elements which are essential for the consistency and utility of the theory.
Thus, quantities or objects which are in principle unobservable — such as space-time points, exact particle positions, or quarks and gluons — ought not to be introduced into the theory. While much of modern physics is excluded by this criterion, quantum gravity again qualifies: in the passage from classical general relativity to the quantized theory, space-time points (and indeed the space-time manifold itself) have disappeared from the theory.
Read the full text of this famous paper in the history of science:
Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity
from Howard Gardner
“Education is inherently and inevitably an issue of human goals and human values.”
I wish that this statement were mounted prominently above the desk of every policymaker. One cannot even begin to develop an educational system unless one has in mind the knowledge and skills that one values, and the kind of individuals one hopes will emerge at the end of the day.
Strangely enough, however, many policymakers act as if the aims of education are self-evident; and as a consequence, when pressed, these policymakers often emerge as inarticulate, contradictory, or unbelievably prosaic. How often my eyes have glazed over as I have read vacuous proclamations about “using the mind well” or “closing the achievement gap” or “helping individuals realize their potential” or “appreciating our cultural heritage” or “having the skills to compete. ” Recently, in speaking to ministers of education, I’ve discovered a particularly Sisyphean goal: “leading the world in international comparisons of test scores. ” Obviously, on this criterion, only one country at a time can succeed. To state educational goals in this day and age is no easy undertaking; indeed, one purpose of this book is to posit several more gritty goals for the future.
A first caveat: science can never constitute a sufficient education. Science can never tell you what to do in class or at work. Why? What you do as a teacher or manager has to be determined by your own value system—and neither science nor technology has a builtin value system. Consider the following example. Let’s say that you accept the scientific claim that it is difficult to raise psychometric intelligence (IQ). From this claim one can draw two diametrically opposite conclusions: (l) don’t bother to try; (2) devote all your efforts to trying. Possibly you will succeed, and perhaps far more easily than you had anticipated. Same scientific finding: opposite pedagogical conclusions.