Before Euro-American settlement, many Native American nations intercropped maize (_Zea mays_), beans (_Phaseolus vulgaris_), and squash (_Cucurbita pepo_) in what is colloquially called the “Three Sisters.” Here we review the historic importance and consequences of rejuvenation of Three Sisters intercropping (3SI), outline a framework to engage Native growers in community science with positive feedbacks to university research, and present preliminary findings from ethnography and a randomized, replicated 3SI experiment. We developed mutually beneficial collaborative research agendas with four Midwestern US Native (...) American nations. Ethnographic data highlighted a culturally based respect for 3SI as living beings, the importance it holds for all cultural facets of these Native nations, and the critical impact the practice has on environmental sustainability. One concern expressed by Native growers during ethnographic research was improving soil health—part of the rationale for establishing the 3SI agronomic experiment. To address this, we collaboratively designed a 3SI experiment. After 1 year, 3SI increased short-term soil respiration by 24%, decreased salt-extractable nitrate by 54%, had no effect on soil microbial biomass (but increased its carbon-to-nitrogen ratio by 32%) compared to the average of monoculture crops. The overarching purpose of this collaborative project is to develop a deeper understanding of 3SI, its cultural importance to Native communities, and how reinvigorating the practice—and intercropping in general—can make agroecosystems more sustainable for people and the environment. (shrink)

The relation between theory and practice is the object of a central debate in the history of science. In a recent contribution to the issue, L. E. Sandelands equates practice with G. Ryle's "knowing how" and theory with Ryle's "knowing that," arguing that practice and theory are incommensurate forms of knowing such that theory cannot be translated into practice. R. T. Craig took issue with Sandelands' position, pointing out that it reflects an academic approach removed from everyday social behavior in (...) which problem solving is always both practical and theoretical. The authors agree and take this blurring of the theory/practice dichotomy as a cue to deconstruct the conception of two ways of knowing. J. Shotter's concepts of "joint action" and "knowing from within" suggest a third type of knowing which develops between knowers in particular contexts or circumstances. This third way of knowing has important implications for psychological training and inquiry. 2012 APA, all rights reserved). (shrink)

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)

I argue for three claims. (1) The phenomenology of visual experience is exhausted by awareness of appearance properties (i.e., certain constantly changing characteristics of external objects that are relational and viewpoint‐dependent). (2) Cognition differs from perception in that it has a purely discursive or linguistic dimension, whereas perception is pervasively analog and iconic; but this does not determine a border between the two domains, for cognition also has a massive iconic dimension. And (3) certain raging debates in teleosemantics can be (...) resolved by acknowledging that perceptual representations in more primitive organisms tend to have dual contents (e.g., both small, moving black object, and food). (shrink)

Identity theory The doctrine that mental states are identical with physical states was defended in antiquity by Lucretius and in the early modern era by Hobbes. It achieved considerable prominence in the 1950s as a result of the writings of Herbert Feigl, U. T. Place, and J. J. C. Smart. (See, e.g., Smart (1959). These authors developed reasonably precise formulations of the doctrine, clarified the grounds for embracing it, and responded persuasively to a range of objections. More recently it has (...) been defended systematically by Hill (1991) and Papineau (2002). Other contemporary advocates include Loar (1990), McLaughlin (2004), and Polger (2005). The doctrine also figures explicitly or implicitly in the writings of dualists, who are of course concerned to oppose it. Thus, for example, it plays an important role in Kripke’s influential defense of dualism (Kripke 1980). (shrink)

In this article I defend a new definition of what it is to commit suicide:(D) A commits suicide by performing an act x if and only if A intends that he or she kill himself or herself by performing x (under the description ‘I kill myself’), and this intention is fully satisfied.The definition has some surprising implications: various real-life examples often referred to as ‘suicides’ (e.g. ‘suicide bombers’) may well turn out not to be suicides after all.1.

Hans Lipps compares pragmatism (William James and John Dewey) existentialism (Friedrich Nietzsche, Soren Kierkegaard, and Martin Heidegger) in this 1936 article translated from French. He claims that they aim at the same goals, e.g., a return to lived experience and a rejection of the Cartesian legacy in philosophy. While summarizing the commonalities of each, he engages in a polemic against philosophy then that remains relevant now into the next century.

The degree to which abundances are divided equitably among community species or evenness is a basic property of any biological community. Several evenness indices have been proposed to summarize community structure. However, despite their potential applicability in ecological research, none seems to be generally preferred. In this paper we show that, unlike other evenness indices without any clear information-theoretical meaning, Hill's parametric diversity measure E ,0 has an immediate relation to Rényi's generalized information. Therefore, E ,0 might be adequate for (...) summarizing community structure within the context of a general theoretical framework of diversity analysis based on information theory. (shrink)

In this paper I shall focus attention on a principle which lies at the heart of Locke's distinction between primary and secondary qualities. It is to be found explicitly or implicitly stated at many places in the Essay , but its clearest expression is at E.II.viii.11, where Locke writes that ' Impulse [is] the only way which we can conceive Bodies operate in'. Let us call it 'the impulse principle'. The first task is to describe what exactly the term impulse (...) means here and to what the principle amounts. Next, I shall consider the kind of role the principle plays in the Essay and whether Locke changed his mind about it in the fourth edition. Then, in the main part of the paper, I shall try to show how the impulse principle helps make possible Locke's distinction between primary and secondary qualities. In the course of my discussion I shall refer to some of Locke's pre- Essay writings: the Epitome, the Abr g , his review of Newton's Principia and Draft C.1 It is a subsidiary aim of the paper to show how these writings - particularly the Abr g which ran to over ninety pages of the Biblioth que universelle and was published in 1688 - can be of help in disentangling the main line of argument in Locke's Essay. (shrink)

In the last decade, a number of studies in the behavioural sciences, particularly in psychology and economics, have explored the complexity of individual risk behaviour and its underlying factors. Most previous studies have examined the influences of various socio-economic, cognitive, biological and psychological factors on human decision-making however, the relationship between the decision-makers’ risk preferences and occupational background has not received much empirical attention. Accordingly, in the current study, we investigated how occupational background, together with decision-making framing (e.g., variations in (...) decision domain, context, presentation of risk and utility ratios), influence participants’ risk preferences for decision options with equivalent expected utility. Our novel findings indicate that risk preferences may vary among individuals from different occupational backgrounds. As such, when the task was framed in gain terms, participants who mostly deal with health/safety-related risks on a day-to-day basis (high-risk occupations) were predominantly risk-averse (avoiding risky options), while participants who mostly deal with financial/social risks (white-collar occupations) were prone to risk-seeking behaviour (avoiding certain options). Specifically, in “high-risk” occupations, participants’ pattern of choices changed from risk-averse in gain scenarios to risk-seeking in loss scenarios. However, the opposite pattern of risk preferences was found in participants with “white-collar” occupations. Our findings indicate that decision-makers’ occupational backgrounds influence risk preferences under some circumstances. (shrink)

This paper chronicles the author’s experience, as an instructor and as an administrator, taking up the Americans with Disabilities Act (ADA) and implementing changes in the curriculum to accommodate a logic student with dyslexia. The author discusses his misconceptions about dyslexia and his attempts to determine more precisely how it affected his student’s reading abilities. While his student struggled with abstract symbol systems (e.g. standard logical notation), the student had no difficulty with sequences of letters. The author elected to teach (...) the introductory logic course with a logical notation composed entirely of letters, namely Lukasiewicz’ notation. The author details the work that went into learning this notation and teaching an introductory logic course in it, including overviews of lessons on semantics, syntax, and introduction/elimination rules for proofs. The student learned the material very quickly and with great success, progressing to moderately sophisticated proofs. The author reflects on how this reformulated version of an introductory logic course squares with the ADA’s language of “reasonable accommodations” and implores professional philosophers to take seriously what the ADA means for their pedagogy. (shrink)

How, and how well, do people switch between exploration and exploitation to search for and accumulate resources? We study the decision processes underlying such exploration/exploitation trade‐offs using a novel card selection task that captures the common situation of searching among multiple resources (e.g., jobs) that can be exploited without depleting. With experience, participants learn to switch appropriately between exploration and exploitation and approach optimal performance. We model participants' behavior on this task with random, threshold, and sampling strategies, and find that (...) a linear decreasing threshold rule best fits participants' results. Further evidence that participants use decreasing threshold‐based strategies comes from reaction time differences between exploration and exploitation; however, participants themselves report non‐decreasing thresholds. Decreasing threshold strategies that “front‐load” exploration and switch quickly to exploitation are particularly effective in resource accumulation tasks, in contrast to optimal stopping problems like the Secretary Problem requiring longer exploration. (shrink)

This essay examines the reception of Ivan Pavlov’s work on conditioned reflexes in early to mid-twentieth century Britain. Recent work on the political interpretation of biology has shown that the nineteenth-century strategy of “making socialists” was undermined by August Weismann’s attacks on the inheritance of acquired characters. I argue that Pavlov’s research reinvigorated socialist hopes of transforming society and the people in it. I highlight the work of Pavlov’s interpreters, notably the scientific journalist J. G. Crowther, the biologist Lancelot Hogben, (...) and the science writer H. G. Wells, who made Pavlov’s work accessible to a British audience and embraced the socialist implications of his research – especially the idea that people could be persuaded to become socialists through science writing for a nonspecialist audience and through use of a simplified language such as Basic English. They saw, in the followers of National Socialism, how Pavlovian conditioning could create a national movement, and believed that this could be used for their own more democratic form of socialism. In the final part of the essay, I suggest that this broad socio-cultural movement to reshape humanity proved controversial, especially in the post-war period and in light of Soviet use of brainwashing. The likes of Aldous Huxley and F. A. Hayek feared that conditioning could only lead to totalitarianism, while the historian E. P. Thompson put forward a socialist humanism that left room for human agency. (shrink)

The editors are concerned in this book to avoid both Scylla and Charybdis. In their preface, they state: "Some introductory philosophy texts are introductory in name only.... No wonder students struggling to understand such books become convinced... that philosophy is a subject wholly unintelligible except to a few compulsive adepts and completely irrelevant to life outside of the classroom. On the other hand,... other introductory philosophy texts are philosophical in name only because they contain no technical philosophy. Not surprisingly students (...) reading such books... find them hollow and conclude philosophy is not worth serious study." Striving to bridge the gap, the editors include in the readings some lucid philosophical classics, such as Descartes’ Meditations I and II, passages from deeply probing literature such as Dostoevsky’s The Grand Inquisitor, and choice recent philosophical discussions such as the section on free will in Stace’s Religion and the Modern Mind. Lively but significant readings are included on six areas: freedom or determinism, God and religion, morality and society, mind and body, knowledge and science, and art and society. The final readings on each area present "Contemporary Issues." For example, the readings on art and society end with the opinion of the U.S. Supreme Court on Fanny Hill, E. M. Forster’s essay on art for art’s sake, and a discussion by Barrows Dunham of art for man’s sake.—W. G. (shrink)

The socioeconomic and ethnic characteristics of parents are some of the most important correlates of adverse health outcomes in childhood. However, the relationships between ethnic, economic, and behavioral factors and the health outcomes responsible for this pervasive finding have not been specified in child health epidemiology. The general objective of this paper is to propose a theoretical approach to the study of maternal behaviors and child health in diverse ethnic and socioeconomic environments. The specific aims are: (a) to describe a (...) causal pathway between the utility that women obtain through work outside the home and through child care and disease hazard rates in childhood using an optimization model; (b) to specify the influence of ethnic and socioeconomic factors on model constraints; (c) to use the model as a tool to learn about how different combinations of maternal wage labor and child care time might influence child health outcomes in diverse social contexts; (d) to identify parameters that will require measurement in future research; (e) to discuss research strategies that will enable us to obtain these measurements; and (f) to discuss the implications of the model for biostatistical modeling and public health intervention. Optimization models are powerful heuristic tools for understanding how ethnic, environmental, family, and personal characteristics can place important constraints on both the quality and quantity of care that women can provide to their children. They provide a quantitative appreciation for the difficult trade-offs that most women face between working in order to purchase basic goods that children cannot do without (e.g., food, clothing, shelter, health insurance), and increasing offspring well-being through child care (e.g., training in social skills, affection, protection from environmental hazards, help with homework). (shrink)

This book traces the intellectual revolution initiated by Thales in the sixth century BC to its culmination in the metaphysics of Parmenides.

This book challenges the common assumption that the predominant focus of the history of science should be the achievements of Western scientists since the so-called Scientific Revolution. The conceptual frameworks within which the members of earlier societies and of modern indigenous groups worked admittedly pose severe problems for our understanding. But rather than dismiss them on the grounds that they are incommensurable with our own and to that extent unintelligible, we should see them as offering opportunities for us to revise (...) many of our own preconceptions. We should accept that the realities to be accounted for are multi-dimensional and that all such accounts are to some extent value-laden. In the process insights from current anthropology and the study of ancient Greece and China especially are brought to bear to suggest how the remit of the history of science can be expanded to achieve a cross-cultural perspective on the problems. (shrink)

This book challenges several widespread views concerning Aristotle's methods and practices of scientific and philosophical research. Taking central topics in psychology, zoology, astronomy and politics, Professor Lloyd explores generally unrecognised tensions between Aristotle's deeply held a priori convictions and his remarkable empirical honesty in the face of complexities in the data or perceived difficult or exceptional cases. The picture that emerges of Aristotle's actual engagement in scientific research and of his own reflections on that research is substantially more complex than (...) is usually allowed. (shrink)

What are we to make of statements that jaguars see themselves as humans, or of doubts about the boundary between dreams and waking? Jointly authored by an anthropologist and a philosopher, this book investigates some of the most puzzling ideas and practices reported in modern ethnography and ancient philosophy, concerning humans, animals, persons, spirits, agency, selfhood, consciousness, nature, life, death, disease and health. The study's twin aims are first to explore the possibility of achieving a better understanding of the materials (...) we discuss and then to see what lessons we can draw from them to challenge and revise our own fundamental assumptions. (shrink)

In this paper I shall venture into an area with which I am not very familiar and in which I feel far from confident; namely into phenomenology. My main motive is not to get away from standard, boring, methodological questions like those of induction and demarcation; but the conviction that a phenomenological account of the empirical basis forms a necessary complement to Popper's falsificationism. According to the latter, a scientific theory is a synthetic and universal, hence unverifiable proposition. In fact, (...) in order to be technologically useful, a scientific hypothesis must refer to future states-of-affairs; it ought therefore to remain unverified. But in order to be empirical, a theory must bear some kind of relation to factual statements. According to Popper, such a relation can only be one of potential conflict. Thus a theory T will be termed scientific if and only if T is logically incompatible with a so-called basic statement b, where b is both empirically verifiable and empirically falsifiable. In other words: T is scientific if it entails ¬b; where b, hence also ¬b, is an empirically decidable proposition. (shrink)