143,152 research outputs found
Collective Attention towards Scientists and Research Topics
Emergent patterns of collective attention towards scientists and their
research may function as a proxy for scientific impact which traditionally is
assessed via committees that award prizes to scientists. Therefore it is
crucial to understand the relationships between scientific impact and online
demand and supply for information about scientists and their work. In this
paper, we compare the temporal pattern of information supply (article
creations) and information demand (article views) on Wikipedia for two groups
of scientists: scientists who received one of the most prestigious awards in
their field and influential scientists from the same field who did not receive
an award. Our research highlights that awards function as external shocks which
increase supply and demand for information about scientists, but hardly affect
information supply and demand for their research topics. Further, we find
interesting differences in the temporal ordering of information supply between
the two groups: (i) award-winners have a higher probability that interest in
them precedes interest in their work; (ii) for award winners interest in
articles about them and their work is temporally more clustered than for
non-awarded scientists.Comment: Accepted at the 2018 ACM on Web Science Conference, Amsterdam,
Netherlands, May 27-30, 201
Collective Attention towards Scientists and Research Topics
Emergent patterns of collective attention towards scientists and their
research may function as a proxy for scientific impact which traditionally is
assessed via committees that award prizes to scientists. Therefore it is
crucial to understand the relationships between scientific impact and online
demand and supply for information about scientists and their work. In this
paper, we compare the temporal pattern of information supply (article
creations) and information demand (article views) on Wikipedia for two groups
of scientists: scientists who received one of the most prestigious awards in
their field and influential scientists from the same field who did not receive
an award. Our research highlights that awards function as external shocks which
increase supply and demand for information about scientists, but hardly affect
information supply and demand for their research topics. Further, we find
interesting differences in the temporal ordering of information supply between
the two groups: (i) award-winners have a higher probability that interest in
them precedes interest in their work; (ii) for award winners interest in
articles about them and their work is temporally more clustered than for
non-awarded scientists.Comment: Accepted at the 2018 ACM on Web Science Conference, Amsterdam,
Netherlands, May 27-30, 201
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Towards a Life Sciences Code: Countering the Threats from Biological Weapons
Ye
The Philosophy of Taking Conspiracy Theories Seriously
During the last few decades, the proliferation of interest in conspiracy theories became a widespread phenomenon in our culture, and also in academia. In this piece, I review a new book on the topic of conspiracy theory theory (that is-the theory of conspiracy theories) Taking Conspiracy Theories Seriously, edited by M R. X. Dentith. To contextualize the review, I first turn to the '90s, to see what sparked current interest in conspiracy theories within the field of analytic philosophy. I then critically asses the current limitations of social epistemology, as a field. Among other things, I show how accepted assumptions in social epistemology cause cross-disciplinary disagreements with other social sciences, present the dilemma of trivializing whistle-blowers, and discuss few neglected roles technologies play in belief formation
Interim report on Media Analysis
PACHELBEL WP4 âStimulus Materialsâ uses findings from WP3 (Policy Assumptions) and from additional sources to prepare stimulus materials for the group-based process to be implemented in WP5. The output, informed by the present report, will be a set of materials to inform and stimulate the group-based process. These will take the form of real or simulated media coverage and/or documentary materials produced by various sources, scenarios, vignettes, and dramatised accounts. Another output, also informed by this report, will be an individual questionnaire for use in the group-based process.
The present deliverable is centred on one of the data-gathering and analytic activities set up by WP4 to identify pertinent representational elements that should be included in the future stimulus materials, country by country.
âRepresentational elementsâ have been defined in WP4 as typical images, anecdotes, examples, and references which are used by policy actors to explain and justify policy choices within the policy domains pertinent to PACHELBEL. Particular attention is given to references made to citizens, their perceptions and behaviours.
In Task 4.2, PACHELBEL partners gathered representational elements in their respective contexts. To support this task, a âmedia analysisâ template was developed by WPL SYMLOG for discussion at the second Consortium project meeting (Dorking, Mo. 6). Criteria were agreed for the analysis of a selection of actual publications in a range of media (print periodicals, public information materials disseminated by authorities, etc.). In Summer 2010, partners in each country used the template to analyze and report a sample of several dozen articles in selected policy areas.
This interim report (D4.2) recalls methodology (Part 1), presents representational elements country by country (Part 2) and provides a summary overview of similarities and contrasts across country samples (Part 3). Conclusions and next steps are presented in Part 4. Also provided are a simplified media analysis template (Annex 1) and the compiled basic frequency analysis (Annex 2)
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Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE).
Themes:
⢠Big-data inquiry: thinking with data
⢠Learners making science
⢠Navigating post-truth societies
⢠Immersive learning
⢠Learning with internal values
⢠Student-led analytics
⢠Intergroup empathy
⢠Humanistic knowledge-building communities
⢠Open Textbooks
⢠Spaced Learnin
Exploration and Exploitation of Victorian Science in Darwin's Reading Notebooks
Search in an environment with an uncertain distribution of resources involves
a trade-off between exploitation of past discoveries and further exploration.
This extends to information foraging, where a knowledge-seeker shifts between
reading in depth and studying new domains. To study this decision-making
process, we examine the reading choices made by one of the most celebrated
scientists of the modern era: Charles Darwin. From the full-text of books
listed in his chronologically-organized reading journals, we generate topic
models to quantify his local (text-to-text) and global (text-to-past) reading
decisions using Kullback-Liebler Divergence, a cognitively-validated,
information-theoretic measure of relative surprise. Rather than a pattern of
surprise-minimization, corresponding to a pure exploitation strategy, Darwin's
behavior shifts from early exploitation to later exploration, seeking unusually
high levels of cognitive surprise relative to previous eras. These shifts,
detected by an unsupervised Bayesian model, correlate with major intellectual
epochs of his career as identified both by qualitative scholarship and Darwin's
own self-commentary. Our methods allow us to compare his consumption of texts
with their publication order. We find Darwin's consumption more exploratory
than the culture's production, suggesting that underneath gradual societal
changes are the explorations of individual synthesis and discovery. Our
quantitative methods advance the study of cognitive search through a framework
for testing interactions between individual and collective behavior and between
short- and long-term consumption choices. This novel application of topic
modeling to characterize individual reading complements widespread studies of
collective scientific behavior.Comment: Cognition pre-print, published February 2017; 22 pages, plus 17 pages
supporting information, 7 pages reference
Minds Online: The Interface between Web Science, Cognitive Science, and the Philosophy of Mind
Alongside existing research into the social, political and economic impacts of the Web, there is a need to study the Web from a cognitive and epistemic perspective. This is particularly so as new and emerging technologies alter the nature of our interactive engagements with the Web, transforming the extent to which our thoughts and actions are shaped by the online environment. Situated and ecological approaches to cognition are relevant to understanding the cognitive significance of the Web because of the emphasis they place on forces and factors that reside at the level of agentâworld interactions. In particular, by adopting a situated or ecological approach to cognition, we are able to assess the significance of the Web from the perspective of research into embodied, extended, embedded, social and collective cognition. The results of this analysis help to reshape the interdisciplinary configuration of Web Science, expanding its theoretical and empirical remit to include the disciplines of both cognitive science and the philosophy of mind
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