Design thinking support: information systems versus reasoning

Numerous attempts have been made to conceive and implement appropriate information systems to support architectural designers in their creative design thinking processes. These information systems aim at providing support in very diverse ways: enabling designers to make diverse kinds of visual representations of a design, enabling them to make complex calculations and simulations which take into account numerous relevant parameters in the design context, providing them with loads of information and knowledge from all over the world, and so forth. Notwithstanding the continued efforts to develop these information systems, they still fail to provide essential support in the core creative activities of architectural designers. In order to understand why an appropriately effective support from information systems is so hard to realize, we started to look into the nature of design thinking and on how reasoning processes are at play in this design thinking. This investigation suggests that creative designing rests on a cyclic combination of abductive, deductive and inductive reasoning processes. Because traditional information systems typically target only one of these reasoning processes at a time, this could explain the limited applicability and usefulness of these systems. As research in information technology is increasingly targeting the combination of these reasoning modes, improvements may be within reach for design thinking support by information systems

On the Complexity of Finding Second-Best Abductive Explanations

While looking for abductive explanations of a given set of manifestations, an ordering between possible solutions is often assumed. The complexity of finding/verifying optimal solutions is already known. In this paper we consider the computational complexity of finding second-best solutions. We consider different orderings, and consider also different possible definitions of what a second-best solution is

A comparative survey of integrated learning systems

This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework

Boxfishes (Teleostei: Ostraciidae) as a model system for fishes swimming with many fins: kinematics

Swimming movements in boxfishes were much more complex and varied than classical descriptions indicated. At low to moderate rectilinear swimming speeds (<5 TL s^(-1), where TL is total body length), they were entirely median- and paired-fin swimmers, apparently using their caudal fins for steering. The pectoral and median paired fins generate both the thrust needed for forward motion and the continuously varied, interacting forces required for the maintenance of rectilinearity. It was only at higher swimming speeds (above 5 TL s^(-1)), when burst-and-coast swimming was used, that they became primarily body and caudal-fin swimmers. Despite their unwieldy appearance and often asynchronous fin beats, boxfish swam in a stable manner. Swimming boxfish used three gaits. Fin-beat asymmetry and a relatively nonlinear swimming trajectory characterized the first gait (0–1 TL s^(-1)). The beginning of the second gait (1–3 TL s^(-1)) was characterized by varying fin-beat frequencies and amplitudes as well as synchrony in pectoral fin motions. The remainder of the second gait (3–5 TL s^(-1)) was characterized by constant fin-beat amplitudes, varying finbeat frequencies and increasing pectoral fin-beat asynchrony. The third gait (>5 TL s^(-1)) was characterized by the use of a caudal burst-and-coast variant. Adduction was always faster than abduction in the pectoral fins. There were no measurable refractory periods between successive phases of the fin movement cycles. Dorsal and anal fin movements were synchronized at speeds greater than 2.5 TL s^(-1), but were often out of phase with pectoral fin movements

Analysis of the joint kinematics of the 5 iron golf swing

The purpose of this study was to identify the performance determining factors of the 5-iron golf swing. Joint kinematics were obtained from thirty male golfers using a twelve camera motion analysis system. Participants were divided into two groups, based on their ball launch speed (high vs. low). Those in the high ball speed group were deemed to be the more skillful group. Statistical analysis was used to identify the variables which differed significantly between the two groups, and could therefore be classified as the performance determining factors. The following factors were important to performance success: (i) the ability of the golfer to maintain a large X Factor angle and generate large X Factor angular velocity throughout the downswing, (ii) maintain the left arm as straight as possible throughout the swing, (iii) utilise greater movement of the hips in the direction of the target and a greater extension of the right hip during the downswing and (iv) greater flexion of both shoulders and less left shoulder internal rotation during the backswing

Hip External Rotator Strength Is Associated With Better Dynamic Control of the Lower Extremity During Landing Tasks

Hip external rotator strength is associated with better dynamic control of the lower extremity during landing tasks. J Strength Cond Res 30(1): 282–291, 2016—The purpose of this study was to determine the association between hip strength and lower extremity kinematics and kinetics during unanticipated single-leg landing and cutting tasks in collegiate female soccer players. Twenty-three National Collegiate Athletic Association division I female soccer players were recruited for strength testing and biomechanical analysis. Maximal isometric hip abduction and external rotation strength were measured using a hand-held dynamometer and expressed as muscle torque (force × femoral length) and normalized to body weight. Three-dimensional lower extremity kinematics and kinetics were assessed with motion analysis and force plates, and an inverse dynamics approach was used to calculate net internal joint moments that were normalized to body weight. Greater hip external rotator strength was significantly associated with greater peak hip external rotation moments (r = 0.47; p = 0.021), greater peak knee internal rotation moments (r = 0.41; p = 0.048), greater hip frontal plane excursion (r = 0.49; p = 0.017), and less knee transverse plane excursion (r = -0.56; p = 0.004) during unanticipated single-leg landing and cutting tasks. In addition, a statistical trend was detected between hip external rotator strength and peak hip frontal plane moments (r = 0.39; p = 0.06). The results suggest that females with greater hip external rotator strength demonstrate better dynamic control of the lower extremity during unanticipated single-leg landing and cutting tasks and provide further support for the link between hip strength and lower extremity landing mechanics

Naturalism and wonder: Peirce on the logic of Hume’s argument against miracles

How should we proceed when confronted with a phenomenon (or evidence which points towards a phenomenon) which baffles us? The term "miracle" is a convenient term on which to hang this question. It has a religious meaning, and the arguments I will be discussing are applicable to the case of deciding, for example, whether to believe in the Judaeo-Christian God, based on the reports of miracles offered by the Bible. However, one can generalise from this case to deeper issues about our attitude to the apparently inexplicable. By the apparently inexplicable I mean that which contradicts our most well-confirmed beliefs. This general question is the theme of this paper

Reasoning, Science, and the Ghost Hunt

This paper details how ghost hunting, as a set of learning activities, can be used to enhance critical thinking and philosophy of science classes. We describe in some detail our own work with ghost hunting, and reflect on both intended and unintended consequences of this pedagogical choice. This choice was partly motivated by students’ lack of familiarity with science and philosophic questions about it. We offer reflections on our three different implementations of the ghost hunting activities. In addition, we discuss the practical nuances of implementing these activities, as well the relation of ghost hunting to our course content, including informal fallacies and some models for scientific inference. We conclude that employing ghost hunting along-side traditional activities and content of critical thinking and philosophy of science offers a number of benefits, including being fun, increasing student attendance, enhancing student learning, and providing a platform for campus wide dialogues about philosophy