41 research outputs found

    Association of Christians in the Mathematical Sciences Proceedings 2019

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    The conference proceedings of the Association of Christians in the Mathematical Sciences biannual conference, May 29-June 1, 2019 at Indiana Wesleyan University

    Computerbeweise und ihr Einfluss auf die Philosophie der Mathematik

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    Der von Appel und Haken im Jahr 1977 veröffentlichte "Computerbeweis" löste eine Kontroverse unter Mathematikern aus: Es wurde über den Einsatz empirischer Methoden und den Stellenwert eines Beweises in der Mathematik diskutiert. Unterschiedliche Standpunkte werden dargestellt. Es wird untersucht, wie und warum sich die Diskussion über spezielle Probleme, die ein Computerbeweis mit sich bringt, auf allgemeine philosophische Grundlagen der Mathematik ausweitete

    Theoretical analysis of the philosophy and practice of disciplined inquiry

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    2015 Spring.Includes bibliographical references.This dissertation theoretically examined the process of disciplined inquiry in the social sciences from its philosophical foundations to its extensions into practice. Key to conceptualization of disciplined inquiry were two regulative ideals: the commitment to the concepts that define the possibility of experience and the commitment to processes for combining the concepts of experience. The paradigm theory of Lincoln, Lynham, and Guba (e.g., Lincoln & Lynham, 2011; Lincoln, Lynham, & Guba, 2011) provided a sophisticated explanation of the possibility of experience that inquirers can commit to when engaging in disciplined inquires. Review of literature revealed an inadequacy in the state of theoretical understanding of processes for combining the concepts of experience. To develop a theoretical agenda of research for disciplined inquiry, the literature on paradigm theory and theory building was analyzed. A historical analysis of paradigm theory revealed milestones in more than 40 years of inquiry focused on conceptualization of the theory. A reverse engineering analysis theoretically examined paradigm theory and its milestones identified from the historical analysis for key features of the theoretical process. A revised conceptualization of disciplined inquiry was presented and a theoretical agenda for developing the underlying theoretical framework for the processes of combining the concepts of experience was outlined

    Evidence Contestation

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    This book examines the practices of contesting evidence in democratically constituted knowledge societies. It provides a multifaceted view of the processes and conditions of evidence criticism and how they determine the dynamics of de- and re-stabilization of evidence. Evidence is an essential resource for establishing claims of validity, resolving conflicts, and legitimizing decisions. In recent times, however, evidence is being contested with increasing frequency. Such contestations vary in form and severity – from questioning the interpretation of data or the methodological soundness of studies to accusations of evidence fabrication. The contributors to this volume explore which actors, for what reasons and to what effect, question evidence in fields such as the biological, environmental and health sciences. In addition to actors inside academia, they examine the roles of various other players, including citizen scientists, counter-experts, journalists, patients, consumers and activists. The contributors tackle questions of how disagreements are framed and how they are used to promote vested interests. By drawing on methodological and theoretical approaches from a wide range of fields, this book provides a much-needed perspective on how evidence criticism influences the development and state of knowledge societies and their political condition. Evidence Contestation will appeal to scholars and advanced students working in philosophy of science, epistemology, bioethics, science and technology studies, the history of science and technology and science communication

    Surprise: 107 Variations on the Unexpected

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    Challenges for engineering students working with authentic complex problems

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    Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

    Exploring the practical use of a collaborative robot for academic purposes

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    This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version
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