If time travel to our location is possible, we do not live in a branching universe

This paper argues for the following disjunction: either we do not live in a world with a branching temporal structure, or backwards time travel is nomologically impossible, given the initial state of the universe, or backwards time travel to our space-time location is impossible given large-scale facts about space and time. A fortiori, if backwards time travel to our location is possible, we do not live in a branching universe

On the dispensability of grounding: Ground-breaking work on metaphysical explanation

Primitive, unanalysable grounding relations are considered by many to be indispensable constituents of the metaphysician’s toolkit. Yet, as a primitive ontological posit, grounding must earn its keep by explaining features of the world not explained by other tools already at our disposal. Those who defend grounding contend that grounding is required to play two interconnected roles: accounting for widespread intuitions regarding what is ontologically prior to what, and forming the backbone of a theory of metaphysical explanation, in much the same way that causal relations have been thought to underpin theories of scientific explanation. This thesis undermines the need to posit grounding relations to perform either of these jobs. With regard to the first, it is argued that a pair of human psychological mechanisms—for which there is substantial empirical support—can provide a more theoretically virtuous explanation of why we have the intuitions that we do. With regard to the second, I begin by considering what we want from a theory of explanation, and go on to develop three attractive (yet grounding-free) theories of metaphysical explanation. I offer: i) a psychologistic theory that calls upon the aforementioned psychological mechanisms, as well as the modal relations of necessitation and supervenience, ii) a metaphysical variant of the deductive-nomological theory of scientific explanation, and iii) a metaphysical variant of the unificationist theory of scientific explanation. Furthermore, these theories draw upon mechanisms and relations (both logical and ontological) to which we are already committed. Thus, to posit grounding relations in order to explain our priority intuitions, or in order to develop a theory of metaphysical explanation, is ontologically profligate. I conclude that we should not posit relations of ground

A Sense of Community for Higher Education

Commencement address given by James A. Norton, Chancellor of the Ohio Board of Regents, to the Winter 1974 graduating class of The Ohio State University, St. John Arena, Columbus, Ohio, March 15, 1974

Genetic aspects of DDT resistance in the house fly, Musca domestica L. (Diptera).

EntomologyDoctor of Philosophy (Ph.D.

Investigating the Role of Geospatial Technologies as a Supplement to Environmental Education: Development of an Environmental Data Collection Application and Its Implementation in the Classroom

Informal STEM (Science, Technology, Engineering, and Math) education refers to science learning that takes place in a non-traditional setting, such as a museum, a library, and outside a classroom, based on the methods different from the traditional pen-to-paper style of classroom learning. A critical component of Informal STEM education is to ensure student understanding and using available technologies to better analyze and convey scientific data, particularly for the data that are spatial in nature. Combining mobile technologies with geographic information systems (GIS) in field data collection provides unique opportunities for students to feel stimulated and engaged in what they are learning and to take ownership of their own learning process.In this thesis, I developed a publicly available and open access data collection application and investigated its impacts on students’ engagement and perception of the incorporation of technology in their learning within the environmental science curricula. The analyses of pre- and post-surveys indicate that the inclusion of geospatial technologies as a part of curricula can significantly boost students’ engagement by allowing the opportunities to 1) take the lead on their own research, 2) view field data in real-time as opposed to looking at a database in hindsight, and 3) view and analyze multiscale data as it is presented during field analysis. The findings of this study are consistent with previous studies, suggesting a strong correlation between the inclusion of geospatial technologies as a part of curricula and student engagement and performance

Some remarks on the notions of general covariance and background independence

In the first part of this paper I review some of the difficulties that seem to obstruct generally valid definitions of "general covariance" and/or "background independence" The second and more historical part deals with a rather strange argument that Einstein put forward in his 1913 "Entwurf paper" with M. Grossmann to discredit scalar theories of gravity in order to promote general covariance.Comment: 26 pages, 3 figures. Contribution to ``An assessment of current paradigms in the physics of fundamental interactions'', edited by I.O. Stamatescu (Springer Verlag, to appear

Development and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studies

Three studies about helping Further Education students prepare for study at universityThis paper reports three studies about preparing Further Education (FE) students for the transition to Higher Education (HE) by improving their understanding of HE assessment criteria. In study 1, students and tutors in both FE and HE were interviewed for a qualitative analysis of their understandings and expectations about assessment criteria. In study 2, students in FE and HE completed questionnaires measuring self-rated understanding and ability about assessment criteria, and beliefs about essay writing. Studies 1 and 2 both showed that FE students were more confident than HE students about their understanding and ability in relation to assessment criteria, but FE students’ understandings suggested more surface approaches to learning and more naïve epistemological beliefs. In study 3, a workshop intervention to improve FE students’ understandings of HE assessment criteria was evaluated in a comparative longitudinal trial. The intervention reduced FE students’ self-rated understanding and ability, and promoted more sophisticated beliefs about essay writing, by comparison with students who received standard tuition. We concluded that interventions to develop more realistic understandings of what is required in academic writing could be used to prepare FE students more effectively for the transition to HE