Catholic churchmen in science; sketches of the lives of Catholic ecclesiastics who were among the great founders in science,

Partly reprinted from various periodicals.

Sigma Xi quarterly.

Mode of access: Internet.

Alexander Graham Bell, man of sound.

A biography of the scientist and educator who invented the telephone.

The Christian Science Journal

Official Organ of the First Church of Christ, Scientist, in Boston, Massachusetts

The Philippine agriculturist.

Vols. 8- called also "University of the Philippines publications: Series A."

Influence apart from Adoption: How Interaction between Programming and Scientific Practices Shapes Modes of Inquiry in Four Oceanography Teams

Thesis (Ph.D.)--University of Washington, 2016-06

Accuracy of SRM and power tap power monitoring systems for bicycling

Purpose: Although manufacturers of bicycle power monitoring devices SRM and Power Tap (PT) claim accuracy to within 2.5%, there are limited scientific data available in support. The purpose of this investigation was to assess the accuracy of SRM and PT under different conditions. Methods: First, 19 SRM were calibrated, raced for 11 months, and retested using a dynamic CALRIG (50-1000 W at 100 rpm). Second, using the same procedure, five PT were repeat tested on alternate days. Third, the most accurate SRM and PT were tested for the influence of cadence (60, 80, 100, 120 rpm), temperature (8 and 21degreesC) and time (1 h at similar to300 W) on accuracy. Finally, the same SRM and PT were downloaded and compared after random cadence and gear surges using the CALRIG and on a training ride. Results: The mean error scores for SRM and PT factory calibration over a range of 50-1000 W were 2.3 +/- 4.9% and -2.5 +/- 0.5%, respectively. A second set of trials provided stable results for 15 calibrated SRM after 11 months (-0.8 +/- 1.7%), and follow-up testing of all PT units confirmed these findings (-2.7 +/- 0.1%). Accuracy for SRM and PT was not largely influenced by time and cadence; however. power output readings were noticeably influenced by temperature (5.2% for SRM and 8.4% for PT). During field trials, SRM average and max power were 4.8% and 7.3% lower, respectively, compared with PT. Conclusions: When operated according to manufacturers instructions, both SRM and PT offer the coach, athlete, and sport scientist the ability to accurately monitor power output in the lab and the field. Calibration procedures matching performance tests (duration, power, cadence, and temperature) are, however, advised as the error associated with each unit may vary.

Real-time PCR in the microbiology laboratory

Use of PCR in the field of molecular diagnostics has increased to the point where it is now accepted as the standard method for detecting nucleic acids from a number of sample and microbial types. However, conventional PCR was already an essential tool in the research laboratory. Real-time PCR has catalysed wider acceptance of PCR because it is more rapid, sensitive and reproducible, while the risk of carryover contamination is minimised. There is an increasing number of chemistries which are used to detect PCR products as they accumulate within a closed reaction vessel during real-time PCR. These include the non-specific DNA-binding fluorophores and the specific, fluorophore-labelled oligonucleotide probes, some of which will be discussed in detail. It is not only the technology that has changed with the introduction of real-time PCR. Accompanying changes have occurred in the traditional terminology of PCR, and these changes will be highlighted as they occur. Factors that have restricted the development of multiplex real-time PCR, as well as the role of real-time PCR in the quantitation and genotyping of the microbial causes of infectious disease, will also be discussed. Because the amplification hardware and the fluorogenic detection chemistries have evolved rapidly, this review aims to update the scientist on the current state of the art. Additionally, the advantages, limitations and general background of real-time PCR technology will be reviewed in the context of the microbiology laboratory.

The state of history and the empire of metaphysics [Review]

One of the curious things about this challenging book is that its ostensible subject— the Saxon medical and political scientist Hermann Conring (1606–1681)— is not mentioned in the title. Constantin Fasolt argues that we cannot know what Conring really thought or meant in his writings, which means that his topic cannot be Conring as such and must instead be that which occludes our knowledge of him, the titular limits of history. Given that we do in fact learn a good deal about Conring from Fasolt’s book, we can only hope that the decapitation of its subject will be rectified in a subsequent edition, or perhaps by the restorative work of librarians putting together subject headings. And yet Fasolt’s decision is understandable, for Conring is indeed a stalking-horse for a much bigger quarry: historiography and the historical consciousness. By “history” Fasolt understands a way of imposing intelligibility on the world, which is founded on the twin assumptions that the past is gone and unchangeable, and that the meaning of texts can be determined by placing them in their historical contexts (ix). In challenging this mode of intelligibility, Fasolt is not attempting to improve professiona history—it’s already as good as it can be—but to displace it. He regards his work as a declaration of “independence from historical consciousness” (32). At the same time, Fasolt insists that he is not simply jumping from historiography to philosophy, or attempting to preempt history with ontology (37-39). That has been tried by Nietzsche and Heidegger, who have been tainted by Nazism (Fasolt thinks unfairly). It has also been attempted by modern philosophers from Gadamer to Foucault and Charles Taylor who, in failing to address the “violence” that its mode of intelligibility does to the world, have not succeeded in outflanking history. Perhaps, Fasolt wonders, it is only the personal experience of those who have been subject to this violence—the experience of those who have been subject to historical examination—that can break the spell of history. Fasolt’s disclaimer notwithstanding, in the course of these remarks I shall argue that he is indeed jumping from history to philosophy, or attempting to outflank history by subjecting it to a particular metaphysical understanding. I shall do so in part by sketching the recent intellectual history of this move—a historical examination that I hope inflicts as little violence as possible on Fasolt’s argument.

Professional doctoral training in psychology: International comparison and commentary

The level of training required for the practice of professional psychology varies across countries, and usually evolves from a combination of input from local and national regulatory bodies, legislative requirements, academic institutions and relevant professional bodies. Here we explore the North American and Australian historical developments and future directions in levels of training required and aspired to for professional psychologists, along with a brief comparison to training for psychologists in Central and South America, Europe and Asia. The recent proliferation of professional doctorate degrees in Australian universities has added another layer to the suite of available qualifications for professional psychologists and to some degree reflects international trends in the profession. The important role of professional organisations in establishing the educational requirements for entry into professional practice is highlighted.

Australian Clinical Psychology Training Program Directors Survey

A survey of clinical psychology program directors was conducted to provide an illustrative snapshot of clinical training in Australia. Postgraduate clinical psychology program directors from 27 universities in all States in Australia and the Australian Capital Territory offering postgraduate clinical training programs were emailed the survey; 19 surveys were returned. The present paper reports on a range of issues of relevance to clinical training programs, including numbers of students, types and content of courses, staff workload, relationship with professional bodies, practical training and university-based clinics, and concerns raised by directors. The information is intended to assist those responsible for training in clinical psychology in Australia in their work of increasing the quality of postgraduate training by being informed of the practices of other programs.

The difference between science and philosophy: The Spinoza-Boyle controversy revisited

This article examines the seventeenth-century debate between the Dutch philosopher Benedict de Spinoza and the British scientist Robert Boyle, with a view to explicating what the twentieth-century French philosopher Gilles Deleuze considers to be the difference between science and philosophy. The two main themes that are usually drawn from the correspondence of Boyle and Spinoza, and used to polarize the exchange, are the different views on scientific methodology and on the nature of matter that are attributed to each correspondent. Commentators have tended to focus on one or the other of these themes in order to champion either Boyle or Spinoza in their assessment of the exchange. This paper draws upon the resources made available by Gilles Deleuze and Felix Guattari in their major work What is Philosophy?, in order to offer a more balanced account of the exchange, which in its turn contributes to our understanding of Deleuze and Guattari's conception of the difference between science and philosophy.

An innovative use of the web to build graduate team skills

Successful graduates in today's competitive business environments must possess sound interpersonal skills and the ability to work effectively in team situations within, and across, disciplines. However, developing these skills within the higher education curriculum is fraught with organisational and pedagogical difficulties, with many teachers not having the skills, time or resources to facilitate productive group processes. Furthermore, many students find their teamwork experiences frustrating, demanding, conflict-ridden and unproductive. This paper brings together the perspectives and experiences of an engineer and a social scientist in a cross-disciplinary examination of the characteristics of effective teamwork skills and processes. A focus is the development and operation of 'TeamWorker', an innovative online system that helps students and staff manage their team activities and assessment. TeamWorker was created to enhance team teaching and learning processes and outcomes including team creation, administration, development and evaluation. Importantly, TeamWorker can facilitate the early identification of problematic group dynamics, thereby enabling early intervention.

Learning from the story of a great leader

This paper reports on research findings from a larger study which seeks to understand leadership from the experiences of well-known and well-recognised Australian leaders across a spectrum of endeavours such as the arts, business, science, the law and politics. To date there appears to be limited empirical research that has investigated the insights of Australian leaders regarding their leadership experiences, beliefs and practices. In this paper, the leadership story of a well-respected medical scientist is discussed revealing the contextual factors that influenced her thinking about leadership as well as the key values she embodies as a leader. The paper commences by briefly considering some of the salient leadership literature in the field. In particular, two prominent theoretical frameworks provided by Leavy (2003)and Kouzes and Posner (2002) are explored. While Leavy’s framework construes leadership as consisting of three “C’s” – context , conviction and credibility, Kouzes and Posner (2002)refer to five practices of exemplary leadership. The paper provides a snapshot of the life forces and context that played an important role in shaping the leader’s views and practices. An analytical discussion of these practices is considered in the light of the earlier frameworks identified. Some implications of the findings from this non-education context for those in schools are briefly noted.