"Making Sense of Figures": Statistics, Computing and Information Technologies in Agriculture and Biology in Britain, 1920s-1960s

Throughout the twentieth century statistical methods have increasingly become part of experimental research. In particular, statistics has made quantification processes meaningful in the soft sciences, which had traditionally relied on activities such as collecting and describing diversity rather than timing variation. The thesis explores this change in relation to agriculture and biology, focusing on analysis of variance and experimental design, the statistical methods developed by the mathematician and geneticist Ronald Aylmer Fisher during the 1920s. The role that Fisher’s methods acquired as tools of scientific research, side by side with the laboratory equipment and the field practices adopted by research workers, is here investigated bottom-up, beginning with the computing instruments and the information technologies that were the tools of the trade for statisticians. Four case studies show under several perspectives the interaction of statistics, computing and information technologies, giving on the one hand an overview of the main tools – mechanical calculators, statistical tables, punched and index cards, standardised forms, digital computers – adopted in the period, and on the other pointing out how these tools complemented each other and were instrumental for the development and dissemination of analysis of variance and experimental design. The period considered is the half-century from the early 1920s to the late 1960s, the institutions investigated are Rothamsted Experimental Station and the Galton Laboratory, and the statisticians examined are Ronald Fisher and Frank Yates.

Agricultural Genetics and Plant Breeding in Early Twentieth-Century Italy

This thesis is about plant breeding in Early 20th-Century Italy. The stories of the two most prominent Italian plant-breeders of the time, Nazareno Strampelli and Francesco Todaro, are used to explore a fragment of the often-neglected history of Italian agricultural research. While Italy was not at the forefront of agricultural innovation, research programs aimed at varietal innovation did emerge in the country, along with an early diffusion of Mendelism. Using philosophical as well as historical analysis, plant breeding is analysed throughout this thesis as a process: a sequence of steps that lays on practical skills and theoretical assumptions, acting on various elements of production. Systematic plant-breeding programs in Italy started from small individual efforts, attracting more and more resources until they became a crucial part of the fascist regime's infamous agricultural policy. Hybrid varieties developed in the early 20th century survived World War II and are now ancestors of the varieties that are still cultivated today. Despite this relevance, the history of Italian wheat hybrids is today largely forgotten: this thesis is an effort to re-evaluate a part of it. The research did allow previously unknown or neglected facts to emerge, giving a new perspective on the infamous alliance between plant-breeding programs and the fascist regime. This thesis undertakes an analysis of Italian plant-breeding programs as processes. Those processes had a practical as well as a theoretical side, and involved various elements of production. Although a complete history of Italian plant breeding still remains to be written, the Italian case can now be considered along with the other case-studies that other scholars have developed in the history of plant breeding. The hope is that this historical and philosophical analysis will contribute to the on-going effort to understand the history of plants.

An Innovation System Perspective on Adaptation Strategies to Climate Variability and Water Management in India

Government policies play a critical role in influencing market conditions, institutions and overall agricultural productivity. The thesis therefore looks into the history of agriculture development in India. Taking a political economy perspective, the historical account looks at significant institutional and technological innovations carried out in pre- independent and post independent India. It further focuses on the Green Revolution in Asia, as forty years after; the agricultural community still faces the task of addressing recurrent issue of food security amidst emerging challenges, such as climate change. It examines the Green Revolution that took place in India during the late 1960s and 70s in a historical perspective, identifying two factors of institutional change and political leadership. Climate change in agriculture development has become a major concern to farmers, researchers and policy makers alike. However, there is little knowledge on the farmers’ perception to climate change and to the extent they coincide with actual climatic data. Using a qualitative approach,it looks into the perceptions of the farmers in four villages in the states of Maharashtra and Andhra Pradesh. While exploring the adaptation strategies, the chapter looks into the dynamics of who can afford a particular technology and who cannot and what leads to a particular adaptation decision thus determining the adaptive capacity in water management. The final section looks into the devolution of authority for natural resource management to local user groups through the Water Users’ Associations as an important approach to overcome the long-standing challenges of centralized state bureaucracies in India. It addresses the knowledge gap of why some local user groups are able to overcome governance challenges such as elite capture, while others-that work under the design principles developed by Elinor Ostrom. It draws conclusions on how local leadership, can be promoted to facilitate participatory irrigation management.

Essays in structural heuristics

This dissertation introduces and develops a new method of rational reconstruction called structural heuristics. Structural heuristics takes assignment of structure to any given object of investigation as the starting point for its rational reconstruction. This means to look at any given object as a system of relations and of transformation laws for those relations. The operational content of this heuristics can be summarized as follows: when facing any given system the best way to approach it is to explicitly look for a possible structure of it. The utilization of structural heuristics allows structural awareness, which is considered a fundamental epistemic disposition, as well as a fundamental condition for the rational reconstruction of systems of knowledge. In this dissertation, structural heuristics is applied to reconstructing the domain of economic knowledge. This is done by exploring four distinct areas of economic research: (i) economic axiomatics; (ii) realism in economics; (iii) production theory; (iv) economic psychology. The application of structural heuristics to these fields of economic inquiry shows the flexibility and potential of structural heuristics as epistemic tool for theoretical exploration and reconstruction.

Cognition in context: Evidence on affordances and verbal language

This thesis investigated affordances and verbal language to demonstrate the flexibility of embodied simulation processes. Starting from the assumption that both object/action understanding and language comprehension are tied to the context in which they take place, six studies clarified the factors that modulate simulation. The studies in chapter 4 and 5 investigated affordance activation in complex scenes, revealing the strong influence of the visual context, which included either objects and actions, on compatibility effects. The study in chapter 6 compared the simulation triggered by visual objects and objects names, showing differences depending on the kind of materials processed. The study in chapter 7 tested the predictions of the WAT theory, confirming that the different contexts in which words are acquired lead to the difference typically observed in the literature between concrete and abstract words. The study in chapter 8 on the grounding of abstract concepts tested the mapping of temporal contents on the spatial frame of reference of the mental timeline, showing that metaphoric congruency effects are not automatic, but flexibly mediated by the context determined by the goals of different tasks. The study in chapter 9 investigated the role of iconicity in verbal language, showing sound-to-shape correspondences when every-day object figures, result that validated the reality of sound-symbolism in ecological contexts. On the whole, this evidence favors embodied views of cognition, and supports the hypothesis of a high flexibility of simulation processes. The reported conceptual effects confirm that the context plays a crucial role in affordances emergence, metaphoric mappings activation and language grounding. In conclusion, this thesis highlights that in an embodied perspective cognition is necessarily situated and anchored to a specific context, as it is sustained by the existence of a specific body immersed in a specific environment.

In campo. Il ruolo pubblico dell'antropologia

La tesi riflette sulla necessità di un ripensamento delle scienze antropologiche nel senso di un loro uso pubblico e del loro riconoscimento al di fuori dell’accademia. Viene introdotto il dibattito sulla dimensione applicata dell’antropologia a partire dalle posizioni in campo nel panorama internazionale. Negli Stati Uniti la riflessione si sviluppa dalla proposta della public anthropology, l’antropologo pubblico si discosta dalla tradizionale figura europea di intellettuale pubblico. Alla luce delle varie posizioni in merito, la questione dell’applicazione è esaminata dal punto di vista etico, metodologico ed epistemologico. Inizialmente vengono prese in considerazione le diverse metodologie elaborate dalla tradizione dell’applied anthropology a partire dalle prime proposte risalenti al secondo dopoguerra. Successivamente viene trattata la questione del rapporto tra antropologia, potere coloniale e forze armate, fino al recente caso degli antropologi embedded nello Human Terrain System. Come contraltare vengono presentate le diverse forme di engagement antropologico che vedono ricercatori assumere diversi ruoli fino a casi estremi che li vedono divenire attivisti delle cause degli interlocutori. La questione del ruolo giocato dal ricercatore, e di quello che gli viene attribuito sul campo, viene approfondita attraverso la categoria di implication elaborata in contesto francese. Attraverso alcune esperienze di campo vengono presentate forme di intervento concreto nel panorama italiano che vogliono mettere in luce l’azione dell’antropologo nella società. Infine viene affrontato il dibattito, in corso in Italia, alla luce della crisi che sta vivendo la disciplina e del lavoro per la costituzione dell’associazione nazionale di antropologia professionale.

Investigation of the effect of using data collection technology on students' attitudes to science instruction

The purpose of this project was to investigate the effect of using of data collection technology on student attitudes towards science instruction. The study was conducted over the course of two years at Madison High School in Adrian, Michigan, primarily in college preparatory physics classes, but also in one college preparatory chemistry class and one environmental science class. A preliminary study was conducted at a Lenawee County Intermediate Schools student summer environmental science day camp. The data collection technology used was a combination of Texas Instruments TI-84 Silver Plus graphing calculators and Vernier LabPro data collection sleds with various probeware attachments, including motion sensors, pH probes and accelerometers. Students were given written procedures for most laboratory activities and were provided with data tables and analysis questions to answer about the activities. The first year of the study included a pretest and posttest measuring student attitudes towards the class they were enrolled in. Pre-test and post-test data were analyzed to determine effect size, which was found to be very small (Coe, 2002). The second year of the study focused only on a physics class and used Keller’s ARCS model for measuring student motivation based on the four aspects of motivation: Attention, Relevance, Confidence and Satisfaction (Keller, 2010). According to this model, it was found that there were two distinct groups in the class, one of which was motivated to learn and the other that was not. The data suggest that the use of data collection technology in science classes should be started early in a student’s career, possibly in early middle school or late elementary. This would build familiarity with the equipment and allow for greater exploration by the student as they progress through high school and into upper level science courses.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

What Makes Science Hard for Newcomers?

Part I What makes science hard for newcomers? 1) The background (briefly) of my research - (why the math anxiety model doesn’t fit) 2) The Tier analysis (a visual) – message: there are many types of science learners in your class than simply younger versions of yourself 3) Three approaches (bio, chem, physics) but only one Nature 4) The (different) vocabularies of the three Sciences 5) How mathematics is variously used in Science Part II Rules and rules-driven assignments- lQ vs OQ1) How to incorporate creativity into assignments and tests? 2) Tests- borrowing “thought questions" from other fields (If Columbus hadn't discovered the new World, when and under whose law would it have been discovered?) 3) Grading practices (partial credit, post-exam credit for finding and explaining nontrivial errors 4) Icing on the cake – applications, examples of science/engineering from Tuesdays NY Times Part III Making Change at the Departmental Level 1) Taking control of at least some portion of the curriculum 2) Varying style of presentation 3) Taking control of at least some portion of the exams 4) GRADING pros and cons of grading on a curve 5) Updating labs and lab reporting.

Notes on a Queer Brain: Can there be a Critical Research on Sex/Gender in Neuroscience?

Anelis Kaiser is associate researcher at the Center for Cognitive Science at the University of Freiburg, Germany. Dr. Kaiser recently co-edited a special issue of the journal Neuroethics on gender and brain science. She is co-founder (with Isabelle Dussauge) of the interdisciplinary network NeuroGenderings, which brings together experts from the brain sciences, the humanities and science studies (STS) to critically study the sexed brain. She has published on sex and gender as constructed categories in science as well as on the topics of multilingualism and language processing in the brain. Co-sponsored with the Center for Lesbian and Gay Studies. - See more at: http://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Centers-and-Institutes/Center-for-the-Study-of-Women-and-Society/Center-Events#sthash.bDeBg5fk.dpuf

Rethinking science for sustainable development: Reflexive interaction for a paradigm transformation

If we postulate a need for the transformation of society towards sustainable development, we also need to transform science and overcome the fact/value split that makes it impossible for science to be accountable to society. The orientation of this paradigm transformation in science has been under debate for four decades, generating important theoretical concepts, but they have had limited impact until now. This is due to a contradictory normative science policy framing that science has difficulties dealing with, not least of all because the dominant framing creates a lock-in. We postulate that in addition to introducing transdisciplinarity, science needs to strive for integration of the normative aspect of sustainable development at the meta-level. This requires a strategically managed niche within which scholars and practitioners from many different disciplines can engage in a long-term common learning process, in order to become a “thought collective” (Fleck) capable of initiating the paradigm transformation. Arguing with Piaget that “decentration” is essential to achieve normative orientation and coherence in a learning collective, we introduce a learning approach—Cohn's “Theme-Centred Interaction”—which provides a methodology for explicitly working with the objectivity and subjectivity of statements and positions in a “real-world” context, and for consciously integrating concerns of individuals in their interdependence with the world. This should enable a thought collective to address the epistemological and ethical barriers to science for sustainable development.

Ian Barbours Methodologie in Wissenschaft und Religion

Die Theology & Science Community, die vor einem halben Jahrhundert begründet worden ist, blüht und gedeiht. Von Anfang an lag dabei die Methodenfrage im Zentrum: wie kann man diese so verschiedenen Gebiete in Beziehung setzen? Dies soll im Folgenden unter Berücksichtigung von Fragen der Erkenntnistheorie, Fragen der Natur wissenschaftlicher und religiöser Sprache und Fragen der Theoriekonstruktion, Theoriewahl und Theorieverteidigung zu beantworten versucht werden.

To research living beings one has to participate in life.' Viktor von Weizsäcker's legacy

Viktor von Weizsäcker has been a German medical doctor and philosopher, well known throughout Europe, but hardly received in the Anglo-American culture. He focusses on the crucial epistemological question how one can conduct research on living beings. The article’s title represents a key quote of his opus magnum “Der Gestaltkreis”, which works out a theory of the unity of perception and motion. According to Viktor von Weizsäcker, one cannot separate the two, meaning that we locate ourselves in a fundamental union with the living world, which has lasting influence on our capacity of perception. This idea does not seem too different from Ian Barbour’s idea about critical realism, exploring a “consciousness of ourselves as arising out of rapport, interconnection and participation in processes reaching beyond ourselves.” Both authors, Viktor von Weizsäcker and Ian Barbour, still have lasting influence on the dialog between religion and science, each in their respective cultures – a further reason to compare their core ideas, after presenting Viktor von Weizsäcker’s life and thought. Finally, the theological impact of von Weizsäcker’s thought will be assessed. Following his philosophy, it becomes clear that the miracle of creation is the condition of the possibility of any perception.