By moving away from the traditional reductionist reading of the quantum theory of atoms in molecules, in this paper we analyze the role played by QTAIM in the relationship between molecular chemistry and quantum mechanics from an emergentist perspective. In particular, we show that such a relationship involves two steps: an intra-domain emergence and an inter-domain emergence. Intra-domain emergence, internal to quantum mechanics, results from the fact that the electron density, from which all the other QTAIM’s concepts are defined, arises (...) from the wavefunction as a coarse-grained magnitude. Inter-domain emergence involves an analogical link, a mapping, between QTAIM’s entities, such as topological atoms and bond paths, and the entities that populate the molecular-chemistry domain, such as chemical atoms and chemical bonds. (shrink)

The quantum theory of atoms in molecules (QTAIM) uses physics to define an atom and its contribution to observable properties in a given system. It does so using the electron density and its flow in a magnetic field, the current density. These are the two fields that Schrödinger said should be used to explain and understand the properties of matter. It is the purpose of this paper to show how QTAIM bridges the conceptual gulf that separates the observations of chemistry (...) from the realm of physics and do so in a manner that is both rigorous and conceptually simple. Since QTAIM employs real measurable fields, it enables one to present the findings of complex quantum mechanical calculations in a pictorial manner that isolates the essential physics. The time has arrived for a sea change in our attempts to predict and classify the observations of chemistry, time to replace the use of simplified and arbitrary models with the full predictive power of physics, as applied to an atom in a molecule. (shrink)

This study presents a web-based sentence comprehension test aimed at identifying high school students who are at risk for a language delay. By assessing linguistic skills on a sample of high school students with Italian as an L2 and their monolingual peers, attending a vocational school, we were able to identify a subgroup of L2 students with consistent difficulties in sentence comprehension, though their reading skills were within the average range. The same subgroup revealed to experience a lack of support (...) within the school context, suggesting that poor L2 skills might be a critical variable to consider in order to identify students at risk for school exclusion. Regarding the test, accuracy to the on-line sentence comprehension task was significantly predicted by reading abilities and vocabulary skills, thus indicating that this test might represent a rapid but efficient way to assess linguistic abilities at school. We recommend that establishing a valid and practical procedure for the evaluation of linguistic skills in bilingual students who struggle with their L2 is the first step towards promoting social inclusion in the multilingual classroom, in order to increase their ability to actively participate in school and social activities. (shrink)

Anton de Bary is best known for his elucidation of the life cycle of Phytopthora infestans, the causal organism of late blight of potato and the crop losses that caused famine in nineteenth-century Europe. But while practitioner histories often claim this accomplishment as a founding moment of modern plant pathology, closer examination of de Bary’s experiments and his published work suggest that his primary motiviation for pursing this research was based in developmental biology, not agriculture. De Bary shied away from (...) making any recommendations for agricultural practice, and instead focused nearly exclusively on spontaneous generation and fungal development – both concepts promoted through prize questions posted by the Académie des Sciences in the 1850s and 1860s. De Bary’s submission to the Académie’s 1859 Alhumbert prize question illustrates his own contributions to debates about spontaneous generation and demonstrates the practical applications of seemingly philosophical questions – such as the origin of life. (shrink)

In this paper I discuss the ontological status of actants. Actants are argued as being the basic constituting entities of networks in the framework of Actor Network Theory (Latour, 2007). I introduce two problems concerning actants that have been pointed out by Collin (2010). The first problem concerns the explanatory role of actants. According to Collin, actants cannot play the role of explanans of networks and products of the same newtork at the same time, at pain of circularity. The second (...) problem is that if actants are, as suggested by Latour, fundamentally propertyless, then it is unclear how they combine into networks. This makes the nature of actants inexplicable. -/- I suggest that both problems rest on the assumption of a form of object ontology, i.e. the assumption that the ontological basis of reality consists in discrete individual entities that have intrinsic properties. I argue that the solution to this problem consists in the assumption of an ontology of relations, as suggested within the framework of Ontic Structural Realism (Ladyman & Ross, 2007). Ontic Structural Realism is a theory concerning the ontology of science that claims that scientific theories represent a reality consisting on only relation, and no individual entities. -/- Furthermore I argue that the employment of OSR can, at the price of little modification for both theories, solve both of the two problems identified by Collin concerning ANT. -/- Throughout the text I seek support for my claims by referring to examples of application of ANT to the context of networked learning. As I argue, the complexity of the phenomenon of networked learning gives us a convenient vantage point from which we can clearly understand many important aspects of both ANT and OSR. -/- While my proposal can be considered as an attempt to solve Collin's problems, it is also an experiment of reconciliation between analytic and constructivist philosophy of science. -/- In fact I point out that on the one hand Actor Network Theory and Ontic Structural Realism show an interesting number of points of agreement, such as the naturalistic character and the focus on relationality. On the other hand, I argue that all the intuitive discrepancies that originates from the Science and Technology Studies’ criticism against analytic philosophy of science are at a closer look only apparent. (shrink)

Previous studies on crisis know­ledge organization mostly focused on the categorization of crisis know­ledge without regarding its dynamic trend and temporal-spatial features. In order to emphasize the dynamic factors of crisis collaboration, a fine-grained crisis know­ledge model is proposed by integrating temporal-spatial analysis based on ontology, which is one of the commonly used methods for know­ledge organization. The reconstruction of ontology-based crisis know­ledge will be implemented through three steps: analyzing temporal-spatial features of crisis know­ledge, reconstructing crisis know­ledge ontology, and verifying (...) the temporal-spatial ontology. In the process of ontology reconstruction, the main classes and properties of the domain will be identified by investigating the crisis information resources. Meanwhile the fine-grained crisis ontology will be achieved at the level of characteristic representation of crisis know­ledge including temporal relationship, spatial relationship, and semantic relationship. Finally, we conducted case addition and system implementation to verify our crisis know­ledge model. This ontology-based know­ledge organization method theoretically optimizes the static organizational structure of crisis know­ledge, improving the flexibility of know­ledge organization and efficiency of emergency response. In practice, the proposed fine-grained ontology is supposed to be more in line with the real situation of emergency collaboration and management. Moreover, it will also provide the know­ledge base for decision-making during rescue process. (shrink)

Long before the phrases “climate change” and “butterfly effect” were incorporated into the mainstream literature, these phrases appeared in an appropriate context almost verbatim in the first Chapter of a book entitled “The Emigrant” published in the mid-nineteenth century by Sir Francis Bond Head. Head was Upper Canada’s sixth Lieutenant Governor under King George IV and Queen Victoria. Head claimed that forest wildfires were “changing the climate” of North America as manifested in a warming effect “on the thermometer”. In that (...) author’s account, these fires were provoked by First Nations to create fly-free zones meant to attract game that they could then hunt more readily. Head used language such as “swarms of little flies, strange as it may sound, are, and for many years have been, most materially altering the climate…” which is remarkably reminiscent of E. N. Lorenz’s “butterfly effect” of the theory of chaotic dynamical systems. The historical context and the rationales that may have led Head to use this contemporary environmental language in a proper context are briefly discussed. (shrink)

Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. -/- The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational (...) research; 2) the controversy between cognitive and sociocultural theories of learning; and, 3) the controversy between realist and constructionist interpretations of theories of learning. -/- I provide in the essays a critical assessment of the claims behind each of these controversies, and argue for an alternative reconstruction of these issues. -/- In Essay I, I criticize a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. The first controversy seems to rest on this position. As I argue, the arguments in support of interpretivism are contradicted by actual research practice. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic. -/- A further debate has fueled the first controversy, that is, the supposed distinction between qualitative and quantitative methods. In Essay II, I argue against this distinction. More specifically, I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). I provide arguments that although there are two specific and non-trivial properties of qualitative support, there is no methodological separation between quantitative and qualitative methods concerning empirical support. -/- Considered together, the first two essays indicate two points of methodological continuity between educational research and other scientific practices (such as the natural sciences). I therefore conclude that the controversy concerning the scientific status of educational research rests in large part on unjustified claims. -/- Essay III focuses on the second controversy. In this article I argue that Suárez’ inferential approach to the concept of scientific representation can be used as an account of scientific representation in learning, regardless of whether learning is understood as a cognitive or social phenomenon. -/- The third controversy is discussed in Essay IV. Here, I discuss some ontological aspects of the framework of the actor-network theory. Reflecting on the use of this framework in the research field of Networked Learning, I argue that the assumption of an ontology of relations provides the solution for two puzzles about the ontology of networks. The relevance of my argument for the third controversy is that it suggests a point of connection between constructionist and realist interpretations of the ontology of learning. -/- The last two essays suggest two points of continuities between theoretical frameworks that have been and still are argued to be incompatible. (shrink)

Neoliberal restructuring and the feminization of export-led industries are often associated with the disempowerment of women in the workplace. Surprisingly, this disempowerment was not the case with a public textile company in Mahalla, an industrial city north of Cairo. Between 2006 and 2008, workers organized wildcat strikes involving around 24,000 workers. In contrast to the strike waves of the 1980s, women were integral to organizing the strikes and assumed leadership roles in them. This article argues that even as Egypt adopted (...) structural adjustments in the 1990s that led to the decline of the historically leading sectors of textiles and yarn, exports of clothing increased. By the 2000s, the clothing sector was completely feminized and women in Mahalla were positioned in the most productive departments. This change empowered women by elevating their role and induced skeptical male colleagues to support women’s activism in the company and to build cross-gender solidarity. (shrink)

Autism Spectrum Disorder (ASD) is extremely heterogeneous clinically and genetically. There is a pressing need for a better understanding of the heterogeneity of ASD based on scientifically rigorous approaches centered on systematic evaluation of the clinical and research utility of both phenotype and genotype markers. This paper presents a holistic PheWAS-inspired method to identify meaningful associations between ASD phenotypes and genotypes. We generate two types of phenotype-phenotype (p-p) graphs: a direct graph that utilizes only phenotype data, and an indirect graph (...) that incorporates genotype as well as phenotype data. We introduce a novel methodology for fusing the direct and indirect p-p networks in which the genotype data is incorporated into the phenotype data in varying degrees. The hypothesis is that the heterogeneity of ASD can be distinguished by clustering the p-p graph. The obtained graphs are clustered using network-oriented clustering techniques, and results are evaluated. The most promising clusterings are subsequently analyzed for biological and domain-based relevance. Clusters obtained delineated different aspects of ASD, including differentiating ASD-specific symptoms, cognitive, adaptive, language and communication functions, and behavioral problems. Some of the important genes associated with the clusters have previous known associations to ASD. We found that clusters based on integrated genetic and phenotype data were more effective at identifying relevant genes than clusters constructed from phenotype information alone. These genes included five with suggestive evidence of ASD association and one known to be a strong candidate. (shrink)

This article criticizes a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. I criticize this standpoint by reconstructing a case of educational research. As I argue, the case I analyze indicates that the arguments in support of interpretivism are contradicted by what social researchers can actually achieve. I conclude (...) that the interpretivistic claims lack support and that the general separation claim appears as problematic. (shrink)

The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational (...) practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science. (shrink)

This article discusses the concept of evidential reasoning in the context of qualitative research methods in the social sciences. A conceptualization of qualitative evidential reasoning is proposed...

In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and Woolgar's sociological approach. In order to assess which theory is more promising, I will compare the three candidate theories to two aspects of scientific representation in science learning that emerge from empirical (...) research on science learning. I label these aspects as the intentional and normative character of scientific representation in science learning. As I argue, whereas the other competing accounts of scientific representation can only capture one of the two aspects highlighted in this article, the inferential conception has the capacity to capture them both in a coherent way. Thus, I conclude that the inferential conception seems to be a fruitful philosophical theory of scientific representation in science learning. (shrink)

The mitochondrion is known as the “powerhouse” of eukaryotic cells since it is the main site of adenosine 5′‐triphosphate (ATP) production. Using a temperature‐sensitive fluorescent probe, it has recently been suggested that the stray free energy, not captured into ATP, is potentially sufficient to sustain mitochondrial temperatures higher than the cellular environment, possibly reaching up to 50 °C. By 50 °C, some DNA and mitochondrial proteins may reach their melting temperatures; how then do these biomolecules maintain their structure and function? (...) Further, the production of reactive oxygen species (ROS) accelerates with temperature, implying higher oxidative stresses in the mitochondrion than generally appreciated. Herein, it is proposed that mitochondrial heat shock proteins (particularly Hsp70), in addition to their roles in protein transport and folding, protect mitochondrial proteins and DNA from thermal and ROS damage. Other thermoprotectant mechanisms are also discussed. (shrink)

COVID-19 was recognized as a pandemic on March 11, 2020. Nine days later in Brazil, community transmission was deemed ongoing, and following what was already being put in place in various affected countries, restrictive and physical distancing measures that varied in severity across the different states were adopted. Adherence to restrictive and physical distancing measures depends on the general acceptance of public health measures as well as communities’ financial leverage. This article aims to explore and discuss ethical facilitators and barriers (...) to the implementation of physical distancing measures within three dimensions: political, socio-economic, and scientific. Furthermore, we would like to discuss ways to ethically promote restrictive and physical distancing measures in a large and unequal country like Brazil. There is an urgent need for transparent, consistent, and inclusive communication with the public, respecting the most vulnerable populations and attempting to minimize the disproportionate burden on them. (shrink)

It is with great delight that I have accepted the unexpected invitation to edit this two part special issue of Foundations of Chemistry dedicated to the philosophical aspects and implications of the quantum theory of atoms in molecules (QTAIM) (Bader 1990). This theory has been primarily the oeuvre of Richard F. W. Bader (1931–2012), one of his most significant (but not the only significant) contributions to chemistry. Bader’s contributions have been summarized in a tribute (Matta et al. 2011) that appeared (...) in a recent Festschrift of The Journal of Physical Chemistry A (2011). This special issue of Foundations is neither a duplication, a complement, or an afterthought to that Festchrift, nor is it intended as another tribute to this great scientist, as deserving as he may be, instead it serves an entirely different purpose. This issue is focused principally on the epistemology and ontology of the science of QTAIM. The sort of questions that are addressed in, or that should emerge from. (shrink)

Anton de Bary is best known for his elucidation of the life cycle of Phytopthora infestans, the causal organism of late blight of potato and the crop losses that caused famine in nineteenth-century Europe. But while practitioner histories often claim this accomplishment as a founding moment of modern plant pathology, closer examination of de Bary's experiments and his published work suggest that his primary motiviation for pursing this research was based in developmental biology, not agriculture. De Bary shied away from (...) making any recommendations for agricultural practice, and instead focused nearly exclusively on spontaneous generation and fungal development – both concepts promoted through prize questions posted by the Académie des Sciences in the 1850s and 1860s. De Bary's submission to the Académie's 1859 Alhumbert prize question illustrates his own contributions to debates about spontaneous generation and demonstrates the practical applications of seemingly philosophical questions – such as the origin of life. (shrink)