896 Matching Annotations
  1. Oct 2020
    1. Weber notes that according to any economic theory that posited man as a rational profit-maximizer, raising the piece-work rate should increase labor productivity. But in fact, in many traditional peasant communities, raising the piece-work rate actually had the opposite effect of lowering labor productivity: at the higher rate, a peasant accustomed to earning two and one-half marks per day found he could earn the same amount by working less, and did so because he valued leisure more than income. The choices of leisure over income, or of the militaristic life of the Spartan hoplite over the wealth of the Athenian trader, or even the ascetic life of the early capitalist entrepreneur over that of a traditional leisured aristocrat, cannot possibly be explained by the impersonal working of material forces,

      Science could learn something from this. Science is too far focused on the idealized positive outcomes that it isn't paying attention to the negative outcomes and using that to better define its outline or overall shape. We need to define a scientific opportunity cost and apply it to the negative side of research to better understand and define what we're searching for.

      Of course, how can we define a new scientific method (or amend/extend it) to better take into account negative results--particularly in an age when so many results aren't even reproducible?

    1. A scientific review of the science behind lockdown concludes the policy was a MISTAKE & will have caused MORE deaths from Covid-19

      Take Away: The new scientific paper confirms earlier modeling work and should not be interpreted as a detailed prediction for future deaths due to the ongoing pandemic.

      The Claim: "A scientific review of the science behind lockdown concludes the policy was a MISTAKE & will have caused MORE deaths from Covid-19"

      The Evidence: The scientific process involves replication and confirmation of experiments and studies. A new paper replicates and expands on an early modeling study of the COVID-19 pandemic in England (1). Their findings support the earlier results. However, there are limitations to the replication paper, which does not accurately reflect the current state of the pandemic response and does not make detailed predictions for a second wave of infections and deaths.

      A recent expert response to the paper further explains (2):

      "It needs to be stressed that all the simulations assume that interventions are only in place for 3 months (18th April – 18th July) and then completely relaxed. This gives rise to a strange set of scenarios where a second wave is allowed to progress in an uncontrolled manner."

      “It is this that leads to the counter-intuitive headline finding “that school closures would result in more overall covid-19 deaths than no school closures” – actually what the authors find is that a short period of intense lock-down (including the closure of schools) leads to a large second wave if it is allowed to run with no controls. To be fair the authors do highlight this in the paper, but it is not in the reported press release." -Prof Matt Keeling, Professor of Populations and Disease, University of Warwick

      Sources:

      (1) https://www.bmj.com/content/371/bmj.m3588

      (2) https://www.sciencemediacentre.org/expert-reaction-to-reanalysis-of-model-used-for-imperial-report-9-and-impact-of-school-closures/

    1. In testimony before US Congress on March 11, 2020, members of the House Oversight and Reform Committee were informed that estimated mortality for the novel coronavirus was 10-times higher than for seasonal influenza. Additional evidence, however, suggests the validity of this estimation could benefit from vetting for biases and miscalculations. The main objective of this article is to critically appraise the coronavirus mortality estimation presented to Congress. Informational texts from the World Health Organization and the Centers for Disease Control and Prevention are compared with coronavirus mortality calculations in Congressional testimony. Results of this critical appraisal reveal information bias and selection bias in coronavirus mortality overestimation, most likely caused by misclassifying an influenza infection fatality rate as a case fatality rate.

      Take away: COVID-19 death rate is worse than seasonal influenza death rate.

      The claim: Coronavirus mortality was over estimated as 10X worse than seasonal influenza to congress due to misclassifying influenza infection fatality rate as a case fatality rate.

      The evidence: Comparing infection fatality ratio (IFR) and case fatality ratio (CFR) is an apples to oranges comparison (1). Case fatality ratios present higher death percentages than infection fatality ratios. At the same time, it is important to understand that COVID-19 and seasonal influenza CFR and IFR numbers are rough approximations of reality and the potential for errors exist in all calculations.

      The seasonal IFR rate of influenza was overstated in this article. The claim that seasonal influenza IFR and COVID-19 IFR are the same is based on seasonal influenza IFR of 0.1%. Per the WHO report, seasonal influenza “is usually well below 0.1%” (2). This statement was translated into “0.1% or lower” and then “the WHO also reported that 0.1% is the IFR of seasonal influenza, not the CFR of seasonal influenza as reported in the NEJM editorial” (3).

      The article is questioning whether COVID-19 is worse than seasonal influenza due to confusion with IFR and CFR. The article overstated influenza IFR to arrive at the conclusion that COVID-19 and seasonal influenza death rates are the same.

      Comparison of influenza and COVID-19 deaths:

      Influenza CFR = 0.1-0.2%

      (Based on CDC data # deaths / # symptomatic cases, 4).

      COVID-19 CFR = 2.8%

      (In the USA as of 10/6/2020. Includes asymptomatic cases and may therefore be an underestimate of true CFR, 5-6)

      It is also important to note that COVID-19 disease is ongoing with the potential for some of the 7,461,206 cases to die from COVID-19 later. Only 2,935,142 cases in the US are reported as recovered as of 10/6/2020.

      Even with the inclusion of asymptomatic cases in the death rate calculation for COVID-19, deaths/cases is at least 10X higher than the deaths/cases calculation of symptomatic influenza based on CDC data.

      Sources:

      1 https://pubmed.ncbi.nlm.nih.gov/32234121/

      2 https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200306-sitrep-46-covid-19.pdf?sfvrsn%3d96b04adf_4

      3 https://www.cambridge.org/core/journals/disaster-medicine-and-public-health-preparedness/article/public-health-lessons-learned-from-biases-in-coronavirus-mortality-overestimation/7ACD87D8FD2237285EB667BB28DCC6E9/core-reader

      4 https://www.cdc.gov/flu/about/burden/index.html#:~:text=While%20the%20impact%20of%20flu,61%2C000%20deaths%20annually%20since%202010

      5 https://coronavirus.iowa.gov/pages/case-counts

      6 https://coronavirus.jhu.edu/map.html

  2. Sep 2020
  3. Aug 2020
    1. “In 2004, Cleveland Clinic physiologist Guang Yue wanted to know if merely thinking about lifting weights was enough to increase strength. Study subjects were divided into four groups. One group tried to strengthen their finger muscles with physical exercise; one tried to strengthen their finger muscles by only visualizing the exercise; another tried to increase arm strength through visualization; while the last group did nothing at all. The trial lasted twelve weeks.When it was over, those who did nothing saw no gains. The group that relied on physical training saw the greatest increase in strength-at 53 percent. But it’s the mental groups where things got curious. Folks who did no physical training but merely imagined their fingers going through precise exercise motions saw a 35 percent increase in strength, while the ones who visualized arm exercises saw a 13.5 percent increase in strength.”Let’s review — these participants did NOTHING BUT VISUALIZING and saw an increase of up to 35% in strength!But things are all the more convincing when you consider that a few years before Yue’s studies, neuroscientists found no difference between performing an action and merely imagining oneself performing that action-the same neuronal circuits fire in either case.

      Experiments have shown that simply visualizing an can have great impacts.

    1. @who published a massive review/meta-analysis of interventions for flu epidemics in 2019, found "moderate" evidence AGAINST using masks.

      Take away: In their 2019 report the WHO actually recommended for, not against, the use of masks in severe influenza epidemics or pandemics, contrasting the statement made in this tweet. Further, recent evidence overwhelmingly supports the benefit of masks for preventing the spread of SARS-CoV2, the virus that causes COVID-19.

      The claim: Overall the claim here appears to be that masks are ineffective against the spread of SARS-CoV2, the virus that causes the clinical syndrome known as COVID-19. The evidence used in support of this claim is that “the WHO found ‘moderate’ evidence AGAINST using masks” in their 2019 report on the use of non-pharmaceutical interventions for mitigating influenza pandemics.

      The evidence: This overall claim is poorly supported by data and the evidence used to support this claim is incorrectly characterized by the claimant. Narrowly, the claim that the WHO recommended against mask use is patently false. In their report, the WHO reviewed 10 separate studies and did conclude that there was scant evidence that masks significantly decreased spread of the flu. However, they found no evidence that masks increased spread, and based on mechanistic plausibility (i.e. masks are barriers that prevent droplets from passing between people) and the low risk/high reward, they made a conditional recommendation for mask use in severe influenza epidemics or pandemics.

      While influenza does not behave exactly like the SARS-CoV2 virus, the similarities in mode of transmission make it reasonably likely that masks would also have protective effects against the spread of this virus is well. The best evidence is hard data, and that too increasingly points to the benefit of masks for slowing down or preventing the transmission of SARS-CoV2. A recent summary of that data is available here.

  4. Jul 2020
  5. Jun 2020
  6. May 2020
  7. Apr 2020
  8. Mar 2020
    1. Melting glaciers reveal LOST island in Antarctica – and humans are already visiting it

      Overall scientific credibility: 'low' according to the scientists who analyzed this article.

      evaluation card

      Find more details in Climate Feedback's analysis

  9. Jan 2020
  10. Nov 2019
  11. Sep 2019
  12. Feb 2019
    1. creating obscurities through disputation,

      lol @ this.

      "creating obscurities through disputation" sounds an awful lot like "broadening the knowledge base of humanity." Arguing toward ever more precise ideas and their articulations is the driving force of the Enlightenment.

  13. Dec 2018
    1. Zhou, W., Mukherjee, P., Kiebish, M. A., Markis, W. T., Mantis, J. G., & Seyfried, T. N. (2007). The calorically restricted ketogenic diet, an effective alternative therapy for malignant brain cancer. Nutrition & metabolism, 4(1), 5.
  14. Jul 2018
    1. I buy into Newton’s philosophy that we see further by standing on the shoulders of giants.

      I take his general point here, and Newton said something along these lines, but I wouldn't call it "Newton's philosophy". If anything this philosophy is really the scientific method and Newton didn't invent it.

    1. What about people who don't have PhD's? Are they scientists, too? In any world in which credentials matter, the answer is no. (I describe a major exception to the rule below.) Just like getting an MD or a JD is a prerequisite to being called a doctor or a lawyer, in general, getting a PhD in the natural sciences is the prerequisite to being called a scientist.
  15. Mar 2018
  16. Sep 2017
    1. Kuhn (1970, p. 167) commented that science education tends to elide the processthrough which knowledge has been constructed, whereas students of other subjectsare exposed to varying interpretations over time. As a result, he suggested, sciencestudents are blind to the history of their subject, seeing it only as unproblematicprogress. The interview data suggest that this is indeed a point of difference betweenthe ‘arts’ and ‘science’ students in this sample. While both of them tend to have adualistic view of science itself, the ‘arts’ students seem to be more at ease with arelativistic view of knowledge in history.

      Kuhn on lack of training science students receive on how knowledge is constructed.

  17. Jun 2017
    1. there was, essentially, no “scientific revolution” during the Renaissance, only a continuation of work that was already happening in the “dark ages” of medieval thought.

      This puts my whole minor field of study thought in question!

  18. Apr 2017
    1. Samson-Steinbach Delphine, Legeai Fabrice, Karsenty Emmanuelle et al. (2003) GénoPlante-Info (GPI): a collection of databases and bioinformatics resources for plant genomics. Nucleic Acids Res., 31, 179–182.

      Lien vers l'article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC165507/

      (open access)

  19. Feb 2017
    1. systematic

      Although, as Whately points out, Quintilian was systematic, I get the distinct impression that, perhaps beginning with Blair and Campbell, we have moved to a more technical, systematized, psychological form of rhetoric.

      Did the scientific method really dip that far into the realm of rhetoric?

    1. mechanistic approach

      "ars est celare artem: art consists in concealing art"

      I do not dig this mechanical, technical, scientific method dissection of writing. Unfortunately, this article is filled with this pre-Freudian crap. You wouldn't tear Raphael a new one because he painted The School of Athens figures in the wrong order.

      Are these mechanics the result of the scientific method?

  20. Jan 2017
    1. Literally hundreds of experiments were done over several years to determine what worked best and what didn't. They put their best scientists to work determining how the body builds strength, power, and large muscles.
  21. Oct 2016
  22. Sep 2016
    1. frame the purposes and value of education in purely economic terms

      Sign of the times? One part is about economics as the discipline of decision-making. Economists often claim that their work is about any risk/benefit analysis and isn’t purely about money. But the whole thing is still about “resources” or “exchange value”, in one way or another. So, it could be undue influence from this way of thinking. A second part is that, as this piece made clear at the onset, “education is big business”. In some ways, “education” is mostly a term for a sector or market. Schooling, Higher Education, Teaching, and Learning are all related. Corporate training may not belong to the same sector even though many of the aforementioned EdTech players bet big on this. So there’s a logic to focus on the money involved in “education”. Has little to do with learning experiences, but it’s an entrenched system.

      Finally, there’s something about efficiency, regardless of effectiveness. It’s somewhat related to economics, but it’s often at a much shallower level. The kind of “your tax dollars at work” thinking which is so common in the United States. “It’s the economy, silly!”

  23. Aug 2016
    1. Performance CategoryDesign Categoriesi. StructureFrame design, shape and materials –for functionii. MobilityThrusters: number, power, orientationiii. SensorsCameras, lights, sonar, touch sensors, compass, GPSiv. ToolsArms, claws, rakes, wrenches, hammersv. Ranging DistanceTether length: waterproofing required vi. Buoyancy/ BallastFixed or variable, location and materialsvii. ControlsRC via wire or signal via fibre optic cableviii. Other?Depends on the specific mission

      Are you doing science projects? Maybe you can use an old mission scope to have students ask questions about. That way some of the questions we will need to face will be answered before we actually get the mission for this year.

  24. Jul 2016
    1. Page 187 On hyper authorship

      "hyper authorship” is an indicator of "collective cognition" in which the specific contributions of individuals no longer can be identified. Physics has among the highest rates of coauthorship in the sciences and the highest rates of self archiving documents via a repository. Whether the relationship between research collaborators (as indicated by the rates of coauthorship) and sharing publications (as reflected in self archiving) holds in other fields is a question worth exploring empirically.

  25. Jun 2016
    1. t "[ilf Northrop Frye should write an essay attacking archetypal criticism, the article would by definition be of much greater significance than an article by another scholar attack- ing the same approach" (Schaefer 5). The reason, of course, is that the approach is not something in- dependent of what Northrop Frye has previously said about it; indeed, in large part archetypal criticism is what Northrop Frye has said about it, and therefore anything he now says about it is not so much to be measured against an independent truth as it is to be regarded, at least potentially, as a new pronouncement of what the truth will hereafter be said to be

      author-function at work: Frye is an author-concept and his work is a coherent whole--an Oeuvre.

      This is absolutely fine for literary criticism and the humanities. The same is in practice true of the sciences--what Steven Hawking says about physics is more interesting than other people, especially if he reverses his previous claims. But in contrast to Frye, where a reversal is a change in the discursive practice (cf. Foucault), in the case of science, it should not be the case that hearing a "great man" reverse himself is more significant than hearing an unknown post-doc. The reversal should be evidence-based.

  26. screen.oxfordjournals.org screen.oxfordjournals.org
    1. verningthis function is the belief that there must be - at a particular levelof an author's thought, of his conscious or unconscious desire — apoint where contradictions are resolved, where the incompatibleelements can be shown to relate to one another or to cohere arounda fundamental and originating contradiction. Fin

      This is not true (in theory) of scientific authorship. We don't judge the coherence of the oeuvre.

      Again it conflict with Fish's view of literary criticism

    2. The initiation of a discursive practice,unlike the founding of a science, overshadows and is necessarilydetached from its later developments and transformations. As aconsequence, we define the theoretical validity of a statement withrespect to the work of the initiator, whereas in the case of Galileoor Newton, it is based on the structural and intrinsic norms estab-lished in cosmology or physics. Stated schematically, the work ofthese initiators is not situated in relation to a science or in thespace it defines; rather, it is science or discursive practice thatrelate to their works as the primary points of reference.

      On the difference between scientific and discursive schools. I don't find it convincing.

    3. ficially,then, the initiation of discursive practices appears similar to thefounding of any scientific endeavour, but I believe there is a funda-/ mental difference

      How initiators of discursive practices are different from founders of scientific schools or disciplines.

    4. athe-matical treatise, the ego who indicates the circumstances of com-position in the preface is not identical, either in terms of his posi-tion or his function, to the T who concludes a demonstrationwithin the body of the text. The former implies a unique individualwho, at a given time and place, succeeded in completing a project,whereas the latter indicates an instance and plan of demonstrationthat anyone could perform provided the same set of axioms, pre-liminary operations, and an identical set of symbols were used. It isalso possible to locate a third ego: one who speaks of the goals of' his investigation, the obstacles encountered, its results, and theproblems yet to be solved and this T would function in a field ofexisting or future mathematical discourses. We are not dealing witha system of dependencies where a first and essential use of the Tis reduplicated, as a kind of fiction, by the other two. On thecontrary, the 'author-function' in such discourses operates so as toeffect the simultaneous dispersion of the three egos

      Hmmm. Argues for a "second self" in scientific writing.

      1. I'm not sure this kind of first person is that common (though it is common in literary criticism);
      2. If it is, I'm not sure there is a distinction between the author and some narrator-type figure or his third category (the person who speaks of the goals of the investigation (an implied author?)).
    5. alue of a text by ascertaining the holiness of its author. In

      prove the value of a text by asserting the holiness of its author.

      This is ironically what T&P committees do.

    6. the seventeenth andeighteenth centuries, a totally new conception was developed whenscientific texts were accepted on their own merits and positionedwithin an anonymous and coherent conceptual system of estab-lished truths and methods of verification. Authentification no longerrequired reference to the individual who had produced them; therole of the author disappeared as an index of truthfulness and,where it remained as an inventor's name, it was merely to denot

      Argues that in the 17th and 18th centuries, science was supposed to stand on its own and the author vanished as the "index of truthfulness." Interesting that one of the main arguments in favour of maintaining scientific authorship now is this index of truthfulness

    7. exts, however, that we now call 'scien-tific' (dealing with cosmology and the heavens, medicine or illness,the natural sciences or geography) were only considered truthfulduring the Middle Ages if the name of the author was indicated.Statements on the order of 'Hippocrates said ..." or 'Pliny tellsus that . . .' were not merely formulas for an argument based onauthority, they marked a proven discourse. In the seventeenth andeighteenth centuries, a totally new conception was developed whenscientific texts were accepted on their own merits and positionedwithin an anonymous and coherent conceptual system of estab-lished truths and methods of verification. Authentification no longerrequired reference to the individual who had produced them; therole of the author disappeared as an index of truthfulness and,where it remained as an inventor's name, it was merely to denote

      Chartier argues that this is very wrong in his history.

      Foucault here argues that scientific authors did exist in the "Middle Ages" because they were an "index of truthfulness"--so not really authors but guarantors.

    8. nsequently, we cansay that in our culture, the name of an author is a variable thataccompanies only certain texts to the exclusion of others: a privateletter may have a signatory, but it does not have an author; acontract can have an underwriter, but not an author; and, similarlyan anonymous poster attached to a wall may have a writer, buthe cannot be an author. In this sense, the function of an author isto characterize the existence, circulation, and operation of certaindiscourses within a society

      Very useful statement of where foucault applies in this case: to literary discussion, not advertising, not letters, and so on.

      Science would fall into the "not this" category, I suspect.

    9. We can conclude that, unlike a proper name, which moves fromthe interior of a discourse to the real person outside who producedit, the name of the author remains at the contours of texts -separating one from the other, defining their form, and character-izing their mode of existence. It points to the existence of certaingroups of discourse and refers to the status of this discourse withina society and culture. The author's name is not a function of aman's civil status, nor is it fictional; it is situated in the breach,among the discontinuities, which gives rise to new groups of dis-course and their singular mode of existence. C

      Again, an "Implied Author" type idea that is completely not relevant to science--although ironically, the H-index tries to make it relevant. In science, the author name is not the function that defines the text; it is the person to whom the credit it to be given rather than a definition of Oeuvre. This is really useful distinction for discussing what is different between the two discourses.

    1. First of all, we can say that today's writing has freed itself from the theme of expression. Referring only to itself; but without being restricted to the confines of its interiority, writing is identified with its own unfolded exteriority. This means that it is an interplay of signs arranged less according to its signified content than according to the very nature of the signifier. Writing unfolds like a game [jeu] that invariably goes beyond its own rules and transgresses its limits. In writing, the point is not to manifest or exalt the act of writing, nor is it to pin a subject within language; it is, rather, a question of creating a space into which the writing subject constantly disappears.

      Be interesting to try to say this of scientific authorship!

    1. Who is speaking in this way? Is it the story's hero, concerned to ignore the castrato concealed beneath the woman? Is it the man Balzac, endowed by his personal experience with a philosophy of Woman? Is it the author Balzac, professing certain "literary" ideas of femininity? Is it universal wisdom? or romantic psychology? It will always be impossible to know, for the good reason that all writing is itself this special voice, consisting of several indiscernible voices, and that literature is precisely the invention of this voice, to which we cannot assign a specific origin: literature is that neuter, that composite, that oblique into which every subject escapes, the trap where all identity is lost, beginning with the very identity of the body that writes.

      Why science authorship is not the same as poetic authorship: the lack of identity of the author. cf. Booth 1961, Rhetoric of Fiction

    1. Before the precursors of today’s scholarly journals es-tablished themselves in the second half of the 17th century,scientists communicated via letters.

      original form of scholarly comm was letters

  27. Apr 2016
    1. in the latter both the wide differential in manuscript rejection rates and the high correlation between refereerecommendations and editorial decisions suggests that reviewers and editors agree more on acceptance than on rejection.

      In "specific and focussed" fields, the agreement tends to be more on acceptance than rejection.

    2. In the former there is also much more agreement on rejectionthan acceptance

      In "general and diffuse" fields, there is more agreement on paper rejection than in "specific and focussed."

    1. it could be argued that we don’t just need an elite: we need a reasonable number of institutions in which there is a strong research environment, where more senior researchers feel valued and their graduate students and postdocs are encouraged to aim high. Our best strategy for retaining international competitiveness might be by fostering those who are doing well but have potential to do even better

      capacity requires top and middle.

    1. If incentives play an important role in theproduction of novel ideas, this heroic story might be atypical. In this article, we provide empiricalevidence that nuanced features of incentive schemes embodied in the design of research contractsexert a profound influence on the subsequent development of breakthrough ideas.

      Thesis of article.

    1. . I consider that my job, as a philosopher, is to activate the possible, and not to describe the probable, that is, to think situations with and through their unknowns when I can feel them

      The job of a philosopher is to "activate the possible, not describe the probable."

  28. Mar 2016
    1. Levine, T., Asada, K. J., & Carpenter, C. (2009). Sample sizes and effect sizes are negatively correlated inmeta-analyses: Evidence and implications of a publication bias against non-significant findings.Communication Monographs, 76, 286–302
    2. Marsh, H. W., Bornmann, L., Mutz, R., Daniel, H. D., & O’Mara, A. (2009). Gender effects in the peerreviews of grant proposals: A comprehensive meta-analysis comparing traditional and multilevelapproaches.Review of Educational Research, 79, 1290–1326