New Understanding Of Science Research Articles

THE FUNCTIONING OF LVIV UNIVERSITY LAW FACULTY IN THE AUSTRIAN MONARCHY DURING THE ENLIGHTENMENT

The development and functioning of Lviv University Law Faculty during the Age of Enlightenment in the Austrian monarchy is investigated in the article. It is shown that Law Faculty of Lviv University has had close relationships with leading European universities, which have in a different way made an imprint on the faculty during certain periods of its functioning. It was found that an essential influence on the formation of reestablished by Joseph II Lviv University, including its law faculty, was made owing to teachers scientific trainings abroad, which made it possible to improve or acquire the necessary knowledge. It is known that the grand opening of the university was held November 16, 1784 and consisted of four faculties - philosophical, theological, legal and medical. The main governing body of the university was consistory, which included the rector, deans and seniors (the oldest and experienced professors). All current affairs at the departments were resolved by the professorial board, headed by deans. Learning at Lviv University in the late XVIII – early XIX century., consisted in the fact that his students for the first three years were studying at the Faculty of Philosophy, which was considered to be preparatory (here taught humanities, natural sciences and technical disciplines), and after graduation moved to one of the three other departments, where they had been studying for over four years. Speaking of national educational reforms in the Habsburg Empire at the end of the XVIII century, there as a sample were taken university educational standards of Protestant states not excessively religious in their dogmatism, which were characteristic for Catholic countries of that time. Thus, the noted lawyer of that time Carl von Martini wrote: «The truth, unfortunately, is that compared with Protestants, we are far behind. However, the truth is the fact that over the past few years the gap has decreased. Soon we, with God's help and with our patience and perseverance, catch them». The trends of legal education and science at Lviv University during the Enlightenment are elucidated. Where the orientation to rationalism was traced, including the social sphere, important for the process of educational reform in the Habsburg Empire, including Ukraine, were the disciplines that regulated the legal and political coexistence of people existed. Despite reforms in the sector of education certain kind of traditionalism was common for a long time. The clear indication of this is the lawyers’ granting with the degree of Doctor of both (Dr juris utriusque), civil and canon law until the last third of the XVIII century. Only later, upon the submission of F. Shrottera, this rule was reformed. We also need to emphasize that due to the specific management of the Habsburg Empire it was dangerous to consider openly about the legal foundations of government at university departments. The traditional view that the public law (jus publicum) as part of the public interest belongs to the state secret (Arcana Imperii) remained here longer than on compact territories German states. Thus, a new understanding of science, which originated in Lviv University and other universities in the Austrian Empire, was characterized by the fact that in addition to «juridization», there also was «historicalization» of legal disciplines.

Reaction-diffusion processes at the nano- and microscales.

The bottom-up fabrication of nano- and microscale structures from primary building blocks (molecules, colloidal particles) has made remarkable progress over the past two decades, but most research has focused on structural aspects, leaving our understanding of the dynamic and spatiotemporal aspects at a relatively primitive stage. In this Review, we draw inspiration from living cells to argue that it is now time to move beyond the generation of structures and explore dynamic processes at the nanoscale. We first introduce nanoscale self-assembly, self-organization and reaction-diffusion processes as essential features of cells. Then, we highlight recent progress towards designing and controlling these fundamental features of life in abiological systems. Specifically, we discuss examples of reaction-diffusion processes that lead to such outcomes as self-assembly, self-organization, unique nanostructures, chemical waves and dynamic order to illustrate their ubiquity within a unifying context of dynamic oscillations and energy dissipation. Finally, we suggest future directions for research on reaction-diffusion processes at the nano- and microscales that we find hold particular promise for a new understanding of science at the nanoscale and the development of new kinds of nanotechnologies for chemical transport, chemical communication and integration with living systems.

Management and Michael Polanyi’s thought

Purpose The purpose of this paper is to understand the role of management ideas as a resource for developing a new understanding of science and society. Design/methodology/approach Three important articles of Polanyi are studied in detail. Findings That writings of Graicunas, Foch and Liddell Hart definitely influenced the development of Polanyi’s thinking and writings of Gulick, Mooney among other management/organization theorists also likely contributed to Polanyi’s thought. Research limitations/implications The study opens a new seam for Polanyi intellectual – historical scholarship. Practical implications The article sheds light on facets of scientific life, including how scientists themselves participate in the overall management of science. Social implications This discussion of Polanyi deepens the appreciation of Liberal society’s functioning. Originality/value No other Polanyi scholar has dug deeply into the history of management, considering its intellectual value to Polanyi.

185: Dealing with ‘Cytokine Storms’: A cultural and linguistic translation of warm factor epidemics wenbing as seasonal viral influenza epidemics in Australia

To demonstrate that clinical space can be used as a platform in translating the ‘language’ of traditional Chinese medicine (TCM) into the ‘language’ of Western biomedical practice. This is in line with a new understanding of science as a knowledge system characterized by locatedness and situatedness . Western biomedicince and TCM are both generated in located and situated clinical practices. Hence, this new understanding of science has a bearing on the relationship between the two medical traditions. A case study on the use of chronoacupuncture in treating seasonal viral influenza or chun wen (spring season ‘warm factor disorder’) in Melbourne will be presented showing how through the medium of clinical practice the ‘language’ of TCM can be expressed in the ‘language’ of biomedical practice. Through this case study, an incubating qi will be seen as an expression of the natural yin and yang order of the flow and metamorphoses of life embedded in specific time and place i.e. the life of the influenza virus embedded within the human body. Using this method of treatment, the symptoms of a ‘cytokine storm’ or a ‘flaring up’ of an incubating qi in spring can be clinically dealt with effectively. Through the medium of clinical space a successful translation of the ‘languages’ of both TCM and Western biomedicine is made. Clinical space is a platform that can be availed of in translating the ‘language’ of TCM into the ‘language’ of Western biomedicine.

The 1911 Revolution in China, the Chinese Calendar, the Imaginary <i>Qi</i> and Healing: Translating <i>Li Fa</i> into an Australian Chinese Calendar and into an English Edition of the Northern Hemispherical Chinese Calendar

One of the consequences of the 1911 Revolution in China was the political demise of the traditional Chinese calendar li fa. As China adopted the Gregorian Calendar, the modern Western time system replaced the premodern Chinese time system. This resulted in the fracturing of the ‘unified field of all existence’ of various premodern traditional Chinese practices including traditional Chinese medicine (TCM). Using a new understanding of science and other knowledge systems as local and situated, I translate and adapt the traditional Chinese calendar to the conditions of the Southern Hemisphere in Australia. An English rendition of the Northern Hemisphere Chinese Calendar is also made. I see the concepts of qi, yin and yang, the five-elements/agents/phases wu xing and the Eight Trigrams/Hexagrams of the Book of Changes yi jing as imaginaries, which animate both our human bodies and other bodies in the universe. Thus, in commemoration of the centenary of the 1911 Revolution or Xin Hai Ge Ming in China, we celebrate the birth of a Chinese Calendar in the Southern Hemisphere—The Australian Chinese Calendar.

The Necessity of Students & Teachers as Science Researchers

I don't think I understood how science is done until I was a researcher in an ecology lab. From doing research, I realize now that science is not a linear process. Questions drive the process more than I ever knew. Now [that] I can actually do inquiry with my students, science has come alive for me through the research I've done in an actual lab. Teachers as researchers. Students as researchers. For inquiry to actually become the bedrock of biology classrooms, more teachers need to be engaged in actual scientific research. By doing science, these teachers gain a stronger understanding of the process, the methods, and the struggles, as well as the successes, of this enterprise we call science. In 1990, the American Physiological Society began the Frontiers in Physiology Research Teacher Program. This summer program is designed for middle and high school science teachers. Each teacher is paired with a physiologist/biomedical researcher in his/her local community and conducts seven to eight weeks of actual research in the labs of these scientists. A week-long pedagogical workshop is also part of the experience, introducing teachers to effective in-class and online strategies in science teaching. The teachers also create inquiry experiences for their classrooms based on their research experience. As one teacher says: APS's Frontiers in Physiology program has had an enormous impact on the way that I view the nature of science and therefore has dramatically changed the way that I teach science. Through the summer research program, I was able to participate in true scientific research which led me to a better understanding of the work of scientists. I learned how the continual search for answers leads them to investigations that are meaningful and challenging. My new understanding of science was then passed on to my students by providing them with the opportunity to conduct meaningful investigations of their own. APS has also taught me the true nature of inquiry based learning and how to utilize sound pedagogy in my classroom as well as how to write curriculum that reflects my new understanding of science and the principles put forth in the National Science Education Standards. APS's Frontiers in Physiology program has truly had a positive impact on my teaching and therefore on students as well! --Cathy Box, Tahoka High School, Tahoka, Texas By having research experiences, teachers better understand basic research techniques (Pasley, 1998) and procure an increased understanding of science as a research endeavor (Dotterer & Pasley, 2000). Teachers come away from research experiences with an increased awareness of the creativity, resourcefulness, diligence, and stress that research involves (Pasley, 1998). Dean and Wood (2004) state how research helps teachers have a greater sense of authority when describing the research process with students. Since these teachers experience physiological concepts in action, their understanding of these concepts is deeper and more thorough than without the experience (Pasley, 1998). As a result, these teachers become more proficient in using open-ended inquiry with their students. The idea of students doing actual scientific research becomes more of a priority for these teachers. Science is no longer a passive pursuit but one of wonder and curiosity with questions posed by students. For these teachers, the research experience: * increased their understanding of what inquiry is and how it can be done in the classroom. * increased their understanding of the important role inquiry plays in the science classroom. * increased their understanding of the implementation of inquiry as well as an increased preparedness to using inquiry-based strategies. …

Theories of complexity and their problems

Complexity theories are on the way to establish a new worldview— processes instead of objects, history and uniqueness of everything instead of repetition and lawlikeness are the elements. These theories from deterministic chaos via the dissipative structures, the theory of catastrophes, self organization and synergetics are mathematical models, connected with a new understanding of science. They are characterized by new fundamental commitments of sciences. But at the same time, they are characterized by epistemic boundaries.

On the Role of Mathematical Biology in Contemporary Historiography

This essay proposes that mathematical biology can be used as a fruitful exemplar for the introduction of scientific principles to history. After reviewing the antecedents of the application of mathematics to biology, in partiicular evolutionary biology, describe in detail a mathematical model of cultural diffusion based on an analogy with population genetics. Subsequently, as a case study, this model is used to investigate the dynamics of the early modern European witch‐crazes in Bavaria, England, Hungary, and Finland. In the second part of the article, I sketch the methodological significance of this type of “scientific history” and, in particular, I identify three lessons that mathematical biology can contribute to historiography. The first lesson is on the fundamental distinction between an agent's purposes and structural social processes. I argue that mathematical modeling can be fruitfully applied to describe social processes, while agents' purposes ought to be addressed following a hermeneutic tradition. The second lesson is on the aim of mathematical modeling. Here I argue that the object of modeling, rather than being the prediction or retrodiction of events (a deductive‐nomological approach), is the understanding of the factors involved in the dynamics of social processes (an analytic‐descriptive approach). Finally, the third lesson is on the new understanding of science after the collapse of the standard view. In summary, while mathematical modeling can provide an extremely powerful approach to clarify the dynamics of certain macro‐historical processes, scientific methods ought to be regarded as a complement to, not a substitute for, classical historiography.

Georgius Agricola, Begründer der Montanwissenschaften

Georgius Agricola had not only for centuries been an authoritative figure in the earth sciences but he was also deeply involved in political and cultural reorganisation at the beginning of the 16th century. He strove for a new understanding of science attaching to it the quality of observing reality and the necessity of putting these observations into a systematic order, thus previewing the encyclopedic movement of the enlightenment. He could do this in a frame-work which was lent from the De-re-rustica-literature which still acceptedvenatio, cursiositas andvirtuositas as preconditions for scientific research as well as for political activity.