Much has been said about the accuracy of the famous predictions of the Russian chemist Dmitrii Ivanovich Mendeleev, but far less has been written on how he made his predictions. Here we offer an explanation on how Mendeleev used his periodic system to predict both physical and chemical properties of little-known and entirely unknown chemical elements. We argue that there seems to be compelling evidence in favour of Mendeleev genuinely relying on his periodic system in the course of issuing his (...) predictions—a point recently contested by Woody Science after the practice turn in the philosophy, history, and social studies of science, Routledge, Abington, 2014). In particular, by using the known properties of a number of near neighbours of the three entirely unknown elements, we seek to show how the very format of his table enabled it to function as a powerful tool for Mendeleev in arriving at his predicted values. We suggest that Mendeleev’s use of the periodic system in making his prediction gives an illuminative example of what Woody calls “theoretical practices” in science. (shrink)

Many commentators have attempted to say, more clearly than Wittgenstein did in his Tractatus logico-philosophicus, what sort of things the ‘simple objects’ spoken of in that book are. A minority approach, but in my view the correct one, is to reject all such attempts as misplaced. The Tractarian notion of an object is categorially indeterminate: in contrast with both Frege's and Russell's practice, it is not the logician's task to give a specific categorial account of the internal structure of elementary (...) propositions or atomic facts, nor, correlatively, to give an account of the forms of simple objects. The few commentators who have hitherto maintained this view have mainly devoted themselves to establishing that this was Wittgenstein's intention, and do not much address the question why Wittgenstein held that it is not the logician's business to say what the objects are. The present paper means to fill this lacuna by placing this view in the context of the Tractatus's treatment of logic generally, and in particular by connecting it with Wittgenstein's treatment of generality and with his reaction to Russell's approach to logical form. (shrink)

This chapter shows that the combination of mathematical and chemical thinking in particular, as evidenced by Charles Sanders Peirce’s chemical training at Harvard, formed a solid conceptual basis for his account of diagrams. The connection between the Lawrence school and the chemical tradition established by Justus von Liebig in Giessen is of crucial importance to understand the context of Peirce’s own chemistry training. A completely different picture emerges if one pays greater attention to the nature of the chemistry curriculum in (...) Harvard at the time, and in particular to the pedagogical innovations introduced by Peirce’s chemistry teacher, Josiah Parsons Cooke. Historians of science have investigated the rise of institutional scientific laboratories from a range of perspectives. The chapter concludes with some suggestions for further investigation into the role of chemistry in Peirce’s philosophical system more broadly and the potential this new avenue of inquiry might have for the direction of Peirce scholarship. (shrink)

In this paper, the authors revisit the pre-service teacher practicum experience and propose that mobile technology, with its ability to provide instant communication and immediate access to resources, could minimise the “disconnect” between theory and the school classroom and improve the experience for all parties involved. However, before this project began, the wide-ranging ethical considerations surrounding the use of mobile technologies had to be addressed. This paper outlines a range of issues that should be considered whenever mobile technologies are to (...) be employed when researching in schools. (shrink)

Over the last 20 years, sex offender policies, specifically in terms of community corrections, have increased in scope. One of the most controversial and pervasive sex offender policies is that of registration. In response to the consumption of already limited resources, jurisdictions have imposed increasingly higher community supervision fees onto the offenders, requiring them to pay for their own re-entry. However, to date no research study has examined the statutory language associated with registration fees collected post release from formal community (...) sanctions. Using a statutory analysis within the United States, this research finds and quantifies the imposition of a registration fee on offenders who are legally compelled to pay these registration costs, regardless of whether they are still currently under community supervision. Results show that more than half of U.S. states (n = 28) incorporate statutory language authorizing registration fees, ranging anywhere from $5 per registration to up to $250 per year. These findings, as well as suggestions for future research and policy recommendations, are discussed. (shrink)

This study aims to characterise Human Research Ethics Committee (HREC) members’ perceptions on five main themes associated with ethics reviews, namely, the nature of research, ethical/moral issues, assent, participants’ risk and HREC prerogatives issues. Three hundred and sixteen HREC members from over 200 HRECs throughout Australia responded to an online questionnaire survey. The results show that in general, HREC members’ beliefs are reasoned and align with sound principles of ethical reviews. There seems to be a disposition for living up to (...) ethical/moral values, avoiding the issue of consent waivers and respecting participants’ welfare, as well as a sense of ambiguity about HREC prerogatives. Problematic areas were a tendency towards over-valuing quantitative research methods for their perceived validity and a neutral view on issuing consent waivers to participants with intellectual disability and, finally, the belief that research that limits disclosure, plans deception or actively conceals is morally unjustifiable. Implications for professional development and policy-making are discussed. (shrink)