Compilation

(up to March 2011, most recent first)
# Three angles from which to view the practice of researchers II
# Three angles from which to view the practice of researchers
# Boundary Shifts: From management to engagement in complexities of ecosystems and social contexts
# Race and Biology: A Case Study Of Curriculum Development II
# Race and Biology: A Case Study Of Curriculum Development
# Underrecognized property of correlation coefficient opens up an alternative direction, IV
# Underrecognized property of correlation coefficient opens up an alternative direction, IV
# Underrecognized property of correlation coefficient opens up an alternative direction, III
# Underrecognized property of correlation coefficient opens up an alternative direction, II
# Underrecognized property of correlation coefficient opens up an alternative direction for statistical analysis and interpretation
# Problems with categories and possible responses
# Taxonomy of heterogeneities
# “Race: A Social Construct or a Scientific Reality?”
# Ideas of nature as ideas about society: Raymond Williams mapped
# Towards an agent-oriented focus to social epidemiology
# A non-technical introduction to path analysis and structural equation modeling II: Heritability studies
# A non-technical introduction to path analysis and structural equation modeling
# Popular epidemiology and health-based social movements
# Genetic diagnosis, treatment, monitoring, and surveillance
# Heritability, heterogeneity, and group differences
# Life course epidemiology
# Heterogeneity within populations and subgroups in epidemiology
# Variations in health care (by place, race, class, gender)
# Confounders and conditioning of analyses
# Associations, Predictions, Causes, and Interventions
# Categories in epidemiology
# The scope and challenges of epidemiology II: Rose’s population health emphasis
# The scope and challenges of epidemiology I
# Phenomena in epidemiology: Exploring the “natural history” of disease
# Learning community and reading strategies for epidemiological literacy
# Epidemiological Literacy
# Interpreting the Tucson massacre and the relevance of epidemiological thinking
# Genetic purification
# Tens of thousands of deaths from pellagra occurred because eugenic science prevented the real cause from being acted on?
# Race, genes, and IQ test scores: A new conceptual starter kit
# Patterns among relatives: A classroom activity III
# Patterns among relatives: A classroom activity II
# Patterns among relatives: A classroom activity to unpack the simple picture of science as empirical observation and rational interpretation
# Probe, create change, reflect: A spin-off blog
# Desirable Qualities of our Service in an Academic Institution
# Truth and reconciliation in academic units? (A response to shortcomings in evidence-based development of practice and commitment to social justice)
# Cycles and Epicycles of Action Research: Elaboration and Useful Tools
# Action Research: A cycles and epicycles framework
# Making connections and respecting differences: Reconciling schemas for learning and group process
# One-on-one consultations within a group that meets over an extended period
# Biology says human life does not begin at conception.
# An (imaginary) exchange with Eysenck about meritocracy
# Reconstructing Rawls IX: Toward a political theory of injustice
# Reconstructing Rawls VIII: The burdens of moral justification
# Reconstructing Rawls VII: Constructivism+ in relation to other Critiques within Moral Philosophy
# Reconstructing Rawls VI: Phase 2
# Reconstructing Rawls V: Phase 1 (continued)
# Reconstructing Rawls IV: Phase 1
# Reconstructing Rawls III: From constructivism to constructivism+
# Reconstructing Rawls II: personal positioning for the critique
# Reconstructing Rawls and exposing the implicit social embeddedness of theories of justice
# How organizations and institutions respond to innovative information when making natural resource and environmental decisions—some contributions of Denise Lach
# Selection versus construction in science studies: A response to Hull’s Science as a Process
# Diagrams of society and nature: A simple, but profound, contrast
# Apparent Ecological Interactions—A Comparison Of Alternative Derivations
# Why were half the interactions in a community of competing protozoans predator-prey relations?–An introduction to apparent interactions
# What is an ecological interaction?
# Problem-Based Learning (PBL): A guided tour
# Gallery Walk (ice breaker activity)
# Teaching dialogue process on the spot: A shared meaning that emerges from a group through listening, inquiry and reflection
# Pattern and process—Challenges in ecological data analysis
# Theorizing about Ecological Complexity, mid 1980s-2000
# Theorizing about Ecological Complexity, through the mid 1980s
# Creating a book index using a “pseudo-book”
# Gender and race in relation to social structuredness and interpretation of science
# The critique of science during the 1970s
# Calhoun’s Action research versus a cycles-and-epicycles framework
# Historical narrative and the representation of the complexity of interactions that link institutions, professions, organizations, knowledge, artifacts, and actors: Atsushi Akera on history and sociology of science and technology
# Agency and structuredness
# Theory about social structure in the context of environmental studies
# From Social Theory to enactable, contingent social theorizing
# How did race play a role in the electoral swing from ’08 to ’10?: Some teachers’ ideas
# Intersecting processes combined with Historical scan to generate enactable, group-specific praxis
# Diagramming of Intersecting Processes (a teaching activity)
# Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science? II
# Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science?
# Why a blog? Why this blog?
# Tweets, Wikis, Podcasts
# About pjt111
# Practice: Paying attention to what scientists actually do
# About the blog
# Constructionist interpretations of science
# Heterogeneous construction of scientific knowledge and practice: III. Six Themes Drawn from the Reconstruction of the Kerang Study
# Heterogeneous construction of scientific knowledge and practice: II. Diverse components in development of the simulation model
# Heterogeneous construction of scientific knowledge and practice: I. A case of simulating the future of a salt-affected agricultural region
# Heterogeneous construction, a variant of intersecting processes
# Life events and difficulties research: Bio-social science that allows for heterogeneity of pathways and meanings
# Galton and Biobanks: The data collected limits the questions asked
# What if I think that everything is already unruly complexity? II
# What if I think that everything is already unruly complexity?
# Dynamics of Inequality: A Critical Thinking Theme
# Rethinking nature/culture
# Historical Scan: Review a group’s evolution or set the scene in which a project is to be undertaken
# Future Ideal Retrospective: Collaboratively generate a practical vision for future developments
# Intersecting processes, illustrated and analyzed III
# Intersecting processes, illustrated and analyzed II
# Intersecting processes, illustrated and analyzed
# Ideas of nature as ideas about society: Raymond Williams extended
# Nature, a conversation V
# Nature, a conversation IV
# Nature, a conversation III
# Nature, a conversation II
# Nature, a conversation
# Counterfactuals: Typical Objections and Some Rejoinders
# Causes, Explanation, and Nonpartitionability
# The responsibilities that accompany the power of an academic administrator
# What do you do as a philosopher of science if you conclude that researchers have overlooked a significant issue for 100 years?
# Developing Critical Thinking is Like a Journey
# Assessment and Learning with a minimum of distraction from grades and grading
# The Rs of personal, professional, and intellectual development through a program of studies
# Troubled by Heterogeneity? Opportunities for Fresh Views on Long-standing and Recent Issues in Biology and Biomedicine
# Conceptual starter kit for thinking about genes, race, and IQ test scores III
# Conceptual starter kit for thinking about genes, race, and IQ test scores II
# Conceptual starter kit for thinking about genes, race, and IQ test scores
# Rehabilitating a biological notion of race? II
# Metaphor in science
# Imagination and the psychology of agents (as seen or hidden in social studies of science)
# Fluoridation as an exemplar of Rosean population health?: Looking for a different case
# The taboo against Lamarck in evolutionary theory is unDarwinian, II
# Open Spaces for Changing Science and Society
# Four R’s of developing as a collaborator
# A simple, equitable scheme to reduce CO2 emissions
# Uses of wikis: More and less than expected
# Changes in mammogram guidelines: Responding to the personal-story response III
# Changes in mammogram guidelines: Responding to the personal-story response II
# Setting limits in academic life
# Changes in mammogram guidelines: Responding to the personal-story response
# E-etiquette: An evolving set of guidelines for our email-mediated interactions
# The challenge of integrating ecological dynamics into evolutionary theory VIII: Darwin, the preempter of criticisms
# The challenge of integrating ecological dynamics into evolutionary theory VII, Darwin as an ecologist
# The challenge of integrating ecological dynamics into evolutionary theory VI: Five approaches
# The challenge of integrating ecological dynamics into evolutionary theory V, developmental & ecological flexibility in the evolutionary origin of characters
# The challenge of integrating ecological dynamics into evolutionary theory IVa, implications of special conditions
# The challenge of integrating ecological dynamics into evolutionary theory IV, emphasis on special conditions
# The challenge of integrating ecological dynamics into evolutionary theory III, analysis of function & timing
# The challenge of integrating ecological dynamics into evolutionary theory II, Darwin’s explanatory schema
# The challenge of integrating ecological dynamics into evolutionary theory
# The path to personalized medicine may run through social stereotyping
# Opening wide and focusing in: A tension in teaching research and writing
# The taboo against Lamarck in evolutionary theory is unDarwinian
# Teaching/Learning: Making space for taking initiative in and through relationships
# The conflation of family and population helps explain why the Nature vs. Nurture formulation persists II
# MAOA: Interventions through and in social infrastructure implied by knowledge about gene by environment interaction
# Underlying heterogeneity and heritability III-On why translation to hypotheses about measurable factors is difficult
# Consensus–emphasizing the process, not the outcome
# Underlying heterogeneity and heritability II: What can researchers do on the basis of knowing a trait’s heritability if the genetic and environmental factors underlying the observed trait are heterogeneous?
# Underlying heterogeneity and heritability
# Conditions for a successful workshop (or “organized multi-person collaborative process”)
# Social infrastructure (or its absence) makes genetic conditions hardwired
# PKU: Responding to genetic conditions requires social infrastructure(s)
# The relationship between interpretation in/of science and change
# Control and the foundational theories of modern life sciences
# Collaboration among diverse participants
# A constructionist perspective on the structure of ecological complexity
# Critical thinking, Creative thinking & Reflective practice
# Why emphasize collaboration in environmental research?
# Intersecting Processes, autobiographical note
# Lack of success of Genome-Wide Association research

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