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In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world.

In recent years Russia has changed rapidly from a socio-economic point of view. The economic changes have led to the development of slang phraseological units (herefrom, PUs) in the business communication. The Russian jargon PUs are taken from the dictionary Pochti seryoznyj slovar’ delovogo obscheniya (Pogrebnyak: 2007) and are translated into Italian, mostly via English, functioning as Intermediary Language (herefrom, IL). The materials consist in Russian slang PUs that are ambiguous, as it appears hard to understand, whether they are calques from IL or properly Russian expressions. The study underlines the importance of the IL to avoid ambiguity and of the idiomatic translation to both understand business culture and language. The functional equivalence is also taken into account as an interlinguistic equivalence strategy needed to find a communicative coincidence between Source Language (herefrom, SL) and Target Language (herefrom, TL) contexts. To conclude, the work attempts to facilitate informal business communication between Russian and Italian partners and to mitigate misunderstandings that may arise in the presence of cultural differences between the two countries.

The recent successes of cryo-electron microscopy fostered great expectation of solving many new and previously recalcitrant biomolecular structures. However, it also brings with it the danger of compromising the validity of the outcomes if not done properly. The Map Challenge is a first step in assessing the state of the art and to shape future developments in data processing. The organizers presented seven cases for single particle reconstruction, and 27 members of the community responded with 66 submissions. Seven groups analyzed these submissions, resulting in several assessment reports, summarized here. We devised a range of analyses to evaluate the submitted maps, including visual impressions, Fourier shell correlation, pairwise similarity and interpretation through modeling. Unfortunately, we did not find strong trends. We ascribe this to the complexity of the challenge, dealing with multiple cases, software packages and processing approaches. This puts the user in the spotlight, where his/her choices becomes the determinant of map quality. The future focus should therefore be on promulgating best practices and encapsulating these in the software. Such practices include adherence to validation principles, most notably the processing of independent sets, proper resolution-limited alignment, appropriate masking and map sharpening. We consider the Map Challenge to be a highly valuable exercise that should be repeated frequently or on an ongoing basis.

Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel's position intuitively more plausible than Goldman's, we also find Siegel's defence of it wanting. We suggest novel argumentative strategies that draw on Siegel's own arguments but look to us more promising.

Image-processing pipelines require the design of complex workflows combining many different steps that bring the raw acquired data to a final result with biological meaning. In the image-processing domain of cryo-electron microscopy single-particle analysis (cryo-EM SPA), hundreds of steps must be performed to obtain the three-dimensional structure of a biological macromolecule by integrating data spread over thousands of micrographs containing millions of copies of allegedly the same macromolecule. The execution of such complicated workflows demands a specific tool to keep track of all these steps performed. Additionally, due to the extremely low signal-to-noise ratio (SNR), the estimation of any image parameter is heavily affected by noise resulting in a significant fraction of incorrect estimates. Although low SNR and processing millions of images by hundreds of sequential steps requiring substantial computational resources are specific to cryo-EM, these characteristics may be shared by other biological imaging domains. Here, we present Scipion, a Python generic open-source workflow engine specifically adapted for image processing. Its main characteristics are: (a) interoperability, (b) smart object model, (c) gluing operations, (d) comparison operations, (e) wide set of domain-specific operations, (f) execution in streaming, (g) smooth integration in high-performance computing environments, (h) execution with and without graphical capabilities, (i) flexible visualization, (j) user authentication and private access to private data, (k) scripting capabilities, (l) high performance, (m) traceability, (n) reproducibility, (o) self-reporting, (p) reusability, (q) extensibility, (r) software updates, and (s) non-restrictive software licensing.

In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world. [ABSTRACT FROM AUTHOR]

Here, the authors present a cryo-EM validation method for the local analysis of the map-to-model fit and introduce FSC-Q as a quality measure. FSC-Q provides a quantitative estimation of how much of the model is supported by the signal content of the map.

Using a new consensus-based image-processing approach together with principal component analysis, the flexibility and conformational dynamics of the SARS-CoV-2 spike in the prefusion state have been analysed. These studies revealed concerted motions involving the receptor-binding domain (RBD), N-terminal domain, and subdomains 1 and 2 around the previously characterized 1-RBD-up state, which have been modeled as elastic deformations. It is shown that in this data set there are not well defined, stable spike conformations, but virtually a continuum of states. An ensemble map was obtained with minimum bias, from which the extremes of the change along the direction of maximal variance were modeled by flexible fitting. The results provide a warning of the potential image-processing classification instability of these complicated data sets, which has a direct impact on the interpretability of the results.

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom's inferentialism--the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility of putting this suggestion into practice by deploying two-tier multiple-choice tests.