The word function has many different meanings in molecular biology. Here we explore the use of this word (and derivatives like functional) in research papers about de novo gene birth. Based on an analysis of 20 abstracts we propose a simple lexicon that, we believe, will help scientists and philosophers discuss the meaning of function more clearly.
In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP’s most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that educators and other stakeholders should understand these key features so they can evaluate whether an LP is appropriate for an intended use.
Function" is a vitally important concept in the scientific community. Scientists use it to describe and address a wide variety of research problems. In publications, however, scientists within and across disciplines interpret function differently. For example, intense debate surrounds what percentage of the human genome should be deemed "functional" rather than "junk DNA." In this essay, we analyze the use of function in the research of de novo gene birth, a budding scientific field that studies how novel genes can emerge in non-genic sequences. Our research team, composed of a rhetorical scholar, philosopher, structural biologist and systems biologist, crafts a taxonomy of how "function" is variously constituted in de novo gene birth publications, including as expressions, capacities, interactions, physiological implications and evolutionary implications. We argue function is shaped by the diverse ontoepistemological perspectives of scientists and is both a recalcitrant and resilient concept of scientific practice. Informed by Gilles Deleuze and Felix Guattari's writings on a scientific mode of thinking, functions are time-space scales of objects under investigation that make possible references to scientific measurements.
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