Abstract The paper explains Bertrand Russel's theory of atomism, which emphasizes logical analysis and its consequences for metaphysics. The paper describes how Russel explains the structure of the external world and discusses how pluralism, rather than monism, is the logical force behind the philosophy. The paper also looks at the many arguments against Russell's theory of logical atomism.
Outline:
Introduction
The Structure of the World
Russell's Logical Atomism Logical Atomism - Realistically Logical?
Conclusion
From the Paper "Bertrand Russell, author of the theory of atomism, was a philosopher whose emphasis was primarily on logical analysis and its consequences for metaphysics. The traditional philosophical problem of the external world, which is based on the fact that external qualities can only be drawn inferentially, was explained by Russell (1910) as a distinction between "knowledge by acquaintance and knowledge by description" (Irvine, 2003). Russell's 1918 work on logical atomism was based on the argument that the world is comprised of logical atoms, which he described as "little patches of colour", and their properties (ibid). Together these properties, according to Russell, form the atomic facts which are thus combined to create logically complex objects. Therefore what is normally explained as inferred entities, such as enduring physical objects, are actually logical constructions created from immediate entities of sensation, which Russell identified as "sensibilia" (ibid)."
Abstract The atom is the very smallest unit of matter or the smallest part of a chemical element that still contains all the parts of that element. Atoms are the very heart of our chemical elements, and harnessing the atom has been a long, historic process. This paper shows that atoms have been known about for a while in history, but it was not until the 20th century that scientists learned how to harness the power of the atom and use it effectively.
From the Paper "Today, scientists have uncovered much more information about the elements that make up the atom, including baryons, quarks, and antiparticles. Because we understand more about the composition of the atom, we can use it more effectively. For example, scientists often use protons in particle accelerators, (sometimes called "atom smashers"), which create beams of actively charged particles and then point them toward targets. The energy created by these accelerators help scientists study the nucleus of the atom, and create the nuclear energy that will create new particles."
Abstract This paper reviews the lives and achievements of three Pre-Socratics philosophers. The paper first describes Xenophanes, an Ionian from Colophon, (560- 478 BC), who was a Greek poet and rhapsode, religious thinker and precursor of Eleaticism, which stressed unity rather than diversity and held that the particularity of material things is more apparent than real. The paper explains that the most ambitious response to the Eleatic challenge was the atomictheory, invented by Leucippus. The author continues that Democritus (c. 460 - c. 370 B.C.) expanded Leucippus? original atomictheory examining its applications and supporting it with a subtle epistemology.
From the Paper "Along with the principles of atomism, the Democritean epistemology was materialist in nature. In Fragment 11 of Democritus? extant writings, he distinguishes between two modes of cognition; the "bastard" knowledge derived from the senses, and the "legitimate" knowledge based on reasoning which, in turn, has as its foundation the reals of Atoms and the Void. In Fragment 9, Democritus speaks of the objects of sensation as existing merely ?by convention.? According to him, we cannot trust the knowledge obtained via our senses, although he acknowledges that the mind begins the reasoning process from the data received from sense perception (Fr. 125). Democritus believed that critical reflection of sensory evidence is our best means of approaching the truth; yet since thought itself, like sensation, involves physical interactions between atoms, it also is subject to distortion; hence, even "legitimate" knowledge rests on opinion (Fr. 7)."
This research paper is a description of the progression of the Manhattan Project, the undercover name for the building of the first atomic bomb by scientists.
Abstract This is a detailed study describing the progression of the Manhattan Project and the invention of the atomic bomb. The "Manhattan Project" was a code name given to the efforts and collaboration of many scientists to build the first atom bomb. The author sees two major challenges that faced the team of highly capable scientists. The first was the actual production of the atom bomb. This involved actually making innovative discoveries that would revolutionize war and change man's idea of war for good. The second involved all of the ethical debates on whether or not the bomb should have actually been used in warfare. The author concludes that the building of the atomic bomb proved to be the most pivotal advance seen by science up until the early twentieth century.
From the Paper "We have too many men of science, too few men of God. We have grasped the mystery of the atom and rejected the Sermon of the Mount...The world has achieved brilliance without wisdom, power without conscience. Ours is a world of nuclear giants and ethical infants. We know more about war than we know about peace, more about killing than we know about living...? stated General Omar N. Bradley, Chief of Staff of the United States Army in 1948, voicing the opinion, shared by many of the time, towards the building of the atomic bomb. The "Manhattan Project" was a code name given to the efforts and collaboration of many scientists to build the first atom bomb. There were two major challenges that faced the team of highly capable scientists. The first was the actual production of the atom bomb. This involved actually making innovative discoveries that would revolutionize war and change man's idea of war for good. The second involved all of the ethical debates on whether or not the bomb should have actually been used in warfare. The project lasted from 1942-1946 and cost approximately 1.8 billion dollars, which is comparable to 20 billion dollars today. The building of the atomic bomb proved to be the most pivotal advance seen by science up until the early twentieth century."
Tags: Manhattan, Project, World, War, II, atomic, bomb, invention
Abstract The paper gives a brief insight into atoms from the beginning of recognition of their existence by the ancient Greeks, to the ability today to create man-made ones. It discusses the chemical composition of atoms and how scientists can now predict their behavior with great accuracy.
From the Paper "According to existing theories and experimental results, the Big Bang took place about 12,000-15,000 million years ago. Within the first three minutes of the existence of the Universe, the light elements originated. Atoms came along after about 300,000 years and the stars and galaxies originated during the first million years. However, it took a while for humans to recognize atoms, although they were right before their eyes."
Tags: protons, electrons, neutrons, quantum, physics, nucleus, atomic, number
Abstract This paper suggests that the development of the atomic bomb is arguably the most important technical innovation of the twentieth century. The author explains the technical achievement of the atomic bomb. The paper examines some of its socio-cultural effects, namely creating a world in which the end of all human civilization became a real possibility.
From the Paper "There will be no argument that the 20th century had been characterized by incredible technical innovation and invention. Perhaps more so than any century previously, the 20th century was a particularly ripe period for technology. At a rapidly accelerating pace, it seemed that inventors were creating new technologies that were important - and seemingly indispensable - the world over. However, there was one specific technological development during the 20th century whose development should be understood as more important and influential than the rest."
Abstract This paper describes the atomic bombing of the Japanese cities of Hiroshima and Nagasaki during World War II. The writer gives statistics in order to highlight the devastation. Also included is an eye-witnesses' testimony. The paper concludes by posing moral questions about the bombing of innocent civilians.
From the Paper "It was on August 6th, in the year 1945, at 8.15 AM, Japanese time, that the United States of America dropped its first ever atomic bomb on Hiroshima, Japan, so that its usefulness to the enemy could be completely destroyed. According to the then President of the United States, the bomb "...had more power than 20,000 tones of TNT ", and it was also infinitely more powerful than the blast power that the British Grand Slam, purportedly the largest bomb in the history of the world, had. The immediate and direct consequence of the bomb was that more than four square miles of the entire city of Hiroshima were completely and irrevocably destroyed, 66,000 people were killed instantaneously, and 69,000 more were seriously injured. Three days later, another atomic bomb, equally powerful, was dropped on the city of Nagasaki, Japan, and this bomb managed to destroy about 1.5 square miles of the city, and kill about 39,000 people, while injuring 25,000 more. The very next day, the Japanese government asked to surrender, under the 'Potsdam Declaration'. "
Tags: World, War, II, atomic, bomb, Hiroshima, Nagasaki, Japan, surrender
This paper discusses nursing theory, specifically in regards to self-care facilitated by Dorothy Orem's model and the mid-range theory of the community health model.
Abstract This paper discusses the importance of nursing theory as not simply a philosophical abstraction, but as also useful for the demands for "description, explanation, prediction and control" during nursing work and study. Having a background in nursing theories can prove helpful because theories give clues as to what to ask, what to observe, what to focus on and what to think about when a nurse is under pressure or dealing with a noncompliant patient. The paper asserts that even grand theories have a practical emphasis. They can offer validation of the patient's cultural differences and self-empowerment and actualization through facilitating patient self-care. Self-care facilitation is a stress in many of the grand theories, as Orem's theory likewise attempts to address self-care deficits such as patient noncompliance with a dietary or physical fitness regime. There is always inevitable overlap between models, as contemporary nursing models and grand theories all strive to be limited to a focus on problems in nurse-patient situations or problems in person-environment interaction to be of use in practitioners in the field. Furthermore, the paper looks at the use of middle range theories in nursing, which some assert are more useful and more easily tested in practice. These mid-range theories act as subsidiaries of grand theories, and draw a great deal of their philosophy from grand theories. The major categories of knowledge reflected in different contemporary nursing models and grand theories, which include needs-based approaches, interaction-based approaches, outcome-focused approaches and humanistic approaches can be placed through the use of mid-range theories in a very specific context, such as pain management, or health promotion.
From the Paper "Orem places a strong emphasis on exercise and physical activity that the patient can achieve him or herself. In the Community Empowerment Model, the nurse can provide counseling how to achieve such goals in the context of the patient's specific community and cultural environment (Extract from "Medicare Primary and Consumer Directed Care Demonstration: Health Promotion Nurse Intervention Model," 2002). The importance of exercise is directly derived from Orem's stress upon the need for the nurse to help the patient with such basic self-care modalities as nutrition, hygiene (including better sleep hygiene), mobility (including exercise), medication, and more empowered behavior. Orem also stresses patient empowerment in the context of direct nursing care, where the nurse has direct contact with client and/or family, along with Orem's the belief that self-care deficits are the result of environmental situations (Mayo, 1997).
"The environmental impact upon self-care also illustrates how the Community Empowerment Middle Range theory springs directly from Orem's influence, along with the pragmatic and humanist philosophical influences gave birth to Orem's stress upon patient empowerment during the entire process of treatment. The Community Empowerment Model also incorporates multiculturalism into its philosophy. Both theories share the logical positivist emphasis which stresses situations and context dictating the course of treatment, and the importance of taking into consideration the environment of the patient."
Tags: self-care facilitation Orem, mid-range theory, community health model, treatment
A review and discussion regarding four different criminal theories: differential association theory, strain theory, routine activity theory, and a feminist theory.
1,125 words (approx. 4.5 pages), 1 source, 2005, $ 44.95
Abstract This paper examines four critical theories that have been developed in order to study criminal behavior in human societies. Each of the theories discussed in this paper have been chosen from a wide list of options and are part of a separate classification group. The four theories that this paper identifies are differential association theory, strain theory, routine activity theory, and a feminist theory.
From the Paper "Criminology is a wide field devoted to the theoretical study of crime, of its causes, of its relationship to the law, and of its relationship to human communities. In a way, crime affects all human societies at very fundamental levels. That such a powerful force should spawn a critical discipline devoted to its study is not surprising. Once it became an academic discipline it is even less surprising that critics and theorists have been unable to agree upon a theoretical framework that encompasses all aspects of criminology. Instead, criminology has been divided, over the years, into a number of critical theories that sometimes complement one another and other times are at odds with each other."
Abstract Social Structure Theories and Social Processes Theories are often used interchangeably. This essay highlights the fundamental differences outlining social structure and social process theories. In order to compare these theories, the paper draws attention to the various theories of juvenile delinquency and the difference of perspective involved and the obtrusive causes outlined by the distinct theories for engagement in criminal acts at a young age. Two different theories are presented attempting to explain juvenile delinquency, presenting various facets of adolescent criminal behavior and the possible causes of such behavior.
From the Paper "One of the major challenges faced by the law-making authorities of the United States today is the reduction of juvenile delinquency and to increase the effectiveness of lawful regulations in the country. The alarming augmentation in crime rate at adolescent echelon is the most worrisome problem facing America therefore researchers and experts of the related field have developed various theories regarding juvenile delinquency outlining motivations and reasons behind the existence and the frequency of crime at juvenile stage. In order to well-comprehend the perspective of various philosophies related to juvenile delinquency, it is highly essential to know what juvenile delinquency is about."
Abstract This essay discusses broad nursing theory and mid-range theory. The specific theories that are used as examples are comfort theory (mid-range) and self care deficit theory (broad theory). The paper shows that both theories are constructive to nursing, but that mid-range theory allows experimentation and solid conclusions.
Abstract In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.
Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion
From the Paper "There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."
Abstract This paper examines the many theories and processes of contemporary management theory and explains the benefits and drawbacks of implementing these theories. The paper explains two of these theories - contingency theory and systems theory - in detail. The writer discusses how all of the contemporary management theories are somehow related to another. The writer then suggests that in order to understand these differences, organizations must become a 'learning organization' and be efficient in their knowledge management. The writer further notes that there are limitations to some of these theories as they are still currently being researched, developed and revised as time passes. The writer concludes that the beauty of contemporary management theory is that it allows us to combine, experiment and find best alternatives in dealing with today's managerial problems.
From the Paper "Management has been around since the beginning of human civilization, way back to the Egyptian times. The earlier years of the last century gave birth to the first theories in approaching management, which we today classify as the classical perspective. During that time management theorists "conceptualise organisations as machines, and workers as cogs within those machines" (Davidson et al. 2006, p. 21). This view gradually evolved into behavioural perspectives theories. The behavioural theories incorporated the elements of "individual attitudes and behaviours" as well as the "group processes" (Davidson et al. 2006, p. 22). At present we now look at management at a contemporary perspective. Contemporary theories "seek to derive value for the organisation" (Davidson et al. 2006, p. 26) by trying to interpret the "today's organizational environments" through the use of past and current perspectives."
An assessment of the implications of the use of major theories in educational psychology in literacy teaching and how these theories are implemented to evaluate and reflect on ways to improve teaching practices to English speaking students.
Abstract The paper discusses in detail the current approaches to the manner in which people learn and of the classification of these groups. It states there are many theories on learning and how people learn and that there are elements of cross over between many of the theories. The paper explores the factors that can influence the way people learn in relation to learning theories.
Outline:
Introduction
Behaviourism
Learning environment
How this theory relates to my own practice and communication
Cognitive development
Learning environment
How this theory relates to my own practice and communication
Humanism
Learning environment
How this theory relates to my own practice and communication
Gestalt
Learning environment
How this theory relates to my own practice and communication
Ways in which theories and principles of learning and communication will apply to promote inclusive practice
Conclusion
From the Paper "To communicate effectively to all of my learners, I will always bear the Hierarchy of Needs in mind when lesson planning by providing adequate support and resources, including help, respect, and encouragement to assist the various learning styles and domains. This will include sensory learning experiences using facts and general concepts relating to their own culture and background, visual and verbal prompting, experiential learning and time for evaluation and analysis through active reflection, in a detailed structured way "
Tags: learing, teaching, communication, Dewey, humanistic, theory
