Abstract
This paper presents a detailed discussion about famed scientist James Dewey Watson. The author of this paper takes the reader on an exploratory journey of his life and times and the contributions he made to the world of genetics by discovering the structure of DNA. It was an exciting time in which Watson developed the foundational discoveries for many of today's works.

Abstract
Although James Watson is the main protagonist and hero of his book "The Double Helix: A Personal Account of the Discovery of the Structure of DNA", this paper reviews his scientific and personal relationships with Dr. Linus Pauling The author describes an episode from the book in which Pauling meets Watson and is joined by Watson's sister Elizabeth, whom Watson wants to hook up with Pauling, not knowing that he was already married. The paper is written creatively in the voice of Dr. Pauling.

From the Paper
"One day when Watson was doing his research in Copenhagen working on his DNA discoveries, he received some journal articles that I had written, that were sent over from the U.S. He later told me when we met in London that he did not understand everything I was saying in the language of lab chemistry, but that he liked some of my interesting sentences. He said that when he writes his book to tell the world how he discovered the DNA secrets, he would write it in a way that would be fun to read even for a person not up to speed in deep math and chemistry."

Tags:nobel prize

Abstract
This paper discusses one of the most significant scientific discoveries of the twentieth century, the discovery of the helical structure of deoxyribonucleic acid (DNA). According to the paper, Watson revealed this discovery in his book, 'The Double Helix: A Personal Account of the Discovery of the Structure of DNA'. This paper reviews Watson's book and the fact that DNA was not discovered by a single person, nor by a group of scientists. The DNA discovery was the result of a complex series of advancements, discoveries and inspirations by many independent groups.

From the Paper
"Watson next goes on a series of European excursions and vacations; including being able to finally listed to Pauling. When he returns to Cambridge in the fall, Watson exhibits less preoccupation with DNA, and hears of the discovery by some bacteriologists that some bacteria actually reproduce sexually. This causes Watson to muse that the microbial genetics of them could be understood within a few years after DNA's structure is discovered. In the meantime, Watson writes that Franklin's X-Ray data "were getting prettier and prettier," (Watson 148). Furthermore, he credits her with obtaining the data indicating that the sugar-phosphate backbone of DNA was actually on the outside of the molecule; still, "She gave no sign . . . of liking helices any better," (Watson 148). Watson continues to explain his faith-based understanding of DNA when he writes, "The idea of the genes' being immortal smelled right," (Watson 153). After this leap of inference, however, Watson learns that Pauling is about to unveil another discovery regarding DNA; this worries most everyone at Cambridge. "

Tags:Maurice, Wilkins, Rosalind, Franklin, Linus, Pauling, Francis, Crick, alpha-helix, scientific

Abstract
This paper explores John Dewey's life achievements, namely, the Dewey Decimal System used in public libraries and his reputation as an educator. The paper focuses on Dewey's political commentary. It expands on Dewey's point of view as it pertains to a democratic society, particularly in addressing how American society lives up to Dewey's vision of society.

From the Paper
"John Dewey's name is familiar to most people who have knowledge of the Dewey Decimal System used in public libraries. Some people are also aware of his reputation as an educator. Even fewer people, however, are aware of his political commentary. This paper will be used to address Dewey's point of view as it pertains to a democratic society, particularly in addressing how American society lives up to Dewey's vision of society. Dewey believed that a democratic society was friendly to education. A democratic society offers benefits that other kinds of societies may not. Dewey comments that: The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. (1921, p. 101) The superficial answer, of course, is not the best answer."

Tags:dewey, society, education

Abstract
Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193).

From the Paper
Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193). Dewey refutes on the basis that "the gulf between the mature or adult[s] and the experience and abilities of the young is so wide that the very situation forbids much active participation by pupils in the development of what is taught" (19).

Tags:arendt, dewey, education

Abstract
This paper compares the educational theories and views of John Dewey and J. E. Stone. The paper also argues that Stone's theory is superior to Dewey's because it is less rigid.

From the Paper
"John Dewey is of course widely recognized as one of the key theorists in American education. J. E. Stone, a less well known educator and theorist, is a contemporary writer and analyst who has proposed an alternative to Dewey's construction of the foundation of educational practice and pedagogy known as developmentalism. Stone traces the roots of developmentalism to earlier work by, among others, Jean Jacques Rousseau Dewey and Jean Piaget. In this brief essay the ideas of Dewey..."

Tags:Dewey, J.E> Stone, educational theory
developmentalism

Abstract
The paper discusses how Hannah Arendt and John Dewey have differing views about education. The paper asserts that perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. The paper discusses how Arendt believes in the teacher's authority as the "authority of the past" (193).

From the Paper
"Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193). Dewey refutes on the basis that "the gulf between the mature or adult[s] and the experience and abilities of the young is so wide that the very situation forbids much active participation by pupils in the development of what is taught" (19)."

Tags:arendt, dewey, education

Abstract
According to Dewey, the path to truth was a direct consequence of the nature of reality. Dewey believed that all things and events in the world are natural. The paper shows that from this it follows that we can discover truth via the route of scientific investigation. Basically, nature as we experience it in our ordinary lives, or through science, is the ultimate reality, while people are part of nature and are able to find their goals and meaning in the world we see around them.

Tags:dewey, epistemology, truth

Abstract
This workshop outlines the clinical and educational application of Watson's theory with the following objectives: to review core concepts of Watson's theory and expound on its implications for the practicing nurse; to integrate these concepts into a more concrete and applicable framework as exemplified in clinical and educational practice and; to facilitate and gain insight into the instructors' own abilities to integrate Watson's theory into both hypothetical and actual practice, which shall serve as a springboard for the instructors' own instruction of their students.

From the Paper
"The following are the competency objectives of this workshop: * to review core concepts of Watson's theory and expound on its implications for the practicing nurse; * to integrate these concepts into a more concrete and applicable framework as exemplified in clinical and educational practice and;..."

Tags:nursing, theory, watson

Abstract
A look at John Dewey's formative influence on the history of education with his theory of progressive education.

From the Paper
"John Dewey had a formative influence on the history of education with his theory of progressive education. Put briefly, he believed that teachers should educate children in a more socially comprehensive way and he wrote extensively to popularize his view. Dewey was alive in a time of educational transformation in the beginning of the twentieth century. Like many of his contemporaries, he was dissatisfied with the new Industrial Age-based educational paradigm which promulgated training in skills useful for future contributions toward the society. Dewey favored learning that..."

Tags:Dewey, education, progressive education