| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DESIGN PHILOSOPHIES": |
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IT Design Philosophies, 2005.
Examines the differences between structured design and object-oriented design in information technology.
690 words (approx. 2.8 pages), 2 sources, MLA, $ 24.95
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Abstract
This report distinguishes between two information technology design philosophies; namely, the basic differences between structured design and object-oriented design. The report also addresses the kinds of systems that are naturally more inclined to function with a hierarchy and those which function better through interacting objects. The report also goes on to discuss how systems were designed and when the methods used were most effective.
From the Paper
"From a programming perspective, OOD is a design methodology where a system is modeled as a collection of cooperating objects or discrete items that could be either chosen or maneuvered like an onscreen graphic. It is not enough to merely identify and create objects, they must be thoroughly researched to note potential implications in an object oriented design which includes the many aspects of system components and their interactions and interrelationships."
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Adult Education Philosophies, 2005.
This paper discusses five adult education philosophies and their application to the classroom.
1,430 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper
"Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
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Philosophies of Life, 2005.
A paper looking at how we develop our personal philosophies and what influences that development.
1,424 words (approx. 5.7 pages), 3 sources, MLA, $ 47.95
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Abstract
This paper discusses the topic of personal philosophies and how the philosophies we develop are influenced by a variety of different factors. The paper maintains that religion, spirituality, government, fear of punishment and longing for reward, as well as doubt and introspection are all significant influences on the development of our personal life philosophies and that without these influences or with only a single influence, such as religion, our life philosophies would be too narrow and damaging.
From the Paper
"When one considers the many aspects of one's "inner life," it becomes clear that most, if not all of them are based upon some philosophical conception. Psychologists have long known that individuals, who have a strong sense of their life's purpose, as well as a spiritual, religious, or ethical viewpoint, tend to live longer, healthier lives. Further, they are less likely to suffer from depressive episodes (Hassad, 2000). Although each person's individual "philosophy of life" is different, there are some well known philosophical interpretations that can shed some light upon common attitudes concerning personal identity. Six famous life philosophies are attributed to Socrates, Freud, Albert Camus, Thomas Hobbes, John Locke, and Muhammad."
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A Comparative Study Between the Economic Philosophies of Adam Smith and Karl Marx, 2003.
The following essay compares the economic philosophies of Adam Smith and Karl Marx with reference to their historical works.
2,270 words (approx. 9.1 pages), 0 sources, $ 70.95
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Abstract
This essay compares the philosophies in Adam Smith?s ?The Background to the Wealth of Nations? and Karl Marx?s ?Communist Manifesto? & ?Das Kapital?. The way in which both Smith and Marx agreed upon the importance of capitalism for unleashing productive powers, amongst other similarities, is discussed. In addition the contradictions in their philosophies, such as their reasons for expanding markets, are also highlighted.
From the paper:
?Smith and Marx both agreed that capitalism required expanding markets. Smith believed this was so because jobs could not be divided too much without a large market. The money that went to paying wages came from profits. There always had to be an expanding market, so that there could be more profits or else there would not be more jobs.?
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Philosophies and the Workforce, 2002.
A general overview of the different philosophies found within the workplace.
2,650 words (approx. 10.6 pages), 8 sources, $ 97.95
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Abstract
This paper shall examine different ways of examining the philosophies found within the workplace. The basic two forms are the "management" and the "team" philosophies. There is also an emphasis on the epistemology of the workforce.
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Morality within Law and Legal Philosophies, 2002.
Discusses the naturalist versus the positive theorist philosophies.
1,650 words (approx. 6.6 pages), 4 sources, $ 62.95
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Abstract
This paper shall compare the philosophies found in the naturalist perspective against those of the positivist theorist philosophies. This paper shall achieve this through focusing primarily on the beliefs of the philosophers St. Thomas Aquinas, Ronald Dworkin and H.L.A. Hart.
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Health Education Philosophies, 2005.
A look at the the best teaching philosophy to employ when teaching health education.
1,169 words (approx. 4.7 pages), 6 sources, APA, $ 40.95
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Abstract
This paper describes different health education philosophies as well as the author's own health education philosophy and how and why she arrived at such a philosophy. The author emphasizes that her own philosophy on teaching health education is derived from a combination of several teaching philosophies which she believes will promote the knowledge and skills necessary for her students, their families and the community to achieve a better quality of life.
From the Paper
"Our profession is at a critical stage of self-evaluation, of which philosophical inquiry is a key element. Answers to the questions of what health education is and how one accomplishes this will determine the place of health education now and in the future. (Welle, Russell, & Kittleson, 1995) My initial reaction while reading the Welle et al article, was that there seems to be a need to define a single philosophy for the credibility and effectiveness of health education in general. After some thought, however, my focus shifted. Since such a wide variety of settings, audiences and issues exist; a single philosophy of health education would not be beneficial or even possible. It makes sense that there were significant oppositional views when it came to the study participants' philosophical choices, given their differences in educational settings."
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Philosophies of Ecology, 2005.
This paper compares Norwegian philosopher Arme Naess' ecology philosophy called "deep ecology" with Indian author Ramachandra Guha's ecological philosophy of "anthropocentrism".
2,540 words (approx. 10.2 pages), 3 sources, MLA, $ 76.95
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Abstract
This paper explains that Arme Naess' philosophy of "deep ecology" encourages respect for the environment, not because humans depend on nature, but because nature and its inhabitants have inherent value. The author points out that Ramachandra Guha's ecological philosophy of "anthropocentrism" declares that all environmental responsibility is derived from human interests alone, which challenges this "deep ecology" philosophy. The paper concludes that Ramachandra Guha, who alleges that "shallow ecology" is sufficient for providing a satisfactory ethic of obligation and concern for the non-human world, is not rational; rather the concept of "deep ecology" needs to be extended especially toward non-human individuals, wilderness areas and across time and species.
From the Paper
"Assuming characteristically anthropocentric perspectives and values is a defect, we should, instead, assume a biocentric perspective. We should certainly abandon crude conceptions of human needs that equate them with the sort of needs that are satisfied by extravagant resource use. One of the problems with shallow ecology lies in anthropocentrism, specifically the fact that they are characteristically short-term, sectional, and self-regarding. Suppose that astronomers detect a modest asteroid on collision course with Earth. The impending collision would be perfectly natural. Such periodic disruptive events are natural, though they probably destroy most of the then extant large life forms. These times of renewal provide opportunities for smaller, flexible organisms to radiate opportunistically into vacated niches, and life goes on. There is little doubt that our demise would provide comparable opportunities for development that we currently prevent. Even then, we should step aside so that evolution can continue on its majestic course."
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Management Philosophies, 2006.
A comparison of the modern management philosophies of Chester Barnard and John Adair.
1,610 words (approx. 6.4 pages), 6 sources, MLA, $ 52.95
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Abstract
This paper compares and contrasts the modern management philosophies of Chester Barnard and John Adair. The paper also touches briefly on prior theories of management similar to that of both Barnard and Adair. In addition, the paper provides a detailed understanding of the evolution of management thought and philosophy.
From the Paper
"According to Adair, a manager's responsibilities were to establish, agree, and communicate standards of performance and behavior. The manager was responsible for monitoring and maintaining discipline, ethics, and integrity while focusing on objectives. Adair's philosophy was action-based, focusing on the goal of the organization or the group as a whole. The main difference in Barnard's philosophy from Adair was that Barnard's focus appeared to be individual based, rather than on based on the organizational as a whole. In Adair's theory, and the theories that it was based on, the role of the manager included assessing and changing as necessary the balance and composition of the group. Barnard focused on the individual moral influences that an individual encountered and that motivated them personally. That is most likely the central difference between both management philosophies."
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Educational Philosophies, 2006.
An examination of different types of educational philosophies and how they are based on the works of Jean-Jacques Rousseau and John Dewey.
2,874 words (approx. 11.5 pages), 4 sources, MLA, $ 85.95
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Abstract
This paper explores how the modern ideas of experiential education, constructivist teaching and inquiry-based teaching, all have their roots in the educational philosophies of Rousseau and Dewey. It explains that experiential education simply refers to the idea that children learn by doing and that knowing a fact without knowing how to apply it, is essentially useless. It then shows how constructivist teaching is basically the idea that the teacher helps the students to build knowledge, integrating one idea into the other, like how chemistry and biology and physics really build upon each other rather than being separate sciences. Finally, it explains that self-explanatory is where the child seeks the answer to a problem rather than being told a dry fact.
From the Paper
"These ideas combined can make for a powerful teaching method, a method that teaches children to think about problems and how to solve them and not simply telling them to memorize this or that fact. It is a method that recognizes the interconnectedness of the disciplines, realizing that the greatest poets are often scientists and vice versa. It also allows children to realize that there is a method, that they can investigate, that there is a set of skills that goes along with the knowledge, that Watson and Crick did not just think really hard about the structure of DNA, but that they performed experiments and deduced what the language of life was and how it was shaped and why it was shaped that way and, perhaps more importantly, what that means for people, the planet, and the future of both."
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The Philosophies of B. F. Skinner, 2002.
A look at his philosophies and their effect on modern society.
1,775 words (approx. 7.1 pages), 4 sources, $ 66.95
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Abstract
The Philosophies Of B. F. Skinner And Their Effects On Modern Society.
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Philosophies of Socrates, Plato and Aristotle, 2006.
A comparison and contrast of the philosophies of Socrates, Plato and Aristotle.
2,450 words (approx. 9.8 pages), 9 sources, MLA, $ 74.95
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Abstract
This paper discusses, compares and contrasts the philosophies of the three Greek philosophers Socrates, Plato and Aristotle. According to this paper, each believed that one could fulfill one's optimal function as a human being only within the company of others, and therefore as an integral part of human society.
From the Paper
"Socrates is wise enough to know what he does not know, and to question what others think they know (which infuriates others, thus, as Plato clearly implies, Socrates' predicament of being on trial). In his first speech of the Apology, Socrates recalls a journey he took to the Delphic Oracle, where the Oracle had declared no one wiser than Socrates. Subsequently, Socrates, in questioning poets; politicians; artists, etc., found that "those who had the highest reputation were nearly the most deficient, while those who were thought to be inferior were more knowledgeable" (Jowett, The trial and death of Socrates). Similarly, within the courtroom scenes of the Apology, Socrates' prosecutor Meletus is clearly uninterested in truth, but instead (like many prosecutors of public trials, yesterday and today) in gaining a conviction and pleasing the public. Socrates' accusers are, similarly, less interested in truth than in exacting revenge for Socrates' past pursuit of it, and in rendering Socrates no longer a threat. "
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The Philosophies of Freud and Sartre, 2002.
This paper explains and contrasts the philosophies of Freud and Sartre in relationship to man's responsibility for his acts.
1,130 words (approx. 4.5 pages), 2 sources, MLA, $ 39.95
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Abstract
The paper explains Freud's Psychoanalysis Theory and Sartre's belief that man is conscious and free. The paper argues that there is a sharp contrast between Freud who says a person acting from the impulses of his repressions cannot be responsible for his acts because they are unconscious, and Sartre who says a person has always had an awareness of what happens to him and is always accountable for his every deed. The paper states Sartre argues that what Freud claims as unconscious repression is only self-deception.
From the Paper
"Freud, however, also theorizes that the unconscious mind changes the form or appearance of these repressed thoughts so that the superego will not recognize them and punish the ego with a sense of guilt. Either dreams occur in the person or he turns into a neurotic. By theorizing this way, Freud seems to have admitted that the unconscious mind is not so unconscious, after all, if it can shrewdly elude the superego. The unconscious mind, by Freud?s own theory, can even deceive the superego and try to look like something else."
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Philosophies and Greek Literature, 2008.
This paper discusses perspectives and philosophies that are revealed in
Greek literature.
750 words (approx. 3.0 pages), 3 sources, MLA, $ 26.95
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Abstract
In this article, the writer notes that Greek literature reveals much about Greek and Roman culture. From reading ancient poems and epics, one gains a sense of understanding of the people, their culture, and beliefs. The writer discusses that Greek literature provides fascinating insights into people, societal norms, and beliefs. The writer also points out that because the society was an oral one, many of the early epics, such as Homer's 'The Iliad' and 'The Odyssey' are excellent resources as well as monumental pieces of literature. The writer maintains that with this literature one can gain insight into a segment of society's greatest and most mysterious people.
From the Paper
"Will Durant maintains there are essentially five elements that unify Greek society. They are a common language, a common intellectual life, a common passion for athletics, a love for beauty, and partially common religious beliefs and rituals. Regarding the aspect of literature uniting the Roman population, we can see how the belief of gods and goddesses was a prevalent, inviting force. The same can be said about the society's belief in war, heroism, and fighting for one's country. For example, in The Odyssey, one sees the presence of Athena, Hermes, Aeolus, and Poseidon - gods and goddesses that had incredible power and influence over society. In this drama, the gods are perceived as responsible for human fate. In contrast, The Iliad paints more reasonable picture of the gods - one that leaves the humans in control of their own fate. For example, in the Odyssey, the gods controlled Odysseus' journey. This play also shows how the gods conspire and work against each other."
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The Philosophies of Thomas Jefferson, 2002.
An examination of the social philosophies of the American founding father, Thomas Jefferson, focusing on his concept of natural aristocracy.
780 words (approx. 3.1 pages), 4 sources, MLA, $ 27.95
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Abstract
This paper examines the concept of natural aristocracy by Thomas Jefferson. This concept laid the basis for the rest of his thoughts and teachings about the ideal society of early America. The writer shows how Jefferson viewed education, society and leaders and also mentions some of his writings.
From the Paper
"Thomas Jefferson most clearly explained his views on the natural aristocracy in 1813 in a letter to longtime friend and sometime rival John Adams. Like many of the founding fathers, Jefferson despised the European aristocracy, with their notions that leadership could be earned with gold or a distinguished family name. He felt that people should rise through the ranks of society on the basis of merit, hence his ?natural aristocracy.? The hallmarks of the natural aristocrat, according to Jefferson, were ?virtue and talents.? He added that ?body strength, good humor, politeness, and other accomplishments? were ?auxiliary? grounds of distinction (qtd. in The Founders? Constitution). It was these natural aristocrats, he believed, who should lead a free country like the newly born United States of America (?Thomas Jefferson Biography?)."
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