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Einstein?s Theory of Relativity, 2002.
This paper discusses Einstein?s Theory of Relativity and its background history.
1,000 words (approx. 4.0 pages), 4 sources, $ 35.95
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Abstract
The author states that, in the early days, the basic principle of Einstein?s relativity was confusing to the public and to scientists. The paper continues that the theory should not be different from the idea it conveys: Every motion must only be considered as a relative motion. Examples are presented. The paper concludes by reviewing the book, ?Einstein, History, and Other Passions? by Gerald Holton.
From the Paper
"This principle not only maintains that it may equally be well to choose the carriage or the embankment as our reference-body for the description of any event. The principle rather asserts what follows: If we formulate the general laws of nature as they are obtained from experience, by making use of the embankment as reference-body, the railway carriage as reference-body, then these general laws of nature (e.g. the laws of mechanics or the law of the propagation of light in vacuum) have exactly the same form in both cases."
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Einstein's Theory of Relativity, 2000.
An analysis of the implications and applications of Einstein's relativity theory.
5,572 words (approx. 22.3 pages), 13 sources, MLA, $ 135.95
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Abstract
This paper primarily takes a look at how astronomy has been revolutionized by Einstein's relativity theory. It discusses the different methods of space travel and celestial observations and looks at the three basic parts of Einstein's relativity: time dilation, relativity of mass, and length contraction, as well as dealing with the implications these ideas have had on the macroworld, namely astronomy, and the microworld, often on the submolecular level.
From the Paper
"Special relativity, which is described first here, is more applicable to microscopic physics and situations that involve inertial frames of reference. Inertial frames of reference are scenarios where on object remains at rest in one frame and another object in a different frame moves at a constant velocity with respect to the first object. The three major tenets of Einstein?s special relativity are time dilation, relativity of mass, and length contraction. The equations that sprung from the concepts Einstein discussed in these three topics bridged Newtonian physics, or more accurately, refined it to the modern physics that is used today. However, because the physical concepts that Newton developed are applicable in most ?everyday? situations, it is still widely used in most areas of science."
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Time Travel and Einstein's Theory of Relativity, 2002.
Explores the scientific likelihood of time travel.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper explores the topic of time travel and whether it is a realistic scientific possibility.
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St. Thomas Aquinas?s Theory of Potency and Act, 2002.
This paper discusses Aquinas?s Theory of the Relationship between Potency and Act that states: Since some things can be, even though they are not, and some things now are; those which can be and are not believed to be potency.
1,370 words (approx. 5.5 pages), 4 sources, MLA, $ 45.95
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Abstract
The author uses the rules of logic to agree positively in support of St. Thomas Aquinas?s theory regarding the relationship between potency and act. The paper also refers to other philosophers such as Aristotle, Rene Descarte, and Samuel Johnson.
Table of Contents
Definition of the Terms
Brief Summary of the Argument
Counter Argument
Conclusion
From the Paper
"Thus to conclude in simple words, we say that it is the idea ? potency -which is supreme and ?real? and therefore substantial; while the act is only an accident by being its direct product. For the sake of elaboration, let us take the instance of Rene Descarte?s theory of ?I think; therefore, I am?: he also believed that Idea ? potency ? came before the general act, and therefore is Perfect, while the latter being merely the replica is imperfect and merely an accident."
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Piaget?s Theory of Conservation, 2002.
An evaluation of this theory against the backdrop of Piaget's cognitive model.
1,350 words (approx. 5.4 pages), 2 sources, APA, $ 45.95
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Abstract
Piaget?s theory of conservation in children is tested to determine its validity. Piaget?s cognitive model is explained in terms of its two fundamental concepts, namely, assimilation and association. The paper then moves on to describe the writer?s experiment, in which he tests the conservation theory. The paper also points out cognitive differences between children and adults, as learned from his/her experiment.
From the Paper
"Piaget?s theory of conservation in children was tested to determine its validity. It is an attractive model to test because it produces (or at least should produce) unambiguous results. Moreover, while these results in and of themselves are fairly simple, they help us to understand a process that is at the same time both very important to us and highly complex ? the ways in which children?s cognitive skills develop."
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Maslow?s Motivation Theory, 2002.
An analysis of Abraham Maslow's Theory of "Hierarchy of Needs."
1,610 words (approx. 6.4 pages), 3 sources, MLA, $ 52.95
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Abstract
This paper defines this theory by Maslow and examines its importance to American businesses today. Maslow?s theory of hierarchy of needs discusses the hierarchy and satisfaction of various human needs and how people pursue these needs. This theory is used by human resource managers to motivate their employees.
From the Paper
"These theories are fully applicable in today?s work setting. As far as the matter of the applicability of these theories to hospital employees is concerned, one should first identify as to whether a hospital employee fits the profile of an average business employee? Does he respond to the same motivator patterns as identified by Maslow? Does he possess the same hierarchy of needs as possessed by an average business employee?"
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Freud?s Theory of Repression, 2004.
An analysis of psychoanalysis, Sigmund Freud's theory of subconscious repression, and the response of other psychologists to this theory.
2,675 words (approx. 10.7 pages), 9 sources, APA, $ 80.95
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Abstract
Sigmund Freud is commonly attributed with creating the theory of the conscious and subconscious, with the concept of the many sexual complexes and drives that run our lives and our subconscious, and with the idea that things, which are not socially acceptable, will be hidden away within the subconscious. This paper provides an overview of this process of burying the unacceptable aspects of life away into the subconscious regression. It is generally believed, though there appear to be exceptions to this belief, that Freud considered all repression to be a subconscious act, a sort of ?defense mechanism? against the uncomfortable or painful facts of life. The paper also examines the response of four psychologists to Freud's theory of repression, namely those of Carl Jung, Alfred Adler, B.F. Skinner, and Michael Billig.
From the Paper
"Recently, the idea of ?repressed memories? of a sexual nature has led to what some people consider a witch-hunt, and others a true renaissance: the rise of psychologists aiding patients, and women in particular, to recover memories of sexual abuse which are at the root of their problems. Some debate exists as to whether this is what Freud had in mind when he spoke of repression -- some suggest that he turned away from the reality of incest in order to pursue his ideas of repressed fantasies materializing as memories, others suggest that his very idea of repression validates the recovered memories."
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An Analysis of Nelson Goodman?s Theory of Depiction, 2006.
This paper explores Nelson Goodman's theory of depiction in relation to art and the expression of emotions.
2,900 words (approx. 11.6 pages), 8 sources, MLA, $ 85.95
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Abstract
This paper probes Goodman's theory of depiction which is a form of metaphorical exemplification which the philosopher also calls expression. This well-researched and detailed paper examines Goodman's system of determining the relationship between work and emotion which applies broadly to the arts. This paper also focuses on Goodman's approach to nominalism as an ontological position about the existential status of abstract objects as well as his aesthetic program that advances a belief in the intellectual nature of art.
From the Paper
"For Goodman, the nominalist, there is no chance of inherent essence of a label, and so the only explanation for the interplay in a re-assignment involved in metaphor are rules of association which govern the behavior of labels. A sort of conventional nominalism chalks these rules up to "practice," while a stipulative nominalism would determine that the rules are handed down by an unknown source. In any case, the rules are ordered by the conditions in which the label is applied. For example, when confronted with a painting, a decision is made to apply the predicate "inspiring" to the object in question."
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| Term Paper # 63425 |
temporarily unavailable
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Alfred Adler?s Personality Theory, 2000.
A biography and description of Alfred Alder's personality theory.
2,055 words (approx. 8.2 pages), 6 sources, APA, $ 64.95
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Abstract
Alfred Adler developed a theory of personality that describes how social interaction, birth order, life style, and family influences combine to form the personality of a person. Besides these things he also used the terms ?finalism,? which describes a goal or ambition that drives a person, and ?superiority,? which is a persons drive to be perfect. Different studies will are used to verify and expand his original work.
From the Paper
"Alfred Adler, born in 1870, was the second of six children. He had a self-described ?bad? childhood. He dealt with illnesses and accidents and he witnessed one of his bothers die (Engler, 1995). His father thought that Adler would amount to a lot. He later went to school where he was only a mediocre student. After coming close to quitting school, he turned his academic career around and became an outstanding student. He then went to medical school and became a neurologist (Engler, 1995)."
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Marx?s Labor Theory of Value, 2002.
A discussion of this theory by Karl Marx and its development through his literature.
742 words (approx. 3.0 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper briefly analyzes Karl Marx's Labor Theory of Value. It looks at the way that it is introduced in "The Communist Manifesto" in 1848 and the discusses how the ideas developed in his book "Das Kapital"
From the Paper
"Karl Marx, champion of the fabled proletariat, criticized capitalism as a means of alienating man from his labor. Specialization and the division of labor, bourgeois control over the means of production, and the advent of machine-powered industry all combined to establish capitalism as the enemy of the common workingman. In the new configuration, capitalism concentrated wealth and property in the hands of the few, while the labor of the many sustained the system. Marx?s Labor Theory of Value deals with the nature of proletarian labor, and how it suffers under the capitalist construct."
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| Term Paper # 67988 |
temporarily unavailable
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Plato?s Theory of Being and Becoming, 2005.
This paper discusses that 'being" and "becoming" are central to Plato's theory of the forms.
3,030 words (approx. 12.1 pages), 8 sources, MLA, $ 89.95
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Abstract
This paper explains that the basic philosophical revelation which leads from the idea of "being" and "not-being" into the theory of forms, is, if truth does not reside in objects or in names or semantics, then truth must be external to the physical and mental experiences of humankind. The author points out that the dichotomy between "being" and "not-being" becomes a dichotomy between "being" and "becoming", based on the same principles; the ideas of "being", "not-being" and "becoming" are all tied together in a single purpose, which is to make the ever-changing, yet ever-constant, world intelligible. The paper concludes that Plato establishes many impressive ideas in his work on "being" and "becoming" particularly when one takes into consideration the heavy intellectual load of previous Sophism, which he had to overcome.
From the Paper
"So Plato and Socrates had from these forerunners a heritage of thought which may have distorted their own vision to some degree. As the introduction to the Project Gutenberg edition of Plato's Sophist suggests, the idea that ""no-being" or reality can be ascribed to "not-being", and therefore not to falsehood, which is the image or expression of "not-being". Falsehood is wholly false; and to speak of true falsehood, as Theaetetus does (Theaet.), is a contradiction in terms...The fallacy to us is ridiculous and transparent... It is a confusion of falsehood and negation, from which Plato himself is not entirely free." Yet this was a vast, overarching preoccupation among philosophers at the time, and much of what might now be considered somewhat absurd in the argument was at the time a very serious question of the questionable possibility of full human communication, or as to whether humans could truly affect the world around them and see it change, or if it was essentially unchangeable."
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Gardner?s Theory of Multiple Intelligences, 2006.
This paper discusses Gardner's Theory of Multiple Intelligences and applies each intelligence to teaching in the classroom.
875 words (approx. 3.5 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.
From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."
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Osborn & Plastik?s Consequence Theory, 2006.
This paper examines the strategies outlined in "Banishing Bureaucracy: The Five Strategies For Reinventing Government," that should be considered when attempting to improve the effectiveness in various areas including: Business, government and education.
2,648 words (approx. 10.6 pages), 12 sources, MLA, $ 79.95
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Abstract
The writer of this paper discusses the obvious lack of efficiency in governmental departments which are a result of a lack of adherence to strict rules and regulations. This paper explores the effectiveness of the five areas of action outlined in "Banishing Bureaucracy: The Five Strategies For Reinventing Government" by Osborn & Plastrik. The authors describe these five actions as 'levers of change' which should be considered when attempting to improve productivity and efficiency in different field such as education, business and government. One strategy is the consequence strategy which when applied correctly to the classroom setting has been shown to improve both the teacher's performance as well as the students' test results. This same consequence strategy can also be implemented into any working environment, however results may vary resulting in certain unwanted behaviors and outcomes. This paper describes the five strategies in details as well as their effectiveness or ineffectiveness.
From the Paper
"Conventionally, organizations have been designed in a hierarchical manner because most people believe that this type of system is easier to manage. However in reality, most organizations find that the hierarchical structure neither facilitates management, nor improves production results. This is primarily because they are adhering to the idealistic theories that a bureaucracy is supposed to represent rather than adjusting to, or correcting the defects. Professional development of teachers and improvement of their competencies and their students' competencies can in many ways rely on the structure of the organization's rewards and disciplines achievement strategies."
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