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G.W. Hegel's Philosophy of History, 2006.
This paper analyzes the philosophy of renowned historian G.W. Hegel, who is believed to have created the philosophy of history, based on his life experiences and beliefs.
2,508 words (approx. 10.0 pages), 4 sources, APA, $ 76.95
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Abstract
The writer of this paper presents an intensive examination of G.W. Hegel's philosophy of history. This paper compares and contrasts Hegel's beliefs and theories to those of Karl Marx. This paper discusses the speculation that renowned historian and philosopher Hegel created the philosophy of history based on his own life experiences and personal beliefs. The writer explores the argument that says history and philosophy are two entirely different entities, of which Hegel was deeply involved in both. This paper also touches on the experts who believe that Hegel was a believer in the theory of predestination. According to this school of thought, Hegel believed history to be an already fixed and unchangeable fact, that mankind only watches as a spectator. The writer contends and explains why Hegel's life and work is founded on the belief that history is nothing more than a dialectical progression. This paper also details Hegel's basic philosophy which is steeped in the belief that spirit and reason are fundamentally crucial to the development of history. Hegel believed that history is nothing more than spirit striving to find its own freedom.
Table of Contents:
Abstract
Introduction
Who He Was
His Philosophy
His Life
His Impact
Conclusion
References
From the Paper
"GW Hegel took on a most difficult task when he decided to spend his life philosophizing about history and mankind. As a philosopher of history Hegel had to walk a line between rewriting history to fit his philosophical beliefs and changing those beliefs to fit what was actually happening in history. It was a line he walked well though critics have pointed out what they believed to be discrepancies. His life work was based on trying to find the basic truths about history and mankind while at the same time examining the sub-topics that went along with those things by natural progression."
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Hegel and Continental Philosophy, 2007.
A look at the historical development of continental philosophy's existentialism and phenomenology as a response to Hegelian idealism.
1,164 words (approx. 4.7 pages), 10 sources, MLA, $ 40.95
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Abstract
This paper examines how the term continental philosophy is related to the philosophical traditions that originated in Europe. It looks at how the historical development and particular philosophical style or styles of continental philosophy emerged most prominently in the works of Marin Heidegger and the existential philosophers such as Jean-Paul Sartre, as well as in the postmodern or post-structuralist thinkers such as Derrida. In particular, this paper discusses how much of the development of modern continental philosophy can be related to the attempt to create a post-Hegelian understanding of reality.
From the Paper
"However, there are many aspects of Hegel's thought that are incorporated into modern Continental philosophy. One example of this is philosophy as the production of crisis. This refers to the sense that philosophy is involved with the question of the praxis of being embedded in history and culture. In other words, we are dealing with problems that are of our own making and philosophical inquiry is a critique of our present conditions; as well as a search for emancipation from these conditions. (Critchley, 2001, 72) This mood or trend in Continental thinking can, according to many critics, be traced back to Hegelian thought. "
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Hegel's Philosophy of Science, 1992.
An analysis of the intellectual and historical contexts including major works and ideas, phenomenology, method, knowledge, reason, religion and epistemology.
4,275 words (approx. 17.1 pages), 5 sources, $ 135.95
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From the Paper
"The purpose of this research is to examine Hegel's philosophy of science. The plan of the research will be to set forth the intellectual and historical context in which such a philosophy can be discerned, and then to discuss the focus, details, and construct of Hegel's approach to science as discipline and as mode of thought, with a view toward elucidating the principal foundation on which primary elements of his philosophy may be based.
To appreciate the importance of Hegel's philosophy of science, one may usefully be encouraged to note the circumstances of its emergence. Findlay refers to Hegel as a German Romantic, (Findlay, 1977, p. xxv) and Hegel was either an exact or just younger contemporary of such Enlightenment and Romantic philosophers as Hume and Kant. He lived in the important..."
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True Science and Pseudo-Science, 2003.
Discusses the notion of scientific discovery.
1,800 words (approx. 7.2 pages), 3 sources, $ 63.95
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Abstract
Looks at testing to ascertain whether a hypothesis is true or false. The paper examines the views of Thomas Kuhn and the "paradigm" and Karl Popper's contention that deductive testing is true science, and induction is false science.
From the Paper
"True Science vs. Pseudo-Science
Introduction and Purpose
True science and pseudo-science, it has been argued, can be distinguished from one another by an examination of the nature of scientific discovery, with particular attention to the use of a ..."
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"Common Science? Women, Science and Knowledge" by Jean Barr and Lynda Birke, 2000.
A review of the work on the nature of scientific study, objective truth and the alienation of women from scientific fields.
1,800 words (approx. 7.2 pages), 1 source, $ 63.95
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From the Paper
"Science is a pervasive influence on human life today, though most people have only a vague image of what science means and may have complete misperceptions about certain scientific concepts. Many people simply have not been exposed to the information they need to judge science. Women, however, have been actively excluded, or at least discouraged, from science for some time, a factor much noted in analyses of academic statistics and in analyses of the job market in science. This is noted in the book Common Science? Women, Science, and Knowledge by Jean Barr and Lynda Birke as part of their primary emphasis on the fact that the scientific community remains largely unaccountable to the public. Part of their approach to this issue is to talk to non-academics to see what they think about science and about the issues surrounding the field."
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Science Educators, 2004.
An analysis of teaching science in a 'Science/Technology/Society' (STS) context.
5,294 words (approx. 21.2 pages), 22 sources, MLA, $ 131.95
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Abstract
This paper examines whether the attitudes of teachers have changed toward science teaching due to instructional focus or interventions such as STS (Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making.
Outline
Abstract
Objective
Introduction
Methodology
Literature Review
Four Pedagogical Issues
Findings
Summary and Conclusion
From the Paper
"Socioscientific issues (SSI) and Science, technology and society (STS) are distinct in that STS education in not 'embedded in a coherent developmental or sociological framework that explicitly considers the psychological as well as the epistemological growth of the child nor the development of character or virtue." However, the SSI movement holds its' focus on the empowerment of students in consideration of how issues based on science reflect the moral principles as well as the elements of virtue encompassing their lives, the physical world as well as the social world about them. (Zeidler, et al, 2000) Colleges and universities have recently undertaken initiatives to create Preservice teacher programs that better enable the instructional practices of the teacher. The National Science Teachers Association (NSTA) states that they view STS, "as the teaching and learning of science in the context of human experience."
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Religion and Science in Literature, 2002.
An analysis of the elements of religion and science in "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria.
1,400 words (approx. 5.6 pages), 2 sources, $ 53.95
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Abstract
This paper will discuss the book "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria. By understanding how both of these books seek to tell us how the world may view theories in the scheme of religion and science, we may have a better understanding of the issues that are at hand with these modes of thought.
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Forensics Science, 2005.
This paper discusses the various techniques used in forensic science, which is any part of science related to the law.
4,595 words (approx. 18.4 pages), 5 sources, MLA, $ 119.95
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Abstract
This paper relates that, although forensic science appears to be a recent development, the modern medical-legal tactic to criminal investigations started in 12th century England when King Richard I enacted the "Office of the Coroner". The author points out that the scientific analysis of evidence left at the scene of a crime such as blood, semen, shreds of clothing, hair, weapons, tire treads and other physical evidence can seem more compelling to a jury than the evidence of eyewitnesses. The paper states that the purpose of crime scene investigation is to help understand what happened and to recognize the responsible person while carefully documenting the conditions at a crime scene and distinguishing all relevant physical evidence for further analysis.
Table of Contents
Introduction
Forensic Techniques
Firearms and Tool Mark Identification
Bullet Matching
Tool mark Evidence
Forensic Psychiatry
Profiling
Examination of Questioned Documents
Handwriting Analysis
Forgery
Scientific Evidence
Personal Identification
Fingerprints
DNA
Other Disciplines
Forensic Photography
Fracture Match
Crime Scene Documentation
Chain of Custody
Locard's Exchange Principal
Entomology
Blood Spatters
Soil
Glass
Crime Scene Investigation
Forensics in Courtroom
Validity of Forensic Evidence--Some Doubts
Conclusion
From the Paper
"Few areas of examination at trial can seem as intimidating as the prospect of taking on the prosecution's forensic experts. Crime lab reports seem to have this aura of invincibility about them that lead few trial lawyers to tackle their conclusions head on in front of a jury. Maybe it is because some part of us thinks that the reported results are based upon "science", and science, in turn, can be empirically experienced. Hence, we reason, if the stuff can be checked, no lab technician would put things in their report that could easily be shown to be incorrect. Alternatively, maybe, it is because we simply don't understand how tremendously vulnerable to challenge the crime lab work product really is."
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Environmental Science, 2007.
This paper suggests that environmental science is a good science that is good for the environment, but polluted by politics.
844 words (approx. 3.4 pages), 2 sources, MLA, $ 30.95
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Abstract
In this article, the writer maintains that lawn mowers may have been designed to make green suburban lawns look prettier, but they are anything but green, in terms of their effects on the environment, because they lack catalytic converters. The writer discusses that the largest lawn and garden equipment maker in the country and a powerful Republican senator are hampering attempts by the federal Environmental Protection Agency and state regulators in California to clean up the way Americans clean up their lawns. Further, the writer shows how the battle over catalytic converters in lawn mowers shows how economics, politics and good environmental policy often come into conflict.
From the Paper
"Lawn mowers may have been designed to make green suburban lawns look prettier, but they are anything but green in terms of their effects on the environment because they lack catalytic converters. Today, all cars must have catalytic converters to protect the environment. This means the dirtiest engines lurk, not in the nation's garages, but in the tool sheds across the land. And the debate over requiring lawn mowers to release the amount of emissions they can release into the environment is eerily reminiscent of Detroit's unsuccessful battle in the 1970s against environmentalists and consumer activists who wanted to reduce the effects of car exhaust upon the environment by installing catalytic converters."
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Forensic Science, 2002.
An insight into the methodologies employed by forensic science.
1,150 words (approx. 4.6 pages), 9 sources, $ 44.95
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Abstract
This discusses forensic science. Forensic science is science applied to law to correctly identify perpetrators and exonerate the innocent. It is accurate and meant to lead to resolution. DNA cloning is an important aspect of science as forensic science involves many different areas of finding evidence in the cause of justice. If misapplied, forensic science can become a curse. Genetic information plays a crucial role and perhaps the most promising role in forensic science.
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Science Education Curriculum, 2002.
A research design to see if a new science education curriculum significantly affects performance in science education.
1,216 words (approx. 4.9 pages), 2 sources, MLA, $ 41.95
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Abstract
This paper proposes a research design to assess the potential effects of a new science education curriculum for fifth grade students on student performance in science education and student attitudes toward science education. Additionally, the study seeks to assess differences associated with the new science education curriculum for fifth grade students in relation to variations in student learning styles.
Outline
Research Questions
Independent and Dependent Variables
Control for Threats to Internal Validity
Appropriate Statistical Analysis Procedure
References
From the Paper
"The study would be structured as a Non-Equivalent Groups Design (NEGD). Among the 20 elementary schools with a fifth grade, student characteristics and performance in the accessible classrooms would be reviewed to identify four classrooms with the greatest potential for equivalency. In relation to the four classrooms so identified, random procedures would be applied to assign two classrooms to control conditions and two classrooms to experimental conditions. This procedure, however, would not cause this design to be randomized, as individual students would not be assigned to control or experimental conditions on the basis of random selection."
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Inquiry-Based Education in Earth Science Instruction, 2005.
A discussion of a teacher's experience when presenting Earth Science coursework in the secondary school setting.
2,005 words (approx. 8.0 pages), 2 sources, MLA, $ 63.95
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Abstract
This paper discusses the experience of a secondary school teacher presenting Earth Science coursework, covering the various teaching related tools and skills necessary for teaching science in the secondary school setting.
Contents:
Objective
Introduction
Inquiry-Based Instruction Defined
Development and Demonstration of Inquiry Based
Learning Activities in Science Instruction
National Science Education Standards and Grade Appropriateness
Classroom Dynamics for Secondary School Instruction
Assessment in Earth Science Teaching
Design of Curriculum
Example: High-School Earth-Science Activity
Original Middle-School Earth-Science Activity
Teacher Presentation
Lesson and Activity Objectives
Grading for Science
National Norm Referenced Testing for Science
From the Paper
"Earth Science is particularly complicated in relation to instruction in the contemporary classroom. This is because of the many political and social issues involved in this area of study which, in the eyes of many, is an area of religious import as well. Furthermore, the initiative to teach in an inquiry-based manner further expands the research and examination in relation to providing instruction in Earth Science. When considering a method of instruction it is critical to take into account the grade-level appropriateness in relation to the curriculum and inclusive classroom activities when planning the instructional lessons and accompanying activities."
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Science and Religion in 19th Century Britain, 2002.
A discussion of whether science and religion are fundamentally opposed. The paper is based on F. Turner's work on the professionalization of science in 19th century Britain.
2,059 words (approx. 8.2 pages), 3 sources, APA, $ 64.95
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Abstract
This paper examines the emergence in 19th century Britain of science as a respected body of professionals, rather than as an amateur hobby of the idle rich. The paper reviews the article ?The Victorian Conflict between Science and Religion: A Professional Dimension? by F. Turner. It looks at how the drive to raise professional standards within the new disciplines led to an increasing refusal to compromise scientific integrity to fit in with Church doctrine. This paper examines whether this conflict was caused by a fundamental opposition of science and religion or merely by individuals trying to resist or encourage the huge social changes occurring at the time.
From the Paper
"At the beginning of the nineteenth century, the clergy had a huge amount of influence on British society in terms of government, school and University education, patronage and the prestige, authority and reverence given to them by all social classes. Science, on the other hand, was nothing but a disunited collection of amateurs, who were not even granted their own collective noun. The term ?scientist?, although coined in 1834 by Reverend Whewell, did not come into popular use until the 1890s. Science in this early period was very much influenced by religion and many (though increasingly not all) both within and outside the scientific community considered it perfectly acceptable and natural for research to be conducted under the authority of and be limited by Church doctrine."
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The Philosophy of Science, 2004.
A discussion on the true definition of science.
1,550 words (approx. 6.2 pages), 6 sources, MLA, $ 50.95
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Abstract
This paper argues that science needs to be independently verified to be considered science, but also that science does not need to be socially accepted to be considered science. It looks at how the experiments of one scientist may, therefore, be considered true science; however, the validity of the results should be verified by subsequent studies. It shows how many would argue that science does need to be socially accepted in order to be verifiable and proclaimed as legitimate and how history has proven that, time and time again, ?science? has forged ahead, despite skepticism and criticism from a social standpoint.
From the Paper
"Many philosophers have supported the idea that science does not need to be socially accepted to be considered valid. Popper for example argues that mere deduction is not a valid mechanism of validating scientific fact. According to Popper, the possibility always exists that no matter how many observations exist to validate a theory, the possibility that a future observation will disrupt that theory consistently exists (Jones, 2003). This viewpoint supports the idea that a scientific theory may be considered valid even if it is not socially accepted. Popper would argue that even if the scientific theory were socially accepted, it could still be refuted at a later date by new discoveries. Science according to Popper is in essence a revolutionary process."
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The Importance of Science and Technology in Canada., 2006.
A look at the relationship between science and technology from a Canadian perspective.
1,800 words (approx. 7.2 pages), 6 sources, $ 71.95
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Abstract
This paper discusses the link between science and technology, as advances in science make technology and advances in technology possible. It further discusses Marx's idea that science and technology are always closely linked with progress and development, especially over the last 200 years. Science has made many things possible. Science has been able to identify, recognize, understand and explain many things and processes in our world and the universe. Medical science and technology are now able to treat and cure many diseases that were fatal in the past. Technology has been able to revolutionize communications, transport and manufacturing.
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