| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "SYSTEM DEVELOPMENT ART SCIENCE": |
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System Development, Art or Science, 2004.
A description of the systems development cycle.
783 words (approx. 3.1 pages), 2 sources, MLA, $ 27.95
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Abstract
This paper discusses the author's view that systems development is an art by showing that the kinds of systems employed often depend on the system analysts and what they deem fit. It examines how the systems development cycle (SDLC) consists of project identification or selection, project initiation and planning, analysis, logical design, physical design, implementation, and maintenance.
From the Paper
"In recent times, a main goal of user-centered design has become critical in the systems development (Smith and Dunckley, 2002). This process places the user in a central position for both determining system requirements and ensuring they are met. The benefits of these systems include not only improvements in user efficiency, but also others, such as reduced training costs, reduced user errors, reduced maintenance costs, and increased customer satisfaction. However, the chief requirements in these kinds of systems become to understand the users? information needs. As we argued earlier, the systems analysts cannot determine information needs scientifically, rather the system analysts are required to obtain this needs by projecting an extrovert interpersonal style that fits more closely to an art form. "
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The Art and Science of Teaching, 2004.
An analysis of the philosophy of the art and science of teaching.
1,569 words (approx. 6.3 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper discusses the fact that there are many theories on the topic of teaching as art or science. The paper examines and supports certain theories through describing the educator's role in teaching as an art or science, the interpretation of pedagogy and andragogy and the learning styles of students.
Outline
Introduction
Teaching as an Art or Science
Pedagogy vs. Andragogy
The Instructional or Learning Theory
Conclusion
From the Paper
"The concept of understanding any subject usually begins with objective or subjective information. Consequently the topic of the art and science of teaching is a combination of the two. Aside from theories art has many diverse definitions that include "a system of principles and methods employed in performance of a set of activities" and "a trade or craft that applies such a system of principles and methods" (internet source, 2005). Furthermore, Science is primarily defined as "methodological activity, discipline or study" as well as "knowledge, especially that gained through experience" (internet source, 2005). How do these definitions relate to the efforts of educational instruction?"
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"The Art and Science of Fencing", 2002.
A review of "The Art and Science of Fencing" by Nick Evangelista.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper will discuss the book "The Art and Science of Fencing" by Nick Evangelista, and seek to understand how the author explains the technique and psychology of fencing. By revealing the different measures that the author relates in the book, we can clearly why the book was written, and how he portrays a successful approach to learning this ancient sport with refinement.
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Teaching as an Art and a Science, 2002.
Analysis of the teaching profession and how it should be considered both an art and a science.
1,166 words (approx. 4.7 pages), 6 sources, MLA, $ 40.95
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Abstract
This paper examines the different elements of the teaching profession and suggests that some aspects of the profession make it a science and some aspects make it an art. The paper contends that, while the pedagogical element of teaching is a science, the aspect of teaching most concerned with human interaction is an art. The paper makes use of several sources to support the notion that teaching is both a science and an art.
From the Paper
"Teaching clearly makes use of both science and art today. In the past, teaching was much more science than art, and teachers were left largely to their own devices to determine how to reach their students and what to teach. As teaching became a profession, with a course of instruction to prepare teachers, the idea that teaching was a science became more prominent, with the colleges emphasizing this idea as they inculcated teachers into specialized knowledge and methods based on scientific research, including school testing, empirical research into learning styles and processes, and so on."
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Nursing as Art and Science, 2006.
A look at photography studies of nurses and a discussion regarding the fusion of art and science.
1,790 words (approx. 7.2 pages), 7 sources, MLA, $ 57.95
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Abstract
This paper takes a look at photographs of nurses at work and discusses how the art depicts and captures the science. The paper explains each photo in detail from both an artistic and scientific point of view, bringing in additional aspects such as humanitarian values.
Overview:
Introduction
Nursing as Human Art
The Role of Children in Nursing Arts
Nursing and Education
The Use of Imagery in Public Education
From the Paper
"The only time-bound elements of the photograph are physical. The ideal depicted by the image is however timeless. Nursing is a science and an art acquired by thorough and excellent education. Education, like nursing, is both a science and an art.
In terms of science, the imagery is obvious. The books lining the shelves, along with the document in the professor's hands, depict the scientific element. There are very specific and concrete elements connected with nursing. Nurses need a large amount of concrete, scientific knowledge before entering the profession.
In terms of art, the aesthetic value of the picture is a complimentary depiction of the rather formidable professor and the amount of books behind her. She appears to suggest that excellence is only achieved by hard work and learning. The black and white of the picture furthermore compliments this idea."
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Teaching: An Art and A Science, 2007.
This paper describes how teaching is both an art and a science.
1,488 words (approx. 6.0 pages), 7 sources, MLA, $ 49.95
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Abstract
The paper discusses how teaching is an art because teaching is, by its very nature, creative and interpretative. The paper shows how it requires both experience and previous advanced-level study of an academic subject. The paper maintains that teaching is also a science because it involves both the formal study of education and/or an applied academic area. The paper relates that teaching also requires a scientific process of trial and error in order to evaluate which pedagogical approaches and techniques work well in the classroom.
From the Paper
"Subsequently, student teaching gives the newest teachers their first actual classroom teaching experiences, and then teachers acquire further teaching experiences in their own classrooms once they finish their student teaching requirement. Experience is valuable for teachers because it is that alone that teaches them what works in the classroom and what does not; it is through experience, in fact, that teachers acquire (or, in many cases, do not acquire) the distinct "artfulness" of teaching style that distinguishes them in their profession and sets them apart from others."
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The Morality of Science and the Literary Arts, 2007.
A comparison of the morality of science and the literary arts, as discussed in "What is Science?" by George Orwell and "The Two Cultures" by C.P. Snow.
1,289 words (approx. 5.2 pages), 2 sources, MLA, $ 43.95
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Abstract
This paper discusses the debate between scientists and practitioners of the literary arts, as to the social impact of their respective fields of study. The paper compares and contrasts the ideas discussed in two essays, "What is Science?" by George Orwell and "The Two Cultures" by C.P. Snow. The paper concludes that a combination of both cultures is needed in order to make someone capable of making moral choices and understanding the physical world.
From the Paper
"On the other hand, Snow claims that an education in the scientific culture rather than the traditional culture will provide the greatest benefit because it will enable people to look past the tragic individual human condition of death so that they can live better lives. This tragic human condition "is no excuse for [man's] dying before his time and after a servile life. The impulse behind the scientists drives them to limit the area of tragedy, to take nothing as tragic that can conceivably lie within men's will" (232). Snow's message is that an education in the sciences will help man improve the quality of life through technology and advancements in health care. Since scientists decide not to focus on the tragic condition of death, there is much hope in life."
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Development of Science, 2006.
This paper looks at the development of science and technology as it relates to the effects of World War II.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This essay examines and discusses the impact of World War II on the development of science and technology. The discussion includes several examples, mainly pertaining to the development of nuclear science, weapons, medical research and genetics. The writer points out that since the end of World War II there has been an almost complete merger of science and technology, and governments and the industry now support most pure science research. Further, the writer notes that according to McClellan and Dorn, the example of the atomic bomb development in the US during World War II marks a watershed in the history of modern science and technology.
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Georges Seurat: Science and Art., 2002.
An overview of the use of color theory and physics in the paintings of Georges Seurat.
1,400 words (approx. 5.6 pages), 3 sources, $ 53.95
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Abstract
This paper will examine Seurat and his paintings - and, in particular, the use of colour theory and physics in his painting - in order to demonstrate how the artistic and the scientific can be complementary as opposed to mutually exclusive propositions. While it must be acknowledged that Seurat was not a "true" scientist in any respect, nonetheless, his insights into colour theory represent a pivotal moment in Western art history when science and art converged.
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Science and Art in Teaching, 2002.
An analysis of various approaches to teaching, including a discussion of research on this topic.
1,536 words (approx. 6.1 pages), 5 sources, MLA, $ 50.95
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Abstract
This paper discusses different methods of teaching and analyzes the background of these methods. The paper tackles the questions of how much research should dictate how well we teach, and whether research should be the driving force in all cases, since its effectiveness has been demonstrated. The paper examines the use of 'best practices' in teaching, explaining the importance of taking the best from all research studies and combining that with common sense and intuition. The paper claims that the artful, intuitive application of scientific (research) techniques or knowledge in the classroom is the key to teaching successfully.
From the Paper
"In recent years, educators have seen a move toward the use of ?best practices? in education. ?Best practices? are teaching methods that have been rigorously tested and proven to be effective with a large number of students. When educational leaders compile collections of best practices, they look carefully to the research available to support the use of those practices. They can articulate what the strengths and weaknesses of each approach are, based on the research, and they can provide specific numbers ? percentages of students who, in the past, have made significant progress when teachers used each practice."
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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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Art As A Cultural System, 2002.
Analysis of art as an intellectual and emotional aesthetic response.
1,350 words (approx. 5.4 pages), 4 sources, $ 47.95
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Abstract
Analysis of art as an intellectual and emtoional aeathetic response. Discusses Clifford Geertz's theory of art forms and their cultural context. The meaning perceived in aesthetic form and objects. Applies Geertz's framework to Abstract Expressionism as it developed in the post-World War II period. Limitations of Geertz's theory. Critical views of Clement Greenberg and Lucie-Smith.
From the Paper
"Clifford Geertz (1983) has proposed a theory of art as a cultural system in which the response to aesthetics is both intellectual and emotional, or rooted in one's feelings. These feelings in turn are seen as rooted in culture, itself manifested in the varied expressions of religion, morality, science, commerce, technology, politics, amusements, law, and even in the societal organization of everyday practical existence. Geertz (1983, p. 96) argues that talk about art tends to move beyond the technical and even the spiritualization of the technical and is directed to "placing it within the context of these other expressions of human purpose and the pattern of experience they collectively explain."
Art, therefore, is very much a product, expression, symbol, and commentary upon the artist and the society in which the ..."
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Performing Arts In School System, 1999.
Argues that dance, music and theater should be in the core curriculum. Examines physical, social, educational and psychological benefits, integrative teaching approaches, cooperation, how it compares with Japan's system and self-expression.
6,750 words (approx. 27.0 pages), 20 sources, $ 135.95
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From the Paper
"The performing arts deserve a central role within the school system. The arts are a core academic subject. The discipline, creativity, and feelings of empowerment that students gain from engaging in the performing arts are just as important as their mastery of traditional fields such as literature and science. The performing arts encompass a wide range of artistic expression, with emphasis on experimentation. Examples of performing arts disciplines are music, dancing, drama, choreography, and cinematography. In contemporary educational thought, art is defined both as a body of knowledge and as a developmental activity. Personal development through the performing arts is as important as learning about the arts.
The performing arts are critical in the learning process. Modern educators acknowledge that there is no single method of..."
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