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Waves Versus Particles: Scientific Theories of Light, 2000.
A look at the evidence supporting the theory of light as a particle as opposed to the evidence in favor of the wave theory of light.
2,290 words (approx. 9.2 pages), 12 sources, $ 70.95
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Abstract
This paper deals with the two competing theories of light. The first part of the paper details the evidence supporting the theory of light as a particle, including both the most prominent scientists and the most conclusive mathematical data (Photoelectric effect, Compton Effect, etc.); the second part lists the evidence in favor of the wave theory of light, including prominent supporters and the most concrete scientific evidence (Young?s double-slit experiment, Clark Maxwell?s mathematical equations). The paper concludes by detailing the newest theory to encompass both the particle and wave theories.
Particle Theory
Einstein
Isaac Newton
Scientific Evidence
Photoelectric Effect
Compton Effect
Wave Theory
Huygens
Scientific Evidence
Young?s Double-slit Experiment
Maxwell Clark?s Mathematical Equations
The Dual Nature of Light
From the Paper
"If it is part of the material world, it is certainly, by dint of its surpassing subtlety, the part that is closest to the spirit, said Johannes Kepler in his description of light (Holt, 1). As elusive and mystical as the Almighty, light has been a companion, rivaled only by oxygen, to mankind since men first trod upon the earth, an eternal, comforting friend. It terrified and was deified by the men and women of religion; it fascinated and frustrated the theorists, the scientists, and countless cracks; and yet for both it offered an enigma to be solved, a question worthy of an answer. Thus, from the foothills of Classical Greece to the stone castles of Italy and Germany, humanity found itself hounded by a question seemingly so basic: What is light? This question remains only marginally answered at the end of this century, three millennia after the Greeks first hypothesized about the subject. Although centuries upon centuries of labor and experiments have led to millions of dusty binders and folders, only two camps ever gained the blessings of science in a quest for a solution: those who believed light to be a particle and those who believed it to be a wave. "
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Wave and Particle Nature of Light, 2002.
A history of human knowledge of the wave and particle nature oflLight.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
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Abstract
This essay will examine the historical development of human knowledge of the wave and particle nature of light in order to understand the crucial changes and reevaluations made in scientific thought.
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Waves and Their Properties Analyzed in Light and Sound, 2002.
This paper examines the phenomenon of waves, looking to understand how waves work.
1,874 words (approx. 7.5 pages), 3 sources, MLA, $ 59.95
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Abstract
The paper first defines and categorizes waves, looking at the different media that can carry waves, such as liquid with waves in the ocean, solid with sound carried through a wall, or gaseous with light traveling through the atmosphere. The writer then gives the mathematical formulae for defining and understanding the way in which waves are formed and travel through space.
From the Paper
"There are a number of ways to categorize waves. One method is to categorize them according to the direction of the movement of the individual particles of the medium relative to the direction in which the waves travel. Three categories result: longitudinal waves, transverse waves, and surface waves. A longitudinal wave is a wave in which the particles of the medium move in a direction parallel to the direction in which the wave moves. Sound waves are an example of longitudinal waves. In a transverse wave, the particles of the medium move in a direction perpendicular to the direction in which the wave moves. Transverse waves require a relatively rigid medium in order to transmit energy due to the interaction of the particles that creates the perpendicular movement. As a result, only longitudinal waves flow through gas and the majority of liquids, even waves in the ocean."
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Scientific Method and the Earthworm, 2002.
This paper explains the scientific method, the role of Rene Descartes in science and scientific information about the earthworm and then concludes with an elementary school project.
1,195 words (approx. 4.8 pages), 8 sources, MLA, $ 40.95
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Abstract
The paper commences by discussing, in detail and in a style that is easy to understand, the six steps of the scientific method. The next section of the paper presents Rene Descartes, mathematician and author of a text on physiology and psychology. Next, the author presents a detailed discussion of the earthworm. He designs an elementary education experiment project that uses the scientific method on earthworm segmentation. The author concludes that the earthworm is fascinating to watch as it moves and wiggles.
From the Paper
"Rene Descartes was a believer in the scientific method. His works often disagreed with the Catholic churches. He had a commitment to the scientific method with a vast array of other subjects. Mathematics was his greatest interest. Descartes wrote a text on physiology and psychology. He said that emotion was finally the physiological base and argued that the control of the physical expression of emotions controlled the emotions "
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The Scientific Method, 2004.
A look at the steps involved in the scientific method for verifying a scientific fact.
675 words (approx. 2.7 pages), 2 sources, APA, $ 23.95
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Abstract
This paper describes the steps involved in the scientific method and gives some examples of the concepts involved in the idea. It describes some experiments which used scientific method, and defines what is needed to make a hypothesis.
From the Paper
"The scientific method consists of a number of logical steps that are taken to verify a process situation or scientific fact. It begins by the development of axioms and assumptions which are usually made on the basis of observations by the scientists, e.g., Vesalius made the first accurate description of the arterial and venous systems of the human body based on first-hand observations he gained from dissection of a number of human bodies. "The accuracy of observations gains..."
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The Father of Scientific Management ? Frederick Winslow Taylor, 2006.
An analysis of Frederick Winslow Taylor's seminal work detailing his philosophy on scientific management, "The Principles of Scientific Management".
2,600 words (approx. 10.4 pages), 12 sources, APA, $ 78.95
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Abstract
This paper studies "The Principles of Scientific Management," the definitive philosophical work of Frederick Winslow Taylor, published in 1911. The author assesses Taylor's philosophy, which is based on four principles: (1) developing the best work method for every job; (2) scientifically selecting and developing workers; (3) combining the best work method and the best workers to complete the task according to that method; and (4) co-operation of managers and non-managers. The paper concludes by looking at modern day examples of Taylor's philosophy in action, particularly in the franchise industry.
From the Paper
"Frederick Taylor was depicted as the "father of scientific management". Taylor believed it was the management of an organization that was the key to solving any industrial problem. He was one man that recognized that there was no incentive for workers to increase their productivity rate because they might just work themselves out of a job. He also believed that hourly or daily wages were also no incentive to increasing productivity. Most of the ideas in scientific management were already known before Taylor's time. Taylor's contribution was to combine them into one, all-inclusive philosophy. His definitive work was The Principles of Scientific Management, first published in 1911."
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Acquisition of Japanese Case Particles, 2005.
This paper is a complete research project to explore the acquisition of Japanese case particles by English speaking learners.
20,285 words (approx. 81.1 pages), 30 sources, APA, $ 249.95
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Abstract
This paper explains that Japanese case particles, which are morphological markers that indicate the relation of the noun phrase to the predicate, are crucial factor for both comprehension and production of the language; however, it is a very difficult area for adult learners to master. The author points out that the subjects for this qualitative study were selected at random from students whose native language is English and who were currently taking a third semester of a formally instructed Japanese course. The paper recommends instructional techniques based on the findings such as the use of diagnostic tests for recognizing the natures of learners' confusion and creating productive lessons to clarify the confusion. Many charts, tables and graphs.
Table of Contents
Introduction
Background
Difference and Difficulty
Literature Review
Definitions of Japanese Case
Research on Acquiring Case Particles by Adult English Speakers
Verbal Protocol: An Effective Mean of Obtaining Valuable Information
Research Questions
Methodology
Research Design
Subjects
Test Survey
Data Collection
Data Analysis
Findings
The First Question: Why are Some Particles Troublesome?
Second Question: Does Subjects' Confidence Reflect the Accuracy in Use of The Particles?
Third Question: How do the Subjects Determine Which Particle to Use?
Discussion
Pedagogical Implication
Teach schema: What Goes with the Particle
Diagnostic Test: To Know What They Don't Know
Provide Meta-Linguistic Instruction: Teach Semantic Role of Particles
Make the Lesson Memorable
Conclusion
From the Paper
"An interesting fact is that the other two problems with 100% accuracy have somewhat similar properties as well. The verb, imasu 'to exist,' is also a stative verb, which is means existential. The adjective, daisuki desu 'to be favorite,' is usually translated into English as "I like something." This verb and adjective also take a semantic object accompanied by the subject marker ga. However, in these questions, subjects had no confusion over use of o and ga. It turned out that the first two uses of ga are very familiar ones to the subjects, and they seem to have almost memorized the combination. This fact will be illustrated and discussed in a later section."
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"The Structure of Scientific Revolutions"--A Review, 2007.
A review of Thomas Kuhn's influential book, "The Structure of Scientific Revolutions."
2,744 words (approx. 11.0 pages), 1 source, MLA, $ 82.95
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Abstract
This paper reviews Thomas Kuhn's book about scientific advances entitled "The Structure of Scientific Revolutions." The paper focuses on several key elements and definitions in the work, with an emphasis on the concept of the scientific paradigm. The reviewer then discusses the role of paradigms in scientific revolutions, citing Kuhn's theory that revolutions appear when an old paradigm is substituted by a new one. Finally, the paper presents Kuhn's view of the past, present, evolution and future of science. The reviewer further describes Kuhn's view of the importance of crises in facilitating the evolution of science. The review concludes that Kuhn 's theory of paradigm and paradigm shifts gives a revolutionary description of scientific progress.
Outline:
Thomas Kuhn's Concept of Paradigm
The Structure of Scientific Revolutions
The Past, Present, Evolution and Future of Science
Reference List
From the Paper
" First of all, Kuhn (1996) introduces the notion of "normal science", that is, according to him, the science that bases its research on previous research which is recognized as valid by a scientific community. (p.10) It is the structure of normal science that the book proposes to investigate. Furthermore, Kuhn (1996) argues that the most salient aspect of scientific evolution in time is the fact that science does not progress through leaps or through unrelated sets of investigations. On the contrary, scientific research is always conducted under a paradigm, or, to put it differently, all research is based on previous scientific data. The scientific paradigm can be defined as a certain common pattern in scientific research, or a certain set of accepted world views that are held as true for a period of time. The paradigm is thus a set of common beliefs about the world, based on past research. "
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Kuhn s Structure of Scientific Revolutions, 2002.
Provides an overview of Thomas Kuhn's approach to understanding scientific knowledge.
1,191 words (approx. 4.8 pages), 1 source, MLA, $ 40.95
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Abstract
Thomas S. Kuhn's structural account on the production of scientific knowledge constructs a generalized picture of the process by which a science is born and undergoes change and development. This paper explains that for Kuhn, science is a social system. It looks at how Kuhn analyzes the structure of scientific revolutions using several key concepts. He uses the term paradigm for an archetypal experiment or problem solution that implicitly tells scientists how to look at the world. This paper discusses how Kuhn's thesis about scientific authority utilizes the notion of normal science which he defines as science that uses a past achievement as a model and guide for formulating and solving new problems about the world which are based on paradigms. In addition, scientific revolutions occur when one paradigm is replaced by another. The writer also explains that as a result, paradigms play an important role in both normal science and scientific revolutions.
From the Paper
"The production of scientific knowledge undergoes six main steps. The first is a pre-paradigm stage in which the natural phenomena that later form the subject matter of a mature science are studied and explained from widely differing points of view. Next comes the emergence of a paradigm, embodied in the published works of one or more recognized scientists, defining and exemplifying the concepts and methods of research appropriate to the study of a certain class of natural phenomena, and serving as an inspiration to further research by its promise of success in explaining those phenomena. The third stage in the development of scientific knowledge is a period of normal science in which theories are explored and scientific puzzles are solved. A critical stage is the discovery of natural phenomena that violate the expectations governed by paradigms. In this stage, new theories are designed to explain these anomalous facts and then an abrupt transition to a new paradigm takes place in which a new conceptual and methodological framework arises which replaces the old. The final stage in the structure of scientific knowledge is the continuation of normal science within the new paradigm. This continues until the whole process repeats itself."
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The Scientific Method, 1995.
Discusses the substance of rationality and the scientific method. Focuses on the insights of Paul K. Feyerabend into the relationship between theory and reality. Attempts to suggest a more humble but hopefully more accurate definition of scientific logi
2,025 words (approx. 8.1 pages), 6 sources, $ 71.95
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From the Paper
"Introduction
In modern American society scientific rationality appears to represent the supreme intellectual perspective. Science and its "logic" is often presented as the ultimate arbiter of truth and value. However there are perspectives quite critical of this "immaculate conception" of science and the scientific method. The analysis which follows will focus on the insights of Paul K. Feyerabend into the relationship between theory and reality and in the process suggest a more humble but hopefully more accurate definition of scientific logic.
The Scientific Method
Feyerabend (1987) has pointed out how scientific progress is only incidentally rational. He maintains that science advances by ..."
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Scientific Realism, 2002.
This paper looks at scientific realism and its critics.
1,490 words (approx. 6.0 pages), 8 sources, MLA, $ 49.95
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Abstract
This paper explores the fundamentals of the faith-based scientific ideology, scientific realism. The author takes a close look at the ideas and opinions of realists and anti-realists concluding that anti-realists, though many of their criticisms are valid, are often as likely to fall prey to the same lack of critical evaluation that they claim to plague scientific realism.
From the Paper
"Mach?s argument could have been improved if he failed to accept contemporary arguments for the existence of sub-molecular particles until evidence existed that proved him wrong. In doing so, he would evoke a methodology in modern thought that many find credible: that which holds that scientific realism lacks the weight of true evidence and is more the matter of opinion than of critical inquiry and objective thought.
Scientific realism is a faith-based scientific ideology, one that maintains that we are warranted in believing in the unseen if it is posited by best explained and most popular scientific theories, which dominate by sheer weight of authority. In this sense it creates a mutualistic error - in trusting the consensus of beliefs among others were are most likely to emulate their mistakes. While mired in dogma, we can?t purport to achieve paradigm changes in thought or in reaching a new and better methodology with which to evaluate and comprehend phenomena both material and immaterial. Although the discourse of empiricists remains of interest to us, it must be remembered that every new scientific idea that is posited as contrary to existing beliefs of the nature of science and existence faces not only critical inquiry but also the inertia maintained by generations of adherents that revere even the least factually justifiable ideologies."
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Three Waves of Social Movements, 2005.
Discusses the three waves of social movements in the history of the American people, focusing on the third wave of civil rights.
1,571 words (approx. 6.3 pages), 2 sources, MLA, $ 51.95
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Abstract
This paper discusses the first wave, which began at the end of the Civil War and included many moral reform movements, such as the abolition of alcohol and public restraint. The second wave of protests took place between 1890 and 1920 and attempted to reform the amount of political corruption and the economic power of corporations. The paper then moves to discuss the third wave of protests, which included the beginning of the Civil Rights Movement in the 1950s with the "Brown vs. Board" case in 1954 and continued up until the 1980s and 1990s.
From the Paper
"The Civil Rights movement set the tone and style for what the sixties progeny was to consist of. Not only did the Civil Rights movement challenge the basic American values but it also targeted a distinct enemy in segregation. The timing could not have been more perfect. The post world war two generation was fast to associate the ways of segregation with that of hated Hitler's Germany, and the Civil Rights movement captured the attention and imagination of a public that was fed up with conformity."
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Admission Essay: Scientific Medical Translation.
This paper is an admission essay to an advanced program for scientific and medical translation.
1,185 words (approx. 4.7 pages), 0 sources, $ 40.95
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Abstract
The paper explains that the author?s university degree thesis focused on technical and scientific matters and utilized a wide vocabulary from the medical and biological disciplines, which enabled the applicant to gain a strong grounding and preparation for technical vocabulary and an understanding medical and scientific matters. The author points out that her work for a company translating agricultural, scientific, and medical texts highlighted the delicate balance between subjectivity and objectivity in the art of translating another?s words and thoughts into another language and cultural system of ideas. The paper stresses that medical and scientific words often have a different meaning in the technical lexicon of the profession or a discipline than they do in more colloquial usage; therefore, the most gratifying aspect of her work was having a part in making the often difficult and frightening world of medicine and the sciences comprehensible.
From the Paper
"I obtained my university degree this summer, in July of 2004. I received a degree in translation and interpreting, the ?Mediazione Linguistica? (Final Mark 105/110) from la Scuola Superiore per Mediatori Linguistici Gregorio VII, Rome. Previously, in July 2000 I received my Diploma di Liceo Linguistico (95/100), Liceo Linguistico N.S. della Mercede in Rome as well. Thus, my education has revolved around this diverse and exciting European city, filled with the languages of many foreign-speaking individuals, tourists and professionals."
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The Philosophy of Scientific Revolutions, 2003.
This paper compares the philosophies of Thomas S. Kuhn, as presented in "The Structure of Scientific Revolutions" and of Jacques Derrida, as presented in his essay entitled "Structure, Sign and Play in the Discourse of the Human Sciences".
1,235 words (approx. 4.9 pages), 2 sources, APA, $ 42.95
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Abstract
This paper explains that, stressing the specific structure of scientific revolutions, Thomas S. Kuhn's structural account of the production of scientific knowledge constructs a generalized picture of the process by which a science is born and undergoes change and development. The author points out that Jacques Derrida's deconstructive viewpoint on structure complicates Kuhn's account of normal versus revolutionary science because Derrida opposes reason from the inside. The paper relates that Derrida's analysis of the construct of structure decenters Kuhn's notion of a paradigm in which Kuhn believes normal science takes place; that paradigm itself represents a fixed origin, which Derrida insists cannot exist independently.
From the Paper
"In order to fully understand how Derrida's deconstruction of discourse relates to Kuhn's structure of scientific revolutions, one must first analyze the process Kuhn exemplifies. For Kuhn, the production of scientific knowledge undergoes six main steps. The first is a pre-paradigm stage in which the natural phenomena that later form the subject matter of a science are studied and explained from widely differing points of view. Next comes the emergence of a paradigm that is published by recognized scientists and defines the concepts and methods of research appropriate to the study of those particular phenomena. The third stage in the development of scientific knowledge is a period of normal science in which theories are explored and scientific puzzles are solved. A critical stage is the discovery of new phenomena that violate the expectations of that particular paradigm."
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The Scientific Revolution, 2006.
Examines some of the discoveries made during the European Scientific Revolution.
1,050 words (approx. 4.2 pages), 4 sources, MLA, $ 36.95
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Abstract
The Scientific Revolution in pre-modern Europe sparked a fresh way of investigating and conceptualizing the universe. Europeans, for the most part, ceased to rely exclusively on ancient and church authorities to understand the cosmic order. The paper shows that, instead, they came to realize that people could comprehend the natural world through direct observation, mathematical reasoning and precise experimentation. Such developments had a profound impact on the course of scientific history. The paper examines a number of conceptual insights were made into the realm of scientific discourse, observation and interpretation.
From the Paper
"During the Scientific Revolution, medieval scholasticism was another area that underwent serious reconsideration by astronomers and philosophers. While Renaissance astronomers challenged medieval concepts of the universe, Renaissance philosophers such as Francis Bacon and Rene Descartes questioned medieval methods of acquiring knowledge. The dominant school of learning then was Scholasticism, which attempted to reconcile classical philosophy with Christian faith. Scholastics relied on the authority of ancient and Christian texts to answer all questions. At their best, Scholastics created marvelous systems of logic, such as the cosmological system described in Dante's Divine Comedy. At their worst, Scholastics produced endless debates over how many angels could dance on the head of a pin."
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