...and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data; 2.4. Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences,...
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...Name: Joel Sanguinetti Title: All About Eve Year: 1950 Director: Joseph L. Mankiewicz Producer: Darryl F. Zanuck Three Performers: Bette Davis, Anne Baxter, George Sanders Costume/Wardrobe: Edith Head, Charles LE Maire, Sam Benson, Josephine Brown, Ann Landers, Merle Williams Hair and Make-up: Ben Nye, Bunny Gardel, Franz Prehoda, Kay Reed, Gene Roemer, Gladys Witten Set and Stage Design: Thomas Little, Walter M. Scott Musical Score Composer: Alfred Newman Cinematographer/Photographer: Milton R. Krasner Screenplay: Joseph L. Mankiewicz Original Novel, Play, or Story: Mary Orr – The Wisdom of Eve Academy Awards (Oscars) Won: 1. Best Actor in a Supporting Role – George Sanders 2. Best Costume Design, Black-and-White – Edith Head & Charles LE Maire 3. Best Director – Joseph L. Mankiewicz 4. Best Picture – 20th Century Fox 5. Best Sound, Recording – 20th Century-Fox Sound Dept. 6. Best Writing, Screenplay – Joseph L. Mankiewicz Joel Sanguinetti Mr. Skillings English 101-B4N December 19, 2011 All About Theatre Theatre has evolved in many ways throughout history. Theatre goes back to the 6th century BCE and develops its origins from Greece. Around 1750, theatre was introduced to New York, and eventually became what we now know as Broadway theatre. All About Eve, directed and written by Joseph L. Mankiewicz, is a movie based on the novel The Wisdom of Eve, written by Mary Orr. All About Eve is a movie about Broadway theatre and the harsh...
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...available on-line by Samanvaya (www.samanvaya.com). All the rights of the article rest with the authors and any enquiries and clarifications may be directed to them. These are made available in an as-is basis, please report any mistakes to knowledge@samanvaya.com. TOWARDS A NON-WESTERN PERSPECTIVE ON SCIENTIFIC KNOWLEDGE I The available studies on the phenomenon and institution of science suffer from a curious limitation. It is as if all those who analyse the subject were overawed by the grandeur of modern science, and their studies were in the nature of tributes laid at the feet of this great saviour. All analysis starts from the assumption that modern science is a set of value-free theories that uniquely explain reality. After the scientists in the early 20th century started overhauling their theories in a big way, it was granted that the value-free theories of science that explain reality may do so only partially at a given time, but as science progresses, its theories explain more and more of reality and the process converges towards the ‘ultimate’, ‘unique’ law that explains everything. Committed to this idealist picture of a unique value free science, the philosophy of science is reduced to a set of attempts at finding the epistemological criterion, internal to science, that allows the scientist, unencumbered by any extraneous considerations, to choose the true theory out of a competing set; the sociology of science is reduced to writing down the set of social norms,...
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...Philosophy vs. Science by Joseph Rowlands The historical relationship between science and philosophy has not been a friendly one. Philosophers like to start with their conclusions, and work to prove them. When it came to trying to figure out what the world was like, philosophers tended to argue about what the world should be like. Science was born as a rejection of this method. Its goal was to figure out what the world was really all about, and its primary tool was actual experimentation. We've all seen philosophy at its worst. Philosophers are often completely disconnected from reality and, more recently, don't care. Rationalism, the view that only deductive knowledge is really reliable, is commonplace. Philosophers often expound their ideas from armchairs and ivory towers, where the facts of reality don't concern them. It's not surprising science would want to distance itself from philosophy. It becomes even more personal for the scientist when he's told that he must conform to preconceived views of the world. It started with Galileo having to renounce his scientific views on astronomy, but continued through the ages. Countless other scientists have had to hide their views on topics like evolution, the age of the earth and the existence of glaciers, with a range of punishments from the inquisition and burning at the stake to losing their jobs or financing. Philosophy, often in the form of religion, does not seek the truth. It seeks believers, and the truth is an...
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...ad, Inquiries in Science, I have is from a magazine called “Science Teacher”. The magazine cover uses bright colors that stands out to a person. The magazine also uses many different Jib Fowles Advertising’s Fifteen Basic Appeals. This magazine will be for teacher in the science department. The magazine is sponsored by the National Science Teachers Association. The magazine is based on going green and giving teacher’s newer concepts. The purpose of this ad is to help students and teachers become better informed about science. Advertising Description This ad is for the Carolina Biological Supply Company. It advertises a program that makes science concepts easy to understand. The background is white with teachers and students saying their comments or thoughts in bubbles. There are three African Americans, two Caucasian people, and one Asian person. There are more females than males in this ad. All together there are five females and two males. All of the people are in the ad are smiling, doing projects, or teaching. All of their comments are positive comments and positive reactions. A quote from one of the people says, “Now this is what science should be like.” The background of the ad is white with black bold letters. The pictures are in square boxes at the top middle of the page. The bold black words are towards the bottom of the page, right under the pictures. The title of the reading is “What students and teachers are saying about Inquiries in Science.” They also have...
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...Running Head: SCIENCE BORING AND HARD Why do Students Find Science Boring and Hard Submitted by Gianna LaTrice Jackson to Western Governors University, Utah on November 27, 2012 Science has always presented difficulties for students and teachers. Several things are thought to be correlated to students feeling about science and their abilities to comprehend the subject. Onocha, (1985) reported in one of his findings that teachers’ attitudes towards science is a significant predictor of pupils’ science achievement as well as their attitude. In this present paper, students find the discipline within science boring and hard. It is hypothesized that the role of the educator will have a greater effect on the student than the students past learning experiences. Also, Chidolue (1986) stated teachers’ attitudes towards Biology teaching is one of the major contributors towards explaining the variance in students’ cognitive achievement. While Odubunmi (1986) and Odunsi (1988) were able to confirm that teachers’ attitudes towards Integrated Science teaching affected their students’ attitudes and their ability to learn the subject and Oqunwuyi (2000) found significant causal relationships between the teachers’ attitude and students’ achievement in Integrated Science. The following literature reviews will make an effort to demonstrate and support the hypothesis. In the research article by Prokop, P., Tuncer, G., & Chuda, J. (2007) they address the following questions as...
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...Science is not extraordinary, nor is its contemporary indication the aftereffect of inexplicable conception. In the event that we remain in amazement of Science, we remain in stunning of ourselves. The historical backdrop of science is not just an argumentative improvement of a relationship of individuals with nature, additionally of researchers with their hypotheses, and researchers with society. We can summarize three interrelated qualities: 1. The relationship between metaphysics and science. Early science was supernatural and bound up with religious convictions about nature and the universe. 2. The social position of science. This involves various attributes. The main is the division of investigative movement and regular action. The second is the relationship in the middle of science and society, in which the character or force of one has been a developmental impact upon the other. The third trademark is the force of science can be used or force: tested from society. 3. The cognitive development of human beings. The learning limit and thinking capacity of researchers has created and expanded incrementally through the historical backdrop of science. The subjective capacities of researchers at every phase of science have been an essential trademark and at times constraining element. Science in the twentieth century It is ordinary these days for researchers and science journalists to grumble about the absence of general society comprehension of science. In any case...
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...underlying the instructional programme. Introduction Science education has always been a part of the Ghanaian (and Sub-Saharan) culture. Modern education in Ghana came with the advent of European missionary and mercantile enterprises, and has largely become the vehicle for social upward mobility. Education in general, and science education, for that matter, is serious issues for all Ghanaians. Curriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur (Eisner, 1970). The most fundamental concern of schooling is curriculum (Ornstein, 1982). These prepositions have led me to have an in depth study by evaluating the Ghanaian Basic School Science Curriculum from both the primary to the Junior High School levels trying to find out the various and dominant curriculum orientation(s) underlying the teaching and learning process of Integrated Science in schools. The Ghanaian Basic School Science Curriculum and Delivery The Ghanaian integrated science curriculum follows the “spiral approach,” treating the same themes at different times and in greater depths within each educational level. The curriculum is the modern replacement of what used to be called “nature study.” This is a generalist, survey course, which exposes the child to the universe. At this level, the students would get the basic exposure to scientific ideas, and learn about the history of science. They also learn the basic scientific vocabulary...
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...psychological sciences, I do believe that they all are valid in their own ways despite each of their critiques and problems. I enjoy working through these issues and critically evaluating each of the assumptions behind the sciences. I consider myself, and people who are also eclectic, open-minded individuals who are open to all assumptions. I even believe that all possible combinations of assumptions can be acceptably true and worth consideration. Dr. Jung: Justin, I appreciate your view but you are technically not avoiding all assumptions despite trying to be completely open-minded. The view of eclecticism is, in fact, an assumption about how assumptions should be...
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...term 'Sociology' was coined by Auguste Comte, a French philosopher in 1839. It is the youngest of all social sciences. Sociology is the outcome of man's search for a more valid, and precise knowledge about the nature of man and the society. The word 'Sociology' is derived from the Latin word 'Societus' meaning 'society and the Greek word 'logos' meaning 'study or science'. Thus, the etymological meaning of 'Sociology' is the 'science of society'. In other words, we can say Sociology is the study of man's behaviour in groups or of interaction among human beings of social relationships and the processes by which human group activity takes place. Definitions: To make the study more clear, it is wise on our part to discuss some of the definitions given by famous sociologists. Unfortunately, there is no short-cut definition of Sociology so far. It has been defined in a number of ways by different sociologists, but no single definition of Sociology has yet been accepted as completely satisfactory. Auguste Comte, the founding father of Sociology, defines Sociology "as the science of social phenomena subject to natural and invariable laws, the discovery of which is the object of investigation." Kingsley Davis defines Sociology as a "general science of society." Durkheim defines Sociology as the "science of social institution". Harry M. Jonson "Sociology is the science that deals with social groups." Of the various definitions given by sociologists, the definition of...
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...have been expressed about its nature by different writers from time to time. The continuous and rapid development of management principles and practices in organization has changed the nature of management. The main points of view about the nature of management are given below: Management as an Inborn or Acquired Ability In the pre-scientific management period, i.e., prior to 1880 there has been a leading concept that management is an inborn ability. It is a traditional approach. The supporters of this concept believe that the hereditary characteristics, inborn talents and natural aptitudes of a man make him an efficient manager. Some people are so efficient and talented since their birth that they lead and get success in the field of business. To our mind, this concept was used when the ownership and management were not separated. But later on the researches and development in the field of science, technology and training etc. changed this old concept. Today management is considered not only as an inborn ability but also as an acquired ability. In the words of Ordway Tead, "Managers are both born and made." Today, in large-sized business organizations, ownership and management are separate identities. The management lies in the hands of professional managers who are educated and trained. Thus, now the management can be considered as an acquired ability. Management as an Art, Science or Both A lot of controversy arises whether management is an art or science or both. It is said...
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...Christine V. McLelland GSA Distinguished Earth Science Educator in Residence Reviewers and Contributors: Gary B. Lewis Director, Education and Outreach, Geological Society of America Contributing GSA Education Committee members: Rob Van der Voo University of Michigan, Ann Arbor, Mich. Keith A. Sverdrup University of Wisconsin, Milwaukee, Wis. Mary M. Riestenberg College of Mount Saint Joseph, Cincinnati, Ohio Virginia L. Peterson Grand Valley State University, Allendale, Mich. Wendi J.W. Williams University of Arkansas, Little Rock, Ark. Sandra Rutherford Eastern Michigan University, Ypsilanti, Mich. Larissa Grawe DeSantis University of Florida, Gainesville, Fla. Aida Awad Des Plaines, Ill. Stephen R. Mattox Grand Valley State University, Allendale, Mich. Steve Boyer Tacoma, Wash. Jo Laird University of New Hampshire, Durham, N.H. Cover image: A basalt dike cuts through rocks of Permain age on Wasp Head, NSW Australia. Photo by Gary B. Lewis. Table of Contents What is Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Evaluation . . . ....
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...ESSAY; Science and Religion: Bridging the Great Divide EVER since science began drifting away from religion, centuries ago, each has dreamed of subsuming the other. Scientists, in their boldest moments, speak of explaining away all the mysteries by empirical inquiry, leaving no need for ancient wisdom. And the faithful, fervently believing in spiritual forces unmeasurable by any meter, find it absurd that God's children would aspire to heaven solely by building telescopes and computers -- scientific Towers of Babel. They have longed for a reality beyond the shadowplay of the material realm. Left between these extremes are many people who are both scientific and religious, and confused about whether a bridge can ever cross the divide. Every few decades, this hope for reconciliation, or ''dialogue,'' experiences a revival. The most recent may be the biggest, with books, conferences and television shows trying to find a common ground between two fundamentally different ways of thinking about the world. In the 1970's scholars tried to merge science with Eastern religion; the emphasis now is on rejoining science with monotheistic, usually Christian, faith. Not all the work is motivated by religious passion. In his new best-selling book, ''Consilience'' (Knopf), the Harvard biologist Edward O. Wilson tries to revive the Enlightenment dream of a unified system of knowledge that would embrace not only the sciences but also morality and ethics, removing them from the uncertainties...
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...The traditional meaning of science and technology is viewed in different ways. In its broad term technology is dealing with the use and knowledge of humanity’s tools and crafts. It is also a knowledge of using tools and machines to do tasks efficiently. We often use technology to control the world in which we live and it is developed to extend human capabilities. Technology is an innovation, change, or modification of the natural environment to satisfy perceived human needs and wants. we can also view technology in four aspects. First, technology is defined as technics which refer to material products of human making or fabrication. It refers to all material artifacts produced by a person or group in society. Second, technology is viewed as a technology which refers to the complex of knowledge, methods, materials and constituent parts used in making certain kind of technic. it means that not only one technology is use in making a certain kind of technic. technology is also a form of human cultural activity so it is viewed as a distinctive form of human practice like other proffesions which is pratice by technologists like mechanists and engineers. Lastly, technology as a total societal enterprise is the complex of knowledge, people, skills, organizations, facilities, technichs, physical resources, methods,and technologies that taken together and in relationship to one another are devoted to the research, development, production, and operation of technics. in this sense technology...
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...Josh Wagner SC300 Final Project: Randomness and Mutation May 01, 2012 Methods of Mutation After reading the given scenario, its safe to say that everyone’s reaction towards certain situations will be different. The scenario states, that when I arrive home late at night, I walk up to the front door, unlock it, and reach in to turn on the light switch located inside by the front door. The light strangely does not turn on, now what? Its clear that there must be some explanation as is to why the light did not turn on, my first reaction would be to try one more time to see if “it really was the light” and not human error. Using the scientific method, I came up with two different reasons/scenarios as to how and why the light did not turn on in hopes that one will solve the current situation. Trial #1: * Observe: I have observed that the light does not work, since I tried flicking the switch a couple of times. * Hypothesis: Since the light is not working my first thought would be that the light bulb has burnt out. * Experiment: Since the house is dark, I take out my phone in hopes it will shine a path to the next light switch, which is a couple feet away. I switch on that light and observe if it or isn’t working. * Data: Once I have figured out if the other lights are working or not I can come up with my conclusion and collect my data. My data would conclude if the lights in the other part of the house were working or not. * Communicate/Conclusion:...
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