...This article was published in the Science Daily; Name: Course: Tutor: Institution: Instructor: ‘Rare 2.5-billion-year-old rocks reveal hot spot of sulfur-breathing bacteria: Sulfur-dependent life forms thrived in oceans.’ (http://www.sciencedaily.com/releases/2014/11/141106143711.htm) on November 8, 2014, and its Source was the University of Maryland. Heather Dewar wrote the original article of this edition. According to the article Biogeochemical gestures, in Brazilian 2.5-billion-year-old carbonate rocks disclose that sulfur-consuming bacteria were full of life at a time when levels of ocean sulfur were low. Geologists concentrated on sulfur isotopes in antique carbonate rocks. The research study reveals early atmospheric chemistry of the Earth (University of Maryland 2014, November 6). There is a heated debate around the evolution of sulfur-dependent bacteria among the numerous scientists who study the early history of planet earth. The scientists claim that these organisms lived when there were fewer oxygen levels in the atmosphere (less than one-thousandth of their quantity now). Active in ocean waters, the bacteria breathed in sulfate instead of free oxygen molecules. The big question is how the sulfate reached the ocean and how it...
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...Lydia Hernandez Bio 156 Module 5 Cellular Respiration Cellular Respiration is the process by which cells acquire energy by breaking down nutrient molecules produced by photo synthesizers. (Mc-Graw-Hill, 2014). Oxygen and carbon dioxide are what makes cellular respiration, without it, no animal, human or plants would breathe. Cellular respiration has four phases and that includes: glycolysis, citric acid cycle, preparatory reaction, and electron transport chain. The first phase is glycolysis and it takes place outside of the mitochondria and during this phase it does require oxygen. During this phase, glucose is broke down to two molecules of pyruvate. During the breakdown it release enough energy to give a net gain of 2 Atp. Preparatory reaction and citric acid cycle follow next and occur in the mitochondria. The preparatory reaction happens in the matrix of the mitochondria. Carbon Dioxide is release and pyruvate is broken into a 2-carbon acetyl group. The citric acid cycle also takes place in the matrix. Oxidation occurs when two carbon dioxide molecules, three NADH molecules, and one FADH2 molecules are formed. This phase produces one ATP. The final phase is the electron transport chain that is located in the cristae in the mitochondria. FADH2 and NADH bring electrons to the transport chain. The electrons move down and energy is caught to form ATP. For every pair of electrons that enters by NADH, three ATP result and 2 ATP result by Fadh2. (Mc-Graw-Hill, 2014)...
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...new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new new ...
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...I am using the article "The 1960s Science and Technology: Topics in the News.” as a source because it covers the majority of reasons we are pushing for space exploration. It covers the the need for more resources, possible answers to the origin of life, and even just appreciation of the stars because of astronomy. My claim is that space travel is important in the survival of the human race; it is vital to have a contingency plan, a way to get finite resources, and understand our planet better. This source covers two of my three qualifiers, as well as supporting my claim in the need for rare resources and understanding Earth, in order to survive in the future. The target audience is people who are science enthusiasts but also are interested...
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...THE UNIVERSITY OF NEW SOUTH WALES SCHOOL OF COMPUTER SCIENCE & ENGINEERING ISSUES IN PHYSICAL XML DATABASE DESIGN Damien Fisher (3065680) Bachelor of Computer Science (Honours) Supervisor: Dr. Raymond Wong Submission Date: October 29, 2003 Abstract Recent years have seen a surge in the popularity of XML, a markup language for representing semistructured data. Some of this popularity can be attributed to the success that the semi-structured data model has had in environments where the relational data model has been insufficiently expressive. It is thus natural to consider native XML databases, which are designed from the ground up to support XML data. Developing a native XML database introduces many challenges, some of which we consider here. The first major problem is that XML data is ordered, whereas relational databases operate on set-based data. We examine the ordering problem in great detail in this thesis, and show that while it imposes an unavoidable performance penalty on the database, this penalty can be reduced to an acceptable level in practice. We do this by making use of type information, which is often present in XML data, and by improving existing results in the literature. XML data is frequently queried using XPath, a de facto standard query language. The importance of XPath is increasing, due to its use as a primitive in the more powerful emerging query language, XQuery. It is widely believed that the one of the most promising approaches to evaluating...
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...The word 'science' is derived from the Latin word 'scientia' which means knowledge. Therefore, science is about gaining knowledge either through observing, studying, experience, or practice. Entire knowledge acquired through science is about discovering truths, finding facts, uncovering phenomenon hidden by the nature. Observations and experimentation, in science, support in describing truth and realities through systematic processes and procedures. For me, science is an intellectual set of activities designed to uncover information about anything related to this world in which we live. The information gathered is organized through scientific methods to form eloquent patterns. In my opinion the primary objective of science is to gather information and to distinguish the order found between facts. What Science Means to Me as an Upcoming Scientist Science exposes several ideas along with significant themes so that I could test them independently and without any bias to arrive at solid conclusion. For this purpose exchange of data and materials is necessary. I am able to generate real and tangible facts supported by reliable evidence. Work of scientist is based on theoretical science. It means, in theoretical science, there is only a sign, just a hint on which discoveries could be made, facts could be found. While studying science I am always working for determining truth, based on my perceptions, judgment, observation, experience, and knowledge collected through several means...
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...Is it dangerous for Politics to define Science? Political discourses entail following cultural and unwritten behaviors, which in most cases are driven by organizational and personal agendas, aimed at attaining particular objectives. The need to practice politics effectively has led to the emergence of political science, which covers the study of governments, political systems and process, and political policies. On the other hand, science refers to a methodical approach that is used in understanding the natural world (McLelland 1). Science is one of the most fundamental disciplines that can be relied upon in an effort to transform the society through effective decision-making. This observation arises from the fact that, science leads to the formulation of scientific theories, which are comprehensive and well-integrated set of facts. The objective of this paper is to analyze if there are any dangers to this effect. The credibility of scientific ‘facts’ arises from the construct that, the facts are repeatedly tested and accepted, thus increasing their effectiveness in making predictions on certain natural phenomena. McLelland posits, “Science is a human endeavor, which subjects it to bias, misapprehensions, and personal prejudices” (4). This argument is in line with the assumption that humans can accurately observe and measure a given phenomenon in an effort to understand the universe. However, the conclusions arrived at by humans is limited by how effective they can make sense...
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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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...History of Women in Science Women have continually played a part in scientific endeavor, even prior to invention of the term ‘scientist’. Nevertheless, in Western culture, science and femininity lacked unity and the masculine painting of science revealed not only that more males did science, but that science itself was seen as an integrally masculine venture. The notion that mathematics and science were unsuitable or ‘hard’ for women, and even ‘at odds’ with real femininity, can be trailed back to the beginning of modern science and the commencement of the Royal Society in the seventeenth century. Then ‘femininity’ became the exact opposite of the new, masculine, experimental science of Newton and his colleagues who needed to break from the passive, reflective analytical style of outdated ‘natural philosophy’, the former word for science. (Schiebinger, 1996). This divide that detached women from the new experimental science, was made a lot wider by the Nature’s tradition being embodied in female form only. The masculine scientists made ‘mother nature’ their goal of research, and branded her as a female muse who could trick them, but if trained would also permit them to ‘enter her secrets’. This entire trap cast femininity as the inactive, topic of investigation and the male as the virile, enthusiastic investigator; a dualism that just increased the difference between science and femininity (Jordanova, 1991). Regardless of this, there existed women scientists— botanists, mathematicians...
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...they never fight over their disagreements. They argue about evidence or go out and seek new evidence.” This quote captures the essence of what this essay is going to cover. Disagreement opens room for questioning and reasoning.. In order to make the knowledge question that entitles this essay easier to understand, the “pursuit of knowledge” needs to be defined. The pursuit of knowledge is a famous term to define the inherent concept of humanity’s constant desire to know more. Personally this topic appeals to me as I have seen the substantial curiosity that children possess, but I believe this thirst for knowledge is very limited. All children want to hear is an answer, but they don’t question the sources or ask to see the evidence. When I noticed this trait in young children, I had an epiphany that if our global society followed this childish outlook on the world, the world and the education system wouldn’t be the same. I will elaborate upon two possible perspectives towards this question; either you believe that disagreement does aid the pursuit of knowledge or you believe that it doesn’t. I will demonstrate both perspectives by analyzing how the roles of logic and emotion help gain new knowledge in the sciences. Ideally the role of logic is applied towards the natural sciences, and the human sciences use emotion as a way of knowing. I believe that disagreement in the natural and human sciences opens up the opportunity to question what has been asserted, in order to ameliorate our...
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...– Principle of Sciences. WHAT IS SCIENCE? Science, for me is a word that was introduced to me when I was 10, back in class 4. I still remember my first science book and how enthusiastic I was when I brought it home. The very first chapter of the book was ‘Our Universe’; I was so fascinated by those aesthetic pictures of the galaxy, Milky Way and the nine planets that I almost had thought of becoming an astronomer. But, as I grew up, I realised that science was much more than I had thought of. It is not only limited to the incomprehensible galaxies, but, it is present everywhere, even within us. Everything we do involves science. At the age of 16, science for me was a fat textbook, which horrified me day and night. Science for me was white lab coats and microscopes, which I always had fascinated about. It was about numerous theories which are still argued upon. It was about Newton’s equations scribbled on a blackboard. At that age I was looking Science as a topic which took information from the past, to be analysed, processed and experimented in the present to make our future better. And when I was 17, I asked myself what science was, I looked at it as a subject, which I had to part with to pursue my dreams in the corporate world. But no, science is not just that. Science is my mother cooking luscious food; science is in my father’s archaic camera which has captured me as I have become an adolescent from an infant. Science is a way of discovering...
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...as science journalists, make mistakes as well in reporting their news stories. Since there are millions of peer-reviewed papers published annually and many science journalists do not specialize in any particular field, it is common for them to make mistakes. A question arises then, what are common mistakes made by science journalists, and how can they be corrected? 2. One example of misunderstanding and confusion in science reporting is about the news stories regarding a condition called ductal carcinoma in situ (DCIS). There is a possibility that it is a precursor of breast cancer; however, that is all it is, a possibility. Doctors differ on the subject matter. All the same, when a study about the condition appeared in a peer-reviewed medical journal about cancer, different news outlets made varying...
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...“Study Habit of New Era University Political Science Students” Submitted to the Faculty of College of Arts and Sciences and to Professor Dr. Joseph Asuncion in Partial Fulfillment of the Requirements for the subject Research I By Andrea C. Calaycay AB- Political Science student CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Education is the most valued treasure we can have and cannot steal by others. Having a degree someday is a great gratitude for our parents and to oneself. A great achievement that you have past all your subjects and been through the world of most criticizing phase of your life. Molded you as a better person filled you with the right knowledge you needed in your field of profession. Not only just the lessons being taught by your Professor or by reading books but also the lessons of life which is the most vital lessons that should be applicable and valued to every individuals produced by its University. Statement of the Problem This study sought assessed the study habits of New Era University Political Science Students. Specifically, this study aims to answer the following questions; 1. What are the matters affecting the student’s study habits of New Era University Political Science? 2. Is there any significant relationship between the course study and the ability of student to cope up in their field of study? 3. Are there things helped the students in their field of study by their University? And most importantly...
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...Helping Your Child Learn Science U.S. Department of Education Margaret Spellings Secretary First published in September 1992. Revised in 2004 and 2005. This booklet is in the public domain. Authorization to reproduce it in whole or in part for educational purposes is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Communications and Outreach, Helping Your Child Learn Science, Washington, D.C., 2005. To order copies of this publication in English or Spanish, write to: ED Pubs Education Publications Center U.S. Department of Education P.O. Box 1398 Jessup, MD 20794-1398; or fax your request to: (301) 470-1244; or e-mail your request to: edpubs@inet.ed.gov. or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833. or order online at: www.edpubs.org/webstore/Content/search.asp This publication is also available on the Department’s Web site at: www.ed.gov/parents/academic/help/hyc.html On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-9895 or (202) 205-0818. Children’s books and magazines are mentioned in this booklet...
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...Abstract This paper explores the nature of science as studied by G. Lederman (2007). Particular attention is paid to the epistemological questions and the ontological status of the nature of science. Epistemologically, the article seeks a definition of science, its nature and how it is acquired and accepted .The key ontological concerns are the form of existence of Nature of science. The paper intends to critically study the issues that arise. Key words: Nature Of Science. Epistemology. Ontology Introduction Extensive research efforts for over 100 years or so have focused on the goal of enhancing learners’ scientific literacy (Lederman, 2007, Akpan 2013, Mc Ilelland, Zinyeka, 2013, http://www.saarmste.org). Embedded in scientific literacy is scientific practice which relies on scientific language (Akpan , 2013, Kourany, 1998 and Lederman , 2007). Argumentation in the language is what is pictured as underpinning the nature of science views and that the converse is true. Lederman (2007), considers science as constituting body of knowledge, method and the value of beliefs inherent to scientific knowledge and development. Zinyeka (2013) defines epistemology as the justification of claimed knowledge within a specific discipline and ontology as the form of existence of something. The Epistemological Question There is no consensus about what the nature of science is or is not among scholars. (Lederman, 2007, p 835) explains that “ nature of science refers to the epistemological underpinnings...
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