DOCSLIB.ORG

The Science of Biology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Science of Biology The Science of Biology Inquire: Biology as a Science Overview Science attempts to describe and understand the nature of the universe, in whole or in part, by rational means. Science has many fields; those fields related to the physical world and its phenomena are considered natural sciences. Biology is the science that studies living organisms and their interactions with one another and their environments. Science can be basic or applied. The main goal of basic science is to expand knowledge without any expectation of short-term practical application. The primary goal of applied research, however, is to solve practical problems. Big Question: What is biology? ​ ​ Watch: Biology as a Science Biology is a science, but what exactly is science? And what does the study of biology share with other scientific disciplines? Science can be defined as knowledge that covers general truths or the operation of general laws, especially when acquired and tested by the scientific method. It becomes clear from this definition that the application of the scientific method plays a major role in science. The scientific method is a method of research with defined steps that include experiments and careful observation. While research efforts are usually carefully planned, it is important to note that some discoveries are made by scientific serendipity, that is, by means of a fortunate accident or a lucky surprise. For example, Penicillin was discovered when biologist Alexander Fleming accidentally left a petri dish of Staphylococcus bacteria open. An unwanted mold grew on the dish, killing the bacteria. The mold turned out to be Penicillium, and a new antibiotic was discovered. The discovery of the microwave by Percy L. Spencer; saccharin, an artificial sweetener by Ira Remsen and Constantin Fahlberg; the pacemaker by Wilson Greatbatch; x-rays by Wilhelm Roentgen; and anesthesia by Horace Wells and Charles Jackson were all accidental discoveries. Amateurs have made key scientific discoveries as well. William Herschel discovered the planet Uranus, Michael Faraday discovered benzene (a cancer causing chemical), Mary Anning discovered many giant prehistoric fossils, and Félix d’Herelle discovered pathogens to control insects. Biology Module 1 - The Science of Biology Copyright TEL Library 2018 Page 1 Gregor Mendel, an amateur scientist, made one of the most important scientific discoveries. Experimenting with thousands of garden peas, Mendel uncovered the fundamentals of genetics. Gregor Mendel set the framework for genetics long before chromosomes or genes had been identified. Mendel’s experiments serve as an excellent starting point for thinking about inheritance. As you now know, many scientists, from amateurs to individuals with many years of formal education, have contributed to the field of biology simply by asking questions and seeking answers about the world around them. Anyone can be a biologist, including you. Read: The Science of Biology Overview What is biology? Generally, biology is the study of living organisms and their interactions with one ​ ​ another and their environments. This is a very broad definition because biology has a wide scope. Biologists may study anything from microscopic or submicroscopic views of a cell to ecosystems and the whole living planet. Introduction to Biology Viewed from space, Earth offers no clues about the diversity of life forms that reside there. The first forms of life on Earth are thought to have been microorganisms that existed for billions of years in the ocean before plants and animals appeared. The mammals, birds, and flowers familiar to us are all relatively recent, originating 130 to 200 million years ago. Humans have inhabited this planet for only the last 2.5 million years, and only in the last 200,000 years have humans looked like we do today. The Science of Biology Listening to the daily news, you will quickly realize that many aspects of biology are discussed every day. For example, recent news topics include Escherichia coli (commonly known as e-coli) outbreaks in spinach and salmonella contamination in peanut butter. Other subjects include efforts toward finding cures for AIDS, Alzheimer’s disease, and cancer. On a global scale, many researchers are committed to finding ways to protect the planet, solve environmental issues, and reduce the effects of climate change. These diverse endeavors are all related to different facets of the biology discipline. The Process of Science Biology is a science, but what exactly is science? What does the study of biology share with other scientific disciplines? Science (from the Latin scientia, meaning “knowledge”) can be defined as ​ ​ knowledge that covers general truths, or the operation of general laws, especially when acquired and tested by the scientific method. Consequently, the application of the scientific method plays a major role in science. The scientific method is a method of research with defined steps that include experiments ​ ​ and careful observation. One of the most important aspects of the scientific method is the testing of hypotheses by means of repeatable experiments. A hypothesis is a suggested explanation for an event, which can be tested. ​ ​ Although using the scientific method is inherent to science, it is inadequate in determining what science is. This is because the scientific method can easily be applied to disciplines such as physics and chemistry, but when it comes to disciplines like archaeology, psychology, and geology, the scientific method becomes less applicable, as it becomes more difficult to repeat experiments. Biology Module 1 - The Science of Biology Copyright TEL Library 2018 Page 2 These areas of study are still sciences. Consider archeology — even though one cannot perform repeatable experiments, hypotheses may still be supported. For instance, an archeologist can hypothesize that an ancient culture existed based on finding a piece of pottery. Further hypotheses could be made about various characteristics of this culture, and these hypotheses may be found to be correct or false through continued support or contradictions from other findings. Through additional experiments and findings, a hypothesis may become a verified theory. A scientific ​ theory is a tested and confirmed explanation for observations or phenomena. Science may be better ​ defined as fields of study that attempt to comprehend the nature of the universe. Natural Sciences What would you expect to see in a natural sciences museum? Frogs? Plants? Dinosaur skeletons? Exhibits about how the brain functions? A planetarium? Gems and minerals? Or, maybe all of the above? Science includes diverse fields, such as astronomy, biology, computer sciences, geology, logic, physics, chemistry, and mathematics. However, the science fields related to the physical world and its phenomena and processes are considered natural sciences. Thus, a natural sciences museum might contain any of ​ ​ the items listed in the opening example. The other branches of science deal with technology, mathematics, and social sciences such as psychology and anthropology. There is no consensus of what the natural sciences include; however, for some experts, the natural sciences are astronomy, biology, chemistry, earth science, and physics. Other scholars choose to divide the natural sciences into two further classifications: life sciences, which study living things and include ​ ​ biology, and physical sciences, which study nonliving matter and include astronomy, geology, physics, ​ ​ and chemistry. Some disciplines, such as biophysics and biochemistry, are interdisciplinary because they build on both life sciences and physical sciences. Not surprisingly, the natural science of biology has many branches, or subdisciplines. Cell biologists study cell structure and function, while biologists who study anatomy investigate the structure of an entire organism. Biologists studying physiology, however, focus on the internal functioning of an organism. Some areas of biology focus on only particular types of living things. For example, botanists explore plants, while zoologists specialize in animals. Reflect Poll: It’s Your Turn If you had to be a scientist, what type of science would you study based on what you know now about natural science and biology? ● life science ● physical science ● social science ● earth science ● mathematics & logic Biology Module 1 - The Science of Biology Copyright TEL Library 2018 Page 3 Expand: Basic and Applied Science Two Types of Science: Basic Science and Applied Science For the last few decades, the scientific community has been debating the value of different types of scientific pursuits. Is it valuable to investigate science for the sake of simply gaining knowledge, or does scientific knowledge only have worth if it is applied to solving a specific problem or to bettering lives? This question focuses on the differences between two types of science: basic science and applied science. Basic science, or “pure” science, seeks to expand knowledge, regardless of its short-term applications. It ​ is not focused on developing a product or a service of immediate public or commercial value. The immediate goal of basic science is knowledge for knowledge’s sake, though this does not mean that, in the end, it may not result in a practical application. In contrast, applied science or “technology,” aims to use science to solve real-world problems, making it ​ ​ possible, for example, to improve a crop yield, find a cure for a particular disease, or save animals threatened
Load more

Recommended publications
  • Outline of Science
    Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of
    [Show full text]
  • Recommendations from the Academic Futures Working Group On
    Recommendations from the Academic Futures Working Group on Interdisciplinary Education, Research and Creative Works Released to campus October 1, 2019 University of Colorado Boulder Table of Contents I. Background and Philosophy B. Interdisciplinarity, the Public University, and Serving the Public Good C. Campus Perspectives on Interdisciplinarity II. Interdisciplinarity in Teaching and Research A. Bringing Interdisciplinarity Front and Center B. Creating the Continuum of Interdisciplinary Education C. Interdisciplinary Research and Scholarship: Building on our Existing Interdisciplinary Strengths III. Creating sustainability and taking on our challenges IV. Creating a Budgetary Model for Campus that Supports Interdisciplinarity V. Conclusion 1 University of Colorado Boulder Committee Members Jim White, Interim Dean, College of Arts and Sciences (Lead) Waleed Abdalati, Director, CIRES and Professor, Geography, College of Arts and Sciences Max Boykoff, Associate Professor, ENVS/CIRES; Director, Center for Science and Technology Policy Andrew Calabrese, Associate Dean of Graduate Programs and Research, Professor of Media Studies, CMCI Margaret C. Campbell, Provost Professor of Marketing, Leeds School of Business Sharon Collinge, Professor, ENVS, College of Arts and Sciences Jackie Elliott, Associate Professor and Chair, Classics Oliver Gerland, Associate Professor, Theatre & Dance; Interim Director of the Humanities program Larry Levine, Associate Vice Chancellor for IT and CIO, Office of Information Technology Jana Milford, Professor,
    [Show full text]
  • Foundations of Nursing Science 9781284041347 CH01.Indd Page 2 10/23/13 10:44 AM Ff-446 /207/JB00090/Work/Indd
    9781284041347_CH01.indd Page 1 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION PART 1 Foundations of Nursing Science 9781284041347_CH01.indd Page 2 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 9781284041347_CH01.indd Page 3 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER Philosophy of Science: An Introduction 1 E. Carol Polifroni Introduction A philosophy of science is a perspective—a lens, a way one views the world, and, in the case of advanced practice nurses, the viewpoint the nurse acts from in every encounter with a patient, family, or group. A person’s philosophy of science cre- ates the frame on a picture—a message that becomes a paradigm and a point of reference. Each individual’s philosophy of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philosophy of sci- ence is not meant to be viewed as a black or white proposition, it does provide perspectives that include some ideas and thoughts and, therefore, it must neces- sarily exclude others. The important key is to ensure that the ideas and thoughts within a given philosophy remain consistent with one another, rather than being in opposition.
    [Show full text]
  • Inclusive Worldviews: Interdisciplinary Research from a Radical Constructivist Perspective
    INCLUSIVE WORLDVIEWS: INTERDISCIPLINARY RESEARCH FROM A RADICAL CONSTRUCTIVIST PERSPECTIVE ALEXANDER RIEGLER Center Leo Apostel Vrije Universiteit Brussel Krijgskundestraat 33, B-1160 Brussels E-mail:[email protected] Interdisciplinary inquiry presupposes an open worldview to enable the researcher to transcend the confinements of a specific discipline in order to become aware of aspects that are necessary to satisfyingly solve a problem. Radical construc- tivism offers a way of engineering such interdisciplinarity that goes beyond mere multi or pluridisciplinary approaches. In this paper I describe epistemological and methodological aspects of interdisciplinarity, discuss typical problems it faces, and carve out its relationship with knowledge and communication from a constructivist perspective. Five implications for interdisciplinary practice and science education conclude the paper. Keywords: Radical constructivism; black-boxing; knowledge; meaning 1. Introduction To me, science has always been an interdisciplinary endeavour. When I en- rolled at university, I intended to carry over the passion for astronomy I had developed in high school. But taking to the computational approach, I also became intrigued by the idea of building computational models of that which enables human scientists to do their job in the first place: cognition. In those days, I considered artificial intelligence a sort of meta solution to current problems in science. Rather than solving the actual problem, the solution concerns methods that solve a class of problems, e.g. all those scientific problems that arise due to cognitive insufficiencies of the human researcher. Soon I changed to study artificial intelligence and cognitive sci- ence and experienced my first “paradigm-switch” from mathematics-based science to computation-based research.
    [Show full text]
  • Introduction to Philosophy of Science
    INTRODUCTION TO PHILOSOPHY OF SCIENCE The aim of philosophy of science is to understand what scientists did and how they did it, where history of science shows that they performed basic research very well. Therefore to achieve this aim, philosophers look back to the great achievements in the evolution of modern science that started with the Copernicus with greater emphasis given to more recent accomplishments. The earliest philosophy of science in the last two hundred years is Romanticism, which started as a humanities discipline and was later adapted to science as a humanities specialty. The Romantics view the aim of science as interpretative understanding, which is a mentalistic ontology acquired by introspection. They call language containing this ontology “theory”. The most successful science sharing in the humanities aim is economics, but since the development of econometrics that enables forecasting and policy, the humanities aim is mixed with the natural science aim of prediction and control. Often, however, econometricians have found that successful forecasting by econometric models must be purchased at the price of rejecting equation specifications based on the interpretative understanding supplied by neoclassical macroeconomic and microeconomic theory. In this context the term “economic theory” means precisely such neoclassical equation specifications. Aside from economics Romanticism has little relevance to the great accomplishments in the history of science, because its concept of the aim of science has severed it from the benefits of the examination of the history of science. The Romantic philosophy of social science is still resolutely practiced in immature sciences such as sociology, where mentalistic description prevails, where quantification and prediction are seldom attempted, and where implementation in social policy is seldom effective and often counterproductive.
    [Show full text]
  • Higher Education Research and Development Survey, Fy
    INFORMATION ONLY – DO NOT USE TO REPORT FORM APPROVED OMB No. 3145-0100 Expiration Date: 09/30/19 NATIONAL SCIENCE FOUNDATION ALEXANDRIA, VA 22314 HIGHER EDUCATION RESEARCH AND DEVELOPMENT SURVEY FY 2018 Please submit your survey data by January 31, 2019. Your participation in this survey provides important information on the national level of R&D activity. The National Science Foundation (NSF) is authorized to collect this information under the National Science Foundation Act of 1950, as amended. Your institution’s response is entirely voluntary. Response to this survey is estimated to require 54 hours. If you wish to comment on the time required to complete this survey, please contact Suzanne H. Plimpton of NSF at (703) 292-7556, or e-mail [email protected]. The Web address for submitting your data: http://www.herdsurvey.org/ Or mail this form to: ICF 530 Gaither Road, Suite 500 Rockville, MD 20850 Questions? Technical support: [email protected] (866) 936-9376 General survey questions: Michael Gibbons National Center for Science and Engineering Statistics National Science Foundation [email protected] (703) 292-4590 Thank you for your participation. INFORMATION ONLY – DO NOT USE TO REPORT What’s New for FY 2018 Changes to Question 1 • On row e1, institutionally financed research, instructions were updated to clarify that expenditures for institution research administration and support (e.g., office of sponsored programs) should be excluded. 2 INFORMATION ONLY – DO NOT USE TO REPORT Survey Definitions and Instructions This survey collects data on research and development (R&D) activities at higher education institutions. Please report R&D activities and expenditures for your institution’s 2018 fiscal year.
    [Show full text]
  • Bibliometrics Development and Indicators in Science
    Vol. 7(9), pp. 161-172, November 2015 DOI: 10.5897/IJLIS2015.0584 Article Number: C3192D155901 International Journal of Library and Information ISSN 2141-2626 Copyright © 2015 Science Author(s) retain the copyright of this article http://www.academicjournals.org/IJLIS Full Length Research Paper Development of bibliometrics in Colombia Cristina Restrepo Arango1* and Rubén Urbizagástegui Alvarado2 1Programa de Posgrado en Bibliotecología y Estudios de la Información Universidad Nacional Autónoma de México, México. 2Library and Information Science, University of California at Riverside, Science Library, Riverside, CA 92521 – 5900, USA. Received 8 April, 2015:Accepted 6 October, 2015 The literature on bibliometrics published by Colombian and foreign authors who selected Colombian academic journals or events held in the country to communicate their findings is analyzed. The publications by Colombian researchers published abroad were also collected and analyzed. The type of documents used by researchers, the journals most used, and the languages used for communicating their findings were also studied. The growth of the literature, the network of co-authorships, the more productive authors, and scientific fields most researched were also analyzed. It was found 255 papers were published in academic journals, most of them in Spanish language; 77% of authors have published just one document, while 23% of them made between 2 and 24 contributions. The production of this kind of literature is concentrated in the last decade as well as the collabortion behavior of authors. The literature is growing in an exponential form at a rate of 20% per year and doubling in size every 4 years. Network analysis identified six research groups in the country.
    [Show full text]
  • Outline of Applied Science
    Outline of applied science The following outline is provided as an overview of and • Sericulture – also called silk farming, is topical guide to applied science, which is the branch of the rearing of silkworms for the produc- science that applies existing scientific knowledge to de- tion of silk. Although there are several velop more practical applications, including inventions commercial species of silkworms, Bom- and other technological advancements. Science itself byx mori is the most widely used and in- is the systematic enterprise that builds and organizes tensively studied. knowledge in the form of testable explanations and pre- • Food science – study concerned with all tech- [1][2][3] dictions about the universe. nical aspects of foods, beginning with harvest- ing or slaughtering, and ending with its cook- ing and consumption, an ideology commonly 1 Branches of applied science referred to as “from field to fork”. It is the discipline in which the engineering, biological, Applied science – application of scientific knowledge and physical sciences are used to study the na- transferred into a physical environment. ture of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming pub- • Agronomy – science and technology of producing lic. and using plants for food, fuel, feed, fiber, and recla- • Forestry – art and science of managing forests, mation. tree plantations, and related natural resources. • Animal husbandry – agricultural practice of • Arboriculture – cultivation, management, breeding and raising livestock. and study of individual trees, shrubs, • Aquaculture – also known as aquafarming, is vines, and other perennial woody plants. the farming of aquatic organisms such as fish, • Silviculture – practice of controlling crustaceans, molluscs and aquatic plants.[4][5] the establishment, growth, composition, health, and quality of forests to meet di- • Algaculture – form of aquaculture involv- verse needs and values.
    [Show full text]
  • What Is Science? Objectives  Define Science
    What is Science? Objectives Define science. Give examples of how science is used. Define fact, theory, and law. Describe characteristics of scientific knowledge. Define what science is not. A Desire to Understand Humans share a desire to explore and understand the ________________ around us. (What is the world around us?) _________________ developed out this curiosity. Empiricism Science is based on empiricism – a search for knowledge based on ________________________ and observation. What is Science? Science is the human effort to gain knowledge about the world and how it works through ______________________ and experimentation, with observable physical evidence as the basis of that knowledge. Science is also the organized body of _____________________ gained through observation and experimentation (what others have already learned using science). We can read about this knowledge in encyclopedias, scientific ____________________, and text books. What is Knowledge? Knowledge is what we have ____________________or currently understand about the world in which we live. Pure Science vs. Applied Science Pure science describes the most basic objects and forces in the universe, relationships between them and ___________ governing them. Pure science is ________________ or learning for the purpose of adding information to the body of human knowledge. Pure science is a result of human curiosity. It is conducted by _______________, universities, publicly funded research facilities. Biology, ___________________, and physics are pure sciences. Applied science is research conducted for___________________ application such as a cure for cancer, designing a satellite, or improved automobile safety. It is using or applying pure science in actual practice or to work out practical ______________________. Engineering and _______________________ are applied sciences.
    [Show full text]
  • Bachelor of Applied Science Degree
    Bachelor of Applied Science Degree The Bachelor of Applied Science degree is structured for students who have completed or will have completed a technical career focus or who have obtained an associate of science, associate of applied science, or associate of applied technology degree. The program requires additional studies in general education and other academic and professional core courses. Degree requirements include the following: (1) Completion of an ADHE approved Associate of Science, Associate of Applied Science, Associate of Applied Technology, or Associate of Applied Science in General Technology with at least a 2.00 grade point average. The approval of specific programs or the transferability of credits toward the B.A.S. degree rests with the Vice Chancellor for Academic Affairs of the University. NOTE: Any developmental coursework (e.g., Fundamentals of English, Introductory Algebra, Intermediate Algebra) taken in fulfilling the requirements of a technical program cannot be applied toward the B.A.S. degree. (2) Completion of the University’s 35-hour general education curriculum. General education courses at the 1000-level or above which are taken to fulfill the requirements of an approved associate degree program may also be applied toward the B.A.S. degree. (3) Completion of a prescribed academic and professional core. (4) Completion of a minimum of 120 total hours at the 1000-level or above, of which at least 40 hours must be 3000- 4000 level courses. (5) Achievement of a minimum 2.00 cumulative grade point average. Technical, occupational, and technical support hours taken in completing an approved Associate of Science, Associate of Applied Science, Associate of Applied Technology, or Associate of Applied Science in General Technology degree program: 45 hours A student who has completed an appropriate degree or appropriate credit hours at an accredited community or technical college may apply the transfer work toward the degree requirements.
    [Show full text]
  • Associate of Applied Science Degree
    Fort Scott Community College Graduation Requirements Associate of Applied Science Degree Associate of Applied Science Degree (AAS)* The Associate of Applied Science Degree is awarded to students who have successfully completed an intensive, comprehensive two-year program that blends general and specialized career education. In addition to overall associate degree requirements, each candidate for the Associate of Applied Science Degree must complete requirements of the specific degree career programs and a minimum of general education credit hours. General Core Requirements: These courses meet specific general education requirements. Some programs may require many hours of the following, but some may have fewer, more specific requirements. English/Communications/Math Cultural Studies/Language English 101 & 102 Foreign Language History of Civilizations I or II Public Speaking Religions of Mankind Humanities Travel Experience Math Cultural Anthropology World Regional Geography Physical or Biological Science Arts and Humanities Any of the following five-hour lab courses: Art Music General Biology with Lab Principles of Biology I or II Art Appreciation Music Appreciation Anatomy & Physiology Microbiology Art History Introduction to Music Literature Environmental Life Science Fund. of Physical Science Physics Chemistry I or II Drama Philosophy Basic Chemistry Theater Appreciation Philosophy of Life History Religion Social or Behavioral Science United States History Old Testament Heritage General Psychology Social Problems Literature Sociology Microeconomics All Literature courses except Children’s Literature Marriage & The Family Women in Society Macroeconomics State & Local Government American Government World Regional Geography Physical Education Current World Affairs Lifetime Fitness Concepts Psychology of the Human Lifespan Any physical activity course excluding varsity sports FSCC Requirements Developmental courses cannot be counted towards the 62 College Orientation Capstone hours needed for the Associate Degree.
    [Show full text]
  • Science, Values, and Objectivity
    r Science, Values, and Objectivity E D i T E D B Y Peter Machamer and Gereon Wolters University of Pittsburgh Press / Universitätsverlag Konstanz i 2004 274 Felix Thiele Kambartel, F. 1996. Wissenschaft. In Enzyklopädie Philosophie und Wissen- 14 schaftstheorie, vol. 4, ed J. Mittelstraß, 719-21. Stuttgart: Metzler. Kamp, G. 2001. Logik und Deontik. Paderborn: Mentis. Korff, W. 1998. Einführung in das Projekt Bioethik. In Lexikon der Bioethik, ed. W. Korff, L. Beck, and P. Mikat, 7-16. Gütersloh: Gütersloher Verlagshaus. Knowledge and Control: Kuhse, H. 1998. A nursing ethics of care? Why caring is not enough. In Applied ethics in a troubled world, ed. E. Morscher, O. Neumaier, and P. Simons, 127- 42. Dordrecht: Kluwer. On the Bearing of Epistemic Values in Applied Science Kuhse, H., and P. Singer, eds. 1999. Bioethics: An anthology. Oxford: Blackwell Publishers. Lorenzen, P., and O. Schwemmer. 1975. Konstruktive Logik, Ethik, und Wissen- schaftstheorie . Mannheim : Bibliographisches Institut. Martin Carrier McDowell, J. 2001. Mind, value, and reality. Cambridge, MA: Harvard University Bielefeld University Press. Morscher, E. 2000. Angewandte Ethik. Salzburg: Forschungsberichte und Mit- teilungen , Forschungsinstitut für Angewandte Ethik, Universität Salzburg. Morscher, E., O. Neumaier, and P. Simons. 1998. Introduction. In Applied ethics in a troubled world, ed. E. Morscher, O. Neumaier, and P. Simons. Dordrecht: Kluwer. Schnädelbach, H. 1999. Philosophie Deutschland 1831 bis 1933. Frankfurt: Suhr- The Primacy of Applied kamp Verlag. (English: 1984. Philosophy in Germany 1831-1933. Cambridge: Science Cambridge University Press.) Schüklenk, U., and R. Ashcroft. 2000. International research ethics. Bioethics 14 Among the general public, the esteem for science does not primarily (2):158-72.
    [Show full text]