Two Examples of the Relation Between the Contemporary Science and Plato
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Science Standards
SCIENCE It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquires or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Five hundred copies have been prepared using Title I, Part A, School Improvement funds at a cost of $.15 per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. DECEMBER 2013. SCIENCE Table of Contents 5-8 Introduction 9 K-5 Overview 10-18 ■ KINDERGARTEN 19-28 ■ 1ST GRADE 29-39 ■ 2ND GRADE 40-54 ■ 3RD GRADE 55-68 ■ 4TH GRADE 69-82 ■ 5TH GRADE 83 6-12 Overview 84-101 ■ 6TH GRADE 102-119 ■ 7TH GRADE 120-137 ■ 8TH GRADE 138-152 ■ PHYSICAL SCIENCE 153-165 ■ CHEMISTRY 166-181 ■ PHYSICS 182-203 ■ BIOLOGY I 204-219 ■ EARTH & SPACE SCIENCE 220-235 ■ ENVIRONMENTAL SCIENCE Introduction Science uses observation and experimentation to explain natural phenomena. -
A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools
applied sciences Article A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools Tatiana Person 1,* , Iván Ruiz-Rube 1 , José Miguel Mota 1 , Manuel Jesús Cobo 1 , Alexey Tselykh 2 and Juan Manuel Dodero 1 1 Department of Informatics Engineering, University of Cadiz, 11519 Puerto Real, Spain; [email protected] (I.R.-R.); [email protected] (J.M.M.); [email protected] (M.J.C.); [email protected] (J.M.D.) 2 Department of Information and Analytical Security Systems, Institute of Computer Technologies and Information Security, Southern Federal University, 347922 Taganrog, Russia; [email protected] * Correspondence: [email protected] Abstract: Systematic reviews are powerful methods used to determine the state-of-the-art in a given field from existing studies and literature. They are critical but time-consuming in research and decision making for various disciplines. When conducting a review, a large volume of data is usually generated from relevant studies. Computer-based tools are often used to manage such data and to support the systematic review process. This paper describes a comprehensive analysis to gather the required features of a systematic review tool, in order to support the complete evidence synthesis process. We propose a framework, elaborated by consulting experts in different knowledge areas, to evaluate significant features and thus reinforce existing tool capabilities. The framework will be used to enhance the currently available functionality of CloudSERA, a cloud-based systematic review Citation: Person, T.; Ruiz-Rube, I.; Mota, J.M.; Cobo, M.J.; Tselykh, A.; tool focused on Computer Science, to implement evidence-based systematic review processes in Dodero, J.M. -
Mothers in Science
The aim of this book is to illustrate, graphically, that it is perfectly possible to combine a successful and fulfilling career in research science with motherhood, and that there are no rules about how to do this. On each page you will find a timeline showing on one side, the career path of a research group leader in academic science, and on the other side, important events in her family life. Each contributor has also provided a brief text about their research and about how they have combined their career and family commitments. This project was funded by a Rosalind Franklin Award from the Royal Society 1 Foreword It is well known that women are under-represented in careers in These rules are part of a much wider mythology among scientists of science. In academia, considerable attention has been focused on the both genders at the PhD and post-doctoral stages in their careers. paucity of women at lecturer level, and the even more lamentable The myths bubble up from the combination of two aspects of the state of affairs at more senior levels. The academic career path has academic science environment. First, a quick look at the numbers a long apprenticeship. Typically there is an undergraduate degree, immediately shows that there are far fewer lectureship positions followed by a PhD, then some post-doctoral research contracts and than qualified candidates to fill them. Second, the mentors of early research fellowships, and then finally a more stable lectureship or career researchers are academic scientists who have successfully permanent research leader position, with promotion on up the made the transition to lectureships and beyond. -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
Philosophy of Science Reading List
Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
History of Science and History of Technology (Class Q, R, S, T, and Applicable Z)
LIBRARY OF CONGRESS COLLECTIONS POLICY STATEMENTS History of Science and History of Technology (Class Q, R, S, T, and applicable Z) Contents I. Scope II. Research strengths III. General collecting policy IV. Best editions and preferred formats V. Acquisitions sources: current and future VI. Collecting levels I. Scope This Collections Policy Statement covers all of the subclasses of Science and Technology and treats the history of these disciplines together. In a certain sense, most of the materials in Q, R, S, and T are part of the history of science and technology. The Library has extensive resources in the history of medicine and agriculture, but many years ago a decision was made that the Library should not intensively collect materials in clinical medicine and technical agriculture, as they are subject specialties of the National Library of Medicine and the National Agricultural Library, respectively. In addition, some of the numerous abstracting and indexing services, catalogs of other scientific and technical collections and libraries, specialized bibliographies, and finding aids for the history of science and technology are maintained in class Z. See the list of finding aids online: http://findingaids.loc.gov/. II. Research strengths 1. General The Library’s collections are robust in both the history of science and the history of technology. Both collections comprise two major elements: the seminal works of science and technology themselves, and historiographies on notable scientific and technological works. The former comprise the original classic works of science and technology as they were composed by the men and women who ushered in the era of modern science and invention. -
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions. -
Science Academic Standards Over the Course of the Cyclical Review Process and Their Efforts and Input Are Appreciated
SOUTH CAROLINA ACADEMIC STANDARDS AND PERFORMANCE INDICATORS FOR SCIENCE Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina This document approved by Education Oversight Committee and State Board of Education Contents Acknowledgements ........................................................................................................................ iii Introduction .................................................................................................................................... 1 Academic Standards and Performance Indicators for Science Kindergarten .................................................................................................................................... 5 Grade 1 .......................................................................................................................................... 11 Grade 2 .......................................................................................................................................... 18 Grade 3 .......................................................................................................................................... 25 Grade 4 .......................................................................................................................................... 32 Grade 5 .......................................................................................................................................... 39 Grade 6 ......................................................................................................................................... -
Simplicius and Avicenna on the Nature of Body
Simplicius and Avicenna on the Nature of Body Abraham D. Stone August 18, 1999 1 Introduction Ibn S¯ına, known to the Latin West as Avicenna, was a medieval Aristotelian— one of the greatest of all medieval Aristotelians. He lived in Persia from 980 to 1037, and wrote mostly in Arabic. Simplicius of Cilicia was a sixth cen- tury Neoplatonist; he is known mostly for his commentaries on Aristotle. Both of these men were, broadly speaking, part of the same philosophical tradition: the tradition of Neoplatonic or Neoplatonizing Aristotelianism. There is probably no direct historical connection between them, however, and anyway I will not try to demonstrate one. In this paper I will examine their closely related, but ultimately quite different, accounts of corporeity— of what it is to be a body—and in particular of the essential relationship between corporeity and materiality.1 The problem that both Simplicius and Avicenna face in this respect is as follows. There is a certain genus of substances which forms the subject matter of the science of physics. I will refer to the members of this genus as the physical substances. On the one hand, all and only these physical substances 1A longer and more technical version of this paper will appear, under the title “Simpli- cius and Avicenna on the Essential Corporeity of Material Substance,” in R. Wisnovsky, ed., Aspects of Avicenna (= Princeton Papers: Interdisciplinary Journal of Middle Eastern Studies, vol. 9, no. 2) (Princeton: Markus Wiener, 2000). I want to emphasize at the outset that this paper is about Simplicius and Avicenna, not Aristotle. -
The Fragments of the Poem of Parmenides
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by D-Scholarship@Pitt RESTORING PARMENIDES’ POEM: ESSAYS TOWARD A NEW ARRANGEMENT OF THE FRAGMENTS BASED ON A REASSESSMENT OF THE ORIGINAL SOURCES by Christopher John Kurfess B.A., St. John’s College, 1995 M.A., St. John’s College, 1996 M.A., University of Hawai‘i at Mānoa, 2000 Submitted to the Graduate Faculty of The Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2012 UNVERSITY OF PITTSBURGH The Dietrich School of Arts and Sciences This dissertation was presented by Christopher J. Kurfess It was defended on November 8, 2012 and approved by Dr. Andrew M. Miller, Professor, Department of Classics Dr. John Poulakos, Associate Professor, Department of Communication Dr. Mae J. Smethurst, Professor, Department of Classics Dissertation Supervisor: Dr. Edwin D. Floyd, Professor, Department of Classics ii Copyright © by Christopher J. Kurfess 2012 iii RESTORING PARMENIDES’ POEM Christopher J. Kurfess, Ph.D. University of Pittsburgh, 2012 The history of philosophy proper, claimed Hegel, began with the poem of the Presocratic Greek philosopher Parmenides. Today, that poem is extant only in fragmentary form, the various fragments surviving as quotations, translations or paraphrases in the works of better-preserved authors of antiquity. These range from Plato, writing within a century after Parmenides’ death, to the sixth-century C.E. commentator Simplicius of Cilicia, the latest figure known to have had access to the complete poem. Since the Renaissance, students of Parmenides have relied on collections of fragments compiled by classical scholars, and since the turn of the twentieth century, Hermann Diels’ Die Fragmente der Vorsokratiker, through a number of editions, has remained the standard collection for Presocratic material generally and for the arrangement of Parmenides’ fragments in particular. -
Acknowledgements P. Ix Abbreviations P. X Notes on Contributors P
Acknowledgements p. ix Abbreviations p. x Notes on Contributors p. xvi Introduction p. 1 Early Developments in Reception Introduction: The Old Academy to Cicero p. 10 Speusippus and Xenocrates on the Pursuit and Ends of Philosophy p. 29 The Influence of the Platonic Dialogues on Stoic Ethics from Zeno to Panaetius of Rhodesp. 46 Plato and the Freedom of the New Academy p. 58 Return to Plato and Transition to Middle Platonism in Cicero p. 72 Early Imperial Reception of Plato Introduction: Early Imperial Reception of Plato p. 92 From Fringe Reading to Core Curriculum: Commentary, Introduction and Doctrinal p. 101 Summary Philo of Alexandria p. 115 Plutarch of Chaeronea and the Anonymous Commentator on the Theaetetus p. 130 Theon of Smyrna: Re-thinking Platonic Mathematics in Middle Platonism p. 143 Cupid's Swan from the Academy (De Plat. 1.1, 183): Apuleius' Reception of Plato p. 156 Alcinous' Reception of Plato p. 171 Numenius: Portrait of a Platonicus p. 183 Galen and Middle Platonism: The Case of the Demiurge p. 206 Variations of Receptions of Plato during the Second Sophistic p. 223 Early Christianity and Late Antique Platonism Introduction: Early Christianity and Late Antique Platonism p. 252 Origen to Evagrius p. 271 Sethian Gnostic Appropriations of Plato p. 292 Plotinus and Platonism p. 316 Porphyry p. 336 The Anonymous Commentary on the Parmenides p. 351 Iamblichus, the Commentary Tradition, and the Soul p. 366 Amelius and Theodore of Asine p. 381 Plato's Political Dialogues in the Writings of Julian the Emperor p. 400 Plato's Women Readers p.