TRUE SCIENCE

PEDIATRICS ◽  
1977 ◽  
Vol 59 (6) ◽  
pp. 838-838
Author(s):  
G. J. V. Nossal
Keyword(s):  
Cell Biology ◽  
Basic Sciences ◽  
Physical Sciences ◽  
Conventional View ◽  
Intellectual Achievement ◽  
And Mathematics ◽  
True Basic ◽  
Work Up ◽  
Mathematics And Physics ◽  
True Science

. . . Medicine . . . is a great science, for all its failings. I reject completely the conventional view which says that mathematics and physics are the true, basic sciences; that other sciences enjoy merit and intellectual vigour only to the extent that they rest on mathematics and physics. It is true that one can work "down" from medicine through pathology to genetics and cell biology, to biochemistry, to chemistry, and thence to physics and mathematics. Equally one can work "up" from biology and medicine to demography, sociology, economics, and political science. But these hierarchies represent descriptive conveniences and conventions, classifications of components in terms of size. They cannot be listings of value or of intellectual achievement. Biologists and doctors have nothing to be ashamed of in front of their colleagues in the physical sciences.

Utilization of Instructional Media and Academic Performance of Students in Basic Science

2018 ◽  
pp. 997-1007
Author(s):  
Stephen Oyeyemi Adenle ◽  
Jennifer N. L. Ughelu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Control Group ◽  
Sample Population ◽  
Instructional Media ◽  
Visual Aids ◽  
Basic Sciences ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.

scholarly journals History of Infection Control in Anaesthesia

1996 ◽  
Vol 24 (2) ◽  
pp. 150-153 ◽  
Author(s):  
D. Bowring
Keyword(s):  
Applied Sciences ◽  
Infection Control ◽  
Basic Sciences ◽  
History Of ◽  
And Mathematics ◽  
The Invisible

Generally the basic sciences of physics, chemistry and mathematics and the applied sciences of anatomy, physiology and pharmacology are associated with the history of the development and advancement of anaesthesia. In considering the history of infection control in anaesthesia, the contribution of microbiology must be added to the above. When sifting through old books and journals it is often difficult to understand the stimuli for the leaps of progress; I believe the zeitgeist is often the invisible (to our eyes) all important factor. An attempt to briefly illustrate some of the main events and characters follows.

Semantic Realism

1998 ◽  
pp. 6-12 ◽  
Author(s):  
Elaine Landry
Keyword(s):  
Category Theory ◽  
Linguistic Analysis ◽  
Philosophical Study ◽  
Physical Sciences ◽  
Mathematical Concepts ◽  
Ontological Realism ◽  
Semantic Realism ◽  
And Mathematics

I argue that if we distinguish between ontological realism and semantic realism, then we no longer have to choose between platonism and formalism. If we take category theory as the language of mathematics, then a linguistic analysis of the content and structure of what we say in and about mathematical theories allows us to justify the inclusion of mathematical concepts and theories as legitimate objects of philosophical study. Insofar as this analysis relies on a distinction between ontological and semantic realism, it relies also on an implicit distinction between mathematics as a descriptive science and mathematics as a descriptive discourse. It is this latter distinction which gives rise to the tension between the mathematician qua philosopher. In conclusion, I argue that the tensions between formalism and platonism, indeed between mathematician and philosopher, arise because of an assumption that there is an analogy between mathematical talk and talk in the physical sciences.

Curriculum in Applied Geophysics, College of Mines and Mineral Industries, University of Utah, Salt Lake City; discussions and communications

Geophysics ◽  
1950 ◽  
Vol 15 (3) ◽  
pp. 491-492
Keyword(s):  
Salt Lake ◽  
Salt Lake City ◽  
Basic Sciences ◽  
University Of Utah ◽  
Electricity And Magnetism ◽  
Lake City ◽  
And Mathematics ◽  
The University ◽  
Mineral Industries ◽  
Applied Fields

A Department of Geophysics was organized at the University of Utah in September, 1947 under the direction of Professors C. E. Jacob and H. V. W. Donohoo. The course of instruction is based on the philosophy that geophysicists or geologists working in industry require sound training in basic sciences and mathematics, as well as orientation courses in the applied fields. It was further considered that, in general, the physicists' treatment of such subjects as mechanics, electricity, and magnetism, and electronics is more useful to the geophysicist than is the engineering approach. With these ideas in mind, the following curriculum has been evolved. The course is a full one, making it necessary to put such valuable studies as physical chemistry, thermodynamics, geomorphology, and others on the elective list. A laboratory course in well logging methods is offered as an elective, as are several courses in pure geophysics-geodesy, seismology, geomagnetics, oceanography, etc.

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

2016 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Conceptual Framework ◽  
Race And Ethnicity ◽  
Minority Women ◽  
Women In Science ◽  
Review Of The Literature ◽  
Physical Sciences ◽  
Science Technology ◽  
Research Questions ◽  
And Mathematics ◽  
The Many

<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

Factors Determining Attitudes Toward Arithmetic and Mathematics

1956 ◽  
Vol 3 (3) ◽  
pp. 113-116
Author(s):  
Thomas Poffenberger ◽  
Donald A. Norton
Keyword(s):  
Physical Sciences ◽  
The Government ◽  
And Mathematics ◽  
The Military ◽  
Military Services

In recent months, many scientists, educators and statesmen have referred to the alarming shortage of graduates in engineering, the physical sciences and mathematics. The shortage of persons trained in these fields is being felt in industry, the government and the military services and it is critical in education.

William Hopkins and the shaping of Dynamical Geology: 1830–1860

1989 ◽  
Vol 22 (1) ◽  
pp. 27-52 ◽  
Author(s):  
Crosbie Smith
Keyword(s):  
Scientific Practice ◽  
Physical Sciences ◽  
New Era ◽  
And Mathematics ◽  
A Charge

‘Hitherto want of accuracy and definiteness have often been brought as a charge against geology, and sometimes only with too much justice’, wrote Archibald Geikie in a review of Sir Roderick Murchison's Siluria (1867). ‘We seem now to be entering, however, upon a new era, when there will be infused into geological methods and speculation, some of the precision of the exact sciences’. Geikie's judgement echoed an appeal made some thirty years earlier by William Hopkins (1793–1866) that the science of geology needed to be ‘elevated’ from a level of ‘indeterminate generalities’ to a rank among the stricter physical sciences. This paper aims to analyse, in the context of broader trends favouring measurement and mathematics in British scientific practice, Hopkins' role in the promotion of dynamical geology as a major new complement to stratigraphical geology such that, for example, in the first edition of Geikie's Textbook of Geology (1882) the dynamical and stratigraphical components each filled 376 pages.

scholarly journals La modelización en morfología y biología celular en el proceso de enseñanza-aprendizaje en las ciencias básicas en la formación médica / Modeling in morphology and cellular biology as a teaching-learning activity in basic sciences in the medical formation

2017 ◽  
Vol 7 (3) ◽  
pp. 8-13
Author(s):  
Luz Marina Cano Molano ◽  
Sandra Isabel Enciso Galindo ◽  
Jaime Andrés Gutiérrez Quintero ◽  
Martha Osorio de Sarmiento
Keyword(s):  
Cell Biology ◽  
Statistical Significance ◽  
Three Dimensional ◽  
Cellular Biology ◽  
Oral Exam ◽  
Learning Activity ◽  
Basic Sciences ◽  
Oral Test ◽  
Teaching Learning ◽  
The Impact

RESUMENIntroducción: Los procesos de enseñanza aprendizaje de las ciencias básicas tienen diferentes estrategias didácticas que permiten el desarrollo de las competencias de las asignaturas para la formación médica. Con el estudio teórico toda la tarea recae sobre la memoria y la imaginación, al contrario de lo que sucede si el trabajo se realiza de forma activa y las diferentes actividades realizadas requieren de todas las habilidades y sentidos. Objetivos: Evaluar el desempeño académico del estudiante cuando construye y sustenta un modelo tridimensional en las áreas de Biología Celular y Morfofisiología correlacionándolo con el examen oral. Métodos: Se realizó una encuesta de percepción estudiantil y se comparó con un t-student que permitió evaluar el impacto de la modelización en el rendimiento académico de los estudiantes. Resultados: La mediana del modelo fue de 3.38 y la mediana del examen oral fue de 3.75; existiendo una correlación del 84% entre la nota del modelo y el examen oral, con un coeficiente correlación de Pearson 0.85 con una p=0.000, estadísticamente significativa. Conclusión: La actividad académica de construcción de modelos tridimensionales en las áreas de Biología Celular y Morfofisiología para el desarrollo de la compresión de estructuras complejas mejora la capacidad de integración y argumentación de los contenidos de estas asignaturas.Palabras-Clave: Modelización; Ciencias básicas; Proceso enseñanza-aprendizajeABSTRACTIntroduction: The learning processes of the basic sciences have different teaching strategies that allow the development of the competences of the subjects for the training of practioners. With the theoreti-cal study, the whole task falls on memory and imagination, unlike what happens if the work is done in an active way and the different activities performed require all the skills and senses. Aims: To evaluate the student's academic performance when constructing and sustaining a three-dimensional model in the areas of Cell Biology and Morphology and correlate these with the oral exam. Methods: A student perception survey was conducted and compared with the one of a T-student that allowed the evaluation of the impact of the modelling on students' academic per-formance. Results: The average of the model was 3.38 and the average of the oral test was 3.75. There was a correlation of 84% between the model note and the oral test, with a correlation coefficient of Pear-son of 0.85 with a statistical significance p=0.000. Conclusion: The academic activi-ty of construction of three-dimensional models in the areas of Cellular Biology and Morphology for the development of the compression of complex structures im-proves the capacity of integration and argumentation of the contents of these subjects.Keywords: Modeling; Basic sciences; Teaching-learning process

Sign in / Sign up

Export Citation Format

Share Document