Science : a many-splendored thing /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Novak, Igor
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New Jersey ; London : World Scientific, ©2011.
Temas:
Science.
Science and civilization.
Sciences.
Sciences et civilisation.
sciences (philosophy)
science (modern discipline)
SCIENCE > Essays.
SCIENCE > Reference.
Science
Science and civilization
Acceso en línea:Texto completo

MARC

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245 1 0 |a Science :  |b a many-splendored thing /  |c Igor Novak. 
260 |a New Jersey ;  |a London :  |b World Scientific,  |c ©2011. 
300 |a 1 online resource (xv, 320 pages) :  |b illustrations 
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504 |a Includes bibliographical references and index. 
505 0 0 |t Is Science important? --  |t Why is Science important? --  |t What is Science? --  |t In what ways is Science like a map? --  |t Science and Culture --  |t What is the principal difference between Science and other human activities? --  |t Philosophical and Methodological Aspects of Science --  |t Scientific community (SC) --  |t Example of the Scientific Community's role --  |t Peer review and reward systems --  |t The peer review system --  |t Routes to scientific discovery and selection of research problem --  |t General characteristics of Science --  |t The cycle of scientific activities --  |t Scientific language --  |t Metaphors --  |t Laws of Nature --  |t Models and theories --  |t Distinguishing between Theory and Truth --  |t Possible methodological errors in Science --  |t General or universal statements --  |t Singular statements --  |t Types of scientific arguments --  |t Critical thinking in Science and everyday life --  |t Incorrect logical arguments (fallacies) --  |t Experimental Design and Scientific Evidence --  |t How does the shape of the kettle affect the time required to boil water? --  |t How does the electrical resistance affect the boiling time? --  |t Measurement errors --  |t Sampling --  |t Pseudo-science (PS) --  |t Creationism's objections to evolutionary theory (ET) --  |t Creationist and scientific methodologies --  |t Driving forces of Creationism --  |t Scientific Knowledge --  |t The span of scientific knowledge --  |t Reductionism, determinism and irreversibility --  |t Methodological reductionism --  |t Ontological reductionism --  |t Maps and complementary knowledge --  |t Determinism and reductionism --  |t Holism --  |t Scientific knowledge and Philosophy of Science --  |t Falsification cycle --  |t Do Scientists attempt to falsify theories? --  |t The causes of pathological Science and how to avoid it? --  |t The validity of scientific results --  |t Caveats --  |t Sociological and Ethical Aspects of Science --  |t Is Science value-neutral? --  |t Science in Ethics --  |t Ethics in Science --  |t Ethical standards pertaining to Science: --  |t Misconduct in Science: --  |t Why does misconduct in Science matter? --  |t Societal support for modern Science --  |t Motivation of Scientists --  |t Scientists in Society --  |t Science, Technology and Applied Science --  |t Science impacts on Society --  |t Society's impact on Science --  |t Science and public policy -- climate change --  |t Is global warming prediction true? --  |t Science, Risk and Evidence --  |t Science and History --  |t Mathematics --  |t Civil and military engineering --  |t Combined tradition --  |t The heliocentric vs. geocentric model debate --  |t Examples of Scientific Development: China, Europe --  |t Scientific Revolution in W. Europe (16th-18th century) --  |t Astronomy and mechanics --  |t Medicine & optics --  |t Chemistry --  |t Broader consequences of scientific revolution: --  |t New relationship between Science and Technology --  |t Societal support for Modern Science --  |t The future of Science --  |t Potential causes of scientific decline --  |t Religious fundamentalism --  |t Political fundamentalism --  |t Economic fundamentalism --  |t Limits of Science --  |t Human and social limits --  |t Technological limits --  |t Cosmological limits --  |t Logical/mathematical limits --  |t Science in Action-Case studies --  |t Case Study 1: Theories of combustion --  |t The inadequacies of phlogiston theory --  |t What can we learn from Case Study 1? --  |t What can we learn from Case Study 2? --  |t Weapons of mass destruction --  |t The Two Scientists --  |t What can we learn from Case Study 3? 
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