The Scientific Revolution: A New View of the World :: Expository Essays Research Papers

The Scientific Revolution A New View of the WorldHerbert Butterfield stated that, Since the Scientific Revolution disquieted the authority in science not only of the middle ages but of the ancient world...it outshines everything since the rise of Christianity. During the scientific revolution Nicholas Copernicus, Galileo Galilei and Isaac Newton all voiced their opinions that contradicted the views of the church. forward the Scientific Revolution, the Bible or Greek philosophers such as Aristotle or astronomers like Claudius Ptolemy, whose ideas were sanctioned by the church, answered any questions regarding the natural world. In the bible it writes, humanity is the most important of Gods creations and occupies the centre of his universe. Astronomers therefore stated that, The earth is at the centre of the universe. The sun, the moon and the stars all move around the earth. Nicholas Copernicus, (1473-1543) a Polish monastic and astronomer trained in medicine, law and mathematics, believed that the sun, not the earth, was at the centre of the universe. He believed this to be true because mathematics fit in nowhere with the bill of how our world came to be. He formulated mathematical calculations that provided the basis for a new view on the world. He constructed a model of the universe to show this. His possible action contrasted with the beliefs and views of the church therefore it was denounced in 1543. Galileo Galilei, (1564-1642) an Italian mathematician and astronomer, won the respect and admiration of many people of his time because of his inventions. He constructed a military compass, an instrument for measurement the expansion of liquids, and one of the early telescopes with which he discover Jupiters satellites, irregularities on the surface of the moon, star clusters in the milky way and spots on the surface of the sun. He was initially skeptical of Copernicus theory however his observations and experiments affirmed his diagram of the universe. Critics attacked Galileis findings. They said that his discoveries were ridiculous to believe and that it was only is imagination or dreams. Galilei wrote a letter to Dowager imperious Duchess trying to reconcile his astronomical observations with the Bible. Isaac Newton, (1642-1727) was an English scientist and statesman. Although his views were thought to contradict the bible he was the only man of these three which proved his views to be true. He discovered gravity and the laws of motion. He stated that, every particle in the universe is attracted to every other particle by a force that is directly related to the result of their masses and inversely related to the squares of the distance between them.

Reasons to Act Morally Essay -- Ethics Morals Philosophy

Why be moral A Purpose to Life In our culture, m all people be inquire the very(prenominal) questions. What makes me better than you? Who says I induce to treat you that way? Why does America think it is better than any other country? All of these questions trick out from the same question what are morals? This questions leads to another relevant question why be moral? What, if anything, makes human (in this paper, I will use the news show man in a generic sense meaning the entire human race) a moral creature and thus makes him responsible? However, is in that respect any way we can really know that there are certain inherent rectitudes which govern man, and behind these laws is there a Lawgiver that holds men accountable to these laws? I believe that all these questions can be answered through careful observation and logical thinking. Let us first look at the i thing we know for sure and that is man. We can know this for sure because we are m en so we would know how we act. When we associate with others, we do so with some rules of legality in mind. We treat others in a certain way and expect them to treat us in the same way or we say it is cheating(prenominal) or selfish. We just expect the other person to know that such an act is wrong and that they must play by the same rules that we are. Why do we expect this though? They did not grow up the same way you did. They were not raised by the same parents or even in the same household. So why should one expect them to know the same rules of fairness that you know. If the only basis for your assumption that they should know the rules is because you think the rules are right, then you have no reason to expect them to act that way. However, the other person does indeed know these rule... ...belong to us, we might as well be able to steal because there would be no reason not to. If there was no lawgiver there would be no law, but there obviously is this governing law in men that compels them to do certain things and not do others. If there were not consequences for these actions, anything would basically be moral right. If there was not a universe behind the law to enforce it, there would be absolutely no real right or wrong. Everything would be relative, but it is not. There are things that everyone agrees are absolutely good, and absolutely bad. There is no other way around it. The lawgiver has given man a purpose and a reason for life, and it is mans moral obligation to fulfill that purpose by upholding the law given him.Works Cited / ConsultedLewis C.S. Mere Christianity. New York, New York. Macmillan Publishing Company. 1943. pp 17-39.

Fine Arts Education Issues Essay -- essays papers

Fine ruses Education things According to the National Art Education draws goals for schools, all basal schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history, (Clark, 1987). simple schools are having difficulty because they are cutting back on the charming liberal arts computer programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily program. Most of these teachers feel forgetful and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All primary schools should expand their political program to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isnt the fact that there is a lack of fine arts education there is a lack of specialists teaching fine arts in elementary schools. One reason for th e lack of art specialists in the elementary schools is the fact that the fine arts arent considered core curriculum. The fine arts are belief of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardners theory of Multiple Intelligences explains that there are several disparate ways of learning. Gardner has identified eight accepted modes of learning Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. handed-down education emphasizes Linguistic and Mathematical Intelligences, (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are really equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouris framework for curriculum development in fine arts, K-12. Jefferson City, Mo The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http//search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network Music center on Education Division. Online. Available http//www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p. Fine Arts Education Issues Essay -- essays papersFine Arts Education Issues According to the National Art Education Associations goals for schools, all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history, (Clark, 1987). Elementa ry schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isnt the fact that there is a lack of fine arts education there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts arent considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardners theory of Multiple Intelligences explains that there are several differen t ways of learning. Gardner has identified eight accepted modes of learning Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences, (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouris framework for curriculum development in fine arts, K-12. Jefferson City, Mo The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http//search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network Music Center Education Division. Online. Available http//www.mus iccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p.

Condoms, STDs, & Pregnancy :: essays research papers

During the 1980s, efforts increased to alert the public to the dangers of human immunodeficiency virus (HIV), other sexually transmitted diseases (STDs), and unintended pregnancy, yet these problems make up increased. Adolescents and young adults have been especially hard hit. Pregnancy and birth rates among teenagers are at their highest levels in two decades. Research has demonstrated that consistent condom use is an trenchant way to prevent the transmission of HIV and other STDs and in the prevention of pregnancy.Analyses of the Urban Institutes National Survey of Adolescent Males (NSAM) show that although almost sexually experienced teenage males have used condoms at least once, many do not use them consistently. Only 35 percent account using a condom every time they had sex in the past year. But teenage males use condoms more than former(a) men, and between 1979 and 1988 account condom use among male teenagers doubled. These patterns indicate that teenagers are a promisi ng target population for condom promotion efforts since they appear more ready than older men to change their behaviors. Unfortunately, condom use among young men appears to have plateaued since 1988. Comparisons of 1988 and 1991 NSAM data show no change in rates of use. Attitudes Related to riding habit Condom use is higher among young men who worry more frequently about AIDS when the effects of other factors are held constant. Between 1988 and 1991, however, sexually experienced teenagers showed declines in the frequency with which they worried about AIDS, how serious they thought AIDS was, and the likelihood they would get AIDS. These reductions were associated with lower levels of condom use. Male teenagers who think they get out be embarrassed buying or using condoms, use them less consistently than those with higher embarrassment thresholds. If they think that the use of a condom lead reduce the physical pleasure associated with intercourse, they are even less likely to use condoms. Anticipated loss of pleasure is one of the strongest correlates of reduced condom use. Beliefs about male responsibility for contraception are also associated with condom use. Teenage males use condoms more often when they believe that men bear responsibility for initiating preaching of contraception with their female partners, refusing sexual intercourse if contraception is not used, helping to pay for the contraceptive pill, and assuming financial responsibility for any resulting children. Further hold out has shown that young mens views of their contraceptive responsibility are very much related to their beliefs about masculinity.

Teacher-Student Relationships Essay -- essays papers

Teacher-Student RelationshipsFirst and foremost, teachers should focus on their relationship with the students, because without that bond, there is little stake of managing the schoolroom efficiently. Students should be aware that the teacher wants them to be successful both in and out of the classroom (Backes & Ellis, 2003). The best way for teachers to show students this desire is to promenade a personal interest in all aspects of the students lives (R.J. Marzano, J.S. Marzano, & Pickering, 2003). A personal interest can be revealed by a variety of simple tasks including cheerfully greeting students in the hallway (Backes & Ellis, 2003), talking informally with students before and after class, attending various extracurricular activities and acknowledging the students participation and achievements in those activities, and saying hello to students in places outside of school such as the mall (R.J. Marzano, Pickering et al., 2003). Students lives and emotions outside of the c lassroom should be valued by teachers, because students are more likely to respect themselves and their classmates when they guess that their feelings are respected and cared about by teachers (Wessler, 2003). Essentially, students, like all of us, respond better to correction even ultimatums from someone they know and respect (Mathews, 2000).Once teachers produce established a bond with their students, it will be easier for them to create an inviting and comprehensive classroom environment. When teachers have good relationships with their students, they learn more about the students as individuals, and gum olibanum become more aware of the students interests, needs, and family background. Teachers can use this information to make sure that ever... ...rch/EBSCO Database. Churchward, B. (2003). Discipline by design. Retrieved November 9, 2004 from http//www.honorlevel.com/x47.xml Education World, Inc. (2004). Responsive classroom strategies. Retrieved September 27, 2004, fro m http//www.educationworld.com/a_curr/columnists/charney/charney003b.shtmlGlencoe/McGraw-Hill. (2004). Classroom management. Retrieved September 27, 2004, from http//www.glencoe.com/sec/teachingtoday/tiparchive.phtml/4 Pearson Education, Inc. (2004). Classroom management. Retrieved November 3, 2004, from http//www.teachervision.fen.com/page/5776.htmlHafner, K. (2004, April 29). In class, the audience weighs in. The New York Times, p. G1. Mathews, J. (2000, December 19). On good authority Maintaining civilize is key to students success, but new teachers rarely learn classroom management. The Washington Post, p. A19.

The Witches Of Salem :: essays research papers

When I started reading, my impression was that this whole witchcraft test would be rather childish, and aimed toward elementary students. As I took the test the first time, I was hint as if parts of it were somewhat pointless. Then as the test progressed on it started to get better. However, when I chose non to confess to something I didnt do, I entangle as if the was a little bit of a problem with the reasoning of these plurality. They didnt let me get a word in edgewise, and on outgo of that, the judges seemed to favor the girls and only their opinions. It was almost as if the court wanted to condemn a lot of people to death or Hell, and they were allowing a recent girl to be the ringleader.But then again, when I was taking the test, a few thoughts crossed my mind about the whole trial and some of the thoughts of the people involved. One thing that puzzled me was why anyone would not be intelligent enough to asseverate something while on the stand like, I am not a witch, an d I love God. And I am with the Lord. And then start reciting the Ten Commandments. Something like that would blow the court away, and the judges wouldnt know what to say to that, because it is totally the truth. But then another thing crossed my mind, maybe because of the times, and the little education of the people involved. In any case either the women did not wish to speak out, or they were unable to think so quickly on their feet of such comments. This is unfortunate because maybe if they were able to be so humorous with the truth, then some lives might have been spared. However, it might not have worked at all, because when people are under pressure it is harder for them to think clearly.All in all I felt the experience was good and helpful too. It gives a better understanding of what it was like to live in Salem during the unjust inculpatory trials. The experience of the test was extremely real, and did make me feel a little uneasy, due to all the questioning and harsh acc usations.