The document provides an overview of the key concepts in human sciences, including definitions, research methodologies, and approaches. It discusses the differences between human sciences and natural sciences, as well as three main approaches to research in human sciences: positivist, interpretivist, and critical theory. Examples are given for each approach. The document also describes some criticisms of human sciences from the perspective of natural sciences and discusses challenges around qualitative versus quantitative research.
Describes Anthropological Research Techniques, then covers basics of scientific method, including inductive and deductive approaches, hypothesis and theory, and testing hypotheses
Describes Anthropological Research Techniques, then covers basics of scientific method, including inductive and deductive approaches, hypothesis and theory, and testing hypotheses
Research Transformed by Cyberinfrastructure: Two Possible Scenarios for the...Cybera Inc.
John Bonnett
Canada Research Chair in Digital Humanities, Brock University
Presented at the Cybera/CANARIE National Summit 2009, as part of the session "Research Transformed by Cyberinfrastructure." This panel featured researchers who have seen their work transformed through cyberinfrastructure – ie. collaborations made possible, mountains of data rendered intelligible, remote instrumentation accessed. less
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
Research Methods: Ethics I (Human Research)Brian Piper
lecture 2 from a college level research methods in psychology course taught in the spring 2012 semester by Brian J. Piper, Ph.D. (psy391@gmail.com) at Linfield College,
John A. Pollock - How People Learn: Stories from Transmedia for STEM and Heal...SeriousGamesAssoc
Presenter: John A. Pollock, Partnership in Education, Duquesne University
This presentation will provide advice through examples of successful and not so successful interactive media projects. Our perspective is from an academic world, where evaluation and assessment are integrated into the entire logic model of development and workflow. Out goal is to produce innovative and engaging resources that enrich STEM and health literacy. While our target audience are late elementary through middle-school tweens, projects are developed with a general public audience in mind. Many projects have benefited from development carried out in concert with co-development of exhibits for local science museums, which then transition to schools and general public use. The materials produced have included animated digital dome, group interactive media, single-player video games, Apps, and interactive museum exhibits, tangible exhibits, comic books and broadcast television. Published studies on statistically significant learning will be discussed along with the imperative undercurrent of the need for the gaming experience to be fun.
Early Life takes holdThe purpose of this assignment is to all.docxaryan532920
" Early Life takes hold"
The purpose of this assignment is to allow students to "travel back in time" with the latest in technology…. to seek scientific answers to questions about early life on earth. To boldly go where no one has ever gone before…(ok just kidding on that last part!!) ! There are a total of 30 questions. Each question will be worth .5 points.. Your final thought question is worth 5 points for a total of 20 points
Helpful hints: Numbers in purple represent minutes into the video
https://www.youtube.com/watch?v=NJQ4r81DZtY Origins of Life
1. Early Earth’s environment:
What was early earth like 4 billion years ago? (3:15)
1. What color was the sky and the ocean?
2. What gases were present in the atmosphere? Was oxygen present? What was the sun like?
3. What was the heavy bombardment?
2. Hostile earth and Cave Research : (5:00)
1. Why did researchers Penne Boston and Donnie Northup travel to these remote caves? (5:20) ( What was the question the researchers were asking?)
2. Why did the researchers wear gas masks during their exploration of the cave?
3. What are “Snottites” and what do they use to grow (what is their energy source)?
4. Why was the discovery of these Snottites significant?
3. Carbon and the clues it leaves behind: (time 13:20)
1. What ingredients are necessary for life?(what four elements) (13:40)Why is carbon the” star of the show?
2. Briefly describe the Stanley Miller experiment of the 1950s (14:45) Why is there controversy over Miller's experiment today?
3. According to the film, when is it hypothesized that life began?
4. Ancient rocks :
1. What clues, regarding early life, did Steven Mojsis. find in ancient rocks?
2. Where did he find these rocks?
5. Space Dust: (21:35)
1. Don Browing's Assumption: all building blocks for life were destroyed when a rocky sphere the size of mars collided with earth …….if that assumption were true then he believes building blocks of life must have come from where?
2. How old is asteroid dust?
3. Did Space dust contain any building blocks of life?
6. Falling Meteors: (23:00)
1. What was found in the1960 meteorite that fell in Australia and why is this significant?
2. What was the question Jennifer Blank was asking in her research? (26:00)
3. Describe Dr. Blank’s experiment . What speed did she shoot her "bullet" at?
4. What were her results?
7. The leap to DNA:
"But the leap with DNA? It is still staggeringly complex. No one knows how it started or what course it took" According to the documentary, have we yet created life in the lab from non-life?
8. To take hold, perhaps life needed a safe haven: Deep within the earth (31:50)
"If life could survive an impact, could it survive impacts from other meteors? "
1. Describe the temperature , pressure and light deep within the earth's surface
2. What are these microbes eating?
3. How often do these microbes reproduce?
9. The Ocean: (36:00)
1. What have marine biologists discovered on the ocean floor that allows f ...
03. intro to argument, informal fallaciesJustin Morris
Thank You for Arguing (TYFA) Selected pages:
Team 1: Ch. 1 (3-15)
Team 2: Ch. 2 (15-26)
Team 3: Ch. 3 (27-37)
Team 4: Ch. 14 (137-154)
Team 5: Ch. 15 (155-170)
Team 6: Ch. 16 (171-180)
February 17, 2011 - Dr. Kathy Barker joins us to discuss culture in and out of the lab, and the potential barriers for scientists that have interests in advocacy.
Research Transformed by Cyberinfrastructure: Two Possible Scenarios for the...Cybera Inc.
John Bonnett
Canada Research Chair in Digital Humanities, Brock University
Presented at the Cybera/CANARIE National Summit 2009, as part of the session "Research Transformed by Cyberinfrastructure." This panel featured researchers who have seen their work transformed through cyberinfrastructure – ie. collaborations made possible, mountains of data rendered intelligible, remote instrumentation accessed. less
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
Research Methods: Ethics I (Human Research)Brian Piper
lecture 2 from a college level research methods in psychology course taught in the spring 2012 semester by Brian J. Piper, Ph.D. (psy391@gmail.com) at Linfield College,
John A. Pollock - How People Learn: Stories from Transmedia for STEM and Heal...SeriousGamesAssoc
Presenter: John A. Pollock, Partnership in Education, Duquesne University
This presentation will provide advice through examples of successful and not so successful interactive media projects. Our perspective is from an academic world, where evaluation and assessment are integrated into the entire logic model of development and workflow. Out goal is to produce innovative and engaging resources that enrich STEM and health literacy. While our target audience are late elementary through middle-school tweens, projects are developed with a general public audience in mind. Many projects have benefited from development carried out in concert with co-development of exhibits for local science museums, which then transition to schools and general public use. The materials produced have included animated digital dome, group interactive media, single-player video games, Apps, and interactive museum exhibits, tangible exhibits, comic books and broadcast television. Published studies on statistically significant learning will be discussed along with the imperative undercurrent of the need for the gaming experience to be fun.
Early Life takes holdThe purpose of this assignment is to all.docxaryan532920
" Early Life takes hold"
The purpose of this assignment is to allow students to "travel back in time" with the latest in technology…. to seek scientific answers to questions about early life on earth. To boldly go where no one has ever gone before…(ok just kidding on that last part!!) ! There are a total of 30 questions. Each question will be worth .5 points.. Your final thought question is worth 5 points for a total of 20 points
Helpful hints: Numbers in purple represent minutes into the video
https://www.youtube.com/watch?v=NJQ4r81DZtY Origins of Life
1. Early Earth’s environment:
What was early earth like 4 billion years ago? (3:15)
1. What color was the sky and the ocean?
2. What gases were present in the atmosphere? Was oxygen present? What was the sun like?
3. What was the heavy bombardment?
2. Hostile earth and Cave Research : (5:00)
1. Why did researchers Penne Boston and Donnie Northup travel to these remote caves? (5:20) ( What was the question the researchers were asking?)
2. Why did the researchers wear gas masks during their exploration of the cave?
3. What are “Snottites” and what do they use to grow (what is their energy source)?
4. Why was the discovery of these Snottites significant?
3. Carbon and the clues it leaves behind: (time 13:20)
1. What ingredients are necessary for life?(what four elements) (13:40)Why is carbon the” star of the show?
2. Briefly describe the Stanley Miller experiment of the 1950s (14:45) Why is there controversy over Miller's experiment today?
3. According to the film, when is it hypothesized that life began?
4. Ancient rocks :
1. What clues, regarding early life, did Steven Mojsis. find in ancient rocks?
2. Where did he find these rocks?
5. Space Dust: (21:35)
1. Don Browing's Assumption: all building blocks for life were destroyed when a rocky sphere the size of mars collided with earth …….if that assumption were true then he believes building blocks of life must have come from where?
2. How old is asteroid dust?
3. Did Space dust contain any building blocks of life?
6. Falling Meteors: (23:00)
1. What was found in the1960 meteorite that fell in Australia and why is this significant?
2. What was the question Jennifer Blank was asking in her research? (26:00)
3. Describe Dr. Blank’s experiment . What speed did she shoot her "bullet" at?
4. What were her results?
7. The leap to DNA:
"But the leap with DNA? It is still staggeringly complex. No one knows how it started or what course it took" According to the documentary, have we yet created life in the lab from non-life?
8. To take hold, perhaps life needed a safe haven: Deep within the earth (31:50)
"If life could survive an impact, could it survive impacts from other meteors? "
1. Describe the temperature , pressure and light deep within the earth's surface
2. What are these microbes eating?
3. How often do these microbes reproduce?
9. The Ocean: (36:00)
1. What have marine biologists discovered on the ocean floor that allows f ...
03. intro to argument, informal fallaciesJustin Morris
Thank You for Arguing (TYFA) Selected pages:
Team 1: Ch. 1 (3-15)
Team 2: Ch. 2 (15-26)
Team 3: Ch. 3 (27-37)
Team 4: Ch. 14 (137-154)
Team 5: Ch. 15 (155-170)
Team 6: Ch. 16 (171-180)
February 17, 2011 - Dr. Kathy Barker joins us to discuss culture in and out of the lab, and the potential barriers for scientists that have interests in advocacy.
1 Running head THE ETHICS OF ELEPHANTS IN CIRCUSES .docxhoney725342
1
Running head: THE ETHICS OF ELEPHANTS IN CIRCUSES
The Ethics of Elephants in Circuses
Dr. Christopher Foster
PHI103: Informal Logic
Ashford University
Annotated example for Week One Assignment
2
THE ETHICS OF ELEPHANTS IN CIRCUSES
This is the argument in
Standard Form.
Standard Form means
putting each premise
and conclusion on a
separate line, as
observed here. Labeling
the premises P1, P2, etc.
is also helpful to be able
to refer to them later.
The next four
paragraphs
provide
support for
each premise
of the
argument.
The topic of
each
paragraph is
clear from the
opening
sentence.
It is good to
provide
clarification of
the meaning of
premises as well
(as indicated in
the instructions).
P1: Elephants are highly intelligent animals.
P2: Putting elephants in circuses requires them to live their
lives in extreme confinement.
P3: Anything that requires highly intelligent animals to
live their lives in extreme confinement is wrong unless it serves
a purpose that outweighs the suffering involved.
P4: Putting elephants in circuses does not serve a purpose that
outweighs the suffering involved.
C: Therefore, putting elephants in circuses is wrong.
The first premise has been widely known for decades by those who
have studied elephants. Scientific studies have shown that elephants are
able to independently discover novel methods to figure out how to retrieve
food, and they have recently been shown to be able to enlist the help of
other elephants in situations that require cooperation (Jabr, 2014).
The second premise is justified by looking at how elephants are
treated in circuses. When not performing or being transported, circus
elephants are kept on a short chain that prevents them from being able
to move around or even lie down normally. This is what is meant by
‘extreme confinement’: captivity so severe that the animal is not able
to get proper exercise and stimulation. In addition to the captivity, there
3
THE ETHICS OF ELEPHANTS IN CIRCUSES
have been many reports, and footage, of abuse of circus elephants with bullhooks, electrocution, and
other forms of cruelty (Nelson, 2011).
The third premise makes a strong moral claim. Given the intelligence of elephants, and their
natural use of vast savannahs of space, life spent on a tiny chain will involve a tremendous amount of
suffering. They develop “stereotypic behaviors” such as constant swaying back and forth, indicating
severe psychological distress (Wildlife Advocacy Project, n.d.). President of PAWS, Ed Stewart, expresses
it well:
Elephants should not be in captivity – period … The social structure isn’t correct, the space is not
right, the climate is not right, the food is not right … They are unbelievably intelligent. With all of
that brainpower – to be as limited as they are in captivity – it’s a wonder they cope at all. (Jabr,
2014)
My final premise states ...
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Essential human sciences in 2 lessons (with extension if required)
1. AOK 3 HUMAN SCIENCES
Essential Learning Summary
(2 lessons with optional
extension)
2. Lesson 1 - Key Questions
• What are ‘Human Sciences’?
• Why are they important?
• Why are they ‘Sciences’?
• How do they differ from ‘Natural Sciences’?
• How do Human Scientists investigate the world?
3. What are ‘Human Sciences’ and why are
they important?
Research this then watch
http://www.youtube.com/watch?v=WcEfzHB08
What insights did your research give you in
relation to this clip?
4. Why are they ‘Sciences’ and how do
they differ from ‘Natural Sciences’?
What similarities and differences can you
find out about;
•Systems of enquiry?
•Research methodologies?
•Subject matter?
5. How do Human Scientists investigate the
world?
3 main approaches to research;
1) Positivist
– Scientific method (can be studied in the same
way as the Natural Sciences)
– Quantitative (counting and measuring)
– Objective
– Reproduceable experiments
– Seeking ‘truth’, ‘laws’, ‘models’ & ‘prediction’
6. 2) Interpretivist
• The process of interpretation
• Human Sciences are more complex than Natural
Sciences
• Qualitative (interviews, photographs…)
• Subjective
• The importance of ‘context’
• Seeking ‘insight’ and ‘understanding’
7. 3) Critical Theory
• Looking for underlying patterns / themes
• Human Sciences can only be understood if we
look for underlying meaning
• Structuralism
• The importance of politics
• Seeking ‘explanation’ through studying events
as part of a wider process and pattern
8. Task
1. Match each of the following 3 paragraphs
with the correct Human Science approach.
3. Briefly explain your decision.
9. Hong Kong (1)
Since the colonial power left Hong Kong in
1997 it has been able to overcome the post
colonial challenges it faced and develop a
more equal and productive economy and
society. Its success is due to the enterprise
and attitudes of the local people. Further
development is threatened by its lack of
democracy and Chinese interference but the
liberal society allows the community to
flourish. Hong Kong is a great place to live.
10. Hong Kong (2)
In recent years the GDP of Hong Kong
has grown rapidly (on average by x % per
annum ) and been based on growth in the
financial sector (Hang Seng rose from y to
z between 1997 and 2008) and trade. As
a result, average incomes have risen by p
% and the standard of living is now q%
higher. Homeless numbers have dropped
by r% in the last 10 years. Hong Kong is a
great place to live.
11. Hong Kong (3)
The Chief Executive’s report shows us
how much progress has been made in
recent years in both the economy and
society. He argues that the careful, light
touch approach of his Government is
working very well. We interviewed 10
Hong Kongers who told us that they were
happy and that their lives had improved in
recent years. Hong Kong is a great place
to live.
12. Follow-up task
For one of the following issues, attempt to
write a paragraph from each philosophical
standpoint;
•The growth of cities
•The recent financial crash
•The situation in Palestine
13. Homework
Investigate the Stanford Prison Experiment
http://www.prisonexp.org/slide-2.htm
Consider the reasons that these ordinary
people behaved in this way. How could the
findings be used to benefit society?
14. Lesson 2 – Key Questions
• Why/when are the theories ‘convincing’?
• Why/when are the theories ‘less convincing’?
• Why might a Natural Scientist be deeply critical
of Human Science/Scientists?
• What dilemmas are presented through pursuing
qualitative and quantitative approaches in
research?
15. Why / when are the theories convincing /
less convincing?
• Focus on 1 or 2 specific theories in this context.
• What about the nature of ‘being convinced’
itself?
• Does this serve to undermine the value of
Human Sciences for some people?
• What do you think about this and why?
16. Why might a Natural Scientist be deeply critical
of Human Science/Scientists?
There is often a perceived battle for acceptance
between the Natural and Human Sciences!
Caltech Professor of Theoretical Physics, Richard
Feynman was an internationally renowned Nobel
Prize winner who ‘championed’ Natural Science
and was deeply critical of Human Sciences /
Scientists.
17. His opinions about Social Sciences
http://www.youtube.com/watch?v=IaO69CF5mb
Summarise some reasons for his opinions.
Why might Feynman be biased?
18. Quantitative vs Qualitative
Quantitative = of or pertaining to the
describing or measuring of quantity.
Qualitative = pertaining to or concerned
with quality or qualities.
Why does this tend to put Social Sciences ‘in
conflict’ with Natural Sciences?
19. Problems with Qualitative research methods
Question
Questioner Interviewee
design
For each of the ‘characters’ involved in qualitative research, list as many
possible sources of error or bias as you can - you can do the first few as a
group
20. Are you a racist?
https://implicit.harvard.edu/implicit/Study?tid=-1
What do the findings suggest about you?
How might this affect society?
Does it matter?
21. Task
In groups of 3 or 4 design an experiment to
test;
People’s responses to being instructed to
inflict pain on others
(You will need to present your ideas to the
class)
22. Questions to consider.....
• How can you be sure that your research is
fair’?
• What data could your experiment
produce?
• In what ways is this type of experiment
different to a Natural Science experiment?
23. The Milgram Experiment
• Subjects were “employed” to help
out at a psychology experiment.
• As “Teacher” (T) they were
instructed to administer electric
shocks to a Learner (L) on the
command of the Experimenter (E)
• Shocks increased up to 450 volts
(more than enough to kill a
person) and the shocks were
labelled – T knew what they were
doing was dangerous and painful
– a recording of shouting and
distress, eventually leading to
silence was heard from the other
side of the wall.
How would you react? How do you
know?
24. Results
• Is this what you would
expect?
• 26 out of the 40
subjects were willing
to deliver a fatal
shock
• REMEMBER that
each shock was met
with different
feedback from the
Learner
25. How would you react to these
sounds?
Learner responses:
200V - blood-curdling
screams
300 - refuses to answer,
mumbles something
about a heart condition
+330 - silence
Where would you stop?
26. So what?
• How would the findings of your experiment be
useful?
• In many States in the U.S. the death penalty is
used as the ultimate punishment. How might
these findings inform your opinions of the death
sentence?
27. Extension Material
If different methods of study produce
contrasting results, how can we decide
which is correct?
In what ways is the Stanford Experiment
an example of positivist method?
Justify whether the complexity of studying
Human Sciences make them a ‘richer’ area
for research or just a ‘harder’ one ?
28. Use evidence from discussions and your
wider understanding to explain why it is
important to study the Human Sciences.
What are the Human Sciences able to
contribute to knowledge?
What are the main difficulties with this AOK?
29. “Believing, with Max Weber, that man is an animal
suspended in webs of significance he himself has
spun, I take culture to be those webs, and the
analysis of it to be, therefore, not an experimental
science in search of laws but an interpretive one in
search of meaning” Clifford Geertz
8. Put Geertz’s quotation into your own words.
9. Do you agree? Explain.