Discussion on Poppers and Sobers View of Simplicity Essay Example

Discussion on Poppers and Sobers View of Simplicity Essay Poppers theory of simplicity is directly derived from his Falsification theory. To illustrate this we can say that; it is true that Popper decreed that the more falsifiable a theory was; the better the theory is, and the better it will be received. If this is true; it is then is stated that the degree that a theory is falsifiable should track the degree to which a theory is simple; so if this were to be true should then prefer the theories that are highly simple (and falsifiability). So if we were to place this Im a real life scientific setting we could say that; i) parrots are feathery or ii) all birds are feathery. Now according to Popper ii) would be a better theory in terms of falsifiability and in terms of simplicity, as; it is falsified by more types of findings, could be falsified by any sighting of a non feathery bird; and it is more simple as a parrot is less simple, as it is much more specific, than birds in general. In terms of the merits of Poppers theory, in a perfect Popperian world this theory of simplicity would make life for scientists quite easy as it is a part of his theory of falsification. Further more his description and application of simplicity makes a great deal of sense, in terms of relation to parts of falsification which are part of the modern scientific process, as complicated and convoluted are usually quite difficult to debunk (falsify). We will write a custom essay sample on Discussion on Poppers and Sobers View of Simplicity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Discussion on Poppers and Sobers View of Simplicity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Discussion on Poppers and Sobers View of Simplicity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However, take this illustration of a mathematical equation representing a scientific theory, adapted from Post (1969); we have theory a), which represents a linear relationship: y = 1. 5 2x; whilst according to theory b) y = 1. 5 2x + 0. 32. Now according to Poppers falsifiability criteria of determining simplicity; the two theories of are equally as simple (since each can only be falsified by one occurrence). This leads to an automatic counter-intuitive result, which leaves the theory high and dry, as they are clearly not at the same level of simplicity. Sobers view on simplicity goes something like the following; instead of, unlike most who have tackled simplicity, relating simplicity to the correctness of a given theory, sober makes an attempt to relate simplicity to the informativeness of a theory. So what this essentially means for the premise of a simplicistic theory, is that simplicity should be concerned with how much information a theory or phenomena gives us in relation to how many laws, or premises, we begin with. To illustrate this better it may be more prudent to discuss Sobers theory in relation to inputs outputs; therefor simpler theories would produce more outputs in relation to the inputs. Furthermore, a more specific definition of Sobers argument is that the simplest theory may be the most informative one. Sobers theory, to me, is quite bold and, excuse the pun, a very simple way of determining the simplicity of a scientific theory. Unlike Popper and Quinean philosophy, Sober theory seems to give simplictity a greater level of importance, as science is all about gaining information which this theory draws it wisdom from. However, the theory runs into problems quite early on. One major problem concerning Sobers theory is that he tries to relate simplicity on a wider ontological level; which leaves me wondering; if we were use the theory that gives the most information, even if it was false, we would be in the position of having to accept it, and then gaining useless knowledge. If we were to assume that the problems that each theory faces never occurred, the theoretical virtue of Sobers simplicity, is that simplicity is directly influenced by the amount of information a theory has put into it, and outputted from it. Poppers theoretical virtue is the simplest theory is better, as a simple theory is easier to debunk and increases its falsifiability (as it doesnt possess any ad hoc escape routes). Personally I am more greatly drawn towards Sobers take on simplicity, as science is directly concern with the pursuit of knowledge, meaning that his criteria which determines whether a theory if simple or not is more logical. I feel that Popper, whilst does a good job of keeping the his theories in unity, necessarily approach the problem correctly whilst falsification seems to a vital piece of good scientific methodology, I cant quite see the connect between it and simplicity.

Definition and Examples of Platitudes in English

Definition and Examples of Platitudes in English Definition A platitude is a trite and obvious observation, in particular, one thats expressed as if it were fresh and significant. Adjectives: platitudinous and platitudinal. Verb: platitudinize. A person who habitually uses platitudes- or clichà ©s- is (among other things) a platitudinarian. Platitudes can be instruments of gentle criticism, says Karen Tracy. Platitudes are  especially useful in the context of public argument, for they promote the sense that a speaker is addressing a policy concern rather than actually criticizing or attacking a person (Challenges of Ordinary Democracy, 2010). Etymology: From Old French, flat, dull Pronunciation: PLAT-i-tood Related Concepts Platitudes are similar to some other terms, but can also be mixed up with some of these terms. Some of the related concepts and language terms are: CatchphraseChunkClichà ©CollocationDead MetaphorIdiomPet PhraseProverb Examples of Platitudes Youre as young as you feel.Crime does pay.It doesnt matter what youre doing, as long as youre having fun.Love will always get you through.Crime doesnt pay.He/she who laughs last, laughs best.Everybody needs somebody.Alls well that ends well.Honesty is the best policy.Life begins at 50 (or 60).Its okay to be silly.You have to act your age.Acting your age is for old people.Love what you do.Do what you love.The secret to a long life is doing what you love.Who cares what other people say? Observations About Platitudes There are already some four-star platitudes on the list, some old sayings, some repeats, and a few opposing ideas. (Jay Douglas, Stalking the Story. Alpha Books, 2011)His subjects are intriguing, but Coles is embarrassingly conventional and unreflective. He writes in platitudes (about lifes ironies, the dilemmas of our time, the richest nation in the world, peoples darker side, Freuds superior cast of mind, etc.). (William White, The Library Journal Book Review, 1975)He was fond of thinking in platitudes- but to him, all platitudes were profound and had the freshness and vigor of original thought.Like bubbles, he said to himself, human life is as momentary as a bubble.(Khushwant Singh, Posthumous. Not A Nice Man To Know: The Best of Khushwant Singh. Penguin, 2000)Everybody can repeat the platitude that the mob can be the greatest of all tyrants. But few realize or remember the corresponding truth which goes along with it- that the mob is the only permanent and unassailable high pries t. (G.K. Chesterton, Charles Dickens: A Critical Study, 1906) Anti-Intellectualism in Politics: Inspirational Platitudes and Partisan Punch Lines Instead of bringing arguments to the public deliberative sphere, [American] presidents are increasingly inclined to declare and assert, offering us a predictable inventory of inspirational platitudes and partisan punch lines. I turn first to George W. Bush and his use of inspirational platitudes as an instance of argument by declaration, then to Bill Clinton and his use of partisan punch lines as an instance of argument by assertion. It may appear at first glance that these two anti-intellectual strategies are polar opposites of each other. Platitudes articulate the obvious and are therefore assumed to be universal, while partisan punch lines are strategically one-sided and therefore particular. Both, however, are united by their rejection of the weighing and judging of reasons. Both are proffered as foundational beliefs that cannot be argued for or against. Self-evident truths can be declared without justification, just like partisan punch lines are asserted strategically to preempt consideration of the other side. Both paradoxically transmit ambiguous meaning in categorical language. Indeed, that is why partisan punch lines are often dressed up in the ambiguous language of platitudes. Phrases such as liberty, support our troops, and freedom in Iraq are often deployed as coded conservative punch lines delivered as creedal platitudes that cannot be denied, while fairness, universal health care, equal employment opportunity are the liberal analogs of projects that are self-evidently unobjectionable. (Elvin T. Lim, The Anti-Intellectual Presidency: The Decline of Presidential Rhetoric from George Washington to George W. Bush. Oxford University Press, 2008) The New Rhetoric of Civility The new rhetoric of civility misunderstands the role of argument as a social and socializing process. In so doing, it dissuades the public from embracing and refining argument as a means to achieve civility. In seeking a cure to incivility, todays discussions have characterized argument as a disease, when its cultivation might actually offer the most efficacious cure...If we fail to redeem ourselves through rhetoric, we condemn ourselves to recycling platitudes about civility. And through those platitudes, the new rhetoric of civility will continue to perpetuate the very stereotype about argument that, ironically, have led to todays calls for civility.(Rolf Norgaard, The Rhetoric of Civility and the Fate of Argument. Rhetoric, the Polis, and the Global Village: Selected Papers From the 1998 Thirtieth Anniversary Rhetoric Society of America Conference, ed. by C. Jan Swearingen and Dave Pruett. Lawrence Erlbaum, 1999) Platitudes in Drama That an idea is not available dramatically until it has become a platitude is itself one of the most platitudinous of dramatic platitudes. But there is a considerable difference in the mere availability of a platitude and the conversion of the platitude into lively and engaging drama. Good drama, in point of fact, consists in so veiling a basic platitude with the vari-colored gauzes of imaginative beauty that it shall be but vaguely perceptible to those who give it eye and ear. The greater the dramatist, the more successful he is in deceiving his audiences as to the existence in his work of the platitude. He is, in a way of speaking, a prestidigitator of platitudes: one whose infinite legerdemain of metaphor, fancy, wit, and surface originality is successful constantly in making the ever-present platitude seem to disappear. (George Jean Nathan, Materia Critica. Alfred A. Knopf, 1924)

Science - Assessment and Transition from KS2 to KS3 Essay

Science - Assessment and Transition from KS2 to KS3 - Essay Example Formative assessment requires the teacher to feed back to the students’ information that provides the students with opportunities to improve on their learning, or that encourages the students to reflect on their own learning (Black & Williams, 1998). In contrast to summative testing, which occurs with standardised tests, formative assessment provides in-depth, immediate and contextualised information about a student’s level of knowledge and their understanding of a particular topic (Bund & Falchikov, 2004). The reflective and engaging nature of formative assessments supports teachers in becoming better assessors, and to focus on the quality of a student’s learning and understanding, rather than the quantity of work they have undertaken (Williams, Lee, Harrison & Black, 2004). The sole use of summative testing results in teachers being ignorant of the true understandings, strengths and weaknesses of their students. Formative assessment can aid in narrowing the gap between high and low achievers in the classroom (Black & Williams, 1998). The use of formative assessment requires a learner-centered approach to teaching, as the student is the end user of the assessment information (Bund & Falchikov, 2004). Effective formative assessment focuses on feedback regarding scientific tasks, and not the student. Hence, feedback focuses on the particular qualities of the student’s work, with suggestions for improvements, and without comparisons to classmates (Black & Williams, 1998). The ideal form of this requires that the student develop the ability for ‘self-assessment’, which allows them to demonstrate their understanding of the goal of the task and their learning (Williams et al., 2004). The KS3 teacher could utilize formative assessment strategies to determine the level of knowledge and understanding of science for student’s at the beginning of the year. Procedures for self-assessment, or peer-assessment, could include the use of ‘Traffic Lights’

Nursing Infomatics Assignment Example | Topics and Well Written Essays - 2000 words

Nursing Infomatics - Assignment Example Nursing informatics is concerned with the question, "How many times does a nurse have to click a mouse" (Giannini, 2010, p. 1). The need for nurses to be technologically savvy is more important than ever. Nursing informatics can help patients receive a better quality of care. Nursing informatics includes "how nurses gather and record information tohelp improve patient health care" (Giannini, 2010, p. 1). What does nursing informatics include Nursing informatics includes: "implementation of information technologyoptimizing information management and communication[and utilizing] electronic records" (Giannini, 2010, p. 1). Why is this included in the curriculum Nursing informatics should be included in the curriculum because all nurses in practice today should be familiar with how to use technology in the workplace in order to help their patients and make everyones' lives more efficient and easier. Whether it be use of an IV pump or an electronic thermometer, every technology makes things easier for the nurse and the nurse is always going to encounter technology on-the-job (Giannini, 2010, p. 1). This makes the necessity of including informatics in the nursing curriculum even more important. As technology changes, so does the field of nursing. ... 1). This makes the necessity of including informatics in the nursing curriculum even more important. The good informatics nurse "understands theory, implementation, [and] evaluating outcomes" (Giannini, 2010, p. 1). This is what the curriculum will teach the nursing student. As technology changes, so does the field of nursing. Although there is no way to predict what the future holds in technology, the role of the nurse in informatics is to continually be attempting to bridge the gap between technology and clinical practice, communicating with both arenas (Giannini, 2010, p. 1). So what lies in the future The future of informatics is to create a more efficient health care system with information technology, specifically: systems that are multi-layered so there are no separate electronic charts; synthesization and interfacing systems which are seamless; basic language within a unified system; and best practices in informatics (Giannini, 2010, p. 1). How can one expect a nursing student to benefit from taking this course The answer is simple: patient care will be improved. As one nurse said it best, "The more we have at our fingertipsthe better we are going to be able to take care of that patient" (Giannini, 2010, p. 1). C. How this Course Fits with the Philosophy of the Nursing Program and College as a Whole. Nurses today must be trained so that they are competent when they go out into the field. Nurses are often the "liaison between information technology and real nursing" (Giannini, 2010, p. 1). In order that competent nurses are trained properly with regard to technology, all nursing curricula should include a course on nursing informatics. A competent individual in nursing informatics is

Karen Newman Othello Criticism

Karen Newman Othello Criticism In her 1987 article And wash the Ethiop white: femininity and the monstrous in Othello,1 Karen Newman sets out re-examine prior critical analysis of Shakespeares Othello with the goal to re-read Shakespeare in ways which [] contest the hegemonic forces, [his] plays at the same time affirm (158). Her argument scrutinizes the the male-dominated Venetian world (152) of the play and the criticism that it has generated against correlating historical perspectives. Her main thesis about the play asserts that the union of Desdemona and Othello represents a sympathetic identification between femininity and the monstrous which offers a potentially subversive recognition of sexual and racial difference. Employing a feminist approach Newman reveals the racial and gender prejudices inherent both in the play and the critique levelled at it from 1600 through to 1980. In seeking new ways of reading Othello Newman draws on Derridas poststructuralist ideas to establish parallels between the relationsh ip of gender and race. She contends that Desdemona and Othello are equally marginalized by Venetian society; Othellos race and Desdemonas progressive sexuality presenting equivalent risk to the dominant white male society. In verifying how these attitudes pervade the play itself, Newman points out that fear of miscegenation functions on two levels. Firstly Shakespeare uses the white mans fear of the union of black man and white women (144) to generate the plot, and secondly through the binary opposition of black and white characteristic of the plays discourse. To substantiate she quotes from the play: Black ram tups white ewe and O, the more angel she, And you the blacker devil. The last line illustrates what Newman terms rhetorical miscegenation. Outlining the frequency with which black and white were used to denote polarization during the Renaissance, (145) she comments on how the emphasis in Othello of Desdemona as the idealisation of fair female beauty is usually read to emphasise the contrast between these two characters, and declares that contrary to early critics she views Desdemona not as a representative of opposition to blackness and monstrosity, as black is to white, but as identifying with it. Newmans assertion that the play is structured around a cultural aporia, miscegenation is the first cornerstone of her argument. Newmans next device is to establish a link between femininity and the racial attitudes inherent in the play. Again she refers to Ridleys criticism, claiming that his choice of example portrays a generalization of women as petty, thereby confirming his gender prejudice. Ridley has displaced the struggle of white against black man onto a cultural femininity. Newman is sympathetic to Stephen Greenblatts (1980) view that Othellos identity is reliant on his loss of his own origins, an embrace and perpetual reiteration of the norms of another culture, but criticises this focus as failing to recognise the other as black and female: Othello internalises alien cultural values, but his otherness remains apparent, dividing him from that culture and thereby linking him to the plays other marginality, femininity. Newman claims critical considerations with regard to the symbolic significance of the handkerchief reflect gender prejudices. Reigning critical preoccupations result in the significance of the handkerchief being limited to a sign of adultery. Contrasting this she terms the handkerchief a snowballing signifier, acquiring figurative and literal meaning as it passes from hand to hand. Newman contests psychoanalytical readings as problematic since they privilege a male scopic drama casting the women as a failed man once again negating her otherness and limiting female sexuality to fetish. (156) Identifying racial attitudes as inclusive of attitudes towards black sexuality, Newman references popular travel accounts of the time, outlining African as presented descriptively [] but also mythically (148) concluding: always we find a link between blackness and the monstrous, and particularly a monstrous sexuality. These attitudes Newman asserts assimilated into the drama of early modern England. (149) Newman observes the portrayal of Desdemona as voracious and devouring with a greedy ear; threatening to masculine perceptions of femininity. Her desire is presented in terms of an aural/oral libidinal causing Othello anxiety. Newman sees this anxiety as having a duel source the monstrous difference it invokes against his adopted culture, and that it allies her imagined sexual appetite with his own. Othello and Iago are linked in representing white male sexuality in the play. Simultaneously and paradoxically Othello also represents the threat to it. Newmans investigation of historic al criticisms surrounding femininity as represented by Desdemona, uncovers several ironies. Rymer and Cinthio in a cautionary moral link Desdemonas social disobedience to her sexual duplicity. Othellos punishment of Desdemona however simultaneously confirms the cultural prejudice which labels him a monster. In addition Iagos dramatic construction which leads Othello to see Desdemona as a whore, demonstrates how theatrical representation can provide false influence. Newmans undoubtedly subscribes to a feminist school of criticism, seeking to expose the nature of gender inequality and opposing the inherent male hegemony represented within the play. In addition, by her own account, her reading is also political in that it exposes the ideological discourses which organise the text. She comments that poststructuralist approaches highlight that even highly formalist readings are political, inscribed in the discourses both of the period in which the work was produced and of those in which it is consumed. Newman references Derridas work on racism and in addition to employing deconstructionist discourse his influence can be seen in Newmans design. Recognizing the binary opposition denoted by the polarization of Othellos blackness and Desdemonas whiteness, Newman develops this to assimilate the implied opposition of monstrosity or miscegenation represented by Othello and femininity represented by Desdemona. Deconstructive discourse incorporates the notio n that difference exists both between signified and signifier, and at the same time that the signified defers meaning to the signifier. The role of the literary critic is seen as seeking a slippage in the text, thereby denoting duplicity and revealing how the internal linguistic and thematic rules are inexact. Newman finds this critical slippage in both Rymers Short view of Tragedy (1693) and again in Ridleys criticism 250yrs later, to be the lapse from blackness to femininity. (155) Newmans approach offers new and valuable insights through its address of past criticisms, detailing not only how they relate to the ideology of the time they represent, but also illustrating how criticism in itself can be read to demonstrate new ideas and ways of reading the play. Her analysis however, places its emphasis on the Desdemonas interracial relationship with Othello and how her disobedience to her father and her choice of black man threaten the prevalent white male hegemony. Newman does not address other characters marginalised through class distinctions and gender. One such relationship is that between aristocratic Cassio and the courtesan Bianca. The secret nature of their liaison is both essential to the plot but also preserves Cassios social standing. Cassio treats Bianca with little respect scorning her foolishness in loving him. Cassio, Iago and Brabantio all share a mutual sexist prejudice in a similar way to the racist disdain which shapes their worldview. Othello can be seen to be outside this racial bigotry but Newman does not address the question of whether he accepts the central stereotyped perception of women. Newmans outline of historical womens roles focuses solely on a westernized version of society and does not address the way in which women were historically regarded within non-westernized cultures. Hinging on the underpinning social apprehension with regard to miscegenation, Newmans argument takes it lead from Bennetts notion that the position a text holds within relation to the ideology at its origin is not necessary an indication of the position which it may subsequently come to hold in different historical and political contexts. Some critics however claim Newman is anachronistic, applying modern concepts of racism historically. Shakespearian audiences would have understood race in a totally different way to contemporary audiences. It would then follow that Newmans application of contemporary ideas with regard to other cultural constructs such as gender would be equally out of place. Acknowledging that Shakespeare was certainly subject to the racist, sexist, and colonialist discourses of his time, Newman declares that by making Othello a black man and through Desdemonas love for him, Shakespeare stands in a contestory relation to the hegemonic ideologies of race and gender i n early modern England. Newmans argument is detailed and engages the play against historical points of view, addressing feminist issues and at the same time employing poststructuralist thinking to achieve her goal of establishing a link between femininity and race. Newman sees such strategies of reading as a social responsible in that they illuminate artificial enactment of works which may falsely represent those marginalised groups standing outside culture and simultaneously within it. This representation she sees as being obscured by the immediacy of dramatic performance. Her analysis of Othello is a demonstration of how seamlessly racial attitudes in early English drama where transmitted to viewpoints surrounding gender and sexuality, illustrating how mutually constitutive race, gender, and sexuality can be.

Normality in Subcultures :: Sociology Sociological Papers

Normality in Subcultures My family's subculture in a larger subculture Once you are born, you become a part of a larger group. You will grow up starting at a point in your parent's life and then over time they or even you will change the direction of your families subculture in whatever country you all live in. In America, People strive for the best. Not all get it, but somehow or someone will push that family into a situation where they can move up in the world. Over the years America has came to a point where most jobs pay well and mostly anyone can be considered a middle class resident. In America this is considered normal to the general public. Being normal and striving to be normal is the focus most people try to reach within their lifetimes. Normality is a subculture in itself. My family wasn't always an upper middle class family. Starting with my grandparents, my mom's mother named Bonnie Langdon. She lived in what is a now West Bloomfield in Oakland county Michigan. She was a sister to 9 siblings and she attended a One-room schoolhouse. Bonnie's mother Betty Worked in the post office for 30 year and her father Harry drove an oil truck for about the same amount of years. They were mostly lower class but they did manage to get themselves more towards the middle class. Over the years bonnie my grandmother graduated from high school and started to work for Pontiac motor, which moved Bonnie up tom middle class. She met my grandfather Names Fred shortly after and married. My grandfather grew up in Redford Michigan with 3 other siblings. His mom was named Pearl and his father was named Fred. His mom was from Canada who liked to hold old traditions such as eating soft-boiled eggs and drinking tea for breakfast. My mother remembers That Pearl would make her eat them each time she came over and she hated them. Pearl was a housewife and his dad worked as a carpenter. His dad Fed worked with Henry ford the man. His father was the personal Carpenter for Henry ford. Over the years my grandfather graduated from High school in Redford and started to work for the Oakland county Road commission. Over the years Bonnie and Fred had a higher class than there parents and they became the norm in the family. After Bonnie Langdon and Fred wood met they married and had one daughter names Janet, my mother.

Expository Essay

Expository Essay Some memories are joyful, while others are quite sad, and then the bittersweet moments are a combination of both. These bittersweet memories are often memorable and one that stays fresh in my mind is the coming and going of my Golden Retriever puppy, Chance. I was overjoyed when we first got him and couldn’t have been happier but his death was unpleasant and left me with a bad taste in my mouth for weeks to come. This whole experience taught how to appreciate what I have because you don’t know what you got till it’s gone.One of the most memorable and impactful memories of my life happened when I was just six years old. It was a chilly day in mid January as I cheerfully scampered off the school bus to dash inside and be greeted by a mug of hot chocolate and warm cookies. I was clumsily toying around with Legos while waiting in anticipation for my dad to get home. The moment I saw my dad walk through the door I darted down the stairs and was shocke d to see him holding a large, mysterious cardboard box.He informed me that contained inside were loads of cupcakes he had gotten from work, but to my surprise when I looked inside I saw a tiny little puppy bundled up in blanket sleeping on the base of the box. I was thrilled at first but soon after my hopes were crushed when I realized this little dog had fatal cancer and only had a short month to live. Due to his horrible condition we named him Chance for his perseverance to survive such a sickly Herring 2 disease. My roller coaster experience with him helped to mold me into the person that I am today.This memory is so important to me because Chance was the first pet I had ever had the opportunity to call my own and I had also desired to own a puppy ever since I was a baby. Over a short time Chance and I had developed a strong bond from racing around the house and bounding around in the fresh snow. This connection we shared showed me how important companions were and how much I enj oyed having them around me. After a few weeks of living with him he began to show signs of weakness. He would sometimes stumble while walking and even vomit after eating a meal.I was feeling miserable to see him experiencing this pain so our family had to make a decision. We came to a general consensus that it was time to put him down. After a lot of shed tears and heartache I began to understand the situation in a different light. I had begun to realize life ends and living things don’t last forever. I really appreciated chance for what he was and dearly missed him. The great memories with Chance still remained and helped me to cherish his existence even more. Overall this memory taught me how to enjoy what I have and be grateful because I may blink and not see it ever again. Expository Essay