Global ETD Search

1	Attempts to measure annual stellar parallax : Hooke to Bessel Williams, Mari Elen Wyn January 1981 (has links) No description available. 520 Copernican theory
2	Leibniz’s Defence of Heliocentrism Weinert, Friedel 17 August 2017 (has links) yes / This paper discusses Leibniz’s view and defence of heliocentrism, which was one of the main achievements of the Scientific Revolution (1543-1687). As Leibniz was a defender of a strictly mechanistic worldview, it seems natural to assume that he accepted Copernican heliocentrism and its completion by figures like Kepler, Descartes and Newton without reservation. However, the fact that Leibniz speaks of the Copernican theory as a hypothesis (or plausible assumption) suggests that he had several reservations regarding heliocentrism. On a first approach Leibniz employed two of his most cherished principles to defend the Copernican hypothesis against the proponents of geocentrism: these were the principle of the relativity of motion and the principle of the equivalence of hypotheses. A closer analysis reveals, however, that Leibniz also appeals to dynamic causes of planetary motions, and these constitute a much stronger support for heliocentrism than his two philosophical principles alone.
3	Configurando narrativas históricas y preguntas directrices, para un abordaje sistémico sobre la Revolución Copernicana: una propuesta para fortalecer la alfabetización científica / Developing historical narratives and guidelines questions for a systemic approach on the Copernican Revolution: a proposal to strengthen scientific literacy Gómez Martínez, Yadrán 25 February 2016 (has links) En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica / In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research. Alfabetización científica Copernican Revolution Historical narratives Narrativas históricas Naturaleza de la ciencia Nature of science Preguntas Questions Revolución Copernicana Scientific literacy
4	Configurando narrativas históricas y preguntas directrices, para un abordaje sistémico sobre la Revolución Copernicana: una propuesta para fortalecer la alfabetización científica / Developing historical narratives and guidelines questions for a systemic approach on the Copernican Revolution: a proposal to strengthen scientific literacy Yadrán Gómez Martínez 25 February 2016 (has links) En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica / In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research. Copernican Revolution Historical narratives Nature of science Questions Scientific literacy Alfabetización científica Narrativas históricas Naturaleza de la ciencia Preguntas Revolución Copernicana
5	A Pragmatic Standard of Legal Validity Tyler, John 2012 May 1900 (has links) American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law. These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism. In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method. This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior. The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent. The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will. Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil. natural law theory legal positivism HLA Hart William Blackstone John Locke Jeremy Bentham John Austin Galileo Socrates Trotsky Athens Soviet law Stuart dynasty John Dewey Dewey Commission Sidney Hook Congregation of the Holy Office Galileo Affair trial of Socrates Moscow Trials trial of Galileo heresy trial of Trotsky reason autonomy consent philosophy of law pragmatism Kant Inquisition ostracism Anaxagoras Protagoras Alcibiades Arginusae Pericles Peloponnesian War Solon Ephialtes Apology Plato Herodotus Xenophon Plutarch Roscoe Pound common law Oliver Wendell Holmes, Jr. The Common Law The Path of the Law Learned Hand Christopher Columbus Langdell Ronald Dworkin Lon Fuller Lenin Stalin King Rex Sergei Kirov Permanent Revolution Socialism in One Country Great Terror Dekulakization Holomodor Terror Famine Italian positivist school Harold J. Berman Gustav Radbruch Ramon Mercader Trotsky assassination Marteman Ryutin Old Bolsheviks Genrikh Yagoda Pope Urban VIII Walter Duranty Harold Denny New York Times Joseph E. Davies Mission to Moscow New Republic John F. Finerty Lev Sedov Military Collegium Vasili Ulrikh Gaspare Borgia Cardinal Robert Bellarmine Pericles Father Commissary Michelangelo Segizzi Cardinal Francesco Barberini Cardinal Maffeo Barberini Siderius Nuncius Starry Messenger Accademia dei Lincei Letters on Sunspots Friar Tommaso Caccini Niccolo Lorini Commentaries on the Laws of England Second Treatise on Civil Government Henry de Bracton Sir Edward Coke Sir John Fortescue Matthew Hale Ranulf de Glanvil James I Charles I James II Charles II ship money forest fines distraint of knighthood impositions dispensing power royal prerogative Duke of Buckingham Oliver Cromwell Bishops Wars William Prynne Great Migration Declaration of Indulgence Settlement Act Test Act Protectorate Clarendon Code Quaker Act William and Mary English Civil War Puritan Revolution Glorious Revolution Thirty Years' War Earl of Shaftesbuty William Laud Historiomatrix Long Parliament Rump Parliament Barebones Parliament sociological jurisprudence Red Terror war communism New Economic Policy 1926 Criminal Code Kirov Amendments judicial discretion semantic sting The Concept of Law Fragments on Government The Province of Jurisprudence Determined A Fragment on Government Anarchical Fallacies primary rules secondary rules rule of recognition legal validity internal point of view external point of view law as prediction the bad man perspective on law life of the law page of history Basilikon Doron Trew Law of Free Monarchies

1

Page generated in 0.1701 seconds