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001 ocn756782425
003 OCoLC
005 20160527040332.5
006 m o d
007 cr cnu---unuuu
008 111012s2011 njua ob 001 0 eng d
010 2011290284
019 793341614
020 9789814304757|q(electronic book)
020 9814304751|q(electronic book)
020 |z9789814304740|q(paperback)
020 |z9814304743|q(paperback)
035 (OCoLC)756782425|z(OCoLC)793341614
037 323468|bMIL
040 N$T|beng|epn|cN$T|dE7B|dYDXCP|dZMC|dITD|dWAU|dCNCGM|dOCLCQ
|dDEBSZ|dOCLCQ|dNLGGC|dOCLCQ|dOCLCF
049 RIDW
050 4 CB478|b.N688 2011eb
072 7 SCI|x080000|2bisacsh
072 7 SCI|x060000|2bisacsh
082 04 500|222
090 CB478|b.N688 2011eb
100 1 Novak, Igor.|0https://id.loc.gov/authorities/names/
no2011170607
245 10 Science :|ba many-splendored thing /|cIgor Novak.
264 1 New Jersey ;|aLondon :|bWorld Scientific,|c[2011]
264 4 |c©2011
300 1 online resource (xv, 320 pages) :|billustrations
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|2rdaft
504 Includes bibliographical references and index.
505 00 |tIs Science important? --|tWhy is Science important? --
|tWhat is Science? --|tIn what ways is Science like a map?
--|tScience and Culture --|tWhat is the principal
difference between Science and other human activities? --
|tPhilosophical and Methodological Aspects of Science --
|tScientific community (SC) --|tExample of the Scientific
Community's role --|tPeer review and reward systems --
|tPeer review system --|tRoutes to scientific discovery
and selection of research problem --|tGeneral
characteristics of Science --|tCycle of scientific
activities --|tScientific language --|tMetaphors --|tLaws
of Nature --|tModels and theories --|tDistinguishing
between Theory and Truth --|tPossible methodological
errors in Science --|tGeneral or universal statements --
|tSingular statements --|tTypes of scientific arguments --
|tCritical thinking in Science and everyday life --
|tIncorrect logical arguments (fallacies) --|tExperimental
Design and Scientific Evidence --|tHow does the shape of
the kettle affect the time required to boil water? --|tHow
does the electrical resistance affect the boiling time? --
|tMeasurement errors --|tSampling --|tPseudo-science (PS)
--|tCreationism's objections to evolutionary theory (ET) -
-|tCreationist and scientific methodologies --|tDriving
forces of Creationism --|tScientific Knowledge --|tSpan of
scientific knowledge --|tReductionism, determinism and
irreversibility --|tMethodological reductionism --
|tOntological reductionism --|tMaps and complementary
knowledge --|tDeterminism and reductionism --|tHolism --
|tScientific knowledge and Philosophy of Science --
|tFalsification cycle --|tDo Scientists attempt to falsify
theories? --|tCauses of pathological Science and how to
avoid it? --|tValidity of scientific results --|tCaveats -
-|tSociological and Ethical Aspects of Science --|tIs
Science value-neutral? --|tScience in Ethics --|tEthics in
Science --|tEthical standards pertaining to Science: --
|tMisconduct in Science: --|tWhy does misconduct in
Science matter? --|tSocietal support for modern Science --
|tMotivation of Scientists --|tScientists in Society --
|tScience, Technology and Applied Science --|tScience
impacts on Society --|tSociety's impact on Science --
|tScience and public policy -- climate change --|tIs
global warming prediction true? --|tScience, Risk and
Evidence --|tScience and History --|tMathematics --|tCivil
and military engineering --|tCombined tradition --
|tHeliocentric vs. geocentric model debate --|tExamples of
Scientific Development: China, Europe --|tScientific
Revolution in W. Europe (16th-18th century) --|tAstronomy
and mechanics --|tMedicine & optics --|tChemistry --
|tBroader consequences of scientific revolution: --|tNew
relationship between Science and Technology --|tSocietal
support for Modern Science --|tFuture of Science --
|tPotential causes of scientific decline --|tReligious
fundamentalism --|tPolitical fundamentalism --|tEconomic
fundamentalism --|tLimits of Science --|tHuman and social
limits --|tTechnological limits --|tCosmological limits --
|tLogical/mathematical limits --|tScience in Action-Case
studies --|tCase Study 1: Theories of combustion --
|tInadequacies of phlogiston theory --|tWhat can we learn
from Case Study 1? --|tWhat can we learn from Case Study
2? --|tWeapons of mass destruction --|tTwo Scientists --
|tWhat can we learn from Case Study 3?
588 0 Print version record.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Science.|0https://id.loc.gov/authorities/subjects/
sh85118553
650 0 Science and civilization.|0https://id.loc.gov/authorities/
subjects/sh85118615
650 7 Science.|2fast|0https://id.worldcat.org/fast/1108176
650 7 Science and civilization.|2fast|0https://id.worldcat.org/
fast/1108517
655 0 Electronic books.
655 4 Electronic books.
776 08 |iPrint version:|aNovak, Igor.|tScience.|dNew Jersey ;
London : World Scientific, ©2011|z9789814304740|w(DLC)
2011290284|w(OCoLC)767256889
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=389620|zOnline eBook. Access restricted to
current Rider University students, faculty, and staff.
856 42 |3Instructions for reading/downloading this eBook|uhttp://
guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20160616|cEBSCO|tebscoebooksacademic|lridw
994 92|bRID
