Scientific Theory Essay - 642 Words

Scientific Theory A scientific theory is a well-substantiated explanation of some aspects of the natural world, based on a body of knowledge that has been repeatedly confirmed through observation and experiment. Scientist creates scientific theories from hypothesis that have been corroborated through the scientific method, then gather evidence to test their accuracy. The strength of a scientific theory is related to the diversity of phenomena it can explain, which is measured by its ability to make falsifiable predictions with respect to the phenomena. Scientific theories are the most reliable, rigorous, and comprehensive for of scientific knowledge. The scientific method involves the proposal and testing of hypotheses, by deriving†¦show more content†¦Theories are the main goal in science and no explanation can achieve a higher rank. (to the belief that â€Å"theories† become â€Å"laws† over time). In some cases, theories can unify. Two or more theories can be replaces by a single theory which explains the previous theories as approximations or special cases, comparable to the way a theorys is connecting explanation for many confirmed hypotheses: This is reffered to as Unification of Theories. Both scientific laws and scientific theories are produced from scientific methods through the formation and testing of hypotheses, and can predict the behavior of the natural world. Both are typically supported by observation and experimental science. However, scientific laws are descriptive accounts of how nature will behave under certain conditions. Scientific theories are broader in scope, and give overarching ex planations of how nature works and why it exhibits certain characteristics. They are supported by evidence from many different sources, and may contain one or more laws. Both scientific laws and scientific theories come from the scientific method through the formation and testing of hypotheses, and can predict the behavior of the natural world. Both are usually well supported by observations and/or experimental evidence. However laws are descriptive accounts of how nature will behave under certain conditions. Assumption is aShow MoreRelatedThe Theory Of The Scientific Method998 Words   |  4 Pageshypothesis. To put it simply, a hypothesis is an educated guess; better yet, it is a prediction. These predictions are drawn by logic and can be tested. Formulating a hypothesis is the second step in the scientific method. â€Å"If more and more hypotheses related to a theory turn out to be true, the theory gains in credibility (King, pg. 27).† After you have formed a hypotheses, you will need to test your predication. Depending on what the hypotheses is concerning, you could test it in a case study, surveyRead MoreThe Theory Of Scientific Management Essay1375 Words   |  6 PagesAccording to Miller (2010) Scientific management (Taylorism) was devised by Frederick Taylor to improve economic efficiency especially labor productivity by analyzing and establishing workflows. It was one of the earliest attempts to apply science to the engineering of processes and to management. Taylor’s scientific management was based on four principles. The first is replacing the â€Å"rule of thum b† work methods with methods based on a scientific study. The second is selecting, training and developingRead MoreThe Theory Of The Scientific Revolution1255 Words   |  6 PagesIn the Scientific Revolution, â€Å"there occurred a shift in humans thinking from the medieval emphasis on God s eternal unchanging world, which governed people, the universe, and nature, to an approach that defined knowledge and understanding as derived from the immutable laws of nature independent of received truth.† Scientists changed the way people think about the world. The gears of the revolution began to turn when Copernicus questioned the geocentric theory, developing his theory of heliocentrismRead MoreThe Development Of A Scientific Theory1529 Words   |  7 PagesAssignment 1 P1 The development of a scientific theory Date Event 1809 First theory of evolution available Jean-Baptiste Lamarck is a French naturalist, soldier, biologist and academic. He gave out his theory of evolution. His theory was that evolution occurred through the inheritance of developed characteristics, or the use/disuse theory. 1831 A new world Charles Darwin was very young and still a student, joins the journey of the HMS Beagle as a naturalist. 1844 The First Essay CharlesRead MoreThe Theory Of Scientific Management Theory1158 Words   |  5 PagesScientific management theory is a theory whereby management analyses and synthesizes workflows. The assumptions of Taylorism are that workers are unintelligent and uneducated (Chen H Chung, 2013) and that they must be trained and given instructions to carry out their duties. Secondly, workers are assumed to be inherently lazy with lack of precision in judgement, hence performance is best measured and monitored by experts. And lastly, workers are only motivated by monetary value. (Bell, R.LRead MoreThe Scientific Theory Of Science1489 Words   |  6 Pagesrationality and reasoning. Scientific methods that are used to establish rationality is due to the simple, general and rigorous explanations of the phenomena, (Diamond, 1998). This essay will explore the reasons to the extent of the role of science in reason, displaying perspectives from respected philosophers, politicians and scientists throughout time. Politician rather than scientist, Francis Bacon (1561-1627) was the man who made a revolutionary mark in the scientific world and reasoning, regardlessRead MoreA Scientific Theory Of Consciousness1922 Words   |  8 PagesWhether a scientific theory of consciousness could be provided requires the theory to account for properties of sensations. Place thinks some philosophers struggle to accept a scientific theory by falling for the phenomenological fallacy. Some have posited descriptions of experience lye within the mental cinema (pg. 49). Place characterized the fallacy of thinking that when we perceive something green we are perceiving something green in the mind as ‘the phenomenological fallacy’. He writes, if weRead MoreThe Theory Of Scientific Management Essay1436 Words   |  6 Pagesmanagement gave the theory of Scientific management or what is now referred to as Taylorism. Scientific management or Taylorism refers to â€Å"a form of job design which stresses s hort, repetitive work cycles; detailed, prescribed task sequences; a separation of task conception from task execution; and motivation based on economic rewards.† (Huczynski Buchanan, 2013). The applicability of Scientific management to this day is a controversial topic as there is still debate whether scientific management isRead MoreThe Validity Of A Scientific Theory1396 Words   |  6 Pagesinquisitive minds, refuse to let even the most confounding puzzles go unsolved. Science provides explanations for aspect of the world with no tangible evidence. But more often than not, science gets it wrong. One way to test the validity of a scientific theory is the use of the Hypothetico-Deductive Method. The results of such a method provide evidence of confirmation or disconfirmation, though these results cannot always be trusted. The world is complicated, thus it requires an equally complicatedRead MoreThe Theory Of Scientific Management1633 Words   |  7 PagesThe purpose of th is essay is to research, analyse and assess the theory of scientific management, which was revolutionised by Frederick Winslow Taylor in 1887 (A.Huczynski, 2010) and to critically evaluate the benefits and pitfalls of his theory. This theory Taylor developed is known as Taylorism and has been used commonly in various structures of organisation. Comparisons shall be drawn to other theories and advancements of this theory, such as Fordism and Toyotism, which was extremely popular in Japan

Braving paths towards learner authonomy Free Essays

Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queries Hartmann Autonomy is understood by many as the ability to take charge of one’s own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed. We will write a custom essay sample on Braving paths towards learner authonomy or any similar topic only for you Order Now Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy. Furthermore, the difficulties one may encounter in measuring these degrees of autonomy must be oaken into account: students may feel like’ being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher’s Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms? This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher’s main concern is how to do that. Our responsibility towards students is so enormous that becoming aware of this fact is of great importance. How to cite Braving paths towards learner authonomy, Papers Braving paths towards learner authonomy Free Essays Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queerer Hartmann Autonomy is understood by many as the ability to take charge of one’s own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed. We will write a custom essay sample on Braving paths towards learner authonomy or any similar topic only for you Order Now Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy. Furthermore, the difficulties one may encounter in measuring these degrees of autonomy must be oaken into account: students may feel like’ being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher’s Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms? This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher’s main concern is how to do that. Our responsibility towards students is so enormous that becoming aware of this fact is of great importance. Helping How to cite Braving paths towards learner authonomy, Papers

Readiness Changes Within an Organizational

Question: Discuss about the Readiness: Changes Within an Organizational. Answer: Introduction: Readiness for change in an organization can be defined as the psychological condition in which members of an organization feel completely committed to an implementation of a change and their combined abilities to perform the actions involved in the change. Organizational or corporate readiness for change is considered to be a critical step into a successful implementation of a comprehensive and a complex change within an organization. Change management experts have developed strategies that aid in readiness for change, and this aims at eliminating the rigidness in the mindsets of the people within the organization and promoting their desire to change and accommodate change (Brian, 2009). Organizational preparedness for change is a joint function of the extent to which the members of the organization value the change and how they appraise the three key factors of change implementation which include; task demands, the availability of resources and situational factors. When the organiza tional preparedness for change is high, the members of the organization are more likely to initiate the change, exhibit greater effort to ensure the success of the change process, show greater persistence and behave in a more cooperative manner. The combined efforts of the members of the organization will lead to a more effective and a successful change implementation. Organizational preparedness for change is a multilevel and multiunit undertaking. The measurement of the readiness for change can be done in terms of more present or less present in the individuals, department, group, unit or the whole organization at large. The measurement can differ across the various levels or groups. The analysis is undertaken by considering the psychological and behavioral preparedness of these units to take action. For successful implementation of a complex organizational change, there must be the involvement of the all the members of the organization. The overall commitment of the various members of the organization to drive the change is paramount and crucial in ensuring that the change is implemented and implemented successfully. Experts claim that members of an organization can commit themselves to a change for various reasons, one of the reason may be because they have to (the members have no choice), because they want to (the members value the change) or because they feel that they ought to (the members feel obliged to). The commitment that is based on want to has always bore most successful results in the drive to change. Organizational preparedness for change demands a shared and a combined sense of readiness which is a difficult thing to achieve. The difficulty in having a shared sense of preparedness or readiness is the explanation for the failure to generate sufficient organizational readiness for change which translates to problems or even the outright failure during the implementation of a complex organizational change. Among the several factors that motivational theory proposes as determinants that promote preparedness for change, one is, change valence which implies the value that the members of an organization place on the impending change. The more the value that the members place on the change, the more the desire they will feel to contribute to the actions involved in the implementation of the change (Finch, 2012). Change efficacy is another condition that promotes readiness for change. Change efficacy is a factor of how much the members of an organizational appraise the three determinants of the implementation of change which includes task to be done, availability of resources and situational factors during the change process. Implementation capability partly depends on knowing what courses of action are necessary, the kinds of resources needed and how the activities involved in the implementation should be sequenced. For a successful implementation of change, there should be a match between the task required and the available resources be it financial, human, material and informational resources. The organization and its members should consider the situational factors such as the available time and the internal political environment when implementing the change. Managers within the organization have a critical and a crucial role to play in the implementation of a comprehensive change within the organization. The managers or the management of the organization initiate the change idea and then communicate the idea and the parameters surrounding it to the other members of the organization. The managers should operate as the pioneers of the change and put much effort into showing the other members of the organization the importance of the change as well as promote the outcome benefits of the change process (Higgs Aitken, 2009). The role of the manager should be to motivate the rest of the members to initiate and engage themselves in the actions that are involved in the change process. During the change process, the managers should work towards reconciling the various motivations of the cross-cultural members with the aim of having a combined motivation to drive the change. It is the role of the managers to manage the resistance to change which is a standard issue when it comes to change implementation within any organizational setup. The managers should also operate as the change coaches to the rest of the employees (Burghall, Grant, Morgan, 2014). It is the role of the managers to explain the stages of the change process to rest of the members and answer their concerns at every stage. The managers should be the advocates of the change as well as liaison persons during the change process within the organization in that they will demonstrate and provide support to the rest of the members. In conclusion, preparedness for change is a shared or a combined psychological state of the members of an organization whereby the members of an organization feel committed and dedicated to the implementation of an organizational change and feel confident in their collective capabilities to accomplish the change. For a successful implementation of change within an organization and for producing the anticipated results, collective behavior change is necessary. The behavior change is based on the collective commitment to the change which contributes to the successful implementation of the change and the generation of the expected outcomes at the end ( Greener Hughes, 2006). This paper demonstrates the three determinants of the readiness for change which include the task demands, resource availability and the present situation at the time when the change process is in progress. The paper also describes the various conditions that promote the readiness for change and these conditions in clude change valence, contextual factors, and change efficacy. The managers according to this paper take up the roles of being the advocate for the change, liaison people, the communicator of the change and the change process, the coach and the resistance managers. For the successful implementation of the change, all the members of the organization must be unified and work together as a team. To effectively attain the match of the task requirements, resource availability and other situational factors as well as raising the change valence, the involvement of the end-user is necessary. References Weiner, J. 19 October 2009. A theory of organizational readiness for change. University of North Calorina, USA. Burghall, R., Grant, V., Morgan, J. (2014). Lean Six Sigma Business Transformation For Dummies. Hoboken: Wiley. Change management. (2007). Oxford. Finch, E. (2012). Facilities change management. Chichester, West Sussex, UK: Blackwell. Greener, T. and Hughes, M. (2006). Managing change before change management. Strat. Change, 15(4), pp.205-212. Higgs, M. Aitken, P. (2009). Developing change leaders. Oxford: Butterworth-Heinemann. Leonard, H. (2013). The Wiley-Blackwell handbook of the psychology of leadership, change and organizational development. Hoboken, N.J.: Wiley-Blackwell. Pugh, D. Mayle, D. (2009). Change management. Los Angeles: SAGE. Readiness for Change. (2010). Journal of Change Management, 10(4), pp.445-447. Russell-Jones, N. Hailstone, P. (2011). Managing change pocketbook, 3rd edition. Alresford, Hants, U.K.: Management Pocketbooks Ltd.