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science</title> <meta name="description" content="Search results for: history of science"> <meta name="keywords" content="history of science"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="history of science"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5178</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: history of science</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5178</span> The Future Shrouded by the Ghost of History: Palestinian Science Fiction "The Key"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=KongQue">KongQue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Palestinian novelist Anwar Hamed’s work "The Key" is a science fiction that profoundly metaphors the Palestinian issue. In the novel, Anwar Hamed uses the "key", a popular symbol of Palestinian resistance culture, to symbolize the history of "Nakba" and the Palestinians' right to return, and uses the ghost lingering outside the door of the Israelis as a metaphor Palestinians and the Palestinian issue, for being covered, hidden, and turned a blind eye. Through the literary genre of science fiction, Anwar Hamed continues the literary tradition of Palestinian writers recreating the historical trauma of the Palestinians, explores the causes of the inability to communicate between Palestine and Israel, and attempts to reawaken concern over the plight of Palestinian refugees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=palestine" title="palestine">palestine</a>, <a href="https://publications.waset.org/abstracts/search?q=key" title=" key"> key</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20fiction" title=" science fiction"> science fiction</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic%20literature" title=" arabic literature"> arabic literature</a> </p> <a href="https://publications.waset.org/abstracts/175597/the-future-shrouded-by-the-ghost-of-history-palestinian-science-fiction-the-key" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5177</span> The Triple Interpretation of German Historicism and its Theoretical Contribution to Historical Materialism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dandan%20Zhang">Dandan Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Elucidating the original relationship between historical materialism and German historicism from the internal dimension of intellectual history has important theoretical significance for deep understanding and interpretation of the essential characteristics of historical materialism. German historicism contains the triple deduction of scientific historicism, historical relativism, and vitalism. The historicism of science argues for its historical status as science in the name of objective, systematic, and typical research methods, and procedural principles. Historical relativism places history under the specific historical background to study epistemological and methodological issues about the nature of human beings and the value of history. German historicism walks up to natural and cultural relativism on the basis of romanticism. Vitalism emphasizes intuition, will, and experience of life from individuals and places history on the ontology of organic life and vitality. Historical materialism and German historicism have a theoretical relationship in the genetic field. The former criticizes and surpasses the latter. Meanwhile, in the evolution of German historicism, the differences between historical materialism with it are essential features of historical science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=German%20historicism" title="German historicism">German historicism</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20historicism" title=" scientific historicism"> scientific historicism</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20relativism" title=" historical relativism"> historical relativism</a>, <a href="https://publications.waset.org/abstracts/search?q=vitalism" title=" vitalism"> vitalism</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20materialism" title=" historical materialism"> historical materialism</a> </p> <a href="https://publications.waset.org/abstracts/186414/the-triple-interpretation-of-german-historicism-and-its-theoretical-contribution-to-historical-materialism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5176</span> The Need for Interdisciplinary Approach in Studying Archaeology: An Evolving Cultural Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inalegwu%20Stephany%20Akipu">Inalegwu Stephany Akipu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Archaeology being the study of mans past using the materials he left behind has been argued to be classified under sciences while some scholars are of the opinion that it does not deserve the status of being referred to as ‘science’. However divergent the opinions of scholars may be on the classification of Archaeology as a science or in the humanities, the discipline has no doubt, greatly aided in shaping the history of man’s past. Through the different stages that the discipline has transgressed, it has encountered some challenges. This paper therefore, attempts to highlight the need for the inclusion of branches of other disciplines when using Archaeology in reconstructing man’s history. The objective of course, is to add to the existing body of knowledge but specifically to expose the incomparable importance of archaeology as a discipline and to place it on such a high scale that it will not be regulated to the background as is done in some Nigerian Universities. The paper attempts a clarification of some conceptual terms and discusses the developmental stages of archaeology. It further describes the present state of the discipline and concludes with the disciplines that need to be imbibed in the use of Archaeology which is an evolving cultural science to obtain the aforementioned interdisciplinary approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=archaeology" title="archaeology">archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural" title=" cultural"> cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution" title=" evolution"> evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/30273/the-need-for-interdisciplinary-approach-in-studying-archaeology-an-evolving-cultural-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5175</span> Nature of Science in Physics Textbooks – Example of Quebec Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim%20El%20Fadil">Brahim El Fadil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The nature of science as a solution (NOS) to life problems is well established in school activities the world over. However, this study reveals the lack of representation of the NOS in science textbooks used in Quebec Province. A content analysis method was adopted to analyze the NOS in relation to optics knowledge and teaching-learning activities in Grade 9 science and technology textbooks and Grade 11 physics textbooks. The selected textbooks were approved and authorized by the Provincial Ministry of Education. Our analysis points out that most of these editions provided a poor representation of NOS. None of them indicates that scientific knowledge is subject to change, even though the history of optics reveals evolutionary and revolutionary changes. Moreover, the analysis shows that textbooks place little emphasis on the discussion of scientific laws and theories. Few of them argue that scientific inquiries are required to gain a deep understanding of scientific concepts. Moreover, they rarely present empirical evidence to support their arguments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20optics" title=" history of optics"> history of optics</a>, <a href="https://publications.waset.org/abstracts/search?q=geometrical%20theory%20of%20optics" title=" geometrical theory of optics"> geometrical theory of optics</a>, <a href="https://publications.waset.org/abstracts/search?q=wave%20theory%20of%20optics" title=" wave theory of optics"> wave theory of optics</a> </p> <a href="https://publications.waset.org/abstracts/159279/nature-of-science-in-physics-textbooks-example-of-quebec-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5174</span> Professionals’ Collaboration on Strengthening the Teaching of History </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20B.%20Ni">L. B. Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20S.%20Bt%20Rohadi"> N. S. Bt Rohadi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Bt%20Alfana"> H. Bt Alfana</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Bin%20Ali%20Hassan"> A. S. Bin Ali Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Bin%20Karim"> J. Bin Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Bt%20Rasin"> C. Bt Rasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the shared effort of teaching history in K-12 schools, community colleges, four-year colleges and universities to develop students' understanding of the history and habits of thought history. This study presents and discusses the problems of K-12 schools in colleges and universities, and the establishment of secondary school principals. This study also shows that the changing nature of practice can define new trends and affect the history professional in the classroom. There are many problems that historians and teachers of college faculty share in the history of high school teachers. History teachers can and should do better to get students in the classroom. History provides valuable insights into the information and embedded solid-state analysis models that are conflicting on the planet and are quickly changing exceptionally valuable. The survey results can reflect the history teaching in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20issue" title="history issue">history issue</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20teaching" title=" history teaching"> history teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=school-university%20collaboration" title=" school-university collaboration"> school-university collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20profession" title=" history profession"> history profession</a> </p> <a href="https://publications.waset.org/abstracts/61541/professionals-collaboration-on-strengthening-the-teaching-of-history" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5173</span> The Effect of Contemporary Islamic Thought Liberalization to the Development of Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Malik">Ibrahim Malik</a>, <a href="https://publications.waset.org/abstracts/search?q=Vita%20Fathimah%20Silondae"> Vita Fathimah Silondae</a>, <a href="https://publications.waset.org/abstracts/search?q=Askoning"> Askoning</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The liberalization of Islamic thought is not only an impact on the views of Muslim community regarding worldview, but has touched the stage reconstruction of contemporary science. It can be seen from the emergence of Western and Eastern intellectual movements that try to reconstruct contemporary science arguing that scientific culture is not currently able to deliver audiences to change the order of the better society. Such Islamic thought liberalization has a huge influence on the multi-dimensional crisis in various sectors such as the economic, culture, politic, ecology, and other sectors. Therefore, this paper examines the effects of the liberalization of contemporary Islamic thought towards on the development of modern science. The method used in this paper is based on textual study of Al-Qur'an, Hadith (prophetic tradition), and the history of contemporary Islamic thought and comparing it with the reality of the development of science today. So, the influence of Islamic thought liberalization has created a crisis and stagnation of the development of scientific disciplines can be found. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberalization" title="liberalization">liberalization</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20science" title=" development of science"> development of science</a> </p> <a href="https://publications.waset.org/abstracts/24063/the-effect-of-contemporary-islamic-thought-liberalization-to-the-development-of-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5172</span> Rigorous Literature Review: Open Science Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20T.%20Svahn">E. T. Svahn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article documents how open science policy is perceived in the scientific literature globally throughout the history. It also presents what policy needs are persistent to enable safe and effective dissemination of scientific knowledge. This information may be of interest to open science and science policy makers globally, especially in the view of recent adoption of supranational open science policies such as Plan S. Evaluation of open science policy landscape is in pressing need of assessment regarding its impact on the research community and society at wide as no previous literature review has been conducted on the topic. This study is a rigorous literature review based on constructivist grounded theory method on the full body of scientific open science policy publications. Selection of these articles has been conducted in 2019 and 2020 in major global knowledge databases. Through the analysis of these articles, two key themes emerged that are seen to shape the relationship between science and society. 1st is that of the policy enabling open science in a safe and effective way, and 2nd is that of the outcome of the science policy may have on the research community and the wider society. These findings accentuate that open science policies can have a major impact on not only research process and availability of knowledge but also on society itself. As an outcome of this study, a theoretical framework is constructed, and the need for further study on open science policy itself on a higher level becomes apparent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title="constructivist grounded theory">constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20science%20policy" title=" open science policy"> open science policy</a>, <a href="https://publications.waset.org/abstracts/search?q=rigorous%20literature%20review" title=" rigorous literature review"> rigorous literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20policy" title=" science policy"> science policy</a> </p> <a href="https://publications.waset.org/abstracts/126920/rigorous-literature-review-open-science-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5171</span> Tracing Economic Policies to Ancient Indian Economic Thought</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satish%20Y.%20Deodhar">Satish Y. Deodhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science without history is like a man without memory. The colossal history of India stores many ideas on economic ethics and public policy, which have been forgotten in the course of time. This paper is an attempt to bring to the fore contributions from ancient Indian treatises. In this context, the paper briefly summarizes alternative economic ideas such as communism, capitalism, and the holistic approach of ancient Indian writings. Thereafter, the idea of a welfare brick for an individual consisting of three dimensions -Purusharthas, Ashramas, and Varnas is discussed. Given the contours of the welfare brick, the concept of the state, its economic policies, markets, prices, interest rates, and credit are covered next. This is followed by delving into the treatment of land, property rights, guilds, and labour relations. The penultimate section summarises the economic advice offered to the head of a household in the treatise Shukranitisara. Finally, in concluding comments, the relevance of ancient Indian writings for modern times is discussed -both for pedagogy and economic policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ancient%20Indian%20treatises" title="ancient Indian treatises">ancient Indian treatises</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20economic%20thought" title=" history of economic thought"> history of economic thought</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20of%20political%20economy" title=" science of political economy"> science of political economy</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanskrit" title=" Sanskrit"> Sanskrit</a> </p> <a href="https://publications.waset.org/abstracts/172645/tracing-economic-policies-to-ancient-indian-economic-thought" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5170</span> “Voiceless Memory” and Holodomor (Great Famine): The Power of Oral History to Challenge Official Historical Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tetiana%20Boriak">Tetiana Boriak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is called to test correlation between official sources, preserved in the archives, and “unofficial” oral history regarding the Great Famine of 1932–1933 in Ukraine. The research shows poor preservation of the sources, being deliberately destroyed by the totalitarian regime. It involves analysis of five stages of Holodomor oral history development. It is oral history that provides the mechanism of mass killing. The research proves that using only one type of historical sources leads to a certain line of reading history of the Holodomor, while usage of both types provides in-depth insight in the history of the famine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20Holodomor%20%28the%20Great%20Famine%29" title="the Holodomor (the Great Famine)">the Holodomor (the Great Famine)</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20history" title=" oral history"> oral history</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20source" title=" historical source"> historical source</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20memory" title=" historical memory"> historical memory</a>, <a href="https://publications.waset.org/abstracts/search?q=totalitarianism." title=" totalitarianism."> totalitarianism.</a> </p> <a href="https://publications.waset.org/abstracts/155694/voiceless-memory-and-holodomor-great-famine-the-power-of-oral-history-to-challenge-official-historical-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5169</span> The Influence of Modern Islamic Thought Liberalization to the Improvement of Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ilham%20Agus%20Salim">Muhammad Ilham Agus Salim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The liberalization of Islamic thought is not only an impact on the views of Muslim community regarding worldview, but has touched the stage reconstruction of contemporary general science. It can be seen from the emergence of Western and Eastern intellectual movements that try to reconstruct contemporary science arguing that scientific culture is not currently able to deliver audiences to change the order of the better society. Such Islamic thought liberalization has a huge influence on the multidimensional crisis in various sectors such as the economic, culture, politic, ecology, and other sectors. Therefore, this paper examines the effects of the liberalization of contemporary Islamic thought towards on the development of modern science. The method used in this paper is based on textual study of Al -Qur'an, Hadith (prophetic tradition), and the history of contemporary Islamic thought and comparing it with the reality of the development of science today. So the influence of Islamic thought liberalization has created a crisis and stagnation of the development of scientific disciplines can be found. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberalization" title="liberalization">liberalization</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=al-Qur%E2%80%99an%20textual%20studies" title=" al-Qur’an textual studies"> al-Qur’an textual studies</a> </p> <a href="https://publications.waset.org/abstracts/31301/the-influence-of-modern-islamic-thought-liberalization-to-the-improvement-of-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5168</span> A History of Knowledge Management: A Chronological Account from the 1970s to 2017</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexslis%20N.%20Maindze">Alexslis N. Maindze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge management (KM) has become an imperative to modern business growth, competitive edge, and sustainability. Though there has been extensive research in the field, this literature overview showcases massive gaps that exist on the coverage of the field’s rich and fascinating history. Particularly, accounts of the history of KM are inconsistent and fragmentary in breadth and depth. This paper presents new insights into the history of KM from the early 70s when the actual coinage ‘knowledge management’ entered the literature. It reveals how knowledge over the years was shrouded in secrecy and subsumed by technology. It makes a clear distinction between the histories of the debate around knowledge and that of KM. The paper also finds a history of KM filled with skepticisms and engulfed by an ‘intellectual paradox’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20history" title="knowledge management history">knowledge management history</a>, <a href="https://publications.waset.org/abstracts/search?q=secrecy" title=" secrecy"> secrecy</a>, <a href="https://publications.waset.org/abstracts/search?q=skepticism" title=" skepticism"> skepticism</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20paradox" title=" intellectual paradox"> intellectual paradox</a> </p> <a href="https://publications.waset.org/abstracts/74333/a-history-of-knowledge-management-a-chronological-account-from-the-1970s-to-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5167</span> The Embodied World — A Redefinition of "Emptiness" in Heart Sutra from the Perspective of Cognitive Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ke%20Ma">Ke Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through the long course of history, Buddhism has captivated generations of brilliant minds with its enlightening but elusive discernment. Far from religious dogmas, Buddhism not only represents spiritual revelation, but also logical reasoning.Among all of Buddhism’s concepts, emptiness is the most famous, and abstruse one. This word resulted from an inaccurate translation confuses both Buddhists and religious scholars who understand Heart Sutra based on its English version. In this essay, the idea of “emptiness” will be reinterpreted as “information,” leading not only to a clarification of the ideology of Buddhism, but also to greater correspondence between Buddhism concepts and cognitive science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religion" title="religion">religion</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddhism" title=" Buddhism"> Buddhism</a> </p> <a href="https://publications.waset.org/abstracts/17114/the-embodied-world-a-redefinition-of-emptiness-in-heart-sutra-from-the-perspective-of-cognitive-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5166</span> Exploring the Difficulties of Acceleration Concept from the Perspective of Historical Textual Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yun-Ju%20Chiu">Yun-Ju Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Feng-Yi%20%20Chen"> Feng-Yi Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kinematics is the beginning to learn mechanics in physics course. The concept of acceleration plays an important role in learning kinematics. Teachers usually instruct the conception through the formulas and graphs of kinematics and the well-known law F = ma. However, over the past few decades, a lot of researchers reveal numerous students’ difficulties in learning acceleration. One of these difficulties is that students frequently confuse acceleration with velocity and force. Why is the concept of acceleration so difficult to learn? The aim of this study is to understand the conceptual evolution of acceleration through the historical textual analysis. Text analysis and one-to-one interviews with high school students and teachers are used in this study. This study finds the history of science constructed from textbooks is usually quite different from the real evolution of history. For example, most teachers and students believe that the best-known law F = ma was written down by Newton. The expression of the second law is not F = ma in Newton’s best-known book Principia in 1687. Even after more than one hundred years, a famous Cambridge textbook titled An Elementary Treatise on Mechanics by Whewell of Trinity College did not express this law as F = ma. At that time of Whewell, the early mid-nineteenth century Britain, the concept of acceleration was not only ambiguous but also confused with the concept of force. The process of learning the concept of acceleration is analogous to its conceptual development in history. The study from the perspective of historical textual analysis will promote the understanding of the concept learning difficulties, the development of professional physics teaching, and the improvement of the context of physics textbooks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceleration" title="acceleration">acceleration</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanics" title=" mechanics"> mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=misconception" title=" misconception"> misconception</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20science" title=" history of science"> history of science</a> </p> <a href="https://publications.waset.org/abstracts/81687/exploring-the-difficulties-of-acceleration-concept-from-the-perspective-of-historical-textual-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5165</span> Thomas Kuhn, the Accidental Theologian: An Argument for the Similarity of Science and Religion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dominic%20McGann">Dominic McGann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Applying Kuhn’s model of paradigm shifts in science to cases of doctrinal change in religion has been a common area of study in recent years. Few authors, however, have sought an explanation for the ease with which this model of theory change in science can be applied to cases of religious change. In order to provide such an explanation of this analytic phenomenon, this paper aims to answer one central question: Why is it that a theory that was intended to be used in an analysis of the history of science can be applied to something as disparate as the doctrinal history of religion with little to no modification? By way of answering this question, this paper begins with an explanation of Kuhn’s model and its applications in the field of religious studies. Following this, Massa’s recently proposed explanation for this phenomenon, and its notable flaws will be explained by way of framing the central proposal of this article, that the operative parts of scientific and religious changes function on the same fundamental concept of changes in understanding. Focusing its argument on this key concept, this paper seeks to illustrate its operation in cases of religious conversion and in Kuhn’s notion of the incommensurability of different scientific paradigms. The conjecture of this paper is that just as a Pagan-turned-Christian ceases to hear Thor’s hammer when they hear a clap of thunder, so too does a Ptolemaic-turned-Copernican-astronomer cease to see the Sun orbiting the Earth when they view a sunrise. In both cases, the agent in question has undergone a similar change in universal understanding, which provides us with a fundamental connection between changes in religion and changes in science. Following an exploration of this connection, this paper will consider the implications that such a connection has for the concept of the division between religion and science. This will, in turn, lead to the conclusion that religion and science are more alike than they are opposed with regards to the fundamental notion of understanding, thereby providing an answer to our central question. The major finding of this paper is that Kuhn’s model can be applied to religious cases so easily because changes in science and changes in religion operate on the same type of change in understanding. Therefore, in summary, science and religion share a crucial similarity and are not as disparate as they first appear. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Kuhn" title="Thomas Kuhn">Thomas Kuhn</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20religion" title=" science and religion"> science and religion</a>, <a href="https://publications.waset.org/abstracts/search?q=paradigm%20shifts" title=" paradigm shifts"> paradigm shifts</a>, <a href="https://publications.waset.org/abstracts/search?q=incommensurability" title=" incommensurability"> incommensurability</a>, <a href="https://publications.waset.org/abstracts/search?q=insight%20and%20understanding" title=" insight and understanding"> insight and understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20science" title=" philosophy of science"> philosophy of science</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20religion" title=" philosophy of religion"> philosophy of religion</a> </p> <a href="https://publications.waset.org/abstracts/113895/thomas-kuhn-the-accidental-theologian-an-argument-for-the-similarity-of-science-and-religion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5164</span> Science Explorer Modules as a Communication Approach to Encourage High School Students to Pursue Science Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Ivan%20Roblas">Mark Ivan Roblas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Science Explorer is a mobile learning science facility in the Philippines. It is a bus that travels to different provinces in the country bringing interactive science modules facilitated by scientists from the industry and academe. The project aims to entice students to get into careers in science through interactive science modules and interaction with real-life scientists. This article looks into the effectiveness of its modules as a communication source and message to encourage high school students to get into careers in the future. The study revealed that as the Science Explorer modules are able to retain students to stay in science careers of their choice and even convert some to choose from non-science to a science degree, it still lacks in penetrating the belief system of the students and influencing them to take a scientific career path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20science" title="informal science">informal science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20science" title=" mobile science"> mobile science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20careers" title=" science careers"> science careers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/89161/science-explorer-modules-as-a-communication-approach-to-encourage-high-school-students-to-pursue-science-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5163</span> A Study of Patriotism through History Education in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Razak%20Bin%20Ahmad">Abdul Razak Bin Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Mahzan%20Awang"> Mohd Mahzan Awang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Appreciation of patriotism value is important for every student to be able to become a quality citizen and good for the country. Realizing this situation, Malaysia has introduced history education for primary school students since 2014. One of the aims is to provide basic knowledge on patriotism as well as to promote patriotic behaviour among school pupils. In order to examine the relationship between the students’ knowledge and their behaviour, a survey study was carried out. A set of questionnaire was designed and developed based prior studies on history education and patriotism. The sample of this survey was 153 primary school students aged 12 years old (Standard Six). Data collected and analysed using SPSS (Statistical Package for The Social Science 20.0). The results showed that the level of knowledge and patriotism practise at the moderate levels. Inferential statistic results revealed that there is no significant difference between genders with regards to patriotism knowledge and patriotism practice through history education subject. Results also demonstrated that there is a significant relationship between knowledge and the practice of patriotism values among the students. This means that knowledge on patriotism is important for promoting patriotic behaviour and practice in primary schools. This study implies that teaching students to understand and comprehend the concept of patriotism is vital to promote patriotic behaviour among students. Therefore, teachers should master pedagogical skills and good content knowledge on patriotism as mechanisms to promote effective learning in history education subjects. creativity in teaching history education subjects is also needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20education" title="history education">history education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=patriotism%20values" title=" patriotism values"> patriotism values</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/71788/a-study-of-patriotism-through-history-education-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5162</span> Women’s History: Perspectives and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bennabhaktula%20Lavanya">Bennabhaktula Lavanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of women, their societal roles, and their importance has been a subject of intense discussion and scholarly inquiry. Researchers have diligently endeavoured to understand the influence of women in the domains of society, economy, culture, and politics, as well as the broader ramifications for society. Women's history aims to improve existing historical accounts by analyzing political institutions, economic events, social frameworks, cultural trends, and primary sources that have historically underprivileged women. The extensive research undertaken has resulted in the formation and recognition of women's history as a valid and unique subject of study within history. The Present paper analyses the academic discipline of Women's History and investigates its changing patterns. Tries to address the challenge of transforming the prevailing historical tradition by using innovative methods and frameworks and analyses the interests, experiences, and achievements of women in order to recreate their perceptions and priorities. The paper also examines the principles of Women's History, Gender Studies, and Feminist History and varying perspectives on women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/185106/womens-history-perspectives-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185106.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5161</span> The Image of Polish Society in the Cinematography of the People’s Republic of Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radoslaw%20Domke">Radoslaw Domke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social history of Poland in the years 1945-1990 has already been thoroughly researched based on the so-called Classical sources. Many types of archival and press sources, diaries, memoirs, and literature on the subject were analyzed. It turns out, however, that the fictional film material remains an unknown source. In the paper, the author intends to focus on the image of Polish society that emerges from the analysis of cinematography produced by the Polish People's Republic. The conclusions presented in the paper can be the basis for further research on the visual history of post-war societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20history" title="visual history">visual history</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20Poland" title=" history of Poland"> history of Poland</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20history" title=" social history"> social history</a>, <a href="https://publications.waset.org/abstracts/search?q=cinematography" title=" cinematography"> cinematography</a> </p> <a href="https://publications.waset.org/abstracts/157562/the-image-of-polish-society-in-the-cinematography-of-the-peoples-republic-of-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5160</span> Relevance of History to National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulsalami%20Muyideen%20Deji">Abdulsalami Muyideen Deji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement of one age serves as a starting point for the next generation. History explains the significance of past and present achievement which serves a guide principle for great minds to determine the next line of action in personal life which translate to national development. If history does this in human life, it is not out of place to accept history as a vanguard of national development. History remained the only relevant discipline which shapes the affairs of developed society. It gives adequate knowledge of great people in any society, how they used their ability and leadership prowess to develop their environment. As a result of this people use the idea of those heroes as guiding principle to determine the present issues. The custodian of identity is history, while identity builds confidence in man; it also makes man to master his environment for rapid development. Adequate developments of man’s environment translate to national development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20development" title=" national development"> national development</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20prowess" title=" leadership prowess"> leadership prowess</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/24972/relevance-of-history-to-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5159</span> The Use of Mnemonic and Mathematical Mnemonic Method in Improving Historical Understanding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Asyikin%20Binti%20Hassan"> Nurul Asyikin Binti Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the use of mnemonic and mathematical methods in enhancing the understanding of history. Mnemonics can help students from all levels including high school and in various disciplines including language, math and history. At the secondary level, students are exposed to various courses that require them to remember many facts that can be mastered through the application of mnemonic techniques. Researchers use narrative literature studies to illustrate the current state of art and science in the field of research focused. Researchers used narrative literature reviews to build a scientific base of knowledge. Researchers gather all the key points in the discussion, and put it here by referring to the specific field where the paper is essentially based. The findings suggest that the use of mnemonic techniques can improve the individual's memory by adding little effort. In implementing mnemonic techniques, it is important to integrate mathematics and history in the course as both are interconnected as mathematics has shaped our history and vice versa. This study shows that memory skills can actually be improved; the human mind can remember something more than expected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategy" title="cognitive strategy">cognitive strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=mnemonic%20technique" title=" mnemonic technique"> mnemonic technique</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20level%20study" title=" secondary school level study"> secondary school level study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20mnemonic" title=" mathematical mnemonic"> mathematical mnemonic</a> </p> <a href="https://publications.waset.org/abstracts/91495/the-use-of-mnemonic-and-mathematical-mnemonic-method-in-improving-historical-understanding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5158</span> Understanding the Roots of Third World Problems: A Historical and Philosophical Sociology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaser%20Riki">Yaser Riki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are plenty of considerations about the Third World and developing countries, but one of the main issues regarding these areas is how we can study them. This article makes attention to a fundamental way of approaching this subject through the convergence of history, philosophy, and sociology in order to understand the complexity of the Third World countries. These three disciplines are naturally connected and integrated, but they have gradually separated. While sociology has originated from philosophy, this work is an attempt to generate a sociology that incorporates philosophy as well as history at its heart. This is descriptive-analytical research that searches the history of sociology to find works and theories that provide ideas for this purpose, including the sociology of knowledge and science, The German Ideology (Karl Marx and Friedrich Engels), The Protestant Ethic (Max Weber), Ideology and Utopia (Karl Mannheim) and Dialectic of Enlightenment (Horkheimer and Adorno) provide ideas needed for this purpose. The paper offers a methodological and theoretical vision (historical-philosophical sociology) to identify a few factors, such as the system of thought, that are usually invisible and cause problems in societies, especially third-world counties. This is similar to what some of the founders of sociology did in the first world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20third%20world" title="the third world">the third world</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology" title=" sociology"> sociology</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20change" title=" social change"> social change</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20movements" title=" social movements"> social movements</a> </p> <a href="https://publications.waset.org/abstracts/157665/understanding-the-roots-of-third-world-problems-a-historical-and-philosophical-sociology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5157</span> Science Education in Nigeria: Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogbeta%20I.%20Joseph">Ogbeta I. Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Habiba%20B.%20A.%20Awwalu"> Habiba B. A. Awwalu</a>, <a href="https://publications.waset.org/abstracts/search?q=Otokiti%20Jimoh"> Otokiti Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper entitled science education in Nigeria issues and challenges highlighted the role of science education to the development of science and technology in Nigeria. Science embraces every attempt of human to explore and manage the natural world, the contribution of science education to the technological development of the nation, the role of science education in ICT development, the importance of mathematics in the development of science education, the paper also analyzed the challenges facing the development of science education to include corruption, insecurity, and political instability, the paper concluded by encouraging the government and other stakeholders in educational sector to pay more attention to the teaching and learning of science in our schools. Therefore recommended the development that emphasizes should be on the teaching and learning of science base subjects in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20and%20national%20development" title=" technology and national development"> technology and national development</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/25860/science-education-in-nigeria-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5156</span> Fundamentals of Theorizing Power in International Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Djehich%20Mohamed%20Yousri">Djehich Mohamed Yousri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of political science is one of the sciences in which there is much controversy, in terms of the multiplicity of schools, trends, and goals. This overlap and complexity in the interpretation of the political phenomenon in political science has been linked to other disciplines associated with it, and the science of international relations and the huge amount of theories that have found a wide range and a decisive position after the national tide in the history of Western political thought, especially after the Westphalia Conference 1648, and as a result was approved The new foundations of international politics, the most important of which is respect for state sovereignty. Historical events continued and coincided with scientific, intellectual, and economic developments following the emergence of the industrial revolution, followed by the technological revolutions in all their contents, which led to the rooting and establishment of a comprehensive political system that is more complex and overlapping than it was in the past during the First and Second World Wars. The international situation has become dependent on the digital revolution and its aspirations in The comprehensive transformation witnessed by international political relations after the Cold War. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=theorizing" title="theorizing">theorizing</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=approaches%20to%20international%20relations" title=" approaches to international relations"> approaches to international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20science" title=" political science"> political science</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20political%20system" title=" the political system"> the political system</a> </p> <a href="https://publications.waset.org/abstracts/161789/fundamentals-of-theorizing-power-in-international-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5155</span> Whether Chaos Theory Could Reconstruct the Ancient Societies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Kouzehgari">Zahra Kouzehgari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the early emergence of chaos theory in the 1970s in mathematics and physical science, it has increasingly been developed and adapted in social sciences as well. The non-linear and dynamic characteristics of the theory make it a useful conceptual framework to interpret the complex social systems behavior. Regarding chaotic approach principals, sensitivity to initial conditions, dynamic adoption, strange attractors and unpredictability this paper aims to examine whether chaos approach could interpret the ancient social changes. To do this, at first, a brief history of the chaos theory, its development and application in social science as well as the principals making the theory, then its application in archaeological since has been reviewed. The study demonstrates that although based on existing archaeological records reconstruct the whole social system of the human past, the non-linear approaches in studying social complex systems would be of a great help in finding general order of the ancient societies and would enable us to shed light on some of the social phenomena in the human history or to make sense of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=archaeology" title="archaeology">archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=non-linear%20approach" title=" non-linear approach"> non-linear approach</a>, <a href="https://publications.waset.org/abstracts/search?q=chaos%20theory" title=" chaos theory"> chaos theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ancient%20social%20systems" title=" ancient social systems"> ancient social systems</a> </p> <a href="https://publications.waset.org/abstracts/15685/whether-chaos-theory-could-reconstruct-the-ancient-societies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5154</span> Teaching Physics: History, Models, and Transformation of Physics Education Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Didi%C5%9F%20K%C3%B6rhasan">N. Didiş Körhasan</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Kaltak%C3%A7%C4%B1%20G%C3%BCrel"> D. Kaltakçı Gürel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many students have difficulty in learning physics from elementary to university level. In addition, students' expectancy, attitude, and motivation may be influenced negatively with their experience (failure) and prejudice about physics learning. For this reason, physics educators, who are also physics teachers, search for the best ways to make students' learning of physics easier by considering cognitive, affective, and psychomotor issues in learning. This research critically discusses the history of physics education, fundamental pedagogical approaches, and models to teach physics, and transformation of physics education with recent research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/53785/teaching-physics-history-models-and-transformation-of-physics-education-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5153</span> DNA as an Instrument in Constructing Narratives and Justice in Criminal Investigations: A Socio-Epistemological Exploration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aadita%20Chaudhury">Aadita Chaudhury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since at least the early 2000s, DNA profiling has achieved a preeminent status in forensic investigations into criminal acts. While the criminal justice system has a long history of using forensic evidence and testing them through establish technoscientific means, the primacy of DNA in establishing 'truth' or reconstructing a series of events is unparalleled in the history of forensic science. This paper seeks to elucidate the ways in which DNA profiling has become the most authoritative instrument of 'truth' in criminal investigations, and how it is used in the legal process to ascertain culpability, create the notion of infallible evidence, and advance the search for justice. It is argued that DNA profiling has created a paradigm shift in how the legal system and the general public understands crime and culpability, but not without limitations. There are indications that even trace amounts of DNA evidence can point to causal links in a criminal investigation, however, there still remains many rooms to create confusion and doubt from empirical evidence within the narrative of crimes. Many of the shortcomings of DNA-based forensic investigations are explored and evaluated with regards to claims of the authority of biological evidence and implications for the public understanding of the elusive concepts of truth and justice in the present era. Public misinformation about the forensic analysis processes could produce doubt or faith in the judgements rooted in them, depending on other variables presented at the trial. A positivist understanding of forensic science that is shared by the majority of the population does not take into consideration that DNA evidence is far from definitive, and can be used to support any theories of culpability, to create doubt and to deflect blame. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DNA%20profiling" title="DNA profiling">DNA profiling</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology%20of%20forensic%20science" title=" epistemology of forensic science"> epistemology of forensic science</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20forensic%20science" title=" philosophy of forensic science"> philosophy of forensic science</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology%20of%20scientific%20knowledge" title=" sociology of scientific knowledge"> sociology of scientific knowledge</a> </p> <a href="https://publications.waset.org/abstracts/70471/dna-as-an-instrument-in-constructing-narratives-and-justice-in-criminal-investigations-a-socio-epistemological-exploration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5152</span> Treatment of Carribean Colonial Historical Experience in Walcott and Brathwaite's Poems: Finding the Long Lost 'Root' in the Route</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gopashis%20Biswas%20G.%20Son">Gopashis Biswas G. Son</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will attempt to explore the notions that the two Caribbean poets- Derek Walcott and Edward Kamau Brathwaite endorse on Caribbean history in their poems. Though both of these poets hold almost the same notion regarding history but their approach is totally different from one another. Coming from a 'hybrid' race, Walcott is aware of the history and acknowledges it and writes in 'mulatto of style'; whereas Brathwaite is enraged by it and attempts to sublimate it to erect a history of the new world. It is Walcott’s view to rise above the delusion and hatred and engulf the world of literature with creativity. On the other hand, Brathwaite holds the grudge which helps him not to forget and forgive the past experience but to transform that very experience into something positive which may help the Caribbean to transform their frustration into something creative and to help the Caribbean to overcome the present struggle against the legacy of colonization. Following discourse analysis, this paper seeks to identify if it is possible to rewrite and re-‘right’ the Caribbean history which has been lost in the route and analyze Walcott and Brathwaite’s attitude towards that very history which has been implemented through their poetry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caribbean%20history" title="Caribbean history">Caribbean history</a>, <a href="https://publications.waset.org/abstracts/search?q=colonialism" title=" colonialism"> colonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=mulatto%20of%20style" title=" mulatto of style"> mulatto of style</a>, <a href="https://publications.waset.org/abstracts/search?q=Walcott%20vis-%C3%A0-vis%20Brathwaite" title=" Walcott vis-à-vis Brathwaite"> Walcott vis-à-vis Brathwaite</a> </p> <a href="https://publications.waset.org/abstracts/91036/treatment-of-carribean-colonial-historical-experience-in-walcott-and-brathwaites-poems-finding-the-long-lost-root-in-the-route" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5151</span> Journey of Striped Fabric in the History and Designs of Evening Dress from Striped Fabric</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Filiz%20Erden">Filiz Erden</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Elhan%20%C3%96zus"> E. Elhan Özus</a>, <a href="https://publications.waset.org/abstracts/search?q=Melek%20Tufan"> Melek Tufan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If the history of clothing is examined, it is seen that clothing has gone through many stages from ancient times to present. Each nation has shaped its clothing according to its own traditions, customs, beliefs, living conditions. While clothes are being prepared, attributing different meanings to colors and patterns of the fabrics has become a common characteristic of many cultures. It is known that cloths worn in special days such as mourning, weddings, engagements, festivals and business vary according to their models, fabrics, colors and patterns. We witness use of cloth to differentiate people belonging to certain classes from nobles throughout the history. Striped fabric has carried many different meanings and uses throughout the history. In this study, place has been given to the important periods related to the history of striped fabric by examining current meaning of the striped fabric and dimensions of its meanings in the past. Also, evening dresses have been designed by using striped fabrics in order to reveal how striped fabric is liked and demanded after it coped with difficulties and being despised in its history. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=striped%20fabric" title="striped fabric">striped fabric</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=clothing" title=" clothing"> clothing</a>, <a href="https://publications.waset.org/abstracts/search?q=fasion" title=" fasion"> fasion</a> </p> <a href="https://publications.waset.org/abstracts/31703/journey-of-striped-fabric-in-the-history-and-designs-of-evening-dress-from-striped-fabric" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5150</span> Information Technology Approaches to Literature Text Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Tarhan">Ayse Tarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ilkan"> Mustafa Ilkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Karimzadeh"> Mohammad Karimzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science was considered as part of philosophy in ancient Greece. By the nineteenth century, it was understood that philosophy was very inclusive and that social and human sciences such as literature, history, and psychology should be separated and perceived as an autonomous branch of science. The computer was also first seen as a tool of mathematical science. Over time, computer science has grown by encompassing every area in which technology exists, and its growth compelled the division of computer science into different disciplines, just as philosophy had been divided into different branches of science. Now there is almost no branch of science in which computers are not used. One of the newer autonomous disciplines of computer science is digital humanities, and one of the areas of digital humanities is literature. The material of literature is words, and thanks to the software tools created using computer programming languages, data that a literature researcher would need months to complete, can be achieved quickly and objectively. In this article, three different tools that literary researchers can use in their work will be introduced. These studies were created with the computer programming languages Python and R and brought to the world of literature. The purpose of introducing the aforementioned studies is to set an example for the development of special tools or programs on Ottoman language and literature in the future and to support such initiatives. The first example to be introduced is the Stylometry tool developed with the R language. The other is The Metrical Tool, which is used to measure data in poems and was developed with Python. The latest literature analysis tool in this article is Voyant Tools, which is a multifunctional and easy-to-use tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DH" title="DH">DH</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies" title=" information technologies"> information technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=stylometry" title=" stylometry"> stylometry</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20metrical%20tool" title=" the metrical tool"> the metrical tool</a>, <a href="https://publications.waset.org/abstracts/search?q=voyant%20tools" title=" voyant tools"> voyant tools</a> </p> <a href="https://publications.waset.org/abstracts/144484/information-technology-approaches-to-literature-text-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5149</span> Family History of Obesity and Risk of Childhood Overweight and Obesity: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martina%20Kanciruk">Martina Kanciruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Jac%20J.%20W.%20Andrews"> Jac J. W. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=Tyrone%20Donnon"> Tyrone Donnon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine the significance of history of obesity for the development of childhood overweight and/or obesity. Accordingly, a systematic literature review of English-language studies published from 1980 to 2012 using the following data bases: MEDLINE, PsychINFO, Cochrane Database of Systematic Reviews, and Dissertation Abstracts International was conducted. The following terms were used in the search: pregnancy, overweight, obesity, family history, parents, childhood, risk factors. Eleven studies of family history and obesity conducted in Europe, Asia, North America, and South America met the inclusion criteria. A meta-analysis of these studies indicated that family history of obesity is a significant risk factor of overweight and /or obesity in offspring; risk for offspring overweight and/or obesity associated with family history varies depending of the family members included in the analysis; and when family history of obesity is present, the offspring are at greater risk for developing obesity or overweight. In addition, the results from moderator analyses suggest that part of the heterogeneity discovered between the studies can be explained by the region of world that the study occurred in and the age of the child at the time of weight assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20obesity" title="childhood obesity">childhood obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20history" title=" family history"> family history</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/4316/family-history-of-obesity-and-risk-of-childhood-overweight-and-obesity-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">521</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=history%20of%20science&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=history%20of%20science&page=3">3</a></li> <li class="page-item"><a class="page-link" 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