Science and Technology (Early Development) free essay sample

Early developments The key disciplinary components of STS took shape independently, beginning in the 1960s, and developed in isolation from each other well into the 1980s, although Ludwig Flecks monograph (1935) Genesis and Development of a Scientific Fact anticipated many of STSs key themes: Science studies, a branch of the sociology of scientific knowledge that places scientific controversies in their social context. History of technology, that examines technology in its social and historical context. Starting in the 1960s, some historians questioned technological determinism, a doctrine that can induce public passivity to technologic and scientific natural development. At the same time, some historians began to develop similarly contextual approaches to the history of medicine. History and philosophy of science (1960s). After the publication of Thomas Kuhns well-known The Structure of Scientific Revolutions (1962), which attributed changes in scientific theories to changes in underlying intellectual paradigms, programs were founded at the University of California, Berkeley and elsewhere that brought historians of science and philosophers together in unified programs. We will write a custom essay sample on Science and Technology (Early Development) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Science, technology, and society In the mid- to late-1960s, student and faculty social movements in the U. S. , UK, and European universities helped to launch a range of new interdisciplinary fields (such as Womens Studies) that were seen to address relevant topics that the traditional curriculum ignored. One such development was the rise of science, technology, and society programs, which are also—confusingly—known by the STS acronym. Drawn from a variety of disciplines, including anthropology, history, political science, and sociology, scholars in these programs created undergraduate curricula devoted to exploring the issues raised by science and technology. Unlike scholars in science studies, history of technology, or the history and philosophy of science, they were and are more likely to see themselves as activists working for change rather than dispassionate, ivory tower researchers[citation needed]. As an example of the activist impulse, feminist scholars in this and other emerging STS areas addressed themselves to the exclusion of women from science and engineering. Science, engineering, and public policy studies emerged in the 1970s from the same concerns that motivated the founders of the science, technology, and society movement: A sense that science and technology were developing in ways that were increasingly at odds with the publics best interests. The science, technology, and society movement tried to humanize those who would make tomorrows science and technology, but this discipline took a different approach: It would train students with the professional skills needed to become players in science and technology policy. Some programs came to emphasize quantitative methodologies, and most of these were eventually absorbed into systems engineering. Others emphasized sociological and qualitative approaches, and found that their closest kin could be found among scholars in science, technology, and society departments. [citation needed] During the 1970s and 1980s, leading universities in the U. S. , UK, and Europe began drawing these various components together in new, interdisciplinary programs. For example, in the 1970s, Cornell University developed a new program that united science studies and policy-oriented scholars with historians and philosophers of science and technology. Each of these programs developed unique identities due to variation in the components that were drawn together, as well as their location within the various universities. For example, the University of Virginias STS program united scholars drawn from a variety of fields (with particular strength in the history of technology); however, the programs teaching responsibilities—it is located within an engineering school and teaches ethics to undergraduate engineering students—means that all of its faculty share a strong interest in engineering ethics.

The History of the IRA essays

The History of the IRA essays Northern Ireland has been plagued by bloody and virtually ceaseless violence for the better part of the last hundred years. The conflict in Northern Ireland is a combination of religious strife between Catholics and Protestants, nationalism versus colonialism and a search for a true Irish identity that has been elusive since the colonization of Ireland in 1603. Republicans in Ireland seek a unified Ireland, one that is free from the imperialistic hands of the British crown. In hopes of achieving this goal, the Irish Republican Army has waged a violent and bloody campaign against both Protestant unionists in the North and the English themselves. From 1920 until 1998 the IRA methods of terror instilled fear in the people of Northern Ireland while the division within its population grew deeper. The Belfast Agreement of 1998 represents the most promising opportunity for a peaceful political resolution and an end to IRA violence in Northern Ireland because the recent approach towar ds peace contrasts the approaches taken in previously failed attempts. The process of politics in Northern Ireland bears the scars of long years of violence. The republicans, unionists and the British have all suffered high casualty rates from political and religiously motivated aggression. During the eighty or so years of violence there have been only two respectable attempts to establish a platform of peace that would satisfy each of the three key actors in this conflict. Each of these moves for peace crumbled because they were constructed on a weak and susceptible foundation. As Irish history demonstrates, reaching a peaceful solution will require a foundation that satisfies the needs of all those involved. Politics in Northern Ireland has never been a process. There, politics has been a zero-sum game with all the spoils going to the victors, with a huge dose of fatalism and frustration residing with the vanquished (Arthur & Jeffe...

History Essay Example | Topics and Well Written Essays - 750 words - 55

History - Essay Example Though people from various cultures still existed, there was less interaction mainly because of language barriers. For instance in the US, the Spanish-speaking people felt secluded mainly in the education sector. The reason for these concerns was that non-English speakers did not have their own schools. Instead, they were taught together with the other students who spoke English language natively. During this time, there was no bilingual education, meaning there was little interaction, hence little cultural diversity. The scenario was unique to the US alone as other continents had similar issues. Further, to language barrier, it is in the 20th centuries that many counties, especially in Asia and Africa were under colonialists. In many of these countries, the whites did not freely interact with the locals (Korhonen p.395). However, during the same period minority groups started demanding their rights in every social sector including education. Consequently, governments in various countries started granting these rights resulting in cessation of animosity. For instance, in the US the Congress responded to Spanish-speaking minority groups’ demands by passing the Bilingual education Act that allowed non-native to receive education in own language. Thus, it could be concluded that cultural diversity was somewhat paradoxical because of colonialism coupled with marginalization of some races. However, the statement might seem inaccurate to people who had received independence earlier (Korhonen p.396). The Third World Radicalism was a movement that was started in the Latin America, and sought to address several issues. First on the list was the dependency that the third world countries had on the developed nations. According to the group, there were issues to do with inequality and unjust situations that the third world countries faced. For instance, the group claimed that whereas the developed countries had higher education, economic and