Jump to content

Module:Excerpt/testcases

Add links
From Wikipedia, the free encyclopedia
< Module:Excerpt
This is an old revision of this page, as edited by Sophivorus (talk | contribs) at 15:12, 7 October 2020 (→Files only). The present address (URL) is a permanent link to this revision, which may differ significantly from the current revision.

Errors

No page

{{#invoke:Excerpt/sandbox|main}}
No page given

Empty page

{{#invoke:Excerpt/sandbox|main|}}
No page given

Invalid page

{{#invoke:Excerpt/sandbox|main| }}
No page given

Page not found

{{#invoke:Excerpt/sandbox|main|Fake title}}
Page 'Fake title' not found

Section not found

{{#invoke:Excerpt/sandbox|main|Science#Fake section}}
Section 'Fake section' not found

Fragment not found

{{#invoke:Excerpt/sandbox|main|Science|fragment=Fake fragment}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe.[1][2] Modern science is typically divided into two or three major branches:[3] the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies.[4][5] Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine.[6][7][8] While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules)[9][10] are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.[11][12][13][14]

The history of science spans the majority of the historical record, with the earliest identifiable predecessors to modern science dating to the Bronze Age in Egypt and Mesopotamia (c. 3000–1200 BCE). Their contributions to mathematics, astronomy, and medicine entered and shaped the Greek natural philosophy of classical antiquity, whereby formal attempts were made to provide explanations of events in the physical world based on natural causes, while further advancements, including the introduction of the Hindu–Arabic numeral system, were made during the Golden Age of India.[15]: 12 [16][17][18] Scientific research deteriorated in these regions after the fall of the Western Roman Empire during the Early Middle Ages (400–1000 CE), but in the Medieval renaissances (Carolingian Renaissance, Ottonian Renaissance and the Renaissance of the 12th century) scholarship flourished again. Some Greek manuscripts lost in Western Europe were preserved and expanded upon in the Middle East during the Islamic Golden Age,[19] Later, Byzantine Greek scholars contributed to their transmission by bringing Greek manuscripts from the declining Byzantine Empire to Western Europe at the beginning of the Renaissance.

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy,[20][21][22] which was later transformed by the Scientific Revolution that began in the 16th century[23] as new ideas and discoveries departed from previous Greek conceptions and traditions.[24][25] The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape,[26][27] along with the changing of "natural philosophy" to "natural science".[28]

New knowledge in science is advanced by research from scientists who are motivated by curiosity about the world and a desire to solve problems.[29][30] Contemporary scientific research is highly collaborative and is usually done by teams in academic and research institutions,[31] government agencies,[19] and companies.[32] The practical impact of their work has led to the emergence of science policies that seek to influence the scientific enterprise by prioritising the ethical and moral development of commercial products, armaments, health care, public infrastructure, and environmental protection.

Basic

{{#invoke:Excerpt/sandbox|main|Science}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe.[33][2] Modern science is typically divided into two or three major branches:[3] the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies.[4][5] Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine.[34][35][8] While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules)[9][10] are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.[11][36][13][37]

The history of science spans the majority of the historical record, with the earliest identifiable predecessors to modern science dating to the Bronze Age in Egypt and Mesopotamia (c. 3000–1200 BCE). Their contributions to mathematics, astronomy, and medicine entered and shaped the Greek natural philosophy of classical antiquity, whereby formal attempts were made to provide explanations of events in the physical world based on natural causes, while further advancements, including the introduction of the Hindu–Arabic numeral system, were made during the Golden Age of India.[15]: 12 [16][38][39] Scientific research deteriorated in these regions after the fall of the Western Roman Empire during the Early Middle Ages (400–1000 CE), but in the Medieval renaissances (Carolingian Renaissance, Ottonian Renaissance and the Renaissance of the 12th century) scholarship flourished again. Some Greek manuscripts lost in Western Europe were preserved and expanded upon in the Middle East during the Islamic Golden Age,[19] Later, Byzantine Greek scholars contributed to their transmission by bringing Greek manuscripts from the declining Byzantine Empire to Western Europe at the beginning of the Renaissance.

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy,[40][41][42] which was later transformed by the Scientific Revolution that began in the 16th century[43] as new ideas and discoveries departed from previous Greek conceptions and traditions.[44][45] The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape,[46][47] along with the changing of "natural philosophy" to "natural science".[48]

New knowledge in science is advanced by research from scientists who are motivated by curiosity about the world and a desire to solve problems.[49][50] Contemporary scientific research is highly collaborative and is usually done by teams in academic and research institutions,[51] government agencies,[19] and companies.[52] The practical impact of their work has led to the emergence of science policies that seek to influence the scientific enterprise by prioritising the ethical and moral development of commercial products, armaments, health care, public infrastructure, and environmental protection.

Sources

  1. ^ Wilson, E. O. (1999). "The natural sciences". Consilience: The Unity of Knowledge (Reprint ed.). New York: Vintage. pp. 49–71. ISBN 978-0-679-76867-8.
  2. ^ a b Heilbron, J. L.; et al. (2003). "Preface". The Oxford Companion to the History of Modern Science. New York: Oxford University Press. pp. vii–x. ISBN 978-0-19-511229-0. ...modern science is a discovery as well as an invention. It was a discovery that nature generally acts regularly enough to be described by laws and even by mathematics; and required invention to devise the techniques, abstractions, apparatus, and organization for exhibiting the regularities and securing their law-like descriptions.
  3. ^ a b Cohen, Eliel (2021). "The boundary lens: theorising academic activity". The University and its Boundaries: Thriving or Surviving in the 21st Century. New York: Routledge. pp. 14–41. ISBN 978-0-367-56298-4. Archived from the original on 5 May 2021. Retrieved 4 May 2021.
  4. ^ a b Colander, David C.; Hunt, Elgin F. (2019). "Social science and its methods". Social Science: An Introduction to the Study of Society (17th ed.). New York: Routledge. pp. 1–22.
  5. ^ a b Nisbet, Robert A.; Greenfeld, Liah (16 October 2020). "Social Science". Encyclopædia Britannica. Archived from the original on 2 February 2022. Retrieved 9 May 2021.
  6. ^ Fischer, M. R.; Fabry, G (2014). "Thinking and acting scientifically: Indispensable basis of medical education". GMS Zeitschrift für Medizinische Ausbildung. 31 (2): Doc24. doi:10.3205/zma000916. PMC 4027809. PMID 24872859.
  7. ^ Sinclair, Marius (1993). "On the Differences between the Engineering and Scientific Methods". The International Journal of Engineering Education. Archived from the original on 15 November 2017. Retrieved 7 September 2018.
  8. ^ a b Bunge, M. (1966). "Technology as Applied Science". In Rapp, F. (ed.). Contributions to a Philosophy of Technology. Dordrecht: Springer. pp. 19–39. doi:10.1007/978-94-010-2182-1_2. ISBN 978-94-010-2184-5. S2CID 110332727.
  9. ^ a b Löwe, Benedikt (2002). "The formal sciences: their scope, their foundations, and their unity". Synthese. 133 (1/2): 5–11. doi:10.1023/A:1020887832028. ISSN 0039-7857. S2CID 9272212.
  10. ^ a b Rucker, Rudy (2019). "Robots and souls". Infinity and the Mind: The Science and Philosophy of the Infinite (Reprint ed.). Princeton University Press. pp. 157–188. ISBN 978-0-691-19138-6. Archived from the original on 26 February 2021. Retrieved 11 May 2021.
  11. ^ a b Bishop, Alan (1991). "Environmental activities and mathematical culture". Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Norwell, MA: Kluwer. pp. 20–59. ISBN 978-0-7923-1270-3. Retrieved 24 March 2018.
  12. ^ Bunge, Mario (1998). "The Scientific Approach". Philosophy of Science: Volume 1, From Problem to Theory. Vol. 1 (revised ed.). New York: Routledge. pp. 3–50. ISBN 978-0-7658-0413-6.
  13. ^ a b Fetzer, James H. (2013). "Computer reliability and public policy: Limits of knowledge of computer-based systems". Computers and Cognition: Why Minds are not Machines. Newcastle, United Kingdom: Kluwer. pp. 271–308. ISBN 978-1-4438-1946-6.
  14. ^ Nickles, Thomas (2013). "The Problem of Demarcation". Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. The University of Chicago Press. p. 104.
  15. ^ a b Lindberg, David C. (2007). The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. ISBN 978-0226482057.
  16. ^ a b Grant, Edward (2007). "Ancient Egypt to Plato". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 1–26. ISBN 978-0-521-68957-1.
  17. ^ Building Bridges Among the BRICs Archived 18 April 2023 at the Wayback Machine, p. 125, Robert Crane, Springer, 2014
  18. ^ Keay, John (2000). India: A history. Atlantic Monthly Press. p. 132. ISBN 978-0-87113-800-2. The great era of all that is deemed classical in Indian literature, art and science was now dawning. It was this crescendo of creativity and scholarship, as much as ... political achievements of the Guptas, which would make their age so golden.
  19. ^ a b c d Lindberg, David C. (2007). "Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 163–192. ISBN 978-0-226-48205-7.
  20. ^ Lindberg, David C. (2007). "The revival of learning in the West". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 193–224. ISBN 978-0-226-48205-7.
  21. ^ Lindberg, David C. (2007). "The recovery and assimilation of Greek and Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 225–253. ISBN 978-0-226-48205-7.
  22. ^ Sease, Virginia; Schmidt-Brabant, Manfrid. Thinkers, Saints, Heretics: Spiritual Paths of the Middle Ages. 2007. Pages 80–81 Archived 27 August 2024 at the Wayback Machine. Retrieved 6 October 2023
  23. ^ Principe, Lawrence M. (2011). "Introduction". Scientific Revolution: A Very Short Introduction. New York: Oxford University Press. pp. 1–3. ISBN 978-0-19-956741-6.
  24. ^ Lindberg, David C. (2007). "The legacy of ancient and medieval science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 357–368. ISBN 978-0-226-48205-7.
  25. ^ Grant, Edward (2007). "Transformation of medieval natural philosophy from the early period modern period to the end of the nineteenth century". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 274–322. ISBN 978-0-521-68957-1.
  26. ^ Cahan, David, ed. (2003). From Natural Philosophy to the Sciences: Writing the History of Nineteenth-Century Science. University of Chicago Press. ISBN 978-0-226-08928-7.
  27. ^ Lightman, Bernard (2011). "13. Science and the Public". In Shank, Michael; Numbers, Ronald; Harrison, Peter (eds.). Wrestling with Nature: From Omens to Science. University of Chicago Press. p. 367. ISBN 978-0-226-31783-0.
  28. ^ Harrison, Peter (2015). The Territories of Science and Religion. University of Chicago Press. pp. 164–165. ISBN 978-0-226-18451-7. The changing character of those engaged in scientific endeavors was matched by a new nomenclature for their endeavors. The most conspicuous marker of this change was the replacement of "natural philosophy" by "natural science". In 1800 few had spoken of the "natural sciences" but by 1880 this expression had overtaken the traditional label "natural philosophy". The persistence of "natural philosophy" in the twentieth century is owing largely to historical references to a past practice (see figure 11). As should now be apparent, this was not simply the substitution of one term by another, but involved the jettisoning of a range of personal qualities relating to the conduct of philosophy and the living of the philosophical life.
  29. ^ MacRitchie, Finlay (2011). "Introduction". Scientific Research as a Career. New York: Routledge. pp. 1–6. ISBN 978-1-4398-6965-9. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  30. ^ Marder, Michael P. (2011). "Curiosity and research". Research Methods for Science. New York: Cambridge University Press. pp. 1–17. ISBN 978-0-521-14584-8. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  31. ^ de Ridder, Jeroen (2020). "How many scientists does it take to have knowledge?". In McCain, Kevin; Kampourakis, Kostas (eds.). What is Scientific Knowledge? An Introduction to Contemporary Epistemology of Science. New York: Routledge. pp. 3–17. ISBN 978-1-138-57016-0. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  32. ^ Szycher, Michael (2016). "Establishing your dream team". Commercialization Secrets for Scientists and Engineers. New York: Routledge. pp. 159–176. ISBN 978-1-138-40741-1. Archived from the original on 18 August 2021. Retrieved 5 May 2021.
  33. ^ Wilson, E. O. (1999). "The natural sciences". Consilience: The Unity of Knowledge (Reprint ed.). New York: Vintage. pp. 49–71. ISBN 978-0-679-76867-8.
  34. ^ Fischer, M. R.; Fabry, G (2014). "Thinking and acting scientifically: Indispensable basis of medical education". GMS Zeitschrift für Medizinische Ausbildung. 31 (2): Doc24. doi:10.3205/zma000916. PMC 4027809. PMID 24872859.
  35. ^ Sinclair, Marius (1993). "On the Differences between the Engineering and Scientific Methods". The International Journal of Engineering Education. Archived from the original on 15 November 2017. Retrieved 7 September 2018.
  36. ^ Bunge, Mario (1998). "The Scientific Approach". Philosophy of Science: Volume 1, From Problem to Theory. Vol. 1 (revised ed.). New York: Routledge. pp. 3–50. ISBN 978-0-7658-0413-6.
  37. ^ Nickles, Thomas (2013). "The Problem of Demarcation". Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. The University of Chicago Press. p. 104.
  38. ^ Building Bridges Among the BRICs Archived 18 April 2023 at the Wayback Machine, p. 125, Robert Crane, Springer, 2014
  39. ^ Keay, John (2000). India: A history. Atlantic Monthly Press. p. 132. ISBN 978-0-87113-800-2. The great era of all that is deemed classical in Indian literature, art and science was now dawning. It was this crescendo of creativity and scholarship, as much as ... political achievements of the Guptas, which would make their age so golden.
  40. ^ Lindberg, David C. (2007). "The revival of learning in the West". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 193–224. ISBN 978-0-226-48205-7.
  41. ^ Lindberg, David C. (2007). "The recovery and assimilation of Greek and Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 225–253. ISBN 978-0-226-48205-7.
  42. ^ Sease, Virginia; Schmidt-Brabant, Manfrid. Thinkers, Saints, Heretics: Spiritual Paths of the Middle Ages. 2007. Pages 80–81 Archived 27 August 2024 at the Wayback Machine. Retrieved 6 October 2023
  43. ^ Principe, Lawrence M. (2011). "Introduction". Scientific Revolution: A Very Short Introduction. New York: Oxford University Press. pp. 1–3. ISBN 978-0-19-956741-6.
  44. ^ Lindberg, David C. (2007). "The legacy of ancient and medieval science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 357–368. ISBN 978-0-226-48205-7.
  45. ^ Grant, Edward (2007). "Transformation of medieval natural philosophy from the early period modern period to the end of the nineteenth century". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 274–322. ISBN 978-0-521-68957-1.
  46. ^ Cahan, David, ed. (2003). From Natural Philosophy to the Sciences: Writing the History of Nineteenth-Century Science. University of Chicago Press. ISBN 978-0-226-08928-7.
  47. ^ Lightman, Bernard (2011). "13. Science and the Public". In Shank, Michael; Numbers, Ronald; Harrison, Peter (eds.). Wrestling with Nature: From Omens to Science. University of Chicago Press. p. 367. ISBN 978-0-226-31783-0.
  48. ^ Harrison, Peter (2015). The Territories of Science and Religion. University of Chicago Press. pp. 164–165. ISBN 978-0-226-18451-7. The changing character of those engaged in scientific endeavors was matched by a new nomenclature for their endeavors. The most conspicuous marker of this change was the replacement of "natural philosophy" by "natural science". In 1800 few had spoken of the "natural sciences" but by 1880 this expression had overtaken the traditional label "natural philosophy". The persistence of "natural philosophy" in the twentieth century is owing largely to historical references to a past practice (see figure 11). As should now be apparent, this was not simply the substitution of one term by another, but involved the jettisoning of a range of personal qualities relating to the conduct of philosophy and the living of the philosophical life.
  49. ^ MacRitchie, Finlay (2011). "Introduction". Scientific Research as a Career. New York: Routledge. pp. 1–6. ISBN 978-1-4398-6965-9. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  50. ^ Marder, Michael P. (2011). "Curiosity and research". Research Methods for Science. New York: Cambridge University Press. pp. 1–17. ISBN 978-0-521-14584-8. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  51. ^ de Ridder, Jeroen (2020). "How many scientists does it take to have knowledge?". In McCain, Kevin; Kampourakis, Kostas (eds.). What is Scientific Knowledge? An Introduction to Contemporary Epistemology of Science. New York: Routledge. pp. 3–17. ISBN 978-1-138-57016-0. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  52. ^ Szycher, Michael (2016). "Establishing your dream team". Commercialization Secrets for Scientists and Engineers. New York: Routledge. pp. 159–176. ISBN 978-1-138-40741-1. Archived from the original on 18 August 2021. Retrieved 5 May 2021.

Basic 2

{{#invoke:Excerpt/sandbox|main|2020 coronavirus pandemic in France}}
This section is an excerpt from COVID-19 pandemic in France.[edit]
Deaths per 100,000 residents by department up to July 2020.

The COVID-19 pandemic in France has resulted in 38,997,490[1] confirmed cases of COVID-19 and 168,091[1] deaths.

The virus was confirmed to have reached France on 24 January 2020, when the first COVID-19 case in both Europe and France was identified in Bordeaux. The first five confirmed cases were all individuals who had recently arrived from China.[2][3] A Chinese tourist who was admitted to hospital in Paris on 28 January 2020, died on 14 February 2020, becoming the first known COVID-19 fatality outside Asia as well as the first in France.[4][5][6][7] A key event in the spread of the disease across metropolitan France as well as its overseas territories was the annual assembly of the Christian Open Door Church between 17 and 24 February 2020 in Mulhouse which was attended by about 2,500 people, at least half of whom are believed to have contracted the virus.[8][9] On 4 May 2020, retroactive testing of samples in one French hospital showed that a patient was probably already infected with the virus on 27 December 2019, almost a month before the first officially confirmed case.[10][11]

The first lockdown period began on 17 March 2020 and ended on 11 May 2020.[12] On 2 May 2020, Health Minister Olivier Véran announced that the government would seek to extend the health emergency period until 24 July 2020.[13] Several mayors opposed the 11 May 2020 lifting of the lockdown, which had been announced by the president a few weeks earlier in a televised address to the nation,[12] saying it was premature. Véran's bill was discussed in Senate on 4 May 2020.[14]

From August 2020, there was an increase in the rate of infection and on 10 October 2020, France set a record number of new infections in a 24-hour period in Europe with 26,896 recorded. The increase caused France to enter a second nationwide lockdown on 28 October 2020. On 15 October 2020, police raided the homes and offices of key government officials, including Véran and Philippe, in a criminal negligence probe opened by the Cour de Justice de la République.[15] According to a team of French epidemiologists, under 5% of the total population of France, or around 2.8 million people, may have been infected with COVID-19. This was believed to have been nearly twice as high in the Île-de-France and Alsace regions.[16]

On 31 March 2021, Macron announced a third national lockdown which commenced on 3 April 2021 and which was mandated for all of April 2021; measures included the closure of non-essential shops, the suspension of school attendance, a ban on domestic travel and a nationwide curfew from 7pm-6am.

In February 2022, it was reported that no tests are required to enter the country, and children under the age of 12 are free from vaccination requirements.[17]

Sources

  1. ^ a b Mathieu, Edouard; Ritchie, Hannah; Rodés-Guirao, Lucas; Appel, Cameron; Giattino, Charlie; Hasell, Joe; Macdonald, Bobbie; Dattani, Saloni; Beltekian, Diana; Ortiz-Ospina, Esteban; Roser, Max (2020–2024). "Coronavirus Pandemic (COVID-19)". Our World in Data. Retrieved 2025-04-01.
  2. ^ Jacob, Etienne (24 January 2020). "Coronavirus: trois premiers cas confirmés en France". Le Figaro (in French). Archived from the original on 30 January 2020. Retrieved 26 February 2020.
  3. ^ Bernard-Stoecklin, S (13 February 2020). "First cases of coronavirus disease 2019 (COVID-19) in France: surveillance, investigations and control measures, January 2020". Eurosurveillance. 25 (6): 2000094. doi:10.2807/1560-7917.ES.2020.25.6.2000094. PMC 7029452. PMID 32070465.
  4. ^ "Wuhan virus: France confirms fourth case of coronavirus in elderly Chinese tourist". The Straits Times. 29 January 2020. Archived from the original on 20 February 2020. Retrieved 26 February 2020.
  5. ^ "First coronavirus death confirmed in Europe". BBC News. 15 February 2020. Archived from the original on 19 February 2020. Retrieved 27 February 2020.
  6. ^ "Support efforts begin across Japan to help coronavirus-hit Wuhan". The Japan Times. Archived from the original on 29 January 2020. Retrieved 30 January 2020.
  7. ^ Ganley, Elaine (15 February 2020). "France announces 1st death of virus patient outside Asia". Associated Press. Archived from the original on 29 March 2020. Retrieved 29 March 2020.
  8. ^ "Coronavirus : la " bombe atomique " du rassemblement évangélique de Mulhouse". Le Point. 28 March 2020. Archived from the original on 28 March 2020. Retrieved 29 March 2020.
  9. ^ "ENQUETE FRANCEINFO. "La majorité des personnes étaient contaminées" : de la Corse à l'outre-mer, comment le rassemblement évangélique de Mulhouse a diffusé le coronavirus dans toute la France". Franceinfo. 28 March 2020. Archived from the original on 7 April 2020. Retrieved 29 March 2020.
  10. ^ Irish, John (4 May 2020). "After retesting samples, French hospital discovers COVID-19 case from December". Reuters. Archived from the original on 18 May 2020. Retrieved 4 May 2020.
  11. ^ Deslandes, A.; Berti, V.; Tandjaoui-Lambotte, Y.; Alloui, Chakib; Carbonnelle, E.; Zahar, J.R.; Brichler, S.; Cohen, Yves (June 2020). "SARS-COV-2 was already spreading in France in late December 2019". International Journal of Antimicrobial Agents. 55 (6): 106006. doi:10.1016/j.ijantimicag.2020.106006. PMC 7196402. PMID 32371096. Preprint on 3 May 2020.
  12. ^ a b "REPLAY. Coronavirus : prolongation du confinement jusqu'au 11 mai, tests, masques... Revivez l'allocution d'Emmanuel Macron". France Info. 13 April 2020. Archived from the original on 14 April 2020. Retrieved 13 April 2020.
  13. ^ "France to extend coronavirus emergency for two months". Al Jazeera. 2 May 2020. Archived from the original on 5 May 2020. Retrieved 4 May 2020.
  14. ^ "Coronavirus was present in France in December, doctor claims". The Telegraph. 4 May 2020. Archived from the original on 11 January 2022.
  15. ^ Police raid homes of French officials in coronavirus probe, Reuters, 15 October 2020
  16. ^ En France, le Covid-19 aurait contaminé moins de 5 % de la population, loin de l'immunité collective Archived 14 May 2020 at the Wayback Machine 13 May 2020 Le Monde. Retrieved 15 May 2020
  17. ^ Skopeliti, Clea (12 February 2022). "France eases Covid travel restrictions for vaccinated British travellers". The Guardian. p. 1. Archived from the original on 16 May 2024. Retrieved 13 February 2022.

Redirect

{{#invoke:Excerpt/sandbox|main|Scientific}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe.[1][2] Modern science is typically divided into two or three major branches:[3] the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies.[4][5] Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine.[6][7][8] While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules)[9][10] are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.[11][12][13][14]

The history of science spans the majority of the historical record, with the earliest identifiable predecessors to modern science dating to the Bronze Age in Egypt and Mesopotamia (c. 3000–1200 BCE). Their contributions to mathematics, astronomy, and medicine entered and shaped the Greek natural philosophy of classical antiquity, whereby formal attempts were made to provide explanations of events in the physical world based on natural causes, while further advancements, including the introduction of the Hindu–Arabic numeral system, were made during the Golden Age of India.[15]: 12 [16][17][18] Scientific research deteriorated in these regions after the fall of the Western Roman Empire during the Early Middle Ages (400–1000 CE), but in the Medieval renaissances (Carolingian Renaissance, Ottonian Renaissance and the Renaissance of the 12th century) scholarship flourished again. Some Greek manuscripts lost in Western Europe were preserved and expanded upon in the Middle East during the Islamic Golden Age,[19] Later, Byzantine Greek scholars contributed to their transmission by bringing Greek manuscripts from the declining Byzantine Empire to Western Europe at the beginning of the Renaissance.

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy,[20][21][22] which was later transformed by the Scientific Revolution that began in the 16th century[23] as new ideas and discoveries departed from previous Greek conceptions and traditions.[24][25] The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape,[26][27] along with the changing of "natural philosophy" to "natural science".[28]

New knowledge in science is advanced by research from scientists who are motivated by curiosity about the world and a desire to solve problems.[29][30] Contemporary scientific research is highly collaborative and is usually done by teams in academic and research institutions,[31] government agencies,[19] and companies.[32] The practical impact of their work has led to the emergence of science policies that seek to influence the scientific enterprise by prioritising the ethical and moral development of commercial products, armaments, health care, public infrastructure, and environmental protection.

Sources

  1. ^ Wilson, E. O. (1999). "The natural sciences". Consilience: The Unity of Knowledge (Reprint ed.). New York: Vintage. pp. 49–71. ISBN 978-0-679-76867-8.
  2. ^ Heilbron, J. L.; et al. (2003). "Preface". The Oxford Companion to the History of Modern Science. New York: Oxford University Press. pp. vii–x. ISBN 978-0-19-511229-0. ...modern science is a discovery as well as an invention. It was a discovery that nature generally acts regularly enough to be described by laws and even by mathematics; and required invention to devise the techniques, abstractions, apparatus, and organization for exhibiting the regularities and securing their law-like descriptions.
  3. ^ Cohen, Eliel (2021). "The boundary lens: theorising academic activity". The University and its Boundaries: Thriving or Surviving in the 21st Century. New York: Routledge. pp. 14–41. ISBN 978-0-367-56298-4. Archived from the original on 5 May 2021. Retrieved 4 May 2021.
  4. ^ Colander, David C.; Hunt, Elgin F. (2019). "Social science and its methods". Social Science: An Introduction to the Study of Society (17th ed.). New York: Routledge. pp. 1–22.
  5. ^ Nisbet, Robert A.; Greenfeld, Liah (16 October 2020). "Social Science". Encyclopædia Britannica. Archived from the original on 2 February 2022. Retrieved 9 May 2021.
  6. ^ Fischer, M. R.; Fabry, G (2014). "Thinking and acting scientifically: Indispensable basis of medical education". GMS Zeitschrift für Medizinische Ausbildung. 31 (2): Doc24. doi:10.3205/zma000916. PMC 4027809. PMID 24872859.
  7. ^ Sinclair, Marius (1993). "On the Differences between the Engineering and Scientific Methods". The International Journal of Engineering Education. Archived from the original on 15 November 2017. Retrieved 7 September 2018.
  8. ^ Bunge, M. (1966). "Technology as Applied Science". In Rapp, F. (ed.). Contributions to a Philosophy of Technology. Dordrecht: Springer. pp. 19–39. doi:10.1007/978-94-010-2182-1_2. ISBN 978-94-010-2184-5. S2CID 110332727.
  9. ^ Löwe, Benedikt (2002). "The formal sciences: their scope, their foundations, and their unity". Synthese. 133 (1/2): 5–11. doi:10.1023/A:1020887832028. ISSN 0039-7857. S2CID 9272212.
  10. ^ Rucker, Rudy (2019). "Robots and souls". Infinity and the Mind: The Science and Philosophy of the Infinite (Reprint ed.). Princeton University Press. pp. 157–188. ISBN 978-0-691-19138-6. Archived from the original on 26 February 2021. Retrieved 11 May 2021.
  11. ^ Bishop, Alan (1991). "Environmental activities and mathematical culture". Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Norwell, MA: Kluwer. pp. 20–59. ISBN 978-0-7923-1270-3. Retrieved 24 March 2018.
  12. ^ Bunge, Mario (1998). "The Scientific Approach". Philosophy of Science: Volume 1, From Problem to Theory. Vol. 1 (revised ed.). New York: Routledge. pp. 3–50. ISBN 978-0-7658-0413-6.
  13. ^ Fetzer, James H. (2013). "Computer reliability and public policy: Limits of knowledge of computer-based systems". Computers and Cognition: Why Minds are not Machines. Newcastle, United Kingdom: Kluwer. pp. 271–308. ISBN 978-1-4438-1946-6.
  14. ^ Nickles, Thomas (2013). "The Problem of Demarcation". Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. The University of Chicago Press. p. 104.
  15. ^ Lindberg, David C. (2007). The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. ISBN 978-0226482057.
  16. ^ Grant, Edward (2007). "Ancient Egypt to Plato". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 1–26. ISBN 978-0-521-68957-1.
  17. ^ Building Bridges Among the BRICs Archived 18 April 2023 at the Wayback Machine, p. 125, Robert Crane, Springer, 2014
  18. ^ Keay, John (2000). India: A history. Atlantic Monthly Press. p. 132. ISBN 978-0-87113-800-2. The great era of all that is deemed classical in Indian literature, art and science was now dawning. It was this crescendo of creativity and scholarship, as much as ... political achievements of the Guptas, which would make their age so golden.
  19. ^ a b Lindberg, David C. (2007). "Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 163–192. ISBN 978-0-226-48205-7.
  20. ^ Lindberg, David C. (2007). "The revival of learning in the West". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 193–224. ISBN 978-0-226-48205-7.
  21. ^ Lindberg, David C. (2007). "The recovery and assimilation of Greek and Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 225–253. ISBN 978-0-226-48205-7.
  22. ^ Sease, Virginia; Schmidt-Brabant, Manfrid. Thinkers, Saints, Heretics: Spiritual Paths of the Middle Ages. 2007. Pages 80–81 Archived 27 August 2024 at the Wayback Machine. Retrieved 6 October 2023
  23. ^ Principe, Lawrence M. (2011). "Introduction". Scientific Revolution: A Very Short Introduction. New York: Oxford University Press. pp. 1–3. ISBN 978-0-19-956741-6.
  24. ^ Lindberg, David C. (2007). "The legacy of ancient and medieval science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 357–368. ISBN 978-0-226-48205-7.
  25. ^ Grant, Edward (2007). "Transformation of medieval natural philosophy from the early period modern period to the end of the nineteenth century". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 274–322. ISBN 978-0-521-68957-1.
  26. ^ Cahan, David, ed. (2003). From Natural Philosophy to the Sciences: Writing the History of Nineteenth-Century Science. University of Chicago Press. ISBN 978-0-226-08928-7.
  27. ^ Lightman, Bernard (2011). "13. Science and the Public". In Shank, Michael; Numbers, Ronald; Harrison, Peter (eds.). Wrestling with Nature: From Omens to Science. University of Chicago Press. p. 367. ISBN 978-0-226-31783-0.
  28. ^ Harrison, Peter (2015). The Territories of Science and Religion. University of Chicago Press. pp. 164–165. ISBN 978-0-226-18451-7. The changing character of those engaged in scientific endeavors was matched by a new nomenclature for their endeavors. The most conspicuous marker of this change was the replacement of "natural philosophy" by "natural science". In 1800 few had spoken of the "natural sciences" but by 1880 this expression had overtaken the traditional label "natural philosophy". The persistence of "natural philosophy" in the twentieth century is owing largely to historical references to a past practice (see figure 11). As should now be apparent, this was not simply the substitution of one term by another, but involved the jettisoning of a range of personal qualities relating to the conduct of philosophy and the living of the philosophical life.
  29. ^ MacRitchie, Finlay (2011). "Introduction". Scientific Research as a Career. New York: Routledge. pp. 1–6. ISBN 978-1-4398-6965-9. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  30. ^ Marder, Michael P. (2011). "Curiosity and research". Research Methods for Science. New York: Cambridge University Press. pp. 1–17. ISBN 978-0-521-14584-8. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  31. ^ de Ridder, Jeroen (2020). "How many scientists does it take to have knowledge?". In McCain, Kevin; Kampourakis, Kostas (eds.). What is Scientific Knowledge? An Introduction to Contemporary Epistemology of Science. New York: Routledge. pp. 3–17. ISBN 978-1-138-57016-0. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  32. ^ Szycher, Michael (2016). "Establishing your dream team". Commercialization Secrets for Scientists and Engineers. New York: Routledge. pp. 159–176. ISBN 978-1-138-40741-1. Archived from the original on 18 August 2021. Retrieved 5 May 2021.

No references

{{#invoke:Excerpt/sandbox|main|Science|references=no}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe. Modern science is typically divided into two or three major branches: the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies. Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine. While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules) are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.

The history of science spans the majority of the historical record, with the earliest identifiable predecessors to modern science dating to the Bronze Age in Egypt and Mesopotamia (c. 3000–1200 BCE). Their contributions to mathematics, astronomy, and medicine entered and shaped the Greek natural philosophy of classical antiquity, whereby formal attempts were made to provide explanations of events in the physical world based on natural causes, while further advancements, including the introduction of the Hindu–Arabic numeral system, were made during the Golden Age of India.: 12  Scientific research deteriorated in these regions after the fall of the Western Roman Empire during the Early Middle Ages (400–1000 CE), but in the Medieval renaissances (Carolingian Renaissance, Ottonian Renaissance and the Renaissance of the 12th century) scholarship flourished again. Some Greek manuscripts lost in Western Europe were preserved and expanded upon in the Middle East during the Islamic Golden Age, Later, Byzantine Greek scholars contributed to their transmission by bringing Greek manuscripts from the declining Byzantine Empire to Western Europe at the beginning of the Renaissance.

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy, which was later transformed by the Scientific Revolution that began in the 16th century as new ideas and discoveries departed from previous Greek conceptions and traditions. The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape, along with the changing of "natural philosophy" to "natural science".

New knowledge in science is advanced by research from scientists who are motivated by curiosity about the world and a desire to solve problems. Contemporary scientific research is highly collaborative and is usually done by teams in academic and research institutions, government agencies, and companies. The practical impact of their work has led to the emergence of science policies that seek to influence the scientific enterprise by prioritising the ethical and moral development of commercial products, armaments, health care, public infrastructure, and environmental protection.

Bold

{{#invoke:Excerpt/sandbox|main|Science|bold=yes}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe.[1][2] Modern science is typically divided into two or three major branches:[3] the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies.[4][5] Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine.[6][7][8] While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules)[9][10] are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.[11][12][13][14]

The history of science spans the majority of the historical record, with the earliest identifiable predecessors to modern science dating to the Bronze Age in Egypt and Mesopotamia (c. 3000–1200 BCE). Their contributions to mathematics, astronomy, and medicine entered and shaped the Greek natural philosophy of classical antiquity, whereby formal attempts were made to provide explanations of events in the physical world based on natural causes, while further advancements, including the introduction of the Hindu–Arabic numeral system, were made during the Golden Age of India.[15]: 12 [16][17][18] Scientific research deteriorated in these regions after the fall of the Western Roman Empire during the Early Middle Ages (400–1000 CE), but in the Medieval renaissances (Carolingian Renaissance, Ottonian Renaissance and the Renaissance of the 12th century) scholarship flourished again. Some Greek manuscripts lost in Western Europe were preserved and expanded upon in the Middle East during the Islamic Golden Age,[19] Later, Byzantine Greek scholars contributed to their transmission by bringing Greek manuscripts from the declining Byzantine Empire to Western Europe at the beginning of the Renaissance.

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy,[20][21][22] which was later transformed by the Scientific Revolution that began in the 16th century[23] as new ideas and discoveries departed from previous Greek conceptions and traditions.[24][25] The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape,[26][27] along with the changing of "natural philosophy" to "natural science".[28]

New knowledge in science is advanced by research from scientists who are motivated by curiosity about the world and a desire to solve problems.[29][30] Contemporary scientific research is highly collaborative and is usually done by teams in academic and research institutions,[31] government agencies,[19] and companies.[32] The practical impact of their work has led to the emergence of science policies that seek to influence the scientific enterprise by prioritising the ethical and moral development of commercial products, armaments, health care, public infrastructure, and environmental protection.

Sources

  1. ^ Wilson, E. O. (1999). "The natural sciences". Consilience: The Unity of Knowledge (Reprint ed.). New York: Vintage. pp. 49–71. ISBN 978-0-679-76867-8.
  2. ^ Heilbron, J. L.; et al. (2003). "Preface". The Oxford Companion to the History of Modern Science. New York: Oxford University Press. pp. vii–x. ISBN 978-0-19-511229-0. ...modern science is a discovery as well as an invention. It was a discovery that nature generally acts regularly enough to be described by laws and even by mathematics; and required invention to devise the techniques, abstractions, apparatus, and organization for exhibiting the regularities and securing their law-like descriptions.
  3. ^ Cohen, Eliel (2021). "The boundary lens: theorising academic activity". The University and its Boundaries: Thriving or Surviving in the 21st Century. New York: Routledge. pp. 14–41. ISBN 978-0-367-56298-4. Archived from the original on 5 May 2021. Retrieved 4 May 2021.
  4. ^ Colander, David C.; Hunt, Elgin F. (2019). "Social science and its methods". Social Science: An Introduction to the Study of Society (17th ed.). New York: Routledge. pp. 1–22.
  5. ^ Nisbet, Robert A.; Greenfeld, Liah (16 October 2020). "Social Science". Encyclopædia Britannica. Archived from the original on 2 February 2022. Retrieved 9 May 2021.
  6. ^ Fischer, M. R.; Fabry, G (2014). "Thinking and acting scientifically: Indispensable basis of medical education". GMS Zeitschrift für Medizinische Ausbildung. 31 (2): Doc24. doi:10.3205/zma000916. PMC 4027809. PMID 24872859.
  7. ^ Sinclair, Marius (1993). "On the Differences between the Engineering and Scientific Methods". The International Journal of Engineering Education. Archived from the original on 15 November 2017. Retrieved 7 September 2018.
  8. ^ Bunge, M. (1966). "Technology as Applied Science". In Rapp, F. (ed.). Contributions to a Philosophy of Technology. Dordrecht: Springer. pp. 19–39. doi:10.1007/978-94-010-2182-1_2. ISBN 978-94-010-2184-5. S2CID 110332727.
  9. ^ Löwe, Benedikt (2002). "The formal sciences: their scope, their foundations, and their unity". Synthese. 133 (1/2): 5–11. doi:10.1023/A:1020887832028. ISSN 0039-7857. S2CID 9272212.
  10. ^ Rucker, Rudy (2019). "Robots and souls". Infinity and the Mind: The Science and Philosophy of the Infinite (Reprint ed.). Princeton University Press. pp. 157–188. ISBN 978-0-691-19138-6. Archived from the original on 26 February 2021. Retrieved 11 May 2021.
  11. ^ Bishop, Alan (1991). "Environmental activities and mathematical culture". Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Norwell, MA: Kluwer. pp. 20–59. ISBN 978-0-7923-1270-3. Retrieved 24 March 2018.
  12. ^ Bunge, Mario (1998). "The Scientific Approach". Philosophy of Science: Volume 1, From Problem to Theory. Vol. 1 (revised ed.). New York: Routledge. pp. 3–50. ISBN 978-0-7658-0413-6.
  13. ^ Fetzer, James H. (2013). "Computer reliability and public policy: Limits of knowledge of computer-based systems". Computers and Cognition: Why Minds are not Machines. Newcastle, United Kingdom: Kluwer. pp. 271–308. ISBN 978-1-4438-1946-6.
  14. ^ Nickles, Thomas (2013). "The Problem of Demarcation". Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. The University of Chicago Press. p. 104.
  15. ^ Lindberg, David C. (2007). The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. ISBN 978-0226482057.
  16. ^ Grant, Edward (2007). "Ancient Egypt to Plato". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 1–26. ISBN 978-0-521-68957-1.
  17. ^ Building Bridges Among the BRICs Archived 18 April 2023 at the Wayback Machine, p. 125, Robert Crane, Springer, 2014
  18. ^ Keay, John (2000). India: A history. Atlantic Monthly Press. p. 132. ISBN 978-0-87113-800-2. The great era of all that is deemed classical in Indian literature, art and science was now dawning. It was this crescendo of creativity and scholarship, as much as ... political achievements of the Guptas, which would make their age so golden.
  19. ^ a b Lindberg, David C. (2007). "Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 163–192. ISBN 978-0-226-48205-7.
  20. ^ Lindberg, David C. (2007). "The revival of learning in the West". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 193–224. ISBN 978-0-226-48205-7.
  21. ^ Lindberg, David C. (2007). "The recovery and assimilation of Greek and Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 225–253. ISBN 978-0-226-48205-7.
  22. ^ Sease, Virginia; Schmidt-Brabant, Manfrid. Thinkers, Saints, Heretics: Spiritual Paths of the Middle Ages. 2007. Pages 80–81 Archived 27 August 2024 at the Wayback Machine. Retrieved 6 October 2023
  23. ^ Principe, Lawrence M. (2011). "Introduction". Scientific Revolution: A Very Short Introduction. New York: Oxford University Press. pp. 1–3. ISBN 978-0-19-956741-6.
  24. ^ Lindberg, David C. (2007). "The legacy of ancient and medieval science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 357–368. ISBN 978-0-226-48205-7.
  25. ^ Grant, Edward (2007). "Transformation of medieval natural philosophy from the early period modern period to the end of the nineteenth century". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 274–322. ISBN 978-0-521-68957-1.
  26. ^ Cahan, David, ed. (2003). From Natural Philosophy to the Sciences: Writing the History of Nineteenth-Century Science. University of Chicago Press. ISBN 978-0-226-08928-7.
  27. ^ Lightman, Bernard (2011). "13. Science and the Public". In Shank, Michael; Numbers, Ronald; Harrison, Peter (eds.). Wrestling with Nature: From Omens to Science. University of Chicago Press. p. 367. ISBN 978-0-226-31783-0.
  28. ^ Harrison, Peter (2015). The Territories of Science and Religion. University of Chicago Press. pp. 164–165. ISBN 978-0-226-18451-7. The changing character of those engaged in scientific endeavors was matched by a new nomenclature for their endeavors. The most conspicuous marker of this change was the replacement of "natural philosophy" by "natural science". In 1800 few had spoken of the "natural sciences" but by 1880 this expression had overtaken the traditional label "natural philosophy". The persistence of "natural philosophy" in the twentieth century is owing largely to historical references to a past practice (see figure 11). As should now be apparent, this was not simply the substitution of one term by another, but involved the jettisoning of a range of personal qualities relating to the conduct of philosophy and the living of the philosophical life.
  29. ^ MacRitchie, Finlay (2011). "Introduction". Scientific Research as a Career. New York: Routledge. pp. 1–6. ISBN 978-1-4398-6965-9. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  30. ^ Marder, Michael P. (2011). "Curiosity and research". Research Methods for Science. New York: Cambridge University Press. pp. 1–17. ISBN 978-0-521-14584-8. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  31. ^ de Ridder, Jeroen (2020). "How many scientists does it take to have knowledge?". In McCain, Kevin; Kampourakis, Kostas (eds.). What is Scientific Knowledge? An Introduction to Contemporary Epistemology of Science. New York: Routledge. pp. 3–17. ISBN 978-1-138-57016-0. Archived from the original on 5 May 2021. Retrieved 5 May 2021.
  32. ^ Szycher, Michael (2016). "Establishing your dream team". Commercialization Secrets for Scientists and Engineers. New York: Routledge. pp. 159–176. ISBN 978-1-138-40741-1. Archived from the original on 18 August 2021. Retrieved 5 May 2021.

Files only

{{#invoke:Excerpt/sandbox|main|Science|only=file|files=1}}
This file is an excerpt from Science.[edit]

Tables only

{{#invoke:Excerpt/sandbox|main|2016 Peruvian general election#President|only=table}}
This table is an excerpt from 2016 Peruvian general election § President.[edit]

List only

{{#invoke:Excerpt/sandbox|main|Philosophy#Ethics|only=list}}
This list is an excerpt from Philosophy § Ethics.[edit]

Paragraphs

{{#invoke:Excerpt/sandbox|main|Science|paragraphs=1,3}}
This section is an excerpt from Science.[edit]

Part of a series on
Science
A stylised Bohr model of a lithium atom
General
Branches
In society

Science is a systematic discipline that builds and organises knowledge in the form of testable hypotheses and predictions about the universe.[1][2] Modern science is typically divided into two or three major branches:[3] the natural sciences (e.g., physics, chemistry, and biology), which study the physical world; and the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies.[4][5] Applied sciences are disciplines that use scientific knowledge for practical purposes, such as engineering and medicine.[6][7][8] While sometimes referred to as the formal sciences, the study of logic, mathematics, and theoretical computer science (which study formal systems governed by axioms and rules)[9][10] are typically regarded as separate because they rely on deductive reasoning instead of the scientific method or empirical evidence as their main methodology.[11][12][13][14]

The recovery and assimilation of Greek works and Islamic inquiries into Western Europe from the 10th to 13th centuries revived natural philosophy,[15][16][17] which was later transformed by the Scientific Revolution that began in the 16th century[18] as new ideas and discoveries departed from previous Greek conceptions and traditions.[19][20] The scientific method soon played a greater role in knowledge creation and in the 19th century many of the institutional and professional features of science began to take shape,[21][22] along with the changing of "natural philosophy" to "natural science".[23]

Fragments

Simple

{{#invoke:Excerpt/sandbox|main|Women in philosophy|fragment=Canon}}
This section is an excerpt from Women in philosophy.[edit]

Women have made significant contributions to philosophy throughout the history of the discipline. Ancient examples of female philosophers include Maitreyi (1000 BCE), Gargi Vachaknavi (700 BCE), Hipparchia of Maroneia (active c. 325 BCE) and Arete of Cyrene (active 5th–4th centuries BCE). Some women philosophers were accepted during the medieval and modern eras, but none became part of the Western canon until the 20th and 21st century, when some sources indicate that Simone Weil, Susanne Langer, G.E.M. Anscombe, Hannah Arendt, and Simone de Beauvoir entered the canon.[24][25][26]

Despite women participating in philosophy throughout history, there exists a gender imbalance in academic philosophy. This can be attributed to implicit biases against women. Women have had to overcome workplace obstacles like sexual harassment. Racial and ethnic minorities are underrepresented in the field of philosophy as well. Minorities and Philosophy (MAP), the American Philosophical Association, and the Society for Women in Philosophy are all organizations trying to fix the gender imbalance in academic philosophy.

In the early 1800s, some colleges and universities in the UK and US began admitting women, producing more female academics. Nevertheless, U.S. Department of Education reports from the 1990s indicate that few women ended up in philosophy, and that philosophy is one of the least gender-proportionate fields in the humanities.[27] Women make up as little as 17% of philosophy faculty in some studies.[28] In 2014, Inside Higher Education described the philosophy "...discipline’s own long history of misogyny and sexual harassment" of women students and professors.[29] Jennifer Saul, a professor of philosophy at the University of Sheffield, stated in 2015 that women are "...leaving philosophy after being harassed, assaulted, or retaliated against."[30]

In the early 1990s, the Canadian Philosophical Association claimed that there is gender imbalance and gender bias in the academic field of philosophy.[31] In June 2013, a US sociology professor stated that "out of all recent citations in four prestigious philosophy journals, female authors comprise just 3.6 percent of the total." The editors of the Stanford Encyclopedia of Philosophy have raised concerns about the underrepresentation of women philosophers, and they require editors and writers to ensure they represent the contributions of women philosophers.[31] According to Eugene Sun Park, "[p]hilosophy is predominantly white and predominantly male. This homogeneity exists in almost all aspects and at all levels of the discipline."[25] Susan Price argues that the philosophical "...canon remains dominated by white males—the discipline that...still hews to the myth that genius is tied to gender."[32] According to Saul, philosophy, the oldest of the humanities, is also the malest (and the whitest). While other areas of the humanities are at or near gender parity, philosophy is actually more overwhelmingly male than even mathematics."[33]

Sources

  1. ^ Wilson, E. O. (1999). "The natural sciences". Consilience: The Unity of Knowledge (Reprint ed.). New York: Vintage. pp. 49–71. ISBN 978-0-679-76867-8.
  2. ^ Heilbron, J. L.; et al. (2003). "Preface". The Oxford Companion to the History of Modern Science. New York: Oxford University Press. pp. vii–x. ISBN 978-0-19-511229-0. ...modern science is a discovery as well as an invention. It was a discovery that nature generally acts regularly enough to be described by laws and even by mathematics; and required invention to devise the techniques, abstractions, apparatus, and organization for exhibiting the regularities and securing their law-like descriptions.
  3. ^ Cohen, Eliel (2021). "The boundary lens: theorising academic activity". The University and its Boundaries: Thriving or Surviving in the 21st Century. New York: Routledge. pp. 14–41. ISBN 978-0-367-56298-4. Archived from the original on 5 May 2021. Retrieved 4 May 2021.
  4. ^ Colander, David C.; Hunt, Elgin F. (2019). "Social science and its methods". Social Science: An Introduction to the Study of Society (17th ed.). New York: Routledge. pp. 1–22.
  5. ^ Nisbet, Robert A.; Greenfeld, Liah (16 October 2020). "Social Science". Encyclopædia Britannica. Archived from the original on 2 February 2022. Retrieved 9 May 2021.
  6. ^ Fischer, M. R.; Fabry, G (2014). "Thinking and acting scientifically: Indispensable basis of medical education". GMS Zeitschrift für Medizinische Ausbildung. 31 (2): Doc24. doi:10.3205/zma000916. PMC 4027809. PMID 24872859.
  7. ^ Sinclair, Marius (1993). "On the Differences between the Engineering and Scientific Methods". The International Journal of Engineering Education. Archived from the original on 15 November 2017. Retrieved 7 September 2018.
  8. ^ Bunge, M. (1966). "Technology as Applied Science". In Rapp, F. (ed.). Contributions to a Philosophy of Technology. Dordrecht: Springer. pp. 19–39. doi:10.1007/978-94-010-2182-1_2. ISBN 978-94-010-2184-5. S2CID 110332727.
  9. ^ Löwe, Benedikt (2002). "The formal sciences: their scope, their foundations, and their unity". Synthese. 133 (1/2): 5–11. doi:10.1023/A:1020887832028. ISSN 0039-7857. S2CID 9272212.
  10. ^ Rucker, Rudy (2019). "Robots and souls". Infinity and the Mind: The Science and Philosophy of the Infinite (Reprint ed.). Princeton University Press. pp. 157–188. ISBN 978-0-691-19138-6. Archived from the original on 26 February 2021. Retrieved 11 May 2021.
  11. ^ Bishop, Alan (1991). "Environmental activities and mathematical culture". Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Norwell, MA: Kluwer. pp. 20–59. ISBN 978-0-7923-1270-3. Retrieved 24 March 2018.
  12. ^ Bunge, Mario (1998). "The Scientific Approach". Philosophy of Science: Volume 1, From Problem to Theory. Vol. 1 (revised ed.). New York: Routledge. pp. 3–50. ISBN 978-0-7658-0413-6.
  13. ^ Fetzer, James H. (2013). "Computer reliability and public policy: Limits of knowledge of computer-based systems". Computers and Cognition: Why Minds are not Machines. Newcastle, United Kingdom: Kluwer. pp. 271–308. ISBN 978-1-4438-1946-6.
  14. ^ Nickles, Thomas (2013). "The Problem of Demarcation". Philosophy of Pseudoscience: Reconsidering the Demarcation Problem. The University of Chicago Press. p. 104.
  15. ^ Lindberg, David C. (2007). "The revival of learning in the West". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 193–224. ISBN 978-0-226-48205-7.
  16. ^ Lindberg, David C. (2007). "The recovery and assimilation of Greek and Islamic science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 225–253. ISBN 978-0-226-48205-7.
  17. ^ Sease, Virginia; Schmidt-Brabant, Manfrid. Thinkers, Saints, Heretics: Spiritual Paths of the Middle Ages. 2007. Pages 80–81 Archived 27 August 2024 at the Wayback Machine. Retrieved 6 October 2023
  18. ^ Principe, Lawrence M. (2011). "Introduction". Scientific Revolution: A Very Short Introduction. New York: Oxford University Press. pp. 1–3. ISBN 978-0-19-956741-6.
  19. ^ Lindberg, David C. (2007). "The legacy of ancient and medieval science". The beginnings of Western science: the European Scientific tradition in philosophical, religious, and institutional context (2nd ed.). University of Chicago Press. pp. 357–368. ISBN 978-0-226-48205-7.
  20. ^ Grant, Edward (2007). "Transformation of medieval natural philosophy from the early period modern period to the end of the nineteenth century". A History of Natural Philosophy: From the Ancient World to the Nineteenth Century. New York: Cambridge University Press. pp. 274–322. ISBN 978-0-521-68957-1.
  21. ^ Cahan, David, ed. (2003). From Natural Philosophy to the Sciences: Writing the History of Nineteenth-Century Science. University of Chicago Press. ISBN 978-0-226-08928-7.
  22. ^ Lightman, Bernard (2011). "13. Science and the Public". In Shank, Michael; Numbers, Ronald; Harrison, Peter (eds.). Wrestling with Nature: From Omens to Science. University of Chicago Press. p. 367. ISBN 978-0-226-31783-0.
  23. ^ Harrison, Peter (2015). The Territories of Science and Religion. University of Chicago Press. pp. 164–165. ISBN 978-0-226-18451-7. The changing character of those engaged in scientific endeavors was matched by a new nomenclature for their endeavors. The most conspicuous marker of this change was the replacement of "natural philosophy" by "natural science". In 1800 few had spoken of the "natural sciences" but by 1880 this expression had overtaken the traditional label "natural philosophy". The persistence of "natural philosophy" in the twentieth century is owing largely to historical references to a past practice (see figure 11). As should now be apparent, this was not simply the substitution of one term by another, but involved the jettisoning of a range of personal qualities relating to the conduct of philosophy and the living of the philosophical life.
  24. ^ Duran, Jane. Eight women philosophers: theory, politics, and feminism. University of Illinois Press, 2005.
  25. ^ a b "Why I Left Academia: Philosophy's Homogeneity Needs Rethinking – Hippo Reads". Archived from the original on 9 June 2017.
  26. ^ Haldane, John (June 2000). "In Memoriam: G. E. M. Anscombe (1919–2001)". The Review of Metaphysics. 53 (4): 1019–1021. JSTOR 20131480.
  27. ^ "Salary, Promotion, and Tenure Status of Minority and Women Faculty in U.S. Colleges and Universities."National Center for Education Statistics, Statistical Analysis Report, March 2000; U.S. Department of Education, Office of Education Research and Improvement, Report # NCES 2000–173; 1993 National Study of Postsecondary Faculty (NSOPF:93). See also "Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities." National Center For Education Statistics, E.D. Tabs, July 1997. U.S. Department of Education, Office of Education Research and Improvement, Report # NCES 97-973;1993 National Study of Postsecondary Faculty (NSOPF-93).
  28. ^ U.S. Department of Education statistics in above-cited reports seem to put the number closer to 17%, but these numbers are based on data from the mid-1990s. Margaret Urban Walker's more recent article (2005) discusses the data problem and describes more recent estimates as an "(optimistically projected) 25–30 percent."
  29. ^ "Unofficial Internet campaign outs professor for alleged sexual harassment, attempted assault". insidehighered.com.
  30. ^ Ratcliffe, Rebecca; Shaw, Claire (5 January 2015). "Philosophy is for posh, white boys with trust funds' – why are there so few women?". The Guardian.
  31. ^ a b "Women in Philosophy: Problems with the Discrimination Hypothesis – National Association of Scholars". www.nas.org.
  32. ^ Price, Susan (13 May 2015). "Reviving the Female Canon". theatlantic.com.
  33. ^ "Philosophy has a sexual harassment problem". salon.com. 15 August 2013.

Double

{{#invoke:Excerpt/sandbox|main|2020 Republican Party presidential primaries|fragment=declared}}
This section is an excerpt from 2020 Republican Party presidential primaries.[edit]
2020 U.S. presidential election
Attempts to overturn
Democratic Party
Republican Party
Third parties
Related races
← 2016 2020 2024 →
This article is part of
a series about
Donald Trump
Business and personal
45th and 47th
President of the United States
Incumbent
Tenure
Policies
Appointments (
)
Presidential campaigns
Impeachments
Legal proceedings
Donald Trump's signature
Seal of the President of the United States

Presidential primaries and caucuses of the Republican Party took place in many U.S. states, the District of Columbia, and five U.S. territories from February 3 to August 11, 2020, to elect most of the 2,550 delegates to send to the Republican National Convention. Delegates to the national convention in other states were elected by the respective state party organizations. The delegates to the national convention voted on the first ballot to select Donald Trump as the Republican Party's nominee for president of the United States in the 2020 election, and selected Mike Pence as the vice-presidential nominee.

President Donald Trump informally launched his bid for reelection on February 18, 2017. He launched his reelection campaign earlier in his presidency than any of his predecessors did. He was followed by former governor of Massachusetts Bill Weld, who announced his campaign on April 15, 2019, and former Illinois congressman Joe Walsh, who declared his candidacy on August 25, 2019. Former governor of South Carolina and U.S. representative Mark Sanford launched a primary challenge on September 8, 2019. In addition, businessman Rocky De La Fuente entered the race on May 16, 2019, but was not widely recognized as a major candidate.

In February 2019, the Republican National Committee voted to provide undivided support to Trump.[1][2] Several states canceled their primaries and caucuses.[3] Other states were encouraged to use "winner-takes-all" or "winner-takes-most" systems to award delegates instead of using proportional allocation.[4][5]

Trump became the presumptive Republican presidential nominee on March 17, 2020, after securing a majority of pledged delegates.[6] Donald Trump received over 18 million votes in the Republican primary, the most ever for an incumbent president in a primary as well as the most for any Republican in a presidential primary.[citation needed]

Sources

  1. ^ Miller, Zeke (January 23, 2019). "Republican Party to Express 'Undivided Support' for Trump". Associated Press. Retrieved February 5, 2019.
  2. ^ Scott, Rachel (January 29, 2019). "RNC pledges support for Trump 2020; state leaders consider canceling caucuses". ABC News.
  3. ^ Kinnard, Meg (September 7, 2019). "Nevada, SC, Kansas GOP drop presidential nomination votes". AP News.
  4. ^ "Rhode Island GOP switches to "winner-take-all" primary vote". Associated Press. September 20, 2019 – via Providence Journal.
  5. ^ Murray, Stephanie (May 6, 2019). "Massachusetts Republicans move to protect Trump in 2020 primary". Politico.
  6. ^ Borenstein, Seth; Colvin, Jill (March 17, 2020). "Trump clinches GOP nomination with Tuesday primary wins". MSN News. Associated Press. Retrieved March 17, 2020.

Special

{{#invoke:Excerpt/sandbox|main|Women in philosophy|fragment=women-in-philosophy-intro}}
This section is an excerpt from Women in philosophy.[edit]

Women have made significant contributions to philosophy throughout the history of the discipline. Ancient examples of female philosophers include Maitreyi (1000 BCE), Gargi Vachaknavi (700 BCE), Hipparchia of Maroneia (active c. 325 BCE) and Arete of Cyrene (active 5th–4th centuries BCE). Some women philosophers were accepted during the medieval and modern eras, but none became part of the Western canon until the 20th and 21st century, when some sources indicate that Simone Weil, Susanne Langer, G.E.M. Anscombe, Hannah Arendt, and Simone de Beauvoir entered the canon.[1][2][3]

Despite women participating in philosophy throughout history, there exists a gender imbalance in academic philosophy. This can be attributed to implicit biases against women. Women have had to overcome workplace obstacles like sexual harassment. Racial and ethnic minorities are underrepresented in the field of philosophy as well. Minorities and Philosophy (MAP), the American Philosophical Association, and the Society for Women in Philosophy are all organizations trying to fix the gender imbalance in academic philosophy.

In the early 1800s, some colleges and universities in the UK and US began admitting women, producing more female academics. Nevertheless, U.S. Department of Education reports from the 1990s indicate that few women ended up in philosophy, and that philosophy is one of the least gender-proportionate fields in the humanities.[4] Women make up as little as 17% of philosophy faculty in some studies.[5] In 2014, Inside Higher Education described the philosophy "...discipline’s own long history of misogyny and sexual harassment" of women students and professors.[6] Jennifer Saul, a professor of philosophy at the University of Sheffield, stated in 2015 that women are "...leaving philosophy after being harassed, assaulted, or retaliated against."[7]

In the early 1990s, the Canadian Philosophical Association claimed that there is gender imbalance and gender bias in the academic field of philosophy.[8] In June 2013, a US sociology professor stated that "out of all recent citations in four prestigious philosophy journals, female authors comprise just 3.6 percent of the total." The editors of the Stanford Encyclopedia of Philosophy have raised concerns about the underrepresentation of women philosophers, and they require editors and writers to ensure they represent the contributions of women philosophers.[8] According to Eugene Sun Park, "[p]hilosophy is predominantly white and predominantly male. This homogeneity exists in almost all aspects and at all levels of the discipline."[2] Susan Price argues that the philosophical "...canon remains dominated by white males—the discipline that...still hews to the myth that genius is tied to gender."[9] According to Saul, philosophy, the oldest of the humanities, is also the malest (and the whitest). While other areas of the humanities are at or near gender parity, philosophy is actually more overwhelmingly male than even mathematics."[10]

Sources

  1. ^ Duran, Jane. Eight women philosophers: theory, politics, and feminism. University of Illinois Press, 2005.
  2. ^ a b "Why I Left Academia: Philosophy's Homogeneity Needs Rethinking – Hippo Reads". Archived from the original on 9 June 2017.
  3. ^ Haldane, John (June 2000). "In Memoriam: G. E. M. Anscombe (1919–2001)". The Review of Metaphysics. 53 (4): 1019–1021. JSTOR 20131480.
  4. ^ "Salary, Promotion, and Tenure Status of Minority and Women Faculty in U.S. Colleges and Universities."National Center for Education Statistics, Statistical Analysis Report, March 2000; U.S. Department of Education, Office of Education Research and Improvement, Report # NCES 2000–173; 1993 National Study of Postsecondary Faculty (NSOPF:93). See also "Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities." National Center For Education Statistics, E.D. Tabs, July 1997. U.S. Department of Education, Office of Education Research and Improvement, Report # NCES 97-973;1993 National Study of Postsecondary Faculty (NSOPF-93).
  5. ^ U.S. Department of Education statistics in above-cited reports seem to put the number closer to 17%, but these numbers are based on data from the mid-1990s. Margaret Urban Walker's more recent article (2005) discusses the data problem and describes more recent estimates as an "(optimistically projected) 25–30 percent."
  6. ^ "Unofficial Internet campaign outs professor for alleged sexual harassment, attempted assault". insidehighered.com.
  7. ^ Ratcliffe, Rebecca; Shaw, Claire (5 January 2015). "Philosophy is for posh, white boys with trust funds' – why are there so few women?". The Guardian.
  8. ^ a b "Women in Philosophy: Problems with the Discrimination Hypothesis – National Association of Scholars". www.nas.org.
  9. ^ Price, Susan (13 May 2015). "Reviving the Female Canon". theatlantic.com.
  10. ^ "Philosophy has a sexual harassment problem". salon.com. 15 August 2013.

Section

{{#invoke:Excerpt/sandbox|main|Science#History}}
This section is an excerpt from Science § History.[edit]
Sources

Section with subsections

{{#invoke:Excerpt/sandbox|main|Science#History|sections=yes}}
This section is an excerpt from Science § History.[edit]
Sources

Retrieved from "https://en.wikipedia.org/w/index.php?title=Module:Excerpt/testcases&oldid=982340007"