pure science
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Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

A brief overview of the main historical events that accompanied the formation and establishment of the Laboratory of Oceanology in the Academy of Sciences in 1941 is given. Then, a few years later, the Laboratory was transformed into the Institute of Oceanology, the director of which was appointed the Minister of the Merchant Fleet of the USSR, Academician P. P. Shirshov. By his initiative in 1949, the Institute became the owner of its first large research vessel "Vityaz". It is shown that the entire history of the institute and its research team was primarily based on the development and generalization of the results of regular sea and ocean expeditions. The article provides general information about the results obtained in the recent past, and their development and deepening in the works of the institute at present.

This library research aims to examine the existence of scientists as an independent science, which has a special method and at the same time the usefulness of anthropology in people's lives. The writing approach method used is a qualitative approach with a bibliographic method. This means that in writing this article the writer collects, selects, analyzes and presents various writings sourced from various literature books and other written sources. Syntheses from various sources are presented and assembled to obtain conclusions. The results of the literature review show that anthropology as an independent science fulfills the requirements for a philosophy of science that must contain elements of ontology, epistemology and axiology. These three elements are found in anthropology because anthropology has certain methods and benefits for many people's lives, which in the subsequent development of anthropology is not only a pure science but also an applied science.

This chapter explores the fields of biotechnology and synthetic biology. The micro-scale of synthetic biology clearly indicates the use of knowledge drawn from biochemistry. But its philosophy is more closely aligned to the principles of engineering than those of pure science. The chapter then looks at some examples of synthetic biochemistry, and reflects on what this new field might herald. It studies the creation of synthetic organisms and genomes. The chapter also considers gene editing and the emergence of a powerful gene editing technique, known as CRISPR (from clustered, regularly interspaced, short palindromic repeats). Finally, it addresses ethical issues and the darker applications of these technologies.

The paper discusses several appropriations of the categories of “pure” and “applied” science (mainly in chemistry) in early Francoism. At the height of a crusade that criminalized “pure” science as inherently attached to the culture of the Second Spanish Republic, the category of “pure” assumed spiritual, religious and anti-materialist values in the early education policies of the new regime, in the context of the newly founded national research centre, the Consejo Superior de Investigaciones Científicas (CSIC). At the same time, relevant Francoist scientists stressed the high moral status of a new utilitarian, “applied” science, to efficiently serve the material needs of the country. As a result, the categories of “pure” and “applied” science, and their rhetorical use in public addresses and propaganda, became useful tools for building a strong alliance between science and power that cemented the dictatorship.

Despite the existing extensive research on stance markers such as hedges, boosters, and self-mention in academic writing, few studies, however, examined the co-occurrence of these stance markers to help authors project their identities in writing. In this study, we examine how self-mention with boosters and hedges are used by writers of different groups to manifest authorial presence and what functions they realize in research writing. Two self-compiled corpora were constructed to compare the discursive practice between Chinese PhD students and journal article writers from four disciplines in hard applied and hard pure science. In general, student writers use fewer self-mention with boosters but more self-mention with hedges than expert writers. An examination of the rhetorical functions of these devices shows that both expert and student writers employ most self-mention with boosters for presenting research findings, but students are more inclined to invest self-mention with boosters than expert writers when describing research procedures or elaborating arguments. Meanwhile, self-mention with hedges are mostly used for elaborating arguments, but compared with expert writers, students seem to overly obscure their presence in this function.

Abstract This paper aims to define Bio-art by strengthening its artistic status through two distinct approaches. The first is based on the acceptance that the concept of Bio-art includes both the term “art” and the term “bio” that could stand for Biology, Biotechnology, and Bioethics. It is argued that despite its direct connection to scientific research, Bio-art is only partly linked to the methods of the pure science of Biology, while it stands closer to the technoscience of Biotechnology. However, while bio-artists often use scientific methods and techniques, they eventually focus on bioethical questions. To amplify the artistic status of bio-artworks, we claim that they are kinds of visual “enthymemes”, a term used by Aristotle to define incomplete rhetoric syllogisms linking all recipients to common questions. Our second approach is developed around Levinson’s intentional-historical theory, showing that Bio-art belongs to the evolutionary narrative of art and artistic intentions. We allege interconnections of distinct features of bio-artworks with artworks of different eras that in the context of a retrospective view are to be understood as having paved the way for the emergence of Bio-art.

The article considers the influence of civilizational racism ideas on the universal­ist and civilizational approaches to historical studies. According to the author, the Anglo-American hegemony in the sphere of culture, politics and science serves to devalue both approaches and disagrees with the requirements of pure science. Civilizational racism is viewed as the result of the secular transforma­tion of Anglo-Saxon Protestantism and its interaction with colonial practices. According to the logic of the article, the Anglo-Saxon version of racism is seen as a model for the entire Western society. It is distinguished by the myths of civi­lizational superiority, the principle of extraterritorial cratocracy, sacred violence with the sacred sacrifice chosen from among “non-conventional subjects” and the idea of civilizing mission. Civilizational racism is seen as a cultural metanar­rative and ‘a privileged entity’. In the future we are going to witness the increas­ing importance of the civilizational approach in connection with the trend in­volving the macroregionalization of world processes.

The present study was carried out in the Labs of collage of education for pure science, during period from January 2017 to endDecember of the same year. The immune status investigates for CLpatients by measuring the levels of cytokines (IL6and IL10) in sera using a technique enzyme-linked immune Sorbent adsorptive (ELISA). The study included 120 subjects with (60 CLpatientsL.majar and 60 CLpatients L. tropica with and (30) were healthy control. Increased mean Serum level of IL6 was in the observed in the total patients as compared to control Subjects (224.53pg/ml,70.70pg/ml), the result indicate there was significant difference at (p<0.05) ,such observation was consistent in the patient infected with L.majar and L. tropica (104 .90 pg/ml and 112.78 pg/ml) respectively. The results of the IL10 showed significant difference at (p<0.05)increased of mean Serum level in the total CL patients as compared to control Subjects(226.90 pg/ml 46.77pg/ml,).Ahighly significant difference at (p<0.05) increased observed in patients group infected with L.majar and followed by patients group infected L. tropica (112.78pg/ml and 114.12pg/ml) respectively.These results revealed that the excessive presence of cytokines might play a role in CL patients.