Martins Four Subsidiary Philosophical Questions Essay

Martins Four Subsidiary Philosophical Questions - Essay Example In this view, at that point it develops that the thought put across is about information on things. Thusly, the socialist has the inclination of accepting that God isn't sufficiently shrewd to make the universe. The thought achieves the hypothesis of information that surmises that man knows all in this way constraining the human information. As per Martin (2006), epistemology subverts an office as appeared by the lifestyle constrained by treacheries. The axiological perspective on the socialist is that man has the worth and ability to challenge the masterworks of creation. The axiological view partners with the hypothesis of significant worth that has an enthusiasm for the investigation of goodness in reasoning. There are simply the qualities and the worth decisions being referred to for the socialist. As indicated by Martin (2006), essentially suggests extreme worth. At the end of the day, it is what is normally acceptable? Ultimately, the socialist teleological perspectives concern the motivation behind an individual throughout everyday life. Teleological life involves the fate of an individual, objective, and reason throughout everyday life. As per martin, (2006), there are two crucial ways to deal with life. Martin firmly contends that the idea of work has significantly developed from each day’s

Muckrakers Essay -- essays research papers fc

Muckraking was an incredible journalistic power, whose supporters caused it to turn out to be so. Muckraking was the act of scholars and pundits uncovering degenerate government officials and strategic approaches. President Theodore Roosevelt made the term "muck-raker" well known. He once said The man with the sludge rake, the man who could look no chance yet descending with the grime rake in his grasp; who was offered a divine crown for his muckrake, however who might neither gaze upward nor respect the crown he was offered, yet kept on raking himself the foulness of the floor. A few, similar to Roosevelt saw strategies for meddlers, for example, Ida Tarbell, Ray S. Dough puncher, Lincoln Steffens, and Upton Sinclair as these kinds of individuals. Others considered these to be techniques as completely worthy for battling against the mechanical powerhouses. In any case, these defamers endeavored to stir assessment in the hearts of general society (Reiger 1). Muckraking really started some time before the long stretches of 1900-1902, when the muckraking development is credited to have started. Jesus was likely the principal mud slinger. A long time later, Martin Luther uncovered the corruptness of the Catholic Church. Additionally, early Abolitionist works- - Stowe's Uncle Tom's Cabin and Helper's The Impending Crisis utilized muckraking to get a point over. In any case, occasions during the 1890s most straightforwardly made ready for the investigates and exposures of existing conditions. This period had the option to arrive at a constrained high society and the mud slingers had the option to grow bid to the normal white collar class resident (Reiger 49-50). One explanation behind the extended of muckraking was the blast of news-casting. From 1870-1909 the quantity of day by day papers coursed blasted from 574 to 2,600 and the quantity of endorsers from 2,800,000 to 24,800,000. With this expansion, paper proprietors and editors required new lure to bring in its supporters. The paper editors needed to supplant common town tattle with tattle about the most recent occasions of the city. Consequently, in papers they set the most stunning occasions and kept the provincial brain slobbering for additional. As paper flow developed, the huge paper depended substantially less on ideological groups and could now even test them. Papers played on the new human intrigue, the worry of the rich with the issues of those beneath them, status-wise. This "story of the poor" turned into the fundamental layout for muckraking (Ho... ...direct achievement. In any case, in a roundabout way, it was one of the most impressive journalistic developments of our history. The complete dissemination of the ten muckraking magazines came to more than 3,000,000. Likewise, Upton Siclair's books The Brass Check and The Jungle went over the hundred thousand imprint by 1932. Another political development of changed free enterprise was experienced as the muckraking period hammered out its complaints. In particular however, individuals, halfway as a result of the data which mud slingers uncovered, incompletely in light of the dreams of better things which reformers delivered, and mostly on account of awful close to home encounters, started to see huge business as a foe instead of a companion (Reiger 194-196). Works Cited Hofstadter, Richard. The Age of Reform. New York: Alfred A. Knopf, 1972. Josephson, Matthew. The Robber Barons. San Diego: Harcourt Brace & Company, 1962. Reiger, C. C. The Era of the Muckrakers. Massachusetts: Peter Smith, 1957. Sinclair, Upton. "The Consequences of Land Speculation are Tenantry and Debt on the Farms, and Slums and Luxury in the Cities." Upton Sinclair. 1924. <http://home.vicnet.net.au/~earthshr/upton.html> (17 Dec. 1999)

Employee Training and Career Development Essay Example for Free

Representative Training and Career Development Essay In this Employee Training and Career Development Paper various subjects will be talked about relating to advancement. Clarifying the job of preparing in an associations advancement and portraying distinctive representative improvement strategies and its advantages will be evaluated. The paper will address investigating the connection among worker and hierarchical turn of events, just as, depicting the job of human asset the executives in vocation improvement. Assets for this data will desire the eBook; Fundamentals of HR the executives content. Remembered for this paper will likewise be a reflection on the writers’ individual profession improvement, and where they see themselves in 5 years. Alongside it will be the writers’ supposition on how their present as well as future organization can aid their profession improvement and if the company’s vocation advancement openings are adequate. Shot 2 Representative advancement is future situated and worried about the instruction of a worker instead of employment preparing. By training, this implies improving an employee’s capacity to comprehend and decipher information. Representative improvement centers around self-improvement to help in the achievement of getting ready for more noteworthy obligation positions, have investigative, human, reasonable and particular ability. There are three techniques for worker improvement that will be surveyed; work pivot, right hand to positions, and talk flowed and courses. Every one of these strategies are either hands on procedures or off-the-work methods. Occupation Rotation includes moving workers all through the organization to various situations with the plan of extending aptitudes, information and capacities. Thisâ method should be possible either on a level plane or vertically. Occupation Rotation is an incredible technique, its advantages, for example, expanding the employee’s presentation to the associations tasks, expanding experience, lessening weariness, and invigorating new thoughts are fantastic roads to have inside an organization. This additionally permits the board the chance to watch the worker for unwavering quality. The Assistant-To Positions strategy is when employee’s with potential work under somebody with a higher situation in different zones of the association. These representatives might be staff associates or serve on a specific board. Whichever obligation it will be, it is done under the eye of a steady mentor. Advantages for this technique is that the representative will increase a various measure of involvement with the executives exercises and prepping obligations for a higher leveled position. Ultimately the Lecture Course and Seminars technique is one numerous associations offer either in-house or through outside sources. This technique includes traditiona types of guidance, rotating around address courses and classes. Workers gain information and create DeCenso, D., Robbins, S. (2007). Basics of human asset the board (ninth ed.). Recovered from The University of Phoenix eBook Collection.

I am a cute girl free essay sample

This is one of the greatest private colleges in Ad Nag which has 100 hypothetical rooms, 3 talk rooms, 2 corridors and a cutting edge library, so on. In addition, every one of rooms is prepared LAB to help English learning. Extraordinarily, CARS classes are opened at Dong A University which helps individuals with incapacities increasingly certain; in light of the fact that they feel that they are not end of zero in the life, they will have a positive glancing in their life.Further, Dong A University consistently has critical action in consistently, for example, presents for a noble cause, day for perusing book Through these exercises, we realize social abilities just as exercise forever. Plus, Dong A University consistently has odds of Job for the entirety of understudy with the goal that we can get a protected Line of work later on. To help the understudy who has hard case, cherry blooms grant as a support with the goal that they can keep on their fantasy. We will compose a custom paper test on I am an adorable young lady or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Understudies endeavors in study are constantly considered by Dong A University. Further, I truly like English division in Dong A University.Recently, I concentrate in English semantics major, so English office underpins me to such an extent. It makes me enormous information as well as certainty. English division made exercises to improve English of understudy. Right off the bat, English club is opened once in seven days which incorporates many fascinating games. Understudy will feel exhausted or hard to recollect jargon. Besides, workshop is likewise movement of English division. It happens once in a month. At the point when you partake In this movement you can show your presentational capacity before people.Confidence Is a blessing you will accomplish after each course. Also, open talking is advantage play area for the entirety of understudy. You will explain each question with English rapidly and intelligently. This needs you have different jargon and communicate in English as often as possible. Chances which you have at there: chances for a Job, chances for a fantasy, chances for your future Anyway, this Is an energizing visit If you visit Dong A University. What's more, have a go at taking an interest In one of exercises of English office to feel my speaking Is correct or wrong.

5 Most Frequently Tested ACT Science Topics

A lot of students get a little nervous when they see that the ACT has a science section. But Im not a science person! they moan. But theres a very important distinction between the topics on the ACT Science Test and any other science test you’ve ever taken. The most frequently tested ACT Science topics focus more on what you can do when given certain information, rather than what you know before coming into the test. Though you need to be familiar with scientific terms to succeed on the ACT Science Test, the test’s topics also revolve around certain skills. In this post, well look at the most frequently tested ACT Science topics so that you know what to expect on test day. (Ill also point you in the right direction so that you can learn more about each topic and raise your score.) The Scientific Method The scientific method is the key underlying concept behind all science data found on the ACT. Google Dictionary defines the scientific method as â€Å"a method of procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses.† This widely accepted definition guides all valid scientific research. When carried out correctly, the scientific method yields useful, reliable results. Beyond the dictionary definition, the scientific method involves a number of procedural steps. In a nutshell, the steps are as follows: Observe some kind of scientific phenomenon. Describe what you’ve observed and the evidence of scientific facts you see. This description is called a hypothesis. Use the hypothesis to make predictions about what might happen under certain circumstances. Test those predictions by conducting science experiments to see if they’ll come true. If the results of the experiment challenge your hypothesis, repeat steps 2 through 4 again. Come up with a new hypothesis based on both experiment results and your original observation, and test it with a new experiment. Keep repeating steps 2 through 4 until the experiment proves one of your hypotheses. Once an experiment proves your hypothesis, your hypothesis can be reported to the scientific community as a valid theory. Of course, if your hypothesis is proven to be true immediately in the first experiment, then steps 2 through 4 don’t need to be repeated and step 5 isn’t necessary. Sometimes scientists get lucky and prove their hypothesis on the first experimental try, but more often than not, they don’t. Multiple experiments are usually needed before a hypothesis can become a proven theory. Knowing the scientific method will help you immensely on ACT Science questions that require deductive reasoning. You will sometimes be asked to identify a fact that is probably true, based on the data you see. At other times, a question may present a new observation or variable that was not mentioned in the passage and you’ll need to use the logic of the scientific method to infer the impact of the new data. Beyond those specific question types, the ACT incorporates knowledge of the scientific method comprehensively throughout the Science section. Every ACT Science passage and question set revolves around experiments and/or data collected from experiments. A fluency in the scientific method will allow you to take in ACT Science information with confidence and good comprehension. Reading ACT Science Charts Think of this as the ‘treasure hunt.’ Unlike similar questions on the ACT Reading Test, finding the right answer on the ACT Science Test depends on your ability to read charts, rather than passages. The key to success lies in recognizing labels. Skim the questions first, marking any term that looks important. Once you’ve matched a term in the chart to a term used in a question, you know exactly where to look for the answer. The rest of the information (most of it useless) will no longer confuse you or stress you out. Using ACT Science Charts The chart treasure hunt is over. For this question type, you’ll be given a scenario (ex: a variable in the experiment has changed) and have to use the chart to figure out the possible outcome. Though you’re making an educated guess, the chart will provide all the information you need to answer the question successfully, so dont let your guess stray too far from what you see. ACT Science Graphs While scientists use graphs to visualize data and see patterns in their results, graphs can present unique challenges to the ACT test taker. Questions involving graphs will likely ask you to use both a graph and a corresponding chart. As long as you’re focusing on the keywords mentioned in the question, the excess data should not confuse you. Even in such a busy graph, a question will typically ask you about a single line of data. What Comes Next? These questions will ask you to decide what the experimenter should do next. The key to these questions is knowing what the experiment is trying to do. Again, they dont require any deep knowledge of science, only strong reasoning skills and an ability to tune out inessential information. If we look at the first paragraph, we see that scientists want to know about high altitudes and the effects of the air pressure changes. If thats what the scientists want to learn about, our next step needs to have something to do with high altitudes and air pressure. Comparing and Inferring This last question type appears only with the the Comparing Viewpoints passage on the ACT Science Test. Ever do a compare/contrast activity in English or history class? If so, you know what you need to do to answer these questions correctly. If not, it all boils down to finding similarities and differences in the two opinions. The hardest topic for many students is the inference questions. To improve your inference skills, spend extra time analyzing your results after taking a timed practice test. Good practice tests provide detailed explanations for each answer. If you consistently make mistakes with inference questions, analyzing the right answer will help you build the skill you need to succeed. ACT Science: Scientific Terms Bonus! You can find definitions for the following terms and study them on our ACT Flashcard mobile or web app! The ACT Science section will occasionally include questions in which the answer requires science knowledge that is not provided in the passage. Here is a list of basic scientific topics that the ACT might test. But don’t panic! Anything tested will be on a very basic level (something you might have learned in an introductory class or even remember from middle school), and you will only see a few questions per test that require any outside knowledge at all. To get some more tips on ACT science practice, follow this link for strategies, questions and explanations! Biology classifications: genus, species (e.g. knowing that lizards are mammals, reptiles or amphibians) human anatomical systems (circulatory, digestive, respiratory) eukaryotic and prokaryotic organisms photosynthesis pollination metamorphosis genetics (allele, genes, chromosomes, X and Y chromosomes) proteins DNA RNA ribosomes mitochondria chromosome genotype osmosis phenotype dominant and recessive traits crossing over of dominant and recessive alleles mitosis meiosis cellular division phases (interphase, etc.) Chemistry understanding (and balancing) chemical equations and reactions atom nucleus ion molecule solute solution solvent reactant product solubility atomic mass solid, liquid, gas pH acid base viscosity condensation evaporation electrons protons neutrons atomic number atomic mass molar mass isotopes solid, liquid, gas and melting, boiling, freezing points (very generally speaking; not specific to any particular substance, except maybe water) important elements (e.g. water is H20) Physics velocity acceleration polarity buoyancy waves amplitude frequency wavelength charges (like charges attract; opposite charges repel) circuits (capacitor, resistor) amperes volts convection conduction radiation kinetic energy potential energy gravitational potential energy mechanical energy density Earth and Space metamorphism (state change) layers of earth erosion altitude air resistance orbit terrestrial planet/gas giants Other Science Terms independent variable dependent variable control hypothesis endothermic exothermic ectothermic matter mass Thats all for now, ACT scientists. Good luck, and dont let those graphs and charts psych you out! Unless otherwise specified, all images from Wikimedia Commons: LadyofHats, Emichan Miraceti, Sharon Bewick, Mats Halldin, Brazosport College

A Lab Report On Experiment 17 Experimental Error - 3850 Words

A Lab Report On Experiment 17: Experimental Error (Lab Report Sample) Content: Students Name:Instructors Name:Date:A Lab Report On Experiment 17 Experimental ErrorAbstractThis lab report covers the concept of errors and two experiments on DC of a common emitter amplifier and amplification of AC signals. The types of errors, their sources, classifications and ways of reducing errors in laboratory experiments are described. The experiments were conducted using SK10 boards and analysis of the results carried out. The certainty of the measured values was calculated and the absolute and relative error calculated too in this report.DeclarationThis laboratory report is my original work, except where due acknowledgement is made in the text, and to the best of my knowledge has not been previously submitted any other institution.Table of Contents TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc464407602 \h 1Declaration PAGEREF _Toc464407603 \h 11.0 Introduction PAGEREF _Toc464407604 \h 21.1 Objectives of the experiment PAGEREF _Toc464407605 \h 21.2 Theoretica l background PAGEREF _Toc464407606 \h 21.3 Ways of reducing errors PAGEREF _Toc464407607 \h 51.3.1 Reducing systematic errors PAGEREF _Toc464407608 \h 51.3.2 Reducing random errors PAGEREF _Toc464407609 \h 62.0 Materials and procedures PAGEREF _Toc464407610 \h 62.1 Apparatus PAGEREF _Toc464407611 \h 62.2 Procedure for using SK10 board PAGEREF _Toc464407612 \h 72.3 The procedure for practical work: part I DC bias of a common emitter amplifier. PAGEREF _Toc464407613 \h 72.4 Procedure for Practical work: Part II- Amplification of AC signals PAGEREF _Toc464407614 \h 104.0 Discussion and Conclusion PAGEREF _Toc464407615 \h 144.1 Discussion PAGEREF _Toc464407616 \h 144.2 Conclusion PAGEREF _Toc464407617 \h 145.0 Work Cited PAGEREF _Toc464407618 \h 151.0 Introduction1.1 Objectives of the experiment 1 To familiarize with the type of errors, their sources, ways of reducing them, and how to report uncertainty. 2 To be able to build a common emitter amplifier circuit, test its DC bias settin g and amplify AC signals.1.2 Theoretical backgroundScientific procedures to test or discovery of something in the laboratory will always involve comparison of measured quantity with predetermined values of similar quantity. The difference between the measured value and the absolute value is called an error. The error may arise from various sources like environmental changes, while performing the experiment, which some are impossible to avoid and can only be minimized by employing refined techniques or improved instruments. The indication of how much error the measurement might contain makes the results of the experiment that involve measurement to be complete. This means that the knowledge of the types of errors, ways of reducing these errors and proper ways of treating data is required in order to obtain estimate of the degree of uncertainty in measurements. An error is therefore, an uncertainty with measurements, which cannot be eliminated but can only be minimized. CITATION Ric11 \l 1033 (Richard S. Figliola)Errors can be categorized into systematic errors and random errors. Systematic errors describe errors in the output reading of an instrument that are consistently on one side of the correct reading. That is either all the errors are positive or all are negative and they tend to shift the mean of data toward a single direction. Sources of this error include; systematic disturbance during measurement, effect of environment on the instruments (or modifying imputes), bent meter needles, calibration error, drift in instrument features and lastly poor connections practices of the instruments. An error resulting from calibration is always there in an instrument and the value is usually indicated by the manufacturer. CITATION Ala01 \l 1033 (Morris)On the other hand, random errors are those that fluctuate from one measurement to the next, yielding the results that are distributed about a certain mean value. For example, timing of the oscillation of a pendulu m when measuring the period, changes in temperatures and in-line voltages. Sources of this error include; human error, errors resulting from variations in definitions, uncontrollable fluctuations in the inputs conditions in the measurements, electrical noise , lack of precise definition of the quantity being measured and many other unpredicted conditions/ situations. These errors can be minimized by taking several values from the same experiment and find the mean value or by improving the experimental techniques.Mathematical expression governing this error:X= x xWhere x is the mean, x is the uncertainty in the measurement and x is the experimental measurement to be reported. CITATION Dep15 \l 1033 (Electronics)In an experiment, precision and accuracy are essentials to obtain almost error free data. Accuracy is how close the measured value is to the true value or theoretical value; while precision describe the spread of these measurements when repeated. This means an experiment wit h high repeatability has high precision, and can result into high accuracy results. The figure1 below illustrates the difference between accuracy and precision.Figure 1: illustration of accuracy and precision CITATION Dep15 \l 1033 (Electronics)The numbers that can be read directly from the instrument in addition to the estimated value is a reflection of the precision and is called significant figure. The error usually has one significant value hence no need of expressing it in scientific form. When multiplying or dividing, measurement values, the least significant figures in the measurement will be equal to the number of significant figures in the final answer. On the other hand, when adding or subtracting, the number of the decimals in the measurements is the main factor that determines the number of significant figures of the final answer.1.3 Ways of reducing errorsIt is of paramount important to minimize errors in an experiment for high precision and accuracy. This will make th e data acquired more reliable. Several methods have been device to reduce errors depending on the nature or type of the error and their sources.1.3.1 Reducing systematic errors * Systematic errors can develop over a period of time due to wear in instruments components. Recalibration more often gives a full remedy to calibration error. * Observing proper measurement practices would aid in reduction of this error * Use of improved and more intelligent instruments. The equipment should have smallest possible uncertainty. * Making maximum use of available scale and measuring the sum of known number of items for the small values that are mot up to instruments resolution.1.3.2 Reducing random errorsA random error displaces measurements in an arbitrary direction because of the nature of the sources of this error, which makes it unpredictable and inconsistence. Some of the ways to reduce this error include: * Minimizing human error by avoiding parallax * Taking repeated measurements and the n finding the mean, * Careful connection, grounding, reducing of nodes and connector to minimize electrical noise and * Having consistency in measurement techniques.In the following section, an experiment were conducted to build an emitter amplifier circuit, test its DC bias setting and amplify its AC signal using SK10 boards. SK10 board is designed for prototyping electric circuit, in which the conductors are arranged in parallel and the electronics can be inserted to make contact with the conductors. The components are connected by use of a short wire.2.0 Materials and procedures2.1 Apparatus 1 DC power 2 Function generator 3 Oscilloscope 4 Digital multimeter 5 SK10 bread board 6 Transistors BC109 7 Resistors 8 Capacitors2.2 Procedure for using SK10 board * The parallel tracks on the outside of the board was use for power supply * The wire connecting the power supply to the circuit together were twisted to minimize electrical pickup * A coloour scheme was used for wiring * The sho rtest possible length was always used to connect between components to avoid making big loops * The integrated circuit was wired around * The circuit was always built up one section at a time. Then this part was tested to see if it works first before continuing.2.3 The procedure for practical work: part I DC bias of a common emitter amplifier.A basic transistor amplifier known as a common emitter amplifier was built using transistor BC109 as shown in the circuit belowFigure 2: A circuit for pat I CITATION Dep15 \l 1033 (Electronics)Step 0: oscilloscope calibration * Channel 1 and channel 2 of the oscilloscope were calibrated. The test waveform was ensured that they appear as expected.Step 1: power supply connections * Two long wire, a red and a black, were taken, their ends were striped and were twisted together. * One end of the red wire was connected to the positive terminal of power supply and the other end of the black wire to the negative supply. * The other end of each wire was connected to one of the parallel sets of line along the edge of SK10. The red wire was put onto the top line and the black wire onto the bottom line. * Using the oscilloscope with proper scope probes, the power supply was set to 15 V and this voltage was checked if it was seen along the positive supply rail on the SK10.Step 2: Base bias * A note of the percentage and absolute tolerance of all resistors used in the experiment were made using the resistor colour codes. These values were put in the table. * Resistors R1 and R2 were connected on the figure 2. The top lead of R1 was attached to the positive supply rail with the bottom lead into one of the central conductors of SK10. ...

How Sentence Combining Works

An alternative to traditional forms of grammar instruction, sentence combining gives students practice in manipulating a variety of basic sentence structures. Despite appearances, the goal of sentence combining is not to produce longer sentences but rather to develop more effective sentences  Ã¢â‚¬â€and to help students become more versatile writers. How Sentence Combining Works Heres a simple example of how sentence combining works. Consider these three short sentences: The dancer was not tall.The dancer was not slender.The dancer was extremely elegant. By cutting out the needless repetition and adding a few conjunctions, we can combine these three short sentences into a single, more coherent sentence. We might write this, for instance: The dancer was not tall or slender, but she was extremely elegant. Or this: The dancer was neither tall nor slender but extremely elegant. Or even this: Neither tall nor slender, the dancer was extremely elegant nonetheless. Which version is grammatically correct? All three of them. Then which version is most effective? Now thats the right question. And the answer depends on several factors, beginning with the context in which the sentence appears. The Rise, Fall, and Return of Sentence Combining As a method of teaching writing, sentence combining grew out of studies in transformational-generative grammar and was popularized in the 1970s by researchers and teachers such as Frank OHare  and William Strong. Around the same time, interest in sentence combining was heightened by other emerging sentence-level pedagogies, especially the generative rhetoric of the sentence advocated by Francis and Bonniejean Christensen. In recent years, after a period of neglect (a period when researchers, as Robert J. Connors has noted, did not like or trust exercises of any kind), sentence combining has made a comeback in many composition classrooms. Whereas in the 1980s, as Connors says, it was no longer enough to report that sentence-combining worked if no one could specify why it worked, research has now caught up with practice: [T]he preponderance of writing instruction research shows that systematic practice in combining and expanding sentences may increase students repertoire of syntactic structures and may also improve the quality of their sentences, when stylistic effects are discussed as well. Thus, sentence combining and expansion are viewed as a primary (and accepted) writing instructional approach, one that has emerged from research findings holding that a sentence combining approach is far superior to traditional grammar instruction.(Carolyn Carter, The Absolute Minimum Any Educator Should Know Teach Students About the Sentence, iUniverse, 2003)