The College Curriculum †Becoming an Architect

Study architecture and a good college curriculum will prepare you for anything. Accredited programs of architecture will center around practicing design and building things. If it doesnt, youll be throwing away your money if you want to be a professional architect. As an architecture student, you will study a broad range of subjects, including writing, design, graphics, computer applications, art history, mathematics, physics, structural systems, and building and materials construction. The best schools are not necessarily the schools with the best equipment and facilities but they employ the best teachers. And the best teachers of architecture are not necessarily the most famous architects in the world. The best teachers will teach these subjects without you even knowing how much youre learning. Architecture is the application of many subjects. To get an idea of the specific classes you will take, spend some time browsing through the course listings, a sampling of which are usually listed online for many schools of architecture. Make sure that the courses of study have been accredited by the National Architectural Accrediting Board (NAAB). Dr. Lee W. Waldrep reminds us, however, that there are many routes to take to become an accredited architect. Which degree program you choose will determine what courses you take. At most schools, he says, enrolled students begin intensive architectural studies in the first semester and continue for the duration of the program. If you are highly confident in your choice of architecture as your academic major, pursuing a B.Arch. may be the ideal choice. If, however, you think you may not ultimately choose architecture, the five-year program is not forgiving, meaning that changing majors is difficult. Design Studio At the heart of every architecture course of study is the Design Studio. It is not unique to architecture, but it is an important workshop to understand the process of planning, designing, and building things. Industries such as automobile manufacturing may call this building approach Research and Development as teams work together to create a new product. In architecture, the free expression of ideas, both design and engineering, is what drives collaboration in this important and practical course. The Wright Studio at Oak Park. Santi Visalli/Getty Images (cropped) Even famous architects like Frank Lloyd Wright have done professional architectural work from their design studios. Learning by doing in a studio workshop is a prime reason why online architecture courses are limited. Dr. Waldrep explains the importance of this coursework in an architecture curriculum: Once you are in the studio sequence of a degree program, you will be taking design studio each semester, usually four to six credits. Design studio may meet between eight and twelve hours contact hours with the designated faculty and countless hours outside of class. Projects may begin in the abstract and deal with basic skill development, but they quickly progress in scale and complexity. Faculty members provide the program or space requirements of a given building project. From there, students individually develop solutions to the problem and present the results to faculty and classmates....Just as important as the product is the process. You will learn not only from the studio faculty but also your fellow students. Waldreps book Becoming an Architect: A Guide to Careers in Design can mentor any aspiring architect through the complicated process of becoming an architect or even becoming a professional home designer. Studio Culture Some of the project assignments will be group projects and some will be individual projects. Some projects will be reviewed by professors and some by fellow students. The school should provide every student with a safe place to work on these projects. Every accredited school of architecture has a written Studio Culture Policy — a statement of what incoming students should expect and how their project work will be evaluated or juried. For example, the policy at Princeton University School of Architecture outlines that each student will be provided two 3’ x 6 work tables, two drafting lamps, one power strip, one task chair and one lockable steel cabinet; that students should manage their time and avoid all-nighters to finish projects; and that critiques should concentrate on clarity and consistency, as opposed to making judgments of value or quality. Criticism should be constructive and dialogue should be respectful. As long as a project has a clear idea or concept that can be defended, the student should be able to compete in the design studio atmosphere. The review process can be brutal, but follow the rules and the architecture student will be well-prepared when defending a design to a paying client in the real world. Critical thinking and problem solving are core strengths of the professional architect. The American Institute of Architecture Students (AIAS) continues to advocate for the fair and humane treatment of the architecture student. The AIAS regularly examines and monitors the design teaching methods of architecture programs. The Redesign of Studio Culture, a 2002 report put out by the AIAS Studio Culture Task Force, changed the culture of the studio culture, so every student knows what to expect. When students are researching prospective architecture programs, check out their curricula, design studio offerings, and policies that inform how the architecture program is run. The design studio experience is what everyone remembers and where lasting friendships are established. You dont want to miss it. Source Waldrep, Lee W. Becoming an Architect. Wiley, 2006, pp. 94, 121

Autism Spectrum Disorder and its Causes Essay - 906 Words

In 2000, one in every one hundred and fifty children was diagnosed with autism spectrum disorder. Since then, there has been a drastic increase on the incidents of this disorder. In 2013, according to the Centers for Disease Control, Autism spectrum disorder occurs in one out of eighty eight children. (CDC, 2013) That is a significant increase over a relatively short period of time. With such an increase, it is important to learn what autism spectrum disorder is and what might cause it. Autism spectrum disorder is the term used for a group of disorders in brain development. It is a complex disorder and symptoms usually appear before the child is age five. It is called a spectrum disorder because each person is affected differently†¦show more content†¦Although, most people with autism do develop language skills, they are generally not at a level of a typically developing person and the progress of their language development is usually slow and irregular. Another way communication is affected in people with autism spectrum disorder is the lack of nonverbal conversation skills. People who suffer from this disorder are unable to interpret nonverbal cues. The lack of this skill can make it more difficult for them to understand the full meaning of what the person is trying to convey. They might also be unable to use nonverbal gestures themselves. This can be very frustrating and can lead to misunderstandings of their true meanings. Without an appropriate w ay to get their feelings across, they may resort to screaming, and other misbehaviors. Another characteristic of autism spectrum disorder is communication difficulties. People with autism spectrum disorder often find it difficult to handle themselves socially. They can find it overwhelming to be in large groups of people. This can lead to inappropriate behavior and breakdowns. They can find it difficult to make small talk or to find an appropriate topic to talk about. Sometimes they may only talk about a topic they are interested in, leaving no room for any other conversation. Another example of communication difficulties common in autism spectrum disorderShow MoreRelatedThe Causes Of Autism Spectrum Disorder1006 Words   |  5 PagesAutism is simultaneously the most familiar and least understood disorder. Autism spectrum disorder is defined as a developmental disorder that involves problems with social communication, social interaction, and repetitive patterns of behavior, i nterests, or activities. Like all disorders, there are biological, social, and therapeutic implications. Firstly, like many disorders there are several biological factors. Autism is a neurodevelopmental disorder, therefore Autism affects the developmentRead MoreUnderlying Causes Of Autism Spectrum Disorder1882 Words   |  8 PagesUnderlying Causes of Autism Spectrum Disorder Ariel Robinson Biology 4800-Fall 2016 Autism Spectrum Disorder is a developmental disorder that displays characteristics of significant impairments in social interactions and communication, obsessive interests, and repetitive behaviors.1 The DSM-5 characterizes Autism Spectrum Disorder as having a range of symptoms with varying severity, hence the term â€Å"spectrum†.2 Figure 1 shows a representation of the symptoms and sub-types of disorders that are characterizedRead MoreThe Causes Of Autism Spectrum Disorder ( ASD )1407 Words   |  6 PagesAutism spectrum disorder (ASD) was introduced in 2013 by the American Psychiatric Association as a disorder comprising four previous mental health disorders: autistic disorder, childhood disintegrative disorder, pervasive-developmental disorder, and Asperger syndrome (Autism Speaks, 2017). As a whole, ASD presents with specific symptoms such as social and communication challenges, restrictive or repetitive behavior, and unique strengths and differences. The diagnosis of AS D is graded on a spectrumRead MoreIs Vaccines A Cause Of Autism Spectrum Disorder?1257 Words   |  6 Pagesbe a cause of Autism Spectrum Disorder. The CDC, Centers for Disease Control and Prevention, states that this is false. The CDC repeatedly says that there is no link between these two. There have been studies showing that the ingredients in vaccines are not the cause of Autism. â€Å"One vaccine ingredient that has been studied specifically is thimerosal, a mercury-based preservative used to prevent contamination of multidose vials of vaccines. Research shows that thimerosal does not cause ASD†Read MoreIs Vaccines A Cause Of Autism Spectrum Disorder?1179 Words   |  5 Pagescan be a cause of Autism Spectrum Disorder. The CDC, Centers for Disease Control and Prevention, states that this is false. The CDC repeatedly says that there is no link between these two. They have studies showing that the ingredients in vaccines are not the cause of Autism. â€Å"On e vaccine ingredient that has been studied specifically is thimerosal, a mercury-based preservative used to prevent contamination of multidose vials of vaccines. Research shows that thimerosal does not cause ASD† (CentersRead MoreMmr Vaccine Can Cause Autism Spectrum Disorder Essay2192 Words   |  9 Pagesvaccinations. Although vaccines are said to reduce the chance of receiving certain infections or diseases, controversial ideas believe that the MMR vaccine can cause autism spectrum disorder. Autism is a developmental disorder that impairs communication and interaction; it has no confirmed cause. Usually, a child begins to show signs of autism around 12 to 18 months, which is also the same age when a child receives the MMR vaccine. Because of this correlation, apprehensive parents are choosing to notRead MoreAutism Spectrum Disorder : Causes, Characteristics, Implications, And Management Since It Has No Cure Essay1459 Words   |  6 PagesIntroduction Autism is a disorder that affects social communication skills, speech, intellectual ability and fine and gross motor skills. It is a developmental disorder that is diagnosed during childhood, when diagnosed with this disorder it is expected to stretch throughout life since it has no cure. The disorder is officially known as autism spectrum disorder. This is so because the diagnoses has five spectrum namely; Asperger syndrome, Rett syndrome, Fragile X Syndrome, pervasive developmentalRead MoreAutism Spectrum Disorder And Autism1389 Words   |  6 Pages Autism Spectrum Disorder Autism is a form of â€Å"ASD,† Autism Spectrum disorder and is experienced all around the world. Autism is a developmental disorder that consists of many neurodevelopmental disorders of the brain. People with autistic disorder think and act in different ways than most people. There are many different forms of autism spectrum disorder that include the pervasive development disorder, Asperger syndrome, and autistic disorder. These disorders are called spectrum disorders becauseRead MoreAutism Spectrum Disorder and its Characteristics Essay1285 Words   |  6 Pageswith autism spectrum disorder. Since then, there has been a drastic increase of the incidence of this disorder. In 2013, according to the Centers for Disease Control, autism spectrum disorder occurs in one out of eighty eight children. (CDC, 2013) That is a significant increase over a relatively short period of time. With such an increase, it is important to learn what autism spectrum disorder is and what might cause it. Autism spectrum disorder is the term used for a group of disorders in brainRead MoreAutism Spectrum Disorder And Autism Essay1474 Words   |  6 Pagesresearch done on abnormal diseases to understand the causes, functions, and effects or the diseases. One of the most widely known abnormal disorders is Autism Spectrum Disorder. Autism is a complicated disorder because it represents a wide range of developmental disorders categorized by criteria such as: impaired social interactions, verbal and nonverbal communication breakdowns, and repetitive behaviors. Since Autism Spectrum Disorder is on a spectrum, as the name suggests, there are individuals with

The Collapse of Hastie Group FreeSamples †MyAssignmenthelp.com

Question: Discuss about the Collapse of Hastie Group Activities. Answer: The collapse of Hastie Group is considered as one of the major collapse due to the drastic failure in corporate governance. The collapse of Hastie Group left many workers without job while made the creditors unsecured. It needs to be mentioned that the company did not follow eight major principles of corporate governance. They are discussed below: Principle 1: Governance Structure: According to this principle, there must be an effective board in every business organization; and the responsibilities and accountabilities of them will be clearly identified (nccg.mu, 2018). However, in case of Hastie Group, the chief operating officer of the company was involved in the conspiracy to falsify accounts (asic.gov.au, 2018). It showed that the company did not follow this principle. Principle 2: The Structure of the Board and Its Committees: This principle states that the company should have independent mindset directors (nccg.mu, 2018). However, in case of Hastie Group, ASIC indicates towards the involvement of the directors of this company in fraud and illegal activities that indicates towards the non-following of this principle by the company (directorsaustralia.com, 2018). Principle 3: Directors Appointment Procedure: As per this principle, companies are required to implement formal, rigorous and transparent process for the opponent of the directors (nccg.mu, 2018). Some of the main reasons for the failure of Hastie Group are poor management of international operations and the breach of duties by the directors. All these aspects show the non-following of this Principe by the company (directorsaustralia.com, 2018). Principle 4: Directors Duties, Remuneration and Performance: This principle states that the directors of the companies need to be complied with their legal duties (nccg.mu, 2018). The directors of Hastie Group fail to perform their duties in large acquisition process. Moreover, they were involved in various fraudulent activities to falsify the business accounts. Thus, these actions together violated this particular principle of corporate governance (directorsaustralia.com, 2018). Principle 5: Risk Governance and Internal Control: It is the responsibility of the board to govern business risks (nccg.mu, 2018). It needs to be mentioned that the risk committee of Hastie Group was largely inactive, as the board did not have any inquiring mind to enquire the fraud activities. This shows that the company did not comply with this principle (directorsaustralia.com, 2018). Principle 6: Reporting with Integrity: The board need to present the fair, balanced and understandable assessment of the financial aspects (nccg.mu, 2018). In case of Hastie Group, the financial statements of the company were presented in a falsified manned that indicates the breach of this principle (smh.com.au, 2018). Principle 7: Audit: The audit procedure of the companies needs to be conducted in the honest and independent manner (nccg.mu, 2018). In case of Hastie Group, it can be seen that the auditor of the company failed to comply with the principle of Australian Auditing Standard that leads to the violation of this corporate governance principles (smh.com.au, 2018). Principle 8: Relationship with Shareholders and Other Key Stakeholders: The companies are required to maintain a cordial relationship with all of their stakeholders (nccg.mu, 2018). The collapse of Hastie Group contributed to the loss of jobs of almost 2700 employees and the creditors become unsure about the realization of their money. Moreover, the share prices were also affected. This shows the violation of this principle. References 17-384MR Former Managing Director and former Chief Operating Officer of Hastie Services charged with conspiracy to falsify accounts | ASIC - Australian Securities and Investments Commission. (2018).Asic.gov.au. Retrieved 22 March 2018, from https://asic.gov.au/about-asic/media-centre/find-a-media-release/2017-releases/17-384mr-former-managing-director-and-former-chief-operating-officer-of-hastie-services-charged-with-conspiracy-to-falsify-accounts/ Battersby, G. (2013).Hastie directors 'may have breached duties'.The Sydney Morning Herald. Retrieved 22 March 2018, from https://www.smh.com.au/business/hastie-directors-may-have-breached-duties-20130121-2d322.html Lessons from the Collapse of The Hastie Group. (2013).Directorsaustralia.com. Retrieved 22 March 2018, from https://www.directorsaustralia.com/blog/110-lessons-from-the-collapse-of-the-hastie-group The 8 Corporate Governance Principles | NCCG. (2018).Nccg.mu. Retrieved 22 March 2018, from https://www.nccg.mu/8-corporate-governance-principles

Task

Table of Contents Overview of a framework for task-based teaching 3 The Task Framework Pedagogical task Considerations for syllabus design Syllabus content: Tasks and Functions Conclusion Works Cited Overview of a framework for task-based teaching 3 Specialists and policy makers in the area of American education have developed a framework for the task-based teaching recognized in section 1 above. In fact, such a sophisticated teaching method cannot achieve its targeted goals without the involvement of specific guidelines specifically established for the teachers.Advertising We will write a custom essay sample on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 specifically for you for only $16.05 $11/page Learn More In this section, a framework for the CLT will be reviewed, with an aim of describing how the task based language teaching applied in elementary classroom will be enhanced in order to yield the desired outcome s. This framework provides a description of the key issues in the teaching model introduced in lower elementary schools. This will include enabling both the target and pedagogical skills. This section provides an outline of the procedures that elementary school teachers will apply to develop integrated syllabus. In the process of designing the syllabus, focus on material design will be an area of the main emphasis. Moreover, the principles for the procedures are going to be established. The Task Framework The target tasks or real-world tasks are the point of departure for TBLT. These tasks are several things that human beings do every day, such as using language, including writing, reading, exchanging ideas and socializing. These have been recognized as the four macrofunctions of a language. According to this model, language is used for three basic purposes; they are exchange of goods and services, socialization as well as enjoyment. Teachers and policy makers in elementary educatio n must develop effectiveness as they seek to develop pedagogical tasks by transforming the real-world tasks described herein. According to Richards and Rodgers (23), such tasks in language teaching are better achieved when they are considered and placed as a continuum from the rehearsal to activation tasks.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Pedagogical task Rehearsal is an important task in teaching language in lower elementary levels. Rehearsal is actually a rationale behind the transformation of real world targets in language toward pedagogical tasks. For example, when teaching communication skills, a teacher may ask a student to take part in the task of writing his or her personal profiles. Students will be asked to exchange their reports with their partners in order to see how different their answers are. From this task, it is evident that the task has been transformed from the real world task (the process of job seeking) to language teaching in class. This framework is designed to provide the students with an opportunity to involve them in rehearsing some performance done outside the classroom, but which will activate their language skills in the classroom. In this case, learners will progressively move from reproductive use of language to creative language use. The creative use of language is a state in which the learners are able to recombine some familiar words, expressions and language structures in a fresh way. It is important to note that the learners will be in a good position to maximize their language acquisition when they begin to use the language in a creative way because they are required to use their emerging skills and resources in language. This is known as activation rationale in language teaching. Considerations for syllabus design In most cases, task based teaching approach faces a major problem because it consists of a random collection of tasks that have not been tied together. To tie these tasks together in an appropriate manner, it is necessary to consider two things. First, the teacher may tie these tasks in terms of lessons or units of work through task chaining principle. Within the syllabus, it involves macrofunctions, grammatical elements and microfunctions they express.Advertising We will write a custom essay sample on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 specifically for you for only $16.05 $11/page Learn More To enhance the process of task tying, there is need for an effective syllabus design. The syllabus is designed in a manner that expresses the task and the three elements of a task. For instance, in the task section, the teacher will make the students assume that they are in a party, where their partners will introduce three new friends. In this case, the macrofuction is to socialize; the microfunction of the task is to exchange per sonal information while the grammar elements of the task include â€Å"stative† verbs such as â€Å"yes† or â€Å"no†. The following is an example of a syllabus design: Task Macrofunction Microfucntion Grammar element At a party a partner, three friends introduced Socializing Personal information is exchanged Demonstrative verbs: Yes/No Stative verbs Syllabus content: Tasks and Functions Tasks and functions of a task are related. A single task is always underpinned by at least one function. Tasks are normally made of a function and another element such as context. Tasks allow grammar and functions to be activated within a give context of communication. Unlike the normal things done in a language, functions of a task appear more abstractive realizations. Within the context of the syllabus, it is normally important for the leaner to share with others as they get oriented to the transformation of the real-life target to classroom experience with the task-ba sed language and grammar elements. However, task-based syllabus, unlike synthetic syllabuses, allows a wide range of opportunities for naturalistic recycling. In this case, grammatical and functional elements must appear in a number of times within a wide and diverse range of contexts. In particular, such a syllabus is important and good for second language learners as it allows them to restructure and develop an in-depth understanding of the grammatical issues in question.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research has shown that a leaner’s ability to use a particular form of grammar several times and over a longer period of time will progressively increase his or her accuracy rates. However, research has also shown that the mastery of language does not proceed in a liner fashion from zero state to native-speaker state. Sometimes, the learners’ ability may stabilize, while at other times, the ability gets from good to worse. This is primarily because linguistic items do not exist as isolated entities, but rather any item is likely to be influenced by a number of factors. Accordingly, learners must undergo a â€Å"linguistic metamorphosis† since language acquisition is a long and organic process (Richards and Rodgers 47). The syllabus for task-based teaching is based on this model in order to allow the leaner to enrich their language. Conclusion Task-based language teaching applied in elementary classroom from grade 1 to 3 is better developed within the context of a framework that takes into consideration the tasks, their functions and grammar elements. The task-based framework allows the teacher to take into consideration the process of transforming real-life tasks to pedagogical and grammar skills. Within this context, developing a syllabus that will take into consideration this framework must be based on the theoretical aspects of language acquisition. Works Cited Richards, Jack and Theodore Rodgers. Approaches and Methods in Language Teaching. Cambridge, MA: Cambridge University Press, 2001. Print. This essay on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 was written and submitted by user Julianna Mcdonald to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Task

Reflection #2 Example

Reflection #2 Example Reflection #2 – Coursework Example Reflection no. 2 The Elements of Manifest Destiny in the Western Expansion of Documents An element of manifest destiny inwestern documents appears in countries where slave trade is rampant, like India. Angelina argues that the main places or where ideas of slavery manifests destiny of western documents include slavery on plantations that affects treatments of house servants who chiefly belong to first families in the city of Charleston affecting both fashionable and religious world. The elements of manifest destiny incorporate features of equality as a perfect and universal entity. According to Jacksons, provisions under the equality and universal articles develop in the operations of physical world and conscious law of the soul (1). In addition, the items documents as self-dictates of morality that accurately defines various duties and rights of an individual. In the document declaration of sentiments written by Elizabeth Cady Stanton, manifest destiny reveals when women movement wa s launched. Besides, manifest destiny also develops when men assume among people of the earth a different position away from the laws of nature and Gods entitled position. On the contrary, Angelina Grimke Weld argues that manifest destiny develops when she demonstrates the effects of subjective power on slave and mistress... According to Elizabeth and Angelina, manifest destiny develops when inequality reveals to men in taking different positions among people on earth and when human treated as slaves.Reflection no. 1Chloe Downs argues that manifest destiny of western documents reveals removing Native Americans from their country responses on the improvements of Indians to have failed (Jacksons 1). Chloe further argues that Indians were forced out of their homes and developed dangerous inequality developments. However, manifest destiny reveals when Indians were again provided with arms, clothing, and ammunition, in bringing equality again.Jacksons, Andrew. â€Å"Indian Removal Extra ct from Andrew Jackson’s Seventh Annual Message to Congress on Dec 7, 1835.† Pbs. 2001. web. April 8, 2015 from pbs.org/weta/thewest/resources/archives/two/removal.htm

75 Names of Unusual or Obsolete Occupations

75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations By Mark Nichol The English language abounds with word describing occupations and professions that are rare or obsolete or are otherwise unusual and hence obscure. Here is an incomplete but extensive list of such terms, along with brief definitions. 1. ackerman: a plowman or oxherder 2. alewife: a proprietor of a tavern 3. alnager: a wool inspector 4. arkwright: a carpenter specializing in wooden chests 5. bowyer: a bowmaker 6. brazier: a brass worker 7. catchpole: an official who pursues those with delinquent debts 8. caulker: someone who packs seams in ships or around windows 9. chandler: a candlemaker, or a retail supplier of specific equipment 10. chiffonier: a wigmaker 11. cobbler: a shoemaker 12. collier: a coal miner or a maker of charcoal (also, a ship that transports coal) 13. cooper: a maker or repairer of barrels, casks, and tubs 14. cordwainer: a shoemaker 15. costermonger: a fruit seller 16. crocker: a potter 17. currier: a leather tanner, or a horse groom 18. draper: a cloth dealer 19. drayman: a driver of a heavy freight cart 20. drummer: a traveling salesman 21. duffer: a peddler 22. eggler: an egg seller 23. factor: an agent or steward 24. farrier: someone who trims horse hooves and puts on horseshoes 25. fishmonger: a fish seller 26. fletcher: a maker of arrows 27. fuller: someone who shrinks and thickens wool cloth 28. glazier: a glassmaker or window maker 29. haberdasher: an owner of or worker in a store for men’s clothing or small items used for making clothes 30. hawker: a peddler 31. hayward: an official responsible for fences and hedges 32. higgler: a peddler of dairy products and small game (also, a haggler, or someone who negotiates for lower prices) 33. hobbler: a person who tows boats on a canal or river 34. hooper: a maker of hoops for barrels, casks, and tubs 35. hostler or ostler: one who cares for horses or mules, or moves or services locomotives (originally, an innkeeper, who also maintained stables) 36. huckster: a peddler (now refers to a con artist) 37. ice cutter: someone who saws blocks of ice for refrigeration 38. ironmonger: a seller of items made of iron 39. joiner: a carpenter who specializes in furniture and fittings 40. keeler: a crew member on a barge or a keelboat 41. knacker: one who buys animals or animal carcasses to use as animal food or as fertilizer (originally, a harness maker or saddle maker) 42. knocker-up: a professional waker, who literally knocks on doors or windows to rouse people from sleep 43. lamplighter: someone who lights, extinguishes, and refuels gas street lamps 44. lapidary: a jeweler 45. lector: someone who reads to factory workers for entertainment 46. log driver: someone who floats and guides logs downriver for transportation 47. milliner: a designer, maker, or seller of women’s hats 48. muleskinner: a wagon driver 49. peruker: a wigmaker 50. pinsetter: someone who sets bowling pins back up after each bowl 51. plowright: a maker of plows and other farm implements 52. plumber: originally, one who installed lead roofing or set lead frames for windows 53. porter: a doorkeeper or gatekeeper 54. puddler: a worker in wrought iron 55. quarryman: a stonecutter 56. raker: a street cleaner 57. resurrectionist: someone who digs up recently buried corpses for use as cadavers 58. ripper: a fish seller 59. roper: a maker of nets and ropes 60. sawyer: a carpenter 61. slater: a roofer 62. slopseller: a seller of ready-made clothing, as opposed to a tailor 63. stevedore: a dockworker 64. tanner: someone who cures animal hides to make leather 65. teamster: a wagon driver 66. thatcher: someone who makes thatched roofs 67. tinker: a repairer or seller of small metal goods such as pots and pans 68. turner: someone who uses a lathe to turn wood for balustrades and spindles 69. victualer: an innkeeper, or a merchant who provides food for ships or for the military 70. wainwright: a wagon maker 71. webster: a weaver 72. weirkeeper: a fish trapper 73. wharfinger: an owner or operator of a wharf 74. wheelwright: a maker of wheels for carriages and wagons 75. whitesmith: a worker of tin Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withHow to Play HQ Words: Cheats, Tips and Tricks15 English Words of Indian Origin

Distributed agile software development Essay Example | Topics and Well Written Essays - 500 words

Distributed agile software development - Essay Example Agile principles have been proposed as the best solution for the numerous communication challenges related to Distributed software development. Agile software development refers to a group of software development methodologies that aim to achieve a more nimble and lighter development processed which as a result make them increasingly responsive to change. We can alternatively term agile software development as a group of methods of software development based on both iterative and incremental developments. Additionally, their resolutions and requirements change through a partnership between cross-functional and self-organizing teams (Torgeir, Sridhar, Venu and Nils 2012, p. 1213-1221). Torgeir, Sridhar, Venu and Nils (2012, p. 1213-1221) states that the agile software methodologies are anchored on various principles. The first is to develop software that meet customer requirements. The other principles are accepting any changes that might arise in requirements at any development stage, ensuring there is maintenance of the existing cooperation between the developers and the customers on a daily basis during the project development cycle and lastly being to develop on a test-driven basis which implies writing a test prior to writing a code (Torgeir, Sridhar, Venu and Nils 2012, p. 1213-1221). We can term agility to refer to do away with most of the heaviness in a bid to promoting reception of quick response towards changing environments, the changes in the requirements of the users and accelerating the project deadlines. Distributed agile development processes have been applied with success to many projects. Agile distributed development process has been successfully applied on a project involving a developer’s team distributed in the academic workspace. We also have the DART project which was a research project on different web applications with one of the main goals being to analyze

Decision Making Term Paper Example | Topics and Well Written Essays - 1250 words

Decision Making - Term Paper Example Although different concepts on the theoretical framework for decision making have emerged, the standard decision-making model used in organizations focus on the rational model involving â€Å"a cognitive process where each step follows in a logical order from the one before†¦ (and) it is based on thinking through and weighing up the alternatives to come up with the best potential result† (decision-making-confidence.com 1). On the other hand, authors Ticha, Hron and Fiedler wrote an article entitled â€Å"Managerial decision making – importance of intuition in the rational process† published in the Agricultural Economics Journal which aimed to determine the role of intuition in the decision making process (Ticha, Hron and Fiedler). In this regard, the purpose of the paper is to choose a real life problem that have either been noted or where one has been a part of and analyze it using one of the theories or ideas discussed in the text or in class. The discours e would analyze the decision making process by linking it to theories and concepts discussed to derive a deeper understanding of both the problem and potential solutions through increased knowledge of administrative behavior in organizations. Organizational Problem One has learned from a friend previously employed in a health care organization of a decision making process that involved both the rational model and intuition. By intuition, Ticha, et al. ... involves the manifested difficulties of nurses managers to comply with their responsibilities that involve not only patient care but complying with documentation and reportorial obligations. According to nurse managers, the need to do some administrative and clerical tasks divide their focus on patient care, causing lower productivity and performance. Other symptoms of confounding problems are exemplified through back-logs in complying with monthly reports on status of medical equipment and supplies under their jurisdiction, performance evaluations of nurses, and scheduling vacation leaves and trainings for nurses. Alternative Courses of Action and Analysis of Options Using the rational model of decision making, since the problem has already been identified, the alternative courses of action were enumerated by department managers for presentation to the Vice President of Nursing and to be forwarded to the President and CEO for approval. The different options presented were as follows : (1) Status quo or do nothing, by forcing the nurse managers to comply with both adminstrative obligations and patient care. The advantage of this option is that there would not be any displacement or changes that could possible be met by resistance and difficulties in implementation. The disadvantage of this alternative is contined backlog in reports that could be significantly detrimental in the long run since the accuracy in information for performance of personnel, inventories of equipment and supplies and scheduling of vacation leaves are lacking, there are strong possibilities for insufficient supplies, demotivated staff and delayed promotions. In addition, patient care, which is of utmost importance would likely suffer as well. (2) Review the responsibilities of the nurse managers

ELL Schools and Families Essay Example for Free

ELL Schools and Families Essay The population of English Language Learners (ELL) are increasing in educational institutions primarily influenced by globalization and immigration. It has been projected that within the coming years, the percentage of children attending educational institutions in the country shall be non-English speakers. The term ELL is brought about by the shift in the English language-learning paradigm that represents the trend in language acquisition. (Bank Street) The increasing population of ELL’s are putting pressures on the educational atmosphere as educational institutions are forced to alter their curriculum to accommodate the needs and concerns of the learners. (Abedi, 2002) Integrating a program for ELL’s in the school setting is a great challenge for the educational institution, the teacher, the learner, and one’s family. Teaching non-English speakers who are not able to both understand and speak the language is more difficult than teaching English speakers the rules of the language are, for instance. Challenges include the need for educational institutions to implement a curriculum that fits the requirements of the ELL’s. Teachers, on the other hand need to be aware of the appropriate techniques and strategies that would be efficient in the success of language accommodation and acculturation. For learners, engaging in an unfamiliar environment is not motivating them to eagerly learn. (Mercuri, 2003) To address the problems and concerns that ELL’s face in the learning environment, society looks to the involvement of the family in order to strengthen the school as an institution that fully supports English language learners. (Collier Thomas, 1999) Family involvement play a significant role during the learning process of ELL’s. According to a research conducted in order to determine guidelines that the No Child Left Behind Act shall implement, the involvement of family members to school activities such as programs that aims to promote development of academic standing and preparation for the next level of English language learning increases the chance of successes that a learner shall be able to accomplish. This is because families understand the needs and the difficulties of their children, and are also able to see their progress with regards to academics, pushing them to encourage, support, and value learning as an integral part of their children’s success. (Epstein, 2004) Moreover, it is the responsibility of the school to build a relationship with the family of the learner in order to inform them of the developmental stages and the changes that the children are going to experience, as they grow older. This particular knowledge gives families the idea of how to build a supportive home environment that boosts learning. This particular interaction between the school and the family allows the educational institution to understand the cultural background of families and determine their goals and objectives for their children when it comes to English language learning. (Epstein, 2004) Providing a supportive sociocultural environment is at the heart of tapping into the potential of ELL’s to benefit largely from the English language learning program. Interaction between the educational institution and the families contributes to this objective. Looking at their parents interact with the members of the educational institution motivates learners to build relationships with the institution as well, without any apprehensions as brought about by fear of cultural rejection. (Collier Thomas, 1999) An article written by Rhona Barton for the Northwest Regional Educational Laboratory discovers cases wherein active involvement of parents leads to academic success of the learners, especially in socially interacting within the school environment. (Barton, 2006) Educational institutions with English language learning programs do not necessarily implement the use of the English language at home, as decisions regarding the matter are based on cultural considerations. Schools should consider the importance of native language to ELL’s and their families. However, the continued use of English at home and the support of the family when it comes to home language speeds up the learning process, schools still acknowledge that the ELL’s are aware of language learning based on their knowledge of their native language. (Ortiz, 2001) Schools should also provide alternatives for families in order for them to adjust or cope with the changes that ELL affects within their family life. Schools should inform them of educational options such as tutorial services that are made available at home or in schools, support groups within the community that assists families in their needs and concerns regarding the issue of English language learning. Family counseling is also an option as it allows medical professionals to help in determining problems or obstacles that the family shall be facing, and strengthening family relationships in order to withstand the challenges of immersing into a community and cultural environment that they are not familiar with. For specific problems such as financial aspect of English language learning, the federal government entitles families to funding as authorized by the federal Title I funding program. (Ortiz, 2001) Partnership of educational institutions with families are best established through communication and social interaction. Schools should be able to develop and maintain a stable relationship with the families that is primarily grounded on the objective of affecting learning and making ELL’s experience success within the unfamiliar learning environment. Moreover, through this, schools are enriched and enlightened with the knowledge of different cultural backgrounds within the school environment and be able to modify the learning atmosphere to fit the culture, beliefs, and traditions of non-English speakers. Teachers should be able to communicate the needs and concerns of ELL’s to their families, in order for them to understand how they are going accommodate the needs of their children who are involved in English language learning. Schools should establish regular meetings with the teachers, and ask them to get involved with programs and school activities that harness English language learning and support the need of their children to learn the English language. If possible, home visitations are one of the best ways to establish a strong foundation of relationship between the school and the families. (Barton, 2006) References Abedia, J. (2002). â€Å"Assessment and Accommodation of English Language: Issues, Concerns, and Recommendations. † Retrieved May 1, 2008, from NCA Commission on Accreditation and School Improvement. Website: http://www. ncacasi. org/jsi/2002v3i1/assessment Bank Street. (2008). â€Å"English Language Learners: Working with Children Whom English is a New Language. † Retrieved May 1, 2008, from Bank Street. Website: http://www. bnkst. edu/literacyguide/ell. html Barton, R. (2006). â€Å"Forging Family Ties. † Retrieved May 2, 2008, from Northwest Regional Educational Laboratory. Website: http://www. nwrel. org/nwedu/11-03/forge/ Collier, V. P. Thomas, W. P. (1999). â€Å"Making U. S. Schools Effective for English Language Learners, Part 3. † TESOL Matters, Vol. 9, No. 6. Retrieved May 1, 2008, from TESOL. Website: http://www. tesol. org/s_tesol/sec_document. asp? CID=196DID=826 Epstein, J. (2004). â€Å"Meeting NCLB Requirements for Family Involvement. † Middle Ground, Vol. 4, No. 3. Retrieved May 1, 2008, from National Middle School Association. Website: http://www. nmsa. org/portals/0/pdf/publications/On_Target/family_involvement/family_9. pdf Mercuri, S. (2003). â€Å"Helping Middle and High School Age English Language Learners Achieve Academic Success. † NABE Journal of Research and Practice. Retrieved May 1, 2008. Website: http://www. uc. edu/njrp/pdfs/freeman. pdf Ortiz, A. (2001). â€Å"English Language Learners With Special Needs: Effective Instructional Strategies. † Retrieved May 2, 2008, from CAL. Website:

Ideas from the Underground :: Critical Thinking Cars Essays

Ideas from the Underground Automotive designer Jerry Hirschberg was speaking to the product planning manager for marketing at Nissan about redesigning their light trucks:'Really, "I responded, growing intrigued. "Yep. Seems they use their trucks as trucks less than twenty-five percent of the time"... "What do they use them as the rest of the time?"I wondered. "Basic transportation. Cars." There. A small, barely detectable synaptic spark The truck trisected itself in my mind in to three discrete boxes: one for carrying the engine, one the driver, and one the cargo. Seen in this formulation, it became dramatically evident that the former & latter were quite ample, but between them they sandwiched a rather stingy, cramped volume for the human cargo. And yet, according to Sheldon Payne's information, it was precisely this middle box that was most important and received the greatest use. In his essay "The Three Domains of Creativity" Arthur Koestler states that, "Creativity often starts where language ends, by regressing to preverbal levels, to more fluid and uncommitted forms of mental activity." Although at that point in the essay, he is speaking of scientific creativity, later on he conveys that it can be applied to almost any kind of creativity. Take Hirshberg in the above passage as an example. He was trying to access the raw information gathered by the marketing department at Nissan about what improvements consumers wanted in the light trucks. When he got to a point where his idea began to form in his mind, he stopped talking and started visualizing how he could redesign the new model of the truck. Another example of non-verbal thinking is shown in Ron Howard's film A Beautiful Mind, where John Nash is in a bar with his friends and he reasons out his new idea that won a Nobel Prize. His reasoning on the screen is shown as images of his friends and the girls they are trying to "get", as he thinks of how they could all win. The scene mirrors how he came up with his revolutionary theory. Koestler also emphasizes this idea of the visual playing a greater part in creativity than verbal thinking with the results of an inquiry, in 1945, into the working methods of eminent mathematicians in America. He wrote, "The results showed that all of them, with only two exceptions, thought neither in verbal terms nor in algebraic symbols but relied on visual imagery of a vague, hazy kind.

Ethics †End of Life Choice Essay

Being a member of the hospital Ethics Committee, it is my responsibility to make policy recommendations on end-of-life issues. Due to my intellect and reputation as a clear thinker, my ideas on this matter carry a lot of weight with the other members of the committee. Within this paper I will make a strong and convincing case for my position and recommendations on this topic. This paper will address the following question: What, if anything, should be done to help people who are dying? First I must start off with the obvious question: Is the patient an adult of 18 years or older who is terminally ill and of clear and sound mind to authorize assisted death intervention? If the answer is yes, then we should follow the wishes of the patient. Ultimately, it is their body; their life and they should have the right to choose. That being said, I do believe that guidelines should be established and followed in order to assure that the welfare of the patient is the only priority. Such guidelines should be made that reflect the three states that currently have laws in place for assisted death, which are, Oregon, Washington, and Montana. The law should include but not limited to, a capable adult who has been diagnosed, by a physician, with a terminal illness that will kill the patient within six months may request in writing, from his or her physician, a prescription for a lethal dose of medication for the purpose of ending the patient’s life. Exercise of the option under this law is voluntary and the patient must initiate the request. Any physician, pharmacist or healthcare provider who has moral objections may refuse to participate. The request must be confirmed by two witnesses, at least one of whom is not related to the patient, is not entitled to any portion of the patient’s estate, is not the patient’s physician, and is not employed by a health care facility caring for the patient. After the request is made, another physician must examine the patient’s medical records and confirm the diagnosis. The patient must be determined to be free of a mental condition impairing judgment. If the request is authorized, the patient must wait at least thirty days and make a second oral request before the prescription may be written. The patient has a right to rescind the request at any time. Should either physician have concerns about the patient’s ability to make an informed decision, or feel the patient’s request may be motivated by depression or coercion, the patient must be referred for a psychological evaluation. The law protects doctors from liability for providing a lethal prescription for a terminally ill, competent adult in compliance with the statute’s restrictions. Participation by physicians, pharmacists, and health care providers is voluntary. The law should also specify a patient’s decision to end his or her life shall not â€Å"have an effect upon a life, health, or accident insurance or annuity policy. † These physician assisted suicide guidelines are within the â€Å"Death with Dignity Act. † The Death with Dignity Act is the philosophical concept that a terminally ill patient should be allowed to die naturally and comfortably, rather than experience a comatose, vegetative life prolonged by mechanical support systems. Currently there are two ways of assisted suicide, one is when the patient is given a prescription medication of a fatal dose that will cause them the loose consciousness and die shortly after. The other, which is not legal in the United States, is known as â€Å"Active Euthanasia† which is a type of euthanasia in which a person who is undergoing intense suffering, and who has no practical hope of recovery is induced to death. It is also known as mercy killing. Generally, a physician performs active euthanasia and carries out the final-death causing act. Active euthanasia is performed entirely voluntarily, without any reservation, external persuasion, or duress, and after prolonged and thorough deliberation. A patient undertaking active euthanasia gives full consent to the medical procedure and chooses direct injection, to be administered by a competent medical professional, in order to end with certainty any intolerable and hopelessly incurable suffering. My second question: Is the patient an adult of 18 years or older who is suffering? In rare cases some patients who are very ill do not respond to pain medications or may be suffering in other ways that make comfort impossible. In these circumstances there is a last resort therapy that can be used: terminal sedation. With terminal sedation, a patient will be given medications that induce sleep or unconsciousness until such time as death occurs as a result of the underlying illness or disease. The intention with terminal sedation must be to relieve suffering only, not to cause death. These measures are often accompanied by the withholding of artificial life supports like intravenous feeding and artificial respiration. * * Also, the physician may use medications that cause a â€Å"double affect. † This has been defined in medical journals as: â€Å"the administration of opioids or sedative drugs with the expressed purpose of relieving pain and suffering in a dying patient. The unintended consequence may be that these medications might cause either respiratory depression or in extreme sedation, might cause to hasten a patient’s death.† What does this mean? In the simplest terms it means that the medication required to abate suffering cannot be given without the probable result of hastening death. While this may sound vague and quasi-discomforting, it is a legal, medically accepted practice, as long as the intention is only to relieve suffering and not cause death. The death is attributed to the disease or complications of the disease, combined in some circumstances with the withdrawal of life-sustaining treatments such as intravenous liquids, nutrition, and artificial respiration. While the patient need not be unconscious during this process, unconsciousness is often the result. * * The last question I ask is: in cases when a minor, a person under the age of 18, is either terminally ill or suffering, who has the right to make the final decisions, the parents/legal guardians, the state, or the patient? I believe that all three need to have a united decision. If one or more of the three votes differ, then neither intervention stated above may be used. These policy recommendations I have stated within this paper regarding end-of-life issues have been explained thoroughly and in detail. I have successfully made a strong and convincing case for my position and recommendations on this topic. I hope that the members of this Ethics Committee agree with my findings and support my recommendations and that my reputation as a clear and trustworthy thinking member is evident.

Research and the Sciences Essay

There has long been an ongoing argument: Is social science scientific? Which approach is better in conducting natural sciences and social sciences? It is believed that ‘hypothetico-deductive’ approach may be applicable to the natural sciences while it does not relate well to the social sciences. By analyzing research from different levels, this essay presents a judgment that social sciences are sciences. First of all, the concept of research and science are given. Secondly, by accepting that social sciences are different from natural sciences, the features that identify social sciences from natural sciences are summarized. There are many choices of approaches to conduct research. In the level of philosophy, research approaches could go to inductive approach and deductive approach. Qualitative research and quantitative research distinguish each other methodologically. In this essay, the different approaches are compared and contrasted after a concise interpretation of the se concepts. And finally, the question better approach to research in natural sciences and social sciences is considered. Research is defined by Join and Keith as seeking through methodical process to add one’s knowledge and, hopefully to others by the discovery of nontrivial and insight (Join and Keith, 1996). Williams defined science as the ensemble of knowledge and practices that best reflect and operationalize a critical attitude to the discovery of the world at that moment in time (Williams, 2000 p.26). Basically, sciences can be divided into social sciences and natural sciences. Social sciences study human being and their behavior, while natural sciences study physical world. The presupposition that natural science is the benchmark of research, in some degree, accounts for why most people associate the word ‘research’ with activities that are substantially removed from daily life and which usually take place in a laboratory. And accordingly arises the doubt whether social science is science. A good deal of overlap and unavoidable duplication will be encountered if any attempt is made to review social sciences and natural sciences  systematically (McErlean, 2000). Yet there are still some typical features in which social sciences are different from nature sciences. Historically and perhaps intuitively, the â€Å"natural† and the â€Å"social† sciences have been identified by distinct subject matters: Natural science is a branch of science which deals with the physical world (Pearsall, 1999 P.950), while social science is the scientific study of human society and social relationships (Pearsall, 1999 p.1362). Invariability of observations is different in two kinds of sciences. The difference lies probably in the number of relevant factors that must be taken into account for explaining or predicting events in the real world(McErlean, 2000). It is agreed that verification is not easy to come by in the social sciences, while it is the chief business in the natural sciences. Measurability of phenomena, whereas physics is clearly ahead of all other disciplines. Natural sciences have got constancy of numerical relationship which social sciences has not got. The social sciences deal so close to a man’s own everyday experience that they do not accord the respect as natural sciences. The field of natural sciences needs higher standards of admission and requirements than the social sciences. On this score, the natural sciences are better than the social sciences (McErlean, 2000). Since social sciences differ from natural sciences in many ways, should different approaches be chosen when conducing social science research and natural sciences? This is another baffling question. Now we will turn to the discussion of deduction and induction. Philosophically the approaches are focused on the consideration of induction and deduction, as well as the relationship between approaches and sciences. Deduction entails the development of a conceptual and theoretical structure prior to its testing through empirical research methods. (Carson et al, 2001 p.11). Induction is the action or process of inducing something (Pearsall, 1999). It is learning by reflecting upon particular past experiences and through the formulation of abstract concepts, theories and generalizations that explain past and predict future experience (Gill and Johnson, 2002). Induction and deduction approaches are different in many aspects. They are best used in different stages of Learning Cycle. When learning takes place, the difference between deductive and inductive approach is that one starts  with theory which tested through observation while the other starts with observation and tries to create theory (Gill and Johnson, 2002). Localization of Induction differs from that of deduction (Carson et al, 2001 P12). Induction might prevent the researcher benefiting from existing theory, while deduction might prevent the development of new and useful theory. In contrast to the deductive tradition, theory is the outcome of induction (Carson et al, 2001 P12). The time needed for induction is often prolonged than deduction B Deductive research is normally possible to predict accurately the time schedules, it is quicker to complete, though the time must be devoted to set up the study prior to data collection and analysis. Deduction and induction carry unequal risk. The deductive approach can be a lower-risk strategy, albeit there are risks like the non-return of questionnaires. With induction it is quite possible that no useful data patterns and theory will not emerge. The effect of deduction or induction is relevant to the ability of researcher. The way one thinks about the development of knowledge affects, unwittingly, the way he goes about doing research (Saunders et al, 2000). So it is more appropriate to adopt the inductive approach if the researcher is particularly interested in understanding why something is happening rather than describe what is happening, Inductive designs begin with specific observations and build toward general patterns. This is different to the hypothetical-deductive approach of experimental designs that require the specification of main variables and the statement of specific research hypotheses before data collection begins (Pattern, 1987). Saunders et al (2000) has shown the main differences between deductive and inductive approaches as can be seen in diagram 1. The blending of Induction and Deduction are preferable in conducting a research. In deductive argument, conclusion follows logically from the premises, while inductive argument, in which the premises support the conclusion but do not guarantee it (Rosenberg, 2000). It seems that deductive is more impressive than inductive. Not only because it is more highly structured and more appropriate for people who are inexperienced in research matters but also because it is the basis of much knowledge that  they do have of the subject (Walley, 2002), But the two approaches are not mutually exclusive. They are â€Å"better† at doing different things. So the balance of both approaches in the same research project is preferable. Not only is it perfectly possible to combine approaches with the same piece of research, but also in human being’s experience it is often advantageous to do so (Saunders et al, 2000). For example: Sadie decided to conduct a research project on violence at work and its effects on the stress levels of staff. She considered the different ways she would approach the work were she to adopt, the deductive approach and the inductive approach. If she decided to adopt a deductive approach, She should standardize the stress responses of the staff. On the other hand, if she decided to adopt an inductive approach she may have decided to interview some staffs who had been subjected to violence at work. She may have been interested in their feelings about the events that they had experienced, how they coped with the problems they experienced and their views about the possible causes of the violence (Saunders et al, 2000). In order to gain more comprehensive results, it is better to combine both approaches. Diagram 1 Emphasizes of Deduction and Induction Deduction emphasizesInduction emphasizes Scientific principlesGaining an understanding of the meanings humans attach to events From theory to dataFrom observation to theory The collection of quantitative dataThe collection of qualitative data The application of controls to ensure validity of dataResearcher is part of the research process Ensure clarity of definitionLess need generalize Highly structured approachMore flexible structure to permit changes of research emphasis Researcher independence of what is being researchedDependent researcher Select samples of sufficient size Saunders et al (2000 p.91) Researcher may use a variety of methodology to conduct research. It is said that the concept of induction often is applied to qualitative research (Strauss and Corbin, 1998 p.136) while deduction is applied to quantitative research. Qualitative research is so called because its emphasis lies in producing data which is rich in insight, understanding, explanation and depth of information, but which cannot be justified statistically (Crouch, 1985). Qualitative research usually produces descriptions, explanations and reasons (Strauss and Corbin, 1998). It seeks to answer ‘how’ and ‘why’ type questions (Walley, 1995). The strengths of qualitative research derive from its inductive approach, its focus on specific situations or people, and its emphasis on words rather than numbers (Maxwell, 1996). It may involve statistics but it is not based on statistical significance. It is characterized by the use of group discussions, personal interviews, projective techniques and non-probability sampling (Walley, 1995) .The usefulness of qualitative research depends very much on the skills of the researcher (Gill and Johnson, 2002). Qualitative methods are particularly oriented toward exploration, discovery, and inductive logic. Walley (2002) cited Proctor (1997) as Quantitative research that primarily research concerned with eliciting information which has statistical significance. Its focus is on quantification of phenomena sampling and large scales postal questionnaires. The quantitative data identify areas of focus whist the qualitative data give substance to those areas of focus. Whereas qualitative data can put flesh on the bones of quantitative results, brining the results to life through in-depth case elaborations (Patton, 1987). The patterns displayed in quantitative research can be enriched with the addition of qualitative information (Gill and Johnson, 2002). The  qualitative should direct the quantitative feedback into the qualitative in a circular (Strauss and Corbin, 1998). Thus, recent developments in the evaluation profession have led to multiple methods including combinations of qualitative and quantitative data. Some evaluation questions are determined deductively while others are left sufficiently open to permit inductive analyses based on direct observations. Indeed, there is often a flow from inductive approaches to find out what the important questions and variables are, to deductive hypotheses-testing aimed at confirming exploratory findings, then back again to inductive analysis to look for rival hypotheses and unanticipated or unmeasured factors (Patton, 1987). Sayre believed that: qualitative methods are chosed because of its emphasis on progresses and meanings while quantitative methods are utilized because they substantiate. Actually both methodologies are combined to provide a comprehensive approach to problem solving (Sayre, 2001). The relation between qualitative research and quantitative research are clearly showed below in the diagram 2. Diagram 2 qualitative research and quantitative research Qualitative researchQuantitative research Type of questions ProbingNon-probing Sample sizeSmallLarge Information per respondentMuchVaries AdministrationRequires interviewer with special skillsFewer special skills required Type of analysisSubjective, interpretativeStatistical Hardware requiredTape recorders, projection devices, discussion guides replicationDifficultEasy Researcher training necessaryPsychology, sociology, social psychology, consumer behaviour, marketing, marketing research Statistics, decision models. decision-support systems, computer programming, marketing, marketing research Type of researchexploratoryDescriptive or causal Proctor (2000) In conclusion, the differences between social sciences and natural sciences have been discussed, and the approaches and methods used in conducting both sciences have been compared and contrasted. Social sciences and natural sciences are fundamentally different in many ways, yet social sciences are, beyond all doubt, scientific too. From the view of philosophy, there are inductive research and deductive research. The deductive approach is probably more impressive. Methodologically quantitative research differs from qualitative research. Each approach has its unique advantages and disadvantages. It would be easy to fall into the trap of thinking that one research approach is â€Å"better† than another. Actually they are better in different situations, depending on where the research emphasis lies. It is encouraged to think in a more flexible way about the research approaches and methods adopted. Yet the best policy in conducting research is to blend approaches. So, it is clear that social sciences are sciences likewise as natural sciences. Adopted appropriately, the methodological approach of natural science can be used to study the social world (Williams, 2000). One approach cannot therefore be considered to be better than another in conducting  research in both natural sciences and social sciences. So it is high time to stop arguing about whether social sciences are science or not. Alternatively, to consider which approach is preferable or how to blend them together is what deserves thinking when a research is conducted. Reference Bancroft, G and O’sullivan, G.(1993)Quantitative Methods For Accounting and Business Studies .3rded.Berkshire:McGRAW-HILL Book Company Europe. Carson, D.; Gilmore, A.; Perry, C.; Gronhang, K(2001)Qualitative Marketing Research. London: Sage publications. Gill, J. and Johnson, P.(2002)Research methods for managers .3rd.ed.London:Sage Publications Ltd Greenfield, T.(2002).Research Methods For Postgraduates. 2nded. London: Arnold. Sharp, J. A. and Howard, K (1996). The Management of a Student Research Project 2nd.ed Aldershot:Gower Publishing Limited. Maxwell, J.A. (1996)Qualitative Research Design-an interactive approach. London: Sage Publications Mcerlean, J.(2000).Philosophy of Science-From Foundations to Contemporary Issues. London: Routledge. Papineau, D.eds.(1996).The Philosophy of Science Oxford: Oxford University Press. Patton, M .Q (1987). How To Use Qualitative Methods In Evaluation. London: Sage Publications Pearsall, J. eds.(1999).Oxford dictionary. Oxford :Oxford university press. Proctor, T. (2000)Essentials of Marketing Research.2nd.ed.London:Financial Times prentice Hall Robson, S. and Foster, A. (1989) Qualitative Research in Action London: Great Britain. Rosenberg, A.(2000).Philosophy of Science:Acontemporary Introduction.London:Routledge. Saunders, M; Lewis, P. and Thornhill, A. (2000). Research Methods for Business Students. 2nd.ed Harlow: Financial Times Prentice Hall. Sayre, S. (2001) Qualitative methods for Marketplace Research. London: Sage publications. Strauss, A and Corbin, J. (1998) Basics of Qualitative Research. London: Sage Publications, Inc. Walley, K. (1995) Qualitative Research-Discussion Paper. Newport: Harper Adams Agricultural College. Walley, K. (2002) Research Methods For The Agrifood Industry. Newport: Harper Adams University College. Williams, M. (2000).Science and social science-An introduction. London: Routledge.

Choose A Significant Character in Lord of the Flies essays

Choose A Significant Character in Lord of the Flies essays Choose A Significant Character in Lord of the Flies. In describing This Character, Examine What Significance He Has to the Novel and Its Themes Lord of the Flies by William Golding is about a large group of young boys who get stranded on a deserted island. The book is mainly about survival and civilisation versus savagery. The boys must try to work together to stay alive but end up breaking into two groups: the civilised and the savages. In my essay I am going to examine Piggy, describing this character and what significance he has to the novel and its themes. Piggy is one of the very first characters to be introduced. In the novel Golding describes him as being short and fat with spectacles, wearing a grubby windbreaker. He is portrayed as being obedient, saying, my auntie told me not to. Indeed, several times Piggy mentions things his auntie has told him he is not allowed to do and even though she nor any other grown-ups arent there he still remains extremely well-mannered. Piggy is also the most intelligent of the boys and practical. The first thing we ought to have made was shelters down there by the beach. This suggestion would have been the best idea, but because it came from Piggy everyone just ignored him and ran off to have fun or hunt. His differences to the group made Piggy the centre of torment despite him being a major asset to the group. Ralph and Piggy were the first two boys to meet after the plane crash. As of this moment onwards they stuck by each other. They created an alliance. Ralph was the only one who stood up for Piggy when he was being bullied, which made Piggy idolise him. Youre chief Ralph, you remember everything. Ralph was like Piggys hero. He was appointed leader at the first meeting and Piggy was like his sidekick, I was with him when he found the conch. I was with him before anyone else was. Piggy wants to st ...

Ice and the Density of Water

Ice and the Density of Water Why does ice float on top of water rather than sink, like most solids? There are two parts to the answer to this question. First, lets take a look at why anything floats. Then, lets examine why ice floats on top of liquid water, instead of sinking to the bottom. Why Ice Floats A substance floats if it is less dense, or has less mass per unit volume, than other components in a mixture. For example, if you toss a handful of rocks into a bucket of water, the rocks, which are dense compared to the water, will sink. The water, which is less dense than the rocks, will float. Basically, the rocks push the water out of the way or displace it. For an object to be able to float, it has to displace a weight of fluid equal to its own weight. Water reaches its maximum density at 4 C (40 F). As it cools further and freezes into ice, it actually becomes less dense. On the other hand, most substances are most dense in their solid (frozen) state than in their liquid state. Water is different because of hydrogen bonding. AÂ  water molecule is made from one oxygen atom and two hydrogen atoms strongly joined to each other with covalent bonds. Water molecules are also attracted to each other by weaker chemical bonds (hydrogen bonds) between the positively-charged hydrogen atoms and the negatively charged oxygen atoms of neighboring water molecules. As the water cools below 4Â  C, the hydrogen bonds adjust to hold the negatively charged oxygen atoms apart. This produces a crystal lattice, which is commonly known as ice. Ice floats because it is about 9% less dense than liquid water. In other words, ice takes up about 9% more space than water, so a liter of ice weighs less than liter water. The heavier water displaces the lighter ice, so ice floats to the top. One consequence of this is that lakes and rivers freeze from top to bottom, allowing fish to survive even when the surface of a lake has frozen over. If ice sank, the water would be displaced to the top and exposed to the colder temperature, forcing rivers and lakes to fill with ice and freeze solid. Heavy Water Ice Sinks However, not all water ice floats on regular water. Ice made using heavy water, which contains the hydrogen isotope deuterium, sinks in regular water. Hydrogen bonding still occurs, but its not enough to offset the mass difference between normal and heavy water. Heavy water ice sinks in heavy water.

Thomas Aquinas Essay Example | Topics and Well Written Essays - 500 words

Thomas Aquinas - Essay Example He tried to merge the principles of Christianity with Aristotelian philosophy1. Summa Theologica and the Summa contra Gentiles were his greatest works. Because of his great contributions, he was referred to as the Doctor of the Church and was considered the greatest philosopher and theologian. Aquinas was born in Roccasecca in the year 1225 in his father’s castle. He began his education at an early age of five years at Monte Cassino. Later he joined the university where he was introduced to Maimonides, Aristotle, and Averroes, all of whom influenced his career in theology and philosophy. He decided to join the Dominican Order at the age of nineteen, which his family opposed fiercely. His brothers later took him back home before he could reach Rome. He has later held a prisoner in his father’s castle for one year for defiance. Theodora tried to persuade him to abandon his mission to no avail. As a result, the sister assisted him to escape in order to save the family’s name. On the 7th day of March 1274, he died while commentating on the Songs of Songs. Even though he was a scholastic philosopher, he never considered himself one and would criticize other philosophers and call them pagans. He criticized them for "falling short of the true and proper wisdom to be found in Christian revelation." For this reason, he developed a lot of respect for Aristotle and always referred to him as â€Å"the philosopher†. His work has had a major influence on Christian theology, particularly for the Catholic Church and extended to the Western philosophy2. He did a lot of commentary work on Aristotle’s works which include; Metaphysics, Nicomachean ethics and On the Soul. He believed "that for the knowledge of any truth whatsoever man needs divine help, that the intellect may be moved by God to its act.† He also believed that humans possess a unique and natural ability to know very many things without divine intervention from God.

Selecting a Supplier or Contractor Research Paper

Selecting a Supplier or Contractor - Research Paper Example The four different projects chosen include that of production of electronic products, construction of a retail outlet, manufacturing glass containers and construction of residential buildings. The criteria for supplier selection followed by these projects include that of quality, the speed of delivery, cost and reputation respectively. After analyzing these criteria, a comparison of these supplier selection methods has been given along with the critique that identifies the best method of supplier selection. Every business has the impact of competition in the market due to increased globalization and various technological advancements. In such a competitive scenario, good supply chain becomes an important part of the corporate strategy. Coyle, Bardi, and Langey (2003) say that this prime need has driven the logistics managers to concentrate more on supplier capabilities, conceptualizing and designing and implementing the supply process. Traditionally, there were only a few criteria like cost, delivery time and quality of the goods that were mainly concerned with supplier selection says Smith et al (1963), in the recent there are many other criteria in selecting a suitable supplier. Selecting a competent supplier becomes the key to the production and delivery of high-quality products. Hence the supply chain managers need to adopt a proper strategy for selecting the suppliers based on some criteria. Selecting and maintaining a good supplier involves an important decision regarding the purchase of quality goods as it leads to quality products. The selection of competent suppliers can be based on various criteria as prescribed by Dickson (1996) are the net price quoted by the supplier, the reputation of the supplier, the extent up to which the supplier is able to meet the quality requirements, the replacement or

Unit 1 Individual project 2 Essay Example | Topics and Well Written Essays - 500 words

Unit 1 Individual project 2 - Essay Example The managers must ensure that they follow this questionnaire when interviewing the applicants. All the other employees who had applied for the other positions of Messengers, Cooks, Janitors, Security Guards, secretaries, receptionists and workers will be asked the following general questions. The list comprises of twelve permissible questions. It is important to note that there are a number of illegal questions that should never be asked in a recruitment process. These include gender-related questions, questions on the marital status, questions regarding the race, and those regarding the disability status of the applicant. These are sensitive areas that should be avoided at all costs. Religion and Nationality questions should also be out of the picture. Age and the birthplace questions should also not be asked. With this in mind, the rights of the employment candidates will be preserved. Krannich, Caryl Rae, and Ronald L. Krannich.  Job interview tips for people with not-so-hot backgrounds: how to put red flags behind you to win the job. Manassas Park, Va.: Impact Publications, 2004.

Impact of Photoshopped Images on Teenagers

Impact of Photoshopped Images on Teenagers Do photoshopped images affect the way teenagers feel about themselves? Do you ever just read through a magazine or just walk through the local Mall and see posters of men or women, young children, even infants with no flaws? Well majority of this advertisement is thanks to photoshopping. So how does photoshopped images affect the way teens feel about themselves? (Choices: The Award Winning Health Life Skills Magazine for Teens,,Debate: Does Photoshopping images Hurt Teens? November/December 2014 Issue.) Back in 2012 a girl started a petition against photoshopped photos in a popular teen magazine, and 84,000 signed, clearly were tired of being fed lies! Use your voice through the internet and social media to demand that companies stop using photoshop for good. Everyone knows that perfection does not exist in this world. So when you open a magazine and see a model or celebrities believe me that their flawlessness is made from photoshopping the images. So dont compare yourself to todays models and celebrities because its their job to look good by using photoshop. The biggest threat to ourselves self-esteem is ourselves. Stop comparing yourself to theirs and start recognizing how good you look. Three Facts about Photoshopping: (Choices: The Award Winning Health Life Skills Magazine for Teens, Debate: Does Photoshopping images Hurt Teens? November/December 2015) In 2013 Israels Photoshop law went into effect. It requires that digital alterations to make models appear thinner be disclosed along with the images or ads. The truth in advertising Act was introduced in congress in 2014. It passed, it would require the government to come up with a strategy to reduce the use of altered images in advertisements. According to a 2014 survey nearly three quarters of young women edit photos of themselves before posting them to social media. More than half of men do the same. Studies have shown that women or girls who read or look at any fashion advertisement or magazines can have a negative effect on their self-esteem. I think that the three facts stated above are really important that they remain enforced still to this day. All companies who use photoshopping to alter any features on a person especially a teenager should make the public aware that it was done. Also they should get the permission from parents of teenagers before any photoshopping images are done and get posted to the public by any advertising on the social media. I feel like companies make it not as clearly visible or known to the public about photos that have been altered. Its usually in very fine print and hard to find on the image or ad. Its very important to teach our young children about the truth behind the images that surround them. Letting them see behind their photo spreads and the advertisements can help control the negative effect of these images. Todays media plays a big part of todays society. The media informs us on everything that is going on in the world. Which includes the new products that are on the market. The media can also have a negative effect on society, especially on teen girls. Their struggles of body image issues, self- esteem, and acceptance is brought out the most when they look at how perfect and flawless women look in magazines, advertisements, commercials, posters, and bill boards. All of the perfect things they see in the media are photoshopped. A method that gives teen girls a perception of what they have to look like to be categorized as being beautiful in todays society. (Huffington Post, New York, NY, Oct. 2014 Issue) A lot of teen girls today put themselves down when they look at a photoshopped ad, they feel as if they arent beautiful. This is the main reason why photoshopping needs to be banned. Perfection doesnt exist. No matter how many photoshopped ads there are in magazines, all women and teen girls are beautiful in all shapes, sizes, and forms. Companies need to stop using photoshop and promote women for who they really are without photoshoping any of their features. I dont understand why some parents feel that they need to alter their teenage or young childrens photos. Especially if they know that their photos are being photoshopped to look better in the eyes of their parents. I think this caused low self-esteem and this is what causes a lot of teenage depression and suicides. At young ages children should be accepted for who, and what they look like not for what someone wants them to look like. Some of the alterations that can be photoshopped are anything from whitening teeth, removing br aces, acne, and altering breasts on photos. Three of the most common mental-health problems among girls are eating disorders, depression or depressed mood/self-esteem. They are linked to the presentation of women in the media. Forty two percent of girls I grades 1-3 want to be thinner. Fifty three percent of 13 year old girls are unhappy with their bodies. By the time theyre 17, girls have seen 250,000 TV commercials telling them they should be aspired to be a sex object or have a body size they can never achieve. Seventy eight percent of 17 year old girls are unhappy with their bodies. Thirty percent of high school girls and 16 percent of high school boys suffer from disordered eating. Eating disorders have the highest mortality rate of all mental illnesses. (Day, Lori, Newburyport, MA, 14 April 2014) SUMMARY: Life should be about who you are and not any type of photoshopping to make you something that you are not. I have learned from this research assignment that photoshopping can destroy teens self-esteem, and cause major emotional breakdowns. Be comfortable with your natural body appearance. WORKS CITED: Choices: The Award Winning Health Life Skills Magazine for Teens. (Debate: Does Photoshopping images Hurt Teens?) November/December 2014 Issue Day, Lori, Newburyport, MA: Educational Psychologist, Consultant, and Author of Her Next Chapter: (Why Photoshopping Is a Matter of Life and Death for Many Girls) Huffington Post, New York, NY (Photoshop: The Ugly Truth About Pretty Pictures) 11/11/2014 Updated 1/11/2015 Huffington Post, New York, NY (What We Miss When We Photoshop School Pictures) 10/06/2014, Updated Aug 03, 2015 GOOGLE SEARCHS: (06 Feb. 2017 15 Feb. 2017) Do Photoshopped Images Make You Feel Bad About Your Own Looks? https://learning.blogs.nytimes.com//do-photoshopped-images-make-you-feel-bad- Self Esteem Act: US parents push for anti-Photoshop laws Daily Mail www.dailymail.com/Self-Esteem-Act-US-parents-push-anti-Photoshop-law Oct. 2011 The Self Esteem Act: Parents push for anti-Photoshop law in U.S. Photoshop: The Effect On Teen Girls and Why It Needs to be Banned www.radicalparenting.com//photoshop-the-effect-on-teen-girls-and-why-it-needs-to May 30, 2012 Self-Esteem and Girls: The Medias Role | Building Self-Esteem www.healthyplace.com/blogs/buildingselfesteem//self-esteem-in-girls-the-medias-rol Aug 30, 2012 The photoshop effect | Feature Article 2013-12-03 GhanaWeb www.ghanaweb.com/GhanaHomePage/NewsArchive/The-photoshop-effect-294006 Dec 3, 2013 The Ugly Truth Behind Pretty Pictures | Common Sense Media https://www.commonsensemedia.org/blog/the-ugly-truth-behind-pretty-pictures May 2014

The History Of The Industrial Workers of the World :: The History Of The IWW

The Industrial Workers of the World is an ample union who are commonly known as the IWW and the Wobbles. During the time period between 1900 and 1930 the United States focused their attention and was occupied with the Labor Union Movement, which started in the late 1800’s and also World War I which began a later. The IWW stood strong throughout and never gave up for what they were fighting for. This can be seen through their slogan, â€Å"An injury to one is an injury to all.† Their messages were effective and drew a plethora of heads. The IWW accomplished certain goals and acquired a reputation in society during that time even though straight from the start, United States government was not on their side. Founded in 1905 by men with bitter experiences in the labor struggle, the Industrial Workers of the World held their headquarters in Philadelphia, Pennsylvania. They were based solely on the fact that workers should be united within a single union and the wage system should be abolished as stated in the preamble to their constitution. "The working class and the employing class have nothing in common. There can be no peace so long as hunger and want are found among millions of the working people and the few, who make up the employing class, have all the good things of life. Between these two classes a struggle must go on until the workers of the world organize as a class, take possession of the means of production, abolish the wage system, and live in harmony with the Earth. ... Instead of the conservative motto, 'A fair day's wage for a fair day's work', we must inscribe on our banner the revolutionary watchword, 'Abolition of the wage system'.† The IWW proclaimed a challenge to existing unions and social order that was dominated by the rise of copious monopolies. The History Of The Industrial Workers of the World :: The History Of The IWW The Industrial Workers of the World is an ample union who are commonly known as the IWW and the Wobbles. During the time period between 1900 and 1930 the United States focused their attention and was occupied with the Labor Union Movement, which started in the late 1800’s and also World War I which began a later. The IWW stood strong throughout and never gave up for what they were fighting for. This can be seen through their slogan, â€Å"An injury to one is an injury to all.† Their messages were effective and drew a plethora of heads. The IWW accomplished certain goals and acquired a reputation in society during that time even though straight from the start, United States government was not on their side. Founded in 1905 by men with bitter experiences in the labor struggle, the Industrial Workers of the World held their headquarters in Philadelphia, Pennsylvania. They were based solely on the fact that workers should be united within a single union and the wage system should be abolished as stated in the preamble to their constitution. "The working class and the employing class have nothing in common. There can be no peace so long as hunger and want are found among millions of the working people and the few, who make up the employing class, have all the good things of life. Between these two classes a struggle must go on until the workers of the world organize as a class, take possession of the means of production, abolish the wage system, and live in harmony with the Earth. ... Instead of the conservative motto, 'A fair day's wage for a fair day's work', we must inscribe on our banner the revolutionary watchword, 'Abolition of the wage system'.† The IWW proclaimed a challenge to existing unions and social order that was dominated by the rise of copious monopolies.

Is Logic an Art or Science? Essay

INTRODUCTION: Logic is the science and art which expresses the mind in the procedure of analysis and additional processes as to allow it to accomplish clarity, reliability and strength in that process. To define and arrange our ideas and other mental images, reliability in our decision and strength in our processes of conclusion is the basic aim of Logic. The word logic has been derived from the Greek word ‘Logos’ which means reason. Aristotle, the founder of science, assigns it as â€Å"analytic† and the Epicureans use the word canonic. But from the time of Cicero, the word logic has been used without exemption to select this science. Definitions of Logic: An interesting fact about logic is the science which delights the definition; logicians have not determined as to how logic itself should be defined. Here are some of the definitions of logic: The Port Royal Logic: â€Å"The Art of motive in the accomplishment of knowledge for one’s own lessons and that of others. † Hegel defines Logic as â€Å"Science of clean thought. † St Thomas Aquinas says â€Å"Logic is the science and art which straightens the act of the motive, by which a man in the implementation of his reason is allowed to proceed without mistake, uncertainty or needless complexity. † Logic Science or Art Logic is the science of the process of conclusion. What, then, is conclusion? It is that psychological operation which proceeds by merging two premises so as to cause a resulting conclusion. Some suppose that we may infer from one premise by a so-called â€Å"immediate inference. † But one premise can only reproduce itself in another Form, e. g. all men is some animals; therefore some animals are men. It requires the combination of at least two premises to infer a conclusion different from both. Aristotle was the creator of logic as a science. But he placed too much pressure on interpretation as syllogism or deduction, and on deductive science; and he laid too much pressure on the linguistic study of coherent conversation into plan and stipulations. These two faults remain embedded in practical logic to this day. But in the course of the growth of the science, logicians have endeavored to correct those faults, and have diverged into two schools. Some have dedicated themselves to initiation from sense and experience and broaden logic till it has become a general science of conclusion and precise method. Others have dedicated themselves to the psychological analysis of reasoning, and have pointed logic into a science of beginning, ruling and interpretation. The conceptual logic presumes that beginning always leads judgment; but the reality is that sensory judgment starts and inferential judgment ends by earlier commencement. The supposed triple order—conception, ruling, analysis—is flawed and fake. The genuine order is feeling and sensory ruling, formation, remembrance and memorial judgment, skill and observed judgment, conclusion, inferential decision, inferential formation. This is not all: inferential formations are insufficient, and lastly not succeed. They are frequently symbolical; that is, we imagine one thing only by another like it, e. g. atoms by tiny bodies not nearly small enough. Often the representation is not like. What idea can the physicist form of interspatial ether? What believer in God imagines to envisage Him as tie really is? We consider many things that we cannot imagine; as Mill said, the unthinkable is not the unbelievable; and the point of science is not what we can imagine but what we should consider on evidence. Formation is the weakest; decision is the strongest power of man’s mind. Intellect before conception is the original cause of decision; and conclusion from sense allows decision to carry on after conception stops. Finally, as there is decision without conception, so there is conception without decision. The main purpose of logic is to direct us how out of decisions to structure the conclusion indicated by conversation; and this is one point which conceptual logic has given to the science of conclusion. But why mess up the additional intellectual analysis of inference by assuming that conceptions are elements of decision and therefore of inference, which thus becomes just a composite mixture of conceptions, an addition of ideas? The mistake has been to convert three process of mind into three procedures in a fixed order—conception, decision, conclusion. Conception and decision are judgments: conclusion alone is a process, from decisions to decision, from judgments to judgment. Sense, not conception, is the origin of judgment. Conclusion is the procedure which from decisions about sensible things proceeds to judgments about things alike to rational things. Though some formations are its surroundings and some decisions its sources, conclusion itself in its inference causes many more decisions and formations. Finally, inference is an extension, not of ideas, but of beliefs, at first about existing things, after-wards about ideas, and even about words; about anything in short about which we think, in what is too fancifully called â€Å"the universe of discourse. † Formal logic has occurred out of the constriction of conceptual logic. The science, of inference no doubt has to agree mainly with recognized truth or the steadiness of premises and closing. Real and formal, is a reliable, official rule of reliability becoming authentic rules of truth, when the premises are correct the stable conclusion is therefore true. The science of inference again correctly emphasizes the official thoughts of the syllogism in which the combination of premises connects the conclusion. The question of logic is how we suppose in fact, as well as entirely; and we cannot appreciate inference if we believe in inferences of probability of all kinds. The study of analogical and inductive inference is essential to that of the syllogism, because they find out the premises of syllogism. The proper thinking of syllogism is simply an essential outcome; but when its premises are essential principles, its conclusions are not only essential consequents but also essential truths. Hence the mode in which induction assisted by identification finds out necessary values must be considered by the logician in order to make a decision when the syllogism can actually turn up necessary conclusions. The science of inference has for its subject the appearance, or procedure, of consideration, but not its material or substance. But it does not pursue that it can examine the former without the latter. Formal logicians say, if they had to think the matter, they must also think all things, which would be unfeasible, or choose some, which would be illogical. But there is a transitional option, which is neither unfeasible nor illogical; namely, to believe the broad divisions and main beliefs of all things; and without this general deliberation of the material the logician cannot know the structure of consideration, which consists in representing inferences about things on these general values. Finally, the science of inference is not certainly the science of feeling, recall and knowledge, but at the similar time it is the science of using those cerebral operations as data of conclusion; and, if logic does not illustrate how analogical and inductive inferences straightforwardly, and deductive conclusion indirectly, arising from precedent experience, it becomes a science of simple thoughts without knowledge. Logic is connected to all the sciences, because it believes the frequent inferences and changeable methods used in exploring diverse subjects. But it is most intimately connected to the sciences of metaphysics and psychology, which outlines with it a chord of sciences. Metaphysics is the science of being in common, and therefore of the things which turn into objects held by our minds. Psychology is the science of intellect in general, and therefore of the psychological process, of which inference is one. Logic is the science of the procedure of inference. These three sciences, the objects of mind, the operations of mind, the processes used in the inferences of mind, are in a different way, but directly related, so that they are frequently perplexed. The genuine point is their interdependence, which is so close that one sign of great philosophy is a reliable metaphysics, psychology and logic. If the world of things is recognized to be partially material and partially mental, then the mind must have powers of intelligence and conclusion allowing it to know these things, and there must be procedures of conclusion moving us from and further than the sensible to the insensible world of substance and intellect. If the whole world of things is substance, process and procedure of mind are themselves material. If the complete world of things is mind, operations and procedures of mind have only to be familiar with their like all the world over. It is clear then that a man’s metaphysics and psychology must color his logic. It is therefore essential to the logician to know earlier the universal difference and values of things in metaphysics, and the mental operations of intelligence, formation, memory and experience in psychology, so as to find out the procedure of inference from experience about things in logic. The interdependence of this chord of sciences has from time to time led to their bewilderment. Hegel, having recognized being with thought, combined metaphysics in logic. But he separated logic into objective and subjective, and thus almost admitted that there is one science of the objects and another of the procedure of thought. Psychologists, seeing that conclusion are a psychological process; often manage a theory of conclusion to the disregard of logic. But we have a dual awareness of conclusion. We are aware of it as one operation amongst many, and of its omnipresence, so to articulate, to all the rest. But we are also aware of the procedure of the operation of inference. To a definite extent this subsequent awareness pertains to other operations: for example, we are aware of the process of association by which a variety of mental sources evoke ideas in the mind. But how modest does the psychologist identify the relationship of ideas, evaluated with what the logician has exposed about the procedures of conclusion. The truth is that our main awareness of all psychological operations is scarcely equivalent to our secondary awareness of the processes of the one operation of inference from premises to conclusions infusing long trains and including entire sciences. This complex consciousness of inferential progression is the explanation of logic as a distinct science. But it is not the entire technique of logic, which also and rightly thinks the psychological process essential to language, without replacing linguistic for psychological distinctions. Nor are awareness and linguistic analysis all the appliances of the logician. Logic has to believe the things we know, the minds by which we know them from intelligence, remembrance and experience to inference, and the sciences which arranges and expands our information of things; and having measured these facts, the logician must build such a science of conclusion as will clarify the control and the poverty of human information. Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning. There are objectives criteria with which correct reasoning may be defined. If these criteria are not known then they cannot be used. The aim of the study of logic is to discover and make available those criteria that can be used to test arguments and to sort good arguments from the bad ones. The study of logic is likely to improve the quality of one’s reasoning for another reason. It gives the opportunity to practice the analysis of arguments and the evaluation of arguments and the construction of arguments of one’s own. With the methods and techniques in logic we can distinguish efficiently between correct and incorrect reasoning. BIBLIOGRAPHY †¢ Probability Theory: The Logic of Science by E. T. Jaynes http://bayes. wustl. edu/etj/prob/book. pdf#search=%22Logic%20as%20a%20science%22.