...‘chicken and the egg’ to most arguments. Numerical significance can be both a proof, demonstration of an idea, or it can be the reason for the thought, concept, or philosophy. By definition, scholars believe that numerology is the placing of meaning on numbers in the Scriptures. Numerology is by no means restricted to Christianity, even though we choose to make it our focus for the purpose of this paper. Numerology attempts to explain the reason why God used numbers as he did, and what he was potentially trying to tell us. Thorough analysis and interpretation efforts have taken place along the years, in other to find meaning behind this scientific, most often philosophical, symbol use. “The Pythagoreans made number games philosophically respectable, and the great authority of Plato raised mathematics into theological realms. But at the lowest level, numbers remained magical.” The fall of the Roman Empire, caused a challenging transition for many, especially in terms of religion. From Paganism to Christianity, many had to look for a meaning, and be convinced, or understand, regardless of doubts that a new religion was to emerge. The early years of Christianity revolved around strong thinkers who were able to establish arguments in order to defend a newborn faith. Those strong thinkers, not always referred to as Saints, are known to us as the Fathers of the Church. The three that we will briefly look into in order to stabilize the basis of the argument are: Irenaeus of Lyons...
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...Question number 1 (a) (b) (i) Answer total internal reflection prism drawn in correct orientation (by eye) Accept TIR Notes Marks 1 1 1 Accept a freehand sketch of the triangular prism Size of prism unimportant, e.g. can fill the entire square, but horizontal and vertical edges must be drawn correct reflection of rays (by eye): (ii) Accept freehand sketch Accept correct external reflection e.g. reflection as shown below gets 1 mark for 1(b)(ii) despite the error in the 1(b)(i) response Total 3 Page No.: 3 Raiman Academy www.raimanacademy.com Enjoy learning @ Raiman Academy Question number 2 (a) (i) B- 2 cm Answer Notes Marks 1 (ii) (b) C- 8 cm Idea that in a transverse wave the direction of vibration is perpendicular to the direction of the wave; (May be shown with labels on the diagram) Idea that longitudinal wave the direction of vibration is parallel to the direction of the wave; (May be shown with labels on the diagram) A named freehand sketch of either wave indicating the two directions; e.g. Allow (for vibration) oscillation / displacement / disturbance (for direction of wave) direction of travel / energy / transfer (for perpendicular) at right angles, is ⊥ to (for parallel) the same as, // the minimum labeliing is to name of the type of wave they have drawn. Allow sine waves with appropriate arrows Allow diagrams indicating compression and rarefaction e.g. in a spring transverse Allow for 1 mark (but only if other mark...
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...| | 4+ | 2 + | 0 = | 6 | 1.1.3 21↓ | 20↓ | | 2X | 1X | | 1____ | 1____ | | 2 + | 1 = | 3 | 1.1.4 24↓ | 23↓ | 22↓ | 21↓ | 20↓ | | 16X | 8X | 4X | 2X | 1X | | 1____ | 0____ | 0____ | 1____ | 0____ | | 16 + | 0 + | 0 + | 2 + | 0 = | 18 | 1.1.5 27↓ | 26↓ | 25↓ | 24↓ | 23↓ | 22↓ | 21↓ | 20↓ | | 128X | 64X | 32X | 16X | 8X | 4X | 2X | 1X | | 1____ | 1____ | 1____ | 0____ | 0____ | 0____ | 1____ | 0____ | | 128 + | 64 + | 32 + | 0 + | 0 + | 0 + | 2 + | 0 = | 226 | 1.1.6 156 | 28 | 28 | 28 | 12 | 4 | 0 | 0 | | 27↓ | 26↓ | 25↓ | 24↓ | 23↓ | 22↓ | 21↓ | 20↓ | | v | v | v | v | v | v | v | v | | 128x | 64x | 32x | 16x | 8x | 4x | 2x | 1x | | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 = | 10011100 | 128 + | 0 + | 0 + | 16 + | 8 + | 4 + | 0 + | 0 = | 156 | 1.1.7 255 | 127 | 63 | 31 | 15 | 7 | 3 | 1 | | 27↓ | 26↓ | 25↓ | 24↓ | 23↓ | 22↓ | 21↓ | 20↓ | | v | v | v | v | v | v | v | v | | 128x | 64x | 32x | 16x | 8x | 4x | 2x | 1x | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 11111111 | 128 + | 64 + | 21 + | 16 + | 8 + | 4 + | 2 + | 1 = | 255 | 1.1.8 200 | 72 | 8 | 8 | 8 | 0 | 0 | 0 | | 27↓ | 26↓ | 25↓ | 24↓ | 23↓ | 22↓ | 21↓ | 20↓ | | v | v | v | v | v | v | v | v | | 128x | 64x | 32x | 16x | 8x | 4x | 2x | 1x | | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 11001001 | 128 + | 64 + | 0 + | 0 + | 8 + | 0 + | 0 + | 1 = | 255 | 1.1.10 | 2^7 | 2^6 | 2^5 | 2^4 | 2^3 | 2^2 | 2^1 | 2^0 | | 128...
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...Corridors of Transition between 12 Angry Men and 12 “I have always found that mercy bears richer fruits than strict justice”. Abraham Lincoln “The virtue of justice consists in moderation, as regulated by wisdom”. Aristotle ”Nobody gets justice. People only get good luck or bad luck”. Orson Welles Justice = mid-12c., "the exercise of authority in vindication of right by assigning reward or punishment;" also "quality of being fair and just," from Old French justice "justice, legal rights, jurisdiction" (11c.), from Latin iustitia "righteousness, equity," from iustus "upright, just" . The Old French word had widespread senses, including "uprightness, equity, vindication of right, court of justice, judge." The word began to be used in English c.1200 as a title for a judicial officer. Meaning "right order, equity" is late 14c. Justice of the peace first attested early 14c. In the Mercian hymns, Latin iustitia is glossed by Old English rehtwisnisse. To do justice to (someone or something) "render fully and fairly showing due appreciation" is from 1670s. This word, with such a strong connotation, influenced and formed the basis of many philosophical...
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...propositions. eg.I am taller than you, It is raining, She will win the race. Premise- A statement that is offered in support of a conclusion Conclusion - A statement that is held to be supported by a premise or premises eg. All whales are mammals. Moby Dick is a whale. Moby Dick is a mammal. Argument- a set of statements one of which (the conclusion) is taken to be supported by the remaining statements (the premises). • The conclusion is what the speaker wants you to accept. • The premises state the reasons or evidence for accepting the conclusion. Inference- is the process of reasoning from a premise (or premises) to a conclusion (or conclusions) based on those premises. Explanation- tells you why something happened. Argument- tells you why you should believe something. • Arguments have something to prove; explanations do not. eg. 1. Adam stole the money, for three people saw him do it. 2. Adam stole the money because he needed to buy food. Premise-Indicator words: Since, Because, For, as, given that, inasmuch as, for the reason that Conclusion Indicator Words: Thus, Therefore, Hence, Entail(s), it follows that, we may conclude, consequently, so In arguments, premises do not always come before conclusions; conclusions do not always come after premises eg. Religious beliefs cannot be proven. If something is a matter...
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...1). What background information do you need to know in order to read this image intelligibly? You do not need any background information to read this visual argument. This photo is self-explanatory. 2). What do you see? I see a man verbally abusing a lady. What are the key details or features here that stand out? The man’s face, fist punching the lady from his mouth, and the pain on the ladies face all stand out to support my theory. What images? The image is self-explanatory. What text? There was no text to support this visual argument. What supporting details? Every aspect of this photo supports my argument. 3). Identify the issue(s): Based on the picture it presents, what issue does this visual seem to be referencing? This visual seem to be referencing verbal abuse. This is a great picture to really explain how words can be painful. What debate is it part of? The visual debates the seriousness of verbal abuse and the effects. 4). Defining the Perspective: What side in this debate is this visual taking? The visual is taking the side of women, showing how men verbally abuse women. What perspective on this issue does this visual seem to take? This visual seem to support the seriousness of verbal abuse. It shows how people’s words can really be as painful as a punch in the face. 5). Defining the Argument: How do we know what side of this debate the visual is taking? This visual is taking the side of women. It is showing how men can verbally abuse a women with...
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...distinguish between a valid argument and a sound argument. A valid argument is one in which the conclusion follows necessarily from the premises, such that if the premises are true, the conclusion must also be true. A sound argument is one that is valid and the premisses are true (hence the conclusion is also true). Here is an example of a valid deductive argument with true premises and a true conclusion (notice it is in the form of a syllogism): Premiss 1: If the North won the Civil War, then the slaves were freed. Premiss 2: The North won the Civil War. Conclusion: Therefore, the slaves were freed. But consider this argument: Premiss 1: If the South won the Civil War, then the slaves were freed. Premiss 2: The South won the Civil War. Conclusion: Therefore, the slaves were freed. Here, the argument is valid even though both premises are false and the conclusion is true. It is valid, because if the premises were true, then the conclusion would be true also. The conclusion still follows from the premises. Are the following valid? Premiss 1: All seniors are talented (F) Premiss 2: All talented people are ugly (F) Conclusion: All seniors are ugly (F) Premiss 1: All ugly people are seniors (F) Premiss 2: All seniors are insightful (F) Conclusion: All ugly people are insightful (T) Premiss 1: All ugly people are insightful (T) Premiss 2: All talented people are ugly (F) Conclusion: All talented people are insightful (T) Are these arguments sound? What is a syllogism...
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...to distinguish between a valid argument and a sound argument. A valid argument is one in which the conclusion follows necessarily from the premises, such that if the premises are true, the conclusion must also be true. A sound argument is one that is valid and the premisses are true (hence the conclusion is also true). Here is an example of a valid deductive argument with true premises and a true conclusion (notice it is in the form of a syllogism): Premiss 1: If the North won the Civil War, then the slaves were freed. Premiss 2: The North won the Civil War. Conclusion: Therefore, the slaves were freed. But consider this argument: Premiss 1: If the South won the Civil War, then the slaves were freed. Premiss 2: The South won the Civil War. Conclusion: Therefore, the slaves were freed. Here, the argument is valid even though both premises are false and the conclusion is true. It is valid, because if the premises were true, then the conclusion would be true also. The conclusion still follows from the premises. Are the following valid? Premiss 1: All seniors are talented (F) Premiss 2: All talented people are ugly (F) Conclusion: All seniors are ugly (F) Premiss 1: All ugly people are seniors (F) Premiss 2: All seniors are insightful (F) Conclusion: All ugly people are insightful (T) Premiss 1: All ugly people are insightful (T) Premiss 2: All talented people are ugly...
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...your position in regards to the debate by responding to the arguments in an academic way. -Utilize the templates provided to structure your paper. -Avoid quoting any text. Use your own words and sentence structure, not the author’s. Summary Critique Layout: 1) Begin your summary by setting up the debate for the paper. Then begin your brief summary of either Gurdon or Alexi. Utilize this template: * In recent discussions of _____, a controversial issue has been whether _____. On the one hand, some argue that ______. From this perspective, ________. (EXPLAIN What are they ultimately saying) On the other hand, however, others argue that _______. To take a case in point, In "Title of the Essay," (Author1) (argues/asserts/claims/suggests) that______ (thesis /central idea of the piece). (Author1) (asserts/argues/claims/insists) _______ (this is where you include the author’s evidence/proof/support for their main argument (include at least 2 specific points that support the author’s position). In other words, what specific information does author1 use to emphasize or clarify their point? 2) Switch to Author2. * Unlike (Author1), In "Title of the Essay," (Author2) (argues/asserts/claims/suggests) that___ (thesis /central idea of the piece). (Author2) (asserts/argues/claims/insists) _______ (this is where you include the author’s evidence/proof/support for their main argument (include at least 2 specific points that support the author’s position). In other...
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...Statement Argument Exercise DIRECTIONS for question 1-20: Each question given below consists of a statement, followed by two arguments numbered I and II. You have to decide which of the arguments is a 'strong’ argument and which is a ‘weak' argument. Give answer (1) if only argument I is strong; (2) if only argument II is strong; (3) if either I or II is strong; (4) if neither I nor II is strong and (5) if both I and II are strong. 1. Statement: Should all refugees, who make unauthorized entry into a country, be forced to go back to their homeland ? Arguments : I. Yes. They make their colonies and occupy a lot of land. II. No. They leave their homes because of hunger or some terror and on human grounds, should not be forced to go back. 2. Statement: Should new big industries be started in Mumbai? Arguments : I. Yes. It will create job opportunities. II. No. It will further add to the pollution of the city. 3. Statement: Should government stop spending huge amounts of money on international sports ? Arguments : I. Yes. This money can be utilized for upliftment of the poor. II. No. Sports persons will be frustrated and will not get international exposure. 4. Statement: Should the oil companies be allowed to fix the price of petroleum products depending on market conditions ? ...
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...Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 180 |Assignment 5: Critical Thinking Paper — Draft | | |Criteria |Unacceptable |Meets Minimum |Fair |Proficient |Exemplary | | |Below 60% F |Expectations |70-79% C |80-89% B |90-100% A | | | |60-69% D | | | | |1. Argument follows |Did not submit or |Insufficiently |Partially followed the|Satisfactorily |Thoroughly followed | |the five steps of |incompletely followed |followed the five |five steps of |followed the five |the five steps of | |persuasion: |the five steps of |steps of persuasion: |persuasion: |steps of persuasion: |persuasion: | |establishing |persuasion: |establishing |establishing |establishing |establishing | |credibility, |establishing |credibility, |credibility, |credibility, |credibility, | |acknowledging the |credibility, |acknowledging the |acknowledging the |acknowledging the |acknowledging the | |audience‘s...
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...have research on recent laws regarding your issue place it here. If not, delete it.) E. Thesis: Your perspective (argument) on the issue based on three main points. 1. Example Thesis: Human cloning should not be legalized because it is dangerous, expensive, and unethical. II. Brief Overview of Opposing Position A. Describe the basic view point of the opposition 1. Initially, many would argue that cloning should be legalized because it may cure diseases. B. Provide the supporting arguments and facts (supported by references to texts and well-known authorities) 1. For example, some scientists say that cloning may provide clues to genetic mapping and diseases (Bogo 1). 2. Additionally, research seems to show that cloning allows individuals to have a “back-up” of their specific blood, plasma, and even organs (Samson 2). C. Elaborate/Analysis and summary of perspective A: 1. To summarize, supporters of cloning believe that it is medically beneficial to humans. D. Counterargument: 1. Indeed, many might believe cloning is beneficial. However, cloning should not be legalized because it is dangerous, expensive, and unethical. III. Your Argument: Main Point #1 (Strong Point) A. Describe any “common ground” between the two...
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...Valid deductive argument: an argument in which assuming the premises are true, it is impossible for the the conclusion to be false, conclusion necessarily follows the premises. Invalid Deductive argument: argument in which the premises are true, it is possible for the argument to be false, conclusion doesn’t necessarily follow the premises. Sound Argument: When an argument is shown to be valid and all premises are true then it is sound. Unsound argument: when an argument is invalid or at least one of a valid arguments premises are false. Cogent Argument: An inductive argument is cogent when the argument is strong and the premises are true. Uncogent: an argument is un-cogent if either the argument is weak or it has at least one false premise. Strong Argument: given premises are true it is unlikely for conclusion to be false. Weak argument: argument is weak when assuming premises are true that it is likely the conclusion is false. Tautology: A statement that is necessarily true. “Ethan is tall or he is not tall”. Contingent Statement: statements that are either true or false, their truth tables have both true and false values. Non-contingent statement: statements thats truth values don’t depend on truth values of components. “Tautologies, self-contradictions”. Self-contradiction: a statement that is necessarily false. “2 is an even number and the number 2 is not an even number. Contradictory statements: statements that have opposing values on every line of their respective truth...
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...1 www.oldwitchcraft.com 2 www.oldwitchcraft.com 3 INTRODUCTION The science of numerology can be traced back thousands of years. The Chinese, Japanese, Greek, Hebrews, Egyptians, Phoenicians, early Christians, Mayans, and Incas all used some form of numerology to gain a deeper understanding of themselves and the universe. Numerology is perhaps the easiest of the occult arts to understand and use. All you need is the birth date and the complete name of an individual to unlock all of the secrets that the numbers hold. (Most authorities agree that the full birth name as recorded on your birth certificate is the name that must be used for all calculations involving name.) There are eleven numbers used in constructing Numerology charts. These numbers are 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, and 22. Larger numbers that occur from adding the numbers in the complete birth date or from the values assigned to each name are reduced by adding the digits together until the sum achieved is one of the core numbers. Merely add the components of the larger number together (repeatedly, if necessary) until a single digit (or the "master" numbers 11 or 22) results. Each of these numbers represents different characteristics and expressions. Master numbers are the only exception to rule of reducing to the single digit. The master numbers 11 and 22 are intensified versions of the single digit number they replace (2 and 4). These numbers suggest a potential for a high degree of learning and/or achievement...
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...in the textbook, as outlined above, it will be useful for you to produce a short piece of writing. This is a starting point in developing your reasoning skills, and it will be used later to help you improve your writing. In a paragraph or two, express an opinion on one of the following issues and support it: • a. censorship • b. capital punishment • c. abortion • d. use of alcohol or other drugs • e. marriage • f. single parenting • g. gun laws • h. building new prisons • i. the prospects for your generation[1] UNIT 2- Exercise 2 When you have completed the reading, answer the questions in Exercise 2.3, on pages 36–38 of Critical Reasoning. UNIT 3 -Exercise 1 Please answer the questions in Exercise 4.3, pages 98 to 99 of Critical Reasoning. Also do mini quiz on moodle. UNIT 4 - Miniquiz 1 Translate the following statements into standard-form categorical propositions. 1. Violets are blue. 2. There are glasses in the dining room. 3. Only faculty members may use the lounge. 4. Insults make her angry. 5. Every dog has his day. 6. A rare warbler was sighted in this area last week. 7. Any one will do. 8. Shakespeare lived in the sixteenth century. 9. He always avoided awkward situations. 10. That answer is not satisfactory. UNIT 5 - Exercise 1 Please answer the questions in Exercise 6.1 on pages 148–151 of Critical Reasoning. • Please revise the instructions for Question A. You should give your reasons for thinking a given...
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