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M1 Assignment 2 Discussion Subscribe Assignment 2: Concepts of Truth Before 1972, scientists believed that the rings of Saturn were composed of gasses or dust; on tests, any student who claimed that Saturn's rings were composed of solids was incorrect because the true answer was that the rings were a gas. Later scientific investigation has shown that the rings are, in fact, composed of solid matter. Did the truth change? Should these students retroactively be given credit? Which group of students originally knew the correct answer? Similarly, in the 1950s and 1960s physicians knew that stress caused ulcers, although we now know that bacteria causes ulcers. What does this imply for our definition of the words truth and knowing? Prepare a 3- to 5-paragraph response and submit it to the Discussion Area by the due date assigned, Through the end of the module, comment on the responses of two other students, promoting a discussion about preconceptions and any thoughts you may have after reading all responses. Provide helpful critiques of the responses, analyzing the preconceptions regarding the relationship between truth and the knowledge that something is true. Provide your reaction or thoughts after reading the other students' submissions. Grading CriteriaMaximum Points Quality of initial posting, including fulfillment of assignment instructions16Quality of responses to classmates12Frequency of responses to classmates4Reference to supporting readings and other materials4Language and grammar4 Total:40Rubrics AU_Discussion Grading Rubric .

Education

knowledge that something is true. Provide your reaction or
thoughts after reading the other students' submissions.
Grading CriteriaMaximum Points
Quality of initial posting, including fulfillment of assignment
instructions16Quality of responses to classmates12Frequency of
responses to classmates4Reference to supporting readings and
other materials4Language and grammar4
Total:40Rubrics
AU_Discussion Grading Rubric

Assignment 2: Concepts of Truth Before 1972, scientists believed that the rings of Saturn were composed of gasses or dust; on tests, any student who claimed that Saturn's rings were composed of solids was incorrect because the true answer was that the rings were a gas. Later scientific investigation has shown that the rings are, in fact, composed of solid matter. Did the truth change? Should these students retroactively be given credit? Which group of students originally knew the correct answer? Similarly, in the 1950s and 1960s physicians knew that stress caused ulcers, although we now know that bacteria causes ulcers. What does this imply for our definition of the words truth and knowing? Prepare a 3- to 5-paragraph response and submit it to the Discussion Area by Saturday, February 27, 2016 . Through Wednesday, March 2, 2016 , comment on the responses of two other students, promoting a discussion about preconceptions and any thoughts you may have after reading all responses. Provide helpful critiques of the responses, analyzing the preconceptions regarding the relationship between truth and the knowledge that something is true. Provide your reaction or thoughts after reading the other students' submissions. .

Assignment 2 Concepts of TruthBefore 1972, scientists believed th.docx

MerrileeDelvalle969

Assignment 2: Concepts of Truth Before 1972, scientists believed that the rings of Saturn were composed of gasses or dust; on tests, any student who claimed that Saturn's rings were composed of solids was incorrect because the true answer was that the rings were a gas. Later scientific investigation has shown that the rings are, in fact, composed of solid matter. Did the truth change? Should these students retroactively be given credit? Which group of students originally knew the correct answer? Similarly, in the 1950s and 1960s physicians knew that stress caused ulcers, although we now know that bacteria causes ulcers. What does this imply for our definition of the words truth and knowing? Prepare a 3- to 5-paragraph response and submit it to the Discussion Area by Saturday, June 24, 2017 . Through Wednesday, June 28, 2017 , comment on the responses of two other students, promoting a discussion about preconceptions and any thoughts you may have after reading all responses. Provide helpful critiques of the responses, analyzing the preconceptions regarding the relationship between truth and the knowledge that something is true. Provide your reaction or thoughts after reading the other students' submissions. .

MethodsStudy sampleThe study population consisted of 280 patie.docx

ARIV4

Methods Study sample The study population consisted of 280 patients diagnosed with different diseases at Zeta Medical Center between 2010 and 2015. These diseases were dengue infection, HIV, CHD, Diabetes and lung cancer. The male population registered a high number in dengue infection, CHD mortality, diabetes and stages 1, 2 and 3 of cancer. The female population registered a high number in HIV infection and stage 4 of cancer. Data collection Clinical data were collected from medical records, blood samples, diabetes screening exam and diagnostic tests. Demographic information was obtained through self-reported questionnaires. Variables included the diseases reported, demographics, clinical risk factors and behavioral risk factors. The independent variables collected were demographics, clinical risk factors, and behavioral risk factors. The dependent variables are the clinical diseases which are; dengue infection, HIV, CHD, Diabetes and lung cancer. Statistical analyses Standard descriptive statistics such as mean, median, standard deviation, and frequencies for the independent variables that are in ratio format were performed to describe the age of sample population, clinical risk factors, and behavioral risk factors. The dependent variables considered were: dengue infection, HIV, CHD, Diabetes and lung cancer. The independent variables were considered: gender (male=0, female=1), Race/Ethnicity, Income, Education, Insurance, Urban, Region, BMI, Cholesterol, Alcohol, Tobacco, IDU, Condom, Exercise, Fruit/Vegetable. Chi-square test was used to determine the difference between males and females regarding the diseases in discussion (dengue infection, HIV, CHD, Diabetes and lung cancer.). Statistical analysis was performed using SPSS software version 21 and p<.05 for statistical significance. Instructor’s Feedback: Good job. Please write your paper in APA format. You have set up a study that can be tested statistically. Discussion 1 For this week please read "It all began in be very chaos" I would just like your thoughts and observations. For some of you this may be very accurate - for some this may be an entertaining story. Please just let me know (and your classmates) what YOU think and why. http://ngm.nationalgeographic.com/print/2013/07/125-solar-system/irion-text Your response to the article: Student 1 response: After reading this article its safe to say that our solar system is a unqiue system that works together in sync, and if any planet in the solar system is off set it cause great impact on the entire solar system. Personally after reading this im almost confused in a way. Like I have far more questions that havent been answered. Our history of science is so complicated too that one scientist can predict something and it actually happen or the other way around where a scientists method gets dissaproven after many years they find that its not the case and find whats truly happening. Overall I really enjoyed this article ...

Developing students' reasoning skills in scienceStefaan Vande Walle

1. TEN MYTHS OF SCIENCE REEXAMINING WHAT WE THINK WE KNOW...W. .docx

ambersalomon88660

1. TEN MYTHS OF SCIENCE: REEXAMINING WHAT WE THINK WE KNOW... W. McComas 1996 This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and inservice teacher education programs to help unseat the myths of science. Myths are typically defined as traditional views, fables, legends or stories. As such, myths can be entertaining and even educational since they help people make sense of the world. In fact, the explanatory role of myths most likely accounts for their development, spread and persistence. However, when fact and fiction blur, myths lose their entertainment value and serve only to block full understanding. Such is the case with the myths of science. Scholar Joseph Campbell (1968) has proposed that the similarity among many folk myths worldwide is due to a subconscious link between all peoples, but no such link can explain the myths of science. Misconceptions about science are most likely due to the lack of philosophy of science content in teacher education programs, the failure of such programs to provide and require authentic science experiences for preservice teachers and the generally shallow treatment of the nature of science in the precollege textbooks to which teachers might turn for guidance. As Steven Jay Gould points out in The Case of the Creeping Fox Terrier Clone (1988), science textbook writers are among the most egregious purveyors of myth and inaccuracy. The fox terrier mentioned in the title refers to the classic comparison used to express the size of the dawn horse, the tiny precursor to the modem horse. This comparison is unfortunate for two reasons. Not only was this horse ancestor much bigger than a fox terrier, but the fox terrier breed of dog is virtually unknown to American students. The major criticism leveled by Gould is that once this comparison took hold, no one bothered to check its validity or utility. Through time, one author after another simply repeated the inept comparison and continued a tradition that has made many science texts virtual clones of each other on this and countless other points. In an attempt to provide a more realistic view of science and point out issues o.

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Lesson 4.3 Activity: Revising Investigation Writing - Constructing an Argument

Big History Project

In this investigation writing lesson, students circle back around to Criteria A of the BHP Writing Rubric, Constructing an Argument, to move beyond simply identifying elements of a well-crafted argument, to analysis and writing. In this activity, each student will revise another student’s writing as a way to understand not just what a good argument is, but how to actually generate one. This gradual release of scaffolding and additional skill building will help students steadily improve their writing throughout the course. Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017

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Assignment 2: Concepts of Truth Before 1972, scientists believed that the rings of Saturn were composed of gasses or dust; on tests, any student who claimed that Saturn's rings were composed of solids was incorrect because the true answer was that the rings were a gas. Later scientific investigation has shown that the rings are, in fact, composed of solid matter. Did the truth change? Should these students retroactively be given credit? Which group of students originally knew the correct answer? Similarly, in the 1950s and 1960s physicians knew that stress caused ulcers, although we now know that bacteria causes ulcers. What does this imply for our definition of the words truth and knowing? Prepare a 3- to 5-paragraph response and submit it to the Discussion Area by Saturday, June 24, 2017 . Through Wednesday, June 28, 2017 , comment on the responses of two other students, promoting a discussion about preconceptions and any thoughts you may have after reading all responses. Provide helpful critiques of the responses, analyzing the preconceptions regarding the relationship between truth and the knowledge that something is true. Provide your reaction or thoughts after reading the other students' submissions. .

MethodsStudy sampleThe study population consisted of 280 patie.docx

ARIV4

Developing students' reasoning skills in scienceStefaan Vande Walle

1. TEN MYTHS OF SCIENCE REEXAMINING WHAT WE THINK WE KNOW...W. .docx

ambersalomon88660

Scientific epistemology (2)

Connie Gomez

Lesson 4.3 Activity: Revising Investigation Writing - Constructing an Argument

Big History Project

7 atomicstructure uwp

mark ballesteros

TOKSUBMISSION(IBIS)Juan Tipoo

http://creationism.org.pl/groups/ptkrmember/szkola/2006/Monton,%20Methodologi...michaelxu

Science Essay Topic

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Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx

toltonkendal

Running head: TITLE OF PAPER 1 TITLE OF PAPER 2 Construct a Deductively Valid Argument Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises. Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school. Premise two: The arts and humanities enhance the learning experience for children. Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions. Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side. Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development. I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid. Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid? Deductive Logic Flipper is a dolphin, so Flipper is a mammal. Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land. Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air. Premise two: Fish do not need to breathe air, however, live in water. Conclusion: Not all aquatic beings are fish. Hello Tania, I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers. Running head: TITLE OF PAPER 1 TITLE OF PAPER 3 Ashford 2: - Week 1 - Discussion Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...

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Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed. Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017

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