Journal Article Analysis Essay Example for Free

Journal Article Analysis Essay Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive science is a continuation of common-sense (Delanty Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"Its a waste of time to work on problems which have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

A Commentary on the Travel Writing of Pierre Jean Grosley and Ramond de

A Commentary on the Travel Writing of Pierre Jean Grosley and Ramond de Carbonnià ¨res Each summer, for the past five years, I have traveled to Savary Island, B.C. to "repose my wearied spirit" on the mountains, the ocean, and especially on the absence of civilization and the regular amenities thereof. The island is divided: the western half submits to residents who wish for large homes and tennis courts while the eastern half (Indian Point) supports those who want to escape from those very things. There are only a handful of permanent residents on the eastern half and they have built their homes and gardens with a respect and reverence for nature that is rarely found in the city, or Savary Shores (the western half). The visitors to the island fit, generally, into the same western and eastern categories; all escaping the city, but only some willing to leave the city behind. It is a modern distinction between the tourist and the traveler. It is impossible to engage with nature without engaging with the people on Savary Island. I have found that encounters with both visi tors and residents, negative or positive, have influenced my experience of nature and, in turn, knowledge of myself. Therefore, the effects of our Romantic Travelers' encounters with people (tourists, travelers or native residents) on their experience of nature have interested me greatly. Pierre Jean Grosley and Ramond de Carbonnià ¨res' travel writing provides two perspectives (the tourist and the traveler) of both nature and its human inhabitants. How each man engages with the people he meets mirrors the way he engages with his natural surroundings. My desire to blend in with the residents of Indian Point place my traveling experiences on par with de Carbonnià ¨res... ...gages with nature beyond his initial scientific attempts. He accesses nature, and in turn increases his knowledge of self by engaging with the people he encounters, specifically the shepherds of the Pyrenees. I find I am able to relate my own experiences on Savary Island with both of these travelers, although more so with Ramond de Carbonnià ¨res. Works Cited de Carbonnià ¨res, Ramond. Travels in the Pyrenees; containing a description of the principal summits, passes, and vallies. Trans. F. Gold. London: Longman, Hurst, Rees, Orme, and Browne, 1813. (Original work: Observations faites dans les Pyreneà ©s, 1789) Grosley, Pierre Jean. New Observations of Italy and its Inhabitants. Trans. Thomas Nugent. London: L.Davis and C. Reymers, 1769. Vol.1 Noyes, Russell. English Romantic Poetry and Prose. Oxford: Oxford University Press, 1956. Introduction, xxii.

How Slavery Affected the New World

How Slavery Affected the New World Amanda Maldonado 9/11/2012 Unit 1: Essay When we think of slavery we cannot help to think of mistreated people. Slaves are responsible for making the New World succeed in the enlightenment of civilization, and the production of wealth. Without slave labor economy would not be working today. Slavery teaches us that after suffering there comes reward. At the same time however, slavery is the definition of anguish and torment. The separation of loved ones to service a stranger is erroneous.Slave labor feeds the master’s family, but distresses the laborer’s family. Slavery brings us new traditions and diversity to the New World. In her book, The Origins of American Slavery, Betty Wood explains her point of view of how slavery came to be and I will be referring to her book. Slave labor is a topic that is very important, because slaves are used to serve others, without being paid. They are used as objects and treated as so. The owner has pow er over the slave’s life, and liberty, â€Å"†¦loss of humanity; that the slave was no longer a person, a man or a woman, but an animal. (Origins10) Slaves are treated this way, even though they harvest the corn we eat. The clothes that the master wears are made by the slave, and with cotton that the slave picked. The land that is being used to harvest by the English, and the Europeans, belongs to the Native slaves, and yet they are being disconnected from their own rightful property. The foreigners are taking advantage of the people, to make themselves wealthy. They are greedy and want all the riches for themselves and no one else. The Europeans and the English fight over land, however that land belongs neither.They came and took over without the permission of the people who were there first. The slaves are moving economy forward, because their labor produces money. Money goes into the economy, and there is the start to a strong New World. Agriculture and trading make it easy for people to live in the New World, and persuades people to come. This also persuades slaves, because they believe that someday they will be free and also gain wealth. The slaves bring new customs to the New World. They bring new ways of cooking, strategies to grow crops, and they bring ideas to the Europeans and English.However the English and the Europeans believe that they are descents of Ham a sinner that is punished with servitude. The slaves are put to work because they are believed to be servants of servants. The appearance of the Africans and their culture comes off as different to the Europeans, and English. However slaves are human beings, whether or not they are said to be descendents of Ham. The first slaves are the Native Americans according to Betty Wood. The reason is because the Natives are already here when the English and the Europeans come.The Natives are lured into slavery, because when the Europeans come, they come with smiles. Not knowing, the Natives get taken advantage of. The Europeans want everything that the Natives have. The Natives eventually become slaves. However, the Europeans bring diseases, and wipe out many of the Natives. It is not only Africans and Natives that are slaves though. Some English and some Europeans are put to work as well, but a conclusion is drawn, that white skin is too weak for labor outside. So that is when they bring the Africans.The Africans also die of diseases, but become immune eventually. Their skin is not weak, and they are known to be the best slaves to have. The Europeans and the English want to civilize the African slaves, because they feel that the way they dress and their lack of intelligence is shocking. However, each culture is different, and it is unfair to change their culture, because changing their culture changes their tradition. And, tradition is not tradition if it is changed. The irony of this is the fact that Africans are traded by their own people in Africa.They are traded t o the Europeans for gold and other objects. They tear these families apart just to be self-centered and greedy. All these things, and yet the slaves keep going. Some try to escape, and get away, but others find death or punishment. Life as a slave is a terrible experience, and only they know what it really feels like to be one. All we can do is read about them and feel appalled and impotent. The Europeans and the English gain power by being leeches. They suck out all the power from the slaves, while they live the life of kings and queens. Luckily, this comes to n end eventually; it only took more than two-hundred years. But, today we are free, because they fight for our freedom. Slavery built the nation that we are today. They are responsible for our freedom and for the nation we are today. At the time they did not know it, but thanks to them today we can be free without chains. We can live life peacefully, and independently. We can walk outside and breathe fresh air without being a fraid. Slavery brought traditions, customs, and most of all diversity. We do not have to worry about being separated from our families.And, most of all we do not have to be afraid. The New World is made of immigrants. Whether brought by force or by choice, this country we are today is made of people from different countries. We made the New World, but we owe most of it to the slaves. They are the ones who work hard and experience torment so that today we can be free. Slaves make the New World succeed, economically and culturally. We are now equal to each other, no more anguish. Work Cited Wood, Betty. The Origins of American Slavery: Freedom and Bondage in the English Colonies. New York: Hill and Wang, 1998. Print.

Using the 2 Simple Past Tenses of Spanish

English has one simple past tense, but Spanish has two: the preterite and the imperfect. The two past tenses refer in different ways to what has happened. They are called the simple past tenses to distinguish them from verb forms that use an auxiliary verb, such as has left in English and ha salido in Spanish. In other words, the simple past tenses use a single word. Although the English past in a sentence such as he ate can be conveyed in Spanish using either the preterite (comià ³) or the imperfect indicative (comà ­a), the two tenses dont mean the same thing. In general, the preterite is used when speaking of completed action, indicating the verbs action had a clear end. The imperfect is used to refer to an action that doesnt have a specific ending. Here are some more specific uses to clarify the differences between the two tenses. Note that the imperfect is frequently translated in ways other than the English simple past. Key Takeaways: Spanish Simple Past Tense Although English has one simple (single-word) past tense, Spanish has two, and they usually arent interchangeable.In general, the preterite tense is used for actions that took place over a clear period of time.In general, the imperfect tense is used for actions whose conclusion isnt irrelevant or unspecified. Uses for the Preterite Tense The preterite (often spelled preterite) is used to tell of something that happened once: Fuimos ayer a la playa. (We went to the beach yesterday.)Escribà ­ la carta. (I wrote the letter.)Compramos un coche azul.  (We bought a blue car.) It can also tell of something that happened more than once but with a specific end: Fui ayer seis veces a la tienda. (I went to the store six times yesterday.)Leyà ³ el libro cinco veces. (He read the book five times.) Finally, the preterite can indicate the beginning or end of a process: Tuvo frà ­o. (He got cold.)El huracà ¡n se terminà ³ a las ocho. (The hurricane was finished at 8.) Uses for the Imperfect Tense On the other hand, the imperfect tells of past habitual or repeated actions where theres no definite end specified. It is often translated as used to verb, would verb, or was/were verb -ing. Iba a la tienda. (I used to go to the store. Note that it is possible that the verbs action continues today.)Leà ­amos los libros. (We would read the books. The English would is sometimes used for the imperfect, as it is here, but it also is sometimes used for the conditional tense.)Lavaban las manos. (They were washing their hands.)Escribà ­a muchas cartas. (I wrote many letters.) The imperfect can describe a condition, mental state, or state of being from the past: Habà ­a una casa aquà ­. (There used to be a house here.)Era està ºpido. (He was stupid.)No te conocà ­a. (I didnt know you.)Querà ­a estar feliz. (He wanted to be happy.)Tenà ­a frà ­o. (He was cold.) To describe an action that occurred over an unspecified time: Se pondrà ­a la ropa de deporte. (She was putting on her athletic clothing.)Cuando Josà © tocaba el piano, Marà ­a comà ­a. (While Josà © was playing the piano, Marà ­a was eating.) To indicate time or age in the past: Era la una de la tarde. (It was 1 p.m.)Tenà ­a 43 aà ±os. (She was 43 years old.) Other Distinctions Between the Past Tenses The imperfect is frequently used to provide the background for an event that is described using the preterite. Era [imperfect] la una de la tarde cuando comià ³ [preterite]. (It was 1 p.m. when she ate.)Yo escribà ­a [imperfect] cuando llegaste [preterite]. (I was writing when you arrived.) Because of the way the two tenses are used, some verbs can be translated using differing words in English depending on the tense in Spanish. This is especially true when the preterite is used to indicate the beginning or end of a process. Conocà ­ [preterite] al presidente. (I met the president.) Conocà ­a [imperfect] al presidente. (I knew the president.)Tuvo [preterite]  frà ­o. (He got cold.) Tenà ­a [imperfect] frà ­o. (He was cold.)Supe [preterite] escuchar. (I found out how to listen.) Sabà ­a [imperfect] escuchar. (I knew how to listen.) Some of the sentences in this lesson could be stated in either tense with a slight change of meaning. For example, while Escribà ­a muchas cartas would be the typical way of saying I wrote many letters, as that is something that typically would take place over an unspecified period of time, one also might say Escribà ­ muchas cartas. But the meaning of the sentence, not readily translatable without a context to English, would change to indicate that the speaker was referring to a specific point in time. For example, if you were talking about writing many letters while you were on a particular trip, you might use the preterite form.