Knowledge Concept Essays - Epistemology, Philosophy, Knowledge

Knowledge Concept When discussing the concept of knowledge it must be made clear what type of knowledge is being discussed. Three types of knowledge are proposed in philosophy; object knowledge, know-how knowledge, and propositional knowledge. Object knowledge involves a person, place, or thing. For example saying that I know my friend Antony is object knowledge, implying that I have had personal contact with him and it could also imply that I know facts about him. Know-how consists of abilities such as knowing how to ski. An Olympic skier who goes to the slopes every day to practice has know-how knowledge of skiing. Meanwhile a scientist, who studies the physics of skiing, the physiological make up of the skier and has never skied before, has the third and final type of knowledge, propositional knowledge. This form of knowledge deals with something that is either true or false, in other words the is a proposition stated as the category of propositional knowledge indicates. Propositional knowledge is the most debatable of the three and involves more in depth ideas to it, therefore I will spend my words on this form of knowledge. Basically knowledge demands two things, truth and belief. Belief in the persons mind that what they know is true and truth is self-explainable. But, when it comes down to it knowledge requires more. People can be fooled into believing things, true or not, by other people. These persons have a true belief in what they were told to believe but they don't actually have knowledge of the subject. This where justification comes into play. If I am justified in knowing that my car is red I have evidence to support my claim, I and others have viewed the red paint on the car and my registration has red 2 written as the color of the car. My knowledge is strengthened by the supporting evidence behind my claim. The JTB theory suggests that knowledge consists of true belief and that it is justified. This leads into the argument on what definition of justification is required for knowledge. There is highly reliable evidence and there is infallible evidence. I have highly reliable information that my car is red, but there are variables that could account for the car to appear red in my evidence and actually be pink in true color. Consequently, I can't be sure that my knowledge is purely infallible, in turn weakening my claim. There are three counterexamples to the JTB theory. One argument is that a person may have justified true belief that something will happen, and their justification is highly reliable. Then have the end result of the prediction come true, but not the knowledge about how it came to be the result. For example I may learn that the weather channel has predicted a 90% chance of rain tomorrow. I then conclude that since my car is outside and the weather channel is highly reliable source on weather patterns, my car will get wet tomorrow. The next day it may turn out that the weather channel has had a miss calculation and the storm clouds pass over without releasing a drop of rain, yet my car is sprayed with water by a neighbor watering his flowers. I had good justification in my true belief that my car was going to get wet, but I lack the knowledge about the more specific outcome of the prediction. This is similar to the philosopher Edmund Gettier's counterexample. Another counterexample came from Bertrand Russell, which contemplates a highly reliable clock. While passing by the clock, a man stops to note the time given by the clock. It indicates that the time is 9:55, so the man walks on with the justified notion that this clock is reliable and has given him the correct time. Unknown to the man the clock had stopped dead 3 exactly 24 hours ago. So the man has a justified true belief that the time is 9:55, but he doesn't know that this is the right time. A third counterexample was proposed by Elliott Sober. He explains a fair lottery. 1,000 tickets are sold in this lottery and I have bought ticket number 452, with the odds being 1 in 1,000 that I will be the winner, I make the logical assumption that ticket 452 will not win. As it turns out 452 didn't win and my supposition was correct. My belief was true and I had good reason to believe that my chances of winning were small, but after all I had no

Problem Solving in Mathematics

Problem Solving in Mathematics The main reason for learning about math is to become a better problem solver  in all aspects of life. Many problems are multistep and require some type of systematic approach. There are a couple of things you need to do when solving problems. Ask yourself exactly what type of information is being asked for:  Is it one of addition, subtraction, multiplication, or division?  Then determine all the information that is being given to you in the question. Mathematician George Pà ³lya’s book, â€Å"How to Solve It: A New Aspect of Mathematical Method,† written in 1957, is a great guide to have on hand. The ideas below, which provide you with  general steps or strategies to solve math problems, are similar to those expressed in Pà ³lya’s book and should help you untangle even the most complicated math problem. Use Established Procedures Learning how to solve problems in mathematics is knowing what to look for. Math problems often require established procedures and knowing what procedure to apply. To create procedures, you have to be familiar with the problem situation and be able to collect the appropriate information, identify a strategy or strategies, and use the strategy appropriately. Problem-solving  requires practice. When deciding on methods or procedures to use to solve problems, the first thing you will do is look for clues, which is one of the most important skills in solving problems in mathematics. If you begin to solve problems by looking for clue words, you will find that these words often indicate an operation. Look for Clue Words Think of yourself as a math detective. The first thing to do when you encounter a math problem is to look for clue words. This is one of the most important skills you can develop. If you begin to solve problems by looking for clue words, you will find that those words often indicate an operation. Common clue words for addition  problems: SumTotalIn allPerimeter Common clue words for  subtraction  problems: DifferenceHow much moreExceed Common clue words for multiplication problems: ProductTotalAreaTimes Common clue words for division problems: ShareDistributeQuotientAverage Although clue words will vary a bit from problem to problem, youll soon learn to recognize which words mean what in order to perform the correct operation. Read the Problem Carefully This, of course, means looking for clue words as outlined in the previous section. Once you’ve identified your clue words, highlight or underline them. This will let you know what kind of problem you’re dealing with. Then do the following: Ask yourself if youve seen a problem similar to this one. If so, what is similar about it?What did you need to do in that instance?What facts are you given about this problem?What facts do you still need to find out about this problem? Develop a Plan and Review Your Work Based on what you discovered by reading the problem carefully and identifying similar problems you’ve encountered before, you can then: Define your problem-solving strategy or strategies. This might mean identifying patterns, using known formulas, using sketches, and even guessing and checking.If your strategy doesnt work, it may lead you to an ah-ha moment and to a strategy that does work. If it seems like you’ve solved the problem, ask yourself the following: Does your solution seem probable?Does it answer the initial question?Did you answer using the language in the question?Did you answer using the same units? If you feel confident that the answer is â€Å"yes† to all questions, consider your problem solved. Tips and Hints Some key questions to consider as you approach the problem may be: What are the keywords in the problem?Do I need a data visual, such as a diagram, list, table, chart, or graph?Is there a formula or equation that Ill need? If so, which one?Will I need to use a calculator? Is there a pattern I can use or follow? Read the problem carefully, and decide on a method to solve the problem. Once youve finished working the problem, check your work and ensure that your answer makes sense and that youve used the same terms and or units in your answer.

Temporal Analysis in Crime Analysis Assignment Example | Topics and Well Written Essays - 250 words

Temporal Analysis in Crime Analysis - Assignment Example Analyzing the subject requires time to observe on their changing characters and reasons of change. Crime analysis is a complex task that requires not only adequate time but also resources. It requires human skills and higher level of training to execute this kind of analysis. Other forms of analysis such as qualitative analysis involve using the available data and records to come up with a particular finding and advice on the most appropriate directions to take based on the results of the analysis. In crime analysis, it requires the utilization of numerous strategies/techniques to come up with the most feasible solution to crime related issues. In crime analysis, the analyst should utilize both the available data and also he should also be able to visit the crime scene to correct the necessary data (Bruce, Hick, Cooper & International Association of Crime Analysts, 2004). The crime series entails the flow of events that took place from the time the crime is yet to be up to the time it had been committed. The use of temporal analysis plays a significant role in the analysis of crime series. Good example of temporal analysis is spatial analysis. This is where ellipses are established to help identify the distribution of crime incidence (Weisburd, Groff & Yang, 2012). Bruce, C. W., Hick, S. R., Cooper, J. P., & International Association of Crime Analysts.(2004). Exploring crime analysis: Readings on essential skills (2nd ed.). NorthCharleston, S.C: BookSurge.