Sentence examples for arguments constructed from inspiring English sources

Since, most of the questions asked were key inquires, basic information and hypothetical ones, it followed that the correlation between these questions to the soundness and strength of the arguments constructed should be examined to determine if the type of questions raised contributed to the soundness and strength of the argument.

The premises of an argument constructed according to the rules of this logic imply the argument's conclusion.

It also sometimes leads philosophers to criticise the chains of argument constructed by biologists, and thus to enter directly into ongoing biological debates.

Examining the problem from different dimensions probably explained for the high correlation for key inquiry and hypothetical questions to the strength of argument constructed.

The program typically includes a societal goal, a set of strategies to reach it, and an elaborate, though jerry-rigged, apologetic argument constructed out of a hodge-podge of claims about science, history, philosophy, law, and theology.

There was a high, positive and significant correlation between the following questions and the strength of argument constructed: a) total number of questions (r = 0.92, p = 0.01), b) number of key inquiry questions (r = 0.77, p = 0.06) and c) number of hypothetical questions asked (r = 0.78, p = 0.06).

Paley's Natural Theology is an extended argument, constructed around a series of examples including finding a watch; comparing the eye to a telescope; and the existence of finely adapted mechanical structures in animals, such as joints which function like hinges or manmade ball and socket joints.

This was not just because figures were being presented in a certain way, but because of the policies around which their arguments were constructed.

A novel integral-type Lyapunov function, which includes both system states and control input as its arguments, is constructed to solve the difficulty associated with the nonaffine control problem.

In this activity for grades 9 12, students attempt to sequence and create a story around a series of cartoon frames to serve as the basis for a discussion about how decisions are made and how arguments are constructed in science.

They make millions off their image, so they can't just turn it off and claim privacy when it suits them.' This argument is constructed around the premise that the simulacra and the real are one and the same.