(Question 1 200-300 words)Prior to beginning work on this discus

(Question 1 200-300 words)
Prior to beginning work on this discussion, read Chapters 7 and
8 in your textbook, and read the instructor In addition, to help
you better to know the fallacies, watch the following videos:
· Fallacies Chris Foster (Links to an external site.)
· Cognitive Biases: What They Are, Why They’re
Important (Links to an external site.)
· Fallacies: Appeal to Authority (Links to an external site.)
· Fallacies: Appeal to Popular Belief (Links to an external site.)
· Fallacies: Begging the Question (Broad Sense) (Links to an
external site.)
· Fallacies: Begging the Question (Narrow Sense) (Links to an
external site.)
· Fallacies: False Dilemma (Links to an external site.)
· Fallacies: Slippery Slope (Links to an external site.)
· The Ad Hominem Fallacy (Links to an external site.)
· The “Red Herring” Fallacy (Links to an external site.)
· The “Straw Man” Fallacy (Links to an external site.)
· What Is a Fallacy? (Links to an external site.)
Discussion Prompt
Once you learn the names of the major logical fallacies, you
will probably start noticing them all over the place, including in
advertisements, movies, TV shows, and everyday conversations.
This can be both fascinating and frustrating, but it can certainly
help you to avoid certain pitfalls in reasoning that are
unfortunately very common. This exercise gives you a chance to
practice identifying fallacies as they occur in daily life.
Prepare: Read through Chapter 7 of the course text, paying
special attention to learning the names of commo n fallacies,
biases, and rhetorical tricks.
Reflect: Search through common media sources looking for
examples of fallacies. Some common places to find fallacies
include advertisements, opinion pieces in news media, and
arguments about politics, religion, and other controversial

issues. You may also notice fallacies in your daily life.
Write: Present three distinct informal logical fallacies you have
discovered in these types of sources or in your life. Make sure
to identify the specific fallacy committed by each example.
Explain how the fallacies were used and the context in which
they occurred. Finally, explain how the person should have
presented the argument in order to avoid committing this logical
error.
Read the fallacies presented by your classmates and analyze the
reasoning that they have presented. Respond in a way that
furthers the discussion. For example, you might comment on
any of the following types of questions: Have ever seen or
fallen for similar fallacies in your own life? Are any of the
cases presented also instances of some other type of fallacy? Is
there a sense in which the reasoning might not be fallacious in
some cases? What can people do to avoid falling for such
fallacies in the future?
(Question 2 200-300 words)
This discussion is a forum in which you get to discuss logic as
it relates to current events. Prior to beginning work on this
discussion, review Chapters 7 and 8 in your textbook.
Discussion Prompt
Logic and critical thinking are highly relevant to the events we
see in the world around us. This discussion gives you a chance
to share an example. Start by selecting an event that is going on
in the world right now. It could be something in the news,
something you have learned about from science, technology, an
academic field, or even something important and relevant that is
going on in your life. It should be an issue that allows for
different perspectives (there are many ways to define
“perspectives” … they could be about whether the thing is true,
good, real, important, being done in the right way, etc.).
In your post,
· Share a source (or sources) that addresses or explains the
issue/topic/event (you do not have to use scholarly sources
here).

· Share an argument on each side of the issue or explain the two
different perspectives.
· Evaluate the reasoning surrounding this topic. Address
questions such as the following:
· Are the competing positions clear?
· Do the two positions/perspectives actually contradict each
other?
· Are the premises of the arguments strongly supported by
evidence?
· Do the arguments use good reasoning?
· Are any fallacies or biases committed by either side?
· Why do people hold the different positions/perspectives?
· How might either (or both) sides express their perspectives
more effectively?
· Evaluate the rhetoric that surrounds this topic: Address
questions such as the following: Are people being civil and fair
minded in how they address the issue? How might one strive for
greater fairness, objectivity, and civility in how we address this
kind of topic? If we did so, would society be more likely to
make progress on issues such as this?
A note about controversy and civility: Many of the topics that
may come up in this forum will be controversial in nature.
Understandably, students will have very different perspectives
on them. In order to learn from each other, to avoid creating
contention, keep in mind the following: It is not necessary to
represent your own views here. You are welcome to present the
arguments on both sides of the issue without taking sides
yourself. This will allow students to talk about the arguments
(rather than trying to prove each other wrong). If you do present
your own views, make sure to be highly respectful of the
feelings and perspectives of those with different views as you
do so. Civility is an essential part of how we learn from each
other.

Final Exam: Instruction
Note that the following jobs and companies are generally
fictional and, as in real life, there are many right answers.
I expect that you will each have your own version of a good
answer and focus for the questions. This is an attempt to
emulate the real world.
Please work on it on your own, academic integrity expectations
still apply. Reference any resources that you use or quote.
Good luck and enjoy!Top of Form
Course: Intro to Management Information System (MIS 390)
Textbook: Information Systems for Business and Beyond (2019)
https://opentextbook.site/informationsystems2019/, I will
upload Professor lecture’s PowerPoint too.
Question 3: 25 points (minimum 450 words)
Your business is continuing to grow, and you are hiring
someone to manage security and operations.
1. What are you going to expect them to take on and how will
you manage it?
2. What types of things do you expect them to manage?
3. What are you going to inspect and when?
4. How are you going to ensure security of the system for the
firm?
1. What is an MIS (Intro to Management Information System)
future trend that you can take advantage of in your professional
career?
2. How can you take advantage of the adoption of this new
technology in the next two years, and over the next 10 years?
What is your top insight from this course and what did you
learn about it?

Running head: CRITICAL EVALUATION
1
CRITICAL EVALUATION
5
Critical Evaluation: Developmentally Appropriate Practice in
Preschool
Name
Institutional Affiliation
Course
Date
Developmentally Appropriate Practices in Preschool
Today, what each child need are strategies to teach that will
consider the ballooning population of children who converse in
a language other than English in the United States. Thus, the

appropriate developmental practice (DAP) promotes the
importance of early childhood education for improved learning
progressions amongst preschool children (Neuman, Copple, &
Bredekamp, 2000). There are three approaches to help these
learners achieve their goals; language classroom, bilingual
classroom, and English language classroom. According to
available literature, dual language learners stand to benefi t from
participation in high-quality preschool. However, in States like
California, dual language learners’ enrolment in preschool is
very low compared to non-dual language learners. According to
Nunan (1999), the second language learning process is not
quick; learners have to attend classes for around six months
because the whole process can only be effective after the sixth
month. The big question is, do dual language learners stand a
chance to benefit from participation in high-quality preschool?
Supporting claim
First, the answer will be yes. Neuman et al. are on point while
stating that DAP promotes the importance of early childhood
education and improved learning amongst preschool children,
and this will be the first premise. Secondly, there are even three
different approaches adopted for different classes to ensure this
is achieved. Although America enjoys higher literacy rates,
society expects virtually every child to benefit from education,
whether English speaking or dual language user. This assertion
is all-inclusive, meaning not only English speaking but also
dual language learners stand equal chances of benefiting from
preschool learning. In other words, DAP promotes the
importance of preschool education for all children; dual
language learners benefit, and every learner benefits too. From
this statement, it is evident that the truth of its premise
guarantees the truth of its conclusion, thus a valid argument in a
standard form.
In evaluating this reasoning, it can be concluded that it is a
formal kind of reasoning. As Hardy et al. (2015) put it, formal
reasoning is used to evaluate and examine the logical
relationship between the conclusion and supporting assertions.

Therefore, since the conclusion has been determined by
establishing the truth of the supporting premises, then the
argument is formal reasoning which is deductive in nature.
Formal reasoning is deductive in nature. In simple terms, as
argued above, any conclusion of a valid formal argument goes
in line with the premises and in its conclusion produces no new
information but reconstructs what is already known into a new
proclamation of the same information. Therefore, dual language
learners stand to benefit from participation in high-quality
preschool because DAP promotes the importance of early
childhood education for improved learning progressions
amongst preschool children.
Opposing side
On the opposing side, our main topic question can still be
subjected to a lot of critics. Consider the statement once again,
“dual language learners stand to benefit from participation in
high-quality preschool." This can mean only dual language
learners stand chances of benefiting from high-quality preschool
learning. However, the assertion by Neuman, Copple, &
Bredekamp (2000) that, “DAP promotes the importance of early
childhood education for improved learning progressions
amongst preschool children” makes the conclusion invalid
because DAP's early childhood activities are all-inclusive and
consider all children both dual speaking and English speaking
learners. Secondly, there are three approaches to help different
learners achieve their goals. There is a language classroom, a
bilingual classroom, and an English language classroom. This
means that there is no single child is sidelined with this
program. The establishment of different classes ensures that no
learner is left behind. Third, in States like California, dual
language learners' enrolment in preschool is very low compared
to non-dual language learners. The essence of this is that the
majority are going to benefit from this program for English
learners. Lastly, according to Nunan (1999), the second
language learning process is not quick and takes longer before
learners can adapt to it. Therefore, learners are required to

attend classes for around six months because the whole process
can only be effective after the sixth month. How then can they
stand a chance of benefiting more compared to others?
Although this argument was intended to be true, all the premises
that led to its conclusion are not true. For any argument to be a
sound argument, then validity is necessary. The point is DAP
provides equal opportunity to all learners, and all participants
will automatically benefit. Since the conclusion doesn't qualify,
and all three of the premises are not true, then the statement is
invalid with misguided reasoning. Most researchers will also
term this kind of reasoning misguided. There exist
approximately four theories on how to determine whether a
conclusion follows from the premises. In this context, though it
was intended to be true, the argument is invalid according to
formal logic because it only addresses the probability of the
truth of the premises and the conclusion. Therefore, dual
language learners stand to benefit from participation in high-
quality preschool. This statement contradicts the assertion that
the appropriate developmental practice promotes the importance
of early childhood education for improved learning progressions
amongst all preschool children. The benefit is for all preschool
learners.
Reference
Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good
reason: A guide to critical thinking
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning
to read and write: Developmentally appropriate practices for
young children. National Association for the Education of
Young Children.
Nunan, D. (1999). Second Language Teaching & Learning.
Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY
41042-2978.
Running head: INDUCTIVE ARGUMENT

1
INDUCTIVE ARGUMENT
4
Inductive Argument: Developmentally Appropriate Practice in
Preschool
Name
Institutional Affiliation
Course
Date
Inductive Argument: Developmentally Appropriate Practice in
Preschool
An argument is said to be an inductive argument when the
arguer intends to make it strong enough but not necessarily
valid that if the premises were to be accurate, then it would be
unlikely that the conclusion is false. In other words, the

strength of an inductive argument depends on the degree, as
opposed to the deductive argument. For example,
“According to available literature, “alldual language learners
stand to benefit from participation in high-quality preschool
(Nunan, 1999).”However, in States like California, dual
language learners’ enrolment in preschool is very low compared
to non-dual language learners.”
According to the arguer, all dual language learners are set to
benefit from high-quality preschool. He is confident that dual
language learners will benefit from preschool. Such certainty is
what makes this argument inductive. The same statement is also
intended to be valid, and that is what qualifies it as a deductive
argument. Now having said so, let’s look at the statement again.
“alldual language learners stand to benefit from participation
in high-quality preschool” inductive logic is, preschool learners
are bilingual. Even if the premises are true, the inductive
reasoning will still allow the conclusion to be false or invalid.
Our conclusion in the example gives us an invalid conclusion,
although the arguer's intention was to make it strong. This is
inductive reasoning. However, the argument does not satisfy the
logical conclusion because not all preschool learners are dual
language learners.
The statement can be classified further according to its strength.
“alldual language learners stand to benefit from parti cipation in
high-quality preschool” The conclusion of the matter may not
be true, but the certainty of the arguer makes it a strong
inductive argument because he has given a strong reason to
believe the conclusion that dual language learners will surely
benefit from preschool learning. This is how to differentiate
between strong and weak inductive arguments.

References
Nunan, D. (1999). Second Language Teaching & Learning.
Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY
41042-2978.

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