Watch a speech broadcast on C-SPAN by a business or professi.docx

Watch a speech broadcast on C-SPAN by a business or
professional leader. Critique his or her use of gestures,
movement, posture, eye contact, facial expression, vocal
delivery, and appearance. Using the principles of effective
delivery presented in this chapter, what could the speaker do to
improve their speech delivery? Please use class material to
support your answer.
300 words
It is essential that organizational leaders understand the
competitive, financial, and strategic advantages that can result
from not only implementing self-managed virtual teams but also
ensuring that they are effective, high-performing groups. What
advantages and disadvantages do you see for leaders attempting
to manage a virtual team consisting of employees around the
globe? Please provide one advantage and one disadvantage.
200 words
Running head: EUTHANASIA OR ASSISTED DEATH
1
EUTHANASIA OR ASSISTED DEATH
5
Euthanasia or Assisted Death

Student’s Name
Institution
Introduction
Life has its different stages. In each and every stage, a human
being needs someone to help him or her out of situations and
problems. Many people have shown interest in the topic, and
each and every person gives different views. The most
interesting part is that each and every person has justification
for his or her position which leaves one confused which side to
support and which not to.
My position on the topic I chose
I believe that each and every person has a purpose in this world.
The existence of every human being is not an accident. There
are different roles that people play when they are alive, and
their deaths play a role in shaping and influencing the lives of
those who have been left alive. It is the belief of each and every
person, despite their culture, that life is a gift from the Supreme
Being. The giver of the life should always be the taker (ProCon.
Org, 2016). No one has the right to take anyone’s life no matter
the circumstances. No one decided to exist, and nature made it
possible. Planning to take one’s life is against nature. People
have different beliefs, and my belief is that everyone plays a
part in shaping this world, whether healthy or sick. Miracles can
happen, and they can happen at the last minute. To ensure that
such miracles are of benefit to any patient, it is logical to let
that person live to the very last moment of his or her life.
Three premises from Procon.org website that support my
position and why I selected them
i) Suicide is not permitted

As much as people advocate for Euthanasia, it is a form of
suicide. In 1997, the Supreme Court made a ruling concerning
suicide. No one is allowed to take his or her life. Taking one’s
life is illegal and punishable. Each and every person should live
to his or her last day.
ii) Legalized murder
Euthanasia is the same as committing murder the only
difference is that it is done differently and nonviolently.
Logically murder is inhuman as well as illegal. The fact that
people commit murder in the name of saving others does not
make any sense or add up. There have been questions about why
euthanasia is selective. If it were genuinely a way of saving
lives, then it would be a strategy that applied to all patients.
iii) Government involvement in end life decisions
The government does not give life and therefore it should not be
involved in end life decisions. The constitution has provided
each and every person with the right to life and, therefore, the
government championing for the taking of life is as well as
going against its rules (ProCon. Org (2016).
Three premises opposing my position from Procon.org website
i) Patient suffering at end life
The European Declaration of Human Rights states that patient
should have rights not to suffer. There are terminal illnesses
that do not have a cure. The best way to help patients with such
diseases is by taking away their lives.
ii) Palliative care

Assisting death is perceived as inhuman by many but it is not. A
physician should be able to go beyond limitations to make life
easy for his patients. By helping a person who is going through
pain to take his or her life is not murdering him or her but
rather relieving him or her heavy burdens that he would not
have relieved himself.
iii) Freedom of choice under circumstances
Each and every person has been given the right to choice
(Nordqvist, 2016). People choose to take foods and other
supplements that have deadly effects in life, which is not
perceived as suicidal. Therefore, people should be given the
right to decide about their lives when the situation puts them in
that position.
Two types of biases that I experienced as I evaluated the
premises
i) Projection bias
As I evaluated the premises, both pros, and cons, I was carried
away by different positions. At times I found myself agreeing
with my position whereas at times I found myself agreeing with
the points against my position.
ii) Status quo bias
Changing my initial position became difficult at last. Even after
going through different points that supported and opposed my
position, I stuck to my earlier position.
The effects of my enculturation or group identification that may
have influenced my biases
My biases were affected by my culture and group identification

in some ways. In my culture, we believe that the right to take
any life belongs to the creator (Nordqvist, 2016). We believe so
much in miracles. Despite the pain that a patient might be going
through, we believe that he or she has been put in that condition
because of reasons that we might not understand and therefore
no one has the right to take his or her life. Status quo bias was
influenced by my culture and beliefs. Projection bias was
influenced by group identification. The people that I relate with
and I believe that it is good to listen to others take their stand
and view issues from their perspective. However, that does not
mean that you agree with them totally. If what they believe in is
contrary to your beliefs then you have the right to take a view
of issues from your perspective.
Whether my thinking about the topic has changed after playing
the believing game even if my position on the issue has stayed
the same
My thinking about the issue has not changed even after playing
the believing game. I still hold on firmly to my initial position.
The only change that has taken place is that now I know much
about what people say about the topic.
Conclusion
The topic on Euthanasia has remained to be a puzzle that many
have not been successful in solving. Many people have given
different opinions and views around the globe, but their views
have not been robust enough to change the general perception.
With everyone believing that they are right it has become harder
to know who is right and who is wrong. However, the
discussion has always been viewed from the wrong perspective.
Many people who contribute to the topic are healthy people
whereas the problem affects the sick.
References
Nordqvist C. (2016). Euthanasia and Assisted Suicide.

Retrieved from
http://www.medicalnewstoday.com/articles/182951.php on
October 14, 2016
ProCon. Org (2016). Top 10 Pros and Cons. Retrieved from
http://euthanasia.procon.org/view.resource.php?resourceID=000
126 on October 14,
2016
NURSING:
Student’s Name:
Institution:
Date:
Legalizing Euthanasia
The issue of legalizing euthanasia has continued to draw
different reactions. Pappas, (2012) defines euthanasia as the
painless killing of terminally-ill individuals. In other words,
the lives of terminally-ill patients are terminated so as to relieve
them of their pains and sufferings.In euthanasia, the physician

intentionally ends the life of terminally-ill patients after
obtaining their consent. Moreover, according to J. Pereira
(2011), a physician is the only person mandated to perform
euthanasia. In U.S., just like most countries, euthanasia
continues to be illegal in most of its States. However, states
such as Oregon, Vermont and Washington have all legalized
physician-assisted suicide. The controversy surrounding
legalization of euthanasia has and is still ongoing among
religious, legal, humanitarian and other aspects of the society.
In my opinion, euthanasia is a series infringement of human’s
right to life and therefore should not be legalized whatsoever.
The proponents of legalization of euthanasia, who are opposing
my opinion, have raised very important points. One of the main
reason given by proponents of euthanasia is that terminally-ill
patient should be allowed to end their suffering through a quick,
compassionate and dignified death. What is interesting in this
argument is that the proponents of euthanasia have come up
with different categories of death, where one can either have
dignified death or undignified. However, according to my
religious doctrines, there is nothing like dignified or
undignified death as it results to lose of life. Believing in such
argument would be misleading as it may make it necessary to
give someone dignified death instead of ending their suffering.
I would accept this argument only in the case of terminally-ill
patients, who are in constant pain and their suffering cannot be
relieved in any other way.
Another argument given by the proponents of euthanasia is that
there is no evidence of slippery slope in the legalization of
euthanasia, but rather possibilities which cannot be taken as
evidence. What is interesting in this argument is that the
proponents of euthanasia are accepting that slippery slope might
exist in the legalization of euthanasia (Gawande, 2014). As
such, it the whole idea of legalizing euthanasia will leave too
much room for slippery slope such that terminally-ill but
unwilling are killed under the guise of voluntary choice to live
or die.. For me to accept that there is no slippery slope in the

legalization of euthanasia, there should be no evidence and
possibilities of its occurrence. The moment possibilities exist,
the risk of it occurring increases.
Another argument presented by the proponents of the
legalization of euthanasia is that proper legal procedures would
help to curb the misinterpretation and misuse of euthanasia.
What is interesting in this is that the proponents of legalization
of euthanasia accept that euthanasia is prone to misuse (Cholbi
& Valerius, 2015). What proponents of euthanasia legalization
can’t tell is how other vices such as racial discrimination have
thrived in the midst of the various legislations put in place to
curb them. By accepting this argument, one will notice that
euthanasia does not apply equally to all the social groups as
some social groups will be prone to misuse. For me to accept
this argument, the laws against discrimination should be made
more stringent.
In summary, as the issue of legalization of euthanasia continues
to draw a varied reaction, the points raised by both sides should
be taken into account before reaching a conclusion. The
opponents of euthanasia mostly draw their arguments from the
sanctity of life. The proponents, on the other hand, rely their
arguments on maintenance of human dignity. Although they are
opposing, both sides have raised important points concerning
euthanasia, hence, enhancing our understanding of euthanasia.
References
Cholbi, M., & Valerius, J. (2015). New Directions in the Ethics
of Assisted Suicide and Euthanasia (Vol. 64). Springer.
Gawande, A. (2014). Being mortal: Ageing, illness, medicine,
and what matters in the end.
Pappas, D. M. (2012). The Euthanasia/Assisted-Suicide Debate.
ABC-CLIO.
Pereira, J. (2011). Legalizing euthanasia or assisted suicide: the
illusion of safeguards and controls. Current Oncology, 18(2),
38-45.

PHI 210 – Critical Thinking
© 2015 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information
and may not be copied, further distributed, or otherwise
disclosed in whole or in part, without the expressed written
permission of
Strayer University.
PHI 210 Student Version 1154 (1270 03-02-2015) Page 1 of 10
Quarter: Fall, 2016
Meeting Days/Time: Wednesday, 5:45 PM- 9:45 PM
Instructor: Dr. Isaac Moonzwe
Instructor’s Phone: (714) 614-7092
Academic Office: (301) 838-4700
Instructor’s Email: [email protected]
Instructor Office Hours: Wednesday, 3:30 PM- 5:30 PM
Office Location: Strayer University – White Marsh Campus.
Faculty Offices.
COURSE DESCRIPTION
Develops ability to identify, analyze, and evaluate reasoning in
everyday discourse. Examines

the elements of good reasoning from both a formal and informal
perspective. Introduces some
formal techniques of the basic concepts of deductive and
inductive reasoning. Promotes
reasoning skills through examining arguments from literature,
politics, business, and the media.
Enables students to identify common fallacies, to reflect on the
use of language for the purpose
of persuasion, and to think critically about the sources and
biases of the vast quantity of
information that confronts us in the "Information Age."
INSTRUCTIONAL MATERIALS
Required Resources
Soomo (2013). Critical Thinking. [Webtext]. Asheville, NC:
Soomo Publishing.
Note: For each week of the course, all of the following
materials in the Preparation and
Evaluation portions can be accessed through the Webtext link
within Blackboard. The Activities
portion (discussion question) will not be located in Webtext, but
rather in a separate Blackboard
link within your shell.
Supplemental Resources
Critical Thinking Community. (2013). Defining Critical
Thinking. Retrieved from
http://www.criticalthinking.org/pages/defining-critical-
thinking/766

Ellerton, P. (2011). Reason to Think. Issues, (95), 33-35.
ETS. (2013). Introduction to the Argument Task. Retrieved
from
http://www.ets.org/gre/revised_general/prepare/analytical_writi
ng/argument/
Holyoak, K., & Morrison, R. G. (2005). The Cambridge
Handbook of Thinking and Reasoning.
New York,
NY: Cambridge University Press.
Hughes, W. (2000). Critical Thinking: An Introduction to the
Basic Skills. Peterborough, Ont:
Broadview
Press.
mailto:[email protected]
http://www.criticalthinking.org/pages/defining-critical-
thinking/766
http://www.ets.org/gre/revised_general/prepare/analytical_writi
ng/argument/
information
permission of

Strayer University.
PHI 210 Faculty Version Pilot 1152 (1270 11-21-2014) Final
Page 2 of 10
Philosophy Pages. (2011). Categorical Syllogisms. Retrieved
from
http://www.philosophypages.com/lg/e08a.htm
Tittle, P. (2011). Critical Thinking: An Appeal to Reason. New
York, NY: Routledge.
COURSE LEARNING OUTCOMES
1. Define critical thinking.
2. Explain how critical thinking improves the ability to
communicate accurately, both orally
and in writing.
3. Develop skills for overcoming barriers which limit objective
and productive critical
thinking.
4. Demonstrate the importance of pre-writing, drafting, and
revising; the consideration of
audience, purpose, and text; the application of organizational
strategies; and the
recognition of effective language in written communication.
5. Apply the principles of argumentation to analyze, evaluate,
and compose effective
arguments.

6. Analyze the purpose of organizational structure to create
persuasive arguments.
7. Identify the informal fallacies, assumptions, and biases
involved in manipulative appeals
and abuses of language.
8. Recognize the hindrances to the decision-making process in
order to apply problem-
solving skills to a variety of situations.
9. Write clearly and concisely about critical thinking using
proper writing mechanics.
10. Use technology and information resources to research issues
in critical thinking skills
and informal logic.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for
students to spend 13.5 hours in
weekly work. This includes preparation, activities, and
evaluation regardless of delivery mode.
Week Preparation, Activities, and Evaluation Points
1
10/5
Preparation
(Note: Access materials through the Webtext link in
BlackBoard)

o What is Critical Thinking?
o Why Think Critically?
o The Best Possible
Activities
sion
Evaluation
20
30
http://www.philosophypages.com/lg/e08a.htm

information
permission of
Strayer University.
2
10/12
Preparation
BlackBoard)
o Emotions
o Groups and Culture
o Pride
Activities
Evaluation

onflicting Viewpoints Essay – Part I
20
30
30
3
10/19
Preparation
BlackBoard)
o Arguments are Support
o Deduction
o Induction
Activities
ion

Evaluation
20
30
4
10/26
Preparation
BlackBoard)
o Fallacies
o More Fallacies
o Even More Fallacies
Activities

Evaluation
– Part II
20
30
100
5
11/2
Preparation
BlackBoard)
hapter 5: Sources

information
permission of
Strayer University.
Page 4 of 10
o Credibility
o Experts
o Everyone Else
Activities
Evaluation
omo Webtext Assignment: Chapter 5
20

30
6
11/9
Preparation
BlackBoard)
o Qualities of Explanations
o Scientific Explanations
o Statistics and Fallacies
Activities
Evaluation

20
30
100
7
11/16
Preparation
BlackBoard)
lving
o Defining the Problem
o Generating
Solution
s
o Make Your Choice
Activities

Evaluation
20
30
8
11/23
Preparation

BlackBoard)
o Language and Thinking
o Define Your Terms
o Word Games
Activities
Evaluation
20

30
information
permission of
Strayer University.
9
11/30
Preparation

BlackBoard)
o Ethical Claims
o Ethical Reasoning
o Moral Theories
Activities
Evaluation

20
30
150
10
12/7
Preparation
BlackBoard)
o Introduction to the Case Study
o Exploring the Context

o Taking Sides
o Debating Whether to Act
Activities
Evaluation
20
30

11
12/14
Preparation
BlackBoard)
Activities
Evaluation
20

100
GRADING SCALE – UNDERGRADUATE
Assignment Total Points
% of
Grade
information
permission of
Strayer University.

of 10
Weekly Soomo Webtext Assignments 300 30%
Assignment 1.1: Conflicting Viewpoints Essay – Part I 30 3%
Assignment 1.2: Conflicting Viewpoints Essay – Part II 100
10%
Assignment 2: Problem Solving 150 15%
Exam 1: Chapters 1-5 (open book with a 2-hour time limit)
(25 questions, worth 4 points apiece)
100 10%
Exam 2: Sections 6-10 (open book with a 2-hour time limit)
(25 questions, worth 4 points apiece)
100 10%
Participation (11 discussions worth 20 points apiece) 220 22%

Totals 1,000 100%
Points Percentage Grade
900 – 1,000 90% – 100% A
800 – 899 80% – 89% B
700 – 799 70% – 79% C
600 – 699 60% – 69% D
Below 600 Below 60% F
Instructional Materials
In order to be fully prepared, obtain a copy of the required
textbooks and other instructional materials
prior to the first day of class. When available, Strayer
University provides a link to the first three (3)
chapters of your textbook(s) in eBook format. Check your
online course shell for availability.

Review the online course shell or check with your professor to
determine whether Internet-based
assignments and activities are used in this course.
Strayer students are encouraged to purchase their course
materials through our designated bookstore
MBS Direct. http://bookstore.mbsdirect.net/strayer.htm If a lab
is required for the course, MBS Direct is
the only vendor that sells the correct registration code so that
Strayer students may access labs
successfully.
Discussions
To earn full credit in an online threaded discussion, students
must have one original post and a minimum
of one other post per discussion thread.
Please note: Material in the online class will be made available
three weeks at a time to allow students to
work ahead, however, faculty will be focused on and responding
only to the current calendar week. As it
is always possible that students could lose their work due to
unforeseen circumstances, it is a best
practice to routinely save a working draft in a separate file

before posting in the course discussion area.
http://bookstore.mbsdirect.net/strayer.htm
information
permission of
Strayer University.
Professors hold discussions during class time for on-ground
students. Check with your professor if any
additional discussion participation is required in the online
course shell outside of class hours.
Tests

Tests (quizzes, midterm and final exams, essay exams, lab tests,
etc.) are available for student access
and completion through the online course shell. Check the
online course shell to determine how students
are expected to take the tests. Do not change these questions or
their point values in any way. This
disrupts the automated grade book preset in the online course
shell.
Details regarding due dates are
posted in the Blackboard Calendar tool.
-ground students are to complete the tests after the
material is covered and before the next
class session.
Assignments
A standardized performance grading rubric is a tool your
professor will use to evaluate your written
assignments. Review the rubric before submitting assignments
that have grading rubrics associated with
them to ensure you have met the performance criteria stated on
the rubric.

Grades are based on individual effort. There is no group
grading; however, working in groups in the
online or on-ground classroom is acceptable.
Assignments for online students are always submitted through
the online course shell. On-ground
professors will inform students on how to submit assignments,
whether in paper format or through the
online course shell.
Resources
The Resource Center navigation button in the online course
shell contains helpful links. Strayer University
Library Resources are available here as well as other important
information. You should review this area
to find resources and answers to common questions.
Technical support is available for the following:
Technical Support by logging in to your
iCampus account at https://icampus.strayer.edu/login and

submitting a case under “Student
Center,” then “Submit Help Ticket.” If you are unable to log in
to your iCampus account, please
contact Technical Support via phone at (877) 642-2999.
the

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