The document discusses a complex form of deduction that involves combining multiple deduction patterns to arrive at a conclusion. It provides two examples of complex deductions, where the first uses modus tollens and disjunctive syllogism and the second uses hypothetical syllogism and modus ponens. The document explains the step-by-step workings of each complex deduction.
A Novel Written by Aircraft Engineer and Novelist Navil Shute. This is classic book for strategy of rural development especially its 7th, 8th and 9th Chapters.
Sir Francis Bacon's Cipher Story - Free EbookChuck Thompson
Sir Francis Bacon's Cipher Story. Information about Sir Francis Bacon's ciphers, or encryption messaging systems. An historical view of covert communications. Brought to you from the folks at Gloucester, Virginia Links and News website. Visit us.
CONTENTS
A. Mother Goose Rhymes/ Nursery Rhymes
PUSSY-CAT AND QUEEN 1
RAIN 1
One Two Three Four Five 2
Humpy Dumpty 2
Rock a-bye-baby 3
B. Verses for Children
Ephesians 6:1 4
Joshua 1:9 4
2 Peter 3:18 4
John 14:6 5
Galatians 5:22-23 5
C. Myths
Helen of Troy 6
Moro 9
D. Legend
The Legend of Sampaguita 12
The Legend of Mount Kanlaon 14
E. Epic
BIAG NI LAM-ANG 15
Hudhud ni Aliguyon 17
F. Fables
The Farmer and the Wolf 18
The Man and His Two Wives 18
The Woodsman and the Serpent 19
The Wind and the Sun 19
A Foolish Chicken 19
G. Bible Stories
A LOVE STORY OF JACOB AND RACHEL 20
GOD FIXES THINGS 23
H. Fairy Tales
The Frog Prince 25
The Goose-Girl by The Brothers Grimm 28
I. Poems
Looth Tooth 32
The clouds 33
TREE By Joyce Kilmer 33
EVERY DAY IS A THANKSGIVING DAY 34
LITTLE BOY’S DREAM R.M CAYARI 35
Dracula is an 1897 Gothic horror novel by Irish author Bram Stoker. Famous for introducing the character of the vampire Count Dracula, the novel tells the story of Dracula's attempt to move from Transylvania to England, and the battle between Dracula and a small group of men and women led by Professor Abraham Van Helsing.
Dracula has been assigned to many literary genres including vampire literature, horror fiction, the gothic novel and invasion literature. The novel touches on themes such as the role of women in Victorian culture, sexual conventions, immigration, colonialism, and post-colonialism. Although Stoker did not invent the vampire, he defined its modern form, and the novel has spawned numerous theatrical, film and television interpretations.
One of Shakespeare's final works, Cymbeline uses virtuoso theatrical and poetic means to dramatize a story of marriage imperiled by mistrust and painfully rebuilt in the context of international conflict.
Alls well that ends well - william shakespeareLibripass
Usually classified as a "problem comedy," All's Well that Ends Well is a psychologically disturbing presentation of an aggressive, designing woman and a reluctant husband wooed by trickery.
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
More Related Content
Similar to Complex Forms Of DeductionA complex form or pattern of deduction.docx
A Novel Written by Aircraft Engineer and Novelist Navil Shute. This is classic book for strategy of rural development especially its 7th, 8th and 9th Chapters.
Sir Francis Bacon's Cipher Story - Free EbookChuck Thompson
Sir Francis Bacon's Cipher Story. Information about Sir Francis Bacon's ciphers, or encryption messaging systems. An historical view of covert communications. Brought to you from the folks at Gloucester, Virginia Links and News website. Visit us.
CONTENTS
A. Mother Goose Rhymes/ Nursery Rhymes
PUSSY-CAT AND QUEEN 1
RAIN 1
One Two Three Four Five 2
Humpy Dumpty 2
Rock a-bye-baby 3
B. Verses for Children
Ephesians 6:1 4
Joshua 1:9 4
2 Peter 3:18 4
John 14:6 5
Galatians 5:22-23 5
C. Myths
Helen of Troy 6
Moro 9
D. Legend
The Legend of Sampaguita 12
The Legend of Mount Kanlaon 14
E. Epic
BIAG NI LAM-ANG 15
Hudhud ni Aliguyon 17
F. Fables
The Farmer and the Wolf 18
The Man and His Two Wives 18
The Woodsman and the Serpent 19
The Wind and the Sun 19
A Foolish Chicken 19
G. Bible Stories
A LOVE STORY OF JACOB AND RACHEL 20
GOD FIXES THINGS 23
H. Fairy Tales
The Frog Prince 25
The Goose-Girl by The Brothers Grimm 28
I. Poems
Looth Tooth 32
The clouds 33
TREE By Joyce Kilmer 33
EVERY DAY IS A THANKSGIVING DAY 34
LITTLE BOY’S DREAM R.M CAYARI 35
Dracula is an 1897 Gothic horror novel by Irish author Bram Stoker. Famous for introducing the character of the vampire Count Dracula, the novel tells the story of Dracula's attempt to move from Transylvania to England, and the battle between Dracula and a small group of men and women led by Professor Abraham Van Helsing.
Dracula has been assigned to many literary genres including vampire literature, horror fiction, the gothic novel and invasion literature. The novel touches on themes such as the role of women in Victorian culture, sexual conventions, immigration, colonialism, and post-colonialism. Although Stoker did not invent the vampire, he defined its modern form, and the novel has spawned numerous theatrical, film and television interpretations.
One of Shakespeare's final works, Cymbeline uses virtuoso theatrical and poetic means to dramatize a story of marriage imperiled by mistrust and painfully rebuilt in the context of international conflict.
Alls well that ends well - william shakespeareLibripass
Usually classified as a "problem comedy," All's Well that Ends Well is a psychologically disturbing presentation of an aggressive, designing woman and a reluctant husband wooed by trickery.
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
Just make it simple. and not have to be good, its the first draft. .docxdonnajames55
Just make it simple. and not have to be good, it's the first draft.
I want it a complete essay of 2 pages before 10 am on Sunday.
The instructions in the second file. There is a picture in the third file.
CDT (Central Daylight Time)
UTC/GMT -5 hours
.
JUST 497 Senior Seminar and Internship ExperienceInternationa.docxdonnajames55
JUST 497: Senior Seminar and Internship Experience
International Film Critique: The Whistleblower
· Due: April 3
· Reaction Paper: 10 Points
· Presentation: 5 Points
Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice.
The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders.
Please choose Assignment A or B.
Assignment A
Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style.
Cautionary Notes
· Do not summarize the video.
· Cite specific information from the film using the required APA Manual of style.
· Use 12 font, double spacing and 1 inch margins.
Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment.
Assignment B
The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking.
Cast
· Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security
· Madeleine Rees: Head of the United Nations Human Rights Commission
· Nick Kaufman: Kathryn’s Field Commander
· Peter Ward: Internal Affairs Specialist
· Luba, Raya and Irka: teenagers sold to the sex trafficking ring
· Fred Murray: Democra Security Officer
· John Blakely: Head of Human Resources
Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style.
1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion.
2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer.
3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
Journals are to be 2 pages long with an introduction, discussion and.docxdonnajames55
Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account.
Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site.
Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets.
.
Judgement in Managerial Decision MakingBased on examples fro.docxdonnajames55
Judgement in Managerial Decision Making
Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions.
.
Joyce is a 34-year-old woman who has been married 10 years. She .docxdonnajames55
Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.
Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control."
As the crisis worker:
1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?
What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario
.
Journal Write in 300-500 words about the following topic.After .docxdonnajames55
Journal: Write in 300-500 words about the following topic.
After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets?
What is the motivation of rapists on TV and in the movies?
What “types” of women get raped or sexually assaulted and harassed in movies and television?
Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.”
How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture?
In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces?
.
Journal Supervision and Management StyleWhen it comes to superv.docxdonnajames55
Journal: Supervision and Management Style
When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing.
In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses.
After completing the self-assessment tool in this week’s Learning Resources, reflect on the results.
RESULTS:
I am very good at executing the work of a task, though I like clarity about the desired outcome.
1.
Engaging
2.
I really prefer to be peaceful and calm, finding ways to help others achieve their goals
3.
Achieving consensus among followers assures the best success
4.
It is ok to breech boundaries if we can all move in the same direction
5.
Being a change agent is never easy, but it is very stimulating for me
6.
I really prefer to be in control, though it does not have to be out in public
7.
Challenges should be addressed head on
8.
I like predictability
9.
I like to always put my best foot forward
10.
I am known to sometimes be argumentative, I believe it is the way new ideas emerge
11.
The best way to succeed is to trust oneself
12.
When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing
13.
The best way for me to relax is to spend some time alone quietly.
14.
When decisions are necessary my primary concern is its effect on the persons involved
15.
I am confident and assertive
16.
I am a compassionate person and there is significant value in the person (s) knowing where it comes from
17.
I am a very consistent person and am guided by my values
18.
I am a compassionate person but would rather show it behind the scenes
19.
I am conscientious and organized
20.Next
I like to focus on group cohesion
21.
When decisions are necessary I can make them easily and quickly as circumstances demand it
22.
My strong ability to envision the future makes me a result oriented leader
23.
Building and sustaining a strong image is a principle contributor to progress
24.
I see the big picture
25.
The best way for me to relax is to be reflective with a friend
26.
I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict
27.
Realistic
28.
I lik.
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docxdonnajames55
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37
Ethnicity, Values, and Value Conflicts of African
American and White Social Service Professionals
Andrew Edwards, MSW, Ph.D.
Cleveland State University, Emeritus
[email protected]
Mamadou M. Seck, Ph.D.
Cleveland State University
[email protected]
Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018)
Copyright 2018, ASWB
This text may be freely shared among individuals, but it may not be republished in any medium without
express written consent from the authors and advance notification of ASWB.
Abstract
This aspect of a broader study included 110 (68
White/European American and 42 Black/African
American) social service professionals. The primary
focus of this aspect of the study was to verify the
value orientation or core beliefs of the practitioners
who deliver services to clients through social service
agencies and programs. The conceptualization
of the core beliefs explored the values and value
conflicts in relation to professional practice. The
participants were employed in a Midwestern
metropolitan region. They responded to a survey
instrument that included vignettes, closed-ended
items, scaled responses, as well as either-or type
items. Major categories of the exploration included:
life and death issues, lifestyle, domestic and
social perspectives, value conflicts with the social
work profession, and personal responses to value
conflicts. Specific items measuring values related
to abortion, homosexuality, religiosity, euthanasia,
and corporal punishment were included. Study
results showed statistical significance on 26 issues
as African American participants were compared
with White participants.
Keywords: value conflicts, social work, ethical
dilemmas, ethnicity, professional relationship
Introduction
The complexity of American society (Jarrett,
2000), specifically due to its historic, economic,
social, and ethnic makeup, requires that social
work professionals take their clients’ ethnicity,
values, and professional-client value conflicts
into consideration. Historical dynamics, such as
unproductive treatment, have contributed to the
reluctance of various population groups to engage
with professional service providers. This history
(Barker, 2014) has influenced the adoption of
guidelines that require social workers to be culturally
aware during interventions and recognizing that
diversity-related characteristics have influence upon
an individual’s thoughts, feelings, and behaviors.
Barker (2014) further noted that the concept of
values is influenced by one’s perceptions of what
comprises appropriate principles, practices, and
behaviors. An individual’s personal values are often
considered as a representation of one’s core beliefs
and what an individual may perceive as right.
Therefore, these beliefs do not require supporting
evidence for those who embrace them and may
result in behavio.
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Journal of Personality and Social Psychology1977, Vol. 35, N.docxdonnajames55
Journal of Personality and Social Psychology
1977, Vol. 35, No. 9, 677-688
Self-Reference and the Encoding of Personal Information
T. B. Rogers, N. A. Kuiper, and W. S. Kirker
University of Calgary, Canada
The degree to which the self is implicated in processing personal information
was investigated. Subjects rated adjectives on four tasks designed to force
varying kinds of encoding: structural, phonemic, semantic, and self-reference.
In two experiments, incidental recall of the rated words indicated that adjec-
tives rated under the self-reference task were recalled the best. These results
indicate that self-reference is a rich and powerful encoding process. As an
aspect of the human information-processing system, the self appears to func-
tion as a superordinate schema that is deeply involved in the processing, inter-
pretation, and memory of personal information.
Present research and theory in personality
appear to be placing more and more empha-
sis on how a person has organized his or her
psychological world. Starting with Kelly's
(1955) formulation of personal constructs,
we see a gradual emergence of a number of
avenues of inquiry that use this as their focal
point. In person perception, the concept of
lay personality theory stresses that the ob-
server's analytic network of expected trait
covariations is an integral part of how he
processes (and generates) interpersonal data
(Hastorf, Schneider, & Polefka, 1970). Bern
and Allen (1974), in their embellishment of
Allport's (1937) idiographic position, argue
that an important determinant of predictive
utility of trait measurement is the manner
in which the respondent has organized his or
her view of the trait being measured. These
authors see the overlap between the respond-
ent's and the experimenter's concept of the
trait as a necessary prerequisite of predic-
tion. Attribution theory (Jones et al., 1971)
is another example of this increased accent
on personal organization. Here the emphasis
is on how the subject explains past behavior
This research was supported by a grant from the
Canada Council. We would like to thank the fol-
lowing persons for their useful ideas and comments
on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J.
Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello,
and especially one anonymous reviewer.
Requests for reprints should be sent to T. B.
Rogers, Department of Psychology, The University
of Calgary, Calgary, Alberta, Canada, T2N 1N4.
and how these explanations are organized in
an attributional network. The common
thread in all of these contemporary research
areas is the notion that the cognitions of a
person, particularly their manner of organ-
ization, should be an integral part of our
attempts to explain personality and behavior.
Of concern in the present article is the
construct of self and how it is implicated in
the organization of personal data. Our gen-
eral position is that the self is an extremely
active and powerful agent in the organizati.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Complex Forms Of DeductionA complex form or pattern of deduction.docx
1. Complex Forms Of Deduction
A complex form or pattern of deduction involves a combination
of forms or pattern of deduction such as modus ponens, modus
tollens, disjunctive syllogism, etc., to arrive at a final
conclusion or deduction. Therefore, you must know the four
basic forms of deduction to do complex forms of deduction.
Example # 1:
1. If P, then Q.
2.Not Q.
3. P or K.
Final deduction or Conclusion: ?????
In this complex form of deduction, we arrive at the final
conclusion or deduction as follows:
1. If P, then Q.
2. Not Q
-------------------------
3. Not P (from 1 & 2 using Modus Tollens)
4. P or K
2. ------------------------------------
Final Deduction or conclusion: K. (from 3 & 4 using
Disjunctive syllogism)
Example # 2:
1. P or K
2. If M, then N.
3. If N, then Not K.
4. M.
Final deduction or conclusion:??????
In this complex form of deduction, we arrive at the final
conclusion or deduction as follows. We need to write the correct
sequence of steps to make the deductions clear and easy:
1. If M, then N.
2. If N, then Not K.
-----------------------------
3. If M, then Not K. (from 1 & 2 using hypothetical syllogism)
4. M.
--------------------------------------
5. Not K (from 3 & 4 using modus ponens)
3. 6. P or K
-------------------------------
Final Deduction or conclusion: P. (from 5 & 6 using disjunctive
syllogism)
A Scandal In Bohemia: Study Questions
CSN, Phil 102, Critical Thinking Instructor: Dr. Raghu
A Scandal in Bohemia
Study Questions
Note: These questions are your own reading comprehension
exercise. You are not required to submit your answers.
1. Explain how Holmes deduced that, a) Watson was active in
medical practice, b) Watson had been out in vile weather, and c)
Watson had a clumsy and careless servant girl.
2. What is the distinction Holmes makes between seeing and
observing? How does he illustrate his distinction?
3. Holmes says “It is a capital mistake to theorize before one
has data.” (p. 189) Explain and identify his reason for this
statement.
4. How did Holmes deduce that the paper on which the note was
written was made in Bohemia?
4. 5. How did Holmes deduce that the writer of the note is a
German?
6. “There’s money in this case, Watson, if nothing else.” (p.
190) How did Holmes deduce that?
7. Why does Holmes say that if Irene Adler was Godfrey
Norton’s client, then it is likely that she would have left the
photograph in his keeping, but not likely to have done so if she
was his friend or mistress?
8. Why does Holmes say that as a result of her marriage to
Godfrey Norton, Irene Adler would be averse to the possibility
of the photograph being seen by her new husband?
9. Why does Holmes say that it is unlikely that Irene Adler
carries the photograph with her?
10. Why does Holmes rule out the possibility that the
photograph would be with her lawyer or banker?
11. Why does Holmes think that the photograph must be in her
own house?
12. What does “marm” mean? ( p. 200)
5. 13. What was Holmes’s plan to get Irene Adler to inadvertently
show him the location of the photograph? Why does he think
that his plan will succeed?
14. “Good night, Mister Sherlock Holmes.” “I’ve heard that
voice before,” said Holmes, staring down the dimly lit street.
“Now, I wonder who the deuce that could have been.” (pp. 202)
Supposing Holmes had recognized that voice, what would he
have deduced?
15. “If the lady loves her husband, she does not love your
Majesty. If she does not love your Majesty, there is no reason
why she should interfere with your Majesty’s (marital) plans.”
(p. 203) Complete this argument. What type of argument is it?
16. How did Irene Adler figure out that she had succumbed to
Holmes’ trick?
17. Why did Holmes ask for Irene Adler’s photograph when the
King offered him a reward?
18. What did Holmes mean when he said to the King “From
what I have seen of the lady she seems indeed to be on a very
different level to your Majesty.” ( p. 204)
The Vampire's Third Story
The Parrot and the Thrush.
Which are worse, men or women?
6. Then the king went back to the sissoo tree to fetch the vampire.
When he got there, he took the body with the goblin in it on his
shoulder, and started off in silence. And as he walked along, the
vampire said to him again: "O King, you must be very tired,
coming and going in the night. So to amuse you I will tell
another story. Listen."
There is a city called Patna, the gem of the earth. And long ago
a king lived there whose name was Lion-of-Victory. Fate had
made him the owner of all virtues and all wealth. And he had a
parrot called Jewel-of-Wisdom, that had divine intelligence and
knew all the sciences, but lived as a parrot because of a curse.
This king had a son called Moon, and by the advice of the
parrot this prince married the daughter of the king of the
Magadha country; and her name was Moonlight. Now this
princess had a thrush named Moony, who was like the parrot,
because she had learning and intelligence. And the parrot and
the thrush lived in one cage in the palace.
One day the parrot eagerly said to the thrush: "My darling, love
me, and share my bed and my chair and my food and my
amusements."
But the thrush said: "I will have nothing to do with men. Men
are bad and ungrateful."
7. Then the parrot said: "Men are not bad. It is only women who
are bad and cruel-hearted." And they quarrelled.
Then the two birds wagered their freedom with each other and
went to the prince to have their quarrel decided. And the prince
mounted his father's judgment throne, and when he had heard
the cause of the quarrel, he asked the thrush: "How are men
ungrateful? Tell the truth." Then she said, "Listen, O Prince,"
and to prove her point she started to tell this story illustrating
the faults of men.
There is a famous city called Kamandaki, where a wealthy
merchant lived named Fortune. And in time a son was born to
him and named Treasure. Then when the father went to heaven,
the young man became very unruly because of gambling and
other vices. And the rascals came together, and ruined him.
Association with scoundrels is the root from which springs the
tree of calamity.
So in no long time he lost all he had through his vices, and
being ashamed of his poverty, he left his own country and went
to wander in other places. And during his travels he came to a
city called Sandal City, and entered the house of a merchant,
seeking something to eat. When the merchant saw the youth, he
asked him about his family, and finding that he was a
gentleman, he entertained him. And thinking that Gate had sent
the young man, he gave him his own daughter Pearl, together
with some money. And when Treasure was married, he lived in
his father-in-law's house.
8. As time passed, he forgot his former miseries in the comforts of
his life, and longed for the old vices, and wanted to go home.
So the rascal managed to persuade his father-in-law, who had no
other children, took his wife Pearl with her beautiful ornaments,
and an old woman, and started for his own country. Presently he
came to a wood where he said he was afraid of thieves, so he
took all his wife's ornaments. Perceive, O Prince, how cruel and
hard are the ungrateful hearts of those who indulge in gambling
and other vices. And the scoundrel was ready, just for money, to
kill his good wife. He threw her and the old woman into a pit.
Then the rascal went away and the old woman perished there.
But Pearl, with the little life she had left, managed to get out by
clinging to the grass and bushes, and weeping bitterly, and
bleeding, she asked the way step by step, and painfully reached
her father's house by the way she had come. And her mother and
father were surprised and asked her: "Why did you come back
so soon, and in this condition?"
And that good wife said: "On the road we were robbed, and my
husband was forcibly carried off. And the old woman fell into a
pit and died, but I escaped. And a kind-hearted traveller pulled
me from the pit." Then her father and mother were saddened,
but they comforted her, and Pearl stayed there, true to her
husband.
Then in time Treasure lost all his money in gambling, and he
9. reflected: "I will get more money from the house of my father-
in-law. I will go there and tell my father-in-law that his
daughter is well and is at my house."
So he went again to his father-in-law. And as he went, his ever-
faithful wife saw him afar off. She ran and fell at the rascal's
feet and told him all the story that she had invented for her
parents. For the heart of a faithful wife does not change even
when she learns that her husband is a rogue.
Then that rascal went without fear into the house of his father-
in-law and bowed low before his feet. And his father-in-law
rejoiced when he saw him and made a great feast with his
relatives, for he said: "My son is delivered alive from the
robbers. Heaven be praised!" Then Treasure enjoyed the wealth
of his father-in-law and lived with his wife Pearl.
Now one night this worst of scoundrels did what I ought not to
repeat, but I will tell it, or my story would be spoiled. Listen, O
Prince. While Pearl lay asleep trusting him, that wretch killed
her in the night, stole all her jewels, and escaped to his own
country. This shows how bad and ungrateful men are.
When the thrush had told her story, the prince smiled and said
to the parrot: "It is your turn now."
10. Then the parrot said: "Your Majesty, women are cruel and
reckless and bad. To prove it, I will tell you a story. Listen."
There is a city called Joyful, where lived a prince of merchants
named Virtue, who owned millions of money. He had a daughter
named Fortune, peerless in beauty, dearer to him than life. And
she was given in marriage to a merchant's son from Copper
City, whose name was Ocean. He was her equal in wealth,
beauty, and family; a delight to the eyes of men.
One day when her husband was away from home, she saw from
the window a handsome young man. And the moment she saw
him, the fickle girl went mad with love, and secretly sent a
messenger to invite him in, and made love to him in secret.
Thus her heart was fixed on him alone, and she was happy with
him.
But at last her husband came home and delighted the hearts of
his parents-in-law. And when the day had been spent in
feasting, Fortune was adorned by her mother, and sent to her
husband's room. But she was cold toward him and pretended to
sleep. And her husband went to sleep, too, for he was weary
with his journey, and had been drinking wine.
When everyone in the house had gone to sleep after their
dinner, a thief made a hole in the wall and came into that very
room. And just then the merchant's daughter got up without
seeing him, and went out secretly to a meeting with her lover.
11. And the thief was disappointed, and thought: "She has gone out
into the night wearing the very jewels that I came to steal. I
must see where she goes." So the thief went out and followed
her.
But she met a woman friend who had flowers in her hand, and
went to a park not very far away. And there she saw the man
whom she came to meet hanging on a tree. For the policeman
had thought he was a thief, had put a rope around his neck and
hanged him.
And at the sight she went distracted, and lamented pitifully:
"Oh, oh! I am undone," and fell on the ground and wept. Then
she took her lover down from the tree and made him sit up,
though he was dead, and adorned him with perfumes and jewels
and flowers.
But when in her love-madness she lifted his face and kissed
him, a goblin who had come to live in her dead lover, bit off her
nose. And she was startled and ran in pain from the spot. But
then she came back to see if perhaps he was alive after all. But
the goblin had gone, and she saw that he was motionless and
dead. So she slowly went back home, frightened and disgraced
and weeping.
And the concealed thief saw it all and thought: "What has the
wicked woman done? Alas! Can women be so dreadful as this?
What might she not do next?" So out of curiosity the thief still
12. followed her from afar.
And the wretched woman entered the house and cried aloud, and
said: "Save me from my cruel enemy, my own husband. He cut
off my nose and I had done nothing." And her servants heard
her cries and all arose in excitement. Her husband too awoke.
Then her father came and saw that her nose was cut off, and in
his anger he had his son-in-law arrested.
And the poor man did not know what to do. Even when he was
being bound, he remained silent and said nothing. Then they all
woke up and heard the story, but the thief who knew the whole
truth, ran away. And when day came, the merchant's son was
haled before the king by his father-in-law. And Fortune went
there without her nose, and the king heard the whole story and
condemned the merchant's son to death for mistreating his wife.
So the innocent, bewildered man was led to the place of
execution and the drums were beaten. Just then the thief came
up and said to the king's men: "Why do you kill this man
without any good reason? I know how the whole thing
happened. Take me to the king, and I will tell all."
So all the king's men took him to the king. And the thief told
the king all the adventures of the night, and said: "Your
Majesty, if you cannot trust my word, you may find the nose at
this moment between the teeth of the dead body."
13. Then the king sent men to investigate, and when he found it was
true, he released the merchant's son from the punishment of
death. As for wretched Fortune, he cut off her ears, too, and
banished her from the country. And he took from her father, the
merchant, all his money, and made the thief the chief of police.
He was pleased with him.
O Prince, this shows how cruel and false women are by nature.
As he spoke these words, the parrot changed into a god, for the
curse was fulfilled, and went to heaven like a god. And the
thrush suddenly became a goddess, for her curse was at an end,
and flew up likewise to heaven. So their dispute was never
settled at that court.
When the vampire had told this story, he asked the king: "O
King, tell me. Are men bad, or women? If you know and do not
tell, your head will fly to pieces."
King Vikram's Answer:
Here and there, now and then, there is an occasional bad man
like that. But women are usually bad. We hear about many of
them.
1. King Vikram & the Vampire: Story # 3: "The Parrot and the
Thrush: Which are worse, men or women?"
"As he spoke these words, the parrot changed into a god, for
14. the curse was fulfilled, and went to heaven like a god. And the
thrush suddenly became a goddess, for her curse was at an end,
and flew up likewise to heaven. So their dispute was never
settled at that court."
When the vampire had told this story, he asked the king: "O
King, tell me. Are men bad, or women? If you know and do not
tell, your head will fly to pieces."
King Vikram's Answer:
Here and there, now and then, there is an occasional bad man
like that. But women are usually bad. We hear about many of
them.
Task:
Probe Vikram's answer with essential questions. Don't forget to
ask essential questions on his assumptions! Note that
"assumption" is used in a specific sense in critical thinking
module # 3. It is an unstated reason. So, neither Vikram's stated
reasons nor his conclusion or answer is an "assumption" in this
technical sense in critical thinking.
You must identify Vikram's answer and reasons before you can
identify his unstated reasons or assumptions. Quote relevant
details from the story in your answers.
2. In the story "A Scandal in Bohemia", identify an important
clue and a deduction based on it by Sherlock Holmes. State the
clue and the deduction each in one concise and clear sentence.
Formulate Holmes' reasoning in terms of Modus
ponens or Modus tollens or Disjunctive orHypothetical forms of
deduction.
Clarification:
Make sure not to switch your clue and deduction when you
analyze Holmes' reasoning.Remember, the clue is the premise or
reason or the observation and the deduction is the conclusion
Holmes draws from the premise, reason, or observation.
Modus Ponens (proving mode):
If you do modus ponens for Holmes' deductions, then the clue
must go into the "if..." part and the deduction or conclusion
15. must go into the "then..." part. You then affirm the clue in the
second premise and then affirm the deduction in the conclusion.
For example, "If Helen Stoner had a railway return ticket in her
hand (clue), then she arrived by train (deduction or conlusion)."
Helen Stoner had a railway return ticket in her hand. So, she
arrived by train.
Modus Tollens (disproving mode):
If you do modus tollens for Holmes' deductions, then the
deduction or conclusion which is disproved goes into the "if..."
part and the clue which would support that deduction or
conclusion goes into the "then...." part. You then deny the clue
in the second premise and then deny the deduction in the
conclusion.
For example, "If the gypsies had killed Julia Stoner (deduction
or conlcusion to be disproved), then they would have been able
to enter her room through the window or the door (clue which
would support the deduction or conclusion)." They could not
have entered her room through the window or the door. So, the
gypsies had not killed Julia Stoner.
Disjunctive syllogism format:
1) Either Drebber died voluntarily or he was murdered.
2) Drebber did not die voluntarily.
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C: Drebber was murdered.
Hypothetical syllogism format:
1. If the US launches attacks in Libya and Somalia (X), it will
increase the risk of terrorist retaliation against US citizens (Y).
2. If the risk of terrorist retaliation against US citizens
increases (Y), their security is undermined (Z).
Therefore, if the US launches attacks in Libya and Somalia (X),
it will undermine the security of US citizens (Z).
3. Complex Form of Deduction: 1. If P, then not Q, 2. R or P, 3.
16. Q, 4. If R, then S, 5. If S, then M; What is the final conclusion
or deduction from these statements? Use the reading on
"Complex Forms of Deduction" in module # 5 on forms of
deduction. Follow the format of the steps of deduction and
explanations in parentheses given in this reading.
4. Watch the two video clips
"Zinn（https://www.youtube.com/watch?v=6klXXLQmmwU&x-
yt-ts=1421914688&x-yt-cl=84503534
）（https://www.youtube.com/watch?v=AuLLUFXQKEY ）: The
Misguided Notion of Patriotism" featuring Howard Zinn in
"Howard Zinn: The Misguided Notion of Patriotism" in module
# 12 "Critical Thinking and Mass Media Propaganda". Identify
one main claim made by Howard Zinn in each of these twovideo
clips and his supporting reason for the claim. Compare his
views to those of Noam Chomsky in the clip "Anti-
Americanism" in the same module page. Probe their claims and
reasons with essential questions and justify your agreement or
disagreement with them.
5. Module 12: Critical Thinking And Mass Media Propaganda:
Watch the full video on "Propaganda and Manipulation"
by Prof. Jerry Kroth.
（https://www.youtube.com/watch?v=JOgIjSI0FrM ）
Identify three techniques of propaganda explained by Prof.
Kroth. How does he illustrate each of these three techniques?
Clarify his examples and show how they illustrate the
propaganda techniques. Did his examples help you to
understand the propaganda function of the mass media? Ask
some essential questions on these propaganda techniques.
6. Revisiting the topic of immigration in the US, watch the
video clips on Chinese immigration and the Chinese Exclusion
Act in the module 13 page on "Immigration in a Global
World"（https://www.youtube.com/watch?v=akC_XNlYeec）
How does the information presented in these video clips support
Aviva Chomsky's claims on US immigration policy and anti-
17. immigrant culture in the history of the US? (You have seen her
video clip and read her articles in the context of DA 2). Watch
also the video clips on Iris Chang's presentation on the
contributions of Chinese immigrants to the US. What are her
main claims and supporting reasons? What essential questions
do you have on these issues?
