Critical ReasoningWeek 8 Class 1.docx
•Download as DOCX, PDF•
0 likes•4 views
Critical Reasoning Week 8: Class 1 So far we’ve learned to… appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness distinguish arguments from non-arguments identify premises and conclusions recognize hidden assumptions and implied premises and conclusions distinguish deductive from inductive arguments assess the logical validity or strength of arguments distinguish relevant from irrelevant reasons identify common logical fallacies Chapter 8: Evaluating Arguments and Truth Claims Now, we will focus on the question, “When is an argument a good one?” (I just saw an advanced screening of The World’s End, so you’ll be seeing a lot of references as we go along ) A good argument does NOT Mean “Agrees with My Views” Mean “Persuasive Argument” Mean “Well-Written or Well-Spoken Argument” You can tell a good argument when … all the premises are true and the premises provide good reason to accept the conclusion It is either deductively sound or inductively cogent. BUT!!! “it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.” Key critical thinking standards Clarity Precision Accuracy Relevance Consistency Logical Correctness Completeness Fairness Most Important Accuracy: Are all the premises true? Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong? But other critical thinking standards must also be taken into account, as well. And now for something English… Monty Python Bonus Extravaganza! Due via email on Friday by 7pm 1-2 bonus points added to your lowest grade! Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work! Extra points for creativity! http://www.youtube.com/watch?v=H9PY_3E3h2c What is a NOT a good argument? What IS a good argument? From last time Are the premises true? Is the reasoning correct? Is the argument deductively valid or inductively strong? Does the arguer commit any logical fallacies? General Guidelines… Does the arguer express his or her points clearly and precisely? Are the premises relevant to the conclusion? Are the arguer’s claims logically consist.
Report
Share
Report
Share
Recommended
Case Study 10.1 Introduction to the Case Study Introduction to.docx
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
The basic concepts of Critical thinking.
It deals in to deep about the basic concepts of critical thinking
Recommended
Case Study 10.1 Introduction to the Case Study Introduction to.docx
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
The basic concepts of Critical thinking.
It deals in to deep about the basic concepts of critical thinking
9.4 Confronting DisagreementBy employing the principles of accur.docx
9.4 Confronting Disagreement
By employing the principles of accuracy and charity, and by effectively criticizing arguments, there can be constructive disagreement that avoids heated emotions and verbal aggression.
Mastering the skills of identifying and constructing arguments is not easy, but at this stage you should feel fairly confident in your command of such skills. The big test now is how you will react when someone disagrees with your argument or when you disagree with someone else’s argument. Although advancing an argument does not require an interaction, as mentioned in Chapter 2, disagreements are bound to occur. Many of us likely prefer to avoid disagreements. Indeed, many people are terrified of debating a point because they fear offending others or worry that a debate will only bring out the worst in everyone, quickly escalating into an emotional display of verbal aggression and “I’ll show you!” attitudes on both parts. Few truly gain from or enjoy such an exchange. This is why most people avoid addressing touchy subjects during holiday dinners: No one wants a delicious meal to end with unpleasantness. However, few gain from allowing contested issues to go unchallenged, either, whether you are simply stewing in resentment over your uncle’s unenlightened remark about a group of people or whether society fails to question a wrongheaded direction in public policy. Not knowing how to disagree in a calm, productive manner can be quite problematic. We should recognize, however, that some do like the tension of the battle and find the raising of voices and the test of quick retorts very exciting. Even so, all they gain is the confirmation that they can win by being the loudest, most articulate, or most aggressive. Unfortunately, this is an illusion, since quieting the opposition does not amount to having convinced them.
The solution to this common problem is threefold. The first part involves clearly articulating premises, examining the coherence of the argument, and identifying the support for each claim. This part is the most technically difficult but is already within your reach, thanks to the standard argument form. As we have discussed throughout this book, being able to draw an argument buried underneath filler sentences, rhetorical devices, and such allows us to grasp the meaning and coherence of what is being communicated. In this section, we will closely examine another factor in identifying arguments: the correct interpretation of an argument. We will call this the principle of accuracy.
The second part is not technically difficult, because it is an attitude or state of mind. In ordinary idiomatic language, it is referred to as giving a person the benefit of the doubt, letting someone have his or her say, or putting suspicion aside. In other words, we should judge others and their ideas fairly, even if we may be less than inclined to do so. Philosophers call this attitude the principle of charity.
Finally, the third part involv.
LaneThinking about Thinking Using the Elements of Thoug.docx
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docx
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.
McQueary critical thinking workshop
This is a presentation that I'll be giving to some community college students.
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
REASON LEAD TO CONCLUSION.
IDENTIFY FROM BEGNINIG
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
Answer the following question in complete sentences. Minimum 1 page .pdf
Answer the following question in complete sentences. Minimum 1 page and use examples from
the chapter. Do you believe critical thinking requires skepticism, why or why not? For our
purposes, critical thinking means being able to build and understand a reasoned argument, to
apply skepticism to what we hear, and especially to recognize an incorrect or fraudulent
assertion. From a professional perspective, please explain why this does or does not make sense?
Solution
The primary goal of teaching students to think critically, and he objected that “Teaching students
to be critical thinkers is very important but teaching them to have a skeptical disposition is more
important.”
I would argue, however, that
a.skepticism is good and rational only to the extent that it arises out of critical thinking and
conforms to the principles and standards of critical thinking, and that
b. Teaching students to be critical thinkers is the best way to promote rational skepticism.
I noticed that a book quoted by Loftus in the above post was co-authored by the leading skeptic
Michael Shermer. It would be worthwhile to consider what Shermer has to say about skepticism,
and then to think about how his ideas about skepticism relate to critical thinking.
First of all, Shermer’s brief statement about skepticism on his website emphasizes critical
thinking. In the very first paragraph critical thinking is mentioned in the first sentence and in the
last sentence:
THE SKEPTICS SOCIETYis a nonprofit 501(c)(3) scientific and educational organization
whose mission is to engage leading experts in investigating the paranormal, fringe science,
pseudoscience, and extraordinary claims of all kinds, promote critical thinking, and serve as an
educational tool for those seeking a sound scientific viewpoint. Our contributors—leading
scientists, scholars, investigative journalists, historians, professors and teachers—are top experts
in their fields. It is our hope that our efforts go a long way in promoting critical thinking and
lifelong inquisitiveness in all individuals. [emphasis added]
Clearly Shermer sees a close connection between skepticism and critical thinking.
At the end of Shermer’s brief statement about skepticism, he makes the following comment:
The key to skepticism is to continuously and vigorously apply the methods of science to navigate
the treacherous straits between “know nothing” skepticism and “anything goes” credulity.
Shermer does not endorse skepticism in general. What he endorses is a particular form or kind of
skepticism that he calls rational skepticism. This kind of skepticism, like an aristotelian virtue, is
the mean between the extremes of pure skepticism and credulity.
The above comment corresponds to similar ideas in Shermer’s longer essay A Skeptical
Manifesto. Shermer quotes Carl Sagan and then makes a concluding comment:
Carl Sagan summed up this essential tension (in Basil, 1988, p. 366):
It seems to me what is called for is an exquisite balance between .
Arguing and Evidence: Writing Academic Essays
This lesson is over making arguments with supporting evidence for academic essays.
Assignment DetailsScenario You are member of a prisoner revie.docx
Assignment Details
Scenario:
You are member of a prisoner review board for a minimum-security facility in your state. Included among the inmates are a number of heroin addicts who were charged with possession crimes and some minor thefts through which they supported their habits.
Please include answers in your main post for the following questions:
What are the methods of treatment for heroin addiction?
What is the difference between heroin detoxification and heroin addiction treatment?
What is the best method for ensuring the heroin addict does not return to heroin abuse? Does long-term incarceration play a role?
.
Assignment DetailsScenario You are an investigator for Child .docx
Assignment Details
Scenario:
You are an investigator for Child Protective Services in your community. One of the most difficult aspects of interviewing is the interview of a suspected victim of child sexual abuse. Often, the first interviewers are detectives or investigators from the police department with little or no training for interviewing child sexual abuse victims. The Commander of the Sex Crimes Unit would like to you to identify errors in interviewing by police investigators when questioning child sex crime victims about the circumstances during the alleged offense(s). The psychopathology of the suspect and the victim are very important, but the victim can be misled unintentionally by police resulting in false or inaccurate complaint information.
The Commander of the Sex Crimes Unit would like you to outline and explain the specific areas to be avoided when questioning a child as a sex crime victim.
Specifically, he is concerned with the following:
The use of suggestive questions
The implication of confirmation by other people
Use of positive and negative consequences
Repetitious questioning
Inviting speculation
In a 3–5-page paper, address the specific concerns, and explain why it is preferable to have the child interviewed by a person with the qualifications to potentially testify as an expert witness in subsequent criminal trials
.
More Related Content
Similar to Critical ReasoningWeek 8 Class 1.docx
9.4 Confronting DisagreementBy employing the principles of accur.docx
9.4 Confronting Disagreement
By employing the principles of accuracy and charity, and by effectively criticizing arguments, there can be constructive disagreement that avoids heated emotions and verbal aggression.
Mastering the skills of identifying and constructing arguments is not easy, but at this stage you should feel fairly confident in your command of such skills. The big test now is how you will react when someone disagrees with your argument or when you disagree with someone else’s argument. Although advancing an argument does not require an interaction, as mentioned in Chapter 2, disagreements are bound to occur. Many of us likely prefer to avoid disagreements. Indeed, many people are terrified of debating a point because they fear offending others or worry that a debate will only bring out the worst in everyone, quickly escalating into an emotional display of verbal aggression and “I’ll show you!” attitudes on both parts. Few truly gain from or enjoy such an exchange. This is why most people avoid addressing touchy subjects during holiday dinners: No one wants a delicious meal to end with unpleasantness. However, few gain from allowing contested issues to go unchallenged, either, whether you are simply stewing in resentment over your uncle’s unenlightened remark about a group of people or whether society fails to question a wrongheaded direction in public policy. Not knowing how to disagree in a calm, productive manner can be quite problematic. We should recognize, however, that some do like the tension of the battle and find the raising of voices and the test of quick retorts very exciting. Even so, all they gain is the confirmation that they can win by being the loudest, most articulate, or most aggressive. Unfortunately, this is an illusion, since quieting the opposition does not amount to having convinced them.
The solution to this common problem is threefold. The first part involves clearly articulating premises, examining the coherence of the argument, and identifying the support for each claim. This part is the most technically difficult but is already within your reach, thanks to the standard argument form. As we have discussed throughout this book, being able to draw an argument buried underneath filler sentences, rhetorical devices, and such allows us to grasp the meaning and coherence of what is being communicated. In this section, we will closely examine another factor in identifying arguments: the correct interpretation of an argument. We will call this the principle of accuracy.
The second part is not technically difficult, because it is an attitude or state of mind. In ordinary idiomatic language, it is referred to as giving a person the benefit of the doubt, letting someone have his or her say, or putting suspicion aside. In other words, we should judge others and their ideas fairly, even if we may be less than inclined to do so. Philosophers call this attitude the principle of charity.
Finally, the third part involv.
LaneThinking about Thinking Using the Elements of Thoug.docx
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docx
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.
McQueary critical thinking workshop
This is a presentation that I'll be giving to some community college students.
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
REASON LEAD TO CONCLUSION.
IDENTIFY FROM BEGNINIG
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
Answer the following question in complete sentences. Minimum 1 page .pdf
Answer the following question in complete sentences. Minimum 1 page and use examples from
the chapter. Do you believe critical thinking requires skepticism, why or why not? For our
purposes, critical thinking means being able to build and understand a reasoned argument, to
apply skepticism to what we hear, and especially to recognize an incorrect or fraudulent
assertion. From a professional perspective, please explain why this does or does not make sense?
Solution
The primary goal of teaching students to think critically, and he objected that “Teaching students
to be critical thinkers is very important but teaching them to have a skeptical disposition is more
important.”
I would argue, however, that
a.skepticism is good and rational only to the extent that it arises out of critical thinking and
conforms to the principles and standards of critical thinking, and that
b. Teaching students to be critical thinkers is the best way to promote rational skepticism.
I noticed that a book quoted by Loftus in the above post was co-authored by the leading skeptic
Michael Shermer. It would be worthwhile to consider what Shermer has to say about skepticism,
and then to think about how his ideas about skepticism relate to critical thinking.
First of all, Shermer’s brief statement about skepticism on his website emphasizes critical
thinking. In the very first paragraph critical thinking is mentioned in the first sentence and in the
last sentence:
THE SKEPTICS SOCIETYis a nonprofit 501(c)(3) scientific and educational organization
whose mission is to engage leading experts in investigating the paranormal, fringe science,
pseudoscience, and extraordinary claims of all kinds, promote critical thinking, and serve as an
educational tool for those seeking a sound scientific viewpoint. Our contributors—leading
scientists, scholars, investigative journalists, historians, professors and teachers—are top experts
in their fields. It is our hope that our efforts go a long way in promoting critical thinking and
lifelong inquisitiveness in all individuals. [emphasis added]
Clearly Shermer sees a close connection between skepticism and critical thinking.
At the end of Shermer’s brief statement about skepticism, he makes the following comment:
The key to skepticism is to continuously and vigorously apply the methods of science to navigate
the treacherous straits between “know nothing” skepticism and “anything goes” credulity.
Shermer does not endorse skepticism in general. What he endorses is a particular form or kind of
skepticism that he calls rational skepticism. This kind of skepticism, like an aristotelian virtue, is
the mean between the extremes of pure skepticism and credulity.
The above comment corresponds to similar ideas in Shermer’s longer essay A Skeptical
Manifesto. Shermer quotes Carl Sagan and then makes a concluding comment:
Carl Sagan summed up this essential tension (in Basil, 1988, p. 366):
It seems to me what is called for is an exquisite balance between .
Arguing and Evidence: Writing Academic Essays
This lesson is over making arguments with supporting evidence for academic essays.
Similar to Critical ReasoningWeek 8 Class 1.docx (20)
9.4 Confronting DisagreementBy employing the principles of accur.docx
9.4 Confronting DisagreementBy employing the principles of accur.docx
LaneThinking about Thinking Using the Elements of Thoug.docx
LaneThinking about Thinking Using the Elements of Thoug.docx
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docx
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docx
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
IDENTIFYING REASONS AND CONCLUSION JUNE 10 2022.pdf
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical ThinkingCritical thinkin.docx
Answer the following question in complete sentences. Minimum 1 page .pdf
Answer the following question in complete sentences. Minimum 1 page .pdf
More from faithxdunce63732
Assignment DetailsScenario You are member of a prisoner revie.docx
Assignment Details
Scenario:
You are member of a prisoner review board for a minimum-security facility in your state. Included among the inmates are a number of heroin addicts who were charged with possession crimes and some minor thefts through which they supported their habits.
Please include answers in your main post for the following questions:
What are the methods of treatment for heroin addiction?
What is the difference between heroin detoxification and heroin addiction treatment?
What is the best method for ensuring the heroin addict does not return to heroin abuse? Does long-term incarceration play a role?
.
Assignment DetailsScenario You are an investigator for Child .docx
Assignment Details
Scenario:
You are an investigator for Child Protective Services in your community. One of the most difficult aspects of interviewing is the interview of a suspected victim of child sexual abuse. Often, the first interviewers are detectives or investigators from the police department with little or no training for interviewing child sexual abuse victims. The Commander of the Sex Crimes Unit would like to you to identify errors in interviewing by police investigators when questioning child sex crime victims about the circumstances during the alleged offense(s). The psychopathology of the suspect and the victim are very important, but the victim can be misled unintentionally by police resulting in false or inaccurate complaint information.
The Commander of the Sex Crimes Unit would like you to outline and explain the specific areas to be avoided when questioning a child as a sex crime victim.
Specifically, he is concerned with the following:
The use of suggestive questions
The implication of confirmation by other people
Use of positive and negative consequences
Repetitious questioning
Inviting speculation
In a 3–5-page paper, address the specific concerns, and explain why it is preferable to have the child interviewed by a person with the qualifications to potentially testify as an expert witness in subsequent criminal trials
.
Assignment DetailsScenario You are a new patrol officer in a .docx
Assignment Details
Scenario:
You are a new patrol officer in a major metropolitan city in the center of the country. You have only been on patrol for about four weeks but notice that the officers with more time on the street have been making racially disparaging jokes about members of the poorer neighborhoods. What surprised you was the number of African-American and Hispanic officers who seemed to go along with the culture of racially biased comments. The community in which your precinct is located is crime-ridden and poor. It is largely African-American and Hispanic-American.
When you are on the street, you note that the tension between minority members of the community is very high and that it is even worse between minority officers and the minority community, who tend to view the minority officers as “race traitors.”
In addition, there are a number of combat veterans who have returned to the police department from Iraq and Afghanistan. These veterans have developed a prejudiced outlook towards the Muslim Community, which has a peaceful Mosque in the very center of the community.
Focus your discussion on the following:
Explain your viewpoint as to whether racism and religious bias are based on psychopathology of the officers or not.
.
Assignment DetailsScenario Generally, we have considered sexual.docx
Assignment Details
Scenario: Generally, we have considered sexual harassment actions or verbal abuse of women to be done by men. Over the past several decades, the culture of society has evolved. The diversity of sex and gender has erupted from male abuses of females based on their biology. Now, there are gender reassignments which allow for persons with the psychological inclination to be the gender other than what they were born as being possible. Further, there are a number of transgender persons who, while retaining their biological configuration, adopt the psyche and outward appearance through dress and mannerisms of what is considered to be the traditional opposite gender of their physiology.
Recently, a newly assigned outwardly female officer was found out by her teammates in a Special Weapons and Tactics (SWAT) unit to actually be a biological male. Several of the SWAT team members have come to you as the SWAT Command Leader and have voiced their concern because the transgender officer uses the ladies room, wears makeup, and dresses as a woman in her civilian attire at the end of the shift. The officers making the complaint are claiming that someone with a psychopathological problem should not be in the SWAT unit. You go to the Deputy Chief with their concerns and she tells you to prepare a briefing for the SWAT members concerning the requirements for SWAT team membership and that if an officer makes the grade, he or she has the opportunity to be a SWAT officer.
In a 3–5-page paper, you must explain to the officers, including those who complained as well as those who did not complain, that the department supports the assignment of the new officer and that according to law, she must be accepted as a valid member of the team so long as she is qualified. Further, explain that transphobia is not an acceptable attitude for members of the team and that any discriminatory action on the part of officers concerning the new officer would not be tolerated and would be met with appropriate disciplinary action.
.
Assignment DetailsPower’s on, Power’s Off!How convenient is.docx
Assignment Details:
Power’s on, Power’s Off!
How convenient is it to have electricity come right to your home? We use electricity for so many things: lighting, heating, cooling, entertainment, cleaning, food storage and preparation, and even for taking this class!
Generating electricity from any source creates varying levels of environmental damage, including ecosystem disruption, water contamination, or polluting gas emissions. If we reduce energy use, then we reduce these environmental impacts.
We make choices about our energy use based on how we feel about conservation, the environment, and convenience. Reflect on your energy use, and review the following resources:
Review the tips at this site for ideas to reduce energy use at home.
Review this site for power outage readiness.
Assignment Details:
Respond to the questions for ONE of the following scenarios:
Power’s off!
When the power goes out, explain your biggest inconvenience. What do you manage to live without?
If the power is out for 3 days or more, what are your main concerns? What are the absolute essentials? How do you know food is safe?
Explain what the best back-up source for a power outage would be (for example, solar panels, a gas-powered generator, or even a power inverter for your car).
Include 1 benefit and 1 drawback. What is your back-up plan?
Power’s on!
In the U.S., heating, ventilation, and air conditioning accounts (HVAC) for 48% of home electricity costs (DoE, 2018). Describe one behavior you can change to reduce heating or cooling energy use.
Americans pay 9% of their electricity costs for lighting (EIA, 2018a). Explain how changing all of your light bulbs to LEDs can help save energy.
On average, 18% of home electricity costs go to heating water (EIA, 2018b). Describe one way to reduce hot water use. How easy or difficult is this to do?
Deliverable Length: 200 words (minimum)
Reading Assignment
Read the following chapter sections in Environmental Science:
Chapter 9: Energy and the Environment
Environmental Science by Editorial Board
Publisher Words of Wisdom, LLC
ISBN 9781943926169
Course Code SCIE210-20
References:
EnergySage. (2018, August 2). Energy conservation: 10 ways to save energy. Retrieved from https://www.energysage.com/energy-efficiency/101/ways-to-save-energy/
Ready.gov. (n.d.). Power outages. Retrieved from https://www.ready.gov/power-outages
U.S. Department of Energy (DoE). (2018. Retrieved from: https://www.energy.gov/heating-cooling
U.S. Energy Information Administration (EIA). (2018a). Frequently asked questions: How much electricity is used for lighting in the United States? Retrieved from: https://www.energy.gov/heating-cooling
U.S. Energy Information Administration (EIA). (2018b). Use of energy in the United States explained: Energy use in homes. Retrieved from: https://www.eia.gov/energyexplained/index.php?page=us_energy_homes
- - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - .
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
Assignment DetailsPart IRespond to the following.docx
Assignment Details
Part I
Respond to the following:
Review your course materials and the Internet to find information on the crime data sources available for different countries and the United States. Which of the following crime data sources provides the clearest and most helpful information, and why?
Uniform Crime Report (UCR)
National Crime Victimization Survey (NCVS)
International Crime Victims Survey (ICVS)
.
Assignment DetailsPlease discuss the following in your main post.docx
Assignment Details
Please discuss the following in your main post:
Identify the classes of employees protected by Title VII of the Civil Rights Act.
Why was Affirmative Action put into place?
Do you think Title VII and Affirmative Action are still necessary? Why or why not?
.
Assignment DetailsPennsylvania was the leader in sentencing and .docx
Assignment Details
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences did the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4–5-page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see from the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
.
Assignment DetailsPart IRespond to the followingReview .docx
Assignment Details
Part I
Respond to the following:
Review your course materials and the Internet to find information on the crime data sources available for different countries and the United States. Which of the following crime data sources provides the clearest and most helpful information, and why?
Uniform Crime Report (UCR)
National Crime Victimization Survey (NCVS)
International Crime Victims Survey (ICVS)
United Nations Surveys on Crime Trends and Operations of Criminal Justice Systems (UN-CTS)
.
Assignment DetailsPart IRespond to the following questio.docx
Assignment Details
Part I
Respond to the following questions:
What examples of organized crime can you find in the United States?
What factors contribute to the existence of the criminal organizations you described?
Provide examples of the ways in which the U.S. criminal justice system is dealing with the types of organized crime that you found.
What law enforcement agencies are involved?
How do those law enforcement agencies work to control organized crime?
Part II
Suggestions for responding to peer posts:
Review peers’ posts that used examples of different types of organized crime than the ones that you found.
Were some of the factors that he or she believes contributed to these crimes the same? What different factors were mentioned?
Are the methods of dealing with this type of organized crime different from those devised to deal with the type of organized crime that you found?
.
Assignment DetailsPart IRespond to the following questions.docx
Assignment Details
Part I
Respond to the following questions:
What examples of organized crime can you find in the United States?
What factors contribute to the existence of the criminal organizations you described?
Provide examples of the ways in which the U.S. criminal justice system is dealing with the types of organized crime that you found.
What law enforcement agencies are involved?
How do those law enforcement agencies work to control organized crime?
.
Assignment DetailsOne thing that unites all humans—despite cultu.docx
Assignment Details
One thing that unites all humans—despite culture or time period—is the desire to be happy. Since the beginning of Western philosophy, philosophers have been asking the question, “How can I find happiness?” In popular culture, there are articles in magazines, newspapers, and discussions on the Internet and television about the pursuit of happiness.
Part 1
What are some of the ways that people pursue happiness?
Do you believe that it can be obtained?
Discuss with others what you consider to be an impression of the state of happiness.
Part 2
Why do you think that people differ in their interpretations of happiness?
What do your reading sources say about this?
Have you changed your perception of happiness over the years?
Discuss with 2 or more classmates their interpretation of happiness.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Assignment DetailsMN551Develop cooperative relationships with.docx
Assignment Details
MN551:
Develop cooperative relationships with clients when teaching concepts concerning pathological states to individuals and families
Select one of the case studies below, and include discussion of your strategy for winning the patients cooperation while teaching concepts concerning pathological states to them and their families.
Requirements
Make sure all of the topics in the case study have been addressed.
Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
All sources must be within five years.
Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
Case Study 1
Concepts of Altered Health in Older Adults
Joseph P. is an 82-year-old male living at home. He is in overall good health and enjoys taking long walks as often as possible. During his walks, he likes to stop for a cold glass of fruit juice at the local cafeteria. On cold or rainy days, he rides a stationary bicycle at home for 30 minutes to “stay in good shape.”
What physiological factors would typically increase Joseph’s risk of falling while walking outdoors?
What are the common changes in blood pressure regulation that occurs with aging?
Joseph enjoys fruit juice when he walks. Considering the renal system in the older adult, why would dehydration be a particular concern?
Case Study 2
Structure and Function of the Kidney
Rivka is an active 21-year-old who decided to take a day off from her university classes. The weather was hot and the sun bright, so she decided to go down to the beach. When she arrived, she found a few people playing beach volleyball, and they asked if she wanted to join in. She put down her school bag and began to play. The others were well prepared for their day out and stopped throughout the game to have their power drinks and soda pop. Several hours after they began to play, however, Rivka was not feeling so good. She stopped sweating and was feeling dizzy. One player noted she had not taken a washroom break at all during the day. They found a shaded area for her, and one of the players shared his power drink with her. Rivka was thirstier than she realized and quickly finished the drink.
In pronounced dehydration, hypotension can occur. How would this affect the glomerular filtration rate of the kidney? What actions by the juxtaglomerular apparatus would occur to restore GFR?
What is the effect aldosterone has on the distal convoluted tubule? Why would the actions of aldosterone be useful to Rivka in her situation?
What does a specific gravity test measure? If someone tested the specific gravity of Rivka’s urine, what might it indicate?
Case Study 3
Disorders of Fluid and Electrolyte Balance
Amanda is an 18-year-old with anorexia nervosa. She was recently admitted to an eating disorders clinic with a BMI of 13.9, and although she was a voluntary patient, she was reluctant about the treatment. She was convinced she was overweigh.
Assignment DetailsInfluence ProcessesYou have been encourag.docx
Assignment Details:
Influence Processes
You have been encouraged by a colleague to write an article about "CEOs and presidents" for a management journal. You have decided to compare the leadership styles of three leaders. Using the Library, the Internet, and your course materials, write a 8-10 page report that elaborates on the following:
In your article, provide the following:
· An introduction to the concept of influence processes
· An explanation of the role of influence in contemporary leadership
· A discussion of the various types of influence processes and the factors that can affect them
· The methodology used to identify and research the leaders selected for this report
· An analysis of the influence processes used by the three leaders. Identify the processes that the leaders and top management team are using or have used to impact their organization.
· A discussion of the strengths and weaknesses of the influence processes used by the three leaders relative to current and future challenges facing leaders in global organizations.
· A summary of the key attributes of the influence processes employed by these leaders to effect positive organizational change or improved performance.
Use the Library or other Web resources to support your argument. Be sure to cite your sources using APA Style 6th edition guidelines.
Your report MUST include a reference list. All research should be cited in the body of the paper. Your report should contain an abstract, an introduction, and conclusion in addition to the body of the paper. Please note that if you have a source in your reference section, you need to cite it in the body of the paper per APA guidelines and vice-versa.
Deliverable Length: 8-10 pages (body of paper)
©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
23
©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Bivariate Statistical Analysis: Measures of Association
Week 12
*
©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
LEARNING
OUTCOMES
Apply and interpret simple bivariate correlations
Interpret a correlation matrix
Understand simple (bivariate) regression
Understand the least-squares estimation technique
Interpret regression output including the tests of hypotheses tied to specific parameter coefficients
23-*
©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Bringing Your Work to Your Home (and Bringing Your Home to Work)
23-*Work-family conflict (WFC).
Conflict that results when the demands and responsibilities of one role “spill over” into the other role.Researchers have examined may work and family characteristic.
Assignment DetailsIn this assignment, you will identify and .docx
Assignment Details
In this assignment, you will identify and select a historical or present-day terrorist group to describe and develop a group profile of. In 2–3 pages, address the following:
Identify and select a present-day or historical terrorist group. Identify the group’s underlying motivation, purpose, and objectives.
Develop the group’s profile by crafting a background and discussion on how your selected group was established, how it evolved, and how it ceased to exist, as applicable. If the group is still operating, outline how and why it continues to exist.
Develop and explore some potential counterterrorism or mitigative options. For a historical group, outline how the group was dealt with to the point that it no longer served as an influencing factor.
Be sure to reference all sources using APA style.
.
Assignment DetailsFinancial statements are the primary means of .docx
Assignment Details
Financial statements are the primary means of communicating financial information to users. It is important to have a firm understanding of the income statement, balance sheet, and statement of cash flows. Managers will make decisions daily that will have an effect on the elements of the accounting equation: Assets = Liabilities + Owners’ Equity. Managerial accounting reports use these same financial statements but also incorporate non-financial information that will assist internal users in making strategic and tactical decisions. For this reason, it is important for you to understand how decisions will affect the accounting equation.
The following spreadsheet is for Manhattan Family Dentistry on January 1 of the current year.
Complete the following balance sheet for Manhattan Family Dentistry on January 4 of the current year.
.
Assignment DetailsIn this assignment, you will identify a pr.docx
Assignment Details
In this assignment, you will identify a present-day controversial issue, such as immigration, government encroachment on privacy, anti-capitalism, and so on. In 2–3 pages, address the following:
Identify and select a present-day issue that can potentially polarize a specific risk group.
Develop and explore the issue and why it can serve as a polarizing and divisive issue. Discuss how certain risk populations can become radicalized and justify the use of violence to elevate their position.
Place yourself in the role of a policy maker. What kind of legislation could you propose to address the social, political, or economic conditions you described above? How will your proposed solutions improve conditions for the specific risk group you identified?
Be sure to reference all sources using APA style.
.
Assignment DetailsHealth information technology (health IT) .docx
Assignment Details
Health information technology (health IT) makes it possible for health care providers to better manage patient care through secure use and sharing of health information. Health IT includes the use of electronic health records (EHRs) instead of paper medical records to maintain people's health information.
Share the EHR platform that your practice uses and discuss the challenges and barriers to electronic charting. Why have we moved from paper charting to EHR’s? What is meant by meaningful use regulations and why is this important to know when documenting in the EHR?
Please support your work with at least three evidence based practice resources that are less than 5 years old.
Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting
Please review the grading rubric under Course Resources in the Grading Rubric section.
.
Assignment DetailsDiscuss the followingWhat were some of .docx
Assignment Details
Discuss the following:
What were some of the major criticisms that led some states to abandon the indeterminate sentence and parole?
Do you support abolition of indeterminate sentence and parole? Why or why not? Please support your position.
Be sure to cite all references in APA format.
.
More from faithxdunce63732 (20)
Assignment DetailsScenario You are member of a prisoner revie.docx
Assignment DetailsScenario You are member of a prisoner revie.docx
Assignment DetailsScenario You are an investigator for Child .docx
Assignment DetailsScenario You are an investigator for Child .docx
Assignment DetailsScenario You are a new patrol officer in a .docx
Assignment DetailsScenario You are a new patrol officer in a .docx
Assignment DetailsScenario Generally, we have considered sexual.docx
Assignment DetailsScenario Generally, we have considered sexual.docx
Assignment DetailsPower’s on, Power’s Off!How convenient is.docx
Assignment DetailsPower’s on, Power’s Off!How convenient is.docx
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docx
Assignment DetailsPart IRespond to the following.docx
Assignment DetailsPart IRespond to the following.docx
Assignment DetailsPlease discuss the following in your main post.docx
Assignment DetailsPlease discuss the following in your main post.docx
Assignment DetailsPennsylvania was the leader in sentencing and .docx
Assignment DetailsPennsylvania was the leader in sentencing and .docx
Assignment DetailsPart IRespond to the followingReview .docx
Assignment DetailsPart IRespond to the followingReview .docx
Assignment DetailsPart IRespond to the following questio.docx
Assignment DetailsPart IRespond to the following questio.docx
Assignment DetailsPart IRespond to the following questions.docx
Assignment DetailsPart IRespond to the following questions.docx
Assignment DetailsOne thing that unites all humans—despite cultu.docx
Assignment DetailsOne thing that unites all humans—despite cultu.docx
Assignment DetailsMN551Develop cooperative relationships with.docx
Assignment DetailsMN551Develop cooperative relationships with.docx
Assignment DetailsInfluence ProcessesYou have been encourag.docx
Assignment DetailsInfluence ProcessesYou have been encourag.docx
Assignment DetailsIn this assignment, you will identify and .docx
Assignment DetailsIn this assignment, you will identify and .docx
Assignment DetailsFinancial statements are the primary means of .docx
Assignment DetailsFinancial statements are the primary means of .docx
Assignment DetailsIn this assignment, you will identify a pr.docx
Assignment DetailsIn this assignment, you will identify a pr.docx
Assignment DetailsHealth information technology (health IT) .docx
Assignment DetailsHealth information technology (health IT) .docx
Assignment DetailsDiscuss the followingWhat were some of .docx
Assignment DetailsDiscuss the followingWhat were some of .docx
Recently uploaded
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdfFundacja Rozwoju Społeczeństwa Przedsiębiorczego
Wolontariat grupowyIntroduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
How to Create Map Views in the Odoo 17 ERP
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Sectors of the Indian Economy - Class 10 Study Notes pdf
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...Nguyen Thanh Tu Collection
https://app.box.com/s/4hfk1xwgxnova7f4dm37birdzflj806wHow libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
2024.06.01 Introducing a competency framework for languag learning materials ...
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.
Ethnobotany and Ethnopharmacology ......
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
The French Revolution Class 9 Study Material pdf free download
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
Recently uploaded (20)
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdf
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Critical ReasoningWeek 8 Class 1.docx
- 1. Critical Reasoning Week 8: Class 1
- 3. So far we’ve learned to… appreciate the importance of critical thinking standards such as clarity, precision, accuracy, consistency, and fairness distinguish arguments from non-arguments identify premises and conclusions recognize hidden assumptions and implied premises and conclusions distinguish deductive from inductive arguments assess the logical validity or strength of arguments distinguish relevant from irrelevant reasons identify common logical fallacies
- 4. Chapter 8: Evaluating Arguments and Truth Claims Now, we will focus on the question, “When is an argument a good one?” (I just saw an advanced screening of The World’s End, so you’ll
- 5. A good argument does NOT
- 6. Mean “Agrees with My Views” Mean “Persuasive Argument” Mean “Well-Written or Well-Spoken Argument”
- 7. You can tell a good argument when … all the premises are true and the premises provide good reason to accept the conclusion It is either deductively sound or inductively cogent.
- 8. BUT!!! “it is not enough for an argument to be deductively sound or inductively cogent. It must also satisfy (at least up to a certain threshold) the key critical thinking standards discussed in Chapter 1.”
- 9. Key critical thinking standards Clarity Precision Accuracy Relevance Consistency Logical Correctness Completeness
- 10. Fairness
- 11. Most Important Accuracy: Are all the premises true? Logical correctness: Is the reasoning correct? Is the argument deductively valid or inductively strong? But other critical thinking standards must also be taken into account, as well.
- 12. And now for something English… Monty Python Bonus Extravaganza! Due via email on Friday by 7pm 1-2 bonus points added to your lowest grade! Make a PowerPoint presentation outlining the argument given for discovering whether this woman is or is not a witch. Name the premises and conclusion, show whether it is deductive or inductive, etc. Basically, is it a good argument or a bad argument, why or why not? Be sure to show your work! Extra points for creativity! http://www.youtube.com/watch?v=H9PY_3E3h2c
- 14. What is a NOT a good argument? What IS a good argument? From last time
- 15. Are the premises true? Is the reasoning correct? Is the argument deductively valid or inductively strong? Does the arguer commit any logical fallacies? General Guidelines…
- 16. Does the arguer express his or her points clearly and precisely? Are the premises relevant to the conclusion? Are the arguer’s claims logically consistent? Do any of the arguer’s claims contradict other claims made in the argument? General Guidelines…
- 17. Is the argument complete? Is all relevant evidence taken into account (given understandable limitations of time, space, context, and so on)? Is the argument fair? Is the arguer fair in his or her presentation of the evidence and treatment of opposing arguments and views? General Guidelines
- 19. Never to believe without sufficient evidence Never to believe more strongly than the evidence warrants watchwords of the wise
- 20. What do you believe about this picture?
- 21. principle of rational acceptance generally speaking, it is reasonable to accept a claim if the claim does not conflict with personal experiences that we have no good reason to doubt the claim does not conflict with background beliefs that we have no good reason to doubt the claim comes from a credible source. WHEN IS IT REASONABLE TO ACCEPT A PREMISE?
- 22. Critical thinkers also recognize that their beliefs, hopes, fears, expectations, and biases can affect their observations. In short, personal experiences are often less reliable than we think. We need to be aware that often “believing is seeing” and that things are not always as they appear. Does the Claim Conflict with Our Personal Experiences?
- 24. The problem is that most of us place too much confidence in the accuracy of our background beliefs. If our backgrounds beliefs are unreliable, any beliefs based on them will also be unreliable. Does the Claim Conflict with Our Background Beliefs?
- 25. The source is not a genuine expert or authority. The source is speaking outside his or her area of expertise. The source is biased or has some other motive to lie or mislead. The accuracy of the source’s personal observations or experiences is questionable. The source is contained in a source (e.g., a supermarket tabloid or sensationalistic Web site) that is generally unreliable. The source has not been cited correctly or has been quoted out of context. The issue is one that cannot be settled by expert opinion. The claim made by the source is highly improbable on its face. Does the Claim Come from a Credible Source?
- 26. For Next Time… Journal 7 due Wednesday! Find ONE article (this can be from a newspaper, magazines, internets website, etc.) that gives an argument for or against a single topic. First, state the conclusion which the AUTHOR of the article takes. Then identify the author's premises. Utilize the critiquing discussed in Chapter 8 in order to show whether the
- 27. author has a good argument or a bad argument and why. This analysis should be at least 350 words.