This document discusses different types of evidence that can be used to support arguments and claims. It begins by defining evidence and explaining that persuasive texts must include very specific, credible evidence such as statistical data, analogies, quotations, testimonials, or anecdotal examples. The document then examines different types of evidence in more detail, including statistical evidence, testimonial evidence, anecdotal evidence, analogical evidence, and physical evidence. It provides examples and discusses the strengths and weaknesses of each type. The document emphasizes that the strongest evidence comes from systematic reviews and meta-analyses of multiple research studies.
This document summarizes lessons learned from reviewing 1,889 health news stories based on 10 criteria of quality. The most common flaws found were exaggerating effects, failing to provide absolute risk values, using causal language for observational studies, and relying on single sources without independent analysis. Proper risk communication requires stating absolute rather than just relative risk. Framing of health news stories on the same topics can differ dramatically depending on whether independent expert perspectives are included that provide necessary context.
Behaviour change and intervention researchMatti Heino
The document summarizes the development and rationale for a school-based intervention to increase physical activity and decrease sitting time among youth. It involved extensive literature reviews, stakeholder input through surveys, interviews and focus groups, and development of a theoretical framework drawing from self-determination theory. The intervention was tested through an initial feasibility trial and a cluster randomized controlled trial to evaluate effectiveness, processes of behaviour change, and cost-effectiveness. The goal was to translate behaviour change methods and create an effective application to address determinants of inactivity and related health outcomes.
This document summarizes issues with observational studies replicating claims about human health. It notes that while randomized clinical trials replicate over 80% of the time, observational studies only replicate 10-20% of the time. The document discusses how data staging, lack of analysis protocols, multiple testing, multiple modeling, and uncorrected bias can lead observational studies to produce essentially all positive results. It argues that funding agencies and journal editors need to implement management solutions like requiring data and analysis protocols to be posted publicly to improve the reliability of claims from observational studies.
This document discusses different types of evidence that can be used to support arguments and claims. It begins by defining evidence as credible facts or information used to support an assertion. It then examines several types of evidence in detail, including statistical evidence, testimonial evidence, anecdotal evidence, analogical evidence, and physical evidence. For each type, it provides examples, discusses strengths and weaknesses, and considers how they can be effectively used or pitfalls to avoid. Throughout, it emphasizes the importance of using multiple types of high-quality evidence to substantiate claims.
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
Case Study Hereditary AngioedemaAll responses must be in your .docxcowinhelen
Case Study: Hereditary Angioedema
All responses must be in your own words. Answers that have been copied and pasted will not receive credit.
1. Translate “angioedema”. [Note: I am not looking for a description of the disorder. Rather, I would like you to translate the medical term itself.]
2. The complement system is described as a ‘cascade system’. How does the system fit into this description of being a cascade? [Suggestion: Google the definition of cascade, then think about the complement system in light of the definition]
3. Is complement involved in the innate, or the adaptive immune system, or both? Please explain you answer.
4. What role does C1INH play in the complement system? Why is it so important?
5. What was the physiologic cause of Richard’s abdominal pain?
6. How can one distinguish the swelling of HAE from the swelling of allergic angioedema?
7. What is bradykinin’s role in HA?
8. Do you think Richard’s infancy colic was related to his HA? No need to research this. Just use your intuition. Explain your thinking.
9. What is typically used to treat attacks of HAE?
10. Swelling in the extremities is not dangerous. What other areas of the body are subject to swelling? What is the most dangerous location for swelling to occur and why is it the most dangerous?
2018
BUS 308 Week 2 Lecture 1
Examining Differences - overview
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The importance of random sampling.
2. The meaning of statistical significance.
3. The basic approach to determining statistical significance.
4. The meaning of the null and alternate hypothesis statements.
5. The hypothesis testing process.
6. The purpose of the F-test and the T-test.
Overview
Last week we collected clues and evidence to help us answer our case question about
males and females getting equal pay for equal work. As we looked at the clues presented by the
salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to
be consistent. We found, among other things, that the male and female compa-ratios were fairly
close together with the female mean being slightly larger. The salary analysis showed a different
view; here we noticed that the averages were apparently quite different with the males, on
average, earning more. Contradictory findings such as this are not all that uncommon when
examining data in the “real world.”
One issue that we could not fully address last week was how meaningful were the
differences? That is, would a different sample have results that might be completely different, or
can we be fairly sure that the observed differences are real and show up in the population as
well? This issue, often referred to as sampling error, deals with the fact that random samples
taken from a population will generally be a bit different than the actual population parameters,
but will be “close” enough to the actual.
This document discusses evaluating evidence and determining the credibility of information sources. It provides examples of different types of evidence from personal testimonies to scientific studies and emphasizes the importance of considering evidence from reliable sources. Readers are encouraged to be skeptical of claims unless they are supported by solid evidence and to have an open mind when considering new information rather than avoiding facts that contradict preexisting beliefs. Critical thinking skills are important for separating facts from fiction.
This document summarizes lessons learned from reviewing 1,889 health news stories based on 10 criteria of quality. The most common flaws found were exaggerating effects, failing to provide absolute risk values, using causal language for observational studies, and relying on single sources without independent analysis. Proper risk communication requires stating absolute rather than just relative risk. Framing of health news stories on the same topics can differ dramatically depending on whether independent expert perspectives are included that provide necessary context.
Behaviour change and intervention researchMatti Heino
The document summarizes the development and rationale for a school-based intervention to increase physical activity and decrease sitting time among youth. It involved extensive literature reviews, stakeholder input through surveys, interviews and focus groups, and development of a theoretical framework drawing from self-determination theory. The intervention was tested through an initial feasibility trial and a cluster randomized controlled trial to evaluate effectiveness, processes of behaviour change, and cost-effectiveness. The goal was to translate behaviour change methods and create an effective application to address determinants of inactivity and related health outcomes.
This document summarizes issues with observational studies replicating claims about human health. It notes that while randomized clinical trials replicate over 80% of the time, observational studies only replicate 10-20% of the time. The document discusses how data staging, lack of analysis protocols, multiple testing, multiple modeling, and uncorrected bias can lead observational studies to produce essentially all positive results. It argues that funding agencies and journal editors need to implement management solutions like requiring data and analysis protocols to be posted publicly to improve the reliability of claims from observational studies.
This document discusses different types of evidence that can be used to support arguments and claims. It begins by defining evidence as credible facts or information used to support an assertion. It then examines several types of evidence in detail, including statistical evidence, testimonial evidence, anecdotal evidence, analogical evidence, and physical evidence. For each type, it provides examples, discusses strengths and weaknesses, and considers how they can be effectively used or pitfalls to avoid. Throughout, it emphasizes the importance of using multiple types of high-quality evidence to substantiate claims.
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
Case Study Hereditary AngioedemaAll responses must be in your .docxcowinhelen
Case Study: Hereditary Angioedema
All responses must be in your own words. Answers that have been copied and pasted will not receive credit.
1. Translate “angioedema”. [Note: I am not looking for a description of the disorder. Rather, I would like you to translate the medical term itself.]
2. The complement system is described as a ‘cascade system’. How does the system fit into this description of being a cascade? [Suggestion: Google the definition of cascade, then think about the complement system in light of the definition]
3. Is complement involved in the innate, or the adaptive immune system, or both? Please explain you answer.
4. What role does C1INH play in the complement system? Why is it so important?
5. What was the physiologic cause of Richard’s abdominal pain?
6. How can one distinguish the swelling of HAE from the swelling of allergic angioedema?
7. What is bradykinin’s role in HA?
8. Do you think Richard’s infancy colic was related to his HA? No need to research this. Just use your intuition. Explain your thinking.
9. What is typically used to treat attacks of HAE?
10. Swelling in the extremities is not dangerous. What other areas of the body are subject to swelling? What is the most dangerous location for swelling to occur and why is it the most dangerous?
2018
BUS 308 Week 2 Lecture 1
Examining Differences - overview
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The importance of random sampling.
2. The meaning of statistical significance.
3. The basic approach to determining statistical significance.
4. The meaning of the null and alternate hypothesis statements.
5. The hypothesis testing process.
6. The purpose of the F-test and the T-test.
Overview
Last week we collected clues and evidence to help us answer our case question about
males and females getting equal pay for equal work. As we looked at the clues presented by the
salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to
be consistent. We found, among other things, that the male and female compa-ratios were fairly
close together with the female mean being slightly larger. The salary analysis showed a different
view; here we noticed that the averages were apparently quite different with the males, on
average, earning more. Contradictory findings such as this are not all that uncommon when
examining data in the “real world.”
One issue that we could not fully address last week was how meaningful were the
differences? That is, would a different sample have results that might be completely different, or
can we be fairly sure that the observed differences are real and show up in the population as
well? This issue, often referred to as sampling error, deals with the fact that random samples
taken from a population will generally be a bit different than the actual population parameters,
but will be “close” enough to the actual.
This document discusses evaluating evidence and determining the credibility of information sources. It provides examples of different types of evidence from personal testimonies to scientific studies and emphasizes the importance of considering evidence from reliable sources. Readers are encouraged to be skeptical of claims unless they are supported by solid evidence and to have an open mind when considering new information rather than avoiding facts that contradict preexisting beliefs. Critical thinking skills are important for separating facts from fiction.
Science is the pursuit of knowledge and understanding of the world through objective and evidence-based research. The document discusses key aspects of the scientific method including forming testable hypotheses, conducting experiments and studies, and drawing conclusions from the data while avoiding bias. It provides examples of descriptive research methods like case studies and surveys that observe behaviors, as well as experimental research that tests hypotheses by manipulating variables and using control groups. The importance of reliability, validity, and statistical significance is emphasized when evaluating research findings.
Grammar Check And Plagiarism Check. Pap. Online assignment writing service.Tracy Morgan
1. The document discusses how to get writing help from HelpWriting.net. It outlines a 5-step process: create an account, submit a request form providing instructions and deadline, review writer bids and choose one, make a deposit to start the assignment, and authorize final payment upon approval of the completed paper.
2. Revisions are allowed, and papers are checked for plagiarism. HelpWriting.net promises to meet customer needs and provide refunds for plagiarized content.
3. The summary covers the key steps involved in obtaining writing assistance from HelpWriting.net, including account creation, submitting requests, choosing a writer, making payments, allowing revisions, and guarantees regarding originality.
Lesson 3 Separation of Fact From FictionObjectives· Define .docxSHIVA101531
Lesson 3: Separation of Fact From Fiction
Objectives
· Define peer review
· List the characteristics of an intelligent consumer
· Explain why people are vulnerable to quackery
· Explain how the scientific method is used to determine health-related facts
· Explain how to evaluate sources of health information
· Explain and analyze the issue of conflict of interest in clinical research
It is difficult to be an informed consumer in today's world with all the sources of information that bombard us daily. The first two chapters of our text, Barrett,
Jarvis, Kroger and London (2007) review some of the major issues and list some
characteristics of an intelligent consumer. Test your consumer IQ and take the
consumer health profile on page 13. You may post your comments about these assessments on the discussion board.
The Scientific Method
In Chapter 2 there is a discussion about how to find reliable sources of health
information. The authors have rated some popular magazines and other periodicals.
Also in Chapter 2 there is an important discussion about the scientific method. This course is based on the assumption that the scientific method is valid. In the area of consumer health, services and products must be studied by following the scientific method in order to know if they are of any use. Health services and products must be subject to scientific scrutiny.
An understanding of the scientific method is crucial in so many ways. It helps us
separate fact from fiction. It can also give us an approach to problem solving and therefore, critical thinking. It helps us to ask questions about new treatments and products. It gives us a skeptical, or should I say, questioning view about what we are told. Knowing about the scientific method makes us want to see the proof before we accept a statement.
In epidemiology we learn about various ways to go about studying the relationship
between a factor (like cigarette smoking) and a disease (like lung cancer). When scientists begin to study a relationship like this they need to have a "wait and see" attitude about the findings. They need to go into the research with no bias or at least put aside that bias. When the cigarette companies funded the research they found no relationship between cigarettes and lung cancer. When the government began to fund the studies they found a very strong relationship. It is important to know where the funding is coming from in the various studies. The most reputable journals have a policy on conflict of interest stating that authors must disclose any
conflict of interest that might taint the study. That is also why articles are peer reviewed; so that other scientists can check their colleagues' work.
Conflict of Interest in Health Research
There has been a great deal of discussion about the effect of corporate funding of health research lately. The reason being that since the mid-70's government funding for health research declined and private funding increased. (Blumentha ...
This document provides an introduction to research fundamentals for activists. It discusses key concepts like quantitative and qualitative research, research ethics, study designs and interpreting results. The goal is to build activists' research literacy so they can engage in evidence-based advocacy. Some highlights include:
- Community advisory boards can help ensure research addresses community priorities and concerns.
- Quantitative research uses numerical data and closed-ended questions, while qualitative explores beliefs and experiences through open-ended questions. Both have pros and cons depending on the question.
- HIV activists have a long history of using scientific evidence to inform their advocacy agenda and influence research agendas to better address their communities' needs.
- Research ethics principles like respect,
Writing - Claims & Evidences (Argumentative Paper Part 1)Shin Chan
This document discusses how to write an argumentative paper by using claims and evidence. It defines a claim as a statement that takes a position and can be debated. There are four types of claims: claims of fact, value, cause and effect, and policy. Evidence is then used to support the claim. Six types of evidence are described: print/electronic sources, observation, interviews, surveys, experiments, and personal experience. The document provides examples and guidelines for incorporating high-quality claims and evidence into an argumentative paper.
How to Write an Argumentative Essay Step By Step - Gudwriter. FREE 9+ Argumentative Essay Samples in PDF. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. Check my Essay: Argumentative essay writing examples. Argumentative Essay- booklet - Argumentative Essays owl.english.purdue .... 008 Maxresdefault Essay Example How To Write Good ~ Thatsnotus. 015 Argumentation Essay Example Student Refutation Writing Samples .... 009 How To Write Claim For An Argumentative Essay Example Good .... Sample Research Argumentative Essay - How to create a Research .... How to Write an Argumentative Essay – Samples and Topics. Business Paper: Sample argument essay. How To Write A Argumentative Essay Example - Coverletterpedia. 020 Maxresdefault Mla Format Argumentative Essay ~ Thatsnotus. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... 005 Argumentative Essay Sample Research Paper ~ Museumlegs.
This document discusses a group focused on helping youth from the Jane and Finch neighborhood in Toronto dealing with mental health issues. Jane and Finch is a high-risk area known for gangs and crime, with a high proportion of youth, low-income families, and immigrants. The group aims to support these at-risk youth struggling with mental health in one of Canada's most challenging communities.
Cons Of Abortion Essay. Missouri latest state to move to restrict abortion lawsLisa Cartagena
Abortion: Pros And Cons - GCSE Religious Studies (Philosophy & Ethics .... Abortion is a very controversial issue. - GCSE Religious Studies .... Abortion Essay Writing Guide with Examples | HandMadeWriting. ≫ Legalization of Abortion Free Essay Sample on Samploon.com. Florida Abortion Laws: Abortion Care And Your Legal Rights.. The State of Abortion, 40 Years After Roe v. Wade | BillMoyers.com. Abortion essays - College Homework Help and Online Tutoring.. Abortion IS health care – Liberation News. Trump pushes anti-abortion agenda to build culture that 'cherishes innocent life'. Want to reduce abortion rates? Give parents money. - The Washington Post. Abortion rate at lowest level since 1973. Missouri latest state to move to restrict abortion laws. Abortion laws: How different states use 'heartbeat' bills, Roe v. Wade. Questions surface as states pass abortion laws. Abortion Essay - GCSE Religious Studies (Philosophy & Ethics) - Marked .... Abortion Essay - Document in A Level and IB Religious Studies. 635711897809053841-AP-Abortion-Restrictions.jpg?width=2382&height=1346 .... Group launches site to help women self-induce abortions at home, citing .... Argumentative Essay on Pros and Cons of Abortion | Abortion Rights .... Cons of abortion essay - We Write Custom College Essay Writing and .... Online Essay Help | amazonia.fiocruz.br. Abortion Pros And Cons Essay Example. Abortion Essay | Essay on Abortion for Students and Children in English .... pro and cons of abortion. Argument essay about abortion facts - writersdoubt.web.fc2.com. Abortion essays against - writefiction581.web.fc2.com. Buy Essay Online - abortions essays - libdriastate.web.fc2.com. Essay For Abortion. Controversial essay on abortion - eassyforex.x.fc2.com. Argumentative essays for abortion - writefiction581.web.fc2.com. Essays against abortion - articleentitled.x.fc2.com. Abortion Essays Free. Research essay on abortion Cons Of Abortion Essay
Evidence-based policy making…what type of evidence do we need?
Présentation de Mark Petticrew au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
Read the following information and understand the content, as you .docxfterry1
Read the following information and understand the content, as you are going to be required to apply this information to three different passages:
Paul-Elder Critical Thinking Framework
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester:
The elements of thought (Links to an external site.)Links to an external site.
The intellectual standards (Links to an external site.)Links to an external site.
According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Elements of Thought (reasoning)
The "parts" or elements of thinking are as follows:
All reasoning has a purpose
All reasoning is an attempt to figure something out, to settle some question, to solve some problem
All reasoning is based on assumptions
All reasoning is done from some point of view
All reasoning is based on data, information and evidence
All reasoning is expressed through, and shaped by, concepts and ideas
All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
All reasoning leads somewhere or has implications and consequences
Universal Intellectual Standards
The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:
Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to con.
ENGLISH 9 Quarter Four Week two PresentationCarlaTorre7
This document provides guidance on effective listening and evaluating arguments. It explains that effective listening requires the ability to judge the validity of what is being said by assessing the evidence used to support it. It then provides a step-by-step guide to analyzing and evaluating arguments, including identifying the point or claim being made, looking for specific evidence that supports the claim, and explaining how the evidence relates to the claim. Finally, it discusses different types of evidence like statistical, testimonial, anecdotal, and analogical evidence.
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docxkailynochseu
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.
The document discusses the negative impacts of WhatsApp on relationships. It argues that WhatsApp should be discouraged because it can be annoying, addictive, and destructive to family ties. Specifically, it notes that WhatsApp notifications can be irritating and disruptive. It also claims that people spend too much time on WhatsApp and can become addicted to it, taking away from real social interactions and relationships. The document uses an example of a couple divorcing after only one year of marriage due to the husband flirting with another woman on WhatsApp to show how it can damage relationships.
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The document provides information about the ancient civilizations of Greece and Rome. It discusses the Mycenaean civilization that preceded the Athenians and Spartans in Greece. The Mycenaeans controlled Greece for 300 years from 1400 BC to 1100 BC and were known for their warlike nature. It also outlines the growth of the Roman Empire from a small area around Rome to a vast empire stretching from Britain to Turkey and northern Africa between 517 BC to 117 AD. The Roman Empire is described as being at its largest size between 100 AD to 117 AD when it included the entire Mediterranean region.
Early humans evolved in Africa over 5 million years ago from forest-dwelling primates. The earliest known hominid is Ardipithecus, which lived 4-5 million years ago. Later hominids included Australopithecus, Homo habilis, Homo erectus, and Homo sapiens. Homo erectus was the first to leave Africa, migrating to Europe and Asia around 1.8 million years ago. Modern humans, Homo sapiens sapiens, evolved in Africa around 200,000 years ago and migrated worldwide by 10,000 BCE, replacing Neanderthals.
The document provides information about early river valley civilizations that developed agriculture including the Sumerians, Babylonians, and ancient Egyptians. It notes that around 10,000 years ago, people in the Middle East began farming crops in river valleys with rich soil like Mesopotamia between the Tigris and Euphrates Rivers, laying the foundations for permanent settlements. Notable contributions of early civilizations included inventions by the Sumerians like the wheel, plow, sailing boats, system of writing, and advances in areas like law, mathematics, and metalworking.
This document provides an overview of different types of economic systems and global trade. It discusses how economic systems vary between countries, with some governments exercising more control over businesses and trade than others. It also contrasts developed and underdeveloped economies, noting key differences like levels of education, infrastructure, and use of technology. Additionally, it explains different models like free market, mixed, and command economies, comparing levels of government intervention. The document emphasizes how global trade has increased with new transportation, and defines important terms like exports, imports, and free trade agreements.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
Science is the pursuit of knowledge and understanding of the world through objective and evidence-based research. The document discusses key aspects of the scientific method including forming testable hypotheses, conducting experiments and studies, and drawing conclusions from the data while avoiding bias. It provides examples of descriptive research methods like case studies and surveys that observe behaviors, as well as experimental research that tests hypotheses by manipulating variables and using control groups. The importance of reliability, validity, and statistical significance is emphasized when evaluating research findings.
Grammar Check And Plagiarism Check. Pap. Online assignment writing service.Tracy Morgan
1. The document discusses how to get writing help from HelpWriting.net. It outlines a 5-step process: create an account, submit a request form providing instructions and deadline, review writer bids and choose one, make a deposit to start the assignment, and authorize final payment upon approval of the completed paper.
2. Revisions are allowed, and papers are checked for plagiarism. HelpWriting.net promises to meet customer needs and provide refunds for plagiarized content.
3. The summary covers the key steps involved in obtaining writing assistance from HelpWriting.net, including account creation, submitting requests, choosing a writer, making payments, allowing revisions, and guarantees regarding originality.
Lesson 3 Separation of Fact From FictionObjectives· Define .docxSHIVA101531
Lesson 3: Separation of Fact From Fiction
Objectives
· Define peer review
· List the characteristics of an intelligent consumer
· Explain why people are vulnerable to quackery
· Explain how the scientific method is used to determine health-related facts
· Explain how to evaluate sources of health information
· Explain and analyze the issue of conflict of interest in clinical research
It is difficult to be an informed consumer in today's world with all the sources of information that bombard us daily. The first two chapters of our text, Barrett,
Jarvis, Kroger and London (2007) review some of the major issues and list some
characteristics of an intelligent consumer. Test your consumer IQ and take the
consumer health profile on page 13. You may post your comments about these assessments on the discussion board.
The Scientific Method
In Chapter 2 there is a discussion about how to find reliable sources of health
information. The authors have rated some popular magazines and other periodicals.
Also in Chapter 2 there is an important discussion about the scientific method. This course is based on the assumption that the scientific method is valid. In the area of consumer health, services and products must be studied by following the scientific method in order to know if they are of any use. Health services and products must be subject to scientific scrutiny.
An understanding of the scientific method is crucial in so many ways. It helps us
separate fact from fiction. It can also give us an approach to problem solving and therefore, critical thinking. It helps us to ask questions about new treatments and products. It gives us a skeptical, or should I say, questioning view about what we are told. Knowing about the scientific method makes us want to see the proof before we accept a statement.
In epidemiology we learn about various ways to go about studying the relationship
between a factor (like cigarette smoking) and a disease (like lung cancer). When scientists begin to study a relationship like this they need to have a "wait and see" attitude about the findings. They need to go into the research with no bias or at least put aside that bias. When the cigarette companies funded the research they found no relationship between cigarettes and lung cancer. When the government began to fund the studies they found a very strong relationship. It is important to know where the funding is coming from in the various studies. The most reputable journals have a policy on conflict of interest stating that authors must disclose any
conflict of interest that might taint the study. That is also why articles are peer reviewed; so that other scientists can check their colleagues' work.
Conflict of Interest in Health Research
There has been a great deal of discussion about the effect of corporate funding of health research lately. The reason being that since the mid-70's government funding for health research declined and private funding increased. (Blumentha ...
This document provides an introduction to research fundamentals for activists. It discusses key concepts like quantitative and qualitative research, research ethics, study designs and interpreting results. The goal is to build activists' research literacy so they can engage in evidence-based advocacy. Some highlights include:
- Community advisory boards can help ensure research addresses community priorities and concerns.
- Quantitative research uses numerical data and closed-ended questions, while qualitative explores beliefs and experiences through open-ended questions. Both have pros and cons depending on the question.
- HIV activists have a long history of using scientific evidence to inform their advocacy agenda and influence research agendas to better address their communities' needs.
- Research ethics principles like respect,
Writing - Claims & Evidences (Argumentative Paper Part 1)Shin Chan
This document discusses how to write an argumentative paper by using claims and evidence. It defines a claim as a statement that takes a position and can be debated. There are four types of claims: claims of fact, value, cause and effect, and policy. Evidence is then used to support the claim. Six types of evidence are described: print/electronic sources, observation, interviews, surveys, experiments, and personal experience. The document provides examples and guidelines for incorporating high-quality claims and evidence into an argumentative paper.
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This document discusses a group focused on helping youth from the Jane and Finch neighborhood in Toronto dealing with mental health issues. Jane and Finch is a high-risk area known for gangs and crime, with a high proportion of youth, low-income families, and immigrants. The group aims to support these at-risk youth struggling with mental health in one of Canada's most challenging communities.
Cons Of Abortion Essay. Missouri latest state to move to restrict abortion lawsLisa Cartagena
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Evidence-based policy making…what type of evidence do we need?
Présentation de Mark Petticrew au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
Read the following information and understand the content, as you .docxfterry1
Read the following information and understand the content, as you are going to be required to apply this information to three different passages:
Paul-Elder Critical Thinking Framework
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester:
The elements of thought (Links to an external site.)Links to an external site.
The intellectual standards (Links to an external site.)Links to an external site.
According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Elements of Thought (reasoning)
The "parts" or elements of thinking are as follows:
All reasoning has a purpose
All reasoning is an attempt to figure something out, to settle some question, to solve some problem
All reasoning is based on assumptions
All reasoning is done from some point of view
All reasoning is based on data, information and evidence
All reasoning is expressed through, and shaped by, concepts and ideas
All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
All reasoning leads somewhere or has implications and consequences
Universal Intellectual Standards
The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:
Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to con.
ENGLISH 9 Quarter Four Week two PresentationCarlaTorre7
This document provides guidance on effective listening and evaluating arguments. It explains that effective listening requires the ability to judge the validity of what is being said by assessing the evidence used to support it. It then provides a step-by-step guide to analyzing and evaluating arguments, including identifying the point or claim being made, looking for specific evidence that supports the claim, and explaining how the evidence relates to the claim. Finally, it discusses different types of evidence like statistical, testimonial, anecdotal, and analogical evidence.
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docxkailynochseu
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.
The document discusses the negative impacts of WhatsApp on relationships. It argues that WhatsApp should be discouraged because it can be annoying, addictive, and destructive to family ties. Specifically, it notes that WhatsApp notifications can be irritating and disruptive. It also claims that people spend too much time on WhatsApp and can become addicted to it, taking away from real social interactions and relationships. The document uses an example of a couple divorcing after only one year of marriage due to the husband flirting with another woman on WhatsApp to show how it can damage relationships.
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The document provides information about the ancient civilizations of Greece and Rome. It discusses the Mycenaean civilization that preceded the Athenians and Spartans in Greece. The Mycenaeans controlled Greece for 300 years from 1400 BC to 1100 BC and were known for their warlike nature. It also outlines the growth of the Roman Empire from a small area around Rome to a vast empire stretching from Britain to Turkey and northern Africa between 517 BC to 117 AD. The Roman Empire is described as being at its largest size between 100 AD to 117 AD when it included the entire Mediterranean region.
Early humans evolved in Africa over 5 million years ago from forest-dwelling primates. The earliest known hominid is Ardipithecus, which lived 4-5 million years ago. Later hominids included Australopithecus, Homo habilis, Homo erectus, and Homo sapiens. Homo erectus was the first to leave Africa, migrating to Europe and Asia around 1.8 million years ago. Modern humans, Homo sapiens sapiens, evolved in Africa around 200,000 years ago and migrated worldwide by 10,000 BCE, replacing Neanderthals.
The document provides information about early river valley civilizations that developed agriculture including the Sumerians, Babylonians, and ancient Egyptians. It notes that around 10,000 years ago, people in the Middle East began farming crops in river valleys with rich soil like Mesopotamia between the Tigris and Euphrates Rivers, laying the foundations for permanent settlements. Notable contributions of early civilizations included inventions by the Sumerians like the wheel, plow, sailing boats, system of writing, and advances in areas like law, mathematics, and metalworking.
This document provides an overview of different types of economic systems and global trade. It discusses how economic systems vary between countries, with some governments exercising more control over businesses and trade than others. It also contrasts developed and underdeveloped economies, noting key differences like levels of education, infrastructure, and use of technology. Additionally, it explains different models like free market, mixed, and command economies, comparing levels of government intervention. The document emphasizes how global trade has increased with new transportation, and defines important terms like exports, imports, and free trade agreements.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
This document discusses various topics related to individuals and society, including research credibility, conflicts between individuals and society, decision-making, social norms, morality, literature addressing moral dilemmas, immigration throughout American history, and current debates around immigration policy. It provides discussion questions, reading assignments, and writing prompts on these topics. Students are instructed to work in small groups to discuss the material and complete assignments.
This document is a slide presentation about fear that is divided into nine categories of fear experienced by many people. It discusses the fear of internment Japanese Americans felt during World War II when they were placed in internment camps due to fears they may be disloyal. It also discusses the fear of unfounded accusations, using the Red Scare of the 1950s and McCarthyism as examples of how fear can lead to false accusations that harm people. Finally, it discusses the ongoing fear of terrorism since the 9/11 attacks and how that fear could potentially blind people and affect decision making.
The document discusses using inquiry to solve problems by asking investigative questions. It provides several scenarios of problems and asks readers to consider what questions an investigator would ask to solve each problem. Some examples of problems include a car accident, a murder, a medical emergency, and an unprofitable store. For each scenario, it suggests questions an investigator might ask witnesses, at the scene, or to determine causes and faults. The purpose is to teach readers to formulate good questions as a way to gather useful information and insights to solve problems.
This document contains a short story told over multiple paragraphs. It describes a group of fruits and vegetables that have come to life in a family's kitchen pantry. The story is told from their perspective. It begins with pineapples leading an expedition of other fruits and vegetables up the refrigerator to rescue half-eaten plums that were discarded in the boy Simon's bedroom. Along the way they encounter obstacles like raisins in a bag and mushrooms acting as scouts. They seek approval from the head tomato for their mission. When they reach the top of the refrigerator they are shocked to find an orange tabby cat blocking the stairs. The story continues for over 20 more pages from the fruits' and vegetables' point of view.
This document provides a list of great documentary films for use in classrooms, covering topics like the evolution of humanity, primitive Amazon tribes, early human civilization, theories of human evolution and potential contact with aliens. The films range from an hour to under 10 minutes and include titles from sources like the BBC and YouTube channels like Kurzgesagt – In a Nutshell.
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This document provides a list of links to various science-related videos on YouTube and articles on Livescience.com dealing with strange and mysterious science topics. Some of the topics covered include a man who ruptured his throat from stifling a sneeze, unexplained phenomena in the ocean, mysteries of the universe, optical illusions, places on Earth untouched by humans, mysterious animal sightings caught on video, and science experiments that can be done at home like balancing hex nuts using magnets. The links curate videos and articles exploring unusual scientific events and mysteries from the natural world.
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3. What does evidence look like?
When we read a persuasive text, we must read very closely to ensure that the
arguments that are presented include very specific, credible evidence. For example,
we should look for statistical data such as numbers and scores, analogies that
compare similar claims and solutions, quotations or testimonials supporting the
claims, or anecdotal examples that substantiate the claim.
4. What does the research say?
1.Statistical Evidence
• Statistical evidence is the kind of data people tend to
look for first when trying to prove a point. That’s not
surprising when you consider how prevalent it is in
today’s society. Remember those McDonald’s signs that
said “Over 1 billion served”? How about those Trident
chewing gum commercials that say “4 out of 5 dentists
recommend chewing sugarless gum”? Every time you use
numbers to support a main point, you’re relying on
statistical evidence to carry your argument.
5. What do you think?
Use your imagination
What are some possible types of
statistical evidence for these
products or events?
Monster Energy Drinks
Global warming
Graduation rates
Bayer Asprin
6. Some of the strongest evidence that can support a claim is based on
scientific studies. For example, a 2008 study by John Hopkins
University Medical Center of four advertised weight loss programs
found that Weight Watchers was the most successful with
participants losing an average of twelve pounds after one year in the
program. If a study such as this can be replicated by other studies, the
results become even more powerful evidence to support a claim.
7. It seems like research findings on topics such as health come out every few days.
One week a study suggests that getting only six hours of sleep at night does not
have any harmful effects. The following week a new study indicates that getting
six hours or less of sleep at night is related to weight gain caused by the body’s
desire to eat more carbohydrate snacks to make up for the energy burned by the
extra two hours of being awake each day. What are we to believe? How do we
sort out the facts and determine which information is reliable?
8. Discussion
• What should you do when you find conflicting
evidence from two different scientific studies about
the same topic?
• Why might research studies come up with different
results?
9. How is a systematic review of the research on a topic
different from one study that examines the effect of
exercise on heart disease?
Which approach should be trusted as providing the
most accurate research findings about a topic?
Discussion
10. At the bottom of this pyramid is the weakest evidence that can be used to
support an argument or claim. Anecdotal reports are personal cases or
observations of an event that cannot be generalized to a larger population.
However, conducting a review of many research studies, meta-analysis, is the
most powerful way to prove a cause and effect relationship between events.
Why would this type of evidence be at the top of the pyramid?
11. How much research evidence should we see before we
consider believing the results of research studies and
changing our behavior based on the new evidence?
12. If research studies contradict each other, how do we
determine the truth? How much evidence do we need
to negate one side of the disagreement?
13. Is this enough evidence to prove
the claim on the right side? How
much more proof would you need?
14. Some studies measure relationships between two
events to see if one is significantly related to the other.
Many research studies are designed to see if one action,
such as eating a diet high in sugar and saturated fat, is
directly related to higher illness rates such as heart
disease. If the study shows that people who eat such a
diet have much higher rates of heart disease than people
who eat low sugar and low saturated fat diets, the
researchers may conclude that there is a high
correlation between the two events.
15. While such correlations suggest that one event
may cause the other, scientists cannot
conclude that high sugar and high fat diets
definitely cause heart disease. Correlations are not
direct proof of cause and effect.
16. Is it likely that organic food causes autism?
Are there any other reasons that both events
increased at a similar rate during the last 10 years?
17. Use of correlation as scientific evidence
Much of scientific evidence is based upon a correlation of
variables that are observed to occur together. Scientists
are careful to point out that correlation does not
necessarily mean causation. The assumption that A
causes B simply because A correlates with B is often not
accepted as a legitimate form of argument.
18. Correlation data my be a valid argument.
However, sometimes people commit the opposite
fallacy – dismissing correlation entirely, as if it
does not suggest causation at all. This would
dismiss a large swath of important scientific
evidence. Since it may be difficult or impossible to
run controlled double-blind studies, correlational
evidence from several different angles may be the
strongest causal evidence available.
19. For example, heart disease may be caused by many
factors including lack of exercise, diabetes, obesity,
stress, cholesterol, and saturated fats. In fact, most
complex events like heart disease are difficult to study
because each possible causal factor has to be considered
a possible variable that can cause heart disease. If all of
the significant variables are considered in a research
study, the correlations of these variables with heart
disease can lead to powerful scientific information. In the
end, correlation can be used as important evidence for a
cause-and-effect relationship between a treatment and
benefit, a risk factor and a disease, or a social or
economic factor and various outcomes.
20. Discussion
• Let’s examine some common correlations that we could make. We could
observe that more traffic accidents occur on rainy days.
• If we find that the number of accidents increases when we have a heavy rain
season, we could say that increased rainy days is correlated with increased
traffic accidents. While there could be a strong correlation, it does not prove
that rain causes more accidents. In fact, research does not support rain as a
cause of more accidents.
• Meet in small groups and see if you can come up with two events that you
might predict are correlated with each other. Remember, they can seem to be
occurring at the same time and, therefore, be correlated but still have no cause
and effect relationship. More ice cream is sold during the summer and more
people get sunburned during the summer, but that does not mean that eating
ice cream causes sunburns.
21. Groups Report Back to the Class
•Share the possible correlation that you
developed between two events.
•Does this correlation seem plausible or
ridiculous?
22. What do the experts say?
2. Testimonial Evidence
• Testimonial evidence is another type of evidence that is
commonly turned to by people trying to prove a
point. Commercials that use spokespersons to testify
about the quality of a company’s product, lawyers who
rely on eye-witness accounts to win a case, and
students who quote an authority in their essays are all
using testimonial evidence.
23. Stand and Deliver
Who can give us a testimonial about one of these?
iPhone
In N Out Burgers
Starbucks Coffee
Del Taco
Shopping at Stater Bros. Market
Frosted Flakes
Nike tennis shoes
24. Is all testimonial evidence of equal value?
• What is the difference between strong
testimonial evidence and weak testimonial
evidence?
• Why should we believe what others say about a
product or event?
• How is eye witness testimony used by our justice
system?
• Are there problems with using eye witness
testimonial evidence?
25. Why are these effective uses
of testimonial evidence?
26. Are these types of testimonials good evidence that
the products are superior and worth buying? Why?
33. What does this study suggest about the
reliability of eye witness testimony?
On the next slide test your eye witness skills.
34. You just witnessed a bank robbery in which the
robber pointed his gun at you for a few seconds
before he ran out of the bank.
Look at the following suspects
for a few seconds. The man on
the right is the robber.
42. Do personal observations
support the claim?
3. Anecdotal Evidence
• Often dismissed as untrustworthy and meaningless,
anecdotal evidence is one of the more underutilized
types of evidence. Anecdotal evidence is evidence
that is based on a person’s observations of the
world. It can actually be very useful for disproving
generalizations because all you need is one example
that contradicts a claim.
43. If eight people you know swear that a new product
produces hair on bald males, can we generalize that
success to most males?
44. Be careful when using this type of evidence
to try and support your claims. A few
examples of high school graduates that have
perfect grammar does NOT prove that ALL
high school graduates have perfect
grammar. All the anecdotes can do is
disprove the claim that all high school
graduates have terrible grammar.
45. You CAN use this type of evidence to support
claims, though, if you use it in conjunction with
other types of evidence. Personal observations can
serve as wonderful examples to introduce a topic
and build it up – just make sure you include
statistical evidence so the reader of your paper
doesn’t question whether your examples are just
isolated incidents.
46. What is Anecdotal Evidence?
•Generalizing from anecdotal examples to
a larger population
•Citing examples from your personal
experience and observations
•“I’ve met a few people who were from
Australia and they were very rude. I would
never visit that country because I don’t
like the people.”
47. Use Your Imagination
• Create an anecdote or personal observation about a
situation and solution that seems to work very well. Use
one of the following topics:
• Hunger in America
• Homework Overload
• Gang Violence
• Internet bullying
48. Do similar situations provide evidence?
4. Analogical Evidence
• The last type of evidence is called analogical
evidence. It is also underutilized, but this time for a
reason. Analogies are mainly useful when dealing with
a topic that is under-researched. If you are on the
cutting edge of an issue, you’re the person breaking
new ground. When you don’t have statistics to refer to
or other authorities on the matter to quote, you have to
get your evidence from somewhere. Analogical
evidence steps in to save the day.
56. Can you write an analogy between a
teenager’s bedroom and a landfill?
Teenager’s Bedroom Landfill
57. Can you write an analogy between a
drill sergeant and a PE teacher?
Drill Sergeant PE Teacher
58. Can you write a simple analogy
comparing homework to a mountain?
Homework mountain
59. •Take the following example: You work for a
company that is considering turning some
land into a theme park. On that land there
happens to be a river that your bosses think
would make a great white-water rafting
ride. They’ve called on you to assess whether
or not that ride would be a good idea.
60. • Since the land in question is as yet undeveloped,
you have no casualty reports or statistics to refer
to. In this case, you can look to other rivers with
the same general shape to them, altitude,
etc. and see if any white-water rafting casualties
have occurred on those rivers. Although the rivers
are different, the similarities between them should
be strong enough to give credibility to your
research. Realtors use the same type of
analogical evidence when determining the value
of a home.
• When you use analogies to support your claims,
always remember their power.
61. 5. Physical Evidence
In review, we need to remember how evidence
such as statistics, testimonials, anecdotes, and
analogies can be used as strong or poor evidence
to support a claim. In addition, we can look at
concrete forms of evidence such as documents,
records, electronic messages, collected data,
fragments, DNA, and artifacts.
62. Physical evidence is one of the strongest types of
evidence that can be used in an argument.
63. In recent years, technology has enabled investigators to
make strong connections between DNA found at a crime
scene and possible suspects.
64. Collecting data and documents from various
sources is a critical part of criminal investigations.
65. A thorough analysis of physical evidence at the crime
scene is a great starting place for investigators.
66. In today’s world, public places often have
surveillance cameras that can provide
valuable information.
67. Class Discussion
• Let’s consider a hypothetical situation. Suppose that two
masked attackers entered a mall and began shooting
randomly at the crowd. Within minutes the police arrived
and killed one of the attackers. The second suspect
escaped carrying several weapons including an AK 47
assault rifle.
• If you were the lead investigator, what would be your
strategy to develop a comprehensive plan for
apprehending and convicting the perpetrators of the
attack? What types of evidence would you look for at the
crime scene and beyond? What kind of questions would
you formulate to guide your investigation?
68. Quick Write
Write a paragraph detailing the
kind of evidence that you believe
would be the most important in
this investigation. Explain why
you chose this type of evidence.
69. Reread this crime scene as you write your
analysis of the type of evidence you would
collect to solve this crime.
• Let’s consider a hypothetical situation. Suppose that two
masked attackers entered a mall and began shooting
randomly at the crowd. Within minutes the police arrived
and killed one of the attackers. The second suspect
escaped carrying several weapons including an AK 47
assault rifle.
• If you were the lead investigator, what would be your
strategy to develop a comprehensive plan for
apprehending and convicting the perpetrators of the
attack? What types of evidence would you look for at the
crime scene and beyond? What kind of questions would
you formulate to guide your investigation?
70. Be sure to focus on the details
of the writing assignment.
Write a paragraph detailing the
kind of evidence that you believe
would be the most important in
this investigation. Explain why
you chose this type of evidence.
71. What kind of evidence did you write
about in your crime scene analysis?
72. Let’s examine the kind of evidence that Investigators
collected to determine that Al Qaeda terrorists planned
and carried out the attack on the World Trade Center
Twin Towers. Looking at past behavior patterns and Jihad
motives offered useful evidence.
73. Al Qaeda has made over twenty terrorist attacks in
major cities during the last sixteen years.
74. Does the history of Al Qaeda attacks against the United
States and its allies provide a motive that ties Al
Qaeda to the 9-11 attacks?
75. During the 9-11 attack investigation, the FBI identified some of the Al Qaeda
terrorists who participated in the attack. Does the identification of these Al
Qaeda members provide supporting evidence to the FBI claim that Osama Bin
Laden sent terrorists to attack America on September 11, 2001?
76. Read about the following crime and prepare to determine what kind of
evidence would be important to help find the perpetrator.
On Tuesday afternoon, a ten year old boy was walking home from
school but never arrived. A neighborhood mother reported seeing a
dark blue van driving through the field near the path that the student
uses to walk home. Later that night, a telephone call was made to the
boy’s mother. The mysterious, gravelly voice demanded one million
dollars for the return of the child. Two days later the ransom was paid
and the child returned to his family. The detectives need to collect as
much evidence as possible in order to identify and convict the kidnaper.
Make a list of the methods you will use to gather
evidence. Identify the types of evidence that
would be important. Consider all avenues that
might lead to valuable information in this case.
77. Independent Research Assignments
The following five assignments require
students to use the internet to gather
and analyze evidence collected in
major criminal cases. Hyperlinks are
provided for easy access to the
recommended websites.
78. What type of evidence was used in the
following criminal cases?
List and describe the evidence that
was collected and used to support
the conviction of suspects in the
following cases.
When you google for your information, begin
with this phrase, “evidence used to convict
________________(full name of the serial killer).
79. Unabomber: Ted Kaczynski
Access online sources and
create a list of the evidence
that was used to identify and
convict Ted Kaczynski.
80. The Night Stalker: Richard Ramirez
Access online sources and
create a list of the
evidence that was used to
identify and convict
Richard Ramirez.
81. Son of Sam: David Berkowitz
Access online sources and
create a list of the evidence
that was used to identify and
convict David Berkowitz.
82. Meet in Small Groups
Use your notes and present the evidence
that was used to convict the serial
killers.
Which evidence do you think was the
most powerful in convicting these
killers?
83. Boston Marathon Bombing Case
Use the following sources to identify evidence that was
collected and used to prosecute Djohar Tsarnaev. Create
a written outline of the most important evidence.
• http://thedesk.matthewkeys.net/bostonbombing/
• https://www.bostonglobe.com/metro/2015/04/07/critical-pieces-
evidence-marathon-bombing-
trial/nwAc6xKBG3gKckuVFOT3lN/story.html
84. Meet in Small Groups
• Use your notes and share the evidence that was reviewed on the
websites.
• Which types of evidence seemed to be the most important in
determining the guilt of the two suspects?
• After reviewing this evidence, do you believe the government’s
explanation that the two brothers committed this crime because they
were radicalized, Islamic terrorists?
• Do you believe that the brothers were part of a larger American
government conspiracy? If so, what evidence supports that view?
85. Sandy Hook Elementary School Shooting
Was it a conspiracy to take away the 2nd Amendment
rights to have guns?
• http://www.snopes.com/politics/guns/newtown.asp
• This site examines the claim that the school massacre was a hoax staged by
actors.
• Review the analysis of evidence provided on this website and determine if
the evidence supports the claim that the attack was a hoax.
• Write a review of the information and discuss how the evidence supports or
fails to support the hoax claim.
86. Meet in Small Groups
• Use your notes and share the evidence that was reviewed on the
websites.
• Which types of evidence seemed to be the most important in
determining the guilt of the primary suspect?
• After reviewing this evidence, do you believe the government’s
explanation that the suspect committed this crime because he was
a disturbed young man who had connections to the school?
• Do you believe that the crime was part of a larger American
government conspiracy? If so, what evidence supports that view?