Dr. Lori Miller
Logical fallacies
Harrowing logic
Informal Logical Fallacies
A "fallacy" is a mistake or an error in reasoning.
Our concern here is with informal or every day errors in reasoning, which we call “logical fallacies.”
There are, of course, types of mistakes other than mistakes in reasoning. For instance, factual mistakes are sometimes referred to as "fallacies".
However, today’s lesson is specifically concerned, not with factual errors, but with logical ones.
An informal fallacy is an error in reasoning that does not originate in improper logical form, which study belongs to the domain of philosophy. It comes from an error in thinking things through logically.
Sweeping Generalizations
A sweeping generalization is an unqualified general statement.
It disregards exceptions and considers no qualifications.
“Dicto simpliciter”
“Exercise is good. Therefore, everybody should exercise.”
Correction:
Add qualifiers
Hasty generalizations
Like the overgeneralization but sneaky because the claim offers proofs, but too few instances are provided to justify a logical conclusion.
“Hypothesis Contrary to Fact”
“Becky can’t speak French, Pete can’t speak French, and the teacher can’t speak French, so nobody in Spanish class can speak French.”
Correction: qualify terms in conclusion
False premises lead to irrelevant conclusions
Red Herring Arguments
Simply speaking, a red herring argument diverts attention away from the claim itself, avoiding an analysis of its merits.
Red herring arguments lead to irrelevant or false conclusions.
Logical fallacies are “red herring” arguments when they engage in disputing the premises or arguing about the logistics or processes involved.
Irrelevant conclusions
False Cause
A fallacy of false cause illogically attributes the cause of something to another; in Latin this is a “non sequitur”
“Post hoc”
Let’s not take Bill with us to the game. Every time he goes with us, we loose.
Every time I sit in that booth, the waitress brings me cold coffee.
More Fallacies Leading to Irrelevant conclusions
Appeals to authority
We know pigs can fly because Mr. Bailey, an expert in the field, believes it is possible.
Ad hominem
George is a liberal who believes taxes should be raised. We should never follow liberals. Therefore, taxes should not be raised. (“Poisoning the Well.”)
Bandwagon
Everybody who is cool drinks Coke, so you have to drink Coke if you want to be cool.
Appeals to loyalty
John questions the minister’s claim that all good Christians donate 10% of their money to the church. The minister never lies so anyone who agrees with John is surely going to hell.
Illogical premises
Contradictory Premises
If God can do everything, then He can create a stone too heavy for Him to lift.
Problem: no argument exists when the premises are contradictory. This is simply untrue on its face.
When people have the flu, they cough. Pedro is coughing, so he must have the flu.
...
Transcription of the 2005 Kenyon Commencement Address - May .docxjuliennehar
Transcription of the 2005 Kenyon Commencement Address -
May 21, 2005
Written and Delivered by David Foster Wallace
(If anybody feels like perspiring [cough], I'd advise you to go ahead,
because I'm sure going to. In fact I'm gonna [mumbles while pulling up
his gown and taking out a handkerchief from his pocket].) Greetings
["parents"?] and congratulations to Kenyon's graduating class of 2005.
There are these two young fish swimming along and they happen to meet
an older fish swimming the other way, who nods at them and says
"Morning, boys. How's the water?" And the two young fish swim on for a
bit, and then eventually one of them looks over at the other and goes
"What the hell is water?"
This is a standard requirement of US commencement speeches, the
deployment of didactic little parable-ish stories. The story ["thing"] turns
out to be one of the better, less bullshitty conventions of the genre, but if
you're worried that I plan to present myself here as the wise, older fish
explaining what water is to you younger fish, please don't be. I am not the
wise old fish. The point of the fish story is merely that the most obvious,
important realities are often the ones that are hardest to see and talk
about. Stated as an English sentence, of course, this is just a banal
platitude, but the fact is that in the day to day trenches of adult existence,
banal platitudes can have a life or death importance, or so I wish to
suggest to you on this dry and lovely morning.
Of course the main requirement of speeches like this is that I'm supposed
to talk about your liberal arts education's meaning, to try to explain why
the degree you are about to receive has actual human value instead of just
a material payoff. So let's talk about the single most pervasive cliché in the
commencement speech genre, which is that a liberal arts education is not
so much about filling you up with knowledge as it is about quote teaching
you how to think. If you're like me as a student, you've never liked hearing
this, and you tend to feel a bit insulted by the claim that you needed
anybody to teach you how to think, since the fact that you even got
admitted to a college this good seems like proof that you already know
how to think. But I'm going to posit to you that the liberal arts cliché
turns out not to be insulting at all, because the really significant education
in thinking that we're supposed to get in a place like this isn't really about
the capacity to think, but rather about the choice of what to think about.
If your total freedom of choice regarding what to think about seems too
obvious to waste time discussing, I'd ask you to think about fish and
water, and to bracket for just a few minutes your skepticism about the
value of the totally obvious.
Here's another didactic little story. There are these two guys sitting
together in a bar in the remote Alaskan wilderness. One of the guys is
religious, the other is an ath ...
Transcription of the 2005 Kenyon Commencement Address - May .docxturveycharlyn
Transcription of the 2005 Kenyon Commencement Address -
May 21, 2005
Written and Delivered by David Foster Wallace
(If anybody feels like perspiring [cough], I'd advise you to go ahead,
because I'm sure going to. In fact I'm gonna [mumbles while pulling up
his gown and taking out a handkerchief from his pocket].) Greetings
["parents"?] and congratulations to Kenyon's graduating class of 2005.
There are these two young fish swimming along and they happen to meet
an older fish swimming the other way, who nods at them and says
"Morning, boys. How's the water?" And the two young fish swim on for a
bit, and then eventually one of them looks over at the other and goes
"What the hell is water?"
This is a standard requirement of US commencement speeches, the
deployment of didactic little parable-ish stories. The story ["thing"] turns
out to be one of the better, less bullshitty conventions of the genre, but if
you're worried that I plan to present myself here as the wise, older fish
explaining what water is to you younger fish, please don't be. I am not the
wise old fish. The point of the fish story is merely that the most obvious,
important realities are often the ones that are hardest to see and talk
about. Stated as an English sentence, of course, this is just a banal
platitude, but the fact is that in the day to day trenches of adult existence,
banal platitudes can have a life or death importance, or so I wish to
suggest to you on this dry and lovely morning.
Of course the main requirement of speeches like this is that I'm supposed
to talk about your liberal arts education's meaning, to try to explain why
the degree you are about to receive has actual human value instead of just
a material payoff. So let's talk about the single most pervasive cliché in the
commencement speech genre, which is that a liberal arts education is not
so much about filling you up with knowledge as it is about quote teaching
you how to think. If you're like me as a student, you've never liked hearing
this, and you tend to feel a bit insulted by the claim that you needed
anybody to teach you how to think, since the fact that you even got
admitted to a college this good seems like proof that you already know
how to think. But I'm going to posit to you that the liberal arts cliché
turns out not to be insulting at all, because the really significant education
in thinking that we're supposed to get in a place like this isn't really about
the capacity to think, but rather about the choice of what to think about.
If your total freedom of choice regarding what to think about seems too
obvious to waste time discussing, I'd ask you to think about fish and
water, and to bracket for just a few minutes your skepticism about the
value of the totally obvious.
Here's another didactic little story. There are these two guys sitting
together in a bar in the remote Alaskan wilderness. One of the guys is
religious, the other is an ath ...
Chapter 22Expert Intuition When Can We Trust It Professiona.docxcravennichole326
Chapter 22:
Expert Intuition: When Can We Trust It?
Professional controversies bring out the worst in academics. Scientific journals occasionally publish exchanges, often beginning with someone’s critique of another’s research, followed by a reply and a rejoinder. I have always thought that these exchanges are a waste of time. Especially when the original critique is sharply worded, the reply and the rejoinder are often exercises in what I have called sarcasm for beginners and advanced sarcasm. The replies rarely concede anything to a biting critique, and it is almost unheard of for a rejoinder to admit that the original critique was misguided or erroneous in any way. On a few occasions I have responded to criticisms that I thought were grossly misleading, because a failure to respond can be interpreted as conceding error, but I have never found the hostile exchanges instructive. In search of another way to deal with disagreements, I have engaged in a few “adversarial collaborations,” in which scholars who disagree on the science agree to write a jointly authored paper on their differences, and sometimes conduct research together. In especially tense situations, the research is moderated by an arbiter.
My most satisfying and productive adversarial collaboration was with Gary Klein, the intellectual leader of an association of scholars and practitioners who do not like the kind of work I do. They call themselves students of Naturalistic Decision Making, or NDM, and mostly work in organizations where the"0%Љ ty often study how experts work. The N DMers adamantly reject the focus on biases in the heuristics and biases approach. They criticize this model as overly concerned with failures and driven by artificial experiments rather than by the study of real people doing things that matter. They are deeply skeptical about the value of using rigid algorithms to replace human judgment, and Paul Meehl is not among their heroes. Gary Klein has eloquently articulated this position over many years.
This is hardly the basis for a beautiful friendship, but there is more to the story. I had never believed that intuition is always misguided. I had also been a fan of Klein’s studies of expertise in firefighters since I first saw a draft of a paper he wrote in the 1970s, and was impressed by his book Sources of Power, much of which analyzes how experienced professionals develop intuitive skills. I invited him to join in an effort to map the boundary that separates the marvels of intuition from its flaws. He was intrigued by the idea and we went ahead with the project—with no certainty that it would succeed. We set out to answer a specific question: When can you trust an experienced professional who claims to have an intuition? It was obvious
that Klein would be more disposed to be trusting, and I would be more skeptical. But could we agree on principles for answering the general question?
Over seven or eight years we had many discussions, resolved many di ...
Transcription of the 2005 Kenyon Commencement Address - May .docxjuliennehar
Transcription of the 2005 Kenyon Commencement Address -
May 21, 2005
Written and Delivered by David Foster Wallace
(If anybody feels like perspiring [cough], I'd advise you to go ahead,
because I'm sure going to. In fact I'm gonna [mumbles while pulling up
his gown and taking out a handkerchief from his pocket].) Greetings
["parents"?] and congratulations to Kenyon's graduating class of 2005.
There are these two young fish swimming along and they happen to meet
an older fish swimming the other way, who nods at them and says
"Morning, boys. How's the water?" And the two young fish swim on for a
bit, and then eventually one of them looks over at the other and goes
"What the hell is water?"
This is a standard requirement of US commencement speeches, the
deployment of didactic little parable-ish stories. The story ["thing"] turns
out to be one of the better, less bullshitty conventions of the genre, but if
you're worried that I plan to present myself here as the wise, older fish
explaining what water is to you younger fish, please don't be. I am not the
wise old fish. The point of the fish story is merely that the most obvious,
important realities are often the ones that are hardest to see and talk
about. Stated as an English sentence, of course, this is just a banal
platitude, but the fact is that in the day to day trenches of adult existence,
banal platitudes can have a life or death importance, or so I wish to
suggest to you on this dry and lovely morning.
Of course the main requirement of speeches like this is that I'm supposed
to talk about your liberal arts education's meaning, to try to explain why
the degree you are about to receive has actual human value instead of just
a material payoff. So let's talk about the single most pervasive cliché in the
commencement speech genre, which is that a liberal arts education is not
so much about filling you up with knowledge as it is about quote teaching
you how to think. If you're like me as a student, you've never liked hearing
this, and you tend to feel a bit insulted by the claim that you needed
anybody to teach you how to think, since the fact that you even got
admitted to a college this good seems like proof that you already know
how to think. But I'm going to posit to you that the liberal arts cliché
turns out not to be insulting at all, because the really significant education
in thinking that we're supposed to get in a place like this isn't really about
the capacity to think, but rather about the choice of what to think about.
If your total freedom of choice regarding what to think about seems too
obvious to waste time discussing, I'd ask you to think about fish and
water, and to bracket for just a few minutes your skepticism about the
value of the totally obvious.
Here's another didactic little story. There are these two guys sitting
together in a bar in the remote Alaskan wilderness. One of the guys is
religious, the other is an ath ...
Transcription of the 2005 Kenyon Commencement Address - May .docxturveycharlyn
Transcription of the 2005 Kenyon Commencement Address -
May 21, 2005
Written and Delivered by David Foster Wallace
(If anybody feels like perspiring [cough], I'd advise you to go ahead,
because I'm sure going to. In fact I'm gonna [mumbles while pulling up
his gown and taking out a handkerchief from his pocket].) Greetings
["parents"?] and congratulations to Kenyon's graduating class of 2005.
There are these two young fish swimming along and they happen to meet
an older fish swimming the other way, who nods at them and says
"Morning, boys. How's the water?" And the two young fish swim on for a
bit, and then eventually one of them looks over at the other and goes
"What the hell is water?"
This is a standard requirement of US commencement speeches, the
deployment of didactic little parable-ish stories. The story ["thing"] turns
out to be one of the better, less bullshitty conventions of the genre, but if
you're worried that I plan to present myself here as the wise, older fish
explaining what water is to you younger fish, please don't be. I am not the
wise old fish. The point of the fish story is merely that the most obvious,
important realities are often the ones that are hardest to see and talk
about. Stated as an English sentence, of course, this is just a banal
platitude, but the fact is that in the day to day trenches of adult existence,
banal platitudes can have a life or death importance, or so I wish to
suggest to you on this dry and lovely morning.
Of course the main requirement of speeches like this is that I'm supposed
to talk about your liberal arts education's meaning, to try to explain why
the degree you are about to receive has actual human value instead of just
a material payoff. So let's talk about the single most pervasive cliché in the
commencement speech genre, which is that a liberal arts education is not
so much about filling you up with knowledge as it is about quote teaching
you how to think. If you're like me as a student, you've never liked hearing
this, and you tend to feel a bit insulted by the claim that you needed
anybody to teach you how to think, since the fact that you even got
admitted to a college this good seems like proof that you already know
how to think. But I'm going to posit to you that the liberal arts cliché
turns out not to be insulting at all, because the really significant education
in thinking that we're supposed to get in a place like this isn't really about
the capacity to think, but rather about the choice of what to think about.
If your total freedom of choice regarding what to think about seems too
obvious to waste time discussing, I'd ask you to think about fish and
water, and to bracket for just a few minutes your skepticism about the
value of the totally obvious.
Here's another didactic little story. There are these two guys sitting
together in a bar in the remote Alaskan wilderness. One of the guys is
religious, the other is an ath ...
Chapter 22Expert Intuition When Can We Trust It Professiona.docxcravennichole326
Chapter 22:
Expert Intuition: When Can We Trust It?
Professional controversies bring out the worst in academics. Scientific journals occasionally publish exchanges, often beginning with someone’s critique of another’s research, followed by a reply and a rejoinder. I have always thought that these exchanges are a waste of time. Especially when the original critique is sharply worded, the reply and the rejoinder are often exercises in what I have called sarcasm for beginners and advanced sarcasm. The replies rarely concede anything to a biting critique, and it is almost unheard of for a rejoinder to admit that the original critique was misguided or erroneous in any way. On a few occasions I have responded to criticisms that I thought were grossly misleading, because a failure to respond can be interpreted as conceding error, but I have never found the hostile exchanges instructive. In search of another way to deal with disagreements, I have engaged in a few “adversarial collaborations,” in which scholars who disagree on the science agree to write a jointly authored paper on their differences, and sometimes conduct research together. In especially tense situations, the research is moderated by an arbiter.
My most satisfying and productive adversarial collaboration was with Gary Klein, the intellectual leader of an association of scholars and practitioners who do not like the kind of work I do. They call themselves students of Naturalistic Decision Making, or NDM, and mostly work in organizations where the"0%Љ ty often study how experts work. The N DMers adamantly reject the focus on biases in the heuristics and biases approach. They criticize this model as overly concerned with failures and driven by artificial experiments rather than by the study of real people doing things that matter. They are deeply skeptical about the value of using rigid algorithms to replace human judgment, and Paul Meehl is not among their heroes. Gary Klein has eloquently articulated this position over many years.
This is hardly the basis for a beautiful friendship, but there is more to the story. I had never believed that intuition is always misguided. I had also been a fan of Klein’s studies of expertise in firefighters since I first saw a draft of a paper he wrote in the 1970s, and was impressed by his book Sources of Power, much of which analyzes how experienced professionals develop intuitive skills. I invited him to join in an effort to map the boundary that separates the marvels of intuition from its flaws. He was intrigued by the idea and we went ahead with the project—with no certainty that it would succeed. We set out to answer a specific question: When can you trust an experienced professional who claims to have an intuition? It was obvious
that Klein would be more disposed to be trusting, and I would be more skeptical. But could we agree on principles for answering the general question?
Over seven or eight years we had many discussions, resolved many di ...
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. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
.
According to your textbook, “Contrary to a popular misconception in the West, homosexuality is not universally stigmatized. Based on the Standard Cross-Cultural Sample of 186 societies, Crapo (1995) found that only 31% of people stigmatized homosexual behavior, while the remainder either considered homosexual experimentation to be a normal developmental phase of preadult life (38%), accepted committed adult same-sex relationships as an alternative form of marriage (18%), or even required same-sex relationships among all males during a period that preceded their being permitted to marry heterosexually (12%)” (Crapo, 2013, p.161).
In America, the historical stigmatization of homosexuality is a product of (Points : 1)
enculturation.
cultural relativism.
minimalism.
universal moral values.
Question 2.
2.
Which of the following is an example of an
etic
statement about Americans? (Points : 1)
July 4th is a federal holiday, and I enjoy having the day off from work. I usually spend time with my family and hang out at the pool.
The Fourth of July is the day we adopted the Declaration of Independence, declaring our independence from the British in 1776. This had a huge impact on the entire course of history, leading to the Revolutionary War and the creation of the best country in the world, the United States of America.
The fireworks displays are my favorite part of the Fourth of July. I also march in the local parade.
Americans celebrate the 4th of July as the day they declared independence from colonial powers in 1776. Food is often cooked outside on grills, even though most houses have electric ovens inside. It is very hot outside in the middle of summer, and although many people have electronic cooling devices called air conditioners within their homes, much of the day is spent outside. At night, explosives are set off in community gatherings to celebrate this holiday. Remarkably, very few people are hurt during these displays.
Question 3.
3.
Which of the following is an example of an
etic
description of teen pregnancy in America? (Points : 1)
One of my friends in high school got pregnant in her sophomore year. She and the father decided to keep the baby, got married and just celebrated their 10thanniversary. They both finished college and have good jobs now. It just goes to show that people can overcome teen pregnancy and become successful parents.
Although popular opinion sometimes indicates otherwise, according to a statistical analysis from the US Department of Health and Services (2014), teen pregnancy rates have been steadily declining for the past twenty years. In America, most teenagers are not yet fully independent from their parents, as teenagers in other cultures sometimes are, so they are not ready to become parents. Since this issue has a huge impact on young women and men affected by it, this may account for the disparity between popular opinion and.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
-How did artwork produced in America from 1945 to 1960 compare to art made in Europe? Did the artwork change as the 20th century progressed? Include at least two (2) examples of artists and artworks to support your comparison. You do not need to include the image, but include artist name, title, media and date.
- Write 150 words, also cite the sources you use.
.
-Just thoughts and opinion on the reading-Consent and compen.docxmadlynplamondon
-Just thoughts and opinion on the reading
-Consent and compensation are two things that the Johns Hopkins doctors did not provide Henrietta Lacks. How are these ideas at odds?
-African Americans today face disparities in the health care system even today. How can Henrietta's story motivate change in our current system?
.
. The Questioned Documents Unit (QDU) provides forensic support .docxmadlynplamondon
. The Questioned Documents Unit (QDU) provides forensic support to federal, state and local law enforcement agencies by conducting examinations on evidence collected during their investigation as well as expert testimony concerning information contained in the reports. The Cryptanalysis and Racketeering Records Unit (CRRU) supports law enforcement by assisting in the analysis of cryptic communications such as codes found in letters, notes and diaries (FBI.gov).
After an individual is arrested, I will obtain fingerprints and photographs of the subject and complete a number of forms that are used to start a criminal file on the subject. I will use the Buccal Collection DNA test kit provided by the FBI on my subject. Once completed properly and submitted to the FBI, the kit will be sent to the Federal DNA Database Unit (FDDU). The FDDU will take the DNA test kit and upload it into NDIS creating a DNA profile for my subject. The subject’s DNA profile will be searched against unknown forensic profiles from crime scenes across the country. If my subject’s DNA matches with another crime from another state he can be charged for that crimes as well. In my opinion this is the most important service the FBI has. This allows all agencies to communicate and share information based off of DNA evidence. The flaw is that they need the criminal to be apprehended and processed in order for the DNA to be in the system.
In Knoxville Tennessee, FBI Emergency Response agents train how to excavate a body at the Body Farm. The agents pair up in teams with forensic anthropologists to learn how to best identify and excavate human remains to preserve the clues and pieces of evidence that decaying bodies may leave behind. The weeklong training gives agents step by step instructions while surprising the agents with twists and surprises during their excavations. This was very interesting to me because it helps put things into perspective. Teaches them to put the victim first, which will motivate them to slow down, be methodical with their techniques and be very thorough because it only can be done once.
respond to this discussion question 150 words
.
. What is it about the fundamental nature and structure of the Olym.docxmadlynplamondon
. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?
b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you
must
make a decision between these alternatives and defend your decision.)
.
-Learning objectives for presentation-Brief background o.docxmadlynplamondon
-Learning objectives for presentation
-Brief background on theorist
-Relevance of the theory in current healthcare
-Appropriateness of theory to role of nurse practitioner
-Key concepts of theory
the theory "Madeleine Leininger transcultural nursing theory"
please include references and cite within the answers
.
-You will need to play a phone game Angry Birds (any version) to mak.docxmadlynplamondon
-You will need to play a phone game Angry Birds (any version) to make observation.
-Make an observation on how you must launch the birds in order to knock over the items.
-Pay attention to how the path of the birds (the projectiles) changes as you change the launch angle and how far back you pull the birds at launch.
-You will also need to complete the calculations in assignment.
Assignment file below...
.
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
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·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. What were the causes of World War II Explain how and why the Unit.docxmadlynplamondon
. What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II?
.
. Complete the prewriting for the progress reportPrewriting p.docxmadlynplamondon
. Complete the prewriting for the progress report:
Prewriting prepares you to write and helps you organize your ideas.
You may print the lesson and jot notes for yourself on the paper, or you may write notes on your own.
You do not have to submit prewriting for any points, but don't skip this important step!
2. Complete a draft of the progress report:
Remember to use the memo format style in typing this progress report.
This report should be two or more pages when you are completed.
The draft will be much shorter than your final report.
Follow a logical structure: introduction, what is finished, what is underway, what is left to do, and a conclusion.
Use specifics such as dates, proper names, numbers, costs, etc.
Include one or more visuals may such as pictures, graphs, charts, tables, etc.
.
-in Filomena by Roberta Fernandez the author refers to the Mexican r.docxmadlynplamondon
-in Filomena by Roberta Fernandez the author refers to the Mexican rituals for the day of the dead how is this celebration portrayed in the story?
-in "La doctora Barr" how does Mary Helen Ponce describe the traditional way Mexican-American women prepared for a childbirth in their community?
-how does Nilda feel about Sophies's presence in her home?
-how is bilingualism used in the story "Filomena"? Support your opinions with examples from the story
-describe the incident with the vanilla ice cream . Why was it so upsetting for Nilda?
.
-Write about a violent religious event in history.(Ex. Muslim ex.docxmadlynplamondon
-Write about a violent religious event in history.
(Ex. Muslim extremist acts in history, or the Christian crusades, etc.)
-Write about belief/reasoning/justification those certain people believe their actions have and affects of...
-(Identity)They're view of the world and themselves. Is it rationale or is it a problem. Why?
5-pages minimum
4-scholarly sources min. 2 of 4 book sources Need Dec. 2nd by 9pm.
.
The Outsiders essay. ≫ The Outsiders Free Essay Sample on Samploon.com. ⇉The Outsiders Argumentative Essay Example | GraduateWay. The Outsiders (Papers and Projects) | PDF | Essays | Paragraph. Outsiders—Defining Deviance | The outsiders, Essay questions, Novel studies. The Outsiders Essay Rubric. The Outsiders Essay | English - Year 11 SACE | Thinkswap. "The Outsiders" by S. E. Hinton: [Essay Example], 543 words | EssayPay. Essay on the outsiders english literature. The Outsiders Essay. Essay on the outsiders - essayhelp473.web.fc2.com. The Outsiders Essay Help! Outsiders essay. The Outsiders - GCSE English - Marked by Teachers.com. The Outsiders Theme Essay. Outsiders Essay. The Outsiders Final Essay Planning Guides by Determined 2 be Happy. The Outsiders - summary / Essays / Literature / ID: 189768. The Outsiders Argument Essay by The Daring English Teacher | TpT. The Outsiders Essay ISU - 1 Similarity Through Differences The .... The outsiders essay-Why? | Keys to Successful Writing | Essay, Thesis .... The Outsiders Narrative Essay. The Outsiders. THE OUTSIDERS: ESSAY TOPICS. the outsiders argumentative essay | Fiction & Literature. 5 paragraph essay on the outsiders by s.e.hinton - writingquotations .... Loyalty in "The Outsiders" by S.E. Hinton - Free Essay Example .... Essay the Outsiders-Eng. The Outsider - GCSE English - Marked by Teachers.com. the outsiders final essay. College essay: Outsiders essay. THE OUTSIDERS - Summative Task - Literary Essay | Literary essay ... Outsiders Essay
Essay For School Uniforms. 005 Persuasive Essay School Uniforms Help Romeo An...Monique Carter
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. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
.
According to your textbook, “Contrary to a popular misconception in the West, homosexuality is not universally stigmatized. Based on the Standard Cross-Cultural Sample of 186 societies, Crapo (1995) found that only 31% of people stigmatized homosexual behavior, while the remainder either considered homosexual experimentation to be a normal developmental phase of preadult life (38%), accepted committed adult same-sex relationships as an alternative form of marriage (18%), or even required same-sex relationships among all males during a period that preceded their being permitted to marry heterosexually (12%)” (Crapo, 2013, p.161).
In America, the historical stigmatization of homosexuality is a product of (Points : 1)
enculturation.
cultural relativism.
minimalism.
universal moral values.
Question 2.
2.
Which of the following is an example of an
etic
statement about Americans? (Points : 1)
July 4th is a federal holiday, and I enjoy having the day off from work. I usually spend time with my family and hang out at the pool.
The Fourth of July is the day we adopted the Declaration of Independence, declaring our independence from the British in 1776. This had a huge impact on the entire course of history, leading to the Revolutionary War and the creation of the best country in the world, the United States of America.
The fireworks displays are my favorite part of the Fourth of July. I also march in the local parade.
Americans celebrate the 4th of July as the day they declared independence from colonial powers in 1776. Food is often cooked outside on grills, even though most houses have electric ovens inside. It is very hot outside in the middle of summer, and although many people have electronic cooling devices called air conditioners within their homes, much of the day is spent outside. At night, explosives are set off in community gatherings to celebrate this holiday. Remarkably, very few people are hurt during these displays.
Question 3.
3.
Which of the following is an example of an
etic
description of teen pregnancy in America? (Points : 1)
One of my friends in high school got pregnant in her sophomore year. She and the father decided to keep the baby, got married and just celebrated their 10thanniversary. They both finished college and have good jobs now. It just goes to show that people can overcome teen pregnancy and become successful parents.
Although popular opinion sometimes indicates otherwise, according to a statistical analysis from the US Department of Health and Services (2014), teen pregnancy rates have been steadily declining for the past twenty years. In America, most teenagers are not yet fully independent from their parents, as teenagers in other cultures sometimes are, so they are not ready to become parents. Since this issue has a huge impact on young women and men affected by it, this may account for the disparity between popular opinion and.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
-How did artwork produced in America from 1945 to 1960 compare to art made in Europe? Did the artwork change as the 20th century progressed? Include at least two (2) examples of artists and artworks to support your comparison. You do not need to include the image, but include artist name, title, media and date.
- Write 150 words, also cite the sources you use.
.
-Just thoughts and opinion on the reading-Consent and compen.docxmadlynplamondon
-Just thoughts and opinion on the reading
-Consent and compensation are two things that the Johns Hopkins doctors did not provide Henrietta Lacks. How are these ideas at odds?
-African Americans today face disparities in the health care system even today. How can Henrietta's story motivate change in our current system?
.
. The Questioned Documents Unit (QDU) provides forensic support .docxmadlynplamondon
. The Questioned Documents Unit (QDU) provides forensic support to federal, state and local law enforcement agencies by conducting examinations on evidence collected during their investigation as well as expert testimony concerning information contained in the reports. The Cryptanalysis and Racketeering Records Unit (CRRU) supports law enforcement by assisting in the analysis of cryptic communications such as codes found in letters, notes and diaries (FBI.gov).
After an individual is arrested, I will obtain fingerprints and photographs of the subject and complete a number of forms that are used to start a criminal file on the subject. I will use the Buccal Collection DNA test kit provided by the FBI on my subject. Once completed properly and submitted to the FBI, the kit will be sent to the Federal DNA Database Unit (FDDU). The FDDU will take the DNA test kit and upload it into NDIS creating a DNA profile for my subject. The subject’s DNA profile will be searched against unknown forensic profiles from crime scenes across the country. If my subject’s DNA matches with another crime from another state he can be charged for that crimes as well. In my opinion this is the most important service the FBI has. This allows all agencies to communicate and share information based off of DNA evidence. The flaw is that they need the criminal to be apprehended and processed in order for the DNA to be in the system.
In Knoxville Tennessee, FBI Emergency Response agents train how to excavate a body at the Body Farm. The agents pair up in teams with forensic anthropologists to learn how to best identify and excavate human remains to preserve the clues and pieces of evidence that decaying bodies may leave behind. The weeklong training gives agents step by step instructions while surprising the agents with twists and surprises during their excavations. This was very interesting to me because it helps put things into perspective. Teaches them to put the victim first, which will motivate them to slow down, be methodical with their techniques and be very thorough because it only can be done once.
respond to this discussion question 150 words
.
. What is it about the fundamental nature and structure of the Olym.docxmadlynplamondon
. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?
b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you
must
make a decision between these alternatives and defend your decision.)
.
-Learning objectives for presentation-Brief background o.docxmadlynplamondon
-Learning objectives for presentation
-Brief background on theorist
-Relevance of the theory in current healthcare
-Appropriateness of theory to role of nurse practitioner
-Key concepts of theory
the theory "Madeleine Leininger transcultural nursing theory"
please include references and cite within the answers
.
-You will need to play a phone game Angry Birds (any version) to mak.docxmadlynplamondon
-You will need to play a phone game Angry Birds (any version) to make observation.
-Make an observation on how you must launch the birds in order to knock over the items.
-Pay attention to how the path of the birds (the projectiles) changes as you change the launch angle and how far back you pull the birds at launch.
-You will also need to complete the calculations in assignment.
Assignment file below...
.
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
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·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. What were the causes of World War II Explain how and why the Unit.docxmadlynplamondon
. What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II?
.
. Complete the prewriting for the progress reportPrewriting p.docxmadlynplamondon
. Complete the prewriting for the progress report:
Prewriting prepares you to write and helps you organize your ideas.
You may print the lesson and jot notes for yourself on the paper, or you may write notes on your own.
You do not have to submit prewriting for any points, but don't skip this important step!
2. Complete a draft of the progress report:
Remember to use the memo format style in typing this progress report.
This report should be two or more pages when you are completed.
The draft will be much shorter than your final report.
Follow a logical structure: introduction, what is finished, what is underway, what is left to do, and a conclusion.
Use specifics such as dates, proper names, numbers, costs, etc.
Include one or more visuals may such as pictures, graphs, charts, tables, etc.
.
-in Filomena by Roberta Fernandez the author refers to the Mexican r.docxmadlynplamondon
-in Filomena by Roberta Fernandez the author refers to the Mexican rituals for the day of the dead how is this celebration portrayed in the story?
-in "La doctora Barr" how does Mary Helen Ponce describe the traditional way Mexican-American women prepared for a childbirth in their community?
-how does Nilda feel about Sophies's presence in her home?
-how is bilingualism used in the story "Filomena"? Support your opinions with examples from the story
-describe the incident with the vanilla ice cream . Why was it so upsetting for Nilda?
.
-Write about a violent religious event in history.(Ex. Muslim ex.docxmadlynplamondon
-Write about a violent religious event in history.
(Ex. Muslim extremist acts in history, or the Christian crusades, etc.)
-Write about belief/reasoning/justification those certain people believe their actions have and affects of...
-(Identity)They're view of the world and themselves. Is it rationale or is it a problem. Why?
5-pages minimum
4-scholarly sources min. 2 of 4 book sources Need Dec. 2nd by 9pm.
.
-This project is an opportunity to demonstrate the ability to analyz.docxmadlynplamondon
-This project is an opportunity to demonstrate the ability to analyze and write about music with clarity and purpose. Assume the role of a reviewer/critic who is applying for a job writing a music column for a progressive weblog catering to readers who on average have at least a bachelor's degree and are concerned with issues of justice and equality
-The CD reviewed is one that will allow reflection about how music can provide people the opportunity to imagine the lives and experiences of others different from oneself. Questions to guide reflection while listening should include:
1. Who are the peoples performing the music or who is the music about?
2.What type of life is presented through the music's lyrics and musical sound?
3.What themes or issues are presented by the music?
4. How do the various musical selections relate to each other?
5.What can be learned about people by listening to this CD?
6.Why should other people listen to this music?
-A list of CDs is available for this assignment. CDs may be downloaded for a fee from a preferred site.
-The review will need to include:
1.CD title, artist, genre, release date, etc
2.Background information about the artist or artists for those who may not be familiar.
-The review should be between 800 and 1000 words.
-Conventions of good writing (e.g., correct grammar, spelling, appropriate use of quotations, unctuation) should be observed throughout this project. Moreover, it is important to consider the audience and write in a style that is appropriate. Quotations or information from a primary or secondary source should be cited correctly using APA, Turabian, or MLA.
.
-7 Three men are trapped in a cave with no hope of rescue and no foo.docxmadlynplamondon
-7 Three men are trapped in a cave with no hope of rescue and no food. They roll dice to determine who will be killed and eaten by the others so that some may survive. The two survivors are unexpectedly rescued 10 days later and tried for murder. Judge A finds them guilty, saying that the unjustifiable killing of another is against the homicide laws of State X. He bases his decision solely on statutory law and case precedents interpreting the law. To which school of legal thought does Judge A belong? Explain.
2-8 Basing his decision on the same set of facts as given in Problem 2-7, Judge B rules that the survivors are not guilty because they were cut off from all civilized life, and in such a situation, the laws of nature apply, not manmade laws. To which school of legal thought does Judge B belong? Explain.
2-9 Basing her decision on the same set of facts as given in Problem 2-7, Judge C rules that the two survivors are not guilty because, according to a scientific survey of the community by a professional polling organization, the public believes that the survivors’ actions were defensible. To which school of legal thought does Judge C belong? Explain.
2-10 Imagine you are a sitting federal judge, and this case comes before you. A woman (x) charges another woman (y) with rape. Both have been partners for a five-year period. Both presently live in different states within the United States. Who would you decide the case in favor of? Explain, using one of the schools of thought outlined in this chapter.
2-11 Madison and his adult son lived in a house owned by Madison. At the request of the son, Marshall painted the house. Madison did not authorize the work, but he knew that it was being done and raised no objection. However, Madison refused to pay Marshall, arguing that he had not contracted to have the house painted. Marshall asked his attorney if Madison was legally liable to pay him. The attorney told Marshall that, in their state, several appellate court opinions had established that when a homeowner allows work to be done on his home by a person who would ordinarily expect to be paid, a duty to pay exists. The attorney stated that, on the basis of these precedents, it was advisable for Marshall to bring a suit to collect the reasonable value of the work he had done. Explain what the attorney meant by precedent and why the fact that precedent existed was significant.
2-12 Smith was involved in litigation in California. She lost her case in the trial court. She appealed to the California appellate court, arguing that the trial court judge had incorrectly excluded certain evidence. To support her argument, she cited rulings by the Supreme Court of North Dakota and the Supreme Court of Ohio. Both the North Dakota and Ohio cases involved facts that were similar to those in Smith’s case. Does the California court have to follow the decisions from North Dakota and Ohio? Support your answer.
.
-1. Are the three main elements of compensation systems—internal.docxmadlynplamondon
-1.
Are the three main elements of compensation systems—internal consistency, market competitiveness, and recognizing employee contributions—equally important, or do you believe that they differ in importance? If different, which do you believe is most important? Least important? Give your rationale.
use 1 online reference and
Martocchio, J. (2017). Strategic Compensation: A human resource management approach (9th ed.). Upper Saddle River, NJ: Pearson.
.
- What are the key differences between national health service (.docxmadlynplamondon
- What are the key differences between national health service (NHS) and national health insurance (NHI) systems?
- How do NHI and NHS systems compare with the health care system in the United States?
- How do most countries with similar levels per capita income differ from and resemble the United States with respect to provider payments, coordination of care, workforce and information technology, and health system performance?
Cite at least 2 peer reviewed journal/article. Write in APA format
.
--Describe and analyze the ways in which Alfons Heck’s participation.docxmadlynplamondon
--Describe and analyze the ways in which Alfons Heck’s participation in the Hitler Youth and in the culture of Nazism served to craft his sense of purpose and identity. How are the acts of writing and reflection in his memoir also a means of crafting an identity for himself many decades later? A Child of Hitler: Germany in the Days when God Wore a Swastika Book by Alfons Heck All papers must be 2-4 pages in length, computer-printed, and double-spaced with one-inch margins. Use an appropriate citation style (either footnotes or internal citations).
.
------ Watch an online speechpresentation of 20 minutes or lo.docxmadlynplamondon
------
Watch an online speech/presentation of 20 minutes or longer.
( please cite the presentation you would use)
Write a speech analysis essay of
2-3 pages
I: List the speaker, date, location, & topic, and describe the audience. Describe each of these elements and analyze the effect that each of these elements had on the speaker and/or speech.
II: Describe and analyze the effectiveness of each part of the speaker's introduction (attention getter, revelation of topic, statement of credibility, statement of central idea, preview of main points).
III: Summarize each of the speaker's main points. What pattern of organization did the speaker utilize? Was this effective? Why or why not?
IV: Describe and analyze the effectiveness of the evidence/supporting material that the speaker used.
V: Describe and analyze the effectiveness of the speaker's language.
VI: Describe and analyze the effectiveness of the speaker's delivery.
VII: Describe and analyze the effectiveness of each part of the speaker's conclusion.
.
) Florida National UniversityNursing DepartmentBSN.docxmadlynplamondon
)
Florida National University
Nursing Department
BSN Program
NUR 4636-Community Health Nursing
Prof. Eddie Cruz, RN MSN
Please choose one infectious disease or communicable disease and present a 1,000 words essay including the follow;
Name of the disease including agents that cause Infectious/Communicable Disease, the mode of contamination or how it is spread.
The modes of prevention applying the three levels of prevention with at least one example of each one.
Prevalence and control of the condition according to the Center for Disease Control and Prevention (CDC) including morbidity and mortality.
Implications of the disease in the community and the role of the community health nurse in the control and prevention of the disease.
The essay must be presented in a Word Document, APA format, Arial 12 font attached to the forum in the tab of the Discussion Question title “Infections/Communicable disease essay” and in the assignment tab under the exercise title “SafeAssign infectious/communicable disease”. A minimum of 3 references no older than 5 years must be used. If you use any reference from any website make sure they are reliable sites such as CDC, NIH, Institute of Medicine, etc.
There is a rubric attached to the assignment for your guidance.
Below please see the definitions of infectious disease and communicable disease. They are similar but differ in some characteristics.
Infectious diseases
are disorders caused by organisms — such as bacteria, viruses, fungi or parasites. Many organisms live in and on our bodies. They're normally harmless or even helpful. But under certain conditions, some organisms may cause
disease
. Some
infectious diseases
can be passed from person to person.
Communicable
, or infectious
diseases
, are caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another. Some are transmitted through bites from insects while others are caused by ingesting contaminated food or water.
.
- Please answer question 2 at the end of the case.- cita.docxmadlynplamondon
- Please answer
question 2
at the end of the case.
- citations and references in
IEEE
style
( at least two)
- your answer should be in regards to the case
+
regarding the question itself.
Do it twice ( two different copies)
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Dr. Lori Miller
Logical fallacies
Harrowing logic
Informal Logical Fallacies
A "fallacy" is a mistake or an error in reasoning.
Our concern here is with informal or every day errors in
reasoning, which we call “logical fallacies.”
There are, of course, types of mistakes other than mistakes in
reasoning. For instance, factual mistakes are sometimes referred
to as "fallacies".
However, today’s lesson is specifically concerned, not with
2. factual errors, but with logical ones.
An informal fallacy is an error in reasoning that does not
originate in improper logical form, which study belongs to the
domain of philosophy. It comes from an error in thinking things
through logically.
Sweeping Generalizations
A sweeping generalization is an unqualified general statement.
It disregards exceptions and considers no qualifications.
“Dicto simpliciter”
“Exercise is good. Therefore, everybody should exercise.”
Correction:
Add qualifiers
Hasty generalizations
Like the overgeneralization but sneaky because the claim offers
proofs, but too few instances are provided to justify a logical
conclusion.
“Hypothesis Contrary to Fact”
“Becky can’t speak French, Pete can’t speak French, and the
teacher can’t speak French, so nobody in Spanish class can
speak French.”
Correction: qualify terms in conclusion
3. False premises lead to irrelevant conclusions
Red Herring Arguments
Simply speaking, a red herring argument diverts attention away
from the claim itself, avoiding an analysis of its merits.
Red herring arguments lead to irrelevant or false conclusions.
Logical fallacies are “red herring” arguments when they engage
in disputing the premises or arguing about the logistics or
processes involved.
Irrelevant conclusions
False Cause
A fallacy of false cause illogically attributes the cause of
something to another; in Latin this is a “non sequitur”
“Post hoc”
Let’s not take Bill with us to the game. Every time he goes with
us, we loose.
Every time I sit in that booth, the waitress brings me cold
coffee.
More Fallacies Leading to Irrelevant conclusions
4. Appeals to authority
We know pigs can fly because Mr. Bailey, an expert in the field,
believes it is possible.
Ad hominem
George is a liberal who believes taxes should be raised. We
should never follow liberals. Therefore, taxes should not be
raised. (“Poisoning the Well.”)
Bandwagon
Everybody who is cool drinks Coke, so you have to drink Coke
if you want to be cool.
Appeals to loyalty
John questions the minister’s claim that all good Christians
donate 10% of their money to the church. The minister never
lies so anyone who agrees with John is surely going to hell.
Illogical premises
Contradictory Premises
If God can do everything, then He can create a stone too heavy
for Him to lift.
Problem: no argument exists when the premises are
contradictory. This is simply untrue on its face.
When people have the flu, they cough. Pedro is coughing, so he
must have the flu.
Problem: there are other reasons that cause coughing, like
asthma. One premise here is false.
Begging the Question
Aspirin users are at risk of becoming dependent on the drug
because aspirin is an addictive substance.
Problem: Demonstrates the conclusion by means of premises
5. that argue the conclusion. If you accept the premise, there’s no
need for the conclusion.
Also called “Circular Reasoning”
False Analogies
We use analogies to suggest a relationship exists between unlike
things. These are “false” or fallacious when the analogy itself is
inaccurate or misleading.
Problem:
“The model of the solar system is similar to that of an atom,
with planets orbiting the sun like electrons orbiting the nucleus.
Electrons can jump from orbit to orbit; so we should study
ancient records for sightings of planets jumping from orbit to
orbit.” [wiki]
More Logical Fallacies
Straw Man Fallacy
A straw man argument is an informal fallacy based on
misrepresenting an opponent's position so as to more easily
refute it
Person A: Sunny days are good.
6. Person B: If all days were sunny, there’d be no rain. Since we
need rain, you’re wrong.
Loaded Question
A loaded question implies in its asking a fact that is not in
evidence.
“When did you quit cheating on exams?”
“Did you stop beating the dog in your training sessions?”
Emotional Fallacies
Appeals to Pity
These arguments divert attention away from the conclusion by
offering reasons that attempt to get the hearer to feel sorry for
the speaker.
Claim: I’m not guilty of speeding.
Premises: My mom is sick, my dog just died and I can’t afford a
ticket.
Fallacy: Ad miserecordium
Emotional fallacies
Appeals to Fear
These arguments divert attention away from the conclusion by
offering reasons that threaten the hearer with an undesirable
outcome.
“All penguins are mammals. Disagree with me and your
research funding will be delayed or cancelled.”
7. “There is only one religion. Disagree with me and your bedroom
will be rented out to a stranger and you will be homeless.”
Summing Up
Logical fallacies occur when we have not thoroughly examined
the basis of our thesis claims.
Types of fallacies include sweeping or hasty generalizations,
using false premises, red herring, straw man, and loaded
question fallacies, false analogies, illogical appeals to authority,
ad hominem attacks, bandwagon appeals, and appeals to loyalty,
pity, and fear.
Solution
s include identifying your assumptions (premises), qualifying
your claims, and re-thinking or even giving up emotion-based
conclusions.
8. Works Cited
“Logical fallacies,” Wikipedia. March 24, 2013.
“English 1b Logical Fallacies DLA.” WRC web page. Moreno
Valley College. March 24, 2013.
Love is a Fallacy
by Max Shulman
Cool was I and logical. Keen, calculating, perspicacious, acute
and astute—I was all of these. My brain was as powerful as a
dynamo, precise as a chemist’s scales, as penetrating as a
scalpel. And—think of it!—I only eighteen.
It is not often that one so young has such a giant intellect. Take,
for example, Petey Bellows, my roommate at the university.
Same age, same background, but dumb as an ox. A nice enough
fellow, you understand, but nothing upstairs. Emotional type.
Unstable. Impressionable. Worst of all, a faddist. Fads, I
submit, are the very negation of reason. To be swept up in every
new craze that comes along, to surrender oneself to idiocy just
because everybody else is doing it—this, to me, is the acme of
9. mindlessness. Not, however, to Petey.
One afternoon I found Petey lying on his bed with an expression
of such distress on his face that I immediately diagnosed
appendicitis. “Don’t move,” I said, “Don’t take a laxative. I’ll
get a doctor.”
“Raccoon,” he mumbled thickly.
“Raccoon?” I said, pausing in my flight.
“I want a raccoon coat,” he wailed.
I perceived that his trouble was not physical, but mental. “Why
do you want a raccoon coat?”
“I should have known it,” he cried, pounding his temples. “I
should have known they’d come back when the Charleston came
back. Like a fool I spent all my money for textbooks, and now I
can’t get a raccoon coat.”
“Can you mean,” I said incredulously, “that people are actually
wearing raccoon coats again?”
“All the Big Men on Campus are wearing them. Where’ve you
been?”
“In the library,” I said, naming a place not frequented by Big
Men on Campus.
He leaped from the bed and paced the room. “I’ve got to have a
raccoon coat,” he said passionately. “I’ve got to!”
“Petey, why? Look at it rationally. Raccoon coats are
unsanitary. They shed. They smell bad. They weigh too much.
They’re unsightly. They—”
10. “You don’t understand,” he interrupted impatiently. “It’s the
thing to do. Don’t you want to be in the swim?”
“No,” I said truthfully.
“Well, I do,” he declared. “I’d give anything for a raccoon coat.
Anything!”
My brain, that precision instrument, slipped into high gear.
“Anything?” I asked, looking at him narrowly.
“Anything,” he affirmed in ringing tones.
I stroked my chin thoughtfully. It so happened that I knew
where to get my hands on a raccoon coat. My father had had one
in his undergraduate days; it lay now in a trunk in the attic back
home. It also happened that Petey had something I wanted. He
didn’t have it exactly, but at least he had first rights on it. I
refer to his girl, Polly Espy.
I had long coveted Polly Espy. Let me emphasize that my desire
for this young woman was not emotional in nature. She was, to
be sure, a girl who excited the emotions, but I was not one to let
my heart rule my head. I wanted Polly for a shrewdly
calculated, entirely cerebral reason.
I was a freshman in law school. In a few years I would be out in
practice. I was well aware of the importance of the right kind of
wife in furthering a lawyer’s career. The successful lawyers I
had observed were, almost without exception, married to
beautiful, gracious, intelligent women. With one omission,
Polly fitted these specifications perfectly.
11. Beautiful she was. She was not yet of pin-up proportions, but I
felt that time would supply the lack. She already had the
makings.
Gracious she was. By gracious I mean full of graces. She had an
erectness of carriage, an ease of bearing, a poise that clearly
indicated the best of breeding. At table her manners were
exquisite. I had seen her at the Kozy Kampus Korner eating the
specialty of the house—a sandwich that contained scraps of pot
roast, gravy, chopped nuts, and a dipper of sauerkraut—without
even getting her fingers moist.
Intelligent she was not. In fact, she veered in the opposite
direction. But I believed that under my guidance she would
smarten up. At any rate, it was worth a try. It is, after all, easier
to make a beautiful dumb girl smart than to make an ugly smart
girl beautiful.
“Petey,” I said, “are you in love with Polly Espy?”
“I think she’s a keen kid,” he replied, “but I don’t know if
you’d call it love. Why?”
“Do you,” I asked, “have any kind of formal arrangement with
her? I mean are you going steady or anything like that?”
“No. We see each other quite a bit, but we both have other
dates. Why?”
“Is there,” I asked, “any other man for whom she has a
particular fondness?”
“Not that I know of. Why?”
12. I nodded with satisfaction. “In other words, if you were out of
the picture, the field would be open. Is that right?”
“I guess so. What are you getting at?”
“Nothing , nothing,” I said innocently, and took my suitcase out
the closet.
“Where are you going?” asked Petey.
“Home for weekend.” I threw a few things into the bag.
“Listen,” he said, clutching my arm eagerly, “while you’re
home, you couldn’t get some money from your old man, could
you, and lend it to me so I can buy a raccoon coat?”
“I may do better than that,” I said with a mysterious wink and
closed my bag and left.
“Look,” I said to Petey when I got back Monday morning. I
threw open the suitcase and revealed the huge, hairy, gamy
object that my father had worn in his Stutz Bearcat in 1925.
“Holy Toledo!” said Petey reverently. He plunged his hands into
the raccoon coat and then his face. “Holy Toledo!” he repeated
fifteen or twenty times.
“Would you like it?” I asked.
“Oh yes!” he cried, clutching the greasy pelt to him. Then a
canny look came into his eyes. “What do you want for it?”
“Your girl.” I said, mincing no words.
13. “Polly?” he said in a horrified whisper. “You want Polly?”
“That’s right.”
He flung the coat from him. “Never,” he said stoutly.
I shrugged. “Okay. If you don’t want to be in the swim, I guess
it’s your business.”
I sat down in a chair and pretended to read a book, but out of
the corner of my eye I kept watching Petey. He was a torn man.
First he looked at the coat with the expression of a waif at a
bakery window. Then he turned away and set his jaw resolutely.
Then he looked back at the coat, with even more longing in his
face. Then he turned away, but with not so much resolution this
time. Back and forth his head swiveled, desire waxing,
resolution waning. Finally he didn’t turn away at all; he just
stood and stared with mad lust at the coat.
“It isn’t as though I was in love with Polly,” he said thickly.
“Or going steady or anything like that.”
“That’s right,” I murmured.
“What’s Polly to me, or me to Polly?”
“Not a thing,” said I.
“It’s just been a casual kick—just a few laughs, that’s all.”
“Try on the coat,” said I.
He complied. The coat bunched high over his ears and dropped
all the way down to his shoe tops. He looked like a mound of
dead raccoons. “Fits fine,” he said happily.
I rose from my chair. “Is it a deal?” I asked, extending my hand.
14. He swallowed. “It’s a deal,” he said and shook my hand.
* * * * *
I had my first date with Polly the following evening. This was
in the nature of a survey; I wanted to find out just how much
work I had to do to get her mind up to the standard I required. I
took her first to dinner. “Gee, that was a delish dinner,” she
said as we left the restaurant. Then I took her to a movie. “Gee,
that was a marvy movie,” she said as we left the theatre. And
then I took her home. “Gee, I had a sensaysh time,” she said as
she bade me good night.
I went back to my room with a heavy heart. I had gravely
underestimated the size of my task. This girl’s lack of
information was terrifying. Nor would it be enough merely to
supply her with information. First she had to be taught to think.
This loomed as a project of no small dimensions, and at first I
was tempted to give her back to Petey. But then I got to
thinking about her abundant physical charms and about the way
she entered a room and the way she handled a knife and fork,
and I decided to make an effort.
I went about it, as in all things, systematically. I gave her a
course in logic. It happened that I, as a law student, was taking
a course in logic myself, so I had all the facts at my fingertips.
“Poll’,” I said to her when I picked her up on our next date,
“tonight we are going over to the Knoll and talk.”
“Oo, terrif,” she replied. One thing I will say for this girl: you
15. would go far to find another so agreeable.
We went to the Knoll, the campus trysting place, and we sat
down under an old oak, and she looked at me expectantly.
“What are we going to talk about?” she asked.
“Logic.”
She thought this over for a minute and decided she liked it.
“Magnif,” she said.
“Logic,” I said, clearing my throat, “is the science of thinking.
Before we can think correctly, we must first learn to recognize
the common fallacies of logic. These we will take up tonight.”
“Wow-dow!” she cried, clapping her hands delightedly.
I winced, but went bravely on. “First let us examine the fallacy
called Dicto Simpliciter.”
“By all means,” she urged, batting her lashes eagerly.
“Dicto Simpliciter means an argument based on an unqualified
generalization. For example: Exercise is good. Therefore
everybody should exercise.”
“I agree,” said Polly earnestly. “I mean exercise is wonderful. I
mean it builds the body and everything.”
“Polly,” I said gently, “the argument is a fallacy. Exercise is
good is an unqualified generalization. For instance, if you have
heart disease, exercise is bad, not good. Many people are
ordered by their doctors not to exercise. You must qualify the
generalization. You must say exercise is usually good, or
exercise is good for most people. Otherwise you have
16. committed a Dicto Simpliciter. Do you see?”
“No,” she confessed. “But this is marvy. Do more! Do more!”
“It will be better if you stop tugging at my sleeve,” I told her,
and when she desisted, I continued. “Next we take up a fallacy
called Hasty Generalization. Listen carefully: You can’t speak
French. Petey Bellows can’t speak French. I must therefore
conclude that nobody at the University of Minnesota can speak
French.”
“Really?” said Polly, amazed. “Nobody?”
I hid my exasperation. “Polly, it’s a fallacy. The generalization
is reached too hastily. There are too few instances to support
such a conclusion.”
“Know any more fallacies?” she asked breathlessly. “This is
more fun than dancing even.”
I fought off a wave of despair. I was getting nowhere with this
girl, absolutely nowhere. Still, I am nothing if not persistent. I
continued. “Next comes Post Hoc. Listen to this: Let’s not take
Bill on our picnic. Every time we take him out with us, it
rains.”
“I know somebody just like that,” she exclaimed. “A girl back
home—Eula Becker, her name is. It never fails. Every single
time we take her on a picnic—”
“Polly,” I said sharply, “it’s a fallacy. Eula Becker
doesn’t cause the rain. She has no connection with the rain. You
are guilty of Post Hoc if you blame Eula Becker.”
17. “I’ll never do it again,” she promised contritely. “Are you mad
at me?”
I sighed. “No, Polly, I’m not mad.”
“Then tell me some more fallacies.”
“All right. Let’s try Contradictory Premises.”
“Yes, let’s,” she chirped, blinking her eyes happily.
I frowned, but plunged ahead. “Here’s an example of
Contradictory Premises: If God can do anything, can He make a
stone so heavy that He won’t be able to lift it?”
“Of course,” she replied promptly.
“But if He can do anything, He can lift the stone,” I pointed out.
“Yeah,” she said thoughtfully. “Well, then I guess He can’t
make the stone.”
“But He can do anything,” I reminded her.
She scratched her pretty, empty head. “I’m all confused,” she
admitted.
“Of course you are. Because when the premises of an argument
contradict each other, there can be no argument. If there is an
irresistible force, there can be no immovable object. If there is
an immovable object, there can be no irresistible force. Get it?”
“Tell me more of this keen stuff,” she said eagerly.
I consulted my watch. “I think we’d better call it a night. I’ll
take you home now, and you go over all the things you’ve
learned. We’ll have another session tomorrow night.”
I deposited her at the girls’ dormitory, where she assured me
18. that she had had a perfectly terrif evening, and I went glumly
home to my room. Petey lay snoring in his bed, the raccoon coat
huddled like a great hairy beast at his feet. For a moment I
considered waking him and telling him that he could have his
girl back. It seemed clear that my project was doomed to
failure. The girl simply had a logic-proof head.
But then I reconsidered. I had wasted one evening; I might as
well waste another. Who knew? Maybe somewhere in the
extinct crater of her mind a few members still smoldered.
Maybe somehow I could fan them into flame. Admittedly it was
not a prospect fraught with hope, but I decided to give it one
more try.
* * * * *
Seated under the oak the next evening I said, “Our first fallacy
tonight is called Ad Misericordiam.”
She quivered with delight.
“Listen closely,” I said. “A man applies for a job. When the
boss asks him what his qualifications are, he replies that he has
a wife and six children at home, the wife is a helpless cripple,
the children have nothing to eat, no clothes to wear, no shoes on
their feet, there are no beds in the house, no coal in the cellar,
and winter is coming.”
A tear rolled down each of Polly’s pink cheeks. “Oh, this is
awful, awful,” she sobbed.
“Yes, it’s awful,” I agreed, “but it’s no argument. The man
19. never answered the boss’s question about his qualifications.
Instead he appealed to the boss’s sympathy. He committed the
fallacy of Ad Misericordiam. Do you understand?”
“Have you got a handkerchief?” she blubbered.
I handed her a handkerchief and tried to keep from screaming
while she wiped her eyes. “Next,” I said in a carefully
controlled tone, “we will discuss False Analogy. Here is an
example: Students should be allowed to look at their textbooks
during examinations. After all, surgeons have X-rays to guide
them during an operation, lawyers have briefs to guide them
during a trial, carpenters have blueprints to guide them when
they are building a house. Why, then, shouldn’t students be
allowed to look at their textbooks during an examination?”
“There now,” she said enthusiastically, “is the most marvy idea
I’ve heard in years.”
“Polly,” I said testily, “the argument is all wrong. Doctors,
lawyers, and carpenters aren’t taking a test to see how much
they have learned, but students are. The situations are altogether
different, and you can’t make an analogy between them.”
“I still think it’s a good idea,” said Polly.
“Nuts,” I muttered. Doggedly I pressed on. “Next we’ll try
Hypothesis Contrary to Fact.”
“Sounds yummy,” was Polly’s reaction.
“Listen: If Madame Curie had not happened to leave a
photographic plate in a drawer with a chunk of pitchblende, the
20. world today would not know about radium.”
“True, true,” said Polly, nodding her head “Did you see the
movie? Oh, it just knocked me out. That Walter Pidgeon is so
dreamy. I mean he fractures me.”
“If you can forget Mr. Pidgeon for a moment,” I said coldly, “I
would like to point out that statement is a fallacy. Maybe
Madame Curie would have discovered radium at some later
date. Maybe somebody else would have discovered it. Maybe
any number of things would have happened. You can’t start
with a hypothesis that is not true and then draw any supportable
conclusions from it.”
“They ought to put Walter Pidgeon in more pictures,” said
Polly, “I hardly ever see him any more.”
One more chance, I decided. But just one more. There is a limit
to what flesh and blood can bear. “The next fallacy is called
Poisoning the Well.”
“How cute!” she gurgled.
“Two men are having a debate. The first one gets up and says,
‘My opponent is a notorious liar. You can’t believe a word that
he is going to say.’ ... Now, Polly, think. Think hard. What’s
wrong?”
I watched her closely as she knit her creamy brow in
concentration. Suddenly a glimmer of intelligence—the first I
had seen—came into her eyes. “It’s not fair,” she said with
indignation. “It’s not a bit fair. What chance has the second man
21. got if the first man calls him a liar before he even begins
talking?”
“Right!” I cried exultantly. “One hundred per cent right. It’s not
fair. The first man has poisoned the well before anybody could
drink from it. He has hamstrung his opponent before he could
even start ... Polly, I’m proud of you.”
“Pshaws,” she murmured, blushing with pleasure.
“You see, my dear, these things aren’t so hard. All you have to
do is concentrate. Think—examine—evaluate. Come now, let’s
review everything we have learned.”
“Fire away,” she said with an airy wave of her hand.
Heartened by the knowledge that Polly was not altogether a
cretin, I began a long, patient review of all I had told her. Over
and over and over again I cited instances, pointed out flaws,
kept hammering away without letup. It was like digging a
tunnel. At first, everything was work, sweat, and darkness. I had
no idea when I would reach the light, or even if I would. But I
persisted. I pounded and clawed and scraped, and finally I was
rewarded. I saw a chink of light. And then the chink got bigger
and the sun came pouring in and all was bright.
Five grueling nights with this took, but it was worth it. I had
made a logician out of Polly; I had taught her to think. My job
was done. She was worthy of me, at last. She was a fit wife for
me, a proper hostess for my many mansions, a suitable mother
for my well-heeled children.
22. It must not be thought that I was without love for this girl.
Quite the contrary. Just as Pygmalion loved the perfect woman
he had fashioned, so I loved mine. I decided to acquaint her
with my feelings at our very next meeting. The time had come
to change our relationship from academic to romantic.
“Polly,” I said when next we sat beneath our oak, “tonight we
will not discuss fallacies.”
“Aw, gee,” she said, disappointed.
“My dear,” I said, favoring her with a smile, “we have now
spent five evenings together. We have gotten along splendidly.
It is clear that we are well matched.”
“Hasty Generalization,” said Polly brightly.
“I beg your pardon,” said I.
“Hasty Generalization,” she repeated. “How can you say that we
are well matched on the basis of only five dates?”
I chuckled with amusement. The dear child had learned her
lessons well. “My dear,” I said, patting her hand in a tolerant
manner, “five dates is plenty. After all, you don’t have to eat a
whole cake to know that it’s good.”
“False Analogy,” said Polly promptly. “I’m not a cake. I’m a
girl.”
I chuckled with somewhat less amusement. The dear child had
learned her lessons perhaps too well. I decided to change
tactics. Obviously the best approach was a simple, strong, direct
declaration of love. I paused for a moment while my massive
23. brain chose the proper word. Then I began:
“Polly, I love you. You are the whole world to me, the moon
and the stars and the constellations of outer space. Please, my
darling, say that you will go steady with me, for if you will not,
life will be meaningless. I will languish. I will refuse my meals.
I will wander the face of the earth, a shambling, hollow-eyed
hulk.”
There, I thought, folding my arms, that ought to do it.
“Ad Misericordiam,” said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein,
and my monster had me by the throat. Frantically I fought back
the tide of panic surging through me; at all costs I had to keep
cool.
“Well, Polly,” I said, forcing a smile, “you certainly have
learned your fallacies.”
“You’re darn right,” she said with a vigorous nod.
“And who taught them to you, Polly?”
“You did.”
“That’s right. So you do owe me something, don’t you, my
dear? If I hadn’t come along you never would have learned
about fallacies.”
“Hypothesis Contrary to Fact,” she said instantly.
I dashed perspiration from my brow. “Polly,” I croaked, “you
mustn’t take all these things so literally. I mean this is just
classroom stuff. You know that the things you learn in school
24. don’t have anything to do with life.”
“Dicto Simpliciter,” she said, wagging her finger at me
playfully.
That did it. I leaped to my feet, bellowing like a bull. “Will you
or will you not go steady with me?”
“I will not,” she replied.
“Why not?” I demanded.
“Because this afternoon I promised Petey Bellows that I would
go steady with him.”
I reeled back, overcome with the infamy of it. After he
promised, after he made a deal, after he shook my hand! “The
rat!” I shrieked, kicking up great chunks of turf. “You can’t go
with him, Polly. He’s a liar. He’s a cheat. He’s a rat.”
“Poisoning the Well ,” said Polly, “and stop shouting. I think
shouting must be a fallacy too.”
With an immense effort of will, I modulated my voice. “All
right,” I said. “You’re a logician. Let’s look at this thing
logically. How could you choose Petey Bellows over me? Look
at me—a brilliant student, a tremendous intellectual, a man with
an assured future. Look at Petey—a knothead, a jitterbug, a guy
who’ll never know where his next meal is coming from. Can
you give me one logical reason why you should go steady with
Petey Bellows?”
“I certainly can,” declared Polly. “He’s got a raccoon coat.”
25. Love is a Fallacy
by Max Shulman
Cool was I and logical. Keen, calculating, perspicacious, acute
and astute
—
I was all
of these. My brain was as powerful as a dynamo, precise as a
chemist’s scales, as
penetrating as a scalpel. And
—
think of it!
—
I only
eighteen.
It is not often that one so young has such a giant intellect. Take,
for example,
Petey Bellows, my roommate at the university. Same age, same
background, but
dumb as an ox. A nice enough fellow, you understand, but
26. nothing upstairs.
Emotional typ
e. Unstable. Impressionable. Worst of all, a faddist. Fads, I
submit, are
the very negation of reason. To be swept up in every new craze
that comes along, to
surrender oneself to idiocy just because everybody else is doing
it
—
this, to me, is the
acme of mi
ndlessness. Not, however, to Petey.
One afternoon I found Petey lying on his bed with an expression
of such
distress on his face that I immediately diagnosed appendicitis.
“Don’t move,” I said,
“Don’t take a laxative. I’ll get a doctor.”
“Raccoon,” he mumb
led thickly.
“Raccoon?” I said, pausing in my flight.
“I want a raccoon coat,” he wailed.
27. I perceived that his trouble was not physical, but mental. “Why
do you want a
raccoon coat?”
“I should have known it,” he cried, pounding his temples. “I
should have
known they’d come back when the Charleston came back. Like a
fool I spent all my
money for textbooks, and now I can’t get a raccoon coat.”
“Can you mean,” I said incredulously, “that people are actually
wearing
raccoon coats again?”
“All the Big Men on Cam
pus are wearing them. Where’ve you been?”
“In the library,” I said, naming a place not frequented by Big
Men on Campus.
Love is a Fallacy
by Max Shulman
Cool was I and logical. Keen, calculating, perspicacious, acute
and astute—I was all
28. of these. My brain was as powerful as a dynamo, precise as a
chemist’s scales, as
penetrating as a scalpel. And—think of it!—I only eighteen.
It is not often that one so young has such a giant intellect. Take,
for example,
Petey Bellows, my roommate at the university. Same age, same
background, but
dumb as an ox. A nice enough fellow, you understand, but
nothing upstairs.
Emotional type. Unstable. Impressionable. Worst of all, a
faddist. Fads, I submit, are
the very negation of reason. To be swept up in every new craze
that comes along, to
surrender oneself to idiocy just because everybody else is doing
it—this, to me, is the
acme of mindlessness. Not, however, to Petey.
One afternoon I found Petey lying on his bed with an expression
of such
distress on his face that I immediately diagnosed appendicitis.
“Don’t move,” I said,
“Don’t take a laxative. I’ll get a doctor.”
“Raccoon,” he mumbled thickly.
“Raccoon?” I said, pausing in my flight.
“I want a raccoon coat,” he wailed.
I perceived that his trouble was not physical, but mental. “Why
29. do you want a
raccoon coat?”
“I should have known it,” he cried, pounding his temples. “I
should have
known they’d come back when the Charleston came back. Like a
fool I spent all my
money for textbooks, and now I can’t get a raccoon coat.”
“Can you mean,” I said incredulously, “that people are actually
wearing
raccoon coats again?”
“All the Big Men on Campus are wearing them. Where’ve you
been?”
“In the library,” I said, naming a place not frequented by Big
Men on Campus.