This document provides a vocabulary lesson for English III Honors students. It includes 20 vocabulary words with definitions and hints for remembering the meanings. It also outlines the schedule and assignments for the week of October 5th, which includes quizzes on vocabulary and a test on The Crucible play they had been reading. Students are assigned to write short stories using 15-20 of the vocabulary words and read additional short stories for upcoming class discussions.
Examples of Logic in TriflesKey terms (from Barnet, From CBetseyCalderon89
Examples of Logic in Trifles
Key terms (from Barnet, From Critical Thinking to Argument: A Portable Guide):
1. Assumption: Unexamined beliefs
2. Premise: Stated assumptions used as reasons in an argument
3. Syllogism: The conclusion produced by the joining of two premises--statements
taken to be true
4. Sound argument: An argument is sound if all premises are true and the
syllogism is valid.
5. Deduction: The mental process of moving from one statement through another
to yet a further statement. To put it another way, deduction takes beliefs and
assumptions and extracts their hidden consequences. Deduction does NOT give
any new information.
6. Induction: Uses information about observed cases to reach a conclusion about
unobserved cases (often using inferences and generalizations).
An example of how the sheriff’s assumptions and logical errors made it difficult
for him to solve the case
Let’s look at an error in reasoning
Syllogism #1:
Premise #1: Mrs. Wright did not admit to killing Mr. Wright (Glaspell 965).
Premise #2: “Kitchen things” are unimportant (Glaspell 966).
Conclusion: There’s no motive for Mrs. Wright to kill Mrs. Wright (Glaspell 966).
This syllogism is false because premise #2 is false, which the women discover later in
the play. The title of the play is ironic because the kitchen is full of trifles--unimportant
things--that are later shown to be essential to solving the case.
We could also identify the sheriff’s error in reasoning as a logical fallacy.
Let’s look at a specific passage in more detail:
“County Attorney (To the Sheriff): You’re convinced that there was nothing important
here--nothing that would point to any motive?
Sheriff. Nothing here but kitchen things” (Glaspell 966).
A hasty generalization is to move from true assertions about one or a few instances to
dubious or even false assertions about all.
The sheriff makes a hasty generalization when he declares that there is nothing
important in the kitchen. He quickly and incorrectly assumes that since there are some
unimportant items in the kitchen that all of the kitchen items are unimportant. He makes
this assumption without bothering to confirm whether his assumption is valid. (Of
course, Mrs. Hale and Mrs. Peters examine the kitchen items on their own and come to
very different conclusions.)
An example of how Mrs. Hale and Mrs. Peters use logic to solve the case
Syllogism #2:
Premise #1: The birdcage was damaged (Glaspell 971).
Premise #2: Mr. Wright was a “hard man” (Glaspell 972).
Premise #3: The bird’s neck was snapped.
Conclusion: Mr. Wright was capable of being abusive (he was a “hard man”) and he
killed the bird.
This syllogism is valid because the assumptions seem to be true based on the
information that we have in the play. This syllogism is important because it reveals Mrs.
Wright’s motive for killing Mr. Wright. (You could create an entirely new syllogism that
explains why the bird was so important to Mrs. Wright in the first place- ...
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Membean Word Root Of The Day Archive Numbers 1-99
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REPEATED MEASURESLab 6Lab 6¨ We associate colors.docxcarlt4
REPEATED MEASURES
Lab 6
Lab 6
¨ We associate colors with feelings, emotions,
experiences
¤ Examples?
¤ Among other things, we associate the color red with
love, passion, romance
Elliot & Niesta (2008)
¨ One group viewed a picture of a woman in red (or
in front of a red background)
¨ A different group viewed a picture of the woman in
another color shirt (or in front of a non-red
background)
¤ The group that saw the ”red” woman rated her
attractiveness higher than the group that saw the “non-
red” woman
n Men were unaware of this favoritism towards red
n Women did not show a clear preference for women paired
with red
Lab 6
¨ In our experiment…
¤ Every participant in our sample:
n Viewed an image of a woman in red shirt or white shirt
n Rated general attractiveness, facial attractiveness, prettiness
n Viewed an image of same woman in red shirt or white shirt
(whatever you didn’t see in the first image)
n Rated general attractiveness, facial attractiveness, prettiness
Lab 6
¨ Our study…
¤ Do people find women wearing red more appealing
than women wearing an achromatic color?
¤ IV?
n Shirt color
¤ DV? (3 of them)
n General Attractiveness
n Facial attractiveness
n Prettiness
Lab 6
¨ Our study…
¤ Hypotheses
n Red shirt rated as more attractive than white shirt
n Attractiveness
n H1: µ red > µ white
n H0: µ red ≤ µ white
Lab 6
¨ Our study…
¤ What kind of experimental design is this?
n Repeated measures design
¤ How many levels of our IV?
n 2: red shirt vs. white shirt
¤ How did we counterbalance level of our IV?
n Incomplete: all possible orders
n Some saw red shirt first; others saw white shirt first
¤ What statistic?
n Paired samples t-test or repeated measures ANOVA
Lab 6
¨ Title Page
¨ Abstract
¨ Introduction
¨ Method
¨ Results
¨ Discussion
¨ References
¨ Figures/Tables
Lab 6
¨ Abstract
¤ Right after title page
¤ Labeled Abstract, centered
¤ Short summary of the study (150-300 words)
n Introduce the research question
n Hypothesis
n Briefly describe how it was tested
n Be sure to mention either repeated measures or within-subjects
design
n Summarize the results (without actual statistics)
n Plain-English summary of the take-home point of the study
Lab 6 Results: Step-by-step
¨ Write down the question you are trying to answer with
your analysis
¨ Write down the analysis you are going to do, including
the variables you are including.
¨ Write the result of the analysis
¤ INCLUDE MEANS and STANDARD DEVIATIONS for each level,
for each DV
n “The red shirt photo was rated as more attractive (M = ____, SD =
_____) than the white shirt photo (M = ____, SD _____).”
n “A paired-samples t-test confirmed that this difference was
significant, t(__) = ___, p = ___.
n DO THIS FOR ALL THREE DVs!
Lab 6 Results: Step-by-step
¨ Write down the question you are trying to answer with
your analysis
¨ Write down the analysis you are going to do, including
the variables you are including..
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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.
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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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. 6. peruse (v.): to read carefully; scrutinize HINT: perceive 7. bedlam (n.): a noisy uproar; a scene of wild confusion HINT: 8. affluence (n.): wealth; richness HINT: If you have affluence, you might also have influence over others. 9. scurrilous (adj.): coarsely abusive; vulgar HINT: If someone is violent and scurrilous, you might be scared of them. 10. parody(n.): a work which imitates another in a ridiculous manner HINT: comedy Vocabulary Lesson 6
4. 11. sedulous (adj.): hard working; diligent HINT: 12. onerous (adj.): burdensome; heavy; hard to endure HINT: 13. amoral (adj.): lacking a sense of right and wrong HINT: a=not; moral=having values 14. eschew (v.): to keep away from; to avoid; to shun HINT 1: Shoo HINT 2: If you are allergic to nuts, you might eschew cashews. 15. denouement (n.): an outcome; result HINT: announcement Vocabulary Lesson 6
5. 16. disdain (n.): scorn; to look upon or treat with contempt HINT: If you get dissed by someone, they are showing disdain for you. 17. raze (v.): destroy completely HINT: 18. autonomous (adj.): self-governing HINT: auto=self 19. hamper (v.): to make more difficult HINT: 20. deprecate (v.): to express disapproval HINT: Extra Words!
6. Monday, October 5th: Introduction to Vocabulary Lesson 6; take notes on Act II of The Crucible; begin reading Act III in The CrucibleHomework: Write vocabulary short story using 15/20 words Tuesday, October 6th: Read and discuss Act III in The Crucible Wednesday, October 7th: SAT reading comprehension; analyzing and planning writing promptsThursday, October 8th: Continue reading Act III in The CrucibleHomework: Finish reading Act III The Crucible; study for Vocabulary Lesson 6 Quiz Friday, October 9th: Vocabulary Lesson 6 Quiz; review and take notes on Act III in The Crucible (11:30 Dismissal) Coming up this week
7. Week 8 (Spirit Week) Monday, October 12th: Introduction to Vocabulary Lesson 7; read Act IV of The CrucibleHomework: Write vocabulary short story using 15/20 words; finish reading The Crucible Tuesday, October 13th: Take notes on Act IV of The Crucible; review The Crucible Homework: Study for The Crucible Test Wednesday, October 14th: Test on The Crucible Thursday, October 15th: Discuss 5 page paper; outline for paper topics; explanation of how to conduct scholarly research Homework: Read “The Devil and Tom Walker” by Washington Irving (literature book or click on the link to read the full text online http://www.horrormasters.com/Text/a0687.pdf); study for Vocabulary Lesson 6 Quiz Friday, October 16th: Vocabulary Lesson 7 Quiz; review and discuss “The Devil and Tom Walker” (Homecoming Dance on Saturday, October 17th) *Have purchased The Scarlet Letter by Nathaniel Hawthorne (Penguin Classics) by Monday, October 19th (students may also read the full text online, but it is recommended that they purchase the novel) Coming up next week