For the 4 arguments below, proceed as followsBREAK DOWN THE ARGU.pdf

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For the 4 arguments below, proceed as follows: :BREAK DOWN THE ARGUMENT- Explicitly identify the component statements (p,q,r,etc) that make up the argument and show the symbolic form of the argument. :ANALYZE THE ARGUMENT- Decide whether the argument is valid or invalid by manipulating the premises, if necessary, and eventually recognizing the logical form of the argument (e.g Modus Ponens, Modus Tollens, Fallacy of the Inverse, etc) 1. “If we evolved a race of pure logicians, that would not be progress; but we have not evolved a race of pure logicians; so that’s progress.”- 2. “Homer is a visionary or he’s a fool; but he’s certainly a fool; so he’s not a visionary.” 3. “If the fossil is an ammonite, then it is from the Crestaceous period. If the fossil is not from the Mesozoic era, then it is not from the Crestaceous period. If the fossil is from the Mesozoic era, then it is at least 65 million years old. Therefore, if the fossil is an ammonite, it is at least 65million years old.” 4. “Babies are illogical. Nobody is despised who can manage a crocodile. Illogical persons are despised. Hence, babies cannot manage crocodiles.” Solution.

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Teheran 2 Please revise your Reflection Paper #1 according to my comments on your paper (which you should receive by the beginning of the week) and by adding in what you learned in this module as needed. As always, if you have any questions, please don't hesitate to e-mail me. An A paper: · Responds to all questions posed in the prompt and is turned in on time · Has a strong, clear argument · Has specific references and clear evidence to back up their assertions · Includes evident revision from the draft · Has few to no grammatical and citation errors (according to the student’s disciplinary conventions) Comments given to me at the beginning of the week from the instructor; (please answer her questions lined out here): Elyse, Great start here. I especially liked the way that you discussed the differences in audience awareness and approach between Cixous' "The Laugh of the Medusa" and Freud's "The Uncanny." Before submitting your final draft, I encourage you to review the different writing styles associated with each discipline as laid out in this week's module. I think discussing how these papers are similar to, or are different from, the guidelines of psychology papers could add another layer of depth to your argument. Additionally, since I know you're just speaking about your work in the future in a general sense because you're not quite sure what you will research yet (which is fine), I recommend integrating how disciplines deal with the presentation of research, and how your research will fall into the requirements laid out in the disciplines of literature, film, and psychology (or, the way it will differ.) Great work. Let me know if you have any questions about my comments or the assignment. I look forward to reading your final draft! - Stephanie Stephanie Flint , Sep 16 at 5:57pm Comments from a fellow student to be aware of: You're dead on when you say that film and literature are intertwined. Film is just an extension of literature which is just an extension of story telling. Why do humans feel the need to create stories - either fantastical or other? What's the motivation behind it? This is the question that seems the most poignant when discussing monsters. Why do human feel like they have to create monsters when there are true monsters that already exist? It come back around to psychology. In the draft, you talk about using the words and phrases that are essential to the argument - which kinds of words and phrases will you be looking for or keying in on? How will this help make your argument more solid? - Shawn Ambrosino Review of Disciplinary Writing Styles A Psychology Paper Citation Style: · Usually APA General Description: · Psychology writing, like writing in the other sciences, is meant to inform the reader about a new idea, theory or experiment. Toward this end, academic psychologists emphasize the importance of clarity and brevity in writing while minimizing descriptive language and complex sentence structure. The best .

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Please answer the 10 essay questions from the list below. each question has to be answered thoroughly with 2-3 paragraphs as needed to explain your position… but fully explain your position in light of the philosophical information learned over the course of the semester (NOTE: a proper paragraph is at least 5-7 full sentences). This is an exercise in application of the information you have learned from the authors/material to answer in your own words. If you do not answer the issue/information listed you receive no points for the essay. Section I: Epic as Human-Cultural Identity Odyssey - Homer 1. According the Odyssey [1] Jove/Jupiter/Zeus stated to the Assembly of Gods “See now, how men lay blame upon us gods for what is after all nothing but their own folly. Look at Aegisthus; he must needs make love to Agamemnon’s wife unrighteously and then kill Agamemnon, though he knew it would be the death of him; for I sent Mercury/Hermes to warn him not to do either of these things, inasmuch as Orestes would be sure to take his revenge when he grew up and wanted to return home. Mercury/ Hermes told him this in all good will but he would not listen, and now he has paid for everything in full”; [2] Ulysses/Odysseus stated to Nausicaa “The winds and waves have taken me all the way from the Ogygian island, and now fate has flung me upon this coast that I may endure still further suffering for I do not think that I have yet come to the end of it, but rather that heaven has still much evil in store for me”; [3] and Nausicaa stated to Ulysses/Odysseus “Stranger, you appear to be a sensible, well-disposed person. There is no accounting for luck; Jove/Jupiter/Zeus gives prosperity to rich and poor just as he chooses, so you must take what he has seen fit to send you, and make the best of it.” Explain the view of gods, fate, and man within Greek belief, thought, and culture as a whole. Do you consider Ulysses/ Odysseus as a “hero” or a lying, cheating, killing, manipulative power hungry man in quest for his immortality? Explain. Section II: Ancient Philosophy as Basis of Western Thought Euthyphro & Apology - Socrates & Plato 2. The portrait established here of Socrates by Plato is a very particular type of person and philosophic mind. Define and describe in detail (via examples) the type of [1] philosophic mind/thinker, [2] religiosity/irreligosity, [3] teacher/instructor, and lastly [4] overall person. Is Socrates a man of incredible thought, morality, and wisdom or merely a manipulative old man in quest of trapping young men into his sophistic way of thought? Explain. Do you think Socrates an agreeable type of person ‘to be’ or ‘not to be’? Explain. Physics, On the Soul & Metaphysics - Aristotle 3. Aristotle’s concept of ‘nature’ exudes from, is part of, is separate to and at the same time a portion of the Divine (so to speak). Explain the concepts of [1] soul(s) at all levels, [2] thought, [3] motion, [4] ‘potentiality’ and ‘actuality’, [5] nature, [6].

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8 DEDUCTIVE How is the professor using logical argumentation in coming up with mathematical proofs? How can learning about deductive logic, such as arguments based on mathematics, help us make better-informed decisions? 237 WHAT’S TO COME 239 | What Is a Deductive Argument? 241 | Types of Deductive Arguments 247 | Hypothetical Syllogisms 252 | Categorical Syllogisms 257 | Translating Ordinary Arguments into Standard Form 261 | Critical Thinking Issue: Perspectives on the Death Penalty I n Sir Arthur Conan Doyle’s mystery story “Silver Blaze,” detective Sherlock Holmes uses his extraordinary pow- ers of deductive logic to solve the mystery of the disappearance of racehorse Silver Blaze and the murder of the horse’s trainer, John Straker. His head shattered by a savage blow, Straker’s body was found a quarter mile from the King’s Pyland stables where Silver Blaze was kept. A search is carried out of the surrounding moors and of the neighboring Mapleton stables for the horse. After interviewing everyone who might have been involved and collecting all the facts, Holmes concludes that Silver Blaze is still alive and hidden in the Mapleton stables, ARGUMENTS even though the earlier search of the stables had failed to turn up the missing horse. “It’s this way, Watson,” [says Holmes]. “Now, supposing that [Silver Blaze] broke away during or after the tragedy, where could he have gone to? The horse is a very gregarious creature. If left to himself his instincts would have been either to return to King’s Pyland or go over to Mapleton. Why would he run wild upon the moor? He surely should have been seen by now . . . He must have gone to King’s Pyland or to Mapleton. He is not at King’s Pyland. Therefore, he is at Mapleton.”1 As it turns out, Holmes’s deduction is right. The missing racehorse is at Mapleton, the silver blaze on its nose covered over to disguise its appearance. Sherlock Holmes also solves the “murder” of the horse’s trainer through deductive logic. He learns from the stable hand that the guard dog did not bark when Silver Blaze was “stolen” from the stables. Therefore, Holmes concludes, the person who took Silver Blaze must have been familiar to the dog. This elimi- nated suspects who were strangers. Holmes then eliminates, one by one, the other suspects, leaving only the horse. As Holmes stated in another story: “When you have elimi- nated the impossible, whatever remains, however improbable, must be the truth.”2 He concludes that the horse must have accidentally killed its trainer when Straker, who was something of a scoundrel, used a surgical knife found in his possession to nick the tendons of Silver Blaze’s ham so the horse would develop a slight limp and lose the upcoming race. Holmes explains, “Once in the hollow, [Straker] had got behind the horse and had struck a light; but the creature, frightened at the sudden glare, and with the strang.

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Briefly describe the contributions to the quality movement made by each of the following pioneers. Shewhart Dodge and Romig Sarasohn Deming Juran Solution Walter Shewhart - The Grandfather of Total Quality Management. His Ideas The original notions of Total Quality Management and continuous improvement trace back to a former Bell Telephone employee named Walter Shewhart. One of W. Edwards Deming\'s teachers, he preached the importance of adapting management processes to create profitable situations for both businesses and consumers, promoting the utilization of his own creation -- the SPC control chart. Dr. Shewhart believed that lack of information greatly hampered the efforts of control and management processes in a production environment. In order to aid a manager in making scientific, efficient, economical decisions, he developed Statistical Process Control methods. Many of the modern ideas regarding quality owe their inspirtation to Dr. Shewhart. He also developed the Shewhart Cycle Learning and Improvement cycle, combining both creative management thinking with statistical analysis. This cycle contains four continuous steps: Plan, Do, Study and Act. These steps (commonly refered to as the PDSA cycle), Shewhart believed, ultimately lead to total quality improvement. The cycle draws its structure from the notion that constant evaluation of management practices -- as well as the willingness of management to adopt and disregard unsupported ideas --are keys to the evolution of a successful enterprise. Harold French Dodge (January 23, 1893 in Lowell, Massachusetts – December 10, 1976) was one of the principal architects of the science of statistical quality control. He is universally known for his work in originating acceptance sampling plans for putting inspection operations on a scientific basis in terms of controllable risks. From 1917 to 1958 worked at quality assurance department at Bell Laboratories with Walter Shewhart, George Edwards, Harry Romig, R. L. Jones, Paul Olmstead, E.G.D. Paterson, and Mary N. Torrey. At that time the basic concepts of acceptance sampling was developed, such as : · Consumer\'s Risk, · Producer\'s Risk, · double sampling, · lot tolerance percent defective (LTPD), and · average outgoing quality limit (AOQL). Also he originated several types of: · acceptance sampling schemes, · CSP type continuous sampling plans, · chain sampling plans, and · skip-lot sampling plans. During World War II, Dodge served as a consultant to the Secretary of War, and was chairman of the American Standards Association (now the American National Standards Institute) War Committee Z1, which prepared the Z1.1, Z1.2, and Zl.3 quality control standards. After he retired from Bell Labs in 1958, Dodge became a professor of applied mathematical statistics at Rutgers. He also served as a consultant to NASA and the Sandia Corporation. The American Society for Testing and Materials honors Harold Dodge\'s memory with the Harold F. Dodge Award. Ho.

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Background Angiosperms (flowering plants) are the largest Phylum in the plant kingdom Plantae, (Note that the Phylum A may also called Anthophyta or Magnoliophyta in different classification systems.) These plants have true roots, stems, leaves, and flowers. The roots grow into the soil to anchor the plant in place and take up water and nutrients. The leaves are above ground and act as the main organs for photosynthesis. Stems provide above ground support for the plant and operate as conduits to move nutrients and water throughout the plant. Flowers contain the male and female reproductive organs of the plant. Assignment Details Part 1 Plants develop specialized roots, stems, leaves, and flowers to make them better adapted to their environment. People exploit many modifications as vegetables. An example of this is the taproot of carrots. The carrot plant stores sugars in the taproot to supply energy for the formation of flowers in later development. People dig up and eat the taproots while the sugar content is still high. Complete the following: Describe the anatomy (structure) and physiology (function) of a plant. Is the structure of your plant a modification from the standard root, stem, leaf, or flower? Explain how this structure differs from the standard root, stem, leaf, or flower. Compare the plant that you have chosen, its structure, and its function with 1 or more of your classmates\' choices. Part 2 Animals are important for humans in ways other than providing food. Medicines, clothing, beauty, fuel, air quality, building materials, and industrial products are a few of the ways in which humans exploit animals. Complete the following: Choose l product or benefit that people get from animals (besides food), describe it, and explain how people benefit. Which do you think is the most important benefit of animals? Select 1 benefit and explain. List 3 adaptations that animals have that plants do not have. Provide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment Solution 1. the normal function of roots is fixation of the plant in the soil absorption of water and Minerals from the soil and conduction of the materials to the stem but in some plants roots perform special functions like storage of food materials(carrot,raddish) respiration(rhizopora) vegetative reproduction (sweet potato)support(betel vine) photosynthesis(orchids). Betel vine: Weak Climbing Plants produce some advantitious roots which cling to the supports and help the plants in climbing they sometimes they secrete sticky substance or a disc like structures for this purpose. Betel Vine is a plant having climbing roots these adventitious roots are produced from their nodes which help them to climb over a support another example is money plant. These roots are aerial roots which twist and clasp the support to help plant to vlimb. Normal rootsd show positive geotropism but these climbing roots show negativ.

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Write a Pep/8 Assembly program that reads in and stores two integers from the user and prints out their sum in the form: Total = Submit: Pep/8 formatted program in a text file Solution Answer: Assembly Language Program : .zero 1 .LC0: .string \"Enter two integers: \" .LC1: .string \"Total\" .LC2: .string \" = \" main: push rbp mov rbp, rsp sub rsp, 16 mov esi, OFFSET FLAT:.LC0 mov edi, OFFSET FLAT:std::cout call std::basic_ostream >& std::operator<< >(std::basic_ostream >&, char const*) lea rax, [rbp-8] mov rsi, rax mov edi, OFFSET FLAT:std::cin call std::basic_istream >::operator>>(int&) mov rdx, rax lea rax, [rbp-12] mov rsi, rax mov rdi, rdx call std::basic_istream >::operator>>(int&) mov edx, DWORD PTR [rbp-8] mov eax, DWORD PTR [rbp-12] add eax, edx mov DWORD PTR [rbp-4], eax mov esi, OFFSET FLAT:.LC1 mov edi, OFFSET FLAT:std::cout call std::basic_ostream >& std::operator<< >(std::basic_ostream >&, char const*) mov esi, OFFSET FLAT:.LC2 mov rdi, rax call std::basic_ostream >& std::operator<< >(std::basic_ostream >&, char const*) mov rdx, rax mov eax, DWORD PTR [rbp-4] mov esi, eax mov rdi, rdx call std::basic_ostream >::operator<<(int) mov eax, 0 leave ret __static_initialization_and_destruction_0(int, int): push rbp mov rbp, rsp sub rsp, 16 mov DWORD PTR [rbp-4], edi mov DWORD PTR [rbp-8], esi cmp DWORD PTR [rbp-4], 1 jne .L5 cmp DWORD PTR [rbp-8], 65535 jne .L5 mov edi, OFFSET FLAT:std::__ioinit call std::ios_base::Init::Init() mov edx, OFFSET FLAT:__dso_handle mov esi, OFFSET FLAT:std::__ioinit mov edi, OFFSET FLAT:std::ios_base::Init::~Init() call __cxa_atexit .L5: nop leave ret push rbp mov rbp, rsp mov esi, 65535 mov edi, 1 call __static_initialization_and_destruction_0(int, int) pop rbp ret.

Write a Pep8 Assembly program that reads in and stores two integers .pdf

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