QUESTION 11. In argument analysis, the remarks and comments that.docx
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This document contains 40 multiple choice questions about argument analysis concepts such as premises, conclusions, linked vs. convergent arguments, fallacies, definitions, and evaluating arguments. The questions cover topics like identifying components of arguments, spotting errors in diagrams, logical validity, relevance, ambiguity, and different types of premises.
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Critical Thinking 03 consistency
Slides for the concepts of conjunction, negation, contradiction, the Principle of Noncontradiction, proof by counter-example, and reductio ad absurdams
Philosophy 25Critical ThinkingChapter 1Agenda1) What.docx
Philosophy 25
Critical Thinking
Chapter 1
Agenda
1) What is Philosophy?
2) What is Critical Thinking?
3) Argument Overview
4) Statements & Truth
HW: P. 23 (Exercise 1.2)
Intro to Critical Thinking
What is Philosophy?
“Love of Wisdom”? (Etymology not helpful)
“Philosophy is thinking really hard about the most important questions and trying to bring analytic clarity both to the questions and the answers.” Marilyn Adams
“Philosophy is 99 percent about critical reflection on anything you care to be interested in.” Richard Bradley
3
Intro to Critical Thinking
What is Philosophy?
Another way to approach defining Philosophy is to think about the questions it asks. Here are three core questions:
Metaphysics: What exists?
Epistemology: What can we know? How can we know what exists?
Ethics: What is right?
4
Intro to Critical Thinking
What is Critical Thinking?
Philosophers use the skill of critical thinking to answer philosophical questions.
Critical Thinking is a set of tools for determining whether we have good reason to believe or accept something.
Connection to Logic: Logic is the study of good reasoning (and it is another branch of Philosophy)
5
Parts of an Argument
Arguments
Premises Conclusion
Statement/Claim Statement/Claim
6
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
7
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
8
Statements / Claims
Statements/Claims are sentences that are either true or false.
But what is truth/falsity?
9
Four theories of truth
Correspondence Theory: A statement is true if it corresponds with reality
Coherence Theory: A statement is true if it coheres with our other beliefs
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
Minimalism: A sentence ‘S’ is true if S
Truth is not a substantial property.
10
Correspondence
Correspondence Theory: A statement is true if it corresponds with reality
E.g. The statement “Grass is green” is true because (out there in reality) grass is green.
Pros: it is intuitive –many people find this view of truth commonsensical. It is objective- truth is not an invention of people’s minds.
Cons: 1) It is TOO objective – How can we what reality is like apart from our perceptions? 2) Why should we care about such an objective notion
11
Coherence
CoherenceTheory: A statement is true if it coheres with our other beliefs
E.g. The statement “Grass is green” is true because it does not conflict with other beliefs we hold.
Pros: 1) There is a subjective element to it and it is clear why truth would matter to human beings.
Cons: 1) The ramblings on an insane person can be completely coherent, yet we don’t think they are true. This reveals that there needs to be more to truth than coherence.
12
Pragmatic
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
E.g. The statement “.
Understanding arguments
The slides aim to train members of Ateneo Debate Union to detect fallacies in argumentation. It is the hope that this would enhance their case construction skills. The principles used borrows heavily from logic.
Chapter 1 (part 3)
The document discusses common fallacies of reasoning. It aims to help readers recognize and discard errors in reasoning by describing fallacies of relevance, including subjectivism, appeal to ignorance, limited choice, appeal to emotion, appeal to force, inappropriate appeal to authority, personal attack, begging the question, and non sequitur. It also discusses fallacies involving numbers and statistics such as appeal to popularity, appeal to numbers, hasty generalization, availability error, false cause, and issues with percentages. The overall goal is to help evaluate information critically and carefully exercise reasoning.
I) (This Section pertains to chapter 4-- These are NOT categorical.docx
I) (This Section pertains to chapter 4-- These are NOT categorical syllogisms.) Put the argument into standard form and then identify the INFORMAL fallacies that are committed (if any). Make sure to both defineand explain how the INFORMAL fallacies are committed. (9)
Example: In his History of the America Civil War, Jeffry Noland argues that the war had little to do with slavery. However, as a historian from Alabama, Noland could not possibly present an accurate account. Therefore, his arguments should be discounted.
Answer:
P: In his History of the America Civil War, Jeffry Noland argues that the war had little to do with slavery.
P: As a historian from Alabama, Noland could not possibly present an accurate account.
C: His arguments should be discounted.
Fallacy: Ad Hominem – an attack against a, generally irrelevant, characteristic of the person.
Explanation: Whether Noland is from the South or not should not automatically undermine his expertise in the area in which he’s studied.
A crust of bread is better than nothing. Nothing is better is than true love. So a crust of bread is better than true love.
We’ve all heard that millions of Americans are without adequate health care. But America’s doctors, nurses, and hospitals are among the best in the world. Thousands of people come from abroad every year to be treated here. Clearly there is nothing wrong with our health care system.
On Friday, I took Jeff out to dinner. He told me that if I wasn’t interested in a serious relationship, I should forget about dating him. On Saturday I took Dave to a film. When we discussed it afterward over a drink, he could understand why I wasn’t interested in babies. Men are all alike. All they want is a secure marriage.
II) Use the traditional square of opposition along with conversion, obversion, and contraposition to determine the truth value of the second sentence is each pair. (6)
Example: All people who disagree with religion are saints. (T)
Some sinners agree with religion.
Answer: The terms don’t match up in two ways: they aren’t in the right spots (the subject and predicate terms are different in each sentence) and they are complements (i.e. sinners are non-saints.) So I need to get the right terms in the right spots and I can do that using contraposition on the first sentence. That gives me “All sinners are people who agree with religion.”
So now my two sentences are
All sinners are people who agree with religion. (T)
Some sinners agree with religion.
The top sentence is an A proposition and the bottom sentence is an I proposition. I know from the relationship of subalternation that if an A position is true and I proposition must also be true.
Final Answer: The second sentence must be true.
Some integers which are even numbers are not prime. (T)
All non-prime numbers are odd integers.
All inflammable substances are high in carbon isotopes. (T)
No incombustible substan ...
7. Fallacies.pptx
This document provides information about logical fallacies and common types of flawed reasoning in arguments. It discusses two main categories of fallacies: fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises fail to sufficiently support the conclusion. Specific fallacies explained include personal attacks, straw man, appeal to emotion, false authority, hasty generalization, slippery slope, and inconsistency. The document emphasizes identifying faulty patterns of reasoning and assessing whether evidence and comparisons are appropriate to draw the stated conclusion.
Reason Continued
The document discusses different types of logic, including deductive and inductive reasoning. It notes that deductive reasoning is more certain but less informative than inductive reasoning. It also discusses what distinguishes good generalizations from bad ones, including considering number and variety of examples, exceptions, coherence, and subject area. The document describes how logic can help get closer to truth when premises are true and arguments are valid, but gives examples of when conclusions could be tentatively accepted. It also discusses common fallacies in reasoning such as post hoc, ad hominem, circular reasoning, equivocation, and false dilemmas.
Avoiding flawed logic
This argument commits the fallacy of poisoning the well. It attacks the character or motives of those who promote safe sex education in order to undermine their message, rather than addressing the merits or faults of the message itself.
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Philosophy 25Critical ThinkingChapter 1Agenda1) What.docx
Philosophy 25
Critical Thinking
Chapter 1
Agenda
1) What is Philosophy?
2) What is Critical Thinking?
3) Argument Overview
4) Statements & Truth
HW: P. 23 (Exercise 1.2)
Intro to Critical Thinking
What is Philosophy?
“Love of Wisdom”? (Etymology not helpful)
“Philosophy is thinking really hard about the most important questions and trying to bring analytic clarity both to the questions and the answers.” Marilyn Adams
“Philosophy is 99 percent about critical reflection on anything you care to be interested in.” Richard Bradley
3
Intro to Critical Thinking
What is Philosophy?
Another way to approach defining Philosophy is to think about the questions it asks. Here are three core questions:
Metaphysics: What exists?
Epistemology: What can we know? How can we know what exists?
Ethics: What is right?
4
Intro to Critical Thinking
What is Critical Thinking?
Philosophers use the skill of critical thinking to answer philosophical questions.
Critical Thinking is a set of tools for determining whether we have good reason to believe or accept something.
Connection to Logic: Logic is the study of good reasoning (and it is another branch of Philosophy)
5
Parts of an Argument
Arguments
Premises Conclusion
Statement/Claim Statement/Claim
6
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
7
Statements / Claims
Consider the following sentences:
“Grass is Green.”
“Is Grass Green?”
“Yay!!!”
8
Statements / Claims
Statements/Claims are sentences that are either true or false.
But what is truth/falsity?
9
Four theories of truth
Correspondence Theory: A statement is true if it corresponds with reality
Coherence Theory: A statement is true if it coheres with our other beliefs
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
Minimalism: A sentence ‘S’ is true if S
Truth is not a substantial property.
10
Correspondence
Correspondence Theory: A statement is true if it corresponds with reality
E.g. The statement “Grass is green” is true because (out there in reality) grass is green.
Pros: it is intuitive –many people find this view of truth commonsensical. It is objective- truth is not an invention of people’s minds.
Cons: 1) It is TOO objective – How can we what reality is like apart from our perceptions? 2) Why should we care about such an objective notion
11
Coherence
CoherenceTheory: A statement is true if it coheres with our other beliefs
E.g. The statement “Grass is green” is true because it does not conflict with other beliefs we hold.
Pros: 1) There is a subjective element to it and it is clear why truth would matter to human beings.
Cons: 1) The ramblings on an insane person can be completely coherent, yet we don’t think they are true. This reveals that there needs to be more to truth than coherence.
12
Pragmatic
Pragmatic Theory: A statement is true if it is useful for the lives of human beings
E.g. The statement “.
Understanding arguments
The slides aim to train members of Ateneo Debate Union to detect fallacies in argumentation. It is the hope that this would enhance their case construction skills. The principles used borrows heavily from logic.
Chapter 1 (part 3)
The document discusses common fallacies of reasoning. It aims to help readers recognize and discard errors in reasoning by describing fallacies of relevance, including subjectivism, appeal to ignorance, limited choice, appeal to emotion, appeal to force, inappropriate appeal to authority, personal attack, begging the question, and non sequitur. It also discusses fallacies involving numbers and statistics such as appeal to popularity, appeal to numbers, hasty generalization, availability error, false cause, and issues with percentages. The overall goal is to help evaluate information critically and carefully exercise reasoning.
I) (This Section pertains to chapter 4-- These are NOT categorical.docx
I) (This Section pertains to chapter 4-- These are NOT categorical syllogisms.) Put the argument into standard form and then identify the INFORMAL fallacies that are committed (if any). Make sure to both defineand explain how the INFORMAL fallacies are committed. (9)
Example: In his History of the America Civil War, Jeffry Noland argues that the war had little to do with slavery. However, as a historian from Alabama, Noland could not possibly present an accurate account. Therefore, his arguments should be discounted.
Answer:
P: In his History of the America Civil War, Jeffry Noland argues that the war had little to do with slavery.
P: As a historian from Alabama, Noland could not possibly present an accurate account.
C: His arguments should be discounted.
Fallacy: Ad Hominem – an attack against a, generally irrelevant, characteristic of the person.
Explanation: Whether Noland is from the South or not should not automatically undermine his expertise in the area in which he’s studied.
A crust of bread is better than nothing. Nothing is better is than true love. So a crust of bread is better than true love.
We’ve all heard that millions of Americans are without adequate health care. But America’s doctors, nurses, and hospitals are among the best in the world. Thousands of people come from abroad every year to be treated here. Clearly there is nothing wrong with our health care system.
On Friday, I took Jeff out to dinner. He told me that if I wasn’t interested in a serious relationship, I should forget about dating him. On Saturday I took Dave to a film. When we discussed it afterward over a drink, he could understand why I wasn’t interested in babies. Men are all alike. All they want is a secure marriage.
II) Use the traditional square of opposition along with conversion, obversion, and contraposition to determine the truth value of the second sentence is each pair. (6)
Example: All people who disagree with religion are saints. (T)
Some sinners agree with religion.
Answer: The terms don’t match up in two ways: they aren’t in the right spots (the subject and predicate terms are different in each sentence) and they are complements (i.e. sinners are non-saints.) So I need to get the right terms in the right spots and I can do that using contraposition on the first sentence. That gives me “All sinners are people who agree with religion.”
So now my two sentences are
All sinners are people who agree with religion. (T)
Some sinners agree with religion.
The top sentence is an A proposition and the bottom sentence is an I proposition. I know from the relationship of subalternation that if an A position is true and I proposition must also be true.
Final Answer: The second sentence must be true.
Some integers which are even numbers are not prime. (T)
All non-prime numbers are odd integers.
All inflammable substances are high in carbon isotopes. (T)
No incombustible substan ...
7. Fallacies.pptx
This document provides information about logical fallacies and common types of flawed reasoning in arguments. It discusses two main categories of fallacies: fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises fail to sufficiently support the conclusion. Specific fallacies explained include personal attacks, straw man, appeal to emotion, false authority, hasty generalization, slippery slope, and inconsistency. The document emphasizes identifying faulty patterns of reasoning and assessing whether evidence and comparisons are appropriate to draw the stated conclusion.
Reason Continued
The document discusses different types of logic, including deductive and inductive reasoning. It notes that deductive reasoning is more certain but less informative than inductive reasoning. It also discusses what distinguishes good generalizations from bad ones, including considering number and variety of examples, exceptions, coherence, and subject area. The document describes how logic can help get closer to truth when premises are true and arguments are valid, but gives examples of when conclusions could be tentatively accepted. It also discusses common fallacies in reasoning such as post hoc, ad hominem, circular reasoning, equivocation, and false dilemmas.
Avoiding flawed logic
This argument commits the fallacy of poisoning the well. It attacks the character or motives of those who promote safe sex education in order to undermine their message, rather than addressing the merits or faults of the message itself.
PSY 341 Judgement, Decisions, Reasoning Notes Abyana
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- Deductive and inductive reasoning processes. Deductive reasoning uses known facts to make logical predictions, while inductive reasoning draws general conclusions based on specific observations.
- Common reasoning errors like belief bias, availability heuristic, and confirmation bias that can influence judgments.
- Factors that affect inductive arguments like representativeness of observations and number of observations.
- Conditional and categorical syllogisms as forms of deductive reasoning.
- Neurological evidence showing the prefrontal cortex is important for complex reasoning and problem solving.
- How framing, context, emotions
2Thinking About CausationWhat is ‘Causation’I.docx
2
Thinking About Causation
What is ‘Causation’?
In everyday life, we very often make claims about what we think
caused a state of affairs to come about. Although claims about causes
might seem straightforward, it actually turns out that thinking about
causation can be tricky, and this often results in faulty reasoning.
What do you think is meant by something causing something else?
You flipped a switch and caused the light to turn on. You turned the key
and caused the engine to start. Hatfield shot McCoy through the heart
and caused McCoy’s death. The drought caused the failure of the corn
crop. Those are perfectly reasonable and legitimate causal claims. But
determining what caused what is not always so easy. In fact, causal
reasoning is subject to a variety of pitfalls and problems.
3
Thinking About Causation
Example
Arthur, Bert, and Carl are all members of the French Foreign Legion,
stationed far out in the desert. Both Bert and Carl hate Arthur, and
separately they plot his murder. When Arthur is ordered to go alone on
a long mission across the hot, dry desert, both men see their
opportunity. Shortly before Arthur leaves, Bert puts a deadly poison in
his canteen. A few minutes later, Carl, not knowing about the poison,
pours all the (poisoned) water out of Arthur’s canteen, and replaces the
water with sand. Arthur goes on his journey, and dies of thirst. Now
obviously both Bert and Carl are evil men who plotted murder and
attempted to murder Arthur. But the question is this: Who was the
actual murderer? That is, who caused Arthur’s murder?
This is a tricky question! It all depends on how we understand the
concept of ‘cause’.
4
What is ‘a’ Cause?
Definition
A cause of an event E, is, roughly, any condition or event which helps to
bring about E.
But how much does this understanding help us? Consider some
examples:
0 Uncle Bruce's daily heavy smoking was a cause of his contracting
lung cancer.
0 Uncle Bruce's waking up every day was also a cause of his contracting
lung cancer.
0 Maybe the Big Bang is also a cause of Uncle Bruce's contracting lung
cancer.
5
Consider – The Butterfly Effect
6
What is ‘a’ Cause?
Definition (Amended)
A cause of a kind K of event: roughly, any condition or event which
helps to bring about an event of kind K at least sometimes and which
under normal circumstances, significantly raises the probability that an
event of kind K will occur.
7
What is ‘a’ Cause?
‘Smoking Causes Lung Cancer’
Smoking causes lung cancer.
This doesn't mean:
Smoking is sufficient for contracting lung
cancer.
And we don't mean:
Smoking is necessary for contracting lung
cancer.
All we mean is that:
Given the lives that most people live, smoking
significantly raises the probability that the
average person will contract lung cancer.
8
‘The’ Cause of Something
Definition
The cause of an event E or of a kind K of event: roughly, the abnormal
condition or event C which combines with normal circumst ...
Quiz 2Comm 300 Communication TheoryFall 2014PART I Mult.docx
Quiz 2
Comm 300: Communication Theory
Fall 2014
PART I: Multiple Choice (1 point each)
Directions:
Below are 30 multiple choice questions. Please indicate the best answer from the selections given.
Symbolic Interaction Theory
Symbolic interaction theory argues that meaning
can only exist when people share common interpretations of the symbols they exchange in an interaction
occurs between people
is affected by society
all of the above
none of the above
According to Mead, one of the most critical activities people accomplish through thought is
projection
role taking
the Pygmalion effect
the concept of mind
The looking-glass self is best defined as
the mental image others have of us
the mental image we have of ourselves
the mental image we have of how others see us
the mental image of the physical attributes we observe
True or False? One of Mead’s ontological assumptions is that human communication is social.
true
false
Coordinated Management of Meaning
Coordinated management of meaning
refers to how individuals establish rules for creating and interpreting meaning
refers to how rules are used in a conversation
assumes that humans co‑create reality
all of the above
Which of the following is a speech act?
a compliment
an insult
a sarcastic remark
all of the above
Deanna and her son Aidan are talking about manners. Deanna tells Aidan, “Cover your mouth when you sneeze.” This is an example of which type of rule?
constitutive
unwarranted
regulative
patterned
True or False? CMM is an example of a Laws Approach to theory building.
true
false
Cognitive Dissonance Theory
Cognitive dissonance can be defined as
the feeling people have when they do things that don't fit with what they believe
the feeling people have when some of their opinions do not fit with other opinions they hold
the feeling people have when their actions are congruent with what they know
both a and b
none of the above
You believe that smoking is dangerous to your health; and yet, you smoke a pack of cigarettes a day. When this inconsistency is pointed out to you, you are likely to experience
dissonance
consonance
irrelevance
none of the above
When confronted with the fact that you smoke even though you think it is bad for you, you rationalize that it’s okay for you to smoke because you are under a tremendous amount of stress in college and smoking helps to calm your nerves. This rationalization process is likely to
increase your dissonance
anger your Comm 300 professor
restore consonance
all of the above
none of the above
According to class lecture, the three factors that influence the magnitude of dissonance a person will feel are
the amount of inconsistency, the number of dissonant cognitions, and the number of consonant cognitions
the amount of inconsistency, the dissonance ratio, and the dissonance propensity
the relative importance of your cognitions, the number of dissonant cognitions, and the number of consonant cognitions
none of.
7. TaMoS slides explanations and causes OLD.pdf
- The document discusses explanation as one aim of science according to the deductive-nomological (DN) account of explanation.
- Under the DN account, understanding a phenomenon is achieved by deducing it from laws of nature and specifying the particular circumstances.
- However, the DN account is not sufficient for explanation as there can be intuitive explanations that do not satisfy the DN conditions, such as singular causal explanations.
1.1 arguments, premises, and conclusions
Formal Logic : Leacture 01
Chapter 1: Basic Concepts
1.1 Arguments, Premises, and Conclusions
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Fallacies 4.1 Fallacies Questions 0 of 5 complete (0) 0 of 1.docx
Fallacies / 4.1 Fallacies Questions: 0 of 5 complete (0%) | 0 of 1 correct (0%)
Fallacies
There are many different ways our reasoning can be flawed, but some of these mistakes are so common that they have names. This chapter explores fallacies, inhabitants of the often ridiculous but not always obvious world of flawed reasoning.
A fallacy is a type of flawed reasoning, while a fallacious argument is an argument that commits a fallacy. There are two great reasons to study fallacies: to prevent yourself from being fooled by them, and to prevent yourself from committing them unintentionally.
Ground Rules
· Fallacies can be found in both deductive and inductive arguments.
· Fallacies can seem very plausible and, when undetected, are often persuasive.
· The presence of a fallacy doesn't necessarily mean the conclusion is false. It just means that the logic is flawed and so the argument isn't compelling.
Tips for Spotting Fallacies
· Become familiar with the common ones.
· Evaluate assumptions in an argument.
· Find the conclusion, and then ask yourself if the premises are relevant to it.
· Look for things in the argument that distract your attention from the main point.
Common Fallacies
For the rest of the chapter we are going to explore 12 of the most common fallacies.
1. Red herring: fallacy in which the arguer raises an irrelevant side issue to distract the opponent or audience from what is really at stake.
I don't know why you're arguing that working a full day on Saturday drains you and makes you less productive in the work week. You should consider yourself lucky... before there were unions, factory laborers would have to work 14 hours a day for six days a week!
Bringing up the conditions of factory workers in pre-union days is mostly irrelevant to the opponent's main point that a full day of work on Saturday reduces productivity for the following week.
2. Appeal to popularity: fallacy in which the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
Diane, getting an iPhone will make your life better. I mean, look around—practically everyone in America has an iPhone by this point!
The fact that millions of people own iPhones is not a logically sound reason to believe that buying one will make Diane's life better.
3. Post hoc ergo propter hoc: fallacy in which the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
In the years after nutrition facts were added to food packaging, obesity rates in the United States rose higher than ever before. Therefore, listing nutrition facts causes people to get fatter.
Just because the rise in obesity rates happened to coincide with the new practice of listing nutrition facts, no logical reason is offered as to why one might have caused the other.
4. ...
Logic of social inquiry
This document discusses three types of social science studies: case studies, cross-sectional studies, and longitudinal studies. It also outlines the basic steps of social science research: selecting variables of interest, proposing hypotheses about relationships between variables, and empirically testing those hypotheses. Additionally, it describes common mistakes in social research like contamination, hasty generalization, and incorrectly inferring relationships between variables at different levels of analysis.
Introduction to the Logic of social inquiry
This document discusses key concepts in social science research methods. It outlines three types of social science studies: case studies which examine causes of events or conditions; cross-sectional studies which compare variables across different groups or places at the same time; and longitudinal studies which compare variables over time within the same group. The document then explains the steps to developing and testing social science explanations, including selecting variables of interest, developing hypotheses about relationships between variables, and empirically testing hypotheses while refuting alternative theories. Finally, it discusses some common mistakes in social research like contamination biases and logical fallacies.
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docx
Explanations / 6.1 Qualities of Explanations Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Qualities of Explanations
An explanation is a statement that provides a reason for why or how something became the way it is. Arguments present a conclusion that's presumably new to you and then support this conclusion with evidence that you're likely to believe. Explanations work the other way around: they start with a conclusion that you likely believe (e.g., the sky is blue) and then offer an explanation for why that is so (e.g., because God is a UNC fan).
We will be looking specifically at causal explanations—that is, explanations in which you suggest that a particular physical or behavioral phenomenon is the result of another event.
Situation
Explanation
Traffic on a Saturday
There must be a football game today.
Most explanations start as theories. It can be challenging to fight the human impulse to pick the first theory that comes to mind and stop there, but what are the odds that the first thing you conceive of is in fact the best possible explanation?
Situation
Explanation
Traffic on a Saturday
Perhaps there's a concert today?
Maybe an art festival?
Or possibly an accident up ahead?
With a little imagination, you can come up with a seemingly unlimited number of theories, but at some point you've likely exhausted all the plausible explanations.
Situation
Explanation
Traffic on a Saturday
Perhaps a new IKEA has been built without my hearing anything about it, and all these people are headed to the grand opening.
As with all critical thinking, you'll need some judgment here. Discard the implausible theories (at least initially) and give fair consideration to all the reasonable ones:
· State your theory clearly (make a hypothesis).
· Consider possible alternatives.
· Look at the evidence.
· Evaluate the theory.
Sometimes the facts make the explanation quite clear:
I can see a train moving through an intersection several hundred yards ahead. That explains why traffic isn't moving.
Other times, you'll need to employ inductive reasoning to establish the most likely cause:
I can't see the tracks from here, but I drive through here every Saturday morning and usually a train was responsible for traffic being stalled. So it's probably a train.
We are presented with many such explanations on a daily basis.
Why is this webpage not loading?Why are sales down for last quarter?Why is my spouse not speaking to me?
As you consider potential explanations, keep the following standards in mind.
Consistency
First, is it internally consistent or does it contradict itself?
Second, is it externally consistent? Could this explanation effectively and fully account for whatever it's supposed to explain?
A good theory should be compatible with what we already know about how the world works. This is a problem with many paranormal theories—they go against accepted scientific fact. If the theory contradicts established knowledge, the burden of proof is on the new t ...
AppTheories_T7
The document provides examples and explanations of different types of logical reasoning and empirical testing of theories. It includes questions about:
1. Describing a critical test to empirically distinguish between two competing theories about residential segregation.
2. Deciding whether an argument about political inactivity is valid.
3. Demonstrating the validity of a hypothetical syllogism using a truth table.
4. Evaluating the validity of syllogistic arguments using the star test and Venn diagrams.
5. Comparing the empirical content of pairs of statements.
The document provides worked examples and evaluation criteria for critically assessing different logical arguments and empirical tests of theories.
Reason the final chapter
The document discusses various logical fallacies such as post hoc ergo propter hoc, ad hominem, circular reasoning, equivocation, false dilemma, special pleading, argument ad ignorantiam, false analogy, and loaded questions. It then discusses reason and certainty, the three laws of thought (identity, non-contradiction, excluded middle), and evaluating whether one should always be logical or if emotion has a role. Lateral thinking puzzles are presented and evaluated. In conclusion, an essay question is posed about the extent to which all knowledge claims should be open to rational criticism.
Logical Fallacies
"If you can not only show that the opposition has made an error in reasoning, but you can give that error a name as well (in Latin!), it shows that you can think on your feet and that you understand the opposition's argument possibly better than they do. "
Actus Reus
The document provides an overview of key concepts in the criminal law topic of actus reus and omissions. It discusses the general rules for establishing criminal liability, which require both an actus reus (guilty act) and mens rea (guilty mind). It examines different types of acts that can satisfy the actus reus requirement, such as acts, omissions, consequences or results. It also explores the concept of omissions in criminal liability and how liability can arise from a failure to act in certain situations where there is a duty of care. The document uses cases like Donoghue v Stevenson and Airedale NHS Trust v Bland to illustrate these legal principles and provides examples, questions, and tasks
2b
This tutorial provides practice distinguishing premises from conclusions in arguments. It defines premises as statements offered as reasons to accept a conclusion. The conclusion is the statement supported by the premises. It provides examples and tips to identify premise and conclusion indicators like "because", "since", and "therefore".
Locate three contemporary examples on following category, .docx
Locate three contemporary examples on following category,
Good Samaritan conduct or random acts of kindness
Assemble the 3 examples according to the category and in a visually appealing manner. For each example, include the following:
A summary of the event
A graphic illustration, photo, or other visual item related to the event
One properly APA-formatted reference
Quiz 2
Comm 300: Communication Theory
Spring 2014
PART I: Multiple Choice (1 point each)
Directions: Below are 30 multiple choice questions. Please indicate the best answer from the selections given.
Symbolic Interaction Theory
1. Symbolic interaction theory argues that meaning
a. can only exist when people share common interpretations of the symbols they exchange in an interaction
b. occurs between people
c. is affected by society
d. all of the above
e. none of the above
2. According to Mead, one of the most critical activities people accomplish through thought is
a. projection
b. role taking
c. the Pygmalion effect
d. the concept of mind
3. The looking-glass self is best defined as
a. the mental image others have of us
b. the mental image we have of ourselves
c. the mental image we have of how others see us
d. the mental image of the physical attributes we observe
4. True or False? One of Mead’s ontological assumptions is that human communication is social.
a. true
b. false
Coordinated Management of Meaning
5. Coordinated management of meaning
a. refers to how individuals establish rules for creating and interpreting meaning
b. refers to how rules are used in a conversation
c. assumes that humans co‑create reality
d. all of the above
6. Which of the following is a speech act?
a. a compliment
b. an insult
c. a sarcastic remark
d. all of the above
7. Deanna and her son Aidan are talking about manners. Deanna tells Aidan, “Cover your mouth when you sneeze.” This is an example of which type of rule?
a. constitutive
b. unwarranted
c. regulative
d. patterned
8. True or False? CMM is an example of a Laws Approach to theory building.
a. true
b. false
Cognitive Dissonance Theory
9. Cognitive dissonance can be defined as
a. the feeling people have when they do things that don't fit with what they believe
b. the feeling people have when some of their opinions do not fit with other opinions they hold
c. the feeling people have when their actions are congruent with what they know
d. both a and b
e. none of the above
10. You believe that smoking is dangerous to your health; and yet, you smoke a pack of cigarettes a day. When this inconsistency is pointed out to you, you are likely to experience
a. dissonance
b. consonance
c. irrelevance
d. none of the above
11. When confronted with the fact that you smoke even though you think it is bad for you, you rationalize that it’s okay for you to smoke because you are under a tremendous amount of stress in college and smoking helps to calm your ne ...
Informal fallacies in Logic
Informal Fallacies, Introduction, Explanation, Types of Fallacies,
Formal Fallacy: affirming the consequent, denying the antecedent.
Classification of Fallacies:
Fallacies of relevance: appeal to the populace, fallacy of straw man, the red herring, appeal to force, argument against the person, appeal to emotion, missing the point.
Fallacies of defective induction: appeal to ignorance, appeal to inappropriate, hasty generalization, false cause.
Fallacy of Presumption: beginning the question, complex question, accident.
Fallacies of ambiguity: Equivocation, Composition, Division, Amphiboly, Accent.
Avoidance, strategies, and factors of fallacies
Logic and Legal Reasoning by Neal Ramee
This document provides an overview of logic and legal reasoning, specifically focusing on the proper use of syllogisms in legal arguments. It explains that a valid legal argument must follow the form of a logic syllogism, consisting of a major premise stating a legal rule, a minor premise making a factual statement, and a conclusion connecting the law to the facts. The document also discusses logical fallacies that weaken arguments, specifically "fallacies of relevance" where premises fail to support the conclusion and "fallacies of ambiguity" where terms shift meaning. It provides examples of common fallacies like appealing to inappropriate authority and having disconnected premises to avoid in legal writing.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can ...
Mar1
Aristotle argues that to understand
what constitutes human happiness or
flourishing, we must first understand the
distinctive function or purpose of human
beings. Identifying this function will help
clarify the nature of the highest human good.
According to Davenport (2014) social media and health care are c.docx
Social media is collaborating with healthcare to meet the needs of providers and patients, and is moving toward using analytics to evaluate its value within healthcare. The document instructs the reader to research areas of social media that could benefit from an analytic model combining data and value-based analytics, then evaluate a resource by discussing five major social media stakeholder roles, whether social media could improve medical practice and provide rationale, and concluding with main points.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docx
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
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2Thinking About CausationWhat is ‘Causation’I.docx
2
Thinking About Causation
What is ‘Causation’?
In everyday life, we very often make claims about what we think
caused a state of affairs to come about. Although claims about causes
might seem straightforward, it actually turns out that thinking about
causation can be tricky, and this often results in faulty reasoning.
What do you think is meant by something causing something else?
You flipped a switch and caused the light to turn on. You turned the key
and caused the engine to start. Hatfield shot McCoy through the heart
and caused McCoy’s death. The drought caused the failure of the corn
crop. Those are perfectly reasonable and legitimate causal claims. But
determining what caused what is not always so easy. In fact, causal
reasoning is subject to a variety of pitfalls and problems.
3
Thinking About Causation
Example
Arthur, Bert, and Carl are all members of the French Foreign Legion,
stationed far out in the desert. Both Bert and Carl hate Arthur, and
separately they plot his murder. When Arthur is ordered to go alone on
a long mission across the hot, dry desert, both men see their
opportunity. Shortly before Arthur leaves, Bert puts a deadly poison in
his canteen. A few minutes later, Carl, not knowing about the poison,
pours all the (poisoned) water out of Arthur’s canteen, and replaces the
water with sand. Arthur goes on his journey, and dies of thirst. Now
obviously both Bert and Carl are evil men who plotted murder and
attempted to murder Arthur. But the question is this: Who was the
actual murderer? That is, who caused Arthur’s murder?
This is a tricky question! It all depends on how we understand the
concept of ‘cause’.
4
What is ‘a’ Cause?
Definition
A cause of an event E, is, roughly, any condition or event which helps to
bring about E.
But how much does this understanding help us? Consider some
examples:
0 Uncle Bruce's daily heavy smoking was a cause of his contracting
lung cancer.
0 Uncle Bruce's waking up every day was also a cause of his contracting
lung cancer.
0 Maybe the Big Bang is also a cause of Uncle Bruce's contracting lung
cancer.
5
Consider – The Butterfly Effect
6
What is ‘a’ Cause?
Definition (Amended)
A cause of a kind K of event: roughly, any condition or event which
helps to bring about an event of kind K at least sometimes and which
under normal circumstances, significantly raises the probability that an
event of kind K will occur.
7
What is ‘a’ Cause?
‘Smoking Causes Lung Cancer’
Smoking causes lung cancer.
This doesn't mean:
Smoking is sufficient for contracting lung
cancer.
And we don't mean:
Smoking is necessary for contracting lung
cancer.
All we mean is that:
Given the lives that most people live, smoking
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The cause of an event E or of a kind K of event: roughly, the abnormal
condition or event C which combines with normal circumst ...
Quiz 2Comm 300 Communication TheoryFall 2014PART I Mult.docx
Quiz 2
Comm 300: Communication Theory
Fall 2014
PART I: Multiple Choice (1 point each)
Directions:
Below are 30 multiple choice questions. Please indicate the best answer from the selections given.
Symbolic Interaction Theory
Symbolic interaction theory argues that meaning
can only exist when people share common interpretations of the symbols they exchange in an interaction
occurs between people
is affected by society
all of the above
none of the above
According to Mead, one of the most critical activities people accomplish through thought is
projection
role taking
the Pygmalion effect
the concept of mind
The looking-glass self is best defined as
the mental image others have of us
the mental image we have of ourselves
the mental image we have of how others see us
the mental image of the physical attributes we observe
True or False? One of Mead’s ontological assumptions is that human communication is social.
true
false
Coordinated Management of Meaning
Coordinated management of meaning
refers to how individuals establish rules for creating and interpreting meaning
refers to how rules are used in a conversation
assumes that humans co‑create reality
all of the above
Which of the following is a speech act?
a compliment
an insult
a sarcastic remark
all of the above
Deanna and her son Aidan are talking about manners. Deanna tells Aidan, “Cover your mouth when you sneeze.” This is an example of which type of rule?
constitutive
unwarranted
regulative
patterned
True or False? CMM is an example of a Laws Approach to theory building.
true
false
Cognitive Dissonance Theory
Cognitive dissonance can be defined as
the feeling people have when they do things that don't fit with what they believe
the feeling people have when some of their opinions do not fit with other opinions they hold
the feeling people have when their actions are congruent with what they know
both a and b
none of the above
You believe that smoking is dangerous to your health; and yet, you smoke a pack of cigarettes a day. When this inconsistency is pointed out to you, you are likely to experience
dissonance
consonance
irrelevance
none of the above
When confronted with the fact that you smoke even though you think it is bad for you, you rationalize that it’s okay for you to smoke because you are under a tremendous amount of stress in college and smoking helps to calm your nerves. This rationalization process is likely to
increase your dissonance
anger your Comm 300 professor
restore consonance
all of the above
none of the above
According to class lecture, the three factors that influence the magnitude of dissonance a person will feel are
the amount of inconsistency, the number of dissonant cognitions, and the number of consonant cognitions
the amount of inconsistency, the dissonance ratio, and the dissonance propensity
the relative importance of your cognitions, the number of dissonant cognitions, and the number of consonant cognitions
none of.
7. TaMoS slides explanations and causes OLD.pdf
- The document discusses explanation as one aim of science according to the deductive-nomological (DN) account of explanation.
- Under the DN account, understanding a phenomenon is achieved by deducing it from laws of nature and specifying the particular circumstances.
- However, the DN account is not sufficient for explanation as there can be intuitive explanations that do not satisfy the DN conditions, such as singular causal explanations.
1.1 arguments, premises, and conclusions
Formal Logic : Leacture 01
Chapter 1: Basic Concepts
1.1 Arguments, Premises, and Conclusions
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Fallacies 4.1 Fallacies Questions 0 of 5 complete (0) 0 of 1.docx
Fallacies / 4.1 Fallacies Questions: 0 of 5 complete (0%) | 0 of 1 correct (0%)
Fallacies
There are many different ways our reasoning can be flawed, but some of these mistakes are so common that they have names. This chapter explores fallacies, inhabitants of the often ridiculous but not always obvious world of flawed reasoning.
A fallacy is a type of flawed reasoning, while a fallacious argument is an argument that commits a fallacy. There are two great reasons to study fallacies: to prevent yourself from being fooled by them, and to prevent yourself from committing them unintentionally.
Ground Rules
· Fallacies can be found in both deductive and inductive arguments.
· Fallacies can seem very plausible and, when undetected, are often persuasive.
· The presence of a fallacy doesn't necessarily mean the conclusion is false. It just means that the logic is flawed and so the argument isn't compelling.
Tips for Spotting Fallacies
· Become familiar with the common ones.
· Evaluate assumptions in an argument.
· Find the conclusion, and then ask yourself if the premises are relevant to it.
· Look for things in the argument that distract your attention from the main point.
Common Fallacies
For the rest of the chapter we are going to explore 12 of the most common fallacies.
1. Red herring: fallacy in which the arguer raises an irrelevant side issue to distract the opponent or audience from what is really at stake.
I don't know why you're arguing that working a full day on Saturday drains you and makes you less productive in the work week. You should consider yourself lucky... before there were unions, factory laborers would have to work 14 hours a day for six days a week!
Bringing up the conditions of factory workers in pre-union days is mostly irrelevant to the opponent's main point that a full day of work on Saturday reduces productivity for the following week.
2. Appeal to popularity: fallacy in which the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
Diane, getting an iPhone will make your life better. I mean, look around—practically everyone in America has an iPhone by this point!
The fact that millions of people own iPhones is not a logically sound reason to believe that buying one will make Diane's life better.
3. Post hoc ergo propter hoc: fallacy in which the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
In the years after nutrition facts were added to food packaging, obesity rates in the United States rose higher than ever before. Therefore, listing nutrition facts causes people to get fatter.
Just because the rise in obesity rates happened to coincide with the new practice of listing nutrition facts, no logical reason is offered as to why one might have caused the other.
4. ...
Logic of social inquiry
This document discusses three types of social science studies: case studies, cross-sectional studies, and longitudinal studies. It also outlines the basic steps of social science research: selecting variables of interest, proposing hypotheses about relationships between variables, and empirically testing those hypotheses. Additionally, it describes common mistakes in social research like contamination, hasty generalization, and incorrectly inferring relationships between variables at different levels of analysis.
Introduction to the Logic of social inquiry
This document discusses key concepts in social science research methods. It outlines three types of social science studies: case studies which examine causes of events or conditions; cross-sectional studies which compare variables across different groups or places at the same time; and longitudinal studies which compare variables over time within the same group. The document then explains the steps to developing and testing social science explanations, including selecting variables of interest, developing hypotheses about relationships between variables, and empirically testing hypotheses while refuting alternative theories. Finally, it discusses some common mistakes in social research like contamination biases and logical fallacies.
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docx
Explanations / 6.1 Qualities of Explanations Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Qualities of Explanations
An explanation is a statement that provides a reason for why or how something became the way it is. Arguments present a conclusion that's presumably new to you and then support this conclusion with evidence that you're likely to believe. Explanations work the other way around: they start with a conclusion that you likely believe (e.g., the sky is blue) and then offer an explanation for why that is so (e.g., because God is a UNC fan).
We will be looking specifically at causal explanations—that is, explanations in which you suggest that a particular physical or behavioral phenomenon is the result of another event.
Situation
Explanation
Traffic on a Saturday
There must be a football game today.
Most explanations start as theories. It can be challenging to fight the human impulse to pick the first theory that comes to mind and stop there, but what are the odds that the first thing you conceive of is in fact the best possible explanation?
Situation
Explanation
Traffic on a Saturday
Perhaps there's a concert today?
Maybe an art festival?
Or possibly an accident up ahead?
With a little imagination, you can come up with a seemingly unlimited number of theories, but at some point you've likely exhausted all the plausible explanations.
Situation
Explanation
Traffic on a Saturday
Perhaps a new IKEA has been built without my hearing anything about it, and all these people are headed to the grand opening.
As with all critical thinking, you'll need some judgment here. Discard the implausible theories (at least initially) and give fair consideration to all the reasonable ones:
· State your theory clearly (make a hypothesis).
· Consider possible alternatives.
· Look at the evidence.
· Evaluate the theory.
Sometimes the facts make the explanation quite clear:
I can see a train moving through an intersection several hundred yards ahead. That explains why traffic isn't moving.
Other times, you'll need to employ inductive reasoning to establish the most likely cause:
I can't see the tracks from here, but I drive through here every Saturday morning and usually a train was responsible for traffic being stalled. So it's probably a train.
We are presented with many such explanations on a daily basis.
Why is this webpage not loading?Why are sales down for last quarter?Why is my spouse not speaking to me?
As you consider potential explanations, keep the following standards in mind.
Consistency
First, is it internally consistent or does it contradict itself?
Second, is it externally consistent? Could this explanation effectively and fully account for whatever it's supposed to explain?
A good theory should be compatible with what we already know about how the world works. This is a problem with many paranormal theories—they go against accepted scientific fact. If the theory contradicts established knowledge, the burden of proof is on the new t ...
AppTheories_T7
The document provides examples and explanations of different types of logical reasoning and empirical testing of theories. It includes questions about:
1. Describing a critical test to empirically distinguish between two competing theories about residential segregation.
2. Deciding whether an argument about political inactivity is valid.
3. Demonstrating the validity of a hypothetical syllogism using a truth table.
4. Evaluating the validity of syllogistic arguments using the star test and Venn diagrams.
5. Comparing the empirical content of pairs of statements.
The document provides worked examples and evaluation criteria for critically assessing different logical arguments and empirical tests of theories.
Reason the final chapter
The document discusses various logical fallacies such as post hoc ergo propter hoc, ad hominem, circular reasoning, equivocation, false dilemma, special pleading, argument ad ignorantiam, false analogy, and loaded questions. It then discusses reason and certainty, the three laws of thought (identity, non-contradiction, excluded middle), and evaluating whether one should always be logical or if emotion has a role. Lateral thinking puzzles are presented and evaluated. In conclusion, an essay question is posed about the extent to which all knowledge claims should be open to rational criticism.
Logical Fallacies
"If you can not only show that the opposition has made an error in reasoning, but you can give that error a name as well (in Latin!), it shows that you can think on your feet and that you understand the opposition's argument possibly better than they do. "
Actus Reus
The document provides an overview of key concepts in the criminal law topic of actus reus and omissions. It discusses the general rules for establishing criminal liability, which require both an actus reus (guilty act) and mens rea (guilty mind). It examines different types of acts that can satisfy the actus reus requirement, such as acts, omissions, consequences or results. It also explores the concept of omissions in criminal liability and how liability can arise from a failure to act in certain situations where there is a duty of care. The document uses cases like Donoghue v Stevenson and Airedale NHS Trust v Bland to illustrate these legal principles and provides examples, questions, and tasks
2b
This tutorial provides practice distinguishing premises from conclusions in arguments. It defines premises as statements offered as reasons to accept a conclusion. The conclusion is the statement supported by the premises. It provides examples and tips to identify premise and conclusion indicators like "because", "since", and "therefore".
Locate three contemporary examples on following category, .docx
Locate three contemporary examples on following category,
Good Samaritan conduct or random acts of kindness
Assemble the 3 examples according to the category and in a visually appealing manner. For each example, include the following:
A summary of the event
A graphic illustration, photo, or other visual item related to the event
One properly APA-formatted reference
Quiz 2
Comm 300: Communication Theory
Spring 2014
PART I: Multiple Choice (1 point each)
Directions: Below are 30 multiple choice questions. Please indicate the best answer from the selections given.
Symbolic Interaction Theory
1. Symbolic interaction theory argues that meaning
a. can only exist when people share common interpretations of the symbols they exchange in an interaction
b. occurs between people
c. is affected by society
d. all of the above
e. none of the above
2. According to Mead, one of the most critical activities people accomplish through thought is
a. projection
b. role taking
c. the Pygmalion effect
d. the concept of mind
3. The looking-glass self is best defined as
a. the mental image others have of us
b. the mental image we have of ourselves
c. the mental image we have of how others see us
d. the mental image of the physical attributes we observe
4. True or False? One of Mead’s ontological assumptions is that human communication is social.
a. true
b. false
Coordinated Management of Meaning
5. Coordinated management of meaning
a. refers to how individuals establish rules for creating and interpreting meaning
b. refers to how rules are used in a conversation
c. assumes that humans co‑create reality
d. all of the above
6. Which of the following is a speech act?
a. a compliment
b. an insult
c. a sarcastic remark
d. all of the above
7. Deanna and her son Aidan are talking about manners. Deanna tells Aidan, “Cover your mouth when you sneeze.” This is an example of which type of rule?
a. constitutive
b. unwarranted
c. regulative
d. patterned
8. True or False? CMM is an example of a Laws Approach to theory building.
a. true
b. false
Cognitive Dissonance Theory
9. Cognitive dissonance can be defined as
a. the feeling people have when they do things that don't fit with what they believe
b. the feeling people have when some of their opinions do not fit with other opinions they hold
c. the feeling people have when their actions are congruent with what they know
d. both a and b
e. none of the above
10. You believe that smoking is dangerous to your health; and yet, you smoke a pack of cigarettes a day. When this inconsistency is pointed out to you, you are likely to experience
a. dissonance
b. consonance
c. irrelevance
d. none of the above
11. When confronted with the fact that you smoke even though you think it is bad for you, you rationalize that it’s okay for you to smoke because you are under a tremendous amount of stress in college and smoking helps to calm your ne ...
Informal fallacies in Logic
Informal Fallacies, Introduction, Explanation, Types of Fallacies,
Formal Fallacy: affirming the consequent, denying the antecedent.
Classification of Fallacies:
Fallacies of relevance: appeal to the populace, fallacy of straw man, the red herring, appeal to force, argument against the person, appeal to emotion, missing the point.
Fallacies of defective induction: appeal to ignorance, appeal to inappropriate, hasty generalization, false cause.
Fallacy of Presumption: beginning the question, complex question, accident.
Fallacies of ambiguity: Equivocation, Composition, Division, Amphiboly, Accent.
Avoidance, strategies, and factors of fallacies
Logic and Legal Reasoning by Neal Ramee
This document provides an overview of logic and legal reasoning, specifically focusing on the proper use of syllogisms in legal arguments. It explains that a valid legal argument must follow the form of a logic syllogism, consisting of a major premise stating a legal rule, a minor premise making a factual statement, and a conclusion connecting the law to the facts. The document also discusses logical fallacies that weaken arguments, specifically "fallacies of relevance" where premises fail to support the conclusion and "fallacies of ambiguity" where terms shift meaning. It provides examples of common fallacies like appealing to inappropriate authority and having disconnected premises to avoid in legal writing.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad.
As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements:
Chocolate truffles are loaded with calories.
Melatonin helps relieve jet lag.
Political can ...
Mar1
Aristotle argues that to understand
what constitutes human happiness or
flourishing, we must first understand the
distinctive function or purpose of human
beings. Identifying this function will help
clarify the nature of the highest human good.
Similar to QUESTION 11. In argument analysis, the remarks and comments that.docx (20)
PSY 341 Judgement, Decisions, Reasoning Notes Abyana
PSY 341 Judgement, Decisions, Reasoning Notes Abyana
2Thinking About CausationWhat is ‘Causation’I.docx
2Thinking About CausationWhat is ‘Causation’I.docx
Quiz 2Comm 300 Communication TheoryFall 2014PART I Mult.docx
Quiz 2Comm 300 Communication TheoryFall 2014PART I Mult.docx
Fallacies 4.1 Fallacies Questions 0 of 5 complete (0) 0 of 1.docx
Fallacies 4.1 Fallacies Questions 0 of 5 complete (0) 0 of 1.docx
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docx
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docx
Locate three contemporary examples on following category, .docx
Locate three contemporary examples on following category, .docx
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docx
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According to Davenport (2014) social media and health care are c.docx
Social media is collaborating with healthcare to meet the needs of providers and patients, and is moving toward using analytics to evaluate its value within healthcare. The document instructs the reader to research areas of social media that could benefit from an analytic model combining data and value-based analytics, then evaluate a resource by discussing five major social media stakeholder roles, whether social media could improve medical practice and provide rationale, and concluding with main points.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docx
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
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According to Libertarianism, there is no right to any social service.docx
According to Libertarianism, there is no right to any social services besides those of a night-watchman state, protecting citizens from harming each other via courts, police, and military.
Consider this town
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Identifying the study's elements or processes
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Determining the strengths and weaknesses
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Abstract In this experiment, examining the equivalence poi.docx
Abstract:
In this experiment, examining the equivalence point in a titration with NaOH identified an
unknown diprotic acid. The molar mass of the unknown was found to be 100.78 g/mol with pKa
values of 2.6 and 6.6. The closest diprotic acid to this molar mass is malonic acid with a percent
error of 3.48%.
Introduction:
The purpose of the experiment was to determine the identity of an unknown diprotic acid. The
equivalence and half-equivalence points on the titration curve give important information, which
can then be used to calculate the molecular weight of the acid. The equivalence point is the
moment when there is an equal amount of acid and NaOH. Knowing the concentration and
volume of added NaOH at that moment, the amount of moles of NaOH can be determined. The
amount of moles of NaOH is then equivalent to the amount of acid present. Dividing the original
mass of the acid by the moles present gave the molar mass of the acid.
In this particular titration, there were two equivalence points as the acid is diprotic.
Consequently, the titration curve had two inflection points. The acid dissociated in a two-step
process with the net reaction being:
H2X + 2 NaOH Na2X + 2 H2O
This was important to take into consideration when calculating the molar mass of the diprotic
acid. If the first equivalence point was to be used, the ratio of acid to NaOH was 1:1. If the
second equivalence point was used in the calculations, the ratio became 1:2 as now a second
set of NaOH molecules reacted with the acid to dissociate the second hydrogen ion. The
titration curve also showed the pKa values of the acid. This happened at the half-equivalence
point where half of the acid was dissociated to its conjugate base (again, because of the diprotic
properties of the acid, this happens twice on the curve). The Henderson Hasselbalch equation
pH = pKa+log(A-/HA)
shows that at the half-equivalence point, the pKa value equaled the pH and was visually
represented by the flattest part of the graphs.
Discussion:
The titration graph showed that the data was consistent with the methodology and proved to be
an precise execution of the procedure and followed the expected shape. One possible source of
error was the actual mass of the acid solid. While transferring the dust from the weigh boat to
the solution, some remained in the weigh boat this could have altered the molar mass
calculations and shifted the final the final mass lighter than actual.
The Vernier pH method was definitely a much more concrete method of interpreting the results.
It was possible to see which addition of NaOH gave the greatest increase in pH ( greatest 1st
derivative of the titration graph). The relying solely on the indicator color would make it very
difficult to judge at which precise point the color shifted most, as the shift was a lot more gradual
compared to the precise numbers. This may have been a more reliable method if there was a
de.
ACC 403- ASSIGNMENT 2 RUBRIC!!!Points 280Assignment 2 Audi.docx
ACC 403- ASSIGNMENT 2 RUBRIC!!!
Points: 280
Assignment 2: Audit Planning and Control
Criteria
UnacceptableBelow 60% F
Meets Minimum Expectations60-69% D
Fair70-79% C
Proficient80-89% B
Exemplary90-100% A
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Weight: 15%
Did not submit or incompletely outlined the critical steps inherent in planning an audit and designing an effective audit program. Did not submit or incompletely provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Insufficiently outlined the critical steps inherent in planning an audit and designing an effective audit program. Insufficiently provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Partially outlined the critical steps inherent in planning an audit and designing an effective audit program. Partially provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Satisfactorily outlined the critical steps inherent in planning an audit and designing an effective audit program. Satisfactorily provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Thoroughly outlined the critical steps inherent in planning an audit and designing an effective audit program. Thoroughly provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
2. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Weight: 15%
Did not submit or incompletely examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Did not submit or incompletely identified the accounts that you would test; did not submit or incompletely selected at least three (3) analytical procedures that you would use in your audit.
Insufficiently examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Insufficiently identified the accounts that you would test; insufficiently selected at least three (3) analytical procedures that you would use in your audit.
Partially examined at least two (2) performance ratios that you would use in order to determine which analytical tests .
ACC 601 Managerial Accounting Group Case 3 (160 points) .docx
ACC 601 Managerial Accounting
Group Case 3 (160 points)
Instructions:
1. As a group, complete the following activities in good form. Use excel or
word only. Provide all supporting calculations to show how you arrived at
your numbers
2. Add only the names of group members who participated in the completion
of this assignment.
3. Submit only one copy of your completed work via Moodle. Do not send it to
me by email.
4. Due: No later than the last day of Module 7. Please note that your professor
has the right to change the due date of this assignment.
Part A: Capital Budgeting Decisions
Chee Company has gathered the following data on a proposed investment project:
Investment required in equipment ............. $240,000
Annual cash inflows .................................. $50,000
Salvage value ............................................ $0
Life of the investment ............................... 8 years
Required rate of return .............................. 10%
Assets will be depreciated using straight
line depreciation method
Required:
Using the net present value and the internal rate of return methods, is this a good investment?
Part B: Master Budget
You have just been hired as a new management trainee by Earrings Unlimited, a distributor of
earrings to various retail outlets located in shopping malls across the country. In the past, the
company has done very little in the way of budgeting and at certain times of the year has
experienced a shortage of cash. Since you are well trained in budgeting, you have decided to
prepare a master budget for the upcoming second quarter. To this end, you have worked with
accounting and other areas to gather the information assembled below.
The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual
sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs
of earrings):
January (actual) 20,000 June (budget) 50,000
February (actual) 26,000 July (budget) 30,000
March (actual) 40,000 August (budget) 28,000
April (budget) 65,000 September (budget) 25,000
May (budget) 100,000
The concentration of sales before and during May is due to Mother’s Day. Sufficient inventory should
be on hand at the end of each month to supply 40% of the earrings sold in the following month.
Suppliers are paid $4 for a pair of earrings. One-half of a month’s purchases is paid for in the month
of purchase; the other half is paid for in the following month. All sales are on credit. Only 20% of a
month’s sales are collected in the month of sale. An additional 70% is collected in the following
month, and the remaining 10% is collected in the second month following sale. Bad debts have been
negligible.
Monthly operating expenses for the company are given below:
Variable:
Sales commissions 4 % of sales
.
Academic Integrity A Letter to My Students[1] Bill T.docx
Academic Integrity:
A Letter to My Students[1]
Bill Taylor
Professor of Political Science
Oakton Community College
Des Plaines, IL 60016
[email protected]
Here at the beginning of the semester I want to say something to you about academic integrity.[2]
I’m deeply convinced that integrity is an essential part of any true educational experience, integrity on
my part as a faculty member and integrity on your part as a student.
To take an easy example, would you want to be operated on by a doctor who cheated his way through
medical school? Or would you feel comfortable on a bridge designed by an engineer who cheated her
way through engineering school. Would you trust your tax return to an accountant who copied his
exam answers from his neighbor?
Those are easy examples, but what difference does it make if you as a student or I as a faculty member
violate the principles of academic integrity in a political science course, especially if it’s not in your
major?
For me, the answer is that integrity is important in this course precisely because integrity is important in
all areas of life. If we don’t have integrity in the small things, if we find it possible to justify plagiarism or
cheating or shoddy work in things that don’t seem important, how will we resist doing the same in areas
that really do matter, in areas where money might be at stake, or the possibility of advancement, or our
esteem in the eyes of others?
Personal integrity is not a quality we’re born to naturally. It’s a quality of character we need to nurture,
and this requires practice in both meanings of that word (as in practice the piano and practice a
profession). We can only be a person of integrity if we practice it every day.
What does that involve for each of us in this course? Let’s find out by going through each stage in the
course. As you’ll see, academic integrity basically requires the same things of you as a student as it
requires of me as a teacher.
I. Preparation for Class
What Academic Integrity Requires of Me in This Area
With regard to coming prepared for class, the principles of academic integrity require that I come having
done the things necessary to make the class a worthwhile educational experience for you. This requires
that I:
reread the text (even when I’ve written it myself),
clarify information I might not be clear about,
prepare the class with an eye toward what is current today (that is, not simply rely on past
notes), and
plan the session so that it will make it worth your while to be there.
What Academic Integrity Requires of You in This Area
With regard to coming prepared for class, the principles of academic integrity suggest that you have a
responsibility to yourself, to me, and to the other students to do the things necessary to put yourself in
a position to make fruitful contributions to class discussion. This will require you to:
read the text before.
Access the Center for Disease Control and Prevention’s (CDC’s) Nu.docx
Access the Center for Disease Control and Prevention’s (CDC’s)
“Nutrition, Physical Activity, and Obesity: Data, Trends and Maps”
database. Choose a state other than your home state and compare their health status and associated behaviors. What behaviors lead to the current obesity status?
Initial discussion post should be approximately 300 words. Any sources used should be cited in APA format.
.
According to DSM 5 This patient had very many symptoms that sugg.docx
According to DSM 5 This patient had very many symptoms that suggested Major Depressive Disorder.
Objective(s)
Analyze psychometric properties of assessment tools
Evaluate appropriate use of assessment tools in psychotherapy
Compare assessment tools used in psychotherapy
.
Acceptable concerts include professional orchestras, soloists, jazz,.docx
Acceptable concerts include professional orchestras, soloists, jazz, Broadway musicals and instrumental or vocal ensembles, and comparable college or community groups performing music relevant to the content of this class. (Optionally, either your concert report
or
your concert review - but not both unless advance permission is given - may be based on a concert of non-western music selected from events on the concert list.)
Acceptable concerts include the following:
• Symphony orchestras • Concert bands and wind ensembles • Chamber Music (string quartets, brass and woodwind quintets, etc.) • Solo recitals (piano, voice, etc.) • Choral concerts • Early music concerts • Non-western music • Some jazz concerts • Opera• Broadway Musicals• Flamenco• Ballet• Tango
Assignment Format
The following are required on the concert review assignment and, thus, may affect your grade.
• Must be typed• Must be double-spaced• Must be between
2 and 4 pages
in length
not including the cover sheet
.• Must use conventional size and formatting of text - e.g. 10-12 point serif or sans serif fonts with normal margins. • Must include the printed program from the concert and/or your ticket stubs. Photocopies are unacceptable. (Contact me at least 24 hours before due date if any materials are unavailable.)• All materials (text, program, ticket stub) must be
stapled
together securely. Folded corners, paper clips, etc. instead of staples will not be accepted.• Careful editing, proofreading, and spelling are expected, although minor errors will not affect your grade.
Papers that do not follow these format guidelines may be returned for resubmission, and late penalties will apply.
Concert Review Assignment Content
I. Cover Sheet:
Include the following on a cover sheet attached to the front of your review:
• Title or other description of the event/performers you heard, along with the date and location of the performance. For example:
New World Symphony Orchestra
1258 Lincoln Road
Saturday, June 5, 2013
Lincoln Road Theater, Miami Beach
• Your name, assignment submission date, course. For example:
Pat Romero
October 31, 2013
Humanities 1020 MWF 8:05 a.m.
II. Descriptions
The main body of the concert review should include brief discussions of
three of the
pieces
in the concert you attend. In most cases, a single paragraph for each piece should be sufficient, although you may wish to break descriptions of longer pieces into separate short paragraphs, one per movement.
Your description of each piece (song) should include:
• The title of the piece and the composer's name if possible, as listed in the concert program.• A brief description of your reaction to the piece. For example:
When the piece started I thought it was going to be slow and boring, but the faster section in the first movement made it more exciting. A really great flute solo full of fast and high notes in the third movement caught my attention. I'm not sure, but I thought that som.
ACA was passed in 2010, under the presidency of Barack Obama. Pr.docx
ACA was passed in 2010, under the presidency of Barack Obama. Prior to this new act, there were plenty of votes that did not agree with the notion of accessible insurance. Before 2010, The private sector had been given coverage in such a way that Milstead and Short (2019) called it sickness insurance; meaning companies will risk incurring medical expenses as long as it was balanced by healthy people. They were doing so by excluding people that had pre-existing conditions, becoming a very solvent business (Milstead & Short, 2019). After ACA was passed that was no longer the case. When President Trump came into term he did so by bringing his own healthcare agenda, which attempted to repeal ACA, but ultimately failed to come up with a replacement.
In 2016, the Republican's party platform was to repeal ACA, while continuing Medicare and Medicaid, but on the other hand, democrats put down that Obamacare is a step towards the goals of universal health care, and that this was just the beginning (Physicians for a National Health Program, n.d.). As for the cost analysis of repealing the Affordable Care Act, this would increase the number of uninsured people by 23 million, and it will cost about 350 billion through 2027, as well as creating costly coverage provisions to replace it (Committee for a Responsible Federal Budget, 2017).
(2 references required)
.
Access the FASB website. Once you login, click the FASB Accounting S.docx
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.
Academic Paper Overview This performance task was intended to asse.docx
This document provides an overview of an academic paper performance task intended to assess students' ability to conduct scholarly research, articulate an evidence-based argument, and effectively communicate a conclusion. Specifically, the performance task evaluates students' capacity to generate a focused research question, explore relationships between multiple scholarly works, develop and support their own argument using relevant evidence, and integrate sources while distinguishing their own voice.
Academic Research Team Project PaperCOVID-19 Open Research Datas.docx
Academic Research Team Project Paper
COVID-19 Open Research Dataset Challenge (CORD-19)
An AI challenge with AI2, CZI, MSR, Georgetown, NIH & The White House
(1) FULL-LENGTH PROJECT
Dataset Description
In response to the COVID-19 pandemic, the White House and a coalition of leading research groups have prepared the COVID-19 Open Research Dataset (CORD-19). CORD-19 is a resource of over 44,000 scholarly articles, including over 29,000 with full text, about COVID-19, SARS-CoV-2, and related corona viruses. This freely available dataset is provided to the global research community to apply recent advances in natural language processing and other AI techniques to generate new insights in support of the ongoing fight against this infectious disease. There is a growing urgency for these approaches because of the rapid acceleration in new coronavirus literature, making it difficult for the medical research community to keep up.
Call to Action
We are issuing a call to action to the world's artificial intelligence experts to develop text and data mining tools that can help the medical community develop answers to high priority scientific questions. The CORD-19 dataset represents the most extensive machine-readable coronavirus literature collection available for data mining to date. This allows the worldwide AI research community the opportunity to apply text and data mining approaches to find answers to questions within, and connect insights across, this content in support of the ongoing COVID-19 response efforts worldwide. There is a growing urgency for these approaches because of the rapid increase in coronavirus literature, making it difficult for the medical community to keep up.
A list of our initial key questions can be found under the
Tasks
section of this dataset. These key scientific questions are drawn from the NASEM’s SCIED (National Academies of Sciences, Engineering, and Medicine’s Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats)
research topics
and the World Health Organization’s
R&D Blueprint
for COVID-19.
Many of these questions are suitable for text mining, and we encourage researchers to develop text mining tools to provide insights on these questions.
In this project, you will follow your own interests to create a portfolio worthy single-frame viz or multi-frame data story that will be shared in your presentation. You will use all the skills taught in this course to complete this project step-by-step, with guidance from your instructors along the way. You will first create a project proposal to identify your goals for the project, including the question you wish to answer or explore with data. You will then find data that will provide the information you are seeking. You will then import that data into Tableau and prepare it for analysis. Next, you will create a dashboard that will allow you to explore the data in-depth and identify meaningful insights. You will then give structure .
AbstractVoice over Internet Protocol (VoIP) is an advanced t.docx
Abstract
Voice over Internet Protocol (VoIP) is an advanced telecommunication technology which transfers the voice/video over
high speed network that provides advantages of flexibility, reliability and cost efficient advanced telecommunication
features. Still the issues related to security are averting many organizations to accept VoIP cloud environment due to
security threats, holes or vulnerabilities. So, the novel secured framework is absolutely necessary to prevent all kind of
VoIP security issues. This paper points out the existing VoIP cloud architecture and various security attacks and issues
in the existing framework. It also presents the defense mechanisms to prevent the attacks and proposes a new security
framework called Intrusion Prevention System (IPS) using video watermarking and extraction technique and Liveness
Voice Detection (LVD) technique with biometric features such as face and voice. IPSs updated with new LVD features
protect the VoIP services not only from attacks but also from misuses.
A Comprehensive Survey of Security Issues and
Defense Framework for VoIP Cloud
Ashutosh Satapathy* and L. M. Jenila Livingston
School of Computing Science and Engineering, VIT University, Chennai - 600127, Tamil Nadu, India;
[email protected], [email protected]
Keywords: Defense Mechanisms, Liveness Voice Detection, VoIP Cloud, Voice over Internet Protocol, VoIP Security Issues
1. Introduction
The rapid progress of VoIP over traditional services is
led to a situation that is common to many innovations
and new technologies such as VoIP cloud and peer to
peer services like Skype, Google Hangout etc. VoIP is the
technology that supports sending voice (and video) over
an Internet protocol-based network1,2. This is completely
different than the public circuit-switched telephone net-
work. Circuit switching network allocates resources to
each individual call and path is permanent throughout
the call from start to end. Traditional telephony services
are provided by the protocols/components such as SS7, T
carriers, Plain Old Telephone Service (POTS), the Public
Switch Telephone Network (PSTN), dial up, local loops
and anything under International Telecommunication
Union. IP networks are based on packet switching and
each packet follows different path, has its own header and
is forwarded separately by routers. VoIP network can be
constructed in various ways by using both proprietary
protocols and protocols based on open standards.
1.1 VoIP Layer Architecture
VoIP communication system typically consist of a front
end platform (soft-phone, PBX, gateway, call manager),
back end platform (server, CPU, storage, memory, net-
work) and intermediate platforms such as VoIP protocols,
database, authentication server, web server, operating sys-
tems etc. It is mainly divided into five layers as shown in
Figure1.
1.2 VoIP Cloud Architecture
VoIP cloud is the framework for delivering telephony
services in which resourc.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 6
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QUESTION 11. In argument analysis, the remarks and comments that.docx
- 1. QUESTION 1 1. In argument analysis, the remarks and comments that accompany but are not integral to an argument is known as ________. noise buzz music accompaniment 1 points QUESTION 2 1. Convergent premises support a conclusion only when they are conjoined. True False 1 points QUESTION 3 1. Consider the argument below. Based on the legend below, which of the following is true? · Either the butler or the gardner committed the murder. The Butler didn't commit the murder, so the gardner did. P1 and P2 link to support C P1 and P2 converge to support C.
- 2. 1 points QUESTION 4 1. Consider the following argument: · Smoking should be subjected to increased state taxes because, first, such a tax would decrease smoking, and second, such a tax would increase state revenue. The premises in this argument are linked. True False 1 points QUESTION 5 1. Consider the argument below. Based on the legend below, which of the following is true? · P1: If something could be its own cause, it would have to exist prior to itself. · P2: This is impossible. · C: Nothing can be the cause of itself. P1 and P2 link to support C. P2 and C link to support P1. P1 and C converge to support P2. P1 and P2 converge to support C. 1 points QUESTION 6 1. Based on the following passage, identify the error(s) in the diagram below. Affirmative action in higher education is morally justifiable because it compensates for past discrimination, provides valuable role models for women and minorities, and promotes
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- 4. C Nothing—The diagram is correct. The sub-conclusion—It is not a statement. P1 should be the main conclusion. SC should be the main conclusion. both B and C 1 points QUESTION 8 1. Based on the legend below, which of the following is true? · P1: Any person who can do logic is sane. · P2: Your sons are not sane. · SC: Your sons can’t do logic. · P3: Anyone fit to serve on a jury must be able to do logic. · C: Your sons are not fit to serve on a jury. P1 and P2 converge to support SC, and SC and P3 converge to support C. P1 and P2 converge to support SC, and SC and P3 link to support C. P1 and P2 link to support SC, and SC and P3 link to support C. 1 points
- 5. QUESTION 9 1. Consider an argument that involves two premises, P1 and P2, and the conclusion, C. If premises are linked, then the following arguments-- P1; therefore C and P2; therefore C --should make sense. True False 1 points QUESTION 10 1. Consider this argument: All cats are mammals, and all mammals are vertebrates, so all cats are mammals. · P1: All cats are mammals. · P2: All mammals are vertebrates. · C: All cats are vertebrates. The following diagram properly represents this argument: P1+P2 ↓ C True False 1 points QUESTION 11 1. In principle, the number of sentences that humans can understand is unbounded. True False 1 points QUESTION 12 1. Context: Your friend gives you a ride to a campus event, and you have towork early the next morning. It’s getting late, and you say to your friend, "It’s getting late," and your friend responds, "OK, let’s get out of here." Your sentence—"It’s
- 6. getting late"—literally means that you want to leave the event. True False 1 points QUESTION 13 1. Pick the best hidden premise(s) and/or hidden conclusion(s) to complete this argument. If today is Thursday, then Zoe is either at work or on the golf course. Therefore, Zoe is at work. Hidden premise: Zoe is on the golf course. Hidden premise: Today is not Thursday. Hidden premise: Today is Thursday and Zoe is not on the golf course. Hidden conclusion: Zoe is a dedicated employee. 1 points QUESTION 14 1. Which of the following is NOT a principle of communication? Assume that every gesture is a speech act. Assume that a speech act is intelligible. Interpret a speech act in a way that is in keeping with the
- 7. meaning of its explicit elements. Interpret a speech act in a way that fits the context in which it occurs. 1 points QUESTION 15 1. Arguments are always fully explicitly expressed. True False 1 points QUESTION 16 1. Consider the following: I think there is enough evidence to justify a reasonable conclusion. In the vast majority of cases that have been examined, wearing seat-belts has prevented injuries that would have resulted from automobile accidents. And these cases appear to vastly outnumber the relatively few case in which people have avoided injury because they were not wearing seat- belts and were thrown clear of a vehicle. A reasonable sub-conclusion is the following: It is reasonable to believe that wearing a seatbelt is a good way to avoid injuries in automobile accidents. True False 1 points QUESTION 17 1. When diagramming an argument, if there appears to be a hidden premise that would need to be expressed as a controversial claim, it is best to leave it out of the diagram. True False 1 points QUESTION 18 1. Argument flags are part of the premises. True
- 8. False 1 points QUESTION 19 1. Consider the following argument: · We shouldn't legalize gay marriage because homosexuality is unnatural. A reasonable hidden premise might be: What is unnatural is wrong. True False 1 points QUESTION 20 1. Side-by-side before-and-after photographs showing the results of a weight-loss program may serve directly as evidence for the effectiveness of that program. True False 1 points QUESTION 21 1. Identify the problem of language in the following statement: Jones killed the man with a gun. Vagueness Semantic ambiguity Syntactic ambiguity Emotional language
- 9. Euphemism 1 points QUESTION 22 1. Identify the problem of language in the following statement: Anyone behaving immorally will be severely punished. Vagueness Semantic ambiguity Syntactic ambiguity 1 points QUESTION 23 1. Identify the problem of language in the following argument: Laws can always be repealed by a government. The law of gravity is a law, so a government could repeal the law of gravity. Vagueness Syntactic ambiguity Euphemism Fallacy of equivocation 1 points QUESTION 24 1. The following would be an example of an extensional
- 10. definition: The “nightshade” is a family of vegetables that includes the potato, the eggplant, the chili pepper plant, the tobacco plant, and the petunia. True False 1 points QUESTION 25 1. Suppose we were attempting to give an intensional definition for "triangle" with the method of genus and differentia. A plausible genus would be a closed shape and differentia would be 3-sided. True False 1 points QUESTION 26 1. What’s the problem with this definition? A cat is a cute animal. The rule of essential characteristics The rule of clarity The rule of neutrality 1 points QUESTION 27 1. The presence of fire is a necessary condition for the presence of oxygen. True False 1 points QUESTION 28
- 11. 1. Having four sides is a necessary condition for being a square. True False 1 points QUESTION 29 1. A circular definition—one that defines a word in terms of the word itself—is violating which of the rules for good definitions? The rule of essential characteristics The rule of equivalence The rule of clarity The rule of neutrality None of the above 1 points QUESTION 30 1. What’s the problem with this definition? Terrorism is a method of war that consists in intentionally attacking those who ought not to be attacked. The rule of essential characteristics The rule of clarity
- 12. The rule of neutrality 1 points QUESTION 31 1. What is the status of the following were it a premise: Dinosaurs (real dinosaurs--like the t-rex--not their evolutionary descendants) currently exist in some areas of the world. Acceptable without further support Unacceptable Questionable None of the above 1 points QUESTION 32 1. What best describes the sort of claim being made in the following statement? Hummingbirds can fly backwards. Factual/descriptive claim Value judgement Exclamation Both a factual/descriptie claim and a value judgement
- 13. None of the above 1 points QUESTION 33 1. Which of the following could count as an authority for an appeal to authority? Professionals who are renowned in their fields Objective consumer advocacy groups Documentaries Reference books All of the above 1 points QUESTION 34 1. Premises we have judged acceptable are not necessarily relevant. True False 1 points QUESTION 35 1. What is the problem with the following argument? Abortion is wrong because abortion is murder. The premises are inconsistent
- 14. There is irresolvable ambiguity The argument begs the question Nothing, it's a strong argument 1 points QUESTION 36 1. Washing D.C. is the capital of the US. Were this a premise, it would be: Acceptable because it's self evident Acceptable because it's common knowledge Acceptable because it's true by definition Acceptable because of expert testimony 1 points QUESTION 37 1. The premise "The bill will soon be introduced to the House" is not relevant, in our sense, to the conclusion "The bill will become law." True False 1 points QUESTION 38 1. The Bible must be the word of God because the Bible says that it is the word of God. This is a good example of the fallacy
- 15. of equivocation. True False 1 points QUESTION 39 1. Consider the following: 1. Smoking probably causes cancer 2. Smoking certainly causes cancer The sufficiency conditions is easier to satisfy for 1 than 2. True False 1 points QUESTION 40 1. If an inductive argument is strong--that is, if its premises are acceptable and if both the internal relevance and sufficiency conditions are satisfied--then the conclusion of that argument is established with absolute certainty. True False