Week 3 - Instructor Guidance
Week 3: Inductive Reasoning
This week’s guidance will cover the following topics:
1. The Nature of Inductive Reasoning
2. Appeals to Authority
3. Inductive Generalizations
4. Statistical Syllogisms
5. Arguments from Analogy
6. Inferences to the Best Explanation
7. Causal Reasoning
8. Things to Do This Week
The Nature of Inductive Reasoning
Will the sun rise tomorrow morning? Of course it will, but how do you know? The reasoning seems to go as follows:
Premise 1: The sun has risen every morning throughout known history
Conclusion: Therefore, the sun will rise tomorrow
Deductively, this argument is invalid, for it is logically possible that the earth could stop spinning tonight. Does that mean that the argument is no good? Of course not. In fact, its premise makes the conclusion is virtually certain. This is an example of a very good argument that is not intended to be deductively valid. That is because it is actually an inductive argument.
An argument is inductive if it does not attempt to be valid, but intends to give strong evidence for the truth of its conclusion.
Many might see inductive reasoning as inferior to deductive reasoning, but that is not generally the case. In fact, inductive arguments often provide much better arguments for the truths of their conclusions than deductive ones. The deductively valid version of our argument about the sun, for example, goes:
Premise 1: The sun will always rise in the morning
Conclusion: Therefore the sun will rise tomorrow morning
This second argument, while valid, actually gives less evidence for the conclusion because its second premise is false (the sun will eventually expand to engulf the earth and then collapse). Therefore the deductive argument is unsound and so offers little evidence for the conclusion, whereas the original inductive argument made the conclusion virtually certain. In other words, inductive reasoning in general can be even better than deductive reasoning in many cases; the trick is to determine which inductive arguments are good and which ones are not so good.Strength versus Weakness
Just as it is the goal of deductive reasoning to be valid, it is the goal of a inductive reasoning to be
strong
. An inductive argument is strong in case its premises, if true, would make the conclusion very likely to be true as well. The above argument about the sun rising is very strong. Most inductive arguments are less strong, all the way along a spectrum between strength and weakness. Here are three with varying degrees of inductive strength:
Weak:
Premise 1: John is tall and in college.
Conclusion: Therefore, he probably plays on the basketball team.
Moderate:
Premise 1: The Lions are a 14 point favorite.
Conclusion: So they will probably win.
Strong:
Premise 1: All of the TV meteorologists report a 99% chance of rain tomorrow.
Conclusion: So it will probably rain tomorrow.
Note that the degree of strength of an inductive argument is independent of whether the.
Why are we doing this again1) Generally speaking,.docxphilipnelson29183
Why are we doing this again?1) Generally speaking, humans are not very good at reasoning.2) The purpose of this class is to make you better at reasoning.3) Fallacies are specific examples of bad reasoning, and they are all around us.Thus, learning to recognize fallacies is likely to make you commit them less often, and consequently become a better reasoner.
Hasty generalizationHasty generalization: inappropriately generalizing from too few examples.Anecdotal evidence
Freewrite: Hasty Generalization
Is there reasoning behind prejudice? What is the motivating force of prejudice or racism (as a subcategory of prejudice)? Does a person’s limited experiences with another group lead them to unjustified conclusions about an entire race (in which case it’s a hasty generalization)? Or is it some deep-seated prejudice that goes beyond reason?
Generalization from an exceptional caseGeneralization from an exceptional case: Inappropriately generalizing from cases that are unique, or unusual.Biased sampleSelf-selection fallacy
AccidentAccident: Assuming a general claim applies to a specific case that could be unusual.Example: “In America we have the right to bear arms. So if I want to point a gun at a police officer, I should be able to do so.”
Weak AnalogyWeak analogy: a weak argument based on unimportant or irrelevant similarities between the things being compared.Example: “Going to SWC is like being in prison. After all, both the campus and the prison are buildings constructed by humans.”Example: “Corporations are like people. If people can be tried in a court of law, then so can corporations.”
Untestable ExplanationUntestable explanation: when someone provides an explanation that cannot even be tested in principle.Example: “Charlene is really good at helping people because she gives off such good vibes.”
Slippery SlopeSlippery Slope: the suggestion that something will progress by degrees to an exaggerated or undesirable outcome.
False cause/correlation is not causationFalse cause: assuming that because one event happened after (or around the same time as) another that it was caused by the other.In assuming that one event causes another, the person committing this fallacy can overlook:CoincidenceA common causeRandom variationRegression to the mean
False cause (random variation)“In our tests, we randomly selected men to drive a golf ball as far as they could. We then had them wear our magnetic bracelet and try again. On the second occasion the men hit the ball an average of ten feet further. Our bracelet can lengthen your drive as well.”
False cause (regression to the mean)“The girls were well below their average on Monday, so I made them do 50 sets of pushups. Guess what? Their average was much better on Tuesday. Pushups did the trick.”
Appeal to AuthorityAppeal to authority: giving the opinion of a non-authoritative source to support a claim.Example: “My smart friend says that Obamacare is bad for the country. So he mu.
Statistical arguments are found in many aspects of our daily liv.docxdessiechisomjj4
Statistical arguments are found in many aspects of our daily lives for example sports fans, doctors, scientists, etc.
A personal example I have for statistical syllogism arguments is the following:
90% of Joe’s biological family has high blood pressure.
Kayla is Joe’s biological daughter.
Therefore, Kayla has a 90% chance of having high blood pressure.
I feel this is a strong inference for a statistical syllogism argument because family medical histories can be documented as well as blood pressure being taken or monitored. According to the textbook the example of:
X% of S are P.
I is an S.
Therefore, I is (probably) a P.
Inductive Generalizations are an argument that information is taken from a trial period of testing.
25% to 35% of your total daily calories should be good fats from fish, nuts, and vegetable oils.
Therefore, 25% to 35% of good fats are from fish, nuts, and vegetable oils.
(Know Your Fats, 2014).
This I feel is a strong argument because the American Heart Association is an authority on fat guidelines for healthy Americans. A sample testing form according to the texts looks like this:
X% of observed Fs are Gs.
Therefore, X% of all Fs are Gs.
Finally a Random Sample which gives a population of a location.
Almost everyone at the Vending Warehouse cleans their shoes before walking on the new carpet.
The receptionist reminds the movers to clean their shoes before walking on the new carpet.
Therefore, almost everyone at the Vending Warehouse cleans their shoes before walking on the new carpet.
I work in a Vending Warehouse and I constantly have to remind the Movers to clean their shoes. It is a pretty strong argument because there are camera’s everywhere.
References:
(April 21, 2014). Know Your Fats. American Heart Association. Retrieved from http://www.heart.org/HEARTORG/Conditions/Cholesterol/PreventionTreatmentofHighCholesterol/Know-Your-Fats_UCM_305628_Article.jsp#.VkvSItGFNMs.
Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With Good Reason: A Guide to Critical Thinking [Electronic version]. Retrieved from https://content.ashford.edu/
165
5Inductive Reasoning
Iakov Kalinin/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Define key terms and concepts in inductive logic, including strength and cogency.
2. Differentiate between strong inductive arguments and weak inductive arguments.
3. Identify general methods for strengthening inductive arguments.
4. Identify statistical syllogisms and describe how they can be strong or weak.
5. Evaluate the strength of inductive generalizations.
6. Differentiate between causal and correlational relationships and describe various
types of causes.
7. Use Mill’s methods to evaluate causal arguments.
8. Recognize arguments from authority and evaluate their quality.
9. Identify key features of arguments from analogy and use them to evaluate the strength of
such arguments.
har85668_05_c05_165-206.indd 165 4/9/15 11.
Informal Fallacies
Enterline Design Services LLC/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Describe the various fallacies of support, their origins, and circumstances in which specific arguments may not be fallacious.
2. Describe the various fallacies of relevance, their origins, and circumstances in which specific arguments may not be fallacious.
3. Describe the various fallacies of clarity, their origins, and circumstances in which specific arguments may not be fallacious.
We can conceive of logic as providing us with the best tools for seeking truth. If our goal is to seek truth, then we must be clear that the task isnot limited to the formation of true beliefs based on a solid logical foundation, for the task also involves learning to avoid forming falsebeliefs. Therefore, just as it is important to learn to employ good reasoning, it is also important to learn to avoid bad reasoning.
Toward this end, this chapter will focus on fallacies. Fallacies are errors in reasoning; more specifically, they are common patterns ofreasoning with a high likelihood of leading to false conclusions. Logical fallacies often seem like good reasoning because they resembleperfectly legitimate argument forms. For example, the following is a perfectly valid argument:
If you live in Paris, then you live in France.
You live in Paris.
Therefore, you live in France.
Assuming that both of the premises are true, it logically follows that the conclusion must be true. The following argument is very similar:
If you live in Paris, then you live in France.
You live in France.
Therefore, you live in Paris.
This second argument, however, is invalid; there are plenty of other places to live in France. This is a common formal fallacy known asaffirming the consequent. Chapter 4 discussed how this fallacy was based on an incorrect logical form. This chapter will focus on informalfallacies, fallacies whose errors are not so much a matter of form but of content. The rest of this chapter will cover some of the most commonand important fallacies, with definitions and examples. Learning about fallacies can be a lot of fun, but be warned: Once you begin noticingfallacies, you may start to see them everywhere.
Before we start, it is worth noting a few things. First, there are many, many fallacies. This chapter will consider only a sampling of some of themost well-known fallacies. Second, there is a lot of overlap between fallacies. Reasonable people can interpret the same errors as differentfallacies. Focus on trying to understand both interpretations rather than on insisting that only one can be right. Third, different philosophersoften have different terminology for the same fallacies and make different distinctions among them. Therefore, you may find that others usedifferent terminology for the fallacies that we will learn about in this chapter. Not to worry—it is the ideas here that are most important: Ourgoal is to learn to identi.
Week 3 - Instructor GuidanceWelcome to week three! This week w.docxcockekeshia
Week 3 - Instructor Guidance
Welcome to week three! This week we will jump ahead to the inductive method of logical reasoning. If you will remember, inductive movements go from general to particular, and the logic of induction operates in the realm of probability. In inductive reasoning you are not certain about the answer with the given information, but you can make an educated guess. You will come across inductive arguments all the time in everyday life. Just think about buying a car. Most of us judge whether or not to buy a certain kind of car based upon past experiences that we have had or our friends have had. If the past two cars that I bought were a Ford, and they fell into pieces after a couple of years, then odds are I will not buy a Ford again when I am perusing the car lot. There are several different kinds of inductive argument.
One major type of inductive argument (like the one I just mentioned) is the argument from analogy or analogical inductive argument. An analogy is where you compare the property of one thing to the property of another. You can spot these when they are in written form because “like” English principles of speech, an analogy compares two things together using “like” or “as”. For example, “Men are like parking spots. All the good ones are taken, and the rest are handicapped.” This was a funny analogy that my sister used to say when she was single. What is the “target” of the analogy and what is the “property” in question being related. It is obvious in this example that men are the targets of the analogy (and the butt of my sister’s joke). The properties in question are availability and desirability because since in the one instance the good guys are already taken by other women, and in the second instance the remaining men are not of good quality. You will probably be able to spot these analogous thought processes in your everyday thinking if you stop and think about it. Inductive arguments are not valid (like deductive arguments) they are strong or weak depending on the logic. For analogical arguments, it is the closeness of the properties being compared between the two things that matters. If you were comparing someone who hurt your feelings to Adolf Hitler, then the analogy would be pretty weak.
Another form of inductive reasoning is “inductive generalization”. This is where you take a sample or piece from a class of things and “generalize” about the whole group or class. If you are shopping for an apple at the grocery store and the first five apples you pull out are completely rotten, then you might generalize that the whole bin is spoiled. We would be more inclined to affirm that the whole bin is spoiled if there were only ten apples than if there were 100 apples. This is because the larger the sample size of the generalization the stronger the induction. This is most true when you consider scientific studies or social science surveys. You want the cancer study to have used a sample group of larger than .
For this assignment, I want you to take any four of the Logical Fall.docxshanaeacklam
For this assignment, I want you to take any four of the Logical Fallacies from the list under "Midterm Quiz Materials" and explain how you have heard those fallacies used in real life. You may have used them yourself, heard a friend or family member use them, heard them used in class, or even on television or in a speech. Just explain to us what the circumstances were and what they said that you feel fits that particular Logical Fallacy. Do that for four different Fallacies from the list by 11:59 p.m. on Thursday, Feb. 22. Also, make one good comment on at least one other student's submission. You are welcome to comment on as many as you like, but I will only require one.
--
Logical Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the vital art of self-defense in a debate..
Ad Hominem
, literally, "argument toward the man." Also called "Poisoning the Well": Attacking or praising the people who make an argument, rather than discussing the argument itself. This practice is fallacious because the personal character of an individual is logically irrelevant to the truth or falseness of the argument itself. The statement "2+2=4" is true regardless if it is stated by criminals, congressmen, or pastors. There are two subcategories:
(1) Abusive: To argue that proposals, assertions, or arguments must be false or dangerous because they originate with atheists, Christians, Muslims, communists, capitalists, the John Birch Society, Catholics, anti-Catholics, racists, anti-racists, feminists, misogynists (or any other group) is fallacious. This persuasion comes from irrational psychological transference rather than from an appeal to evidence or logic concerning the issue at hand. This is similar to the genetic fallacy, and only an anti-intellectual would argue otherwise.
(2) Circumstantial: To argue that an opponent should accept or reject an argument because of circumstances in his or her life. If one's adversary is a clergyman, suggesting that he should accept a particular argument because not to do so would be incompatible with the scriptures is such a fallacy. To argue that, because the reader is a Republican or Democrat, she must vote for a specific measure is likewise a circumstantial fallacy. The opponent's special circumstances have no control over the truth or untruth of a specific contention. The speaker or writer must find additional evidence beyond that to make a strong case. This is also similar to the genetic fallacy in some ways. If you are a college student who wants to learn rational thought, you simpl ...
Why are we doing this again1) Generally speaking,.docxphilipnelson29183
Why are we doing this again?1) Generally speaking, humans are not very good at reasoning.2) The purpose of this class is to make you better at reasoning.3) Fallacies are specific examples of bad reasoning, and they are all around us.Thus, learning to recognize fallacies is likely to make you commit them less often, and consequently become a better reasoner.
Hasty generalizationHasty generalization: inappropriately generalizing from too few examples.Anecdotal evidence
Freewrite: Hasty Generalization
Is there reasoning behind prejudice? What is the motivating force of prejudice or racism (as a subcategory of prejudice)? Does a person’s limited experiences with another group lead them to unjustified conclusions about an entire race (in which case it’s a hasty generalization)? Or is it some deep-seated prejudice that goes beyond reason?
Generalization from an exceptional caseGeneralization from an exceptional case: Inappropriately generalizing from cases that are unique, or unusual.Biased sampleSelf-selection fallacy
AccidentAccident: Assuming a general claim applies to a specific case that could be unusual.Example: “In America we have the right to bear arms. So if I want to point a gun at a police officer, I should be able to do so.”
Weak AnalogyWeak analogy: a weak argument based on unimportant or irrelevant similarities between the things being compared.Example: “Going to SWC is like being in prison. After all, both the campus and the prison are buildings constructed by humans.”Example: “Corporations are like people. If people can be tried in a court of law, then so can corporations.”
Untestable ExplanationUntestable explanation: when someone provides an explanation that cannot even be tested in principle.Example: “Charlene is really good at helping people because she gives off such good vibes.”
Slippery SlopeSlippery Slope: the suggestion that something will progress by degrees to an exaggerated or undesirable outcome.
False cause/correlation is not causationFalse cause: assuming that because one event happened after (or around the same time as) another that it was caused by the other.In assuming that one event causes another, the person committing this fallacy can overlook:CoincidenceA common causeRandom variationRegression to the mean
False cause (random variation)“In our tests, we randomly selected men to drive a golf ball as far as they could. We then had them wear our magnetic bracelet and try again. On the second occasion the men hit the ball an average of ten feet further. Our bracelet can lengthen your drive as well.”
False cause (regression to the mean)“The girls were well below their average on Monday, so I made them do 50 sets of pushups. Guess what? Their average was much better on Tuesday. Pushups did the trick.”
Appeal to AuthorityAppeal to authority: giving the opinion of a non-authoritative source to support a claim.Example: “My smart friend says that Obamacare is bad for the country. So he mu.
Statistical arguments are found in many aspects of our daily liv.docxdessiechisomjj4
Statistical arguments are found in many aspects of our daily lives for example sports fans, doctors, scientists, etc.
A personal example I have for statistical syllogism arguments is the following:
90% of Joe’s biological family has high blood pressure.
Kayla is Joe’s biological daughter.
Therefore, Kayla has a 90% chance of having high blood pressure.
I feel this is a strong inference for a statistical syllogism argument because family medical histories can be documented as well as blood pressure being taken or monitored. According to the textbook the example of:
X% of S are P.
I is an S.
Therefore, I is (probably) a P.
Inductive Generalizations are an argument that information is taken from a trial period of testing.
25% to 35% of your total daily calories should be good fats from fish, nuts, and vegetable oils.
Therefore, 25% to 35% of good fats are from fish, nuts, and vegetable oils.
(Know Your Fats, 2014).
This I feel is a strong argument because the American Heart Association is an authority on fat guidelines for healthy Americans. A sample testing form according to the texts looks like this:
X% of observed Fs are Gs.
Therefore, X% of all Fs are Gs.
Finally a Random Sample which gives a population of a location.
Almost everyone at the Vending Warehouse cleans their shoes before walking on the new carpet.
The receptionist reminds the movers to clean their shoes before walking on the new carpet.
Therefore, almost everyone at the Vending Warehouse cleans their shoes before walking on the new carpet.
I work in a Vending Warehouse and I constantly have to remind the Movers to clean their shoes. It is a pretty strong argument because there are camera’s everywhere.
References:
(April 21, 2014). Know Your Fats. American Heart Association. Retrieved from http://www.heart.org/HEARTORG/Conditions/Cholesterol/PreventionTreatmentofHighCholesterol/Know-Your-Fats_UCM_305628_Article.jsp#.VkvSItGFNMs.
Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With Good Reason: A Guide to Critical Thinking [Electronic version]. Retrieved from https://content.ashford.edu/
165
5Inductive Reasoning
Iakov Kalinin/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Define key terms and concepts in inductive logic, including strength and cogency.
2. Differentiate between strong inductive arguments and weak inductive arguments.
3. Identify general methods for strengthening inductive arguments.
4. Identify statistical syllogisms and describe how they can be strong or weak.
5. Evaluate the strength of inductive generalizations.
6. Differentiate between causal and correlational relationships and describe various
types of causes.
7. Use Mill’s methods to evaluate causal arguments.
8. Recognize arguments from authority and evaluate their quality.
9. Identify key features of arguments from analogy and use them to evaluate the strength of
such arguments.
har85668_05_c05_165-206.indd 165 4/9/15 11.
Informal Fallacies
Enterline Design Services LLC/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
1. Describe the various fallacies of support, their origins, and circumstances in which specific arguments may not be fallacious.
2. Describe the various fallacies of relevance, their origins, and circumstances in which specific arguments may not be fallacious.
3. Describe the various fallacies of clarity, their origins, and circumstances in which specific arguments may not be fallacious.
We can conceive of logic as providing us with the best tools for seeking truth. If our goal is to seek truth, then we must be clear that the task isnot limited to the formation of true beliefs based on a solid logical foundation, for the task also involves learning to avoid forming falsebeliefs. Therefore, just as it is important to learn to employ good reasoning, it is also important to learn to avoid bad reasoning.
Toward this end, this chapter will focus on fallacies. Fallacies are errors in reasoning; more specifically, they are common patterns ofreasoning with a high likelihood of leading to false conclusions. Logical fallacies often seem like good reasoning because they resembleperfectly legitimate argument forms. For example, the following is a perfectly valid argument:
If you live in Paris, then you live in France.
You live in Paris.
Therefore, you live in France.
Assuming that both of the premises are true, it logically follows that the conclusion must be true. The following argument is very similar:
If you live in Paris, then you live in France.
You live in France.
Therefore, you live in Paris.
This second argument, however, is invalid; there are plenty of other places to live in France. This is a common formal fallacy known asaffirming the consequent. Chapter 4 discussed how this fallacy was based on an incorrect logical form. This chapter will focus on informalfallacies, fallacies whose errors are not so much a matter of form but of content. The rest of this chapter will cover some of the most commonand important fallacies, with definitions and examples. Learning about fallacies can be a lot of fun, but be warned: Once you begin noticingfallacies, you may start to see them everywhere.
Before we start, it is worth noting a few things. First, there are many, many fallacies. This chapter will consider only a sampling of some of themost well-known fallacies. Second, there is a lot of overlap between fallacies. Reasonable people can interpret the same errors as differentfallacies. Focus on trying to understand both interpretations rather than on insisting that only one can be right. Third, different philosophersoften have different terminology for the same fallacies and make different distinctions among them. Therefore, you may find that others usedifferent terminology for the fallacies that we will learn about in this chapter. Not to worry—it is the ideas here that are most important: Ourgoal is to learn to identi.
Week 3 - Instructor GuidanceWelcome to week three! This week w.docxcockekeshia
Week 3 - Instructor Guidance
Welcome to week three! This week we will jump ahead to the inductive method of logical reasoning. If you will remember, inductive movements go from general to particular, and the logic of induction operates in the realm of probability. In inductive reasoning you are not certain about the answer with the given information, but you can make an educated guess. You will come across inductive arguments all the time in everyday life. Just think about buying a car. Most of us judge whether or not to buy a certain kind of car based upon past experiences that we have had or our friends have had. If the past two cars that I bought were a Ford, and they fell into pieces after a couple of years, then odds are I will not buy a Ford again when I am perusing the car lot. There are several different kinds of inductive argument.
One major type of inductive argument (like the one I just mentioned) is the argument from analogy or analogical inductive argument. An analogy is where you compare the property of one thing to the property of another. You can spot these when they are in written form because “like” English principles of speech, an analogy compares two things together using “like” or “as”. For example, “Men are like parking spots. All the good ones are taken, and the rest are handicapped.” This was a funny analogy that my sister used to say when she was single. What is the “target” of the analogy and what is the “property” in question being related. It is obvious in this example that men are the targets of the analogy (and the butt of my sister’s joke). The properties in question are availability and desirability because since in the one instance the good guys are already taken by other women, and in the second instance the remaining men are not of good quality. You will probably be able to spot these analogous thought processes in your everyday thinking if you stop and think about it. Inductive arguments are not valid (like deductive arguments) they are strong or weak depending on the logic. For analogical arguments, it is the closeness of the properties being compared between the two things that matters. If you were comparing someone who hurt your feelings to Adolf Hitler, then the analogy would be pretty weak.
Another form of inductive reasoning is “inductive generalization”. This is where you take a sample or piece from a class of things and “generalize” about the whole group or class. If you are shopping for an apple at the grocery store and the first five apples you pull out are completely rotten, then you might generalize that the whole bin is spoiled. We would be more inclined to affirm that the whole bin is spoiled if there were only ten apples than if there were 100 apples. This is because the larger the sample size of the generalization the stronger the induction. This is most true when you consider scientific studies or social science surveys. You want the cancer study to have used a sample group of larger than .
For this assignment, I want you to take any four of the Logical Fall.docxshanaeacklam
For this assignment, I want you to take any four of the Logical Fallacies from the list under "Midterm Quiz Materials" and explain how you have heard those fallacies used in real life. You may have used them yourself, heard a friend or family member use them, heard them used in class, or even on television or in a speech. Just explain to us what the circumstances were and what they said that you feel fits that particular Logical Fallacy. Do that for four different Fallacies from the list by 11:59 p.m. on Thursday, Feb. 22. Also, make one good comment on at least one other student's submission. You are welcome to comment on as many as you like, but I will only require one.
--
Logical Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the vital art of self-defense in a debate..
Ad Hominem
, literally, "argument toward the man." Also called "Poisoning the Well": Attacking or praising the people who make an argument, rather than discussing the argument itself. This practice is fallacious because the personal character of an individual is logically irrelevant to the truth or falseness of the argument itself. The statement "2+2=4" is true regardless if it is stated by criminals, congressmen, or pastors. There are two subcategories:
(1) Abusive: To argue that proposals, assertions, or arguments must be false or dangerous because they originate with atheists, Christians, Muslims, communists, capitalists, the John Birch Society, Catholics, anti-Catholics, racists, anti-racists, feminists, misogynists (or any other group) is fallacious. This persuasion comes from irrational psychological transference rather than from an appeal to evidence or logic concerning the issue at hand. This is similar to the genetic fallacy, and only an anti-intellectual would argue otherwise.
(2) Circumstantial: To argue that an opponent should accept or reject an argument because of circumstances in his or her life. If one's adversary is a clergyman, suggesting that he should accept a particular argument because not to do so would be incompatible with the scriptures is such a fallacy. To argue that, because the reader is a Republican or Democrat, she must vote for a specific measure is likewise a circumstantial fallacy. The opponent's special circumstances have no control over the truth or untruth of a specific contention. The speaker or writer must find additional evidence beyond that to make a strong case. This is also similar to the genetic fallacy in some ways. If you are a college student who wants to learn rational thought, you simpl ...
Chapter 3Evaluating Moral ArgumentsWhat Is Moral Reasoning.docxwalterl4
Chapter 3
Evaluating Moral Arguments
What Is Moral Reasoning?
Moral reasoningis ordinary critical reasoning applied to ethics.
Critical reasoning(also called critical thinking) is the careful, systematic evaluation of statementsand arguments.
Statements
A statement(or claim) is the assertion that something is either true or false. The following are examples of statements:“Murder is wrong.”“1 + 1 = 2”“Shakespeare wrote The Tempest.”
Statements and Arguments –1
When at least one statement attempts to provide reasons for believing another statement, we have an argument—a group of statements, one of which is supposed to be supported by the rest.
Statements and Arguments –2
The supporting statements are called premises.
The statement that is being supported by the others is the conclusion.
Identifying ArgumentsAn argumentis intended to prove something.All arguments share a pattern: at least one premise is required to support a conclusion.A cluster of unsupported claims is not an argument.The most reliable way to identify arguments is to look for the conclusion first.Look for indicator words:terms that often appear in arguments and signal that a premise or conclusion may be nearby.
Some words indicating a conclusion:
Therefore, consequently, hence, it follows that, thus, so, it must be thatSome words indicating a premise:
Because, since, for, given that, due to the fact that, for the reason that, the reason being, assuming that, as indicated by
Two Forms of Argument
A deductive argumentis supposed to give logically conclusivesupport to its conclusion.
An inductive argumentis supposed to offer probablesupport to its conclusion.
Common Deductive Argument FormsValid forms:Denying the antecedentAffirming the consequent Invalid forms:Affirming the antecedent(modus ponens)Denying the consequent(modus tollens)The hypothetical syllogism
Deductive Arguments
A deductive argument isvalidif the premises support the conclusion. That is, the conclusion follows necessarily from the premises. If the premises are true, then the conclusion must be true.
A deductive argument is invalidif the premises do not support the conclusion. That is, the conclusion does not follow necessarily from the premises. If the premises are true, then the conclusion may or may not be true.
A deductive argument is sound if it is valid and all its premises are true.
A deductive argument is unsound if it is invalid and/or any of its premises are false.
Inductive Arguments
An inductive argument is strongif it gives probable support to its conclusion. That is, if its premises are true, its conclusion is also likely to be true.
An inductive argument is weak if it does not give probable support to its conclusion. That is, if its premises are true, its conclusion is not more probable than not to be true.
An inductive argument is cogentif it is strong and all of its premises are true.
An inductive argument is not cogent if it is weakand/or any of.
Your instructor will choose the discussion question and post it as t.docxlanagore871
Your instructor will choose the discussion question and post it as the first post in the discussion forum. The requirements for the discussion this week are a minimum of four posts on four separate days, including responses to at least two classmates.. The total combined word count for all of your posts, counted together, should be at least 600 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly.
In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target, and analyze things in as much detail as you can.
We have learned in Chapter 5 of our book that inductive inference is the most common kind of inference of all. It happens every day in each of our lives. This discussion will give each student a chance to create examples of common forms of inductive inference.
Prepare: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference. Take a look as well at the required resources from this week.
Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.
Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned in Chapter 5. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Guided Response:
Respond to at least three of your classmates’ posts. In each case provide substantive thoughts about the strength of the inference. Mention as well what premises you think could be added to strengthen the inference or which might weaken it. How do you think that the argument could be improved?
Responce 1 Rochelle Rothstein
Wednesday
Jul 5 at 4:47pm
Appeals to authority, inductive generalizations, and statistical syllogisms are three common types of inductive inference. Appeals of authority means implying a truth because the source is an authority or subject matter expert. Some considerations to consider during analysis would be: Is the authority or subject matter expert a real, verified expert in the field? Do other subject matter experts in the field agree with the conclusion? Is the question relevant to the subject matter expert in their area of study? Another consideration is if the subject mat.
Your instructor will choose the discussion question and post it as t.docxamirawaite
Your instructor will choose the discussion question and post it as the first post in the discussion forum. The requirements for the discussion this week are a minimum of four posts on four separate days, including responses to at least two classmates.. The total combined word count for all of your posts, counted together, should be at least 600 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly.
In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target, and analyze things in as much detail as you can.
We have learned in Chapter 5 of our book that inductive inference is the most common kind of inference of all. It happens every day in each of our lives. This discussion will give each student a chance to create examples of common forms of inductive inference.
Prepare: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference. Take a look as well at the required resources from this week.
Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.
Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned in Chapter 5. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Guided Response:
Respond to at least three of your classmates’ posts. In each case provide substantive thoughts about the strength of the inference. Mention as well what premises you think could be added to strengthen the inference or which might weaken it. How do you think that the argument could be improved?
Responce 1 Rochelle Rothstein
Wednesday
Jul 5 at 4:47pm
Appeals to authority, inductive generalizations, and statistical syllogisms are three common types of inductive inference. Appeals of authority means implying a truth because the source is an authority or subject matter expert. Some considerations to consider during analysis would be: Is the authority or subject matter expert a real, verified expert in the field? Do other subject matter experts in the field agree with the conclusion? Is the question relevant to the subject matter expert in their area of study? Another consideration is if the subject mat.
Week 4 Fallacies, Biases, and RhetoricJust as it is important t.docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Week 4 Fallacies, Biases, and RhetoricJust as it is important to .docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Inductive Approach
Mills Inductive Reasoning Essay
Essay On Induction
Induction Reasoning
Inductive Argument Paper
Inductive & Deductive Research
Inductive Argument
at least 2 references in each peer responses! I noticed .docxcockekeshia
at least 2 references in each peer responses!
I noticed that there are many proposed policies on the agenda that are related to healthcare. Some of them are specific to the nursing practice. This creates the opportunity for the nurse to advocate for policies that impact nursing and healthcare directly by providing first-hand accounts and professional opinions supported by research. Nurses have insight on issues, such as patient safety and satisfaction, health disparities, access to care, and promoting positive outcomes (Abood, 2016).
The problem is that some nurses are unable to navigate through the politics of regulation and policy (Abood, 2016). This can create a challenge and become discouraging for nurses looking to make an impact or promote an agenda (Abood, 2016). Nurses can overcome this difficulty by participating in internships and workshops that provide the opportunity for a nurse to learn about the legislative process and the current issues being discussed (Abood, 2016). Understanding the political process is an essential method for effectively advocate for an issue. Nurses have to learn to play the game to promote change or obtain the scarcely rationed funding available.
According to Milstead and Short (2019), key opportunities to advocate for policy lies in knowledge and perception. Being knowledgeable on an issue can increase your influence as an advocate. Perception is a significant key in politics. Being perceived as a valuable collaborator or obtaining the support of a mentor that is respected can help push your agenda (Milstead & Short, 2019). Networking plays a significant role in politics. being introduced respected mentor or partner can help a nurse gain influence with rallying for support of a proposed agenda (Milstead & Short, 2019).
Probably the most significant opportunity for a nurse to advocate for a policy comes with becoming a member of a nursing association. Nurses associations like the American Nurses Association (ANA) are set up with the mission of influencing policy and advocating for the nurses and patients (ANA, 2019). The strength lies in numbers with the nursing association. Many of these organizations have built relationships with politicians and political parties to gain influence to support their agendas. For example, the ANA tends to favor and support democratic candidates (Milstead & Short, 2019). Nurses associations have enough members to get the attention of lawmakers. However, the nurse still has to task of advocating within the association to gain support from its members.
.
At least 2 pages longMarilyn Lysohir, an internationally celebra.docxcockekeshia
At least 2 pages long
Marilyn Lysohir, an internationally celebrated ceramic artist, started Cowgirl Chocolates to provide some funding support for a yearly published arts magazine, High Ground, that she and her husband, Ross Coates, started in 1995. Her love of chocolates and hot and spicy foods spurred the idea of making hot and spicy chocolates to be sold in creative, artistic tins and packaging, which she labeled Cowgirl Chocolates. Her small business, begun in 1997, had won a number of awards in fiery food competitions. While Cowgirl Chocolates had grown steadily over its four years in business, it still had only generated $30,000 in sales revenue in 2000, which was not enough to cover expenses. Marilyn had drained much of her personal savings to keep Cowgirl Chocolates in business. Her cash accounting methods and record keeping were not very sophisticated although she seemed to have a good sense of her costs in production and raw materials and the packaging. However, Marilyn had taken a shotgun approach to most of her marketing efforts and had tried a number of activities to increase product demand. She allowed herself to make one risky financial move each year in her pursuit of profitability and increased sales. She had just made her one risky move for year 2001: She had taken out a full-page ad in Chile Pepper magazine for $3,000.
Questions
1. The suggested retail price and wholesale prices of Cowgirl Chocolates products are displayed in Exhibit 2 (p. 491) along with the product and packaging costs. Based on this information, discuss the relative merits of using a cost-based, demand-based, and competition-based pricing method. (50 points)
2. What are four (4) options that Cowgirl Chocolates may consider as far as pricing? What would you recommend? (50 points)
.
More Related Content
Similar to Week 3 - Instructor GuidanceWeek 3 Inductive ReasoningThis we.docx
Chapter 3Evaluating Moral ArgumentsWhat Is Moral Reasoning.docxwalterl4
Chapter 3
Evaluating Moral Arguments
What Is Moral Reasoning?
Moral reasoningis ordinary critical reasoning applied to ethics.
Critical reasoning(also called critical thinking) is the careful, systematic evaluation of statementsand arguments.
Statements
A statement(or claim) is the assertion that something is either true or false. The following are examples of statements:“Murder is wrong.”“1 + 1 = 2”“Shakespeare wrote The Tempest.”
Statements and Arguments –1
When at least one statement attempts to provide reasons for believing another statement, we have an argument—a group of statements, one of which is supposed to be supported by the rest.
Statements and Arguments –2
The supporting statements are called premises.
The statement that is being supported by the others is the conclusion.
Identifying ArgumentsAn argumentis intended to prove something.All arguments share a pattern: at least one premise is required to support a conclusion.A cluster of unsupported claims is not an argument.The most reliable way to identify arguments is to look for the conclusion first.Look for indicator words:terms that often appear in arguments and signal that a premise or conclusion may be nearby.
Some words indicating a conclusion:
Therefore, consequently, hence, it follows that, thus, so, it must be thatSome words indicating a premise:
Because, since, for, given that, due to the fact that, for the reason that, the reason being, assuming that, as indicated by
Two Forms of Argument
A deductive argumentis supposed to give logically conclusivesupport to its conclusion.
An inductive argumentis supposed to offer probablesupport to its conclusion.
Common Deductive Argument FormsValid forms:Denying the antecedentAffirming the consequent Invalid forms:Affirming the antecedent(modus ponens)Denying the consequent(modus tollens)The hypothetical syllogism
Deductive Arguments
A deductive argument isvalidif the premises support the conclusion. That is, the conclusion follows necessarily from the premises. If the premises are true, then the conclusion must be true.
A deductive argument is invalidif the premises do not support the conclusion. That is, the conclusion does not follow necessarily from the premises. If the premises are true, then the conclusion may or may not be true.
A deductive argument is sound if it is valid and all its premises are true.
A deductive argument is unsound if it is invalid and/or any of its premises are false.
Inductive Arguments
An inductive argument is strongif it gives probable support to its conclusion. That is, if its premises are true, its conclusion is also likely to be true.
An inductive argument is weak if it does not give probable support to its conclusion. That is, if its premises are true, its conclusion is not more probable than not to be true.
An inductive argument is cogentif it is strong and all of its premises are true.
An inductive argument is not cogent if it is weakand/or any of.
Your instructor will choose the discussion question and post it as t.docxlanagore871
Your instructor will choose the discussion question and post it as the first post in the discussion forum. The requirements for the discussion this week are a minimum of four posts on four separate days, including responses to at least two classmates.. The total combined word count for all of your posts, counted together, should be at least 600 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly.
In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target, and analyze things in as much detail as you can.
We have learned in Chapter 5 of our book that inductive inference is the most common kind of inference of all. It happens every day in each of our lives. This discussion will give each student a chance to create examples of common forms of inductive inference.
Prepare: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference. Take a look as well at the required resources from this week.
Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.
Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned in Chapter 5. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Guided Response:
Respond to at least three of your classmates’ posts. In each case provide substantive thoughts about the strength of the inference. Mention as well what premises you think could be added to strengthen the inference or which might weaken it. How do you think that the argument could be improved?
Responce 1 Rochelle Rothstein
Wednesday
Jul 5 at 4:47pm
Appeals to authority, inductive generalizations, and statistical syllogisms are three common types of inductive inference. Appeals of authority means implying a truth because the source is an authority or subject matter expert. Some considerations to consider during analysis would be: Is the authority or subject matter expert a real, verified expert in the field? Do other subject matter experts in the field agree with the conclusion? Is the question relevant to the subject matter expert in their area of study? Another consideration is if the subject mat.
Your instructor will choose the discussion question and post it as t.docxamirawaite
Your instructor will choose the discussion question and post it as the first post in the discussion forum. The requirements for the discussion this week are a minimum of four posts on four separate days, including responses to at least two classmates.. The total combined word count for all of your posts, counted together, should be at least 600 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly.
In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target, and analyze things in as much detail as you can.
We have learned in Chapter 5 of our book that inductive inference is the most common kind of inference of all. It happens every day in each of our lives. This discussion will give each student a chance to create examples of common forms of inductive inference.
Prepare: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference. Take a look as well at the required resources from this week.
Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.
Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned in Chapter 5. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Guided Response:
Respond to at least three of your classmates’ posts. In each case provide substantive thoughts about the strength of the inference. Mention as well what premises you think could be added to strengthen the inference or which might weaken it. How do you think that the argument could be improved?
Responce 1 Rochelle Rothstein
Wednesday
Jul 5 at 4:47pm
Appeals to authority, inductive generalizations, and statistical syllogisms are three common types of inductive inference. Appeals of authority means implying a truth because the source is an authority or subject matter expert. Some considerations to consider during analysis would be: Is the authority or subject matter expert a real, verified expert in the field? Do other subject matter experts in the field agree with the conclusion? Is the question relevant to the subject matter expert in their area of study? Another consideration is if the subject mat.
Week 4 Fallacies, Biases, and RhetoricJust as it is important t.docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Week 4 Fallacies, Biases, and RhetoricJust as it is important to .docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Inductive Approach
Mills Inductive Reasoning Essay
Essay On Induction
Induction Reasoning
Inductive Argument Paper
Inductive & Deductive Research
Inductive Argument
at least 2 references in each peer responses! I noticed .docxcockekeshia
at least 2 references in each peer responses!
I noticed that there are many proposed policies on the agenda that are related to healthcare. Some of them are specific to the nursing practice. This creates the opportunity for the nurse to advocate for policies that impact nursing and healthcare directly by providing first-hand accounts and professional opinions supported by research. Nurses have insight on issues, such as patient safety and satisfaction, health disparities, access to care, and promoting positive outcomes (Abood, 2016).
The problem is that some nurses are unable to navigate through the politics of regulation and policy (Abood, 2016). This can create a challenge and become discouraging for nurses looking to make an impact or promote an agenda (Abood, 2016). Nurses can overcome this difficulty by participating in internships and workshops that provide the opportunity for a nurse to learn about the legislative process and the current issues being discussed (Abood, 2016). Understanding the political process is an essential method for effectively advocate for an issue. Nurses have to learn to play the game to promote change or obtain the scarcely rationed funding available.
According to Milstead and Short (2019), key opportunities to advocate for policy lies in knowledge and perception. Being knowledgeable on an issue can increase your influence as an advocate. Perception is a significant key in politics. Being perceived as a valuable collaborator or obtaining the support of a mentor that is respected can help push your agenda (Milstead & Short, 2019). Networking plays a significant role in politics. being introduced respected mentor or partner can help a nurse gain influence with rallying for support of a proposed agenda (Milstead & Short, 2019).
Probably the most significant opportunity for a nurse to advocate for a policy comes with becoming a member of a nursing association. Nurses associations like the American Nurses Association (ANA) are set up with the mission of influencing policy and advocating for the nurses and patients (ANA, 2019). The strength lies in numbers with the nursing association. Many of these organizations have built relationships with politicians and political parties to gain influence to support their agendas. For example, the ANA tends to favor and support democratic candidates (Milstead & Short, 2019). Nurses associations have enough members to get the attention of lawmakers. However, the nurse still has to task of advocating within the association to gain support from its members.
.
At least 2 pages longMarilyn Lysohir, an internationally celebra.docxcockekeshia
At least 2 pages long
Marilyn Lysohir, an internationally celebrated ceramic artist, started Cowgirl Chocolates to provide some funding support for a yearly published arts magazine, High Ground, that she and her husband, Ross Coates, started in 1995. Her love of chocolates and hot and spicy foods spurred the idea of making hot and spicy chocolates to be sold in creative, artistic tins and packaging, which she labeled Cowgirl Chocolates. Her small business, begun in 1997, had won a number of awards in fiery food competitions. While Cowgirl Chocolates had grown steadily over its four years in business, it still had only generated $30,000 in sales revenue in 2000, which was not enough to cover expenses. Marilyn had drained much of her personal savings to keep Cowgirl Chocolates in business. Her cash accounting methods and record keeping were not very sophisticated although she seemed to have a good sense of her costs in production and raw materials and the packaging. However, Marilyn had taken a shotgun approach to most of her marketing efforts and had tried a number of activities to increase product demand. She allowed herself to make one risky financial move each year in her pursuit of profitability and increased sales. She had just made her one risky move for year 2001: She had taken out a full-page ad in Chile Pepper magazine for $3,000.
Questions
1. The suggested retail price and wholesale prices of Cowgirl Chocolates products are displayed in Exhibit 2 (p. 491) along with the product and packaging costs. Based on this information, discuss the relative merits of using a cost-based, demand-based, and competition-based pricing method. (50 points)
2. What are four (4) options that Cowgirl Chocolates may consider as far as pricing? What would you recommend? (50 points)
.
At least 2 citations. APA 7TH EditionResponse 1. TITop.docxcockekeshia
At least 2 citations. APA 7TH Edition
Response 1. TI
Top of Form
Dr. Joubert and colleagues, the study of leadership has developed, giving forth new theories and structures that explore the description of what it means to be a leader, and how to carry out the same effect. It would be pragmatic to note that one is not made a leader by a job title but through practical impact in. The situational theory is one such theory that can be effective in the medical field. This theory, often referred to as the Hersey-Blanchard situational leadership theory, suggests that no single leadership theory style is the best. However, Researchers and developers of leadership theories have not agreed on the leadership theories (Duggan et al., 2015)
.
Nursing leadership is a multidimensional concept. The nursing profession involves role model leaders that can transform their environment and leading their teams to succeed by overcoming obstacles. Situational leadership requires the leader to transform their leadership style to meet the followers' leadership needs (Marshall & Broome, 2017). Developing a single satisfying leadership theory has become problematic due to these phenomena. Leadership style has a direct impact on the quality of care administered by the nurse team. The leadership style defines the quality of the relationship between the leader and the followers and sets the tone and mood of the work environment (Laureate Education, 2018).
Our director of nursing practice a contingency leadership style. Aware of the different dispositions on our team, she treats each nurse based on their abilities and needs. At times, she exercises Laissez-fair leadership, dictatorial, transformational, democratic, and other transformational styles. I was amazed by the approach. It helped to manage the team. For instance, the recalcitrant nurse received warnings, punishment for mistakes, and reward for an excellent performance. These restrained her actions and caused her to develop positive behaviors and care towards patients.
In Addition to the application of situational leadership style, she had leadership characteristics such as charisma, honesty, communication skills, creativity, innovativeness, decision-making, and integrity. Combination of the style and the qualities facilitated leading our team initiatives. to create a leader that we were all revered. According to Calderon-Mafud and Pando-Moreno (2018), organizations experience cultures of flexibility, social support, innovation, an also increased personal confidence, and openness to change. Furthermore, the implementation of an authentic leadership style mostly behaved as a middleman in the organization as it increased work productivity, helped implement staff engagement, and improving job satisfaction.
References
Calderon-Mafud, J. L., & Pando-Moreno, M. (2018). Role of authentic leadership in
organizational socialization and work engagement among workers.
Psychology
, 9, 46-62. doi:10.4236/psych.2018.91.
At each decision point, you should evaluate all options before selec.docxcockekeshia
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
.
At an elevation of nearly four thousand metres above sea.docxcockekeshia
A
t an elevation of nearly four thousand metres above sea
level, Comitancillo, a province in northwestern Guate
mala, was a formidable place to farm. The air was thin
and cold. I followed Rosa towards her home along a
well-trodden path on the side of the mountain. My lungs were
crying for oxygen, overworking like moth wings. Maya-Mam
communities had lived on these barren slopes in northwestern
Guatemala for nearly five hundred years. Before the arrival
of the Spanish in the 1500s, the Mam splintered off from the
Mayan Empire, which had chased them off the lush green flats
and up into the Sierra Madre. Looking down the mountainside,
I witnessed how the Mam adapted to live on their mountain
fortress: they'd carved steps into the mountainside, thousands
of terraces that cascaded down to the bottom of the valley. I
was awestruck by such architecture. "We've been cultivating la
milpa for hundreds of years," said Rosa. Milpa was a Spanish
word that summed up the three crops that had sustained the
Mam for centuries: maize, beans, and squash. Planting all three
crops together formed a sacrosanct principle of Mam farming.
The Mam were one of twenty-four indigenous cultures in
Guatemala, a country where nearly 50 per cent of the popu
lation were indigenous people, most of whom dwelled in rural
areas and depended on subsistence and small-scale agricul
ture for survival. Despite having a near majority of indigenous
people comprising its population, the country had never elected
an indigenous president. The mestizo elite owned politics and
power in Guatemala, while the Mam formed only a minus
cule fraction of the country's population. Marginalized to the
mountains in the northwest, they survived on growing food and
grazing livestock. Traditionally, men played a larger role in farm
management while women were responsible for grazing sheep,
grinding maize, cooking, cleaning, and nurturing the family.
The dusty husks of the harvest and the season past dried in
the slanted fields on the mountainsides. The bright sun caught
and illuminated their yellow leftovers into gold. Nothing
would be wasted on the mountains. Rosa would harvest the
dried crops for pig and sheep feed.
GUATEMALA 31
"Our seeds are hardy and meant for these mountains. The
seeds people try to sell us don't do well in Comitancillo. They
grow and the wind breaks them."
Years of living on the mountains had also ground Rosa into a
hardy woman. The fifty-year-old woman barely reached five feet.
She wore a striking turquoise blue huipil, a traditional blouse,
embroidered with magenta flowers. She parted her long black
hair in the middle and braided it down her back in a single
rope. Rosa was a widow. Her husband had died twelve years
earlier after falling from the rickety scaffolding on a construc
tion site and quickly dying of his injuries. He'd been working
as a migrant labourer in Xela, a city situated in one of the valley
flats, nearly th.
At a minimum, your outline should include the followingIntroducti.docxcockekeshia
At a minimum, your outline should include the following:
Introduction
Identify the topic
What makes this a global ethical dilemma
Why we should care about this
Thesis statement
Rationale for one side of dilemma
Evidence based support #1 (reason and resource)
Evidence based support #2 (reason and resource)
Evidence based support #3 (reason and resource)
Rationale for the OTHER side of the dilemma (at least three points)
Evidence based support #1 (reason and resource)
Evidence based support #2 (reason and resource)
Evidence based support #3 (reason and resource)
Compare this issue in different countries
Identify country #1 and how they view/experience this issue
Identify country #2 and how they view/experience this issue
Identify country #3 and how they view/experience this issue
Conclusion
References
Compose your work in a .doc or .docx file
.
At least 500 wordsPay attention to the required length of these.docxcockekeshia
At least 500 words
Pay attention to the required length of these assignments. These assignments consist of reading a newspaper article about a designated region of the world--specific for each assignment--and writing an essay about it.
Primary sources are documents or other materials such as photographs, art work, coins, tapestries, etc. produced at the time period under consideration. https://library.uncw.edu/guides/finding_primary_sources is a website that gives information on what a primary source is and how historians [or anyone writing about history] use them. Look at the attached file for questions to ask of any source that you would consider a primary source.
For these newspaper article and extra credit assignments you are to find a substantive newspaper article [most newspapers are available online--it must be from a newspaper, not a website only or cablenews organization--NOT yahoonews, not cnn.com, not foxnews, not msnbc--only a published newspaper.] about the region designated for that assignment. If the article you choose is too short you will have trouble doing the assignment. Also, note that if an article is about birds, or insects or any non-human source that is not connected to humanity, it is not appropriate for this assignment. Any good newspaper article is based on sources, which historians would designate as primary sources. So an important part of these assignments is to identify the primary sources used by the author of the article you choose. Primary sources are the building blocks of history. You can think of them like eyewitness accounts or physical evidence produced at the time of an incident or crime being considered in a courtroom proceeding or trial. Without evidence a jury couldn’t make a fair decision in a case. In the same way, without primary sources, history cannot be written--and good newspaper articles cannot be written. So part of this assignment is asking you to decide if the reporter writing the article you select has actually used good primary sources. Does he or she have real evidence and enough of it to write the article? Does the reporter have a particular viewpoint or bias? Could you imagine the article being used as a primary source by a historian in the future for writing history about this time period? How useful would the document be and does it have any weaknesses or drawbacks as a piece of evidence? What else might a historian need, besides the article you are analyzing, to give a more complete or balanced discussion of the topic?
Your assignments will be graded on:
Formatting: 1 inch margins; your name, course number & assignment number [first, second or third] on top of first page. No other information is needed for a heading, and no repeat headers allowed. Following this formatting, cite the author(s) of the article, the title of the article, the name of the newspaper in which it appears [the title of the newspaper should be underlined] and the date of its publi.
At a generic level, innovation is a core business process concerned .docxcockekeshia
At a generic level, innovation is a core business process concerned with renewing what the
organization offers the world and the ways in which it creates and delivers that offering. And
to do this they all need to carry out these activities:
• Searching – scanning the environment (internal and external) for, and processing relevant signals about, threats and opportunities for change.
• Selecting – deciding (on the basis of a strategic view of how the enterprise can best
• develop) which of these signals to respond to
• Implementing – translating the potential in the trigger idea into something new and launching it in an internal or external market. Making this happen is not a single event but requires attention to:
Acquiring the knowledge resources to enable the innovation (for example, by creating something new through R&D, market research, etc., acquiring knowledge from elsewhere via technology transfer, strategic alliance, etc.).
Executing the project under conditions of uncertainty which require extensive problem-solving.
Launching the innovation and managing the process of initial adoption
Sustaining adoption and use in the long-term – or revisiting the original idea and modifying it – reinnovation.
Learning – enterprises have (but may not always take) the opportunity to learn from progressing through this cycle so that they can build their knowledge base and can improve the ways in which the process is managed.
But they differ widely in the ways in which this is done and the importance of different elements.
In this exercise pick a sector – e.g. food retailing, airlines, chemicals, public administration – and draw a map of their particular version of this process. How does it work out in practice? Where are they likely to need or to place most emphasis?
.
Asymmetric Cryptography•Description of each algorithm•Types•Encrypt.docxcockekeshia
Asymmetric Cryptography•Description of each algorithm•Types:•Encryption•Digital Signature•Hashing Function•Key Distribution•Strengths/weaknesses of each algorithm•Relevant examples of modern applications/industry that utilize each algorithm•Public Key Infrastructure•Define•Discuss the components•How is it used with asymmetric cryptography
.
Astronomy HWIn 250-300 words,What was Aristarchus idea of the.docxcockekeshia
Astronomy HW/
In 250-300 words,
What was Aristarchus idea of the phases of Venus, and at that time when he presented his information was it rejected/ was it a big issue/ or did the issue never come up?
This has to be 100% original. I will check for plagirium. Furthermore, when after answering you can put your own input on why was it a big issue, or why do you think the issue never came up when Aristarchus present the idea of the phases of Venus.
If you cite something/someone, you have to make a reference page. And do the cited in MLA format.
.
Astronomy ASTA01The Sun and PlanetsDepartment of Physic.docxcockekeshia
Astronomy ASTA01:
The Sun and Planets
Department of Physical & Environmental Sciences,
UTSC
Fall 2018
Problem Set 3
DUE: Tuesday November 13, 2018
Where: Hand in your solutions in the mailbox marked for your tutorial,
on the 5th floor corridor of the Science Wing, near office SW506C in the
Physics & Astrophysics section.
Reminder: Write your name on your solutions. Also make sure you
carefully read the entire problem set policy that was distributed on
Quercus. It will help you avoid standard mistakes and score higher. We will
assume that you have read this policy document by the time you return your
solution.
How to write your solutions: Be precise and clear. Explain what you
are calculating. The method of calculation you adopt and your reasoning are
the most important. In case of a computational mistake, you will still get
credits if your method is right, so explain it clearly.
1
1. If the Solar System had formed right after the Big Bang, it would
have lacked oxygen (O), and therefore water (H2O). Using the solar
nebula theory, describe what would have been most different about
the planet formation process and the planets formed in this alternative
Solar System. [NO MORE than 15 sentences].
2. Halley’s comet is the only-naked eye comet that might appear twice in
a human lifetime (since it comes back every 76 years).
(a) Based on this comet’s orbital period, would you say that it is more
likely to have originated from the Kuiper belt or from the Oort
cloud? [A quantitative answer is expected to justify your choice]
(b) What other orbital feature, besides the comet’s orbital period,
could be used to distinguish its origin [NO MORE than 5 sen-
tences]
3. (a) Collect data on the mass and radius of Earth (made of rock) &
Jupiter (made of gas) and calculate the overall average density of
each planet, expressed in g/cm3.
(b) The density of water that we drink is about 1 g/cm3. Use your
everyday experience to describe the difference in density between
rock, air, and water. [State your answers in terms of “much
more/much less” or “a little more/a little less”].
(c) Is the mean density of Earth consistent with our everyday experi-
ence of similar composition material? What about Jupiter (same
question)?
(d) Propose a physical mechanism that might explain the discrepancy
between the mean density of a planet and the density of similar
composition material as we experience it in our everyday life.
4. Mean-motion resonances with Jupiter shape the Kirkwood gaps in the
main asteroid belt. A resonance written as “5:2” refers to the inner
body completing exactly 5 orbital revolutions when the outer body
completes exactly 2.
(a) Using Kepler law, find the orbital radius in AU of the following
important resonances for the Kirkwood gaps: 2:1, 3:1 and 5:2.
Compare your values to those shown in the diagram on Kirkwood
gaps in the class lectures (see lecture 12 slides).
(b) High-value mean-motion resonances, such as 2001:1000, are usu-
ally co.
Astronomers have been reflecting laser beams off the Moon since refl.docxcockekeshia
Astronomers have been reflecting laser beams off the Moon since reflectors were left there by Apollo astronauts. This has resulted in the conclusion that the Moon is moving away from the Earth at a rate of 3.8 cm per year. Discuss the specific cause of what is making the Moon recede, the likely end result for the Earth-Moon system, and what you think this might mean for life on Earth.
.
A strategic plan to inform emerging fashion retailers
about social media research and best practices.
2
Proposal Overview
Social media can take the form of various outlets, including, but not limited to: Instagram,
Facebook, Twitter, Tumblr, YouTube, etc. Each social media platform has its specific use and
benefits, with a wide range of active users. It is important to note that successful retailers are
using these online strategies to penetrate new markets, to champion for social media
movements, and to effectively develop connections with consumers.
In this social media blueprint, we suggest using Instagram as our company’s main social media
platform. Our primary research examines H&M, Topshop, and Uniqlo’s Instagram accounts and
revealed the importance of using models, creating effective hashtags, and providing customer
service. The secondary research presents the best practices of social media and how the public
and specific individuals view social media. To conclude the proposal, we will provide a
comprehensive strategy that includes a detailed plan with suggestions for a stellar social media
presence.
Primary Research Summary & Key Takeaways
We have compiled the following key takeaways using Instagram. Our primary research includes
a variety of retailers who specialize in different products and promote to diverse markets.
These three key findings will provide an all-encompassing approach which will ultimately tie
into our strategic recommendations going forward.
#1: Using models to showcase the retailer's products increases follower satisfactions. Each one
of our retailers uses this form of posting. The following three pictures are example images used
by retailers to promote their products through outfit modeling. Our retailers provide
consumers with the option to directly purchase clothing, accessories, and shoes via online
portals. These types of posts provide followers with a visualization of how the products will look
once worn, which is part of the purchasing decision many consumers take into account. In
addition, these types of images also provide outfit inspirations when consumers are in need of
assistance with outfit coordination.
(Uniqlo) (H&M) (Topshop)
3
#2: The use of hashtags connects posts to a broader conversation and trend. Our retailers use
various hashtags that either connected their post to an on-going product line, style, event, or
motto and “catchphrase”. For example, Uniqlo wants to be known for their fashionable, yet
simple clothing. Their hashtag, #simplemadebetter, allows Uniqlo to actively promote the
company’s business strategy of revamping basic clothing to make it ‘better’ quality and more
fashion forward. London Fashion Week is one of the most prominent events in the fashion
industry, known to set the latest fashion trends. The #LFW (London Fashion Week) establishes
Topshop as a brand that is compatible against the haute couture f.
Asthma, Sleep, and Sun-SafetyPercentage of High School S.docxcockekeshia
Asthma, Sleep, and Sun-Safety
Percentage of High School Students Who Had Ever Been Told by a Doctor or Nurse That They Had Asthma, by Sex, Grade, and Race/Ethnicity,* 2017
*B > H, B > W (Based on t-test analysis, p < 0.05.)
All Hispanic students are included in the Hispanic category. All other races are non-Hispanic.
Note: This graph contains weighted results.
National Youth Risk Behavior Survey, 2017
Data for this slide are from the National Youth Risk Behavior Survey. This slide shows percentages of high school students who had ever been told by a doctor or nurse that they had asthma.
The percentage for all students is 22.5. The percentage for Male students is 22.4. The percentage for Female students is 22.5. The percentage for 9th grade students is 22.9. The percentage for 10th grade students is 22.9. The percentage for 11th grade students is 21.2. The percentage for 12th grade students is 23.0. The percentage for Black students is 29.8. The percentage for Hispanic students is 21.1. The percentage for White students is 20.9. All Hispanic students are included in the Hispanic category. All other races are non-Hispanic. Note: This graph contains weighted results.
For this behavior, the prevalence for Black students is higher than for Hispanic students. The prevalence for Black students is higher than for White students. (Based on t-test analysis, p < 0.05.)
2
Series 1
Total Male Female 9th 10th 11th 12th Black Hispanic White 22.5 22.4 22.5 22.9 22.9 21.2 23 29.8 21.1 20.9
Percent
Range and Median Percentage of High School Students Who Had Ever Been Told by a Doctor or Nurse That They Had Asthma, Across 29 States and 20 Cities, 2017
State and Local Youth Risk Behavior Surveys, 2017
These are results from the state and local Youth Risk Behavior Surveys, 2017. This slide shows the range and median percentages of 29 states and 20 cities for high school students who had ever been told by a doctor or nurse that they had asthma.
The range across states was 19.3% to 33.4%. The median across states was 24.3%. The range across cites was 17.4% to 33.4%. The median across cities was 23.9%.
3
Min
States Cities 19.3 17.399999999999999 Max
States Cities 33.4 33.4 Med
States Cities 24.3 23.9
Percent
No Data
19.3% - 21.6%
21.7% - 24.2%
24.3% - 25.9%
26.0% - 33.4%
Percentage of High School Students Who Had Ever Been Told by a Doctor or Nurse That They Had Asthma
State Youth Risk Behavior Surveys, 2017
This slide shows the percentage of students who had ever been told by a doctor or nurse that they had asthma, 2017. The values range from 19.3% to 33.4%. Idaho, Iowa, Kansas, Montana, Nebraska, Virginia, Wisconsin, range from 19.3% to 21.6%. California, Florida, Illinois, New Mexico, Texas, Utah, West Virginia, range from 21.7% to 24.2%. Delaware, New York, North Carolina, Oklahoma, Pennsylvania, South Carolina, Tennessee, range from 24.3%.
Assumption-Busting1. What assumption do you have that is in s.docxcockekeshia
Assumption-Busting
1. What assumption do you have that is in some way limiting? Please be specific.
2. What is the exact opposite of that assumption?
3. How can you start acting differently, based on the fact that the opposite of your assumption is true? Be specific.
Idea Presentation Form
1. Describe the idea in two-three sentences or bullets.
2. What need or desire does your idea address?
3. For whom is the idea intended (men age 45-50, punk rock fans in Philadelphia…)?
4. How is your idea better than other solutions that exist to address this need or desire?
.
Assuming you have the results of the Business Impact Analysis and ri.docxcockekeshia
Assuming you have the results of the Business Impact Analysis and risk assessment in hand, discuss in detail steps in selecting a strategy. Reference one additional article, in addition to the textbook itself.
Format: Times 12, 1 inch margin, minimum of 2.5 pages double spaced (not counting references and other information such as your name, etc.)
The attached content supports to navigate towards the core objectives of completing this paper
Text book :
Title:
The Disaster Recovery Handbook
Subtitle: **PLEASE SEE BOOKSTORE LINK BELOW TO PURCHASE REQUIRED MATERIALS
Authors: Michael WALLACE, Lawrence WEBBER
Publisher: AMACOM
Publication Date: 2017-12-28
.
Assuming you are hired by a corporation to assess the market potenti.docxcockekeshia
Assuming you are hired by a corporation to assess the market potential of a foreign country for their products.
Demographic Environment
1)
Population
2)
Gender Breakdown
3)
Life Expectancy
4)
Language
5)
Education
Cultural Environment
1)
Religion
2)
Lifestyle (segments by age)
3)
Values
4)
Customs
5)
Holidays
6)
Colors and Music (National Flag and Anthem)
.
Assuming that you are in your chosen criminal justice professi.docxcockekeshia
Assuming that you are in your chosen criminal justice profession, e.g. law enforcement officer, probation officer, or criminal investigator, examine the Fourth and Fifth Amendments and discuss the steps you would take to ensure that actions do not violate the citizen’s Fourth and Fifth Amendment rights.
.
assuming that Nietzsche is correct that conventional morality is aga.docxcockekeshia
assuming that Nietzsche is correct that conventional morality is against our natural expression of passions, argue a case that suggests that while he is correct, the truth is that people must be restricted in their natural expression,
which moral statements clearly recognize dangerous natural inclinations and restrict them?
what benefits do these restrictions provide to the individual as well as to society as a whole?
how might Nietzsche react to your argument?
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Week 3 - Instructor Guidance
Week 3: Inductive Reasoning
This week’s guidance will cover the following topics:
1. The Nature of Inductive Reasoning
2. Appeals to Authority
3. Inductive Generalizations
4. Statistical Syllogisms
5. Arguments from Analogy
6. Inferences to the Best Explanation
7. Causal Reasoning
8. Things to Do This Week
The Nature of Inductive Reasoning
Will the sun rise tomorrow morning? Of course it will, but how
do you know? The reasoning seems to go as follows:
Premise 1: The sun has risen every morning throughout known
history
Conclusion: Therefore, the sun will rise tomorrow
Deductively, this argument is invalid, for it is logically possible
that the earth could stop spinning tonight. Does that mean that
the argument is no good? Of course not. In fact, its premise
makes the conclusion is virtually certain. This is an example of
a very good argument that is not intended to be deductively
valid. That is because it is actually an inductive argument.
An argument is inductive if it does not attempt to be valid, but
intends to give strong evidence for the truth of its conclusion.
Many might see inductive reasoning as inferior to deductive
reasoning, but that is not generally the case. In fact, inductive
arguments often provide much better arguments for the truths of
their conclusions than deductive ones. The deductively valid
version of our argument about the sun, for example, goes:
Premise 1: The sun will always rise in the morning
Conclusion: Therefore the sun will rise tomorrow morning
2. This second argument, while valid, actually gives less evidence
for the conclusion because its second premise is false (the sun
will eventually expand to engulf the earth and then collapse).
Therefore the deductive argument is unsound and so offers little
evidence for the conclusion, whereas the original inductive
argument made the conclusion virtually certain. In other words,
inductive reasoning in general can be even better than deductive
reasoning in many cases; the trick is to determine which
inductive arguments are good and which ones are not so
good.Strength versus Weakness
Just as it is the goal of deductive reasoning to be valid, it is the
goal of a inductive reasoning to be
strong
. An inductive argument is strong in case its premises, if true,
would make the conclusion very likely to be true as well. The
above argument about the sun rising is very strong. Most
inductive arguments are less strong, all the way along a
spectrum between strength and weakness. Here are three with
varying degrees of inductive strength:
Weak:
Premise 1: John is tall and in college.
Conclusion: Therefore, he probably plays on the basketball
team.
Moderate:
Premise 1: The Lions are a 14 point favorite.
Conclusion: So they will probably win.
Strong:
Premise 1: All of the TV meteorologists report a 99% chance of
rain tomorrow.
Conclusion: So it will probably rain tomorrow.
Note that the degree of strength of an inductive argument is
independent of whether the premises are actually true. Inductive
strength is solely a matter of the strength of the connection
between the premises and the conclusion (the parallel of
deductive validity). We have another word for an inductive
argument that is both strong and has all true premises (the
3. parallel of deductive soundness): An inductive argument is
cogent if it is strong and has all true premises.
This guidance will cover five main categories of inductive
arguments. Each type is capable of presenting very strong
evidence for the truth of the conclusion. However, each type
also has common errors that can make arguments weak or even
fallacious. Each of these forms, therefore, is good, but should
be applied with caution and with an eye to a critical evaluation
of its strength.
Our book covers the same types of inductive inference: Appeals
to authority, Arguments from Analogy, Inductive
Generalizations, Inferences to the Best Explanations, and
Statistical Syllogisms.
Appeals to Authority
It would be nearly impossible to discover all truth for ourselves;
therefore it is necessary frequently to learn from others. To do
so we have to learn which sources to trust. Appealing to
Authority is saying something is true because an authority says
so.
Despite the fact that many make fun of appeals to authority (by
asking if you would jump off a bridge if the authority told you
so), they actually can actually supply very good arguments.
They are also necessary in real life, as it would be nearly
impossible to learn almost anything without them. Even in the
hard sciences, one could not learn without trusting the claims
from the textbook, the instructors, or of researchers in the field.
The trick is being able to tell which appeals to authority are
worth trusting. Here are some good questions to ask:
1. Is this the kind of question that can be settled by an appeal to
authority (e.g. an objective matter that is testable)?
2. Is the person sited a genuine authority on the topic?
3. Do experts on the topic tend to agree about this question?
4. Can the authority be trusted to be honest in this context?
(There will be a discussion of ulterior motives and interested
parties later on in this guidance.
4. 5. Has the authority been interpreted correctly? (Sometimes,
especially when it comes to sources like the bible or the
constitution, this is the most important question.)
An appeal to authority that violates some of the above can
commit the fallacy of appeal to inadequate authority.
Here are two strong ones:
1. My physics textbook teaches that e = mc2, so it probably is
correct.
2. The civil war started in 1861; my history professor said so.
Here are two weak ones:
1. That toothpaste is the best; the commercial said that 9 out of
10 dentists surveyed recommended it
2. The president is evil; I read all about it on some guy’s blog.
Here are some more examples of appeals to authority. How
strong would you classify each of them as (and why)?
Inductive Generalizations
Often we draw conclusions about groups based upon polls or
studies of sub-groups from within those populations. Inductive
Generalizations are arguments that draw conclusions about a
general population from results about a sample population. Here
are some examples:
1. “Nine out of ten students surveyed preferred the earlier start
schedule; so most of our students must prefer to start earlier.”
2. “The pre-election poll showed that candidate A leads by 60%,
so he will probably win.”
Here are some questions to ask about whether this is a strong
pattern of reasoning:
1. Was the sample large enough? If not many are surveyed then
this is called a hasty generalization, and it does not supply very
good evidence for the conclusion.
2. Was the sampling method biased in any way? If the sampling
method has a tendency (even a subtle one) to favor some results
over others then this is called a biased sample.
5. Chapter five of our textbook discusses the science of inductive
generalizations in much more detail; it can be a very tricky
thing to make inductive generalizations correctly. One thing,
however, that it is essential to avoid it the harmful use of
inductive generalizations known as stereotyping.
The Harmful Habit of Stereotyping
One phenomenon that logicians have noted with pain throughout
human history is the habit of stereotyping, or holding general,
especially negative, views about all members of a group
independent of individual merit. This is what is meant by the
term “prejudice,” or judging in advance.
For some reason, humans seem quite prone to holding general
attitudes about people based upon the group they are in,
especially based upon visible and unchangeable traits like race
and gender. Studies have repeatedly found that these sorts of
stereotypes to be based upon faulty generalizations. Hasty
generalizations are especially rife, as people sometimes only
need one example or two before they will conclude something
negative about a whole group. The samples are often biased as
well, since people seem only to remember the negative
examples from a group. They may notice one or two people
driving poorly, and for some reason blame a whole group to
which that person belongs. Therefore, stereotyping
generalizations are prone to both common errors of
generalizations.
Research shows that Stereotypes can cause great amounts of
harm
Stereotyping Has Lasting Negative Impact.
A rational person seeks to live without prejudice either for or
against groups but to judge cases on their merits based upon
careful, critical, and impartial reasoning.
Statistical Syllogisms
Statistical syllogisms reason from a statistical claim about a
6. group to a claim about a specific member of that group. Here is
the general form:
Premise 1: X % of F’s are G’s
Premise 2: Individual A is an F
Conclusion: Therefore, A is a G (or, if X is a low percentage we
can conclude that A is not a G).
Here is an example:
Premise 1: 97% of Americans eat pizza
Premise 2: He is an American
Conclusion: So he probably eats pizza.
Some of these can be quite strong and quite essential. How can
we know how people will behave, for example, unless we know
how the typically behave? How do we know that someone with
whom we have lunch won't poison our food unless we have a
clue about the likelihood of such an event? We only get to know
people because we (implicitly) judge that such adverse events
are rare. Whether we realize it or not, we are using statistical
syllogisms all of the time. When we decide to drive to the store
we are making an implicit statistical inference that the chances
of getting into an accident are low enough to justify the risk.
Without using this type of reasoning it would be extremely
difficult to function in society! We just have to make sure that
our reasoning is strong and based on good evidence. Can you
think of areas of life in which our statistical syllogisms are not
so good?
Arguments from Analogy
We often make inferences about new situations based upon our
experiences in similar situations. Arguments from Analogy
allow us to make these types of inferences. Here is the general
form:
Premise 1: I have experienced things of this type in the past,
and they have all had attribute G
Conclusion: Therefore the next thing of this type will have
attribute G
7. A simple example would be:
Premise 1: Every time I have eaten at that restaurant in the past
I’ve really enjoyed it
Conclusion: Therefore I will enjoy it tonight as well
Arguments from analogy are very similar to statistical
syllogisms; the difference is that a statistical syllogism makes
an inference about an individual within the reference class,
while arguments from analogy make inference to a new
individual not in but having something in common with the
reference class. The reference class above is “times I’ve eaten
at that restaurant in the past.” We are making an inference to a
new individual based on an analogy with the previous
experiences.
Here are some questions to ask in relation to the strength of an
argument from analogy:
1. How many individuals have you experienced before? As with
inductive generalizations, a small sample size can make for a
weak inference.
2. How relevant is the characteristic in question to the
possession of the attribute in question? One can probably make
a strong inference about whether a nickel will conduct
electricity based on only one or two past cases, since nickels are
very likely to act the same in relation to conducting electricity.
Other cases, for example in which one infers that someone is
nice because past tall people he or she has known have been
nice, are likely to be much weaker.
Like statistical syllogisms, we use arguments from analogy
implicitly to make decisions all day long. I figure that my Aunt
Bea has been happy to see me when I went to visit her before,
so she probably will be again today. My Ketchup has never been
poisoned before, so I can probably pour it on my fries now. We
expect, that when we reach out to shake someone’s hand that he
or she will not punch us in the face based on the fact that people
have not done so in the past.
(whoops ... not this time)
8. We draw conclusions about which shows to watch based on
what we have liked in the past, and that is typically how we live
our lives. Can you think of any arguments from analogy that we
typically make that are faulty? How could we improve them?
Inferences to the Best Explanation
An inference to the best explanation is an argument in which the
conclusion is supposed to supply the best or most likely
explanation for why the premises are true. Here are some
examples:
1. Brad is smiling; he must have gotten the job.
2. The truck won’t start; the battery must be dead.
3. The dog is yelping; he is probably hungry.
The general form of such arguments looks like this:
Premise 1: If P were true then Q would be observed
Premise 2:Q has been observed
Premise 3:P appears to be the most likely explanation of why Q
has occurred
Conclusion: Therefore P is probably true
You may notice that this argument form appears similar to the
invalid argument form known as affirming the consequent.
However, the fact that it is invalid is not a problem here,
because this is not intended to be a deductive inference. As an
inductive inference, inferences to the best explanation can be
quite strong. Here is a very strong one:
There is snow everywhere outside; it must have snowed last
night.
Much of what we believe in life is based on inferences to the
best explanation. Do you believe that trees exist? How do you
know? Is it because you see them? Well, the deductive
argument:
Premise 1: I see trees
Conclusion: Therefore, trees exist
Is actually invalid, and the suppressed premise "Everything I
see exists" is not true. You could be sleeping, or hallucinating.
9. It is possible that how we are actually reasoning as more like
this:
Premise 1: I see trees
Premise 2: While it is logically possible that I am dreaming
them up, that I am hallucinating, or that an evil scientist has my
brain in a vat somewhere (programming me to see trees), those
explanations seem very unlikely given everything else I have
experienced
Premise 3: The most likely explanation of why I am seeing trees
is that they exist (and that light is bouncing off of them into my
eyes)
Conclusion: Therefore, trees exist
Science also works frequently by inference to the best
explanation.Inference to the Best Explanation and Science
Our basic interpretations of reality come from forming complex
explanations of our experiences. For example, the fact that we
believe in things like trees, planets, and stars, is based upon an
attempt to explain why we observe the things that we do. In
fact, science works largely by inference to the best explanation.
Here are some examples:
1. Gregor Mendel observed certain patterns among the
generations of cross-bred pea plants, and from this he inferred a
series of things about recessive and dominant traits. His theory
formed the foundations of our understanding of genetics.
2. Gailieo observed certain patterns in the motions of the
planets and concluded that the only way to explain it was to put
the sun at the center of the solar system.
3. Charles Darwin observed certain patterns in variations of
living species and concluded that species diversified through a
process of natural selection.
4. Scientists today discover fossils and draw all kinds of
inferences about what life on earth must have been long ago to
yield the kinds of fossils that we see today.
5. Doctors diagnose diseases by observing symptoms and
inferring the most likely cause. Sometimes distinguishing
10. between two causal explanations requires further tests, yielding
results that would only be true under one but not the other
interpretation.
Since these inferences form the foundations of our theories of
our reality, it is very important, then, that we get them right.
However, with inferences to the best explanation, we may never
arrive at just one correct final answer. Instead, science works by
creating ever more sophisticated and more accurate explanations
of reality. When scientists find cases in which the data does not
match the theory, they seek to find still better explanations to
explain all anomalies. This does not mean that the process is in
error; it means that the process is an ongoing one, characterized
by periods of refinement to better and better create a unified
and accurate explanations of what we observe.
Causal Reasoning
Chapter 6 or our book has a substantial discussion of causal
reasoning. Part of that reasoning utilized Mill’s Methods. A full
discussion of these matters is way beyond the present scope,
here is a brief example of how to apply these methods to reason
about causes.
As noted in the book, Mill’s methods use the method of
agreement and the method of difference to look for necessary
and sufficient conditions for a phenomenon. There is also the
joint method of agreement and difference in which one looks for
both at the same time. As Aristotle put it, one learns by doing,
so here is an interesting puzzle:
Suppose that twelve people attend a conference in a remote
village (the village has no unusual history of disease). Of the
twelve people, four suddenly experience the same terrible
symptoms soon after dinner. The symptoms are so unusual and
similar that it seems to be more than a coincidence. Your
assistant interviews all those present and compiles the following
data:
Patient
11. Ate the Pasta
Ate the Stroganoff
Over 60
From far Away
Drank Alcohol
Nut Allergy
Dairy Allergy
Got Sick?
1
No
Yes
No
Yes
Yes
No
Yes
No
2
Yes
No
Yes
Yes
No
No
Yes
No
3
No
No
No
Yes
Yes
Yes
Yes
No
4
14. Yes
No
Yes
Yes
No
Yes
Yes
No
See if you can figure out the most likely cause of the sudden
illness (keeping in mind that it could be a combination of
factors).
I hope you enjoyed this foray into inductive reasoning. For
more on each of these categories of inductive inference and how
to evaluate their strength take a look at the handout:Inductive
Argument Forms.
Things to Do This Week
1. Read the required materials for the week, including this
guidance and chapters 5 & 6 from the textbook.
2. Watch the weekly intro video and all of the videos under the
“Lectures” tab for this week of the course and view all other
required materials.
3. Post a timely (initial post by day 3) and thorough response to
both discussion forums as well as substantive replies to peers.
Note that both discussion prompts are up to your instructor. The
instructor will post the prompt as the first response within the
forum.
4. Take the Quiz for the week (by day 7). It covers the central
concepts of the course as covered in the textbook, this guidance,
and the lecture videos for this week.
5. Post your Counterargument Paper (by day 7). Make sure to
follow all instructions for the assignment very carefully.
If you have any questions, make sure to let your instructor
know, either via email or in the Ask Your Instructor forum.
References
15. Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015).With good
reason: A guide to critical thinking [Electronic version].
Retrieved from https://content.ashford.edu
Inductive Reasoning Discussion #2
Ashford University Discussion
Your instructor will choose the discussion question and post it
as the first post in the discussion forum. The requirements for
the discussion this week are a minimum of four posts on four
separate days, including responses to at least two classmates..
The total combined word count for all of your posts, counted
together, should be at least 600 words. Answer all the questions
in the prompt, and read any resources that are required to
complete the discussion properly.
In order to satisfy the posting requirements for the week,
complete your initial post by Day 3 (Thursday) and your other
posts by Day 7 (Monday). We recommend that you get into the
discussion early and spread out your posts over the course of
the week. Reply to your classmates and instructor. Attempt to
take the conversation further by examining their claims or
arguments in more depth or responding to the posts that they
make to you. Keep the discussion on target, and analyze things
in as much detail as you can.
Inductive Reasoning Discussion #1
Ashford University Discussion
Your instructor will choose the discussion question and post it
as the first post in the discussion forum. The requirements for
the discussion this week are a minimum of four posts on four
separate days including responses to at least two classmates..
The total combined word count for all of your posts for this
discussion, counted together, should be at least 600 words.
Answer all the questions in the prompt, and read any resources
that are required to complete the discussion properly.
In order to satisfy the posting requirements for the week,
complete your initial post by Day 3 (Thursday) and your other
16. posts by Day 7 (Monday). We recommend that you get into the
discussion early and spread out your posts over the course of
the week. Reply to your classmates and instructor. Attempt to
take the conversation further by examining their claims or
arguments in more depth or responding to the posts that they
make to you. Keep the discussion on target, and analyze things
in as much detail as you can.
PAGE
1 of 3
Human Resources Management in the Hospitality Industry
Mini Research Paper Assignment Guideline.
A brief description of this writing assignment is as follows.
Choose a topic related to HR issues
Find and read three articles according to your topic
Make a cover page
Summarize three articles about half page per article
Follow the required layout to write article summary
List article title, author, link and summary
Write a synthesized reflection at least two pages
Describe the importance of the topic
Use examples and cite three articles to support your argument
Pick a topic relating to HR you are interested in finding out
more.
Develop a main argument (thesis statement).
Identify three articles to the topic.
Suggested Website: www.workforce.com
17. Make sure the articles are related to Human Resources topics.
Give a summary of each of three articles (about a half – one
page for each article). The purpose of these summaries is to
give these persons a clear overview of the articles’ main points.
Synthesized Reflection
Describe the importance of the topic you have selected (not
each article, but the topic that connects the articles). State what
impact or importance this topic has on managers. All three
articles must be used to support your argument and citations
must be provided for the cited contents/information from the
articles.
“Synthesis means putting ideas from many sources together in
one essay or presentation. After reading several books,
watching movies and participating in a variety of class
activities, your task is to organize some of the information
around a theme or a question, make generalizations, and then
present information (statistics, quotes, examples) in a logical
way to support your argument.
Remind yourself that a synthesis is NOT a summary, a
comparison or a review. Rather a synthesis is a result of an
integration of what you heard/read and your ability to use this
learning to develop and support a key thesis or argument.
Learning to write a synthesis paper is a critical skill, crucial to
organizing and presenting information is academic and non-
academic settings.” (Adopted from
http://archives.evergreen.edu/webpages/curricular/2001-
2002/poliecon2001/synthesis.htm)
The majority of points (60%) will be assigned to the
“Synthesized Reflection” portion of your review.
18. Style in Business Writing
The paper must be written in business writing style.
To develop an effective business writing style (adopted from
http://pages.uoregon.edu/ddusseau/101/199/style.html)
Use shorter sentences.
Use simpler sentence structures.
Use active voice.
Write from the point of view of the company/manager.
Avoid nominalizing verbs. (changing verbs into nouns, i.e.
"decide" into "decision.")
Recommend action rather than refer to individual mental states
(i.e. I think, I feel like, etc.).
Avoid personalizing pronouns such as “they,” “it,” “those,”
“you,” and “these.”
For example, change “You need to….” to “Managers need to…”
“They need to…” to “Employees need to…”
GRADING
Summaries
The purpose of the summaries is to give this person a clear
overview of the article’s main points.
The criteria for the summaries are
19. Conciseness and accuracy
Comprehensiveness and balance
Synthesized reflection: Importance
The criteria for this section are
Clearly stated the impact or importance the topic has on
managers
State WHY the topic is important
Using examples is a good way to explain why the topic is
important
Organization should be logical
Paragraphs should be developed with pertinent examples or
citations from the articles used for the summary
Writing style will be suited to the intended readers
Citing all three articles to support the main argument.
Clarity, readability, grammatical correctness, format
The paper must be typed, double spacing, 12 point Times New
Roman font. Expected length is at least 4-5 pages (2-3 pages for
article summaries, at least 2 pages for synthesized reflection).
Cover page – include the topic and student number
Include copies of articles that you read from
www.workforce.com.
20. Links to the articles are acceptable as long as the links lead to
the actual articles.
Put articles’ title and authors’ name on top of each summary.
Use headings and subheadings
I. First Draft
Double spaced
12 Font size Times New Roman; 11-font size if Arial used.
4 -5 page excluding the cover page
Must written in Word format. PDF or other formats are not
Accepted.
A paper must follow the layout:
Cover page with a proper title (2 points)
Title of 1st article, author’s name, and URL to the article (3
points)
Title of 2nd article, author’s name, and URL to the article (1
points)
Title of 3rd article, author’s name, and URL to the article (1
points)
Heading - Synthesized Reflection (2 points)
Late submission will NOT be accepted.
Students who have not submitted their first draft by the deadline
21. will not receive a peer’s paper to review. This will result in
losing a total of 35 points (20 for the first draft and 15 for the
peer review).
Where to submit: Canvas - Assignments – Mini Research Paper
First Draft
Grading Rubric
Excellent (A)
Convincingly and ardently communicates a noteworthy idea to
an audience through business style writing.
Good (B)
Effectively conveys an insightful idea to an audience through
consistent and controlled use of business writing strategies.
Fair (C)
Communicates an idea, but does not consistently address the
needs of its audience.
Poor (D)
Ineffectively communicates its idea to its intended audience.
Fail (F)
Fails to present its ideas to the audience and does not meet
some or all of the criteria for the assignment.
Content & Development50 %
Content is comprehensive, accurate, and persuasive.
Major points are stated clearly and are well supported.
Content and purpose of the writing are clear.
Demonstrates an awareness of audience and is clearly
22. established and maintained throughout.
Content is accurate and persuasive.
Major points are stated.
Content and purpose of the writing are clear.
1123101
- Content is comp
Content is not comprehensive and /or persuasive.
Major points are addressed, but not well supported.
Content is inconsistent with regard to purpose and clarity of
thought.
Content is incomplete.
Major points are not clear and /or persuasive.
Reveals limited awareness of audience.
Development displays little knowledge of the subject, and fails
exhibit critical thinking or clear reasoning.
Content has no awareness, or limited awareness, its audience
and purpose.
Displays little or no knowledge of the subject, or fails to exhibit
critical thinking or clear reasoning.
Organization & Structure30 %
Structure of the paper is clear and easy to follow.
Paragraph transitions are logical and maintain the flow of
23. thought throughout the paper.
Conclusion is logical and flows from the body of the paper.
Demonstrates critical thinking that is clear, insightful, in depth,
and relevant to the topic.
Structure is mostly clear, logical and easy to follow.
Paragraph transitions are present.
Conclusion is logical.
Demonstrates critical thinking that is more than adequate, with
significant detail; may show depth in thinking and research
1123102
-Structure of the
Structure of the paper is not easy to follow.
Organization is choppy and may, at times, be difficult to follow.
Paragraph transitions need improvement.
Conclusion is missing, or if provided, does not flow from the
body of the paper.
1123093
- Structure is mos
Organization and structure detract from the message of the
writer.
Paragraphs are disjointed and lack transition of thoughts.
24. Organization is random and without focus.
Format
10%
Paper follows all designated guidelines.
Paper is the appropriate length as described for the assignment.
Format enhances readability of paper.
Paper follows designated guidelines.
Paper is the appropriate length as described for the assignment.
Format is good.
1123103
- Paper follows a
Paper follows most guidelines.
Paper is over/ under word length.
1123096
- Paper follows d
Paper lacks many elements of correct formatting.
Paper is inadequate/excessive in length.
Paper is not double spaced
1123095
- Paper follows m
25. Makes no attempts to use the elements of correct formatting.
Grammar, Punctuation & Spelling
10%
Rules of grammar, usage, and punctuation are followed; spelling
is correct.
Language is clear and precise; sentences display consistently
strong, varied structure.
Rules of grammar, usage, and punctuation are followed with
minor errors.
Spelling is correct.
1123104
- Rules of gramm
Paper contains few grammatical, punctuation and spelling
errors.
Language lacks clarity or includes the use of some jargon or
conversationa-l tone.
1123099
- Rules of gramm
Paper contains numerous grammatical, punctuation, and spelling
errors.
Language uses jargon or conversational tone.
1123098
26. - Paper contains
Paper contains serious and multiple errors that seriously hinder
the reading of the paper.