What is a warrant in Toulmins model of a syllogismA) A legal do.pdf
•
0 likes•4 views
What is a warrant in Toulmin\'s model of a syllogism? A) A legal document making it legal to search private property B) The logic that connects supporting evidence to a claim C) The numerical date on which a claim is based D) A claim based on two or more distinct premises. Solution D) A claim based on two or more distinct premises. Warrant: The warrants parallel the major premise of a syllogism (Clark 86) and explain why the data is sufficient support for the claim The warrant serves as a \"guarantee\" for the argument , demonstrating or defending how the data supports the claim. Warrants may be laws, assumptions, or beliefs . which may or may not be readily accepted by an audience. Warrants may include definitions for key terms, an argument simpler than the argument at hand but which parallels the more complex argument being made, or a representative sample, that is simple and inclusive or that illustrates a special case The Toulmin model, which was created by Stephen Toulmin in 1958, is a model that was initially used to analyze courtroom discourse and arguments. In the present day the Toulmin model is not only used for courtroom arguments but for more complex arguments in general. It is made of six key components, Data, Warrant, Backing, Claim, Qualify, and Rebuttal. The three most important aspects of the six are Claim, Backing, and Warrant. The Claim is the proposition and states what exactly it is the individual is arguing. The Backing consists of all the materials that the arguer uses to convince the audience that their claim can be trusted. The Warrant is the assumption that the audience may share about a claim that can be used to persuade the audience in the direction of the claim. The Warrant often times goes unstated. Syllogism is also a way to analyze arguments, however it differs from the Toulmin model in that is was designed to break down the more simple arguments and doesn’t analyze the argument as critically. Its main components are the Major Premise, Minor Premise, and the Conclusion. The Major Premise is a broad statement that speaks on the topic of your Claim but is not as precise. The Minor Premise speaks on your claim in a less broader sense. The Conclusion is much like the Claim in the Toulmin model, it indicates what you are trying to argue. There are three types of claims, Fact, Value, and Policy. A claim of Fact is based on facts that the audience can see as objectively verifiable. A claim of Value is based on a topic that is more or less desirable; good or bad. A claim of Policy is based on the notion that a certain law or rule should be changed, or that certain policies should be created to solve certain problems. Claim: The claim is the conclusion to be proven.
Report
Share
Report
Share
Download to read offline
Recommended
The toulmin model
Stephan Toulmin was a British philosopher who developed theories of reasoning that are still used today. In his book The Uses of Argument, he proposed the Toulmin model, which outlines six components of a successful argument: claim, grounds, warrant, backing, rebuttal, and qualifiers. A claim is the statement being argued, while grounds provide supporting evidence. A warrant explains the logic connecting the grounds to the claim. Backing provides further support, rebuttal considers exceptions, and qualifiers moderate the claim's strength.
What is toulmin
The document discusses the Toulmin method of argumentation, which was developed by British philosopher Stephen Toulmin. The Toulmin model examines arguments through claim, data, and warrant. It aims to describe how people make reasonable arguments in real-life situations, where qualifications are often needed. The model breaks down an argument into a claim supported by data, with the warrant justifying why the data supports the claim. It provides a practical tool for understanding and constructing arguments.
Argument structure The Aristotelian argument The Ar
Argument structure: The Aristotelian argument
The Aristotelian argument is the framework upon which most academic, thesis-driven
writing is based. You can use this template any time you need to take a position on a
topic.* Before getting started, make sure that your thesis is argumentative and non-
obvious. When determining how to support your thesis, try to group all of your
supporting evidence into distinct piles which have thematic similarities. Finally, develop
each claim in its own section of text, making sure that each point is proportionate to the
others. The back of this handout contains a template you can use to get started.
1. Start broad and contextualizes the argument (e.g. Why
is your topic relevant to the course content?).
2. End with a specific argumentative claim--your thesis
(e.g. “In Augustine’s Confessions, we find many personal
dilemmas still relevant to modern life.”). You may also
opt to preview the progression of your argument (e.g. “In
Augustine’s Confessions, we find many personal
dilemmas still relevant to modern culture, evidenced by
his greed, his theological experimentation, and his sense
of despair when faced with personal loss.”)
3. Start each body paragraph with a distinct topic
sentence; this tells the reader how the paragraph
functions in the context of the argument (e.g. “One way
in which Augustine’s confessions are still relevant to
modern society is his greed, shown in his willingness to
steal the pears despite being well-fed and otherwise
content”).
4. Each paragraph should have distinct content based on
some organizational principle (e.g. ethics, history,
financial, legal, biblical, thematic (as in this example),
etc.)
5. If your thesis is controversial, you may also opt to
include a concession. This acknowledges a typical
argument your opposition would present to you (e.g.
“However, some theologians have claimed that the
realities of the modern world have made Augustine less
relevant to modern theological dilemmas. One example
is Dr. NoName, who states…”).
6. Immediately following, and in about as much space,
refute the opposition using evidence which undermines
their criticism.
7. Conclude and broaden the scope of your argument,
and this time, contextualize it in terms of relevance to
your audience and society.
*The example above is for illustration only.
Placement of the thesis my vary; the number of
points (and paragraphs composing them) can change.
The Center for Writing
3 Bockman Hall
651.641.3465
www.luthersem.edu/writing
Context & Relevance:
Concession:
Refutation:
Topic Sentence 3:
Supporting claims:
Topic Sentence 2:
Supporting claims:
Topic Sentence 1:
Supporting claims:
Relevance & Context:
Thesis:
marci
Note
Note: This template lacks a Background Section. This section answers the questions: (1) Why is this a problem?; (2) What are the origins/causes of the problem?Aristoteli ...
academic writing class notes.docx
This document discusses how to write a classical argument. It will cover identifying classical arguments, using Toulmin's model of argument to plan essays, checking reliability of sources, and using rhetorical appeals. Learners will be able to write a 500-word argumentative essay using these techniques after reviewing counterarguments and concessions. The document also explains classical argument structure, the Toulmin model, and responding to alternative views.
Reasoning com 104
Reasoning is the process of creating conclusions from evidence or premises. There are two main types of reasoning: inductive and deductive. Inductive reasoning uses specific examples to derive general conclusions, while deductive reasoning moves from general statements to a certain conclusion. Within inductive reasoning there are five methods: reasoning by example, cause, sign, comparison, and authority. Each method has specific tests to determine its validity. Fallacies are errors in reasoning and common fallacies include false dilemmas, appeals to emotion, non-sequiturs, slippery slopes, and ad hominem attacks. While logic is important for persuasion, desires and needs of receivers also influence what conclusions they will accept.
The Toulmin Model of Argument
The document discusses the Toulmin model of argument which is a systematic approach to reasoning that also considers the ethical basis of an argument. It outlines the key components of a Toulmin argument including the claim, data to support the claim, warrant to link the data to the claim, backing for the warrant, qualifiers to limit the claim, and potential rebuttals. It provides examples of applying these components and an outline for writing a Toulmin essay.
Toulmin Model & Logical Syllogisms
(Text dense: meant to be read like a book chapter, for online courses) Break down and logic of the Toulmin model in relation to deductive reasoning/syllogisms.
Toulmin model5
The document outlines Toulmin's model for evaluating arguments, which identifies six key parts of an argument: grounds, warrant, claim, backing, reservation, and qualifier. It explains each part and provides examples. Toulmin's model breaks down arguments into their basic components to analyze how tightly constructed and reasonable they are. The model helps show how each part relates to the overall validity of an argument but is not meant to judge the success of proving an argument.
Recommended
The toulmin model
Stephan Toulmin was a British philosopher who developed theories of reasoning that are still used today. In his book The Uses of Argument, he proposed the Toulmin model, which outlines six components of a successful argument: claim, grounds, warrant, backing, rebuttal, and qualifiers. A claim is the statement being argued, while grounds provide supporting evidence. A warrant explains the logic connecting the grounds to the claim. Backing provides further support, rebuttal considers exceptions, and qualifiers moderate the claim's strength.
What is toulmin
The document discusses the Toulmin method of argumentation, which was developed by British philosopher Stephen Toulmin. The Toulmin model examines arguments through claim, data, and warrant. It aims to describe how people make reasonable arguments in real-life situations, where qualifications are often needed. The model breaks down an argument into a claim supported by data, with the warrant justifying why the data supports the claim. It provides a practical tool for understanding and constructing arguments.
Argument structure The Aristotelian argument The Ar
Argument structure: The Aristotelian argument
The Aristotelian argument is the framework upon which most academic, thesis-driven
writing is based. You can use this template any time you need to take a position on a
topic.* Before getting started, make sure that your thesis is argumentative and non-
obvious. When determining how to support your thesis, try to group all of your
supporting evidence into distinct piles which have thematic similarities. Finally, develop
each claim in its own section of text, making sure that each point is proportionate to the
others. The back of this handout contains a template you can use to get started.
1. Start broad and contextualizes the argument (e.g. Why
is your topic relevant to the course content?).
2. End with a specific argumentative claim--your thesis
(e.g. “In Augustine’s Confessions, we find many personal
dilemmas still relevant to modern life.”). You may also
opt to preview the progression of your argument (e.g. “In
Augustine’s Confessions, we find many personal
dilemmas still relevant to modern culture, evidenced by
his greed, his theological experimentation, and his sense
of despair when faced with personal loss.”)
3. Start each body paragraph with a distinct topic
sentence; this tells the reader how the paragraph
functions in the context of the argument (e.g. “One way
in which Augustine’s confessions are still relevant to
modern society is his greed, shown in his willingness to
steal the pears despite being well-fed and otherwise
content”).
4. Each paragraph should have distinct content based on
some organizational principle (e.g. ethics, history,
financial, legal, biblical, thematic (as in this example),
etc.)
5. If your thesis is controversial, you may also opt to
include a concession. This acknowledges a typical
argument your opposition would present to you (e.g.
“However, some theologians have claimed that the
realities of the modern world have made Augustine less
relevant to modern theological dilemmas. One example
is Dr. NoName, who states…”).
6. Immediately following, and in about as much space,
refute the opposition using evidence which undermines
their criticism.
7. Conclude and broaden the scope of your argument,
and this time, contextualize it in terms of relevance to
your audience and society.
*The example above is for illustration only.
Placement of the thesis my vary; the number of
points (and paragraphs composing them) can change.
The Center for Writing
3 Bockman Hall
651.641.3465
www.luthersem.edu/writing
Context & Relevance:
Concession:
Refutation:
Topic Sentence 3:
Supporting claims:
Topic Sentence 2:
Supporting claims:
Topic Sentence 1:
Supporting claims:
Relevance & Context:
Thesis:
marci
Note
Note: This template lacks a Background Section. This section answers the questions: (1) Why is this a problem?; (2) What are the origins/causes of the problem?Aristoteli ...
academic writing class notes.docx
This document discusses how to write a classical argument. It will cover identifying classical arguments, using Toulmin's model of argument to plan essays, checking reliability of sources, and using rhetorical appeals. Learners will be able to write a 500-word argumentative essay using these techniques after reviewing counterarguments and concessions. The document also explains classical argument structure, the Toulmin model, and responding to alternative views.
Reasoning com 104
Reasoning is the process of creating conclusions from evidence or premises. There are two main types of reasoning: inductive and deductive. Inductive reasoning uses specific examples to derive general conclusions, while deductive reasoning moves from general statements to a certain conclusion. Within inductive reasoning there are five methods: reasoning by example, cause, sign, comparison, and authority. Each method has specific tests to determine its validity. Fallacies are errors in reasoning and common fallacies include false dilemmas, appeals to emotion, non-sequiturs, slippery slopes, and ad hominem attacks. While logic is important for persuasion, desires and needs of receivers also influence what conclusions they will accept.
The Toulmin Model of Argument
The document discusses the Toulmin model of argument which is a systematic approach to reasoning that also considers the ethical basis of an argument. It outlines the key components of a Toulmin argument including the claim, data to support the claim, warrant to link the data to the claim, backing for the warrant, qualifiers to limit the claim, and potential rebuttals. It provides examples of applying these components and an outline for writing a Toulmin essay.
Toulmin Model & Logical Syllogisms
(Text dense: meant to be read like a book chapter, for online courses) Break down and logic of the Toulmin model in relation to deductive reasoning/syllogisms.
Toulmin model5
The document outlines Toulmin's model for evaluating arguments, which identifies six key parts of an argument: grounds, warrant, claim, backing, reservation, and qualifier. It explains each part and provides examples. Toulmin's model breaks down arguments into their basic components to analyze how tightly constructed and reasonable they are. The model helps show how each part relates to the overall validity of an argument but is not meant to judge the success of proving an argument.
The Toulmin Model
The document introduces the Toulmin Model of argumentation, which breaks down arguments into the following components: grounds, warrant, claim, backing, reservation, and qualifier. The goal in introducing this model is to help readers understand that arguments are based on reasoning and evidence, analyze arguments by examining the foundation rather than just disagreeing with the conclusion, determine an argument's strengths and weaknesses, and assess the validity of a claim.
Evidence
This document defines evidence and discusses its importance in persuasion. It notes that evidence gives arguments an objective foundation beyond personal opinions. The document outlines different types of evidence including precedent, statistical, testimonial, hearsay, and common knowledge evidence. It discusses how the amount of evidence needed depends on the audience and claim. Overall, the document provides guidance on selecting and using different types of evidence to strengthen arguments and claims.
Toulmin Model Essay
The author claims that non-traditional families can be just as loving and supportive as traditional families (claim). This is supported by data from studies showing that children raised by same-sex parents or single parents do as well emotionally and academically as those raised by married, opposite-sex parents (data). The warrant is that families are defined by love and commitment between parents and children rather than a specific structure (warrant).
Toulmin argument
The document outlines Stephen Toulmin's model of persuasive argument, which includes a claim, grounds, and warrant. The claim is the statement being argued, grounds provide data and facts to support the claim, and the warrant links the grounds to the claim to validate why the data supports it. Successful arguments also include backing, qualifiers, rebuttals, and reservations to strengthen the core claim, grounds, and warrant components of the argument.
Legal Reasoning & Problem Solving
The document discusses legal reasoning and problem solving techniques for writing effective legal essays. It presents a 4-step method (CLEO) for legal analysis and writing: 1) Identify the claim, 2) Present the applicable law, 3) Evaluate the facts of the problem, and 4) Identify the outcome of the argument. Within each step, it provides guidance on how to structure arguments and effectively analyze problems using techniques like deductive, inductive, and analogical reasoning.
Argument Intro
The document discusses the key parts of an argument, including the main claim, premises, and conclusion. It defines these components and explains that an argument takes a stand supported by evidence to convince readers to accept a particular perspective. Specifically, it notes that the main claim is the central assertion, premises provide evidence to connect the claim to the conclusion, and the conclusion follows logically from the claim and premises.
The Argumentative Environment
A short and simple powerpoint presentation that takes viewers through The Argumentative Environment and helps understand all that is involved towards the topic.
The Argument
This document provides an overview of the key components of an argumentative essay, including stating claims, providing evidence, making appeals, identifying assumptions, and using different types of reasoning. It discusses how arguments aim to engage the reader's powers of reasoning to win agreement with an assertion, while persuasion also aims to influence actions by engaging beliefs and feelings. The document emphasizes using accurate, representative, relevant and adequate evidence to support claims, and being willing to address alternative views to strengthen the argument.
CLAIMS (2).pptx
This document provides information about different types of claims that can be made in arguments: claims of fact, value, and policy. It defines each type of claim and provides examples. Claims of fact assert empirical truths and can be proven true or false. Claims of value make judgments based on preferences and priorities that may reasonably be disagreed on. Claims of policy advocate for specific actions, policies, or solutions based on defined problems. The document guides readers in formulating each type of claim by considering relevant questions for facts, values, or recommended policies.
The argumentative environment-1
The document discusses the three pillars of persuasion according to Aristotle: logos, pathos, and ethos. Logos appeals to logic through factual evidence. Pathos appeals to emotions by evoking feelings in the listener. Ethos establishes the speaker's credibility and expertise. The document also provides examples of each and explains the Toulmin model for analyzing arguments.
Inventing arguments chap 1 2
The document discusses the key elements of an argument, including a claim supported by evidence. It defines argument, rhetoric, and the rhetorical situation. It also outlines the common structures and logical fallacies seen in arguments. The main components are a claim, grounds or evidence to support the claim, and consideration of alternative positions or rebuttals to the claim.
Understanding the claim
The document discusses understanding claims in arguments. It defines a claim as a statement for or against the status quo that is the focus of an argument. There are three types of claims: claims of fact, value, and policy. The document explains how to explain a claim simply, identifies the three parts of an argument, and discusses the roles and responsibilities of each side in an argument. It notes the importance of understanding claims to stay focused on the argument and not be taken advantage of by others reversing burdens of proof.
Lecture 2 arguments
This document provides an introduction to critical thinking and argumentation. It discusses key elements of arguments such as claims, grounds, warrants, backing, and qualifiers. It also introduces argument mapping as a tool to visualize the logical structure of arguments. Additionally, it discusses Stephen Toulmin's model of argument which identifies the core components of arguments and their interrelationships. The document uses examples to illustrate different types of arguments and their structures.
Toulmin's model
The Toulmin method is a style of argumentation that breaks arguments down into six component parts: claim, grounds, warrant, qualifier, rebuttal, and backing.
CRITICAL THINKING AND LOGICAL REASONING.pptx
Critical thinking involves using logic and reasoning to evaluate the truth or falsity of claims. Reasoning refers to advancing truth claims through logical argumentation. A critical thinker must be able to identify different types of statements such as claims, which can be true or false, and non-statements like questions or commands that lack truth value. Critical thinking also requires distinguishing between simple and complex claims as well as beliefs and opinions, which are also truth-bearing statements open to evaluation.
Arguments Essay
The document discusses three different styles of arguments used in essays about legalizing marijuana. The first essay by Stephen B. Duke used historical facts to support legalizing marijuana. The second examined survey results from states where marijuana was legal or illegal, finding higher abuse and dependence where it was legal. The third discussed public opinion poll results showing most Americans support nationwide legalization.
Structuring arguments
This document outlines the key elements of a Toulmin argument structure:
1) Claim - the main point or stance being argued
2) Reasons/Evidence - facts and data that support the claim
3) Warrants - underlying assumptions that logically connect the claim and evidence
4) Qualifiers - limits or exceptions placed on the claim
5) Backing - additional evidence and authority provided to support the warrants underlying the argument. The document provides examples and definitions for applying each element to construct a persuasive Toulmin argument.
Argument pp 1
This document provides an overview of the key elements of an effective argument, including:
1. The claim, which is the central proposition or thesis being argued. There are three main types: claims of fact, value, and policy.
2. Supporting evidence and appeals that are used to convince the audience of the claim.
3. An explicit or implicit warrant that links the claim and support and allows the audience to make the same connection.
It also discusses important considerations like understanding the audience, establishing credibility, choosing an appropriate claim, using reliable sources, avoiding logical errors, and using clear language. The goal is to influence the audience through reasoned discourse.
Norton Field Guide for Speaking 7.2
This document summarizes key concepts about critical thinking and arguments from a chapter on critical thinking. It discusses the components of a strong argument, including claims, evidence, and warrants. It also covers different types of reasoning like deductive and inductive. Additionally, it outlines common fallacies to avoid, such as appeals to emotion, authority, or popularity. The goal is to help readers understand how to construct persuasive arguments and identify flawed logic.
Case Study 10.1 Introduction to the Case Study Introduction to.docx
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
How can you define the traits below and what are your thoughts on th.pdf
How can you define the traits below and what are your thoughts on the importance of these traits
to leadership today?
Touch on all the following traits in your responses:
Integrity
Ambition
Failure
Risk
Trust
Courage
Solution
Integrity: Integrity is the quality of a person how he/she is being honest and having moral
principles.
My thoughts about integrity:
Integrity is the most important skill of leadership today because with the help of integrity the
leader can manger their team and build a trust between the co-members.
Ambition: Ambition is the ability of a person to do something or achieve something.
My thoughts about Ambition:
Leaders have strong ambition skill so that they can achieve success with the help of team
members. Ambition implies works and discipline to achieve the targets in an organization.
Failure: In simple words, you can say the lack of success or not achieve the success is a failure.
My thoughts about Failure:
Failure is an important part of life. In fact, the failure is necessary because it teaches to the
person how they survive if they don’t achieve the success. Failure as much as it hurts but we
learn the greatest lesson from the failure so the failure is a most important trait in today’s
leadership.
Risk: Risk is the probability that an actual return or outcome on an investment will be positive or
negative. In other words, you can say the risk is the potential of gaining or losing some values.
My thoughts about Risk:
The risk is a leadership quality in today’s life. A leader is a best when he has the ability to take a
risk for the business.
Trust: Trust is that where someone is depending on something or someone that can be tangible or
intangible.
My thoughts about Trust:
Trust is a leadership quality which helps to leaders for maintaining a relationship between the
trustor and a trustee. In leadership, there is no word more important than trust.
Courage: Courage is the ability to do the things which are not expected of someone.
My thoughts about Courage:
Courage is the key to great leadership because if you facing some difficult situation where you
need to courage their team members to do some task which is not easy. Leaders have the ability
to do courage their team members so they can do the task easily..
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter sy.pdf
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter syndrome (47, XXY). His
mother has normal skin, but his father has anhidrotic ectodermal dysplasia, an X-inked condition
where the skin does not contain sweat glands. Frank has patches of normal skin and patches of
skin without sweat glands. Complete the sentences. Some answers may be used more than once
or not at all. Frank received the mutant chromosome from his. Nondisjunction occurred in his
during the meiotic division.
Solution
Answer
Frank recieved the mutant chromosome from his Father
Nondisjunction occured in his Father during the First meiotic division.
Since, the mutant gene is present on X-chromosome of Father of Frank
Frank has also got this disease, therefore, the second chromosome of XXY combination must
have been inherited from father.
Nondisjunction has occured at Meiosis- 1 Stage,
At meiosis -1 chromosomes separate (Not chromatids), therefore, one cell has recieved both
chromosomes (XY)
Each chromosomes is made up of 2 chromatids.
At Meiosis -II chromatids separate. therefore, the sperm from such a cell recieves one chromatids
from X and another chromatids from Y and forms XY combination
when this sperm with XY fuses with egg having X, there resultant zygote has XXY genotype.
More Related Content
Similar to What is a warrant in Toulmins model of a syllogismA) A legal do.pdf
The Toulmin Model
The document introduces the Toulmin Model of argumentation, which breaks down arguments into the following components: grounds, warrant, claim, backing, reservation, and qualifier. The goal in introducing this model is to help readers understand that arguments are based on reasoning and evidence, analyze arguments by examining the foundation rather than just disagreeing with the conclusion, determine an argument's strengths and weaknesses, and assess the validity of a claim.
Evidence
This document defines evidence and discusses its importance in persuasion. It notes that evidence gives arguments an objective foundation beyond personal opinions. The document outlines different types of evidence including precedent, statistical, testimonial, hearsay, and common knowledge evidence. It discusses how the amount of evidence needed depends on the audience and claim. Overall, the document provides guidance on selecting and using different types of evidence to strengthen arguments and claims.
Toulmin Model Essay
The author claims that non-traditional families can be just as loving and supportive as traditional families (claim). This is supported by data from studies showing that children raised by same-sex parents or single parents do as well emotionally and academically as those raised by married, opposite-sex parents (data). The warrant is that families are defined by love and commitment between parents and children rather than a specific structure (warrant).
Toulmin argument
The document outlines Stephen Toulmin's model of persuasive argument, which includes a claim, grounds, and warrant. The claim is the statement being argued, grounds provide data and facts to support the claim, and the warrant links the grounds to the claim to validate why the data supports it. Successful arguments also include backing, qualifiers, rebuttals, and reservations to strengthen the core claim, grounds, and warrant components of the argument.
Legal Reasoning & Problem Solving
The document discusses legal reasoning and problem solving techniques for writing effective legal essays. It presents a 4-step method (CLEO) for legal analysis and writing: 1) Identify the claim, 2) Present the applicable law, 3) Evaluate the facts of the problem, and 4) Identify the outcome of the argument. Within each step, it provides guidance on how to structure arguments and effectively analyze problems using techniques like deductive, inductive, and analogical reasoning.
Argument Intro
The document discusses the key parts of an argument, including the main claim, premises, and conclusion. It defines these components and explains that an argument takes a stand supported by evidence to convince readers to accept a particular perspective. Specifically, it notes that the main claim is the central assertion, premises provide evidence to connect the claim to the conclusion, and the conclusion follows logically from the claim and premises.
The Argumentative Environment
A short and simple powerpoint presentation that takes viewers through The Argumentative Environment and helps understand all that is involved towards the topic.
The Argument
This document provides an overview of the key components of an argumentative essay, including stating claims, providing evidence, making appeals, identifying assumptions, and using different types of reasoning. It discusses how arguments aim to engage the reader's powers of reasoning to win agreement with an assertion, while persuasion also aims to influence actions by engaging beliefs and feelings. The document emphasizes using accurate, representative, relevant and adequate evidence to support claims, and being willing to address alternative views to strengthen the argument.
CLAIMS (2).pptx
This document provides information about different types of claims that can be made in arguments: claims of fact, value, and policy. It defines each type of claim and provides examples. Claims of fact assert empirical truths and can be proven true or false. Claims of value make judgments based on preferences and priorities that may reasonably be disagreed on. Claims of policy advocate for specific actions, policies, or solutions based on defined problems. The document guides readers in formulating each type of claim by considering relevant questions for facts, values, or recommended policies.
The argumentative environment-1
The document discusses the three pillars of persuasion according to Aristotle: logos, pathos, and ethos. Logos appeals to logic through factual evidence. Pathos appeals to emotions by evoking feelings in the listener. Ethos establishes the speaker's credibility and expertise. The document also provides examples of each and explains the Toulmin model for analyzing arguments.
Inventing arguments chap 1 2
The document discusses the key elements of an argument, including a claim supported by evidence. It defines argument, rhetoric, and the rhetorical situation. It also outlines the common structures and logical fallacies seen in arguments. The main components are a claim, grounds or evidence to support the claim, and consideration of alternative positions or rebuttals to the claim.
Understanding the claim
The document discusses understanding claims in arguments. It defines a claim as a statement for or against the status quo that is the focus of an argument. There are three types of claims: claims of fact, value, and policy. The document explains how to explain a claim simply, identifies the three parts of an argument, and discusses the roles and responsibilities of each side in an argument. It notes the importance of understanding claims to stay focused on the argument and not be taken advantage of by others reversing burdens of proof.
Lecture 2 arguments
This document provides an introduction to critical thinking and argumentation. It discusses key elements of arguments such as claims, grounds, warrants, backing, and qualifiers. It also introduces argument mapping as a tool to visualize the logical structure of arguments. Additionally, it discusses Stephen Toulmin's model of argument which identifies the core components of arguments and their interrelationships. The document uses examples to illustrate different types of arguments and their structures.
Toulmin's model
The Toulmin method is a style of argumentation that breaks arguments down into six component parts: claim, grounds, warrant, qualifier, rebuttal, and backing.
CRITICAL THINKING AND LOGICAL REASONING.pptx
Critical thinking involves using logic and reasoning to evaluate the truth or falsity of claims. Reasoning refers to advancing truth claims through logical argumentation. A critical thinker must be able to identify different types of statements such as claims, which can be true or false, and non-statements like questions or commands that lack truth value. Critical thinking also requires distinguishing between simple and complex claims as well as beliefs and opinions, which are also truth-bearing statements open to evaluation.
Arguments Essay
The document discusses three different styles of arguments used in essays about legalizing marijuana. The first essay by Stephen B. Duke used historical facts to support legalizing marijuana. The second examined survey results from states where marijuana was legal or illegal, finding higher abuse and dependence where it was legal. The third discussed public opinion poll results showing most Americans support nationwide legalization.
Structuring arguments
This document outlines the key elements of a Toulmin argument structure:
1) Claim - the main point or stance being argued
2) Reasons/Evidence - facts and data that support the claim
3) Warrants - underlying assumptions that logically connect the claim and evidence
4) Qualifiers - limits or exceptions placed on the claim
5) Backing - additional evidence and authority provided to support the warrants underlying the argument. The document provides examples and definitions for applying each element to construct a persuasive Toulmin argument.
Argument pp 1
This document provides an overview of the key elements of an effective argument, including:
1. The claim, which is the central proposition or thesis being argued. There are three main types: claims of fact, value, and policy.
2. Supporting evidence and appeals that are used to convince the audience of the claim.
3. An explicit or implicit warrant that links the claim and support and allows the audience to make the same connection.
It also discusses important considerations like understanding the audience, establishing credibility, choosing an appropriate claim, using reliable sources, avoiding logical errors, and using clear language. The goal is to influence the audience through reasoned discourse.
Norton Field Guide for Speaking 7.2
This document summarizes key concepts about critical thinking and arguments from a chapter on critical thinking. It discusses the components of a strong argument, including claims, evidence, and warrants. It also covers different types of reasoning like deductive and inductive. Additionally, it outlines common fallacies to avoid, such as appeals to emotion, authority, or popularity. The goal is to help readers understand how to construct persuasive arguments and identify flawed logic.
Case Study 10.1 Introduction to the Case Study Introduction to.docx
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
Similar to What is a warrant in Toulmins model of a syllogismA) A legal do.pdf (20)
Case Study 10.1 Introduction to the Case Study Introduction to.docx
Case Study 10.1 Introduction to the Case Study Introduction to.docx
More from jeeteshmalani1
How can you define the traits below and what are your thoughts on th.pdf
How can you define the traits below and what are your thoughts on the importance of these traits
to leadership today?
Touch on all the following traits in your responses:
Integrity
Ambition
Failure
Risk
Trust
Courage
Solution
Integrity: Integrity is the quality of a person how he/she is being honest and having moral
principles.
My thoughts about integrity:
Integrity is the most important skill of leadership today because with the help of integrity the
leader can manger their team and build a trust between the co-members.
Ambition: Ambition is the ability of a person to do something or achieve something.
My thoughts about Ambition:
Leaders have strong ambition skill so that they can achieve success with the help of team
members. Ambition implies works and discipline to achieve the targets in an organization.
Failure: In simple words, you can say the lack of success or not achieve the success is a failure.
My thoughts about Failure:
Failure is an important part of life. In fact, the failure is necessary because it teaches to the
person how they survive if they don’t achieve the success. Failure as much as it hurts but we
learn the greatest lesson from the failure so the failure is a most important trait in today’s
leadership.
Risk: Risk is the probability that an actual return or outcome on an investment will be positive or
negative. In other words, you can say the risk is the potential of gaining or losing some values.
My thoughts about Risk:
The risk is a leadership quality in today’s life. A leader is a best when he has the ability to take a
risk for the business.
Trust: Trust is that where someone is depending on something or someone that can be tangible or
intangible.
My thoughts about Trust:
Trust is a leadership quality which helps to leaders for maintaining a relationship between the
trustor and a trustee. In leadership, there is no word more important than trust.
Courage: Courage is the ability to do the things which are not expected of someone.
My thoughts about Courage:
Courage is the key to great leadership because if you facing some difficult situation where you
need to courage their team members to do some task which is not easy. Leaders have the ability
to do courage their team members so they can do the task easily..
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter sy.pdf
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter syndrome (47, XXY). His
mother has normal skin, but his father has anhidrotic ectodermal dysplasia, an X-inked condition
where the skin does not contain sweat glands. Frank has patches of normal skin and patches of
skin without sweat glands. Complete the sentences. Some answers may be used more than once
or not at all. Frank received the mutant chromosome from his. Nondisjunction occurred in his
during the meiotic division.
Solution
Answer
Frank recieved the mutant chromosome from his Father
Nondisjunction occured in his Father during the First meiotic division.
Since, the mutant gene is present on X-chromosome of Father of Frank
Frank has also got this disease, therefore, the second chromosome of XXY combination must
have been inherited from father.
Nondisjunction has occured at Meiosis- 1 Stage,
At meiosis -1 chromosomes separate (Not chromatids), therefore, one cell has recieved both
chromosomes (XY)
Each chromosomes is made up of 2 chromatids.
At Meiosis -II chromatids separate. therefore, the sperm from such a cell recieves one chromatids
from X and another chromatids from Y and forms XY combination
when this sperm with XY fuses with egg having X, there resultant zygote has XXY genotype.
Does law provide liberty What is law How does law tend to be perve.pdf
Does law provide liberty? What is law? How does law tend to be perverted.
Solution
Ans
Yes law of land quite often provide liberty. E. G laws and constitution in many countries provide
for liberty. Quite often it is part of preamble in constitutions like that of India. Law are rules
which are considered appropriate by a society or nation and it is quite often enforced by
imposition of penalties. It tend to be perverted because of vested interests of various pressure
groups who want to avoid law and/or use it for their own benefit.
Consider two n times n matrices C and D that commute under matrix mul.pdf
Consider two n times n matrices C and D that commute under matrix multiplication, so CD =
DC. If x R^n is an eigenvector of C, show that Dx is also an eigenvector of C.
Solution
Let be the eigenvalue of C corresponding to the eigenvector x. Then Cx = x so that (DC)x =
D(Cx) = D(x) = (Dx). Since C and D commute, hence C(Dx) = (CD)x = (DC) x =(Dx). This
shows that Dx is also an eigenvector of C..
Can someone help me setup this in JAVA Im new to java. Thanks.pdf
Can someone help me setup this in JAVA? I\'m new to java.
Thanks Create a new Java Application project. Create a new package called \"hw2\" Copy the
classes from hw1 into the new package hw2 Create a new Java Enum Face that includes the
colors (BLUE, RED, ...) and the characters (PLUMPY MR_MINT: JOLLY) include an instance
variable isCharacter, a boolean which is true for the character values, false for the colors Define
a class called Card: Include a Face and a boolean to indicate if the card is a \"double\" - this is
only for the colors o Include a constructor that takes a Face and then a boolean parameter
Include getFace() and isDoubled() to return the face of the card and whether it is doubled or not
Override the toString() method for this class - take the easy way out and use the default
toString() method provided for all enum classes to get the value of the Face if the card is
\"doubled\", return \"double \" you will get return values like \"RED\", \"double BLUE\" or
\"MR_MINT\"
Solution
Card.java
CandyLand.java
package hw2;
public class CandyLand {
/**
* @param args the command line arguments
*/
public static void main(String[] args) {
Game game = new Game();
game.playGame();
}
}
Game.java
package hw2;
import java.util.ArrayList;
import java.util.List;
import java.util.Scanner;
class Game {
Board board;
static final int NUM_PLAYERS = 2;
static final int MAX_NUM_PLAYERS = 6;
int nextRoll = 0;
List list = new ArrayList();
Game() {
board = new Board(NUM_PLAYERS);
}
void printIntro() {
System.out.println(\"This is a crude version of Candyland\ \");
}
// Generate the next value \"drawn\"
// Returns: the value of the next card drawn. Returning the empty string indicates
// there are no more values
String draw() {
String testRolls[] = {Board.PLUMPY, Board.YELLOW,
Board.RED, Board.YELLOW, Board.GREEN,
Board.MR_MINT, Board.JOLLY, Board.RED,
Board.GREEN};
final int NUM_CARDS = 9;
if (nextRoll >= NUM_CARDS) {
return \"\";
}
return testRolls[nextRoll];
}
// Indicate if this card is a \"double\" color
// Returns: true if the color is a double, false if not.
// NOTE: This is a very bad way to do this -- but it does help to motivate structures
boolean drawRepeat() {
boolean testRollsRepeat[] = {false, true, false, true, false, false, false, false, false};
final int NUM_CARDS = 9;
if (nextRoll >= NUM_CARDS) {
return false;
}
return testRollsRepeat[nextRoll];
}
public void addPlayers(String name) {
if (!name.equals(\"done\")) {
list.add(new Player(name));
}
}
void playGame() {
// Use nextPlayer to switch among the players
int nextPlayer = 0;
boolean done = false;
printIntro();
while (list.size() <= MAX_NUM_PLAYERS) {
Scanner sc = new Scanner(System.in);
System.out.println(\"Enter a name player: \");
String name = sc.nextLine();
while (name.contains(\" \")) {
System.out.println(\"name must be a single word. Repeat\");
name = sc.nextLine();
}
if (!name.equals(\"done\")) {
addPlayers(name);
} else if (name.equals(\"done\")) {
if (list.size() < NUM_PLAYERS).
atify and describe the cult alue dimensions that help ural profile of.pdf
atify and describe the cult alue dimensions that help ural profile of a country iad affect
organizational processes: power distance. quently arise out of garding time, change, material f
fre- values and orientations re- ancertainty avoidance, individualism, and mascu- In his later
research, Hofstede explored the encept of long-term versus short-term orientation . Managers can
use research results and personal obser vations to develop a character sketch, or cultural profile,
of a country. This profile can help managers anticipate how to motivate people and coordinate
work processes in a particular international context. piscussion Questions What is meant by the
culture of a society, and why is it im portant for international managers to understand it? Do you
notice cultural differences among your classmates? How do e differences affect the class
environment? How do they 3-3. Di Discuss how the Internet and culture interact. Which most af-
fects the other, and how? Give some examples Discuss collectivism as it applies to the Japanese
workplace. 3-4. affect your group projects? s does it affect? uss the types of operational conflicts
that could occur in an international context because of different attitudes toward time, change,
material factors, and individualism hat managerial functi Discuss the role of Islam in cross-
cultural relations and busi- ness operations. 3-5. Give examples relative to specific countries.
plication Exercises Develop a cultural profile for one of the countries in the fol- 37. In small
groups of students, lowing list. Form small groups of students and compare your findings in class
with those of another group preparing a pro- file for another country. Be sure to compare specific
findings regarding religion, kinship, recreation, and other subsystems. What are the prevailing
attitudes toward time, change, mate- ial factors, and individualism? nv A frican country ing the
four dimensions of power distance, uncertaint ance, masculinity, and individualism for one of the
countries in comparison to the United States. (Your inst assign the countries to avoid
duplication.) Present yo to the class. Assume you are a U.S. manager of a subs foreign country
and explain how differences on these are likely to affect your management tasks. What s you
have for dealing with these differences in the w
Solution
Culture of a society means the way people do things living in a society. This varies from place to
place to a large level. People living in a society will have different cultures, customs, behaviours,
language which can become a barrier if not tackled in the right way.
It is important for an international manager to understand it because of the trend of globalising
the business in international market. When the business is expanded to different places problems
are faced to understand the culture of that place and adjust to make variations according to the
existing culture of the place. For example the most important cultural barrier c.
21. Assume that mutations in the transformer (tra) and the male- spec.pdf
21. Assume that mutations in the transformer (tra) and the male- specific lethal (MSL) genes
eliminate the Sxl binding sites in the RNA transcribed from these genes. How would these
mutations influence the sexual development of the fly embryo?
Solution
SXL gene is the master regulator of sex determination in drosophila so mutation in the Sxl
binding sites will leads to mutant female that prevented from making eggs by protein coding
lesion in SXL.
Such mutations have no effect on sex determination in XY males. Homozygosity of the intersex
(ix) gene causes XX flies to develop an intersex phenotype having portions of male and female
tissue in the same organ..
Write one Conditional Signal Assignment VHDL code statement in the b.pdf
Write one Conditional Signal Assignment VHDL code statement in the body of the
ARCHITECTURE to describe the behaviour of an OR gate.
Use these instructions:
Create a new VHDL source file called Qxxxxx. (where xxxxx are the last five digits of your
students number)
Enter the usual context clause at the top of the file. Now declare the top line and last line of an
ENTITY called Qxxxxx. It is common practice to place a each ENTITY in a single .vhd file that
is named identically to the ENTITY.
Now declare the inputs and outputs by typing PORT(….) into the ENTITY declaration. Name
the input signals A and B, and the output signal Y.
Solution
use IEEE.std_logic_1164.all;
entity orgate is
Port( A : in std_logic;
B : in std_logic;
Y : out std_logic
);
end orgate.
Write a two- to three- page paper responding to the questions at the.pdf
Write a two- to three- page paper responding to the questions at the end of Personal Skill Builder
14-1: You Make the Call! on page 553 of Supervision: Concepts and Practices of Management.
A supervisory position in healthcare has become a difficult and demanding job. Trying to
understand the Patient Protection coworkers and patient care. I have tried to accentuate the and
Affordable Care Act (ACA) and not seeing many employ- positive, but I often have challenges
dealing with adversity e end of one week, things went from bad to rs providing education and
incentives for their employees to improve their health has created stress and conflict for many ar
worse. Marty Johnson, an eight-year ER veteran poste some comments on Facebook.\"I am
drowning in the healthcare professionals. Most healthcare professionals know emergency room
at CMC. I HATE THEIR GUTS! My super isor Charlotte, the doctors, other nurses and techs are
devils from hell!\" adopt proactive preventative behaviors to become healthier, happier, and do
better work. Employers should find a way to reward their good health behaviors. Some hospitals
have made significant reductions in staff and many healthcare pro- fessionals have been expected
to do more with less. Alas, these are challenging times for the healthcare fie One of Marty\'s
Facebook friends, a hospital employee, contacted the HR department and noted her concerns
about the impropriety of the postings. Bob Renty, execu- tive VP for administration and the HR
department, con- ducted an investigation. In a meeting with Renty and Carol Holbrook, HR
director, Marty Johnson claimed that Du Monday\'s morning management meeting, it was re-
ported that a survey found 53 percent of Community Medi- cal Center (CMC) nurses \"had high
levels of stress, feelings of extreme fatigue and felt they had no control in providing quality
healthcare.\" A group of managers were chosen to work with the human resources (HR)
department and a consulting group to develop an action plan. Ma brainstormed the following
short run strategies: (1) assign reasonable work hours, (2) allow nurses to have a full 30-min ute
break and several 15-minute breaks during the day, (3) configure realistic assignment of tasks,
and (4) create a man- agement culture that would support the nurses\'activities. not posted the
offending comments and a friend, who had access to his Facebook account, might have posted
them. A representative of the HR department interviewed the friend who at first stated that she
was the author of the comments.The friend was not a CMC employee and after being warned
that she might be charged with perjury, she admitted that Marty had told her to take
responsibilityf the postings because he was afraid that he might lose his job. In a meeting with
Charlotte, Renty, and Holbroo Marty said he was merely venting his frustratio several long and
hard days at work. He said he had de leted the post and the comments had been directed for his
online friends only.
1. Match the following. DOE is pursuing the demonstration of one suc.pdf
1. Match the following. DOE is pursuing the demonstration of one such design, a very-high
temperature reactor, through its Next Generation Nuclear Plant program, and the facility is
scheduled to begin operations. Photovoltaic (PV) systems Wind energy Fuel cell A. 1% and
hazard to birds and bats. B. chemical reaction releases electrical energy. C. 2021 D. solar power.
Solution
Photo Voltaic Systems : Solar Power
Wind Energy: Hazard to birds and bats
Fuel Cell: Chemical reaction releases electrical energy.
Which of the following involve an increase in the entropy of the sys.pdf
Which of the following involve an increase in the entropy of the system under consideration?
(Select all that apply.)
melting of a solid
diffusion
evaporation of a liquid
mixing
sublimation
separation
freezing
Solution
diffusion ,,,,,sublimation,,,,,melting of solid,,,evaporation of liquid,,,mixing.
Which of the following was true about the Great Depression in th.pdf
Which of the following was true about the Great Depression in the 1930\'s?
a. There was approximately 25% unemployment in the US.
b. Factories were operating far below capacity--there were many idle factories.
c. Europe as well as the US was affected.
d. The Great Depression caused social unrest in the United States.
e. All of the above are true statements about the Great Depression.
Which of the following was true about the Great Depression in the 1930\'s?
a. There was approximately 25% unemployment in the US.
b. Factories were operating far below capacity--there were many idle factories.
c. Europe as well as the US was affected.
d. The Great Depression caused social unrest in the United States.
e. All of the above are true statements about the Great Depression.
Which of the following was true about the Great Depression in the 1930\'s?
a. There was approximately 25% unemployment in the US.
b. Factories were operating far below capacity--there were many idle factories.
c. Europe as well as the US was affected.
d. The Great Depression caused social unrest in the United States.
e. All of the above are true statements about the Great Depression.
Solution
Correct option is (e).
During the great depression, aggregate demand was too low, therefore factories were running at
below capacity due to lack of demand, resulting in very high level of unemployment. Effects of
US depression affected Europe too, causing social unrest and disturbance..
What are the major concerns for corporations in developing and re.pdf
What are the major concerns for corporations in developing and retaining expatriate employees,
especially managers? 250 words please
What are the major concerns for corporations in developing and retaining expatriate employees,
especially managers? 250 words please
Solution
International corporations use expatriates to maintain corporate control and expertise in various
global markets as well as to effectively facilitate entry into new markets. With a steady rise in
corporate globalization, employees with international experience become a vital asset to any
successful corporation. For that reason, Deresky (2013) suggests that the ability to develop a
globally-experienced top management team depends largely on the success of expatriates’
assignments, which is all dependent upon the corporation’s ability to manage the transitions for
both the expatriate their accompanying family members (p. 300). Consequently, effective human
resource management of a company’s global ends not only with the completion of the
international assignment, but rather with the successful return of the executive into company
headquarters” (Deresky, 2013, p. 300).
Specifically, poor expatriate management can threaten a corporation’s performance and
capabilities in the international sector. In fact, poor management prioritization or inattention
often leads to failed international assignments. For instance, inadequate management planning on
the selection of the expatriate for a particular international assignment will likely lead to the
premature return their expatriate or the loss of their returned expatriates due to poor repatriation.
Chew (2004) suggests that key predictors of expatriate selection success include: technical
ability, managerial skills, cultural empathy, adaptability, diplomacy, language ability, positive
attitude, emotional stability, maturity and adaptability of family.
Because the human resource management problems are typically more complex in these
international circumstances, it often leads to failures in international business. Without a doubt,
some of the leading problems encountered by both management and expatriates are unclear
expectations, learning a new organization, and the under-utilization of overseas experiences
(Vilet, 2012). Considering this, returning expatriates are always sought for these positions,
because their previous experiences make the transitions easier on both parties; however, one of
the challenges with expatriates is the inability to retain the expatriate upon return from the
overseas assignment. According to a 2010 survey conducted by Brookfield Global Relocation,
38 percent of expatriate returnees quit within 12 months—a consistent figure for over 30 years
(Vilet, 2012). Much of this can be contributed to the challenging nature of these assignments,
poor management, or the limitations on career potential. Likely an outdated and underestimated
cost today, research has “determined that the cost of losing a single repatriat.
Which factors might account for the specificity of certain viruses f.pdf
Which factors might account for the specificity of certain viruses for certain bacteria?
Solution
a virus that infects and replicates within a bacterium is called bacteriophage. factors which
account for specificityy of certain viruses for certain bacteria are - their replication stage like , it
is in lytic stage or lysogenic stage.;
To enter a host cell, bacteriophages attach to specific receptors on the surface of bacteria,
including lipopolysaccharides, teichoic acids, proteins, or even flagella. This specificity means a
bacteriophage can infect only certain bacteria bearing receptors to which they can bind, which in
turn determines the phage\'s host range. Host growth conditions also influence the ability of the
phage to attach and invade them. As phage virions do not move independently, they must rely on
random encounters with the right receptors when in solution (blood, lymphatic circulation,
irrigation, soil water, etc.)..
What basic auditing policy logs attempts to authenticate a user thro.pdf
What basic auditing policy logs attempts to authenticate a user through a domain controller or a
local Security Accounts Manager?
Solution
“Audit Logon Events” are meant for monitoring the logon/logoff events, and are disabled by
default. It is required to enable these policies manually. The basic auditing policy are:
It aslo depends on system to system. For windows there are category and sub category for
auditing .
for ex: Account Logon,Account Management,Detailed Tracking,DS Access ect. This further has
subcategory.
Events to Monitor
A perfect event ID to generate a security alert should contain the following attributes:
High likelihood that occurrence indicates unauthorized activity
Low number of false positives
Occurrence should result in an investigative/forensics response
Two types of events should be monitored and alerted:
Those events in which even a single occurrence indicates unauthorized activity
An accumulation of events above an expected and accepted baseline
An example of the first event is:
If Domain Admins (DAs) are forbidden from logging on to computers that are not domain
controllers, a single occurrence of a DA member logging on to an end-user workstation should
generate an alert and be investigated. This type of alert is easy to generate by using the Audit
Special Logon event 4964 (Special groups have been assigned to a new logon). Other examples
of single instance alerts include:
If Server A should never connect to Server B, alert when they connect to each other.
Alert if a normal end-user account is unexpectedly added to a sensitive security group.
If employees in factory location A never work at night, alert when a user logs on at midnight.
Alert if an unauthorized service is installed on a domain controller.
Investigate if a regular end-user attempts to directly log on to a SQL Server for which they have
no clear reason for doing so.
If you have no members in your DA group, and someone adds themselves there, check it
immediately.
An example of the second event is:
An aberrant number of failed logons could indicate a password guessing attack. For an enterprise
to provide an alert for an unusually high number of failed logons, they must first understand the
normal levels of failed logons within their environment prior to a malicious security event.
----------end-----------.
What are the main methods anthropologists use Give an example of ho.pdf
What are the main methods anthropologists use? Give an example of how urban anthropologists
applied these methods to urban environments. 5-8 sentences
Solution
Anthropologists use both objective,( i.e, scientific) and subjective (interpretive) methods. They
also document their work so that other anthropologists can duplicate it. Anthropological research
methods include: 1. Cultural Immersion 2. Human Ecology (analysis of how people interact with
their environment) 3. linguistic analysis 4. archaeological analysis and 5. Physical
Anthropological Research (analysis of human biology)
Cultural immersion: anthropologists interact with knowledgeable individuals of a society to
record their culture. They also construct genealogies and maps to show how people in
communities are related to one another.
Human ecology: cultural research is combined with studies of environments. Human ecology
examines how people interact with their natural environments.
Linguistic Analysis: Language reveals much about a people’s culture.
Archaeological Analysis: specialized research methods and tools for the careful excavation and
recording of the buried remains of past cultures.
Physical Anthropological Research: Paleoanthropologists and forensic anthropologists construct
extremely detailed descriptions of people’s lives from only measurements of bones and teeth..
Arrange the following parts and processes of eukaryotic gene expressi.pdf
Arrange the following parts and processes of eukaryotic gene expression in chronological order.
Functional protein appears Gene is found Transcription is initiated Introns are removed
Translation occurs Transcription elongation occurs mRNA is produced
Solution
Eukaryotic gene expression in chronological order:
FIRST STEP
Gene is found
Transcription is initiated
Transcription elongation occur
m RNA is produced
Introns are removed
Translation occurs
Functional protein appears
LAST STEP.
The polarization of the CMB detected in the WMAP data is evidence fo.pdf
The polarization of the CMB detected in the WMAP data is evidence for which of the following?
A. The first stars had enough mass to change lens the light around them, which polarized the
light.
B. The first stars acted as polarizing lenses as the CMB passed through them.
C. The first stars gave off strong enough radiation to ionize most of the hydrogen gas in the
universe, which in turn, polarized the light.
D. The first stars, themselves, gave off this polarized light.
Solution
Answer is (c)
Long time back ago perhaps 200 million years after big bang, the evolution of universe is started.
when first star started shining then it light reionizes thehydrogen. result from WMAP show that
re-ionization started too early as redshift z-20. and it is alsofound that re-ionization process was
ongoing when redshift z-6that was a billion years after the Big Bang.it has been found that At
this late stage in the evolution of the Universe,the density of hydrogen was much lower than
atrecombination. Hence, even though hydrogen isfully ionized, only a fraction of the CMB
photonsscattered with electrons after this re-ionization. Ascattering percentage somewhere
around 10% to20% is the value favored in the latest analysis ofWMAP data. Even though only a
fraction of thephotons scatter after re-ionization, this still has adramatic effect on the production
of polarizationon large angular scales, of order ten degrees. Onthese scales the polarization
produced atdecoupling (z ~ 1100) is minimal because thesescales are much larger than the mean
free path atdecoupling. Thus, the signal from re-ionizationdetermines the shape of the power
spectrum atlarge scales..
Technical Performance Measures are quantitative measures that must be.pdf
Technical Performance Measures are quantitative measures that must be met for the system to
fulfill its mission. Name two primary areas in the systems engineering process that TPMs are
used:
Solution
Technical performance measures are shortly called as tpms..
They are used in different kinds of engineering fields..
The two important fields are
1) military engineering namely in u.s.a
2)space system engineering ..
Show that the center Z(D) of a division ring D is a field.Solutio.pdf
Show that the center Z(D) of a division ring D is a field.
Solution
By defintion, a division algebra D over a field F is a vector space over F with a product
operation,
which satisfies all the usual laws of associativity and distributivity (but not necessaily
commutative).
in addition to the property that evey non-zero element in D is invertible.
Now Z(D) is the center of the division algebra = {x in D~ xy =yx}, the set of all x in D
commuting with
all the elements of D.
Clearly Z(D) itself is a division algebra . ( xy =yx implies y-1 x-1 = x-1 y-1 for all y implies
Z(D) is closed
under inverses).
By very definition Z(D) is a commutative .
So Z(D) is a field. (any commutaive division algebra is a field.).
More from jeeteshmalani1 (20)
How can you define the traits below and what are your thoughts on th.pdf
How can you define the traits below and what are your thoughts on th.pdf
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter sy.pdf
frank has klinefelter syndrome (47, XXY)... Frank has Klinefelter sy.pdf
Does law provide liberty What is law How does law tend to be perve.pdf
Does law provide liberty What is law How does law tend to be perve.pdf
Consider two n times n matrices C and D that commute under matrix mul.pdf
Consider two n times n matrices C and D that commute under matrix mul.pdf
Can someone help me setup this in JAVA Im new to java. Thanks.pdf
Can someone help me setup this in JAVA Im new to java. Thanks.pdf
atify and describe the cult alue dimensions that help ural profile of.pdf
atify and describe the cult alue dimensions that help ural profile of.pdf
21. Assume that mutations in the transformer (tra) and the male- spec.pdf
21. Assume that mutations in the transformer (tra) and the male- spec.pdf
Write one Conditional Signal Assignment VHDL code statement in the b.pdf
Write one Conditional Signal Assignment VHDL code statement in the b.pdf
Write a two- to three- page paper responding to the questions at the.pdf
Write a two- to three- page paper responding to the questions at the.pdf
1. Match the following. DOE is pursuing the demonstration of one suc.pdf
1. Match the following. DOE is pursuing the demonstration of one suc.pdf
Which of the following involve an increase in the entropy of the sys.pdf
Which of the following involve an increase in the entropy of the sys.pdf
Which of the following was true about the Great Depression in th.pdf
Which of the following was true about the Great Depression in th.pdf
What are the major concerns for corporations in developing and re.pdf
What are the major concerns for corporations in developing and re.pdf
Which factors might account for the specificity of certain viruses f.pdf
Which factors might account for the specificity of certain viruses f.pdf
What basic auditing policy logs attempts to authenticate a user thro.pdf
What basic auditing policy logs attempts to authenticate a user thro.pdf
What are the main methods anthropologists use Give an example of ho.pdf
What are the main methods anthropologists use Give an example of ho.pdf
Arrange the following parts and processes of eukaryotic gene expressi.pdf
Arrange the following parts and processes of eukaryotic gene expressi.pdf
The polarization of the CMB detected in the WMAP data is evidence fo.pdf
The polarization of the CMB detected in the WMAP data is evidence fo.pdf
Technical Performance Measures are quantitative measures that must be.pdf
Technical Performance Measures are quantitative measures that must be.pdf
Show that the center Z(D) of a division ring D is a field.Solutio.pdf
Show that the center Z(D) of a division ring D is a field.Solutio.pdf
Recently uploaded
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
What is a warrant in Toulmins model of a syllogismA) A legal do.pdf
- 1. What is a warrant in Toulmin's model of a syllogism? A) A legal document making it legal to search private property B) The logic that connects supporting evidence to a claim C) The numerical date on which a claim is based D) A claim based on two or more distinct premises. Solution D) A claim based on two or more distinct premises. Warrant: The warrants parallel the major premise of a syllogism (Clark 86) and explain why the data is sufficient support for the claim The warrant serves as a "guarantee" for the argument , demonstrating or defending how the data supports the claim. Warrants may be laws, assumptions, or beliefs . which may or may not be readily accepted by an audience. Warrants may include definitions for key terms, an argument simpler than the argument at hand but which parallels the more complex argument being made, or a representative sample, that is simple and inclusive or that illustrates a special case The Toulmin model, which was created by Stephen Toulmin in 1958, is a model that was initially used to analyze courtroom discourse and arguments. In the present day the Toulmin model is not only used for courtroom arguments but for more complex arguments in general. It is made of six key components, Data, Warrant, Backing, Claim, Qualify, and Rebuttal. The three most important aspects of the six are Claim, Backing, and Warrant. The Claim is the proposition and states what exactly it is the individual is arguing. The Backing consists of all the materials that the arguer uses to convince the audience that their claim can be trusted. The Warrant is the assumption that the audience may share about a claim that can be used to persuade the audience in the direction of the claim. The Warrant often times goes unstated. Syllogism is also a way to analyze arguments, however it differs from the Toulmin model in that is was designed to break down the more simple arguments and doesn’t analyze the argument as critically. Its main components are the Major Premise, Minor Premise, and the Conclusion. The Major Premise is a broad statement that speaks on the topic of your Claim but is not as precise. The Minor Premise speaks on your claim in a less broader sense. The Conclusion is much like the Claim in the Toulmin model, it indicates what you are trying to argue. There are three types of claims, Fact, Value, and Policy. A claim of Fact is based on facts that the audience can see as objectively verifiable. A claim of Value is based on a topic that is more or less desirable; good or bad. A claim of Policy is based on the notion that a certain law or rule
- 2. should be changed, or that certain policies should be created to solve certain problems. Claim: The claim is the conclusion to be proven