...(Points : 4) Development of arguments Measure of good sense Development of critical skills Writing for clarity Critical thinking Question 2.2. (TCO 1, 2, 4) In Chapter 1, we learned the definition of the term issue. The principle concern when handling an issue is whether or not (Points : 4) a given claim is true or not. a claim attaches to the conclusion or not. the majority has a position on the debate. key experts have a position on the debate. Question 3.3. (TCOs 1, 2, 3) In Chapter 1, we learned the definition of the term argument. The purpose of an argument is to (Points : 4) explain complex ideas. win adherents to a position. refute the positions of other people. support or prove conclusions. Question 4.4. (TCOs 2, 3) In Chapter 2, we learned the meaning of inductive arguments. The support that the premises provide for the conclusion of an inductive argument is best described in terms of (Points : 4) valid or invalid. sound or unsound. provable or unprovable. strong or weak. Question 5.5. (TCO 1, 2) In Chapter 2, we learned the meaning of the three modes of persuasion, as defined by Aristotle. Logos refers to arguments based on (Points : 4) ethics and moral character. experiment and observations. passions and emotions. logic and reasoning. Question 6.6. (TCO 6) In Chapter 2, we...
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... Multiple Choice 5 1 Grade Details - All Questions Question 1. Question : (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example: “The point is that you have to believe what we experience through our senses because our senses are the only tools we have for interacting with the world.” The main issue is whether or not Question 2. Question : (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example: “If you're going to buy a computer, you might as well sign up for some lessons on how to use the thing too. After all, no computer ever did any work for its owner until the owner found out how to make it work.” The main issue is whether or not Question 3. Question : (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example: “Most people you find on university faculties are people who are interested in ideas. And the most interesting ideas are usually new ideas. So, most people you find on university faculties are interested in new ideas. Therefore, you are not going to find many conservatives on university faculties, because conservatives are not usually interested in new ideas.” The main issue is whether or not Question 4. Question : (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example: “The winner...
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...Claims and Arguments Quiz CRT 205 Week 2 Defining Terms Quiz I CRT 205 Week 2 Subjectivism and Value Judgments Quiz CRT 205 Week 2 Chapter Review Quiz CRT 205 Week 3 Analyzing Credibility CRT 205 Week 4 More Fallacies Quiz I CRT 205 Week 4 More Fallacies Quiz II CRT 205 Week 4 Psychological Fallacies Quiz I CRT 205 Week 5 Categorizing Fallacies CRT 205 Week 5 Identifying Fallacies Checkpoint CRT 205 Week 6 Argument Quiz I CRT 205 Week 6 Deductive Inductive Logic Quiz CRT 205 Week 6 Evaluating Arguments Quiz CRT 205 Week 6 Unstated Premises Quiz CRT 205 Week 6 Argument Quiz I CRT 205 Week 7 Argument Evaluation CRT 205 Week 7 Argument Validity Checkpoint 1 CRT 205 Week 8 Moral Reasoning Quiz I CRT 205 Week 2 Writing Argumentative Essays Quiz II CRT 205 Week 3 Argument Credibility Checkpoint Part 1 CRT 205 Week 3 Argument Credibility Checkpoint Part II CRT 205 Week 4 Persuasion via Rhetoric Quiz I CRT 205 Week 4 Persuasion via Rhetoric Quiz II ------------------------------------------------------------------- CRT 205 Week 2 Ambiguous Claims Quiz I (UOP) For more course tutorials visit www.tutorialrank.com Exercise: Review Quizzes (Ch. 1, 2, & 3) • Due Date: Day 5 [Individual forum] • Complete the following Review Quizzes at http://www.mhhe.com/criticalthinking8 • Copy and paste your quiz results into a new post. The subject line of the post should tell the instructor which quiz you are posting (for example, Chapter 1—Claims and Arguments Quiz). ...
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...reasoning from both a formal and informal perspective. Introduces some formal techniques of the basic concepts of deductive and inductive reasoning. Promotes reasoning skills through examining arguments from literature, politics, business, and the media. Enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the "Information Age." INSTRUCTIONAL MATERIALS Required Resources Soomo (2013). Critical Thinking. [Webtext]. Asheville, NC: Soomo Publishing. Note: For each week of the course, all of the following materials in the Preparation and Evaluation portions can be accessed through the Webtext link within Blackboard. The Activities portion (discussion question) will not be located in Webtext, but rather in a separate Blackboard link within your shell. Supplemental Resources Critical Thinking Community. (2013). Defining Critical Thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766 Ellerton, P. (2011). Reason to Think. Issues, (95), 33-35. ETS. (2013). Introduction to the Argument Task. Retrieved from http://www.ets.org/gre/revised_general/prepare/analytical_writing/argument/ Holyoak, K., & Morrison, R. G. (2005). The Cambridge Handbook of Thinking and Reasoning. New York, NY: Cambridge University Press. Hughes, W. (2000). Critical Thinking: An...
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...use Angel to post your grades so that you will know your standing at any time. The syllabus and worksheets will also be uploaded should you misplace them. COURSE GOALS Welcome to Introductory Psychology. This course focuses on the science of psychology and includes the following goals: 1. Develop an understanding of how Psychology is relevant to your daily life and academic success. In fact, students who are able to relate course concepts to real-life examples tend to learn more effectively and remember course information. 2. Provide a basic foundation of the major content areas in psychology. 3. Demonstrate an understanding of the basic concepts and procedures of the scientific method and its relation to psychology. 4. Demonstrate how to apply the scientific method and critical thinking skills to your daily life. 5. Demonstrate knowledge of the vocabulary related to Psychology. 6. Understand the nature of prejudice and discrimination, and other issues related to diversity, how they have impacted psychology and culture in...
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... 2006, 237pp., $30.00, ISBN 978-0-19-954926-9 Reviewed by Hiokei Chan, Michigan State University Benatar's main argument is that “coming into existence is always bad for those who come into existence” (2006:4), thus there is moral duty not to procreate; and a fetus in its earlier stage should be aborted. It results that the existence of one person should counted as overpopulation, and it is good for human to extinct. In the introduction, Benatar first claims that his argument can be applied to all sentient beings, but his focus will be on humans. In the part subtitled “Who is so lucky”, Freud's claim that there is no good or best for the non-existent people elicits the 'non-identity' problem, which will later be solved. By speaking about the 'never-existent' which refers to nothing, Benatar is using this expression as a convenient term to mean those possible but non-actual beings. In Chapter 2, Benatar firstly claims that the expression 'a life worth living' should be specified as either 'a life worth starting' or 'a life worth continuing'. Then he tries to explain why coming into existence is always a harm by the asymmetry of pleasure and pain: (1) the presence of pain is bad, (2) the presence of pleasure is good, (3) the absence of pain is good, (4) the absence of pleasure is not bad unless it implies a deprivation. The first two points are evident, but (3) and (4) are controversial. The 'non-identity' problem can be raised against (3), since (3) can be interpreted as the absence...
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...Nicomachean Ethics By: Mikah Friesen In this paper, I will reconstruct Aristotle's arguments in Book 2, chapter 5 of his Nicomachean Ethics. In this chapter, Aristotle tries to determine what a virtue is and continues as follows. He assumes that virtue is something in the soul and that there are only three kinds of things in the soul. He then gives several lesser arguments intended to show that virtue is not equal with the first two of the three kinds of things in the soul. He then concludes that virtue is identical with the third kind of thing in the soul. I will argue that Aristotle's arguments in this chapter are, with only minor changes noted below, effective. Aristotle begins this chapter by saying that "we must inquire into what virtue is" (1105b19) and at its end states that virtue is a state (1106a12). So the summary of the whole theory is: Virtue is a state. In the first paragraph, Aristotle makes the resulting dispute that sets his approach for the rest of the chapter. (1) Things found in the soul are of only three types: emotions, capacities, and characteristics. (Evidence, 1105b19-20) (2) Virtue is a kind of thing found in the soul. (Implied or complete evidence) Therefore, (3) virtue is a passion, a capacity, or a state. (1105b20-21) Aristotle here only obviously declares (1) and (3) (and note that he gestures that (3) is an assumption that he draws ("since" . . . "must be", 1105b19 and 20)). But (2) is a clear...
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...CHAPTER SIX: STRUCTURE The learning goal of this chapter is to teach students how to shape their messages and arguments into appropriate structures. Since the chapter is long and contains, in effect, three mini-cases -- on Great Lakes, RAs, and Narrative -- you may choose to teach the chapter in one class and the case in the next. One way to structure a class on this chapter is to emphasize the commonalities among logical, psychological, and narrative structures. Beginning, Middle, and End Both an argument (given, since, therefore) and a communication structure (introduction, body, conclusion) share the same features, that is, they have a beginning, a middle, and an end. We discuss these features in further detail in the Guides to Effective Writing and Speaking in Part Three. Here, we simply encourage the instructor to pull together some organizational principles. Some suggestions for focusing student discussion: When defining your content, marshalling your arguments, and developing your structure, try to meet the following criteria: Beginnings should: 1. Gain the audience's attention and focus it on your topic. 2. Explain why the topic is important, timely, or otherwise of interest. 3. Indicate the point of view you will take or suggest your conclusion. 4. Establish a relationship of mutual respect with your audience. Middles should: 1. Develop your main argument by identifying and addressing its component parts. 2. Address subtopics according...
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...Text files are what type of file? 4 Points : Sequential Random access Binary Consecutive Instructor Explanation: Lecture / Chapter 13 Edit 3. MC 1. Delete (TCO 13) To create an input file object, what kind of type would you use? 4 Points : ifstream ofstream fstream instream Instructor Explanation: Lecture / Chapter 13.1 Introduction Edit 4. MC 1. Delete (TCO 13) To create an output file object, what kind of type would you use? 4 Points : ifstream ofstream fstream instream Instructor Explanation: Lecture / Chapter 13.1 Introduction Edit 5. MC 1. Delete (TCO 13) The header file that defines the classes for processing and manipulating files is called the _____. 4 Points : Instructor Explanation: Chapter 13.1 Introduction Edit 6. 7. 8. MC 2. Delete (TCO 13) What do the following statements accomplish? ifstream theFile; theFile.open( myFile.txt , ios::in); 4 Points : Opens myFile in read mode Opens myFile in append mode Creates an empty file named myFile Opens a file in input mode to write to Instructor Explanation: Lecture / Chapter 13 Edit 9. MC 2. Delete (TCO 13) What do the following statements accomplish? ofstream theFile; theFile.open( myFile.txt , ios::out); 4 Points : Opens myFile in read mode Opens myFile in append mode Creates an empty file named myFile Opens a file in input mode to write to Instructor Explanation: Lecture / Chapter 13 Edit 10. MC 2. Delete (TCO...
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...Chapter 2 Basic concepts Contents Introduction 17 2.1 2.2 2.3 Relevance, weight and admissibility 18 Classification of evidence 20 Development and current objectives of evidence law 23 Introduction When you begin to study a new legal subject, you soon find that you come across words and expressions that you have not encountered before, or that you suspect are being used in a special way. This is especially so for evidence law. You need to understand the most important of these early on in order to get to grips with the subject. This chapter introduces you to these words and expressions. Besides ‘learning the language’ of evidence, you need to begin to develop a critical attitude towards the law so that you can write good answers to essay questions in the examination. But it’s impossible to adopt a critical attitude if you have no opinion about what the objectives of the law should be, and so this chapter introduces you to that topic too. Learning outcomes By the end of this chapter and the relevant readings you should be able to: explain what is meant by ‘relevance’, ‘weight’ and ‘admissibility’ present arguments defending or attacking the relevance of a given item of evidence explain what is meant by the following major technical terms used in evidence law: the best evidence rule, circumstantial and direct evidence, collateral facts, documentary evidence, facts in issue, original evidence, real evidence, hearsay, the best evidence rule and the voir dire describe two...
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...The Power of Logic The Power of Logic FOU RTH E DITION Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. ...
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... Table of Contents 1. Introduction 1 2. HRD Assessment needs 2.1 Theoretical discussion 2.2 Assessment needs at the Ambulance NSW services 2 3. Learning strategies 4 3.1. Theories 3.2. Application 4.Evaluation 6 4.1 Theories 4.2. Case application 5. Conclusion 7 6. Reference List 8 1. Introduction The Introduction should be a ‘roadmap’ of your report, stating the aim and the main points of your argument. 1.1 Background (brief introduction of the topic at hand –HRD) 1.2 Scope (Brief summary of the case study) 1.3 Aims (statement of purposes) 2. HRN Assessment needs It would be good if you divide this section into two parts. 2.1. Assessment of HRD needs This should include pure theoretical discussions about “Assessment of HRD needs” (What is it? Why is important? How should it be done? All arguments need to be supported by suitable sources. Arguments from common sense will not be accepted. 2.2. Recommendations to the Ambulance NSW You will need to investigate how they have conducted HRD assessment. Then, based on your studies/research, what recommendations could you provide? This has to be based on theories (2.1) Arguments from common sense such as ‘I think, In my opinion” are not acceptable. 3. Learning strategies This section is related to Chapter 9 and Chapter 10 This section can also be divided into few parts. 3.1 Theoretical discussions You will need to demonstrate your understanding of the various learning strategies (structured...
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...CRUZ, MA. SARAH LAUREN F. | 4-ABMC | TTH 1:00-2:30 Chapter 1 The Ontological argument is one of the many arguments that supports the existence of God. The ontological argument used for the existence of God was fist constructed in the Proslogion of Saint Anselm, the Archbishop of Canterbury. The ontological argument is concerned with the nature and relations of being. It attempts to answer questions like “What is real?” Anselm’s ontological proof tends to answer the question of whether or not God is real. In this argument, Anselm defines God as “which nothing greater can be conceived,” which can also be understood as God as perfect. God is defined as “the greatest possible being” in this argument. God too is said to have perfect power : omnipotence. There arises the question if God can create a round square. Can this God bend the rules of logic? But it can be said that God is only omnipotent to the greatest possible extent. Also, in this argument it claims that God cannot do what is logically impossible, but he can do anything that can be done. To conclude, it comes down from “God is omnipotent and can do literally anything,” to “God is omnipotent to the greatest possible extent.” Chapter 2 In this St. Aquinas’ cosmological argument for the existence of God, it is constructed in 5 proofs. First is the argument from motion which talks about, from his observations from Aristotle that concluded from common observation that an object that is in motion is put into motion by another...
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...memorials make up 50% of the total score, a proper presentation of the written arguments, in conformity with the Rules of Procedure, is vital in a competition that is getting more competitive each year. Why such an emphasize on presentation? Is the legal reasoning not the most important issue in this competition? Certainly so, but every participant should realize that also in legal practice, solidly and neatly presented legal documents are a "must". A well-written submission, a logically built-up argument is easier for a judge to understand. He or she is more likely to pick up counsel's line of argument and, hopefully, its submission. Uniformly used editing rules make it easier for a judge to find the documents, referred to in the Memorials and it will be easier for him or her to read through the document in general. A well written and neatly and uniformly presented document will show the judge that effort is being put into the case. Combine that with excellent legal arguments and most judges will at least be willing to listen to your case with an open mind.Clarity and consistency is key. As the Appeals Chamber of the International Criminal Tribunal for the former Yugoslavia in the Krajišnik (18 October 2007) reminds us:''the forcefulness and efficacy of an appeals brief submission does not hinge on the number of words used to support an argument but rather on the clarity and coherence of the argument, an endeavour aided more by succinct reference to legal and...
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...* ------------------------------------------------- Course Information: Course Description: Exposition and argument, emphasizing critical thinking in response to electronic and print texts. Focus on exploring, developing, and communicating ideas in a voice appropriate to the audience. Students strengthen skills through pre-writing, drafting, revising, and editing. In-class and out-of-class essays required. Prerequisite: A grade of "C" or better in ENGL 098 taken at 5 credits or recommending score on the writing skills placement test for ENGL 101. | Credits: 5Item #: 2806Class Hours/Locations: 9:00-9:50JSH 248 | ------------------------------------------------- Instructor Information: 0 1 Instructor: Sharla Yates, MA in Writing 2 Office Hours: by appointment only 3 Phone: 503-750-9552 (Last Resort) | 4 E-mail address: syates@clark.edu (Best) 5 Mailstop: FHL 222 6 Office Location: FHL 112 | * ------------------------------------------------- Text & Materials Needed: Required Text: * Hacker, Diana, Ed. Rules for Writers. Boston: Bedford, 2008. * Everything’s an Argument 5th edition. Boston: Bedford 2010. Required Supplies/Materials: You will need daily access to a computer and a printer, both must function properly. You will need access to the Internet. You will receive all assignments, announcements, grades, additional reading materials, videos, handouts and due dates on...
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