... MTH/211 Version 1 Quantitative Reasoning CV12FS05 Copyright Copyright © 2011 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This applications-driven course prepares students to critically analyze and solve problems using quantitative reasoning. Students will learn the importance of mathematics and its value to society. Applications to real-world situations are emphasized throughout the course including economics, finance, and statistics. Course Topics & Objectives Week One: Numerical Reasoning: Organizing Data • Interpret information depicted in charts and graphs. • Determine relationships between bivariate data. • Interpret graphs of functions. Week Two: Numerical Reasoning: Applications • Analyze data using linear and exponential functions. •...
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... | | |Quantitative Reasoning for Business | Copyright © 2011, 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course applies quantitative reasoning skills to business problems. Students learn to analyze data using a variety of analytical tools and techniques. Other topics include formulas, visual representation of quantities, time value of money, and measures of uncertainty. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. The discussion question points are now combined with the participation points for each week. Course Materials Lial, M., Hestwood, D., Hornsby, J., & McGinnis, T. (2010). Quantitative reasoning for business (custome e-text). Boston, MA: Pearson/Addison-Wesley....
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...Kohlberg's Moral Development Crystal Bombay, Ruth A .Buissereth, Steven Odemns, Cherish Powell, and Steven Soranno October 26, 2015 Shawn Davis Kohlberg's Moral Development Today’s discussion will evaluate Kohlberg’s theory on moral development and also Carol Gilligan research on moral reasoning. The topic will first summarize the theory of moral development by psychology’s pioneer Lawrence Kohlberg. The discussion will also have a compelling view of three approaches by Kohlberg to help individuals understand moral development. The topic will also give an explanation of three of limitations of the Kohlberg’s theory and how they work in individual’s lives. The discussion will then give insight on Carol Gilligan and her research on gender differences with moral development and reasoning. This topic will bring delightful stimulations to the mind as there is an in-depth look gender differences in the approach of moral development and reasoning. Kohlberg’s theory Lawrence Kohlberg was a psychologist that extended Jean Piaget's theories. Kohlberg felt that moral development was a process that continues throughout an individual's lifespan. According to Reimer (1977), "Piaget's research dealt mostly with younger children. Kohlberg adopted Piaget's methodology and applied it to older children and adolescents" (p. 61). Kohlberg believed that there were six stages to moral development, within these stages they were classified into three different levels. The three...
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...Page(s) Bird's Eye View......................................................................... 2 Do This Homework..................................................... 3 - 11 Try Easier Quant............................................ 12 - 20 Only do as needed or → wanted (and if you have time) Try Easier Verbal............................................ 21 - 29 Try Harder Quant............................................. 30 - 36 Try Harder Verbal............................................ 37 - 42 Try More IR.................................................... 43 Try More Essay............................................. 44 Page 1 of 44 Bird's Eye View of Class Attended In Class Quant Verbal Topics & Methods Sentence Correction Critical Reasoning Reading Comprehension Other IR / Essay Preparing for the GMAT Session 1 □ DS Methods & Computation Methods 2 □ FDPs 3 □ Algebra 1 4 □ Algebra 2 5 □ Word Probs 1 6 □ Word Probs 2 7 □ Geometry 8 □ Num Props 1 9 □ Num Props 2 Subj-Verb Parallelism Pronouns Arg. Structure Assumption Modifiers Verbs Evaluate Comparisons Str/Weaken Idioms etc. Evidence Short Long IR Basics Essay Review Assess Gameplan Build "Do This" Checklist At Home Quant FoM Odds After Session 1 2 3 4 5 6 x 7 x 8 x 9 x x x □ □ □ □ □ □ □ x x x x □ □ □ □ □ □ □ □ □ x x □ □ □ □ □ □ □ □ □ x x □ □ □ □ □ □ □ x x □ □ □ □ □ x x x x Strat Guide Read Odds OG PS DS ...
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... | | |Quantitative Reasoning for Business | Copyright © 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course applies quantitative reasoning skills to business problems. Students learn to analyze data using a variety of analytical tools and techniques. Other topics include formulas, visual representation of quantities, time value of money, and measures of uncertainty. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Lial, M., Hestwood, D., Hornsby, J., & McGinnis, T. (2010). Prealgebra & introductory algebra (3rd ed.). Boston, MA: Pearson/Addison-Wesley. Sevilla, A., & Somers, K. (2007). Quantitative reasoning: Tools for today’s informed citizen (1st ed.). Emeryville,...
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...The four categories that help better categorize and understand elements of thought and reasoning are: Frame of reference - this includes our point of views and assumptions we make. We all make assumptions from our point of view. Identifying yours and seeking others points of view to strengthen the assumptions made. Each person's view can be bias with their assumptions on nationality, education, language, gender, age and religion. It is important to recognize that we reason from within this point of view, and identify the ways that it can interfere with good reasoning. Even the roles we play in the frame of reference can alter our assumptions. Our role as a pedestrian or motorist can affect our reasoning and be polar opposite of each other. Same is said with roles as a teacher and a student. These assumptions are unstated reasons, which are essential in arriving at the conclusion, but are not conclusions themselves. Details –information and concepts which can be observed either directly or indirectly by the senses; facts, data, laws, experiences, definitions, theories, and observations. It is important to consider the quality, amount, accuracy, and relevance of these pieces of data or experiences. Reasoning requires the support of facts, data, observations and experiences. Concepts are simply clusters of ideas, made up from facts and theories, and the result of abstract thinking. An essential key is to ensure one has gathered sufficient information and used clearly and...
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...acquiring a doctorate. Hence, these standards are the Academic Integrity Guidelines, APA writing standards, understanding the function of the School of Education, and the online function of your Academic Advisor. An online commitment to pursue a Doctorate is a very solitary commitment. The process will fail to provide any personal face-to-face interaction between student and mentor, between student and advisor, bantering with colleagues, or befriending the Dean of the School in any way but grades. Consequently, the student must make a commitment and prepare for this singular or introverted activity. The Research Process Nevertheless, in order to fully understanding the research process of the doctoral process, one needs to select a topic that creates a passion but that ask a question to resolve. According to Leedy & Ormrod (2010) research is not the process of gathering data, nor the compilation of data to use on another date, which relates similar to writing a term paper, or surfing websites or other means to acquire information, or the word research used as a way to get attention ( p. 1-2). Formal Research In the...
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... |Students identify the parts of a Research paper or a Term paper | |Day 2-3 |show respect for intellectual property rights by acknowledging citations made in research |Supervised Research | | | | | | |Writing a Bibliography |Students gather reference materials for their research topic from the MIC. | | |Writing a Working Bibliography | | |Day 4-5 |prepare a project / research...
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...The Difference of Deductive and Inductive Arguments of Mislead Reasoning LaQuisha Johnson Basic Critical Thinking Instructor: Krista Bridgmon Everest University The Difference of Deductive and Inductive Arguments of Misleading Reasoning Identify the differences between deductive and inductive arguments. The differences between that of deductive and that of inductive arguments is; that inductive reasoning is an argument form in which one of the reasons from premises that have been known or assumed to be true to a conclusion to which it was supported by the premises, however doesn’t follow logically from them (Chaffee, 2012/2009 p.456). See with reasoning inductively, your premises can provide the evidence that can make it more or less probable but isn’t certain that the conclusion is even true. For an example statements in the textbook one being a recent Gallup Poll that was reported that 74 percent of American public believed that abortion should remain legalized. Another inductive argument from the textbook is that on the average states that a person who has a college degree will earn over $1,000,000 more in that of their lifetime than that of a person who only has a high school Diploma. A third example of an inductive in the textbook states that in a recent survey that there was twice as many doctors that where interviewed that had stated that if they had been stranded on a desert island that they would choose Bayer Aspirin then to that of Extra Strength Tylenol...
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...Option 1: Education Imagine you are an elementary school teacher wanting to add critical thinking to the curriculum at your school. You are preparing a presentation to deliver to the school board for your district. You want to convince them to change the way they teach thinking and to specifically address the explicit teaching of critical thinking in the elementary school setting. Research this topic online and in the University Library. Locate at least three articles on this topic, in addition to the Elder article. Create a 10- to 12-slide Microsoft® PowerPoint® presentation that includes the following: • Is this topic a problem or an issue? How would you express it? • What methods could you use to produce ideas to resolve this problem or issue? • What habits and perceptual blocks that hinder your thinking did you have to overcome with this topic? • How did you detect bias in your research? • What types of questions should you ask to think about this topic critically? • How did you evaluate arguments in your research? • What assumptions or errors in reasoning did you encounter? • Which techniques should you use to present your ideas and to persuade your audience effectively? • Which approaches should you use to communicate your ideas effectively, both written and in...
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...great suffering of the country of Ireland by putting the children, whom he states are of great burden to the poor, to some use by turning them into a product that will in turn resolve the issue of the country’s inability to be self-sufficient. Swift’s proposal is well thought out and detailed, but can we really advocate cannibalism as a solution to fix the crisis of this nation? Swift offers arguments that cover three main topics, the economic status of the nation, the welfare of the poor population and the overall happiness of the population. Although there is logical reasoning to support his proposal, efforts can be made into a more humane solution. Swift starts off with a claim that his proposal “would greatly lessen the number of papists, with whom we are yearly overrun, being the principal breeders of the nation” (page 222). This falls into the topic of the welfare of the population. Reducing the poor population will then reduce those that are suffering. Swift uses a logos approach by appealing to the reader’s logical sense by providing deductive reasoning. Swift implies that if we eat a moderate portion of what we produce, it will indeed reduce our numbers or at least keep it at a sustainable amount. Getting rid of the superfluous amount of people being produced is not really resolving the issue. The people will continue to reproduce and if there were a time when the children were not selling as fast as Swift proposes, then there will still be an abundant amount of “papists...
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...addressed in the textbook readings for which you are accountable in Quiz 2. Review this material as you prepare for the quiz. Not everything in this guide will be on the quiz, and not everything on the quiz will derive from this guide. Indeed, you should carefully review the readings for other noteworthy facts, terms, or concepts that you might encounter on the quiz. KEY WORDS Topic selection Ethical behavior Plagiarism General purpose Specific purpose Thesis statement Audience definition Facts Statistics Examples Testimony Analogies Introduction Body Conclusion Language Fillers Stages of speech tension SUMMARY Putting together an effective public speech requires good planning. In order to construct and to deliver such a speech, you should follow an eight-step process. First, decide on a topic. Before choosing a topic, make sure you know the amount of time you have to speak, your level of knowledge about the topic, and the needs of your audience. Second, resolve to demonstrate ethical behavior throughout the process. This requires you to use accurate and current information, to rely on sound reasoning, to present a speech based on your own independent research and views, to cite sources, and to quote and to paraphrase correctly when you present information that is not your own. Third, determine the general purpose, specific purpose, and thesis statement. A speech may have one of three general purposes: to inform, to persuade, or to entertain or inspire. A speech’s specific purpose...
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...Nick Hittner Phil 3120 4/16/2015 Reaction Paper Cycle 3 Topic B Thesis The topic of this paper is David Hume’s belief whether or not nonhuman animals are rational. David Hume has a belief that is in contrast to that of the Cartesian view of humans possessing a unique ability to reason. He believes that nonhuman animals do have this ability to reason but not one in the same as humans. In this paper I am going to defend Hume’s beliefs but also point out some of the downfalls to his arguments. Exposition Hume believes that nonhumans do have the ability to reason because to suggest that they couldn’t would be implying that humans are radically different from animals. This is not good reasoning because humans and animals behave and have a great amount of similarities to each other. This is not to suggest that humans and nonhumans are completely alike because humans do possess differences on their ability to reason. Humans reason using analogy, linking similar causes and similar effects. Animals do not possess certain cognitive abilities and cannot engage in demonstrative reasoning, or the process of becoming aware that one idea stands in relation to another and is connected by a chain of ideas. The major distinction between humans and animals Hume suggests is that animals cannot improve their reasoning. Hume is not suggesting that there is not difference only that it would be incorrect to say that animals do possess the ability to reason. His first reason to suggest...
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...The excerpt provided from The Great Influenza uses multiple forms of rhetoric. The author, Barry, uses these rhetorical strategies to characterize scientific research. In characterizing scientific research, Barry uses strategies such as parallelism, deductive reasoning, and diction. These rhetorical strategies create a tone for the passage and provide supporting evidence for any claim the author may make. Parallelism is the way a sentence is structure in which similar words are used to support a specific claim. There are multiple examples of Barry using parallelism in this passage. One is in paragraph four, “There a single step can take them through the looking glass into a world that seems entirely different, and if they are at least partly correct their probing acts like a crystal to precipitate an order out of chaos, to create form, structure, and direction.” This is a very detailed sentence, but the parallelism does not come out until the end. When Barry is describing the probing acts, he mentions creating form. In creating form, one must also create structure and direction. Form is the organization of a particular thing based on being structured and having...
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...paper purpose directs focus amongst arguments’ opposing flawed general hasting reasoning toward slippery slopes the human kind sees logical presenting why homosexuals should not be able to marry. II. The political fight for homosexual marriage is important not in the reasoning surrounding the topic that homosexuals should be able to marry. A. Marriage wrap around the meaning of love. B. The topic children affected by homosexual parenting disputes raise issues. C. Homosexual civil rights is not being seen the same as heterosexuals. III. The author’s core elements in counter argument are deep-rooted opinions A. Marriage is love, B. Religion C. Effects raising children D. Homosexuals’ rights. IV. Civil rights applies different meaning defining marriage verses union A. Civil rights based on evidence. V. Author Conclusion Understanding Homosexual Issues Reasoning. A. Love, Honor, and Commitment develops a foundation providing reasoning for marital status. Even though as Author, I can understand the views opposing homosexuals’ marriage. As essayist of this paper, I do find further discussed opposing arguments weak for reasoning in determining homosexual not being able to marry. At the same time, understanding homosexual love for another is no different when passion inters either type of relationships. The cause of this paper is to understand the reasoning behind homosexuals emphasizing civil right issues affecting marriage or union....
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