Class Discussion On Premise Logic

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Discussion 1 Construct a Deductively Valid Argument

 

ON ****** Universal Healthcare********

  
  The topic of this week is deductive reasoning. Accordingly, in this discussion your task is to create a deductively valid argument for your position (the same position that you defended in the Week One discussion).  
Prepare Icon Prepare: To prepare to respond to this prompt, make sure to read carefully over the required portions of Chapter 3 and Chapter 4. View the deLaplante (2013) video  What Is a Valid Argument?  as well as the other required media for the week. For more guidance about how to construct a valid argument for a controversial position, review the  Constructing a Valid Argument  video and the document  How to Construct a Valid Deductive Argument  . Based on the sources, create a deductively valid argument for the position you defended in the Week One discussion.  
Reflect Icon Reflect: To make your argument deductively valid, you will need to make sure that there is no possible way that your premises could be true and your conclusion false. Your premises must lead logically to the truth of your conclusion. Make sure that your argument is sound, that is in addition to being valid, make sure that the premises are true as far as you can tell. If your argument is invalid or if it has a false premise, revise it until you get an argument that you can stand behind.  
Write Icon Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.

 

 

 

 Discussion 2 Deductive Logic

 

Week 2, Prompt option #2:  Fill in the Missing Premises

We have learned this week about deductive reasoning, including what it takes for an argument to be valid. This discussion allows us to get more practice with the concept through making arguments valid. You will see a list of arguments here. These arguments are not presented in standard form, and each is missing a premise that would be necessary to make it valid. Your tasks will be to put the argument into standard form and add the missing premise that would validly link the premises to the conclusion.

Prepare: To prepare to respond to this prompt, reread the section from Chapter 2 of our book titled “Extracting Arguments in Standard form,” all required portions of Chapters 3 and 4, as well as the guidance and required media for this week. Further assistance in the filling missing premises can be gained from the document How to Construct a Valid Main Argument  and the video  Constructing Valid Arguments .

Reflect: Look at the list of argument options below. Choose an argument that has not yet been chosen by any of your classmates. Think through the reasoning and determine what premise is (or premises are) missing that would be needed to make the argument valid. You might also consider challenging yourself by choosing from the more difficult examples in the list (at the bottom).

 

Choose from the following list of argument options.

#21.  I can’t go to the party because there will be alcohol there, and I am a Mormon.

 

  

 

 

Discussion 1

Construct a Deductively Valid Argumen

t

 

ON ******

 

Universal Healthcare********

 

 

 

 

 

The topic of this week is deductive reasoning. Accordingly, in this

discussion your task is to create a deductively valid argument for your

position (the same

position that you defended in the Week One

discussion).

 

 

 

 

Prepare:

 

To prepare to respond to this prompt, make sure to read

carefully over the required portions of Chapter 3 and Chapter 4. View

the deLaplante (2013) video

 

What Is a Valid Argument?

 

as well as the

other required media for the week. For more guidance about how to

construct a valid argument for a controversial position, review

the

 

Constructing a Valid Argument

 

video and the document

 

How to

Construct a Valid Deductive Argument

 

. Based on the sources, create

a deductively valid argument for the position you defended in the

Week One discu

ssion.

 

 

 

 

Reflect:

 

To make your argument deductively valid, you will need to

make sure that there is no possible way that your premises could be

true and your conclusion false. Your premises must lead logically to

the truth of your conclusion. Make sure that your argument is

 

sound,

that is in addition to being valid, make sure that the premises are true

as far as you can tell. If your argument is invalid or if it has a false

premise, revise it until you get an argument that you can stand behind.

 

 

 

 

Write:

 

Identify the compo

nents and structure of your argument by

presenting your deductively valid argument in standard form, and

explain how your conclusion follows from your premises.

 

 

 

 

 

Discussion 2

 

Deductive Logi

c

 

 

Week 2, Prompt option #2:

 

 

Fill in the Missing Premises

 

We have learned this week about deductive reasoning, including what

it takes for an argument to be

 

valid

. This discussion allows us to get

more practice with the concept through making arguments valid

. You

will see a list of arguments

 

here

. These arguments are not presented

in standard form, and each is missing a premise that would be

necessary to make it valid. Your tasks will be to put the argument into

standard form and add the missing premise that

would validly link the

premises to the conclusion.

 

Prepare

: To prepare to respond to this prompt, reread the section

 

Discussion 1 Construct a Deductively Valid Argument

ON ****** Universal Healthcare********

The topic of this week is deductive reasoning. Accordingly, in this

discussion your task is to create a deductively valid argument for your

position (the same position that you defended in the Week One

discussion).

 

 

Prepare: To prepare to respond to this prompt, make sure to read

carefully over the required portions of Chapter 3 and Chapter 4. View

the deLaplante (2013) video What Is a Valid Argument? as well as the

other required media for the week. For more guidance about how to

construct a valid argument for a controversial position, review

the Constructing a Valid Argument video and the document How to

Construct a Valid Deductive Argument . Based on the sources, create

a deductively valid argument for the position you defended in the

Week One discussion.

 

 

Reflect: To make your argument deductively valid, you will need to

make sure that there is no possible way that your premises could be

true and your conclusion false. Your premises must lead logically to

the truth of your conclusion. Make sure that your argument is sound,

that is in addition to being valid, make sure that the premises are true

as far as you can tell. If your argument is invalid or if it has a false

premise, revise it until you get an argument that you can stand behind.

 

 

Write: Identify the components and structure of your argument by

presenting your deductively valid argument in standard form, and

explain how your conclusion follows from your premises.

 

 

 

Discussion 2 Deductive Logic

 

Week 2, Prompt option #2: Fill in the Missing Premises

We have learned this week about deductive reasoning, including what

it takes for an argument to be valid. This discussion allows us to get

more practice with the concept through making arguments valid. You

will see a list of arguments here. These arguments are not presented

in standard form, and each is missing a premise that would be

necessary to make it valid. Your tasks will be to put the argument into

standard form and add the missing premise that would validly link the

premises to the conclusion.

Prepare: To prepare to respond to this prompt, reread the section

Sociology In Global Perspective. The Application Paper.

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using the textbook and the Argosy Online Library,  write a 1000-word (minimum) paper, using APA standards, that addresses the following questions:

Families have changed greatly over the past 60 years, and they continue to become more diverse.

  • Why is the family considered the most important agent of socialization?
  • What caused the dramatic changes to the American family?  What are those changes?
  • Describe the differences in marriage and family life that are linked to class, race, gender, and personal choice.
  • Do you feel the trend towards diverse families is positive or negative?
  • If the trend changed towards traditional (pre-World War II) families, how would that affect women’s rights?

Please post your completed paper to the M3: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Assignment Components
Explained why the family is considered the most important agent of socialization.
20
Described the changes to the family since 1950 to the present and explained why they occurred.
40
Compared and contrasted the differences in marriage and family with relation to race, socioeconomic class, gender, and marital status.
60
Provided your personal views on a trend towards diverse families as either a positive or negative.
16
Interpreted how a trend back towards traditional (pre-World War II) families might affect women’s rights
20
Presentation Components
Organization (12 points): Introduction, transitions, conclusion.
Style (4 points): Tone, audience, word choice.
Usage and Mechanics (12 points): Grammar, spelling, sentence structure.
APA Elements (16 points): Attribution, paraphrasing, quotations, when appropriate or assigned.
44
Timeliness
Late Work penalty.
Total:
200

 

Nonexperimental Research Methods in Psychology

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Title

ABC/123 Version X

 1
  Descriptive Research Methods Worksheet

PSY/335 Version 1

 1

University of Phoenix Material

Descriptive Research Methods Worksheet

Please list 5 research methods that you have reviewed from the book or video in the chart below. Discuss the advantages and disadvantages a researcher should consider when determining which methods to use.

Research Methods Advantages Disadvantages
1.    
2.    
3.    
4.    
5.    

1. From the video, discuss the purpose of correlational designs and the findings from the video regarding cell phone use.

2. Do you think it was appropriate for the researchers to use correlational design? Why or why not?

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2014 by University of Phoenix. All rights reserved.

Oratorical Leaders And The Magic Of Sterotypes

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Assignment 2: Oratorical Leaders and the Magic of Stereotypes

No one gets through life alone. To some extent, we are all products of our environments. We learn from our families, schools, and cultures. Every person has to face severe challenges and conquer obstacles. How we face our challenges depends on how we are shaped by others and our strength of character.

Certain individuals in our society have played powerful roles in the evolution of prevailing norms. While we learn our culture from agents of socialization, great leaders with lofty visions lead people and nations in the direction of emancipation, economic prosperity, and political freedom. Each of the following speeches tells the story of a struggle and its leader. Each speech echoes the aspirations of thousands of people as well as their desire to change their social situations.

The purpose of this assignment is to demonstrate the power of stereotypes as a shorthand communication tool. With great economy of words, each speaker uses stereotypes to frame the audience into an in-group of which he or she is the leader and the out-group on the opposing side.

Part 1: Read transcripts of famous speeches 

Access the following speeches located in the AUO Library:

  • King, M. (2004). ‘I have a dream’. New African, (435), 67-67.
    http://search.proquest.com.libproxy.edmc.edu/docview/230228033
  • Cullis-Suzuki, S. (1994). An appeal for future generations. Earth Island Journal, 9(3), 14-14.
    http://search.proquest.com.libproxy.edmc.edu/docview/213829553

Part 2: Research other famous speeches

Explore various resources to research other famous speeches related to stereotyping and prejudice. Some suggestions are below. You may be able to find these speeches in video, audio, or text format. Try using a variety of search methods including visiting your local library, using Netflix or your local video store, or searching on YouTube. (You might also try locating the videos for the two famous speeches listed in Part 1 of this assignment.)

  • Malcolm X: By Any Means Necessary
  • Mahatma Gandhi: Nonviolence speech from the film Gandhi
  • Gandhi’s definition on Satyagraha

Part 3: Write a Paper

For this assignment, select one of the above speakers/speech and prepare a 1200- to 1500-word paper that answers the following questions:

  • Why did you select this particular speaker? Explain in around 300 words.
  • Which is the in-group, and what are the unifying values or the ascribed status that provides its solidarity? Explain in around 300 words.
  • What stereotype—prejudice, subordination, or discrimination—is the in-group challenging? Provide specific examples and explain in around 300 words.
  • In your view, did members of the in-group conspire to subordinate the
    out-group, or was the in-group merely operating within the social structure of its time? Explain in around 300 words.
  • How have your attitudes toward prejudice, subordination, or discrimination been influenced by the agents of socialization, such as family, peer groups, schools, and the media? Explain in around 300 words.

Provide a minimum of 3 references and apply the correct APA standards in the formatting of text, citations, and references.

Name your file LastnameFirstInitial_M2_A2.doc and submit it to
M2: Assignment 2 Dropbox by Wednesday, October 5, 2016.

Assignment 2 Grading Criteria
Maximum Points
Explained why you selected this particular speaker.
12
Identified the in-group, and discussed the unifying values or the ascribed status that provides its solidarity.
16
Identified and illustrated with examples the stereotype—prejudice, subordination, or discrimination—the in-group is challenging.
16
Analyzed whether the members of the in-group conspire to subordinate the out-group, or whether the out-group merely operating within the social structure of its time.
16
Discussed how your attitudes toward prejudice, subordination, or discrimination been influenced by the agents of socialization, such as family, peer groups, schools, and the media.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100