Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

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Assignment 1.1: Conflicting Viewpoints Essay – Part I

Prewriting

Due Week 2 and worth 30 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.

In Part I of the assignment (due Week 2), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.

Note: In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity.  Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.

2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

3.For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

  1. What’s interesting or helpful about this view?
  2. What would I notice if I believed this view?
  3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the

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Assignment 1.2: Conflicting Viewpoints Essay – Part II

SynthesizingandWriting

Due Week 4 and worth 100 points

 

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

 

The assignment is divided into two (2) parts.

For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.

* Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.

 

In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.

Part II – Writing

Write at three to four (3-4) page paper in which you:

1. State your position on the topic you selected for Assignment 1.1.

2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.

3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.

4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.

6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

 

The paper should follow guidelines for clear and organized writing:

 

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

 

Your assignment must follow these formatting requirements:

 

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

 

You must follow these submission guidelines:

 

  • Submit the essay to Turnitin.com and then submit the originality report and final essay with any needed revisions to Blackboard.

 

The specific course learning outcomes associated with this assignment are:

 

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.

Are Childhood Vaccinations Safe?

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Topic, Are Childhood Vaccinations Safe?

 

APA CITATIONS and IN TEXT CITATIONS

 

Okay, you have your thoughts down on paper and have gone over your organizational structure to be sure that your argument is presented in the clearest possible way. Then you have reviewed your claims to be sure that your reasoning is sound. You may have written a first draft that contained only your own words.

Now it is time to add in the support that external sources provide. Think of your sources as a scholarly friend standing beside you when you make a claim, saying that you are right. This friend cannot be the main speaker but can offer affirmation of whatever you are saying. As you add in support, be sure to cite every idea that is not your own. Be sure to indicate with quotation marks and APA style citations precisely what material is from a direct quote, paraphrase, or summary, so as to avoid plagiarism.

The second draft should be the best you can offer without feedback from your instructor.

Here are the traits of a good second draft:

  • Your paper should, at this point, be 6–8 pages of text in length, not counting the title, reference, or abstract pages. (The final will be between 8–10 pages of text).
  • Your paper makes a single, main point, a single, argumentative claim that is not too broad, not too narrow, not a fact, and not a feeling.
  • All sentences in your paper directly relate to and support your single thesis statement.
  • You support your initial claim with the university-level evidence gathered during your research, and occasionally with personal experience, objectively, presented from the third-person point of view.   .
  • You correctly cite, in APA style, every claim that is not your own or common knowledge and include all necessary information. Each references page entry must have at least one corresponding in-text citation.
  • In-text citations are correctly formed, with author’s last names and year-dates.
  • You give full credit for any ideas that are not your own.
  • Quotes are correctly formatted in either quote marks when short or extensive blockquotes when long.
  • Your main point is an original claim that is consistent with current research on the subject selected.
  • You avoid fallacious arguments.
  • Your word choice and language level show that you have a college-level audience in mind.
  • You present the strongest arguments against your claim.
  • You reply appropriately to all objections, agreeing with those that are correct, showing the errors in those that are not correct, and acknowledging any areas where you are uncertain.
  • You include a properly formatted, APA style title/cover page. The text should be centered and include all the required information.
  • Your abstract is presented correctly, without indents, and presents an accurate overview of the paper.
  • You include a properly formatted running header and page number on each page.
  • Your text in the body of your paper is formed with one inch margins all around, in 12 point Times New Roman plain, black font.
  • Your paper ends with a properly formatted, APA style references page that is double-spaced with hanging indentation, proper capitalization, and italicization of major titles. The reference page conforms to expectations of APA format for books, periodicals, and Web sites.

Unit 3 Discussion Overview

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Unit 3 Discussion Overview

In about 250 words, discuss the following:

Barriers to implementation of evidence-based practice (EBP) occur at both individual and organizational levels. The indicator of quality in nursing practice is EBP. Hence, familiarity with the elements of EBP is recommended for all healthcare providers. Barriers cannot always be prevented but recognizing and addressing them early on in a project can potentially limit or even negate these barriers.

Topic 1: Implementation Barriers

Based upon your review of the literature, discuss any barriers that you anticipate in the implementation of your EBP project.

Does your level of self-esteem change depending on the situation?

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ASSESSMENT-2

 

 

OVERVIEW

Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.

Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.

 

CONTEXT

 

The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a “true self”?

 

QUESTIONS TO CONSIDER

 

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

•   Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?

What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?

 

 

RESOURCES

 

 

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course. Note: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.

•   Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701.

•   Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132–144.

•   Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184.

•   Crabb, P. B. (2003). Technology and self-regulation: The case of alarm clock use. Social Behavior and Personality, 31(4), 343–348.

•   Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007). New developments in the field of self-regulated learning. Zeitschrift Für Psychologie/Journal of Psychology, 215(3), 153–156.

•   Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011). ‘Willpower’ over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252–256.

•   Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proc Natl Acad Sci U S A, 108(36), 14998–15003.

•   Radovic, S., & Hasking, P. (2013). The relationship between portrayals of nonsuicidal self-injury, attitudes, knowledge, and behavior. Crisis, 34(5), 324–334.

•   Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking. Journal of Personality and Social Psychology, 103(1), 1–19.

•   Boer, D., & Fischer, R. (2013). How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages. Psychological Bulletin, 139(5), 1113–1147.

•   Kim, J., & Roselyn Lee, J. (2011). The Facebook paths to happiness: Effects of the number of Facebook friends and self-presentation on subjective well-being. Cyberpsychology, Behavior, and Social Networking, 14(6), 359–364.

•   Rivis, A., & Sheeran, P. (2013). Automatic risk behavior: Direct effects of binge drinker stereotypes on drinking behavior. Health Psychology, 32(5), 571–580.

•   Kross, E., & Grossmann, I. (2012). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 141(1), 43–48.

•   Vogel, D. L., Heimerdinger-Edwards, S. R., Hammer, J. H., & Hubbard, A. (2011). “Boys don’t cry”: Examination of the links between endorsement of masculine norms, self-stigma, and help-seeking attitudes for men from diverse backgrounds. Journal of Counseling Psychology, 58(3), 368–382.

•   Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358–367.

Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696.

 

 

 

 

 

 

ASSESSMENT INSTRUCTIONS

 

To prepare for this assessment, search the Capella library for scholarly research articles on attitude and behavior. Use the articles you locate to support your work.

In your assessment, address the following:

•   Explain what is meant by “attitude.”

•   How do people develop attitudes? Support your explanation with theory.

•   Is there a relationship between behavior and attitude? Apply one theory to support your position.

•   It is often said that morality cannot be legislated; yet changes in civil rights laws and policies have been accompanied by changes in attitudes. Since the passage of civil rights laws, the number of white Americans who support integrated schools has steadily risen, while the number of white Americans who describe their neighborhoods, friends, and co-workers as “all white” has steadily decreased. How does theory help explain this?

Your submitted assessment should be 3–4 pages in length excluding title page and reference page. Be sure you support your statements and analyses with references to at least three scholarly research articles and follow APA guidelines for format and style.

Additional Requirements

•   Include a title page and reference page.

•   At least three current scholarly or professional resources.

•   Times New Roman font, 12 point.

•   Double spaced.