Identify Logical Fallacies In A Text

18 THE SMTURDAY EVENING POST March ’83

THE LJiTE BENJAMIN FRANKLIN

Early to bed and early to rise may make one healthy and wise, yet many a kid

made to measure up to Franklin’s high-falutin’maxims may wish the old inventor had kept his mouth

shut and stuck to flying kites.

by Mark Twain Illustrated by Don Trawin

r*I\ever put off till tomorrow what you can do day after tomorrow just aswell.’^—B.F.}

T his party was one of those per-sons whom they call Philos- ophers. He was twins, being born simultaneously in two different houses in the city of Boston. These houses remain unto this day and have signs upon them worded in ac- cordance with the facts. The signs are considered well enough to have, though not necessary, because the inhabitants point out the two birth- places to the stranger anyhow, and

sometimes as often as several times in the same day. The subject of this memoir was of a vicious disposition and early prostituted his talents to the invention of maxims and apho- risms calculated to inflict suffering upon the rising generation of all subsequent ages. His simplest acts, also, were contrived with a view to their being held up for the emula- tion of boys forever—boys who might otherwise have been happy. It was in this spirit that he became the son of a soap-boiler, and probably for no other reason than that the ef-

forts of all future boys who tried to be anything

might be looked upon with suspicion unless

they were the sons of soap- boilers. With a malevolence which is without parallel in

history, he would work all day, and then sit up

nights, and let on to be studying algebra by the

light of a smoldering fire, so that all other boys might have to do that also or else have Benjamin Franklin thrown up to them. Not satisfied with these proceedings, he had a fashion of living wholly on bread and water and studying as- tronomy at mealtime—a thing which has brought affliction to mil- lions of boys since, whose fathers had read Franklin’s pernicious biography.

His maxims were full of animosi- ty toward boys. Nowadays a boy cannot follow out a single natural instinct without tumbling over some of those everlasting aphorisms and hearing from Franklin on the spot. If he buys two cents’ worth of pea- nuts, his father says, “Remember

what Franklin has said, my son—’A groat a day’s a penny a year’ ” ; and the comfort is all gone out of those peanuts. If he wants to spin his top when he has done work, his father quotes, “Procrastination is the thief of time.” If he does a virtuous ac- tion, he never gets anything for it, because “Virtue is its own reward.” And that boy is hounded to death and robbed of his natural rest, be- cause Franklin said once, in one of his inspired flights of malignity:

Early lo bed and early to rise Makes a man healthy and wealthy

and wise.

As if it were any object to a boy to be healthy and wealthy and wise on such terms. The sorrow that maxim has cost me, through my parents ex- perimenting on me with it, tongue cannot tell. The legitimate result is my present state of general debility, indigence and mental aberration. My parents used to have me up be- fore nine o’clock in the morning sometimes when I was a boy. If they had let me take my natural rest, where would 1 have been now? Keeping store, no doubt, and re- spected by all.

And what an adroit old adventur- er the subject of this memoir was! In order to get a chance to fly his kite on Sunday, he used to hang a key on the string and let on to be fishing for lightning. And a guileless public would go home chirping about the “wisdom” and the “genius” of the hoary Sabbath-breaker. If anybody caught him playing “mumble-peg” by himself, after the age of 60, he would immediately appear to be ciphering out how the grass grew— as if it was any of his business. My grandfather knew him well, and he says Franklin was always fixed— always ready. If a body, during his old age, happened on him unex- pectedly when he was catching flies, or making mud-pies, or sliding on a cellar door, he would immediately look wise, and rip out a maxim, and walk off with his nose in the air and his cap turned wrong side before, trying to appear absent-minded and eccentric. He was a hard lot.

He invented a stove that would smoke your head off in four hours by the clock. One can see the almost devilish satisfaction he took in it by

continued on page 93

 

 

Franklin Humor continued from page 18

his giving it his name. To the subject of this memoir

belongs the honor of recommending the army to go back to bows and ar- rows in place of bayonets and mus- kets. He observed that the bayonet was very well under some circum- stances, but that he doubted whether it could be used with ac- curacy at a long range.

Benjamin Franklin did a great many notable things for his country and made her young name to be honored in many lands as the moth- er of such a son. It is not the idea of this memoir to ignore that or cover it up. No; the simple idea of it is to snub those pretentious maxims of his, which he worked up with a great show of originality out of truisms that had become wearisome plati- tudes as early as the dispersion from Babel; and also to snub his stove and his military inspirations, his unseemly endeavor to make himself conspicuous when he entered Phila- delphia and his flying his kite and

THE SATVRDMY EVENING POST

fooling away his time in all sorts of such ways when he ought to have been foraging for soap-fat or con- structing candles. I merely desired to do away with somewhat of the prevalent calamitous idea among heads of famihes that Franklin ac- quired his great genius by working for nothing, studying by moonlight and getting up in the night instead of waiting till morning; and that this program, rigidly inflicted, will make a Franklin of every father’s fool. It is time these gentlemen were finding out that these execrable eccentric- ities of instinct and conduct are only the evidences of genius, not the creators of it. I wish I had been the father of my parents long enough to make them comprehend this truth and thus prepare them to let their son have an easier time of it. When I was a child, I had to boil soap, not- withstanding my father was wealthy, and I had to get up early and study geometry at breakfast and peddle my own poetry and do everything Just as Franklin did, in the solemn hope that I would be a Franklin some day. And here I am. K

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The need for a national cybersecurity research

Bernier, M., Chapman, I., Leblanc, S. P., & Partington, A. (2011). An overview of cyber-attack and computer network operations simulation. Proceedings from MMS ’11: Military Modeling & Simulation Symposium. Boston, MA.

Maughan, D. (2010, February). The need for a national cybersecurity research and development agenda. Communications of the ACM, 53(2), 29-31.

Write a four to five (4-5) page paper in which you:

  1. Identify at least three (3) benefits or key knowledge points that could be derived from using cyber-attack simulator systems and research, and suggest how this insight could assist in defining the needs for security within an organization.
  2. Analyze and determine which sector, public or private, has greater insight on the potential of cyberattacks. Justify your answer by citing at least three (3) examples.
  3. Suggest at least four (4) best practices that should be implemented when developing a cybersecurity strategy within a security enterprise. Then, evaluate the required roles and functions of Information Technology (IT) personnel that would be required to sustain these best practices.
  4. Describe the role of planning when developing a cybersecurity strategy and what key deliverables would ensure an effective implementation and transition.
  5. Suggest how public-private partnerships can strengthen cybersecurity efforts and effectiveness in a:

a. Corporate environment
b. Regional level
c. National level
6. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality          resources.

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 or school-specific 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.

The specific course learning outcomes associated with this assignment are:

  • Evaluate the ethical concerns inherent in cybersecurity and how these concerns affect organizational policies.
  • Describe the corollary roles of security in an enterprise.
  • Describe best practices in cybersecurity.
  • Use technology and information resources to research issues in cybersecurity.
  • Write clearly and concisely about topics associated with cybersecurity using proper writing mechanics and technical style conventions.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills. Click here to access the rubric for this assignment.

Epistemology and Knowledge

Running head: THE TITLE OF THE PAPER 1

THE TITLE OF THE PAPER 2

The Title of the Paper Goes Here

Student Name

Mississippi State University

The Title of the Paper Goes Here

This document provides guidelines for the paper. Please notice the title of the paper is included here. Also, note that the word “introduction” is not used as a heading. In this section please include a general introduction that ends with a thesis statement informing the reader of the content of the paper. (1 paragraph of 5-8 sentences [varied styles])

Epistemology and Knowledge

In this section, define and discuss knowledge and epistemology. How are the two intertwined? What has been noted about each in the readings and class discussion? (2-3 paragraphs of 5-8 sentences [varied styles])

Broad Epistemological Assumptions

In this section, define and discuss the three broad epistemological assumptions discussed in class. Please provide cited direct quotations or paraphrased definitions from reputable sources (e.g., journal articles). (2-3 paragraphs of 5-8 sentences [varied styles])

Personal Epistemological Assumption

In this section, discuss your epistemological assumption based on the readings, class discussions and the quiz. In order to do this, complete the quiz and take note of your responses. Include the summary of your epistemological assumption that is provided at the end of the quiz. Discuss your interpretation of the assumption provided at the conclusion of the quiz. Also discuss the ways in which you now understand how your epistemological stance contributes to the way you think and know. For example, if, according to the test, you think subjectively, discuss how you are able to understand how others may experience situations differently than you. Or if, according to the test, you think subjectively but you know that it is a challenge for you to view situations from others’ perspectives, speculate potential reasons for this discrepancy.

See quiz: https://www.proprofs.com/quiz-school/story.php?title=epistemology-and-you. (2-4 paragraphs of 5-8 sentences [varied styles])

Conclusion

In this section, provide a summary and/or conclusion relation to knowledge, epistemology and your critical thinking. Highlight what you hope to gather from this course as we move forward. Finish the section with a strong sentence that demonstrates a general understanding of the role of epistemology in our thinking. The way that a paper begins and ends is just as important as the information included in the body.

(1 paragraph)

References

Ellerton, P. (2017, August). How do you know that what you know is true? That’s epistemology. The Conversation. Retrieved from http://theconversation.com/how-do-you-know-that-what-you-know-is-true-thats-epistemology-63884.

Felton, M. K., & Kuhn, D. (2007). “How do I know?” The epistemological roots of critical thinking. The Journal of Museum Education32(2), 101-110. Retrieved from http://www.educationforthinking.org/sites/default/files/pdf/02-03HowDoIKnow.pdf.

Freychris424 (n.d.). Epistemology and you. ProProfs Quiz Maker. Retrieved from https://www.proprofs.com/quiz-school/story.php?title=epistemology-and-you.

Nosich, G. M. (2012). Chapter 1: What is critical thinking? In G. M. Nosich’s, Learning to think things through: A guide to critical thinking across the curriculum (4th ed.). Pearson Education. Retrieved from https://www.pearsonhighered.com/assets/samplechapter/0/1/3/7/0137085141.pdf.

Pearson (n.d.). What is critical thinking? Retrieved from http://wps.pearsoncustom.com/wps/media/objects/3388/3469470/ch05.pdf.

Appendix A: Epistemology and You Quiz

Questions and Answers

1. Finish the sentence: The scientific method is….

· …the only proven way to discover truth(s).

· …flawed, but an effective process to answer many questions.

· …an invented method of inquiry designed to increase the perception of certainty and truth in a scientist’s mind.

2. If a tree falls in a forest and no one is around to hear it, does it make a sound?

· No. Sound is a human construction we use to perceive our reality. If nobody was there to process and construct the sound, then it would not exist.

· Very likely, there is no way to be 100% sure, but if a tree falls in a forest it should make a sound.

· Yes, of course. What a silly question.

3. How do we know that the sky is blue?

· Observation and measurement. The sky emits a certain wavelength of light that our eye perceives as blue.

· Observation and measurement. Although we cannot be 100% certain the sky is blue because our measurement systems have bias and human limitation.

· Color is socially constructed. We know the sky is blue because we were socialized to construct the world in a certain ways, such as color identification.

4. Is it possible to truly understand historical events?

· Not 100%, although with triangulation of many forms of evidence we can get a good idea of what happened.

· No, historical events are inherently open to different interpretations from both the first-hand participants and later people studying the events. Understanding of events is constantly in flux and therefore there can be no “true” or “absolute” understanding.

· Through artifacts, personal accounts, and carbon-dating we can recreate an accurate account of historical events.

5. What is the significance of this statement: “I think, therefore I am.”

· Not significant, even if you aren’t thinking…you still exist in some measurable form.

· Some significance, but your body is still part of the external reality.

· Quite significant, thinking and processing are the core of existence and reality.

6. What is the difference between knowledge and belief?

· Knowledge can be proven but beliefs have a “falsifiable problem” since they cannot be proved or disproved.

· Perception.

· The line between the two can be delicate, but generally knowledge can be proven through experiments and beliefs have a “falsifiable problem.”

7. Finish the sentence: Truth is….

· Relative

· Absolute, but difficult to figure out.

· Absolute.

The Purpose Of The Communication

 

Part 1: Provide a brief overview of your Strategic Communications Plan. Include a short description for each of the following in bullet point format:

  • The purpose of the communication
  • Your goal
  • Audience
  • Key Message
  • Supporting Points
  • Channel Selection
  • Action Request

Part 2: Review at least two of your peers’ Strategic Communications Plan. Provide feedback. Don’t be afraid to challenge their assumptions, suggest new possibilities, and affirm their choices when those choices are good.

Note: Remember, feedback is a powerful and essential tool. Thoughtful, useful feedback is specific. It combines suggestions for improvement with the recognition of good ideas. When you offer feedback, you should contribute new ideas and new perspectives to help your peers learn and move forward.