Decision Making W2

 

Constructing Deductive and Inductive Arguments

Arguments consist of premises and conclusions. Premises are structured so as to lend support to conclusions. The kind of support that a premise lends to a conclusion allows us to distinguish between deductive and inductive arguments. This week, you will be constructing both kinds of arguments.

1.  In three premises each, construct one example of each following deductive argument form:

·  Modus ponens

·  Modus tollens

·  Hypothetical syllogism

·  Disjunctive syllogism

Make sure your arguments are deductively valid and that your examples are your own. Here are two examples of the general format that your arguments should take:

Modus ponens:

1.  If it is raining, then it is pouring.

2.  It is raining.

3.  Therefore, it is pouring.

Modus tollens:

1.  If Jack went to the grocery store, then he bought cookies.

2.  Jack did not buy cookies.

3.  Therefore, Jack did not go to the grocery store.

2.  After you construct the preceding deductive argument forms, construct a three premise syllogism. For example:

1.  All men are mortal.

2.  Socrates is a man.

3.  Therefore, Socrates is mortal.

3.  After you construct a three premise syllogism, construct one of each of the following inductive argument patterns:

·  Induction by enumeration

·  Reasoning by analogy

·  Statistical induction

·  Higher-level induction

Your examples of inductive argument patterns should not be expressed in premise form. Rather, they should be informally expressed in writing. You should have one paragraph for each pattern. Be as detailed as possible.

Finally, please remember to label your arguments. This makes it easier for them to be graded. Include your name, course section, and the date at the top of your assignment document.

View your assignment rubric.

discussion

1,      In the discussion forum, describe an instance where the California state government has taken some legislative action that has negatively influenced economic activity  on the internet in the state of California.  

2, Graded Assignment  :

 BBC DIGITAL MEDIA INITIATIVE REVISITED 

 tent

No submission
0points

Missed most of the parts/points of the assignment
1points

Did not answer three parts/points correctly.
2points

Did not answer two parts/points correctly.
3points

Did not answer one part/point correctly.
4points

Answered all questions correctly.
5points

Writing Skills

No submission
0points

Frequent errors.
1points

More than occasional errors.
2points

Occasional errors.
3points

Very few errors.
4points

Excellent – totally free of errors.
5points

Formatting Skills

No submission
0points

Frequent formatting errors.
1points

More than occasional formatting errors.
2points

Occasional formatting errors.
3points

Very few errors.
4points

Excellent – totally free of errors.
5points

References Supplied

No submission
0points

No references were supplied to support the assignment.
1points

Supplied a few references required to support the assignment.
2points

Supplied some references required to support the assignment.
3points

Supplied all but one reference required to support the assignment.
4points

Supplied every reference that was required to support the assignment.
5points

thesis and outline due monday

You are required to submit the thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 4 for instructor feedback.

The Poetry Essay is due by 11:59 p.m. (ET) on Monday of Module/Week 5 and must include a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a Works Cited/References page of any primary and/or secondary texts you cite in the essay.

 

Guidelines for Developing Your Paper Topic

 

Chapter 41 of the Kennedy and Gioia textbook (Chapter 43, pages 1132–1142 in the eText) provides some helpful pointers for reading poems, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, writing a cogent literary analysis of a poem, and citing your sources. This chapter specifically addresses Robert Frost’s “Design,” which is studied in this course, so be sure to read it before doing any further work for this assignment. Also, take notice of the example of a poetry thesis and outline on pages 1344–1345 (pages 1135–1136 in the eText).

 

Choose 1 of the poems from the list below to address in your essay:

  • The Lamb” or “The Tiger” or “The Chimney Sweeper” by William Blake;
  • “Batter my heart, three-personed God” or “Death Be Not Proud” by John Donne (watch the video lecture on John Donne’s “Batter my heart, three-personed God” for more ideas to help you write your essay on this poem);
  • “Journey of the Magi” by T. S. Eliot;
  • “God’s Grandeur” or “Pied Beauty” or “Spring” by Gerard Manley Hopkins;
  • “Ode on a Grecian Urn” or “Ode to a Nightingale” by John Keats;
  • “Ozymandias” by Percy Bysshe Shelley;
  • “My Last Duchess” by Robert Browning (watch the video lecture on Robert Browning’s “My Last Duchess” for more ideas to help you write your essay on this poem);
  • “Sailing to Byzantium” by William Butler Yeats;
  • “The Road Not Taken” or “Stopping by Woods on a Snowy Evening” by Robert Frost;
  • “It Sifts from Leaden Sieves” or “There’s No Frigate Like A Book” by Emily Dickinson (Read Gilbert and Gubar’s “The Freedom of Emily Dickinson” for more ideas to help you write your essay on Dickinson’s poetry);
  • “Ulysses” by Alfred Lord Tennyson; and
  • “That Time of Year” (Sonnet 73) by William Shakespeare (watch the video lecture on William Shakespeare’s “Sonnet 73” for more ideas to help you write your essay on this poem).

 

Consider the following questions for the poem that you have chosen:

  • What is or are the theme(s) of the poem?
  • Is there a literal setting or situation in the poem? What lines from the poem tell the reader this information? What details does the author include? 
  • Is the setting symbolic?
  • How would you describe the mood of the poem? What elements contribute to this mood?
  • Is the title significant to the poem’s content or meaning? How?
  • What major literary devices and figures of speech does the poet use to communicate the theme(s)? 
  • How are rhyme and other metrical devices used in the poem? Do they support the poem’s overall meaning? Why or why not?
  • Is the identity of the poem’s narrator clear? How would you describe this person? What information, if any, does the author provide about him or her?
  • Does the narrator seem to have a certain opinion of or attitude about the poem’s subject matter? How can you tell?

 

NOTE: These questions are a means of getting your thoughts in order when you are collecting information for your essay. You do not need to include the answers to all of these questions in your essay; only include those answers that directly support your thesis statement.

 

 

Human Discusssion

 

  1. Watch Flight of Faith:  The Jesus Story  https://www.youtube.com/watch?v=gU5p6061M34  (This 48-minute video will give you an overview of the landscape in which Jesus lived – and how it looks today.  The narrator tells the traditional story of Jesus’ life, but as we go through the semester, we will see that there are many other ways of understanding Jesus and his teachings.)
  2. Read Frontline:  Jews and the Roman Empire. Judea was the province in which Jesus lived located within the massive Roman Empire.  (Just read down through “Tensions in Judea at the Time of Jesus’ Birth.”)  https://www.pbs.org/wgbh/pages/frontline/shows/religion/portrait/jews.html
  3. Read The Human Journey: Jesus and the Origins of Christianity – A Multicultural Story http://humanjourney.ishk.net/ideas-that-shaped-our-modern-world-section/jesus-and-the-beginnings-of-christianity-a-multi-cultural-story/
  4. Read Frontline:  The Tensions Between Faith and History: Can Christian faith be reconciled with an historical approach to Jesus and the Bible?  This article will address the possibility of conducting a historical study of Jesus while holding firm to religious belief in Jesus.  https://www.pbs.org/wgbh/pages/frontline/shows/religion/jesus/tensions.html
  5. Read Frontline:   Jesus was born, lived and died as a Jew.  https://www.pbs.org/wgbh/pages/frontline/shows/religion/jesus/bornliveddied.html
  6. Read Frontline :  The Complexity of His Religious Identity.  Jesus was viewed as many things: healer, wisdom teacher, apocalyptic preacher, and anointed one (Messiah).https://www.pbs.org/wgbh/pages/frontline/shows/religion/jesus/complexity.html
  7. Historical references to Jesus’ life.  There isn’t a lot of outside evidence of Jesus’ life, but there is some. 

 

Over the next 16 weeks, we are going to be looking at the complexity of Jesus’ identity.  There are several resources this week that discuss this complexity, as well as the difficulty of uncovering the historical Jesus (apart from what the church has written about him).  After reading all of the resources for this section – most especially Frontline: The Tensions Between Faith and History – please write a discussion forum post in which you address the following points:

1.  What do these scholars have to say about how they reconcile their Christian faith with an historical study of Jesus and the Bible?

2.  What do the scholars have to say about how an historical/critical study of Jesus benefits and enhances their faith?

3.  What do you see as the dangers of studying Jesus from a historical/analytical approach?

Note:  Please stick to the materials posted for Weeks 2-3 as the resources for your writing.  Please do not quote scripture in this assignment, but please DO use quotes and references from the posted resources.

Respond to post

  

Make a 50 word or more respond to the below post.

I voted for “Traditional Work Groups” . I opted to vote this way because historically this is considered a “functioning team”. I have sat on many of these teams over the last 21 years. This work group is extremely important because it allows individuals to come together and see the companies vision/mission for what it is.  This group takes in depth look at the way the current processes of a company are functioning, and whether they need to revised or if they should remain in place. What I have found over the years that makes this group of individuals so important is the fact that, it is made of representatives from various departments. In my case it was Finance Reps, Registration Reps, Nurse Practitioners, and Operation Managers. We sat together, looked at how were functioning in accordance with the hospital, how far off we were, or what we needed to do to stay on the right track. When the Author from the required reading said ” “work should be structured, for individual jobs with internal forms of control such as enriched jobs” (Cummings P.399).  This statement is absolutely true, because with enriched jobs the employee are impassioned to conquer tasks and challenges. When the tasks increase, and the employees put for the effort, then eventually the pay will increase. This is a cycle, however it can be lucrative one for the organization and the employee .

Our required reading show us that with self-management teams “Tasks design generally follows from the teams mission and goals that define the major purpose of the team and provide direction for task achievement” (Cummings P.389). This point is poignant one to say the least because, work groups are not intended to implement individual agendas, however it is set aside to push the goals of the department/organization. When the missions and goals of an organization are adhered to it makes the process very clear, and gives a little more push to meet the established goals. Self-Management Teams are often apart of high involvement plans because according to the required reading “Self-Managed teams also should have the ability to counsel members and to facilitate communicating among them (Cummings p.391). Self-Management teams are sensitive in nature, they must adhere (strictly) to company policy, and they must be developed enough to speak respectfully, and appropriately to coworkers as they “push” each other toward the finish line. Whenever there is a breakdown in communication, the self-management team is charged with getting everyone back on track, and laser focused so that purpose can be fulfilled. In Conclusion, we see in our required reading “Self-Management Teams also, teams represent the work design of 2000s because high levels of technical uncertainty and interdependence are prevalent in today’s workplaces and because today’s workers often have high growth and social needs” (Cummings P.398). This idea in and of itself provides us with insight as to why Self-Management teams are dedicated to high level issues. Their minds have been developed to assess, diagnose,and repair issue that many who have an antiquated way of thinking may not be able to appropriately handle.

References:

Thomas G. Cummings and Christopher G. Worley, Organization Development & Change, Tenth Edition© 2015, 2009 Cengage Learning.

REPLY TO CLASSMATE’S POST

  

We often hear people talk of their rights, but rarely do I hear someone speaking who could actually explain from where these “rights” are emanating. 

Often we hear “I know my rights” and most often that person might have the vaguest grasp of what is contained within the Constitution.  But now let us explore the SOURCE of these unalienable rights. Do you think it is the Bill of Rights (BoR)? 

Does the BoR spell out to the people what rights are being granted and is this the source of these rights?

What “rights” are given specifically to the people in any of the first ten amendments of the U. S. Constitution? 

Do the words actually say, or can you prove it was the intent of the writers, that these ten phrases are speaking to the people, or are they directed possibly someone else?

We would know which are rights granted here in the document, by reading the words of the Bill of Rights and observing if any of them speak to “the people” and say “you get this right that is specifically named here”.   Shall we look to see how many there are actually being granted by this part of the document? and how many are assumed but not explicitly enumerated?

Is there a right found here?  Read it carefully before responding

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Is there a right granted here? Carefully read because it doesn’t say way what you may think. The instruction, the take away, the writing was not directed at the people was it?

A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

This one doesn’t read like a Right as much as it does a rule about what the government may not do, as restriction on power, not and extension or granting of a right to the people.  Seems like the rights are assumed and that this document was just a list of the 10 most troubling things the founders were concerned about while forming a new government.

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

Pretty sure this one was written to the government about what they cannot do to the people. Not written to the people talking about a right.

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

This one is laundry list of what the government may not do to a person:

  1. No secret      indictments;   1.5 Allowing for temporary suspension of that      restriction during times of war or public danger (see Lincoln who      suspended Habeas Corpus during one such time);
  2. No Double Jeopardy—which may sound like a right but      really limits the powers of the prosecution.
  3. You cannot make me testify against myself? Sounds like      what the government cannot do. I could testify against myself if I      wanted to, but cannot be compelled by the State to do so;
  4. The state cannot take my stuff, my freedom or my      life, unless they can do so through a process of law;
  5. The State cannot take my stuff for public use      unless I have been justly compensated. Again, state cannot . . . 

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

The State cannot:

  • Leave      me hanging      indefinitely in jail,
  • Cook      up a bunch of people      who will convict me without Due Process;
  • Get      people from another      place to judge me, only from within my “area”;

The State must  give fair and full warning of the charge and reason for such charge—they cannot ambush me in a prosecution;

The State must produce those who accuse me, they cannot accuse and hide;

The State must use resources to assist me in producing people who may have information;

The State must allow me to have legal assistance, BUT does not say they have to provide it in the event that I cannot afford it

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

This one is a civil matter, but provide a venue for redress that the State must provide for matter over 20 dollars—they must provide the court, the jury, and adhere to both the process and the ruling of said jury.

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

This one says the State cannot . . .

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted

The last two limit what the federal government can do, saying that unless the document has specifically granted the government a power, then everything else is assumed to belong to the state government or retained by the people.  Again, not granting anything, only stating that the Federal government cannot remove them without specific authority.

So who has rights in this country? And from where do they emanate?

PLEASE EXPLAIN WHETHER YOU AGREE WITH MY CLASSMATE RESPONSE TO THE ABOVE QUESTION AND WHY? (A MININUM OF 125 WORDS) 

                                                              CLASSMATE’S POST

The source of what the citizens of the United States consider rights, does not come directly from the Bill of Rights (BOR), but from the interpretation of the words found within the BOR by the Supreme Court. It is the Court’s duty to determine what actions constitutes free speech per say, or what constitutes cruel and unusual punishment, etc. The first ten Amendments do not actually spell out any specific rights that the people are entitled too, but instead what restrictions on governmental power can protect individuals from having certain liberties violated. The BOR was written by the Founders and includes liberties that they felt could be easiest violated by the government or were seen as natural human rights. The 1st Amendment does not actually provide someone any rights, but as I stated before, presents restrictions on government power that may prevent someone from engaging in the activity mentioned, such as freedom to worship or speak.

Any citizen of the United States has rights according to the Constitution and the Court’s interpretation of said document. The rights provided are shaped by the Court and can change over time, depending on the cases decided upon. For instance, what constitutes free speech has evolved over the years from any form of expression to certain actions that are not allowed. For instance in the Schenck v. United States (1919), the Court determined that distributing fliers that could encourage people to dodge the draft was a criminal offense, unlike simple expressing one’s ideas verbally, which was okay. In the Brandenburg v. Ohio (1969) case, a KKK leader was found guilty of inciting violence because on a speech given in Ohio, a ruling that was overturned by the Court based on the fact that the speech did not specifically state any violent intentions but was abstract in nature. So as you can see, one’s “right” to any given freedom is not written in stone so to speak, but is subject to the changing interpretation of the original words.

Brandenburg v. Ohio, 395 U.S. 444 (1969)

Schenck v. United States, 249 U.S. 47 (1919)

Methodology and Policy Analysis DB1

Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group, practitioner scholars, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum. 

In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.

You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.

 

Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

  • In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
  • How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
    • Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
  • Why do you think some practitioners are resistant to seeking out higher education? Explain.
  • Should practitioners be required to obtain certain levels of education? Why or why not?
  • What homeland security or emergency management related research, if any, have you recently examined? Summarize.
    • Do you feel that the results of the research contain valuable data to the fields? Why or why not?
    • If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?

Response to discussion 5

you need to complete at least two responses (the “Final Posts”) of at least 200 words each to classmates by the dates shown in the course schedule.

First post:

Religious speech should not to go on without serious consequences for the sake of free discourse. It has genuine and annihilating impacts on people groups’ lives and dangers their wellbeing and security. It’s destructive and disruptive for groups and hampers social advance in battling separation. Left unchecked, free speech can prompt war and genocide. Despite the fact that the privilege to free discourse is a key esteem, it ought not be permitted to exceed the essential human privileges of other individuals, particularly their entitlement to life. In any case, social orders should make a move against loathe free speech without requiring that a couple of particular words independent from anyone else should specifically and instantly induce viciousness, or probably. That sets a high bar and is hard to demonstrate. It additionally enables purveyors of hate to dodge obligation basically by not making unequivocal calls for brutality. Further, our new computerized world ups the Internet has brought forth a multiplication of detest discourse alongside helpful data, for example, bomb-production guidelines or the street numbers of premature birth suppliers. This has empowered others to submit savagery long after the words were first distributed. Abuse to one’s profoundly held religious convictions are experienced as hostile and an assault against the sacrosanct request. Not maligning the ruler’s name is one of the best Ten Commandments. So there is justifiable reason purpose behind individuals to be tread painstakingly on another’s religious sensibilities. Deriding religion is the most genuine sort of scorn, it appears to be more than censuring your nation or ridiculing somebody’s mom. Regardless of whether religion ought to be an extraordinary class is an unavoidable issue.

Second post:

I believe that free speech is exactly what it is, free speech.  There is no hidden meaning or message behind it.  We can say whatever we please and whatever we may feel towards a certain subject.  However, there are certain things such as religion that shouldn’t be insulted or mocked because it is immoral.  This does not mean that it won’t happen.  There are plenty of people in the world today that take no consideration of people’s feelings and emotions.  Like I said when discussing the second amendment, people are going to do and say whatever they please, regardless of any restrictions that may be placed.  I don’t think that we should draw any lines in regards to freedom of speech.  As citizens of the United States, we should be able to speak our minds and true thoughts.  It is up to the individual to decide whether or not it is appropriate to do so.  If they decide wrongly, they deserve whatever punishment or harm may come to them.  

I have noticed that there are way too many people that get offended and butt hurt over the dumbest things.  It would be hard to control and regulate what is appropriate and what isn’t appropriate in regards to freedom of speech.  People would constantly find loopholes around it, or flat out ignore it, and disobey the law.  There are always going to be rule breakers, and there is nothing the US can do about it.  I think the laws we have in place serve the US well.  

Starbuck Case

 

 Starbucks Case Study

Read the three articles noted below about an actual union-organizing effort involving Starbucks in New York City: Use the link for the case.

After reading all the articles and considering additional research, address the following questions (feel free to use supplemental authoritative resources in your response):

  • Do you think the administrative law judge and the National Labor Relations Board (NLRB) went too far in overruling Starbucks? Why or why not?
  • How much leeway should an employer have in setting standards for conduct, customer interaction, and attire in the workplace?
  • Does the NLRB decision unfairly limit Starbucks in the management of the stores? Why or why not?
  • What is your view of the court’s decision?

Ensure to provide references.

Attached is a sample work by a student from another school I found on the internet through Coursehero. Please be advice this attachment is just for a guide and note photocopy. Ensure Safe Assign work.

Thanks

Annotated Bibliography

 focus on learning how to use APA method for documenting sources. Your major assignment is an Annotated Bibliography. 

APA Title Page

Page 2 – APA Header – “Annotated Bibliography” as title of paper centered above the main text

First source, listed in APA Reference page style
Summary of source
Assessment of source – how useful it will be for the final paper and how it will be used

Second source, listed in APA Reference page style
Summary of source

Assessment of source – how useful it will be for the final paper and how it will be used

Third source, listed in APA Reference page style
Summary of source
Assessment of source – how useful it will be for the final paper and how it will be used.

After deciding on the topic for your researched argumentative essay, locate at least three credible sources in the South University Online Library. (You may include more if you like.) Take notes on your sources, following the methods outlined in the Week 3 lecture about note-taking. For each source, note the main idea, evaluate the credibility of the author, and consider how the text relates to your topic. Remember to create your references as you search for use in the bibliography and locating the articles again when you begin writing the essay.

Steps to Take

  1. Draft a references page in APA format.
  2. Include at least three sources.
  3. After each reference entry, provide a paragraph about the source, including the following:
    • Summarize relevant information from the source.
    • Evaluate the credibility of the author.
    • Explain how the source relates to the position you plan to argue in your research paper.

Topics I choose:

Payán, D. D., Sloane, D. C., Illum, J., Farris, T., & Lewis, L. B. (2017). Perceived Barriers and Facilitators to Healthy Eating and School Lunch Meals among Adolescents: A Qualitative Study. American Journal of Health Behavior, 41(5), 661–669. 

2. Fairclough, S. J., Weaver, R. G., Johnson, S., & Rawlinson, J. (2018). Validation of an observation tool to assess physical activity-promoting physical education lessons in high schools: SOFIT+. Journal of Science and Medicine in Sport, 21(5), 495–500. 

3. Haven’t decided