Instructions for discussion:
Due on January 14th
Please double-check that ALL questions have been answered.
Unless otherwise specified in the initial post requirements, each discussion must include at least two scholarly sources. In your references, please offer a link to each scholarly source.
For in-text citations and a list of references, use the APA format.
Context, Meaning, and Value (Discussion 2)
Instructions for the First Post
To research for this conversation, choose one of the following options:
Option 1: Look for “California Washington mural” on the internet. There are multiple tales of a California school district that voted to paint over a high school painting. Victor Arnautoff, a Depression-era artist, painted The Life of Washington.
Option 2: Look up a mural by Thomas Hart Benton at Indiana University. There are various articles on the debate surrounding a panel from Thomas Hart Benton’s murals A Social History of Indiana (1933).
Option 3: Conduct research on a controversial mural, statue, or monument in your community.
Try looking at the artworks through a Google image search before reading the news pieces. Then read the news articles to get a sense of the various perspectives on the murals.
Address at least four (4) of the following questions in your first post, depending on the option you chose:
What do you believe should happen to the artwork (e.g., should it be painted over, covered, destroyed, or left in plain sight)? Why?
Should the circumstances in which the artwork was made (in the instance of the Benton and Arnautoff murals, the Great Depression of the 1930s) influence the decision of what to do with it?
Should the context in which the artwork is currently viewed influence the decision on what to do with it?
What do you think the artwork’s message is?
Do you believe the message is ambiguous?
Do you believe the message is ambiguous?
Is it necessary to save the artwork because of its creative worth, independent of the message?
Is it necessary to conserve the artwork regardless of its message because of its historic value?
Do you believe the artwork’s message is sufficiently essential that it should be saved on its own?
Do you believe the artists were prejudiced or biased? If you answered yes, give examples of the artwork that support your point of view. Do you believe viewers’ opinions are tainted by bias or prejudice? Are you one of them?
Examining Sources (discussion 3)
Introduction
“Everyone is free to hold their own ideas, but not to hold their own facts.” Vanity Fair, 2010, para. 2) (Daniel Patrick Moynihan, referenced in Vanity Fair, 2010, para. 2)
We build our ideas — and pass judgements – based on what we see and what we value. Other people’s opinions have an impact on our decisions. One of the authors, Dr. Peter Facione, gives his perspective on a non-profit civil rights organization called the Southern Poverty Law Center in Chapter 6’s section “An Expert on Hate in America” (SPLC). Dr. Facione is a strong proponent of critical thinking and one of the most significant voices in the area.
His support for the civil rights group is unconditional. It’s also open: Dr. Facione discloses that he’s a financial backer of the organization and has arranged for its founder to speak at events. Dr. Facione extends the following invitation to you, the reader:
Examine this claim made by Dr. Facione: “The SPLC is an expert on hatred in America.” Knowing where you may learn more about the SPLC for yourself and Dr. Facione’s endorsement and support of the Center’s work, evaluate this claim made by Dr. Facione: “The SPLC is an expert on hate in America” (p. 124).
The SPLC’s support may be seen in the most recent edition of the book, which has a copyright date of 2016. Morris Dees, the co-founder and former principal trial counsel, has been sacked since then (Hassan, Zraick& Blinder, 2019). There has previously been debate regarding organisations and persons labeled as “hate groups” by the SPLC (Graham, 2016; Price, 2018). The group, which has assets worth over half a billion dollars, has also been chastised for how it spends these monies (Robinson, 2019).
Instructions for the First Post
Address the following in your first post:
Carry out more study on the SPLC. Has your viewpoint shifted in any way? Why?
Start responding to the discussion prompt only after you’ve done some responsible investigation. The debate isn’t about the SPLC, and it’s certainly not about Dr. Facione. It’s about what you’ve discovered about how to develop opinions.
This is the question that your post MUST answer:
What do you mean when you say “expert”?
At least two (2) of the following questions must be addressed in your post:
What role do facts have in the formation of an opinion? Describe what you believe the purpose or function of facts is in reaching a decision.
How did you answer the self-evaluation question? Have you reconsidered how you evaluate credibility and reliability since conducting further research? What role does the recency of a reference or opinion (i.e., how recent is it?) play in determining credibility and reliability?
What are your thoughts on Dr. Facione’s remark that “The SPLC is an expert on hate in America”? (p. 124). Do you consider the SPLC to be a “expert”? Make your response specific.
Distinguishing Inductive and Deductive Reasoning (discussion 4)
The speaker contends that her premises are true, and thus her conclusion must be accepted in deductive arguments. Remember that the logical validity of a deductive argument is not dependent on the factual accuracy of the premises. We presume the premises are true when evaluating logical strength. After we’ve shown that the argument is logically sound, we may examine the premises’ actual – not assumed – truth.
Inductive arguments give evidence that the speaker argues supports the probable truth of her conclusion – that her conclusion is the most likely true – and thus you should accept it.
Instructions for the First Post
Address the following in your first post:
Find and publish deductive and inductive argument examples.
Evaluate the logical strength of each case using the concepts and ideas offered in the textbook readings, the lesson, and any other source you find that assists you in evaluating the argument’s validity (deductive) or strength (inductive). You can either utilize examples from the text or look for them elsewhere.
Editorials and opinion columns, as well as letters to the editor, are excellent sources. Arguments will frequently be used in blogs.
Make sure it’s an argument by using mapping and evaluation procedures.
Is it deductive or inductive reasoning? Please explain why.
Does it pass the validity and strength tests? Explain.
5th Point of Discussion: In My Opinion
Instructions for the First Post
Consider one of the current societal issues listed below – or one of your own choosing:
The Opioid Epidemic
Marijuana for recreational or medical use should be legalized.
Vaping\sImmigration
The electoral college should be abolished.
Control of firearms
Address the following in your first post:
Decide if you are for, against, or neutral on one of these subjects. Please explain why. In your response, avoid being imprecise or ambiguous. Make it crystal clear what your position is.
Examine how you came to that conclusion.
How well do you believe you understand the facts?
Do you have a good understanding of the statistical data that pertains to the issue?
Do you believe you formed your conclusion only on the basis of System-1 thinking, or did you also use System-2?
What role did heuristics, cognitive bias, and dominance structuring play in your decision-making?
The first paragraph isn’t about how “right” your stance is; it’s about how you came to that conclusion. This conversation necessitates the use of metacognition, or thinking about how you think.
Comparative Reasoning (discussion 6)
(For this discussion, there is only one further scholarly source)
For this assignment, please read/review the following resources. In your submission, you must include the following resources.
The Physician in US Cigarette Advertisements, 1930–1953: “The Doctor’s Choice is America’s Choice.” The article can be found at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1470496/.
Who is to Blame for the Opioid Crisis? http://www.psychiatrictimes.com/pain/opioid-epidemic-who-is-to-blame/
It’s Time to Put the Blame Where It Belongs on the Opioid Epidemic. The article can be found at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6140023/.
Introduction
With regard to the tobacco industry, the medical profession has a confusing and inconsistent relationship. While the profession now strongly opposes smoking and actively publicizes the substantial, even fatal health risks connected with it, this was not always the case. Tobacco advertisements, including cigarettes, “became a ready source of income for numerous medical organizations and journals, including the New England Journal of Medicine and the Journal of the American Medical Association (JAMA), as well as many branches and bulletins of local medical associations,” according to the New England Journal of Medicine (Wolinsky&Brune, 1994). In the past, tobacco industry commercials frequently featured doctors and references to smoking. “The Doctors’ Choice Is America’s Choice” tells the narrative of physicians who promote smoking (Gardner & Brandt, 2006).
Physicians’ roles in the present opioid crisis are being scrutinized on TV (Farmer, 2019), in trade publications (King, 2018), peer-reviewed journals (deShazo, et al, 2018), and by physicians themselves (Hirsch, 2019).
Instructions for the First Post
Research the history of doctors’ relationships with tobacco firms and tobacco advertising for the first post. Learn more about how doctors are linked to the opioid problem. After that, take care of the following:
What are the similarities and differences between the two situations?
What distinguishes them from one another?
Use the concept of moral equivalence to help you. Is doctors’ behavior in connection to smoking and the tobacco business morally similar to doctors’ behavior in relation to the opioid crisis? Be as specific as possible when describing your position.
Discussion
Do you think there is a qualitative difference between not believing in human contribution to climate change and not believing in the Holocaust?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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