Phi 103 Week 3 Assignment

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Counterargument Paper

 

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

 

Here are the steps to prepare to write the counterargument paper:

 

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

 

In your paper,

 

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

 

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

 

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

 

 

 

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

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SOCW 6121/Field IV Wk 4

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Discussion1: Confidentiality

One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.

For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.

· Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. 

· Describe how informed consent addresses confidentiality in a group setting. 

· How does confidentiality in a group differ from confidentiality in individual counseling? 

· Also, discuss how you would address a breach of confidentiality in the group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)

Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21(10), 732–739.

Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455–476.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Working With Groups: Latino Patients Living WithHIV/AIDS

The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context.

Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering the format of the group, I thought about structure, time, place, and language. The group was designated a closed group in that new patients were not admitted once the initial membership was determined. The group was held in the center’s conference room, which was furnished with comfortable seating around a large conference table so that members were visible to each other during group sessions. The group met once a week for 90-minute sessions during which 60 minutes were spent on open discussion and the last 30 minutes were spent on having lunch. Given the importance of food in the Latino culture, I thought members would appreciate the opportunity to share a meal with their peers. I decided to designate the group as Spanish-speaking so that all sessions were held in Spanish. This offered members not only a sense of comfort and an opportunity to explore issues in their native tongue, but it also addressed the language barrier that often isolates Latino PLWH.

I used several strategies to recruit members. I hung flyers throughout the center, and I informed my colleagues about the group during interdisciplinary staff meetings. Referrals ultimately came from physicians, social workers, and even administrative staff who had developed relationships with patients at the center. When considering group composition, I focused on creating balance in group size and the characteristics of individual members. I worked to create a group with enough members so that discussions would be fruitful and differing opinions could be presented, but at the same time, individual members would have an opportunity to discuss their unique feelings, thoughts, and opinions. When it came to member characteristics, I strove to create a balance between homogeneity and heterogeneity across such domains as age, sex, sexual orientation, socioeconomic status, etc. The goal was to create a group where no member felt isolated by uniqueness while simultaneously promoting diversity between members. Prior to being admitted to the group, potential members were interviewed/screened in person or by phone. The focus of these interviews was to 1) assess the patient’s ability to communicate in Spanish, 2) describe the purpose of the group, 3) discuss individual expectations for the group, and 4) answer questions about group process and function. A total of 15 patients were referred. Four declined to participate before the group started and two did not show up after the first session. Of the remaining nine members, three were women and six were men. All of the men had a significant history of intravenous drug use (IVDU). Two of the men identified as gay, one identified as bisexual, and three considered themselves to be heterosexual. All of the women were heterosexual, identified a risk factor of unprotected heterosexual sex, and denied a history of IVDU. Members’ ages ranged from 36 to 60.

The group ran successfully for 18 months. Throughout the life of the group, several recurrent themes were discussed, including 1) stigma of HIV and homosexuality, 2) disclosure of HIV status, 3) safer sex practices, 4) adherence to HIV treatment, and 5) the doctor–patient relationship. Each of these themes was discussed within a cultural context giving light to issues such as familialism, collectivism, simpatia, machismo (gender roles), and Latino culture’s tendency to rely on a folk model of medicine.

As in most groups, certain members adopted roles within the group. For example, Anna, a 46-year-old female member, adopted the role of the “silent member.” She repeatedly came to sessions and sat in silence, only responding when she was prompted by direct questions from me or other members. The challenge with Anna was that as this behavior continued, other members tended to ignore her and leave her out of the discussion. In turn, it became my role to try to engage Anna as much as possible and draw her into the discussion. Another example is Diego, a 60-year-old male, who adopted the role of the “help-rejecting complainer.” Throughout group sessions, Diego repeatedly presented a problem or issue and engaged the entire group by asking for help. When members responded with suggestions or solutions, he came up with a myriad of excuses why none of them would work. I will admit I was not successful at altering Diego’s behavior in any way. I attempted to point out the pattern, and I tried to ask other members how it felt to constantly have their input rejected, but nothing seemed to work. Group members did express frustration and boredom with Diego. This was manifested in their body language and during group sessions when Diego was not present. When members spoke about Diego in his absence, I always encouraged them to bring these issues to his attention when he was present, but members were not able to do this because they were fearful of hurting his feelings.

Ultimately, the group served as an arena for mutual support and commonality. Group members forged relationships with peers with whom they would not have had contact in the absence of the group. They also had the opportunity to reflect on their illness and personal experiences within a safe and culturally sensitive environment. While a scientific evaluation of the group was not performed, I witnessed and members reported positive outcomes from the experience.

Discussion 2: Week 4 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of potential challenges for assessment during your field education experience at a military mental health clinic

· An explanation of personal action plans you might take to address assessment in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 6, “Social Work Practice in the Field: Working with Individuals and Families” (pp. 117-154)

Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.

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Stages of Group Therapy

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A simple way to remember the stages of group therapy is as follows: form, storm, norm, perform, and adjourn. For its members, a therapy group begins with the group’s first gathering (form). Early meetings are frequently accompanied by some level of conflict (storm) as members learn to work together and establish the “rules” of the group. As members become more comfortable with the process (norm), their ability to work toward a common goal improves (perform). This is when the bulk of the therapy group’s productivity occurs. Finally, when the desired results have been achieved, the group terminates (adjourn). There are more scientific names associated with these stages, and there can be sub-stages, as well, but the underlying concepts of progression and change over time remain the same.

Effective therapy group leaders should be aware of what clients may be feeling during particular stages of group therapy and know techniques to help the group members move throughout the various stages. In addition, therapy group leaders need to be aware of group dynamics, including recognizing how therapy groups get stuck, as well as why and how to help groups move through barriers. At times a group leader might let the group work through its own problems, but, at other times, the leader needs to be proactive and take control of the therapy group.

For this Discussion, select one of the stages of group therapy. Consider the key characteristics of the stage you selected and how you might identify that stage during the therapy process. Also, think about the steps you might take to smoothly transition therapy group members to the next stage.

With these thoughts in mind:

 

WRITE a brief description of the stage you selected. Then, explain how you might recognize this stage in the therapy process (e.g., what you would do or say during this stage, what therapy group members would do and say during this stage). As the group therapy leader, explain what you might do in order to transition the group to the next stage. Provide examples to support your response.

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Psychology – Lab Assignment 5

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11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 1/3

PART A: Design Identification

Answer the following six questions for each of the experiments described below:

1.   Identify the design (e.g., 2 X 2 factorial).

2.   Identify the total number of conditions.

3.   Identify the manipulated variable(s).

4.   Is this an IV X PV design? If so, identify the participant variable(s).

5.   Is this a repeated measures design? If so, identify the repeated variable(s).

6.   Identify the dependent variable(s).

Design 1:

College sophomores were given a short course in speed reading. Three groups had courses lasting for 5, 15, or 25 sessions. At the conclusion of the course, participants were asked to read a paragraph, followed by a test of comprehension. Before taking the test, participants in each group were offered a monetary incentive­no money, $1, or $10 for a certain level of performance. The researcher collected the reading time and number of correct items on the comprehension test for each participant.

Design 2:

A researcher interested in weight control wondered whether normal and overweight individuals differ in their reaction to the availability of food. Thus, normal and overweight participants were told to eat as many peanuts as they desired while working on a questionnaire. One manipulation was the proximity of the peanut dish (close or far from the participant); the second manipulation was whether the peanuts were shelled or unshelled. After filling out the questionnaire, the peanut dish was weighed to determine the amount of peanuts consumed.

Design 3:

A researcher studied the influence of intensity of room illumination (low, medium, and high) on reading speed among fifth graders. Also, children were classified as “good” or “poor” readers from achievement test scores. Each group of children read 750­word passages under all three levels of illumination (three reading trials). The order of trials for each child was randomly determined.

Design 4:

A researcher investigated the effect of a child’s hair length on judgments of personality and intelligence. Teachers were shown photographs of children to obtain their “first impressions” of the children. Each teacher was shown a boy or girl whose hair was either very short, shoulder length, or very long. Teachers rated the friendliness of the child and estimated the child’s intelligence level.

Design 5:

An investigator was interested in the effects of various treatments on reduction of fear in phobic participants. He suspected that type of phobia may interact with therapeutic treatments; specifically, that the types of treatments for agoraphobics (fear of open spaces) and claustrophobics (fear of closed spaces) might be different. He divided participants into two groups based upon type of fear and then assigned members of each group to treatment groups: desensitization, insight, or implosive therapies. After three months of treatment, participants’ anxiety in the feared situation was measured

Design 6:

 

 

11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 2/3

Participants participated in a driving simulation study to investigate night­driving reactions as a function of alcohol consumption and road conditions. Participants drank “cocktails” containing either no alcohol, 3 ounces of alcohol, or 6 ounces of alcohol. After 30 minutes, they began the driving simulation test. Each participant simulated a drive on a straight road, a road with gentle curves, or a road with many sharp curves and on which the participants encountered various road hazards. Driving speed and the number of accidents were measured.

Design 7:

A researcher was interested in the effects of sexual arousal on the ability to concentrate, and also wondered whether gender and age are important factors. The researcher had participants read passages that were low, medium, or high in sexual arousal content. The participants included both males and females and were divided into three age categories (18­24, 25­35, and 36­50 years). After reading the passage, participants were asked to perform a proofreading task; the researcher measured the number of errors detected on the task.

PART B: Annotated bibliographies

Using the Wiggins Memorial Library, find 3 scholarly journal articles from peer­reviewed journals (no open­access journals or student journals are allowed). Create an annotated bibliography for each article with each source listed in correct APA format. This should give you a total of 3 annotated bibliographies. These can be used as the foundation for your research proposal (although you aren’t required to use them).

Note that an annotated bibliography is a compilation of sources related to a given subject which includes critical or explanatory information.

Annotated bibliographies have many uses… First, they provide a compilation of sources with intelligent commentary; this means that not only do you have a summary of the content of an article, but you also have some comment as to why the article is (or is not) of use. Second, ABs provide a quick reference for useful definitions and key ideas (if you’ve done your job). Finally, ABs help provide you with an overview of the field so that you are not repeating work that’s already been done. This will allow you to potentially make a genuine contribution to the body of research (or at least get a better grade on your current project). For each of your annotated bibliographies, you should include the following:

1. A reference in APA Style

2. A short summary indicating: The question or problem addressed by the article (the “topic” and research question); The main variables being studied The article’s method of analysis (experimental? theoretical?); The article’s thesis, conclusions, and/or recommendations.

3. Your assessment of the article’s usefulness (global and specific) to your research goals for example, maybe you need only the bibliography or a specific discussion of a particular theory

4. Any useful definitions or key ideas, in quotes, with PAGE NUMBER specified!

Example

Bennett, C.W., & Ling, D. (1977). Effects of Voiced­Voiceless Discrimination Training Upon Articulation of

Hearing­Impaired Children. Language and Speech, 20(3), 287­293.

This article questions whether voiced­voiceless discrimination training will aid the articulation in hearing­impaired children. Six severely hearing­impaired children ranging  from 8­10 years of age were the subjects. One group of 3 children received discrimination training on the /ba­pa/ distinction and the second group of 3 children received  training on the /ba­pa/, /da­ta/, and /ga­ka/ distinctions. A vibro­tactile aid was used so the individuals could feel the voice onset time. Once the individual correctly  distinguished between voiced and voiceless stops for a certain criterion, the vibro­tactile cue was reduced in intensity. The next step involved responding to voiced and voiceless syllables by producing them. The results showed that the training in audition alone does result in improved production. Subjects in

 

 

11/17/2016 Upload Assignment: Week 5 Lab Activity – PSYC­330­OL50­…

https://blackboard.campbell.edu/webapps/assignment/uploadAssignment?content_id=_2142242_1&course_id=_36869_1&assign_group_id=&mode=view 3/3

the first group showed greater generalization perhaps due to the limited set in training. This may have helped the hearing­impaired children focus on the critical variable of voice onset time.

“Our hypothesis was that by providing training through audition alone we could change the perceptual strategies of children who relied heavily upon vision in such a way that their articulation would be improved with regard to the voicing dimension.” Page 288.

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12 ANGRY MEN – THE MOVIE

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For this assignment you will watch the movie “12 Angry Men” and answer the questions on Moodle.  Make sure to be specific and complete when answering the questions.

You can use either the updated version of the movie or the original.  The movie is available for you to watch at the Pitt CC library or you can rent it from a local video store.

In question 3, you are asked about barriers to critical thinking–please refer to  Personal Barriers to Critical Thinking that are listed on Moodle.  Please remember to fully develop your answers and identify specific logical fallacies in question #5.  Please only use logical fallacies that are listed in our text.

 

 

 

Unit 9: 12 Angry Men

Watch “12 Angry Men” and complete the activity in the course pack.  This assignment will be due next week.

12 Angry Men table (1957)

 

JURY ROOM, 12 ANGRY MEN (by   Reginald Rose)

The Original Movie (1957)
 

 

 

 Juror 1. The Foreman

35, small, petty,

football coach

  
Juror 12.

Advertising Man

30, doodler, snob

   Juror 2. Squeaky

38, bank clerk, meek.
Juror 11. Immigrant

48, humble, suffered injustice

   Juror 3. Angry Man

40, highly prejudice

(Lee Cobb)
Juror 10. Bigot

46, comes to quick decisions (Ed   Bagley)

   Juror 4. Retired Man

50, stockbroker, rational

(E.C. Marshall)
Juror 9. Old Man

70, mild, gentle, has all his   faculties

   Juror 5. Mechanic

25, Baltimore, grew up in slum   (Jack Klugman)
Juror 8. Our Hero

42, architect, charismatic, dark   and moody, used to power (Henry Fonda)

   Juror 6. Everyman

33, decent, housepainter, not used   to making decisions
  Juror 7. Mr. Baseball

42, loud, flashy, short tempered;   wants to go to Yankees game (Jack Ward)

 

“12 Angry Men” questions

“12 ANGRY MEN” HOMEWORK ASSIGNMENT

 

Instructions: Watch the movie “12 Angry Men”.

Answer the following questions completely and turn them into me.

1. Which character is the most effective critical thinker? Which characteristics of a critical thinker does this person exemplify? Explain your answer in 2-3 paragraphs and support yourself with specific examples from the movie.

2. Which character is the least effective critical thinker? Explain your answer in 2-3 paragraphs and support yourself with specific examples from the movie.

3. What barriers to critical thinking prevent any other 3 jurors from thinking critically? (Do not choose the juror you discussed in question #2.) In 1 paragraph per juror, tell the obstacle(s) and how it prevents each one from thinking critically. Use examples from the film for each juror to support yourself.

4. At what point do any 3 of the jurors become critical thinkers Do not choose the juror you discussed in question 1. Specifically, what happens to make each one think critically? Explain in 1 paragraph per juror.

5. Identify four examples of logical fallacies in the jurors’ thinking processes. Give the juror, the fallacy that the juror uses, and the context for each example.

 

12 Angry Men (1997)

 

JURY ROOM, 12 ANGRY MEN

Updated Movie Version (1997)
 

 

 

 Juror 1. The Foreman

football coach

  
Juror 12.

Advertising Man

   Juror 2. Older African American
Juror 11. Immigrant   Juror 3. Angry Man

(George C. Scott)
Juror 10. Young African American   Juror 4. Retired Man

stockbroker
Juror 9. Old Man   Juror 5. Mechanic

grew up in slum
Juror 8. Architect

(Jack Lemmon)

   Juror 6. Decent Man

housepainter
  Juror 7. Mr. Baseball

(Tony Danza)

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Answer 3 questions

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Instructions: By now you have read Chapter 2: Psychological Research. You job for this assignment is to answer the following personal adjustment/critical thinking questions that pertain to topics in chapter 2. Each answer needs to be a minimum of one paragraph (5 sentences) to received full credit.

Questions:

  1. As a college student, you are no doubt concerned about the grades that you earn while completing your coursework. If you wanted to know how overall GPA is related to success in life after college, how would you choose to approach this question and what kind of resources would you need to conduct this research?
  2. Are there any questions about human or animal behavior that you would really like to answer? Generate a hypothesis and briefly describe how you would conduct an experiment to answer your question.
  3. Aside from biomedical research, what other areas of research could greatly benefit by both longitudinal and archival research?

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Due in 2 hours..Only Philosophy Expert

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Q1…Identify the most accurate sentential counterpart to the natural language proposition

“If Smith increases enrollment, then both Baylor and Rice do not raise tuition.”

S = “Smith increases enrollment”; B = “Baylor raises tuition”; R = “Rice raises tuition”

Select one:

a.

S → (∼B • ∼R)

b.

(∼B • ∼R) ∨ S

c.

(∼B • ∼R) → S

d.

S → ∼(B • R)

e.

∼ (B • R) → S

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Redbook increases circulation or both Glamour hires models and Cosmo raises its price.”

R = “Redbook increases circulation”; G = “Glamour hires models”; C = “Cosmo raises its price”

Select one:

a.

R ∨ G • C

b.

R → (G • C)

c.

R • (G ∨ C)

d.

(G • C) → R

e.

R ∨ (G • C)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Time expands coverage, then neither Money hires new writers nor Forbes solicits new advertisers.”

T = “Time expands coverage”; M = “Money hires new writers”; F = “Forbes solicits new advertisers”

Select one:

a.

T → (∼M ∨ F)

b.

T → ∼ (M ∨ F)

c.

T → (∼M ∨ ∼F)

d. T → ∼(M • F)

e. ∼ (M ∨ F) → T

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Identify the most accurate sentential counterpart to the natural language proposition.

“If People raises its price, then either Time expands coverage or Newsweek does not increase circulation.”

P = “People raises its prices”; T = “Time expands coverage”; N = “Newsweek increases circulation”

Select one:

a. P → T ∨ ∼N

b.

(P → T) ∨ ∼N

c. (T ∨ ∼N) → P

d.

P → (T ∨ ∼N)

e.

P → (T ∨ N)

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Safeco reduces premiums and Geico cuts costs or Farmers hires agents.”

S = “Safeco reduces premiums”; G = “Geico cuts costs”; F = “Farmers hires agents”

Select one:

a. S • (G ∨ F)

b. (S • G) → F

c.

(S • G) ∨ F

d. (S ∨ G) • F

e.

S ∨ (G • F)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Liberty opens new offices, then not both Travelers and Conseco run an ad.”

L = “Liberty opens new offices”; T = “Travelers runs an ad; C = “Conseco runs an ad”

Select one:

a. L → ∼ (T • C)

b. ∼ [C • (L → C)]

c.

L → (∼T • ∼C)

d.

∼ (T • C) → L

e.

(∼T • ∼C) → L

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Identify the most accurate sentential counterpart to the natural language proposition.

“If neither Safeco cuts costs nor Travelers runs an ad, then Progressive increases its territory.”

S = “Safeco cuts costs”; T = “Travelers runs an ad”; P = “Progressive increases its territory”

Select one:

a. ∼ (S ∨ T) → P

b.

P → (∼S ∨ ∼T)

c.

(∼S ∨ ∼T) → P

d.

(S ∨ T) → P

e. P → ∼(S ∨ T)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Nationwide or Geico does not open new offices, then Metropolitan does not hire agents.”

N = “Nationwide opens new offices”; G = “Geico opens new offices”; M = “Metropolitan hires agents”

Select one:

a.

(∼N ∨ ∼G) → ∼M

b.

(∼N • ∼G) → ∼M

c.

∼ (N ∨ G) → ∼M

d.

∼N ∨ (∼G → ∼M)

e.

∼[ (N ∨ G) → M]

Question 9

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Progressive expands coverage then both Liberty and Conseco do not cut costs.”

P = “Progressive expands coverage”; L = “Liberty cuts costs”; C = “Conseco cuts costs”

Select one:

a.

(∼L • ∼C) → P

b.

P → (∼L • ∼C)

c.

P → ∼ (L • C)

d.

P → (∼L ∨ ∼C)

e.

P → (L • ∼C)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Farmers runs an ad or Nationwide cuts costs, then if Safeco expands coverage then Geico pays a dividend.”

F = “Farmers run an ad”; N = “Nationwide cuts costs”; S = “Safeco expands coverage”; G = “Geico pays dividends”

 

Select one:

a.

(F ∨ N) → (G → S)

b.

[F → (S → G)] ∨ [N → (S → G)]

c.

[(F ∨ N) → S] → G

d.

(F ∨ N) → (S → G)

e.

F ∨ [N → (S → G)]

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Determine the argument form below:

1. H → ∼ M

2. M           

3. ∼ H

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 12

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Determine the argument form below:

1. ∼ D → N

2. D           

3. ∼N

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 13

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Determine the argument form below:

1. ∼ S

2. ∼ S → F

3. F

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 14

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Determine the argument form below:

1. S ∨ ∼T

2. ∼ S      

3. ∼ T

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 15

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Determine the argument form below:

1. ∼J → C

2. C → ∼T

3. ∼J → ∼T

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive syllogism

g. affirming the consequent

h. denying the antecedent

Question 16

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Determine the argument form below:

1. L

2. ∼N → L

3. ∼N

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 17

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Determine the argument form below:

1. G ∨ ∼T

2. (G → ∼H) • (∼T → A)

3. ∼H ∨ A

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 18

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Determine the argument form below:

1. K ∨ ∼B

2. B         

3. K

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 19

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Determine the argument form below:

1. [P ∨ (D → T)] → ∼ (C • R)

2. [P ∨ (D → T)]                   

3. ∼ (C • R)

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 20

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Determine the argument form below:

1. (T → W) → [K • (E → Q)]

2. ∼ [K • (E → Q)]                

3. ∼ (T → W)

 

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

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Colonialism and Neutral Parties ESSAY ASAP/ Essay 4

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PSYC 420

Essay Topics

 

Essay 1 – Module/Week 2:

Topic: Epistemology Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?

 

Essay 2 – Module/Week 3:

Topic: Philosophical Anthropology Define philosophical anthropology and compare the psychological and theological understandings of philosophical anthropology. Identify several distinct contributions offered by psychology that are absent (not offered in detail) from Christian theology. Identify several distinct contributions offered by Christian theology that are absent (or not offered in detail) from psychology. Are psychological and theological perspectives on philosophical anthropology ultimately opposed to and irreconcilable with each other, or can they be reconciled? Defend your answer.

 

Essay 3 – Module/Week 4:

Topic: Enemies and Spies

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle asserts: “those with whom we disagree often have things to teach us… [we must] ask ourselves what is to be learned and appreciated” from those with whom we disagree. Identify at least 3 things that you appreciate/can learn from those who hold the secular combatants’ or Christian combatants’ versions of the Enemies model.

2. After reading chapter 9 and watching the Antagonism video, what concerns, if any, do you have about the influence of secular assumptions on the field of psychology? What concerns, if any, do you have about the claims and counsel of the nouthetic counseling movement?

 

Essay 4 – Module/ Week 5:

Topic: Colonialism and Neutral Partiesm

 

Choose 1 of the 2 prompts below on which to comment.

 

1. The Colonialist model ostensibly recognizes the value of psychology, but it does not typically result in deep engagement with the findings or methods of psychology. How might this be applied to a topic such as eating disorders or depression? What would be some of the advantages and disadvantages of this approach?

 

2. Entwistle distinguishes between scriptural authority and theological interpretation. Do you agree? Why might this distinction be important? Support your view with an example.

 

Essay 5 Module/Week 6:

 

Topic: Allies and Transformational Psychology

 

Choose 1 of the 2 prompts below on which to comment.

 

1. Entwistle noted that “theological reflection typically focuses more on God’s workings in the world,” while “psychological reflection typically focuses more on the workings of God’s world.” What implications does this have for the relationship between psychology and Christianity?

2. Kepler saw astronomers as “priests of Almighty God” who have “the honour of standing guard…at the door of the shrine at whose high altar Copernicus performs divine service.” How might this sentiment apply to all of us who study the book of God’s Works? How can we heed Kepler’s warning to “not consider the glory of our intellects, but the glory of God” in our academic and disciplinary pursuits?

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multicultural (powerpoint) case study

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Introduction

At some point in your career, you will encounter a multicultural conflict or issue. It may be a conflict with a supervisor or an issue with one of your colleagues or clients. You may experience hate speech being used in the professional work setting or feel marginalized because of one of your cultural identities. A conflict may involve an entire agency or institution.

In this assignment, you will:

· Envision a multicultural conflict that could potentially occur within your psychology specialization. The story of this conflict may be real or imagined, but it will involve your actual cultural identities, which you analyzed in the Unit 1 assignment, Self-Reflection Using the Hays ADDRESSING Model. This conflict will also involve one or more other persons that you could encounter in your work who have several points of cultural difference with yourself. It may also involve an entire agency or institution.

· Analyze the multicultural issues that are present and consult scholarly literature to develop strategies or techniques that you can use to navigate the conflict. This assignment will help you think critically about some of the uncomfortable situations that you may encounter in your career as a psychologist, and prepare you to respond effectively in such situations.

This assignment will be a PowerPoint presentation of a case study that could be given in a professional context. A case study is an in-depth report and analysis of events, activities, or processes involving one or more individuals or a situation. Case studies are examined in academic contexts to prepare learners for the challenges they will face in professional practice. Working psychologists continue to confer with colleagues on case studies to improve their professional competencies.

While actual case studies are based on factual reports, in this assignment you can create a simulated or fictional case study. If you like, you may include elements drawn from actual events.

Instructions

To complete this assignment:

· Imagine a simulated or fictional case study, concerning a cultural conflict between yourself, working in your area of specialization, and some person or persons, agency, or institution. Several points of cultural difference must exist between you and the others involved in this conflict. While your case may be fictional, it must be entirely believable and realistic.

· Download and use the Multicultural Case Study Template from the Resources. Do not submit a paper for this assignment. Papers will not be graded. You will complete this assignment by replacing all language that is enclosed with brackets […] in the PowerPoint with your own words.

. You may wish to enhance the design of the presentation to make it more effective. For guidance on PowerPoint design, read the optional resource, “PowerPoint Presentation Design Suggestions” and view Guidelines for Effective PowerPoint Presentations.

. For guidance in the basics of using PowerPoint, see the Basic Tasks in PowerPoint guides in Resources. If after reviewing this material, you need more help using PowerPoint, contact your teaching assistant— seek help early!

Your PowerPoint should include the following:

1. Title slide: On the first slide of the PowerPoint:

· Enter a descriptive title of approximately 5–15 words that concisely communicates the heart of the case study. It should stir interest while maintaining professional decorum.

· Enter your name, and a job title and organization that would fit with your case study. Like the case study itself, these last two elements may be fictional.

2. Case Study Overview slide: Provide the briefest possible narrative description of the case situation here. Additional supporting details and references can be added in the notes section below the slide. The overview should include:

· The professional setting of the case, based on your psychology specialization (for example, in treatment, in the classroom, in a hospital, jail, or community-based setting).

3. Main Points of Cultural Difference slides: On the table provided, list side by side the main cultural identities from the Hays model, relevant to the case study conflict, of yourself and another person, agency, or institution in the case study.

· If more than one person, agency, or institution is involved in the case, make a copy of this slide for each one, to compare yourself to all others involved

· In the notes section:

· Identify common concerns with each cultural identity. Be careful to avoid using stereotypes.

· Analyze how cultural differences contributed to the conflict in this case.

· Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.

4. Best Practices for Working With [Cultural Identity] slides: Identify a best practice for working with a cultural identity in this case and cite the source below. Then, briefly analyze how the best practice could help you navigate this particular relationship and conflict.

· In the notes section, describe the best practice in more detail, and elaborate as needed on your analysis of how the best practice could help you navigate the relationship and conflict.

· Citation requirements: You must cite best practices from at least three scholarly research articles in this assignment. You may cite reputable sources from Web sites, books, textbooks, and assigned resources as well, but these will not count toward the three required scholarly research references.

· Copy this slide as needed to address each cultural identity in this case.

5. Conclusion slide: Summarize the main lessons learned in this case study in a brief bulleted list.

6. References slides: See step 4 for citation requirements. Use current APA style and formatting guidelines.

Assignment Requirements

· Written communication: Should be free of errors that detract from the overall message.

· Format: Use the Multicultural Case Study Template provided in the Resources. Use current APA style and formatting guidelines as far they are applicable to this assignment.

· References: Three scholarly research articles.

· Length of PowerPoint: A minimum of six slides.

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Psychology : Psychometric Report

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All the material required for the 3000 word assignment has been attached down below.

There is a template which I have attached that needs to be used.

The scoring of both the tests have been done and the scores have been mentioned in the template provided.

There is a Profile graph instruction to make the graph for the two required tests.

References that need to be used have also been attached below.

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