HELP! How do I go about tackling this essay prompt? What points do I need to outline and how do I structure my essay?
In the first two assignments you have been asked to break down reasoning processes and to evaluate them. The course has now covered material relating to non-deductive thinking and practical reasoning. The purpose of this assignment is to test your ability to break down and evaluate cases of practical reasoning.
On Friday March 22nd we will watch season 3 episode 2 of House MD.
While argument and reasoning take place throughout the episode, there are six major moments where the team engages in prolonged discussion of their problem. I have provided time-codes for convenience; however, you will need to note what happens outside of these times as well.
1. 7:20-8:50
2. 13:15-15:00
3. 18:20-20:00
4. 24:00-25:33
5. 31:30-34:00
6. 36:02-38:20
Your task includes the following:
1. Review Dewey’s account of inquiry and valuation and then explain how the problem is initially defined and then re-defined as new information comes to light. What information was determined to be relevant or irrelevant to the problems as defined?
2. Pick two of the ways the problem is defined in the episode. For each problem as defined identify the proposed ends-in-view considered and adopted. How does the definition influence proposed courses of action? Without relying on information that comes later in the episode (do not rely on hindsight) evaluate the team’s practical reasoning.
Please keep in mind that you do not have to be an expert in medicine, nor do I expect a full medical account of every possible symptom or a description of every test. It might be a good idea to mention important symptoms or tests however. Practice your best judgment based on what will make your analysis clear.
You are not required to standardize, but when you evaluate feel free to standardize parts of the argument if you believe it will help provide clarity. When evaluating, consider factors that we have already covered like whether a premise is acceptable, whether a conclusion follows, and so on. However, also consider factors like risks and the probable consequences that could occur as a result of a proposed action being taken that you think are relevant to determining whether a proposed course of action is a good idea or not.
If you standardize, you MUST follow the same format used in class. This includes numbering each premise, using indicator words to suggest sub-conclusions and final conclusions, and removing all rhetoric (See slides from Week 2a). When you evaluate you should indicate any fallacies that you detect as well.
You will be graded on the level of clarity provided, your ability to recognize all important (sub)conclusions and ends-in-view. You will also be graded on your evaluation. You must not only be able to use the resources of the class, but to use them correctly. When you evaluate, you must consider whether the arguments presented are grounded (based on what is known at the time), acceptable, and relevant.
While you will not be explicitly graded on things like spelling and grammar, the point of this assignment is to clearly break down an argument and this involves proper spelling and grammar. It will be expected that you take time to review your work before submission and that it will be in keeping the writing levels expected of a university student, including proper writing and the ability to follow the guidelines of this assignment.
Remember to review the lectures and the strategy for how to standardize and evaluate arguments
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Help for Game Theory class! File is attached.
There are 3 students who are assigned to a group project. In eachperiod, each student simultaneously decides how hard to work. Let edenote the effort chosen by student i in period t, and assume that etitican take 1 of 11 levels: 0, 1, 2, …, 10.
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Help for Insomniacs
In Exercise 1.23, we learned of a study to determine whether just one session of cognitive behavioral therapy can help people with insomnia. In the study, forty people who had been diagnosed with insomnia were randomly divided into two groups of 20 each. People in one group received a one-hour cognitive behavioral therapy session while those in the other group received no treatment. Three months later, 14 of those in the therapy group reported sleep improvements while only 3 people in the other group reported improvements.
(a) Create a two-way table of the data. Include totals across and down.
(b) How many of the 40 people in the study reported sleep improvement?
(c) Of the people receiving the therapy session, what proportion reported sleep improvements?
(d) What proportion of people who did not receive therapy reported sleep improvements?
(e) If we use p^T
to denote the proportion from part (c) and use p^N
to denote the proportion from part (d), calculate the difference in proportion reporting sleep improvements, p^T−p^N
, between those getting therapy and those not getting therapy.
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HELP! How do I go about tackling this essay prompt? What points do I need to outline and how do I structure my essay?
In the first two assignments you have been asked to break down reasoning processes and to evaluate them. The course has now covered material relating to non-deductive thinking and practical reasoning. The purpose of this assignment is to test your ability to break down and evaluate cases of practical reasoning.
On Friday March 22nd we will watch season 3 episode 2 of House MD.
While argument and reasoning take place throughout the episode, there are six major moments where the team engages in prolonged discussion of their problem. I have provided time-codes for convenience; however, you will need to note what happens outside of these times as well.
1. 7:20-8:50
2. 13:15-15:00
3. 18:20-20:00
4. 24:00-25:33
5. 31:30-34:00
6. 36:02-38:20
Your task includes the following:
1. Review Dewey’s account of inquiry and valuation and then explain how the problem is initially defined and then re-defined as new information comes to light. What information was determined to be relevant or irrelevant to the problems as defined?
2. Pick two of the ways the problem is defined in the episode. For each problem as defined identify the proposed ends-in-view considered and adopted. How does the definition influence proposed courses of action? Without relying on information that comes later in the episode (do not rely on hindsight) evaluate the team’s practical reasoning.
Please keep in mind that you do not have to be an expert in medicine, nor do I expect a full medical account of every possible symptom or a description of every test. It might be a good idea to mention important symptoms or tests however. Practice your best judgment based on what will make your analysis clear.
You are not required to standardize, but when you evaluate feel free to standardize parts of the argument if you believe it will help provide clarity. When evaluating, consider factors that we have already covered like whether a premise is acceptable, whether a conclusion follows, and so on. However, also consider factors like risks and the probable consequences that could occur as a result of a proposed action being taken that you think are relevant to determining whether a proposed course of action is a good idea or not.
If you standardize, you MUST follow the same format used in class. This includes numbering each premise, using indicator words to suggest sub-conclusions and final conclusions, and removing all rhetoric (See slides from Week 2a). When you evaluate you should indicate any fallacies that you detect as well.
You will be graded on the level of clarity provided, your ability to recognize all important (sub)conclusions and ends-in-view. You will also be graded on your evaluation. You must not only be able to use the resources of the class, but to use them correctly. When you evaluate, you must consider whether the arguments presented are grounded (based on what is known at the time), acceptable, and relevant.
While you will not be explicitly graded on things like spelling and grammar, the point of this assignment is to clearly break down an argument and this involves proper spelling and grammar. It will be expected that you take time to review your work before submission and that it will be in keeping the writing levels expected of a university student, including proper writing and the ability to follow the guidelines of this assignment.
Remember to review the lectures and the strategy for how to standardize and evaluate arguments
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Help! I have a paper due, and I’m struggling a bit, can anyone help out, or lead me in the right direction??
How do you avoid groupthink in the problem solving process? Yet, gain consensus as a group.
How do divergent and convergent thinking play into that?
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Help!!! I need help in my Project
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Help
In Joseph E. Stiglitz’s “Of the 1%, by the 1%, for the 1%”, Stiglitz introduces his topic on the economic inequality in the United States by showing how the rich keep getting richer and the poor keep getting poorer. He brings up the “marginal-productivity theory” which claims that those who make more are more likely to have “higher productivity and a greater contribution to society” (747). He then comments on the fallacy that the size of the economic “pie” is more important than how the pie is divided or distributed (747). Last, he makes this claim: “An economy in which most citizens are doing worse year after year–an economy like America’s–is not likely to do well over the long haul” (747).
Respond to each of Stiglitz’s ideas in his introduction, commenting on each one’s validity and effectiveness:
1. Marginal-productive theory as invalid
2. Fallacy of the size of the economic pie as more important than its division
3. Claim that the 99%’s worsening state will adversely affect the economy in the long term
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Help in paraphrasing this text:Kranz’s power as a leader originates from his position within the organisation’s structure and hierarchy.In this extremely stressful situation and Gene is saying: “Let’s stay cool people! Let’s work the problem, people, let’s not make things worse by guessing” leaders must have the ability to make the final decision and exploit their power to put this decision into action. In this incidence, the specialists provide various suggestions and solutions on how to bring the astronauts back home, they argue and even strongly raise objections to one another’s points of view, but Kranz has the final word and makes the decision based on his prompt evaluation of the information provided.Taken from the bases outlined by French & Raven (1958), the power held by Kranz can be said to come mainly from the belief that he has sought-after skills and personal characteristics that can and should be emulated (Referent Power); the belief that he has authority to give out orders which they are obligated to follow due to his position within the formal organisation structure (Legitimate Power) and the belief that he has higher knowledge related to the present situation and mission (Expert Power). Since these bases are prone to change over time, Kranz’s “expert power” is likely to increase due to the success of this mission.About 58 minutes into the movie. One of Gene’s followers suggests shutting down fuel cells in order to stop the leak. Gene realizes that this decision would determine if Apollo13 would make it to the moon. Gene Kranz and his subordinate (the engineer with big, black glasses)After hearing the opinion of the engineer, Gene realizes that his decision will determine the success of the mission. He has developed a relationship with the engineer and trusts his judgment; therefore, making it easier for him to make the harsh decision. This situation also shows that Gene appreciates his subordinate’s opinions and considers them as a major contributor to his success as a leader.The people he worked with also seemed to enjoy their work. You could tell from their dedication that they were not there just for a paycheck. They were committed and motivated to help the team lost in space. Influencing – Ken influences the team to keep trying when it seems there is no solution in sight. He believes that an answer is near, so he encourages himself and others to be creative. He persuades the team to use the simulation shuttle in order to accomplish their goal. Jack in a way motivates Ken to take responsibility and confidence to guide him through the procedure, as he has lost his eye focus. This situation is interesting, because in a way both, Jack and Ken take roles of leader and follower. They both influence each other moves and accomplish the goal that was set for them. About 14 minutes into the movie. Apollo 13 main crew has just finished their 7 hour practice simulation. Project coordinator approaches and congratulates the crew on a well done job.
The organizational structure and hierarchy are the two things from which Kranz’s leadershippower originates. Showing the capability of a true leader Gene suggests that it is better to keepthe…
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HELP!! in the poem “Sonnet 130” by William Shakespeare What event, observation, feeling, memory, experience or occasion is being recounted or described in this poem and who is the speaker and how do they feel about the subject they are exploring in this poem?
what words or phrases are used to clearly portray the speaker’s feeling?
and what is the purpose of this poem?
what expression or statement is being made? What dynamic elements are used to make the purpose clear? Where is the poem most powerful? please explain and help me understand.
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Help jenny to forecast dividend payments for Reeby Sports and to estimate the value of the stock. You do not need to provide a single figure. For example, you may wish to calculate two figures, one on the assumption that the the opportunity for futher profitable investment is reduced in year 6 and another on the assumption that it is reduced in year 8How Much of your estimate of the value of Reeby’s Stock comes from the present value of growth opportunites?
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