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Expert help when you need it- Q1:Please read the two articles (& the watch the video links contained within them), and then write a (two section) 500-word critique with at least two external references using: the conventions (SIFT(ing) CRAAP) to evaluate the overall credibility of the articles and make a determination of their 'CRAAP' score.See Answer
- Q2:3. Why is the author addressing leaders, investors, inventors, dreamer and doers in the last paragraph?See Answer
- Q3:4. In which economic context would this article be relevant? Why?See Answer
- Q4:Task 1: Book Review The task. The book review is a critical analysis of literature and analysis relevant to the module. You are expected to choose either one book-length OR three article-length written pieces related to design - either specifically about design thinking or digital design, or general design topics if agreed with your tutor - in order to summarise and reflect their main ideas. You will need to evaluate which aspects of design thinking your chosen literature relates to, and how. Your submission will take the form of a presentation (slide deck) in a standard format, which you will present to the class during the week after the submission date. The support. Relevant books and articles will be introduced as material for you to choose from during class. Your tutor will provide a template for the review. It is not mandatory to use the template but represents the required scope and structure for the task. See Answer
- Q5:Lenovo at the Crossroads: Coronavirus Meets Complexity At the beginning of each class, we will briefly discuss the day's suggested readings as well as any relevant current events. Then, we will discuss the assigned cases. You must be ready to identify for each case (1) its main problem/opportunity, (2) their causes and main options to either solve/cope with main opportunities / challenges, (3) assess those options (in terms of viability and attractiveness, based on their benefits, costs and risks), and (4) present and defend your conclusions and recommendations (see Exhibit B for a guide). All contributions will be part of your class participation grade.See Answer
- Q6:Please respond to one essay question: • Right-wing extremists have been one of the largest and most consistent sources of domestic terror incidents in the United States for many years, true or false? • What are the main objectives of the Army of God? • How is the face of domestic terrorism changing?See Answer
- Q7:Task 1 To what degree do you agree or disagree with the following statement: "It is important for us to actively engage in critical thinking both generally in day to day life and professionally as engineers" Make sure you have evidence to support your answer. Things to consider my include: • reference to the way in which you would describe critical thinking • examples of how you make use of critical thinking currently within your life and how you think you will use these skills during the rest of your engineering course and practice • your current ability and confidence to engage in critical thinking • whether you think it is important, or there is a need to be taught critical thinking within your degree See Answer
- Q8:Task 2 Questions • What is the problem(s)? How does the problem vary for you, your boss and for your company? What should you do? Explain your décision-making process Word Limit 400-600 wordsSee Answer
- Q9:For each unit in the course, you should write a short essay on the following topic: Pick an argument from the readings or the lecture for the unit. Summarize the argument, and then give a response to the argument. The response could be any of the following: a) An objection (a reason to believe that the argument does not prove what it is supposed to prove.) b) A further reason to believe that some part of the argument is true. c) A further question that people who accept this argument need to deal with. d) A point on which you think the argument is unclear (be sure to spell out the different things that it could mean). Whichever option you choose, you should not just state your opinion. You should explain why your objection, reason to agree, etc., is correct.See Answer
- Q10:What did you learn about the SDG 3 statistics from your research? What similarities and differences can you see? • What might be some of the causes and effects of the differences you have found? What do you think about that?See Answer
- Q11:Assume that you need to buy new dishwasher because your old one is failing. You have enough money to buy any model or brand on the market. You are single, you live in Shrewsbury and you own your own car. How will you select the best dishwasher to buy? What steps, information, facts and processes will you use? Please list and explain in detail every step you will take to assure that you are choosing the best dishwasher. See Answer
- Q12:Assume that you are the decision maker in a family of four consisting of two adult spouses and two children 8 and 12 years of age. You have $50,000.00 to buy a car and you have already decided to select one of the many dealerships near your house when you decide what kind of car you want and need. What steps and processes will you use to select and buy the car? Please list and explain in detail every step you will take to assure that you are purchasing the best car for you and your family. See Answer
- Q13:Assume that you are graduating from high school you want to study Liberal Arts and your only choices for college are MassBay and Quinsigamond Community Colleges. You have 100 percent scholarships and you have ample money to live. You are single, you live in Shrewsbury and you own your own car. How will you select the better college to attend? What steps, information, facts and processes will you use? Please list and explain in detail every step you will take to assure that you are choosing the better college to attend. See Answer
- Q14:Assume that you need to buy new dishwasher because your old one is failing. You have enough money to buy any model or brand on the market. You are single, you live in Shrewsbury and you own your own car. How will you select the best dishwasher to buy? What steps, information, facts and processes will you use? Please list and explain in detail every step you will take to assure that you are choosing the best dishwasher. See Answer
- Q15:Assume that you are the decision maker in a family of four consisting of two adult spouses and two children 8 and 12 years of age. You have $50,000.00 to buy a car and you have already decided to select one of the many dealerships near your house when you decide what kind of car you want and need. What steps and processes will you use to select and buy the car? Please list and explain in detail every step you will take to assure that you are purchasing the best car for you and your family. See Answer
- Q16:Assume that you are graduating from high school you want to study Liberal Arts and your only choices for college are MassBay and Quinsigamond Community Colleges. You have 100 percent scholarships and you have ample money to live. You are single, you live in Shrewsbury and you own your own car. How will you select the better college to attend? What steps, information, facts and processes will you use? Please list and explain in detail every step you will take to assure that you are choosing the better college to attend. See Answer
- Q17:Write an investigative report on what you’ve learned about audience, purpose, organization, discourse communities, and creating successful teams so far this semester. Your audience will be Dr. Longo and the other students in class this semester. Your purpose is to demonstrate what you have learned about these topics and how they relate to communication in a professional or academic setting. See Answer
- Q18:Write an essay, answering the following question with your thesis: What does "To Prisoners" by Gwendolyn Brooks call for prisoners to do?See Answer
- Q19:nature of worth. This leads to a market monopoly on the notion of the 'real': anything that is not in play in a market is irrelevant or imaginary. The position in turn presupposes (3) that education is in thrall to this real world' of market value-actually a massive collective delusion as abstract as anything in Hegel's Phenomenology-because according to (2) all human activities are. The market's monopoly on reality reinforces the dominant value of competition and selfishness, incidentally converting education into a credential-race that can (and rationally should) be gamed rather than enjoyed itself. Lurking nearby are two other implicit ideas about life after graduation: (4) education must be intimately linked to work; and (5) doing work while 'over-qualified' is a bad thing. This link between education and work is a nifty piece of legerdema in [deception] which preys on the uncertainties all humans have about their future, even as it leaves untouched the general presumption that one must have a job to be human. Parents and children alike fall for it. Kingwell, Mark Unruly Voices: Essays on Democracy, Civility, and the Human Imagination. LOSS. 2012, 131-135./nSnow, Catherine. "Academic Language and the Challenge of Reading for Learning about Science." Science vol. 328 no. 5977. 2010. Pp. 450-452. Part C (20%) Write one or two paragraphs (250-300 words) summarizing and analysing how the argument(s) in the follow passage are logically supported, drawing specifically on the methods demonstrated in Unit 2, Part 2. Specify the premises, conclusions, and how they relate to each other. Use indicator words to demonstrate relationships between the premises and the conclusion(s). Your summary should be sufficiently detailed so that someone who has not read the passage would have a clear and accurate understanding of the arguments you are summarizing. A degree in philosophy, or humane study more generally, does not require validation in the court of do-with usefulness. It is a convenient reality that such validation is sometimes gained, but the victory is really a surrender performed on the enemy's ground. 44. Let's do a little casual philosophical analysis [of the position that education is only valuable in so far as it is usefull. What are the unspoken premises of the standard position? Most obviously, it assumes (1) that we know what useis. Something is useful when it has instrumental value. Things of instrumental value serve needs other than their own, either some higher instrumental value or an intrinsic value. And yet, in practice 'use' almost always comes down to money, which is itself a perfect example of all lower instrumental value. Money is just a tool, but we talk and act as if it were an end in itself. So the position likewise assumes (2) that we know how to value things that contribute to use. We can convert any activity or human possibility into some quantified assessment, and thus dispose of the question of whether it is worth doing. Not only does this make a mockery of human action, quickly narrowing the scope of what is considered worth doing, it simultaneously narrows the scope of argument about the/nin the passage. You must diagram the arguments using circled numbers, direction arrows, and brackets. You must also include a brief explanation of how you determined your diagram. Your explanation should be sufficiently detailed to prove or demonstrate that your identification of the argument is correct. Each answer is worth 10 points. Note: A passage will contain an argument even if the author does not propose, but merely reports an argument. 1. You should not use student file-sharing websites. This is because they violate the academic integrity policy and cheapen the value of your credential. 2. They are obviously a vampire. They sleep in a coffin and have no reflection in a mirror. 3. We learned that the restaurant had several past health- code violations. Not only that, we found out they are using expired food. We should eat somewhere else and call the food inspector. 4. The traffic circle should be eliminated. It slows down traffic, which makes people tailgate. Tailgating leads to road rage, which leads to altercations between drivers. No one really knows how to drive in a traffic circle. Driver's education spends less than ten minutes explaining them. Drivers right now have enough distractions with cellphones, dashboard dining, and all kinds of multitasking while driving. Let's make driving easier for them and get rid of the traffic circle. 5. It is unrealistic to expect all middle- or high-school school students to become proficient producers of academic language. Many graduate students still struggle to manage the authoritative stance, and the self-presentation as an expert that justifies it, in their writing. And it is important to note that not all features associated with the academic writing style are desirable./nEven when diabetes is controlled, the insulin supply of the body is limited. 7 4. Molnar, George Dempster and Patricia G. Bailey. "Diabetes." The Canadian Encyclopedia, 27 July 2015,Histerica Canada. https://www.thecanadianencyclopedia.ca/en/article/diabetes mellitus, Accessed 17 August 2021. 4. Zoos are outdated and harmful. They divert funds that could be used for protecting ecosystems so animals can live in their natural habitat. Whatever science they promote could be achieved in a natural environment. They essentially imprison wild animals for our entertainment. 5. Pemmican (Cree pimikan, meaning "manufactured grease") is dried meat, traditionally bison (moose, caribou, venison or beef can be used as well), pounded into coarse powder and mixed with an equal amount of melted fat, and occasionally saskatoon berries, cranberries, and even (for special occasions) cherries, currants, chokeberries or blueberries. 6. Foster, John E. "Pemmican." The Canadian Encyclopedia, 04 March 2015, Historica Canada. https://www.thecanadianencyclopedia.ca/en/article/pemmican. Accessed 17 August 2021. 6. Only students with proper footwear can participate in gym class. Why? Because other shoes might be slippery or make marks on the flooring. Anisha forgot her sneakers, so she cannot participate. Part B (50%) The following five passages contain arguments. Using the tools for identifying parts of arguments in Units 1 and 2, analyze the arguments by bracketing and labelling the premises and conclusions/nRespond to the following passages. 1. God can perform miracles, but not contradictions-not because his power is limited, but because contradictions are not genuine possibilities. L 2. Dayton, Eric. Critical Thinking, Logic, and Argument. Pearson, 2010. 11. 2. Despite the importance of the naval mast trade, sawn lumber and square timber were the major staples of the wood industry. Lumber, the product of sawmills, was prepared mostly as planks and boards. Square timber- known in the Maritimes as "ton timber"-were baulks or "sticks" of wood hewn square with axes and shipped to England, where they were often resawn. Strict specifications governed the market-the wood was allowed to have a "wane" (bevel) and slight taper, but these specifications varied according to the stick's dimensions and changed with time. Waste was quite considerable: 25-30 per cent of each tree was discarded. 3. Wynn, Graeme, "Timber Trade History." The Canadian Encyclopedia, 24 July 2015, Historica Canada. https://www.thecanadianencxsleredia.ca/en/article/timber- trade-history. Accessed 17 August 2021. 3. Everyone needs insulin to break down food. What and how much someone eats affects blood glucose levels. When someone has diabetes, there is either not enough insulin in the body or the body cannot use the insulin it produces. Rather than being used as energy, glucose in a diabetic person is stored in the body's cells and collects in the bloodstream. Over time, elevated blood glucose can cause serious damage to the body. Specific symptoms include fatigue, thirst, frequent urination, damage to nerves, blurred vision and muscle cramps./nPlease complete all three parts of this assignment (A, B, and C). Where you are required to answer in writing, please use complete sentences. Your summaries should provide enough detail to allow someone who has not read the passages to have a clear and accurate understanding of the arguments you are summarizing. Your explanation should be sufficiently detailed to prove or demonstrate that your identification of the argument is correct. Part 1 Part A (30%) For the following six passages, determine whether they contain an argument, an explanation, or a description. Explain your choice with direct reference to the meaning of the term you identify. Your answer should be sufficiently detailed to prove or demonstrate that your identification of the passages is correct. Each passage is worth 5 points. Note: A passage will contain an argument even if the author does not propose but merely reports an argument. Here is a sample passage with a sample answer The film Patch Adams was an illuminating portrayal of medical education because it highlighted the importance of treating patients as people and not just as the locations of disease. Sexjer, Trudy. A Practical Study of Argument, 5th ed. Belmont, CA: 2001, p. 43. Answer. This passage contains an argument because the author uses reasons to try to convince the reader that Patch Adams is an illuminating portrayal of medical education. They support their conclusion with the premise that the film shows how important it is to treat patients as persons, not as examples of disease. Please note that accessing or uploading Athabasca University assignments violates the academic integrity policy and can result in a zero in the assignment or the course.See Answer
- Q20:1) Choice 1 advertisement from the list at the end of this document - whether or not you agree with the message of the advertisements, they all use persuasion techniques: appeals to emotion, appeals to biases, fallacies, slanting (omission and distortion), vagueness, and non-verbal elements (visual, auditory (chapter 6)- important b/c advertisements rely heavily on visual and auditory components). These persuasive techniques/elements are arguably manipulative (Satire, Politics, and Fallacies Lecture, especially Part 1). • Think about the advertisement as an argument trying to persuade its audience of something. Who is the arguer, intended audience, and the opponent? What beliefs, desires, or emotions is it trying to get the audience to adopt, and for what reason? (chapter 1 of the Excerpts) What fallacies, appeals to emotion, slanting techniques (omissions & distortions, euphemisms & dysphemisms, non-verbal elements, appeals to cognitive and learned biases, vagueness and pseudo-science) are being employed to persuade you? What about vested interests and credibility? (Daily Show chapter, chapter 2 & 3 & 6 & 7 the Excerpts) • If we think of the advertisement's persuasive elements as premises, are they acceptable, contextually relevant, and/or sufficient? (chapter 3 of the Excerpts, advertising example from chapter 1)See Answer
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