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Q1: PHL 111 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a critical essay. Being able to access and apply the proper critical thinking and reasoning skills is key to being successful in school, your career, and many aspects of your personal life. By studying the basic elements involved in determining the validity of arguments, composing coherent arguments, and understanding how personal biases, assumptions, and values influence thinking, you will become more confident in processing the information you are presented with on a daily basis. Critical thinking is, therefore, an essential component of the educational experience for every student and in all academic disciplines. In your final project, you will apply the skills of critical thinking to the examination of an argument you have chosen from the list of potential articles provided. You will examine the argument's logic, reasoning, bias, and credibility, and then apply the same critical thinking skills to developing your own alternative argument. You will also reflect on how you can apply this process to other areas and situations in your life. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final product will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes: . Assess established arguments for their bases in logic, reasoning, and fact • Explain how subjective influences can impact the credibility of arguments • Construct basic arguments utilizing logic, reasoning skills, and appropriate supporting evidence Apply critical thinking skills to real-world situations for informing decision making Prompt In Module One, you will select a real-world topic from a provided list to focus your critical essay on. A list of topics is provided in the Final Project Topics and Resources section of the course. Specifically, the following critical elements must be addressed in your critical essay: 1. Introduction: To begin your essay, you will formally introduce your chosen real-world topic. As the foundation of your paper, your introduction should engage the audience and establish any necessary background. A. Provide a brief overview of the topic. For example, you might consider why the topic is being discussed. B. Describe any personal connection you have to the topic. Why is the topic of particular interest to you? II. Primary Argument: In this section, you will explore the argument in your Primary Article. The Primary Article is listed under the Primary Argument on the Final Project Topic and Resources webpage. You will uncover the logical structure of the argument and investigate any bias behind its claims. A. Describe the argument made by the article. Identify at least two premises and a conclusion. B. Identify key facts, research, or resources the argument is based on. Provide specific examples to support your identification. C. Explain the logic and reasoning used to advance the argument. In your response, address the following: ■ ■ Identify the argument as inductive or deductive, explaining why. Assess the argument for its strength (if inductive) or validity (if deductive). Identify any gaps or weaknesses present. D. Explain how the argument contains or avoids bias. Provide specific examples to support your explanation. E. Assess the credibility of the overall argument (e.g., using the CRAAP test). For example, were the resources the argument was built on credible? Does this credibility support or undermine the article's claims in any important ways? III. Counterargument: In this section, you will craft a counterargument to counter the one that was initially presented. You will support this position with the critical thinking skills you've learned throughout the course. Note: Your counterargument is not a reflection of your personal opinion in this matter. A. Provide the argument details of your counterargument to the Primary Article. Identify at least two premises and a conclusion. Support your response with evidence using the provided resources or additional research. B. Logic and Reasoning: Explain the logic and reasoning used to advance the argument. In your response, address the following: ■ • Identify the argument as inductive or deductive, explaining why. Assess the argument for its strength (if inductive) or validity (if deductive). Identify any gaps or weaknesses requiring additional research or support. C. Explain how the counterargument contains or avoids bias. Provide specific examples to support your explanation. IV. Application: In this section, you will reflect back on the process of critical thinking as it relates to this assignment and make connections to its future application in your everyday life. A. Describe the process of critical thinking as you applied it to this assignment. For example, what questions did you ask yourself when analyzing the initial argument? How did you answer these questions? What steps did you take in assessing the strength of the argument? B. Explain how you will apply this process in your everyday life. Provide specific examples to support your explanation. Milestones Milestone One: Primary Argument In Module Three, you will draft the Introduction section and Parts A, B, and C of the Primary Argument section of your final project. This milestone will be graded with the Milestone One Rubric. Milestone Two: Counterargument In Module Five, you will draft Parts D and E of the Primary Argument section and the entire Counterargument section of your final project. This milestone will be graded with the Milestone Two Rubric. Final Submission: Critical Essay In Module Seven, you will submit your final project. It should be a complete, polished essay containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course, and should include the critical elements from all of the sections above, including the Application section. This submission will be graded with the Final Project Rubric. What to Submit Your critical essay should be 6 to 8 pages in length with double spacing and 12-point Times New Roman font. Sources should be cited using APA guidelines.See Answer
Q2:Submission Submit a completed 3-5 page (approx. 750-1250 words) research paper on the topic choice you made in Module 1 that incorporates your work from Milestones 1-6. The title page and reference list do not count toward the 3-5 page requirement or total word count. Use the Final Paper Template for an example of how to create and format your final paper. Your final submission should include: • At least 4 references. . A title page and reference page in APA style. These do not count toward the 3-5 page requirement or total word count. • In-text citations in APA format. ⚫ An introductory paragraph with your clear, one-sentence thesis statement (this should NOT be underlined at this point). • • Body paragraphs that use information from the sources as evidence to prove the thesis statement. • One paragraph that refutes opposing perspectives. . A conclusion paragraph that offers final thoughts and reiterates the thesis statement. • Proper spelling, syntax, and grammar. • Improvements based on feedback from your instructor and peer (i.e. to the thesis statement, introduction, organization, use of sources, APA style, etc.). Evaluation ⚫ This assignment uses Turnitin. ⚫ This assignment will be evaluated according to the IND101 Course Project Final Paper Rubric. Make sure to review the rubric before submitting so you know how you will be assessed. ⚫ This assignment is worth 20% of your overall course grade. . This activity is used to assess several general education career competencies (GECCS) listed below. You will see additional rows in your rubric from your instructor along with assessments of Above/Meets/Does Not Meet Expectations for each competency. These rows do not factor into your grade. ⚫ GECC1.2: Written Communication: Deliver written communication with appropriate content, organization, syntax, mechanics, and style for the audience and purpose. ⚫ GECC3.1: Information Literacy: Locate and evaluate sources to meet an information need. ° ⚫ GECC3.2: Information Literacy: Cite sources using appropriate academic conventions. References Scope of Course Project Outcomes RubricSee Answer
Q3:7.06 Critical Thinking Questions 1. More and more police officers and police departments are using social media accounts. What are the pros and cons of personal and departmental social media usage? Do you think police departments should be active on social media? What policies would you recommend to ensure communication via this medium remains ethical? 2. Describe two codes that police officers use on the job and the purpose of each. Do you think the benefits of transitioning from coded talk (specifically 10-codes) to plain language communication outweigh the drawbacks? Explain your answer. 3. What types of communication equipment do law enforcement officers use? Explain the purpose of at least two pieces of equipment as well as the protocols required for their use. 4. Communicating with inmates is frequently a part of the job for many law enforcement officers. What challenges are posed during communication with inmates, and what special interpersonal skills must these officers keep in mind to address these challenges? What might happen if an officer communicates with an inmate in the incorrect way? 5. During large scale emergencies or even routine 911 calls near county lines, multiple jurisdictions may need to work cooperatively to solve problems and get people to safety. What jurisdictional problems may arise in these situations? How can the agencies work together to overcome these problems? >See Answer
Q4: 5:04 Critical Thinking Essay Assignment 202... ①Switch To Dark Mode Assignment: In 2015 the United Nations set out 17 Sustainable Development Goals (SDGs) as a plan of action to ensure that all people enjoy peace and prosperity and to put the planet on a more sustainable path by 2030. It could be argued that the trend in recent years of organisations, including companies, attempting to account for biodiversity may help in achieving some of these SDGS. You are required to: Explain SDG 14 and SDG 15 and to what extent they are interlinked. Critically evaluate to what extent accounting for, and reporting on, biodiversity by organisations can help achieve SDGs 14 and 15. Your answer should be supported by evidence and arguments from the publications listed below that can be obtained via http://findit.bham.ac.uk/ They are listed in the order that it is suggested that you read them, not as they should appear in your reference list: 1. Laine, M., Tregidga, H., and Unerman, I. (2022) Sustainability Accounting and Accountability. 3rd Edn. London: Routledge. Chapter 11 is directly relevant but it would be beneficial to read chapters 1 and 2 first 2. Cuckston, T. (2018) 'Making Accounting for Biodiversity Research a Force for Conservation', Social and Environmental Accountability Journal, 38:3, pp. 218-226 Additional resources: You may also use and cite: The content of, and resources used during, lectures and seminars. • Examples of up to three organisations that account for, and report on, biodiversity. However, you must NOT use any other additional articles or resources to support your answer. Module Learning Outcomes: In this assessment the following learning outcomes will be covered: .Identify and explain the key building blocks of academic arguments. Demonstrate engagement with own personal, academic and professional development activities; . Demonstrate the ability to formulate and deliver logical arguments: 2 Dashboard Calendar To-do Notifications Inbox 5:04 Critical Thinking Essay Assignment 202... ①Switch To Dark Mode 1. Laine, M., Tregidga, H., and Unerman, I. (2022) Sustainability Accounting and Accountability. 3rd Edn. London: Routledge. Chapter 11 is directly relevant but it would be beneficial to read chapters 1 and 2 first 2. Cuckston, T. (2018) 'Making Accounting for Biodiversity Research a Force for Conservation', Social and Environmental Accountability Journal, 38:3, pp. 218-226 Additional resources: You may also use and cite: The content of, and resources used during, lectures and seminars. • Examples of up to three organisations that account for, and report on, biodiversity. However, you must NOT use any other additional articles or resources to support your answer. Module Learning Outcomes: In this assessment the following learning outcomes will be covered: .Identify and explain the key building blocks of academic arguments. Demonstrate engagement with own personal, academic and professional development activities; •Demonstrate the ability to formulate and deliver logical arguments; .Define critical thinking and practice critique of the academic work of others and selves. Please note that these learning outcomes will be covered by addressing the requirement. You should not attempt to address them directly. Grading Criteria: Essays will be graded using the rubric at the end of this remit. This rubric can be used as a guide, but you should ensure that your essay is focused on addressing the requirement rather than becoming too focused on each individual item in the rubric. Feedback to Students: Both Summative and Formative feedback is given to encourage students to reflect on their learning that feed forward into following assessment tasks. The preparation for all assessment tasks will be supported by formative feedback within the tutorials/seminars. Written feedback is provided as 2 4 Dashboard Calendar To-do Notifications Inbox 5:28 Critical Thinking Essay Assignment 202... ①Switch To Dark Mode AT WOUTS, are III Dicach of the University's Cout of Iractice on Academic Integrity (https://intranet.birmingham.ac.uk/as/registry/policy/conduct/ plagiarism/index.aspx Please also see the additional notes below. ☐ Wellbeing Extenuating Circumstances: The process for Extenuating Circumstances is to support students who have experienced unforeseen issues that have impacted their ability to engage with their studies and/or complete assessments. Students should notify Wellbeing of any extenuating circumstances as soon as possible via the online form, following the guidance provided. https://intranet.birmingham.ac.uk/social-sciences/college- services/wellbeing/index.aspx Additional notes Word limit 1,500 words is the absolute maximum for this essay, and therefore marks will be deducted for exceeding it. The word limit includes in-text citations but not the reference list or appendix. Use of Generative AI For this assignment, generative AI may be used to help you understand sections of the two listed resources. You should not rely solely on any summaries produced by generative AI, as they can be incomplete and/or inaccurate. Instead generative AI can be used to supplement your reading of the articles. Generative AI must not be used to help write any element of your essay. This must be solely your own work. Appendix All essays must include an appendix detailing how generative AI has been employed, including the software used and the prompts entered. The use of generative AI is not compulsory and if you do not use it then the appendix needs to state this and give clear, logical reasons for not using it. Critical Thinking essay assignment 2023/24 Rubric Criteria Ratings concise, and Explanation A clear, precise. A clear, precise; A clear and Has the and concise concise A generally clear An attempt to explanation of explain SDG 14 An attempt to explain SDG 14 Dashboard Calendar To-do 2 Pts 4 Notifications InboxSee Answer
Q5:4:02 PM Fri Feb 23 ●●● Class Home Plan Content Progress Grades Tools learning.k12.com 2.06 Critical Thinking › Questions UNIT 2 CRITICAL THINKING QUESTIONS Feedback I. A Critical Thinking Questions 1. One of the major responsibilities of a SWAT team is to enter residences by force, with no warning, to serve criminal warrants. Do you think 'no knock warrants' conducted by SWAT teams should be legal? Why or why not? Task: View this topic 2. Which of the following SWAT team roles (serving warrants, raiding residences, serving as security as high-profile events, helping with hostage and barricade situations) do you think would be the most challenging? Explain. 3. Do you think it's fair to promote someone to a detective position solely because they've worked as an officer for a long period of time? More ♥ < > 4. There are many different kinds of Border Patrol officers. Which do you think would be the most interesting role and why? 5. Becoming a DEA Agent is an extensive process. Which part of the process do you feel would be the most difficult? Explain. Activity Details 96% >See Answer
Q6:You have been hired by a large physician practice to assign office visit and professional services coding. Very early on you realize that component services are routinely billed with modifier 59 regardless of the documentation. The office manager is not familiar with general coding guidelines. Her main concern is that claims are submitted timely. Her initial response is, "I do not care how you get it done; if there is an edit do whatever the system tells you to move the claim forward." The providers also appear to show little interest in the documentation guidelines. What is your responsibility in this situation? Using the Critical Thinking Guide to structure your answers Need to do thin 200-300 words refences and citations neededSee Answer
Q7:INSTRUCTIONS Using Figure 4.5 on page 128, show how you would CONCEPTUALIZE and OPERATIONALIZE part of your research question. RESEARCH QUESTIONS IS What effects does fare evasion have on public transportation cost in New York City? Word Limit 150 words BOOK NAME: Research Methods in Criminal Justice and Criminology 1st edition, Callie marie,timothy chart On This Day - 27 December 1978 - Spain Becomes A Democracy Video: 40 years on, Franco's ghost still haunts SpaiSee Answer
Q8: Instructions: In this team discussion, you will strengthen your critical thinking skills by examining and evaluating conspiracy theories and misinformation from the fact-checking site https://www.snopes.com/ Links to an external site. Step 1: Take at least 15-20 minutes to browse Snopes.com Links to an external site., examining some of the conspiracy theories, urban legends, and other misleading claims they have evaluated. Select the "Latest" tab at the top of the page to see the most recent fact check articles. Select "Top" at the top of the page to see the fifty articles most frequently viewed. Select "Collections" for links to fact-check articles by topic. M3 discussion image-1.png Step 2: In an initial post of at least 100 words, write a short summary of one fact checking article you examined. Briefly describe the claim that was fact-checked and the conclusion of the article. Then answer the following questions. When you first considered the claim being fact checked in the article you read, were there any warning signs that made you suspicious of the claim? If so, what were they? How did Snopes evaluate the truth of the claim you examined? What evidence did they use to confirm or debunk it? What (if any) concepts from this class could you use to evaluate the truth of the claim? WORD LIMIT IS 100-175 WORDS See Answer
Q9:Unit 2 Learning Objectives During the lesson, students will be able to: 1 Critique the strategies/methods they have been using to derive meaning from their experiences 2. Compare the meaning given to selected terms when examined through an interdisciplinary lens 3. Illustrate the role of reflective-reflexive practice in the meaning making and sharing process. 4. Demonstrate negotiation skills to be used to influence the formulation of operational or working definitions Design an instrument to: 5. a Verify the meaning making process b. Critique their approach when sharing personal perspectives/meaning с Enhance a creative context for shared meaning 6. Document evidence of reflective-reflexive activities by means of technological toolsSee Answer
Q10:In this assignment, we will provide you with a case about An Unhappy Employee. Please read the case carefully and answer all questions. You are the customer support manager for a small software manufacturer. The newest addition to your 10-person team is Elliot, a recent college computer science graduate. She is a little overwhelmed by the volume of calls, but is learning quickly and doing her best to keep up. Today, over lunch, one of the other members of your team informed you that she overheard a phone conversation in which it sounded like Elliot was talking with a headhunter and expressing unhappiness with her current situation. You're shocked and alarmed. You had no idea she was unhappy, and your team desperately needs her help to handle the onslaught of calls generated by the newest release of software. If you're going to lose her, you'll need to find a replacement quickly. Should you confront Elliot and demand to know her intentions? Should you avoid any confrontation and simply begin seeking her replacement? Is some other action appropriate? Follow the five-step process for ethical decision making to decide what your next steps should be. Review Questions 1. What are the facts of the situation? 2. Develop a clear problem statement of this situation Critical Thinking Questions 1. Identify alternatives to address this situation. Should you involve others in this? 2. Choose an alternative and defend your actions.See Answer
Q11:7.23. Let CP denote carcinogenic potential, TR test results, and FR field results. Suppose that for Figure 7.23 we have the following probabilities: P(CP High) -0.27 P(TR Positive | CP High) = 0.82 P(TR Negative | CP High) = 0.18 P(FR Positive | CP High) = 0.95 P(FR Negative | CP High) = 0.05 P(CP Low) = 0.73 P(TR Positive CP Low) = 0.21 P(TR Negative | CP Low) = 0.79 P(FR Positive | CP Low) = 0.17 P(FR Negative | CP Low) = 0.83See Answer
Q12:7.12. Even though we distinguish between continuous and discrete uncertain quantities, in reality everything is discrete if only because of limitations inherent in our measuring devices. For example, we can only measure time or distance to a certain level of precision. Why, then, do we make the distinction between continuous and discrete uncertain quantities? What value is there in using continuous uncertain quantities in a decision model?See Answer
Q13:7.7. Calculate the variance and standard deviation of the returns of stocks AB, CD, and EF in the portfolio example of this chapter. See Figure 7.8.See Answer
Q14:9.32. A greeting card shop makes cards that are supposed to fit into 6-inch (in.) envelopes. The paper cutter, however, is not perfect. The length of a cut card is normally distributed with mean 5.9 in. and standard deviation 0.0365 in. If a card is longer than 5.975 in., it will not fit into a 6-in. envelope. a. Find the probability that a card will not fit into a 6-in. envelope. b. The cards are sold in boxes of 20. What is the probability that in one box there will be two or more cards that do not fit in 6-in.See Answer
Q15:9.28. The length of time until a strike is settled is distributed uniformly from 0 to 10.5 days. (See the previous problem for an introduction to the uniform density.) a. Find the probability that a strike lasts less than 1 day. b. Find the probability that a strike lasts less than 6 days. c. Find the probability that a strike lasts between 6 and 7 days. Find the conditional probability that a strike lasts less than 7 days, given that it already has lasted 6 days. d. e. Compare your answers with those from Problem 9.12.See Answer
Q16:9.25. Suppose you are considering two investments, and the critical issues are the rates of return (R₁ and R₂). For Investment 1, the expected rate of return (₂) is 10%, and the standard deviation (₁) is 3%. For the second investment, the expected rate of return (₂) is 20%, and the standard deviation (₂) is 12%. a. Does it make sense to decide between these two investments on the basis of expected value alone? Why or why not? b. Does it make sense to represent the uncertainty surrounding the rates of return with normal distributions? What conditions do we need for the normal distribution to provide a good fit? earning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Probability Models c. Suppose you have decided to use normal distributions (either because of or in spite of your answer to part b). Use @RISK to find the following probabilities: P(R₁ <0%) P(R₂ <0%) P(R₁>20%) P(R₂ <10%) d. Suppose R₁ and R₂ are correlated (as they would be if, say, both of the investments were stocks). Then the random variable AR = R₁-R₂ is normal with mean ₁-₂ and variance of +- 2po2 where p is the correlation between R₁ and R₂. If p=0.5, find P(R₁ >R₂). Find the probability that R₁ > R₂. e. How could you use the information from the various probabilities developed in this problem to choose between the two investments?See Answer
Q17:9.25. Suppose you are considering two investments, and the critical issues are the rates of return (R₁ and R₂). For Investment 1, the expected rate of return (₂) is 10%, and the standard deviation (1) is 3%. For the second investment, the expected rate of return (₂) is 20%, and the standard deviation (₂) is 12%. a. Does it make sense to decide between these two investments on the basis of expected value alone? Why or why not? b. Does it make sense to represent the uncertainty surrounding the rates of return with normal distributions? What conditions do we need for the normal distribution to provide a good fit? earning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Probability Models c. Suppose you have decided to use normal distributions (either because of or in spite of your answer to part b). Use @RISK to find the following probabilities: P(R₁ <0%) P(R₂ <0%) P(R₁>20%) P(R₂ <10%) d. Suppose R₁ and R₂ are correlated (as they would be if, say, both of the investments were stocks). Then the random variable AR = R₁-R₂ is normal with mean ₁-₂ and variance of +- 2po2 where p is the correlation between R₁ and R₂. If p=0.5, find P(R₁>R₂). Find the probability that R₁ > R₂- e. How could you use the information from the various probabilities developed in this problem to choose between the two investments?See Answer
Q18:***** **** "P***7 9.10. Typically, the more information we have, the better estimates we can make. However, we mentioned that when using the alternative- parameter method, if we have more assessments than parameters then there may be no single distribution of that type which exactly matches all the assessments. Discuss how having more information (assessments) can lead to ambiguity in the distribution choice instead of identifying a unique distribution. In this case, is having more information bad?See Answer
Q19:3. Identify the three highest priority changes that need to be made to the Deloitte security program.See Answer
Q20:2. How would you evaluate Deloitte's response to this cyberattack? What did they do well? Where could they have done better?See Answer

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