... Week 2 Assignment Logical Fallacies Analysis 1. Personal attack ad hominem. An ad hominem compares the qualities of the person making a claim to the qualities of the actual claim. It is when it is argued that a claim cannot be true because there is a certain lack of quality in the person providing the claim. With this fallacy, it is not the claim itself being analyzed, but the person making the claim. A “personal attack” ad hominem does exactly that – it attacks the person making a claim in order to set them in a negative light. The thought is that a claim cannot possibly be true if the person making the claim is a “bad person”. We see this in the media all of the time with politics. Often pundits in the media will claim that a politician in the opposing party does not have the “moral authority” to claim something because the politician may have been accused of doing something that the media outlet is reporting as morally wrong. A good example of this was early in Barack Obama’s presidency, and even when he was campaigning. During that time some media outlets would dispute a patriotic statement he may have made. They claimed that he could not be patriotic because there was no proof he was even an American citizen since no one had ever seen his birth certificate. This could also be considered a circumstantial ad hominem, as the media was saying that his claimed circumstances refuted his patriotism. 2. Scare tactics. Scare tactics involve trying to have people...
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...Devices and Argumentation The Mary Fisher speech had several different examples of bias, rhetorical devices and fallacies in her argument that perused the American people about HIV and AIDS. The political bias in the speech is where Fisher (1992) states, “With the President’s leadership, much good has been done. Much of the good has gone unheralded, and as the President has insisted, much remains to be done.” Throughout the speech, and the tone of the speech is the scare tactic fallacy technique. One example of scare tactic is where Fisher (1992) states, “Two hundred thousand Americans are dead or dying. A million more are infected. Worldwide, forty million, sixty million, or a hundred million infections will be counted in the coming few years.” A second fallacy in the speech is where Fisher used slippery slope to get her point across in the argument. An example from the speech is where Fisher (1992) states, “AIDS is the third leading killer of young adult Americans today. But it won’t be third for long, because unlike other diseases, this one travels. Adolescents don’t give each other cancer or heart disease because they believe they are in love, but HIV is different, and we have helped it along. We have killed each other with our ignorance our prejudice, and our silence.” Fisher also used some rhetorical devices within her speech to peruse the public which was a rhetorical question and metaphor. The example of the rhetorical question that I found in the speech is where Fisher...
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...article in The New Yorker, “What If the Tsarnaevs Had Been the ‘Boston Shooters’?” is a melodramatic twist on a terrorist attack. Your ability to twist a preplanned terrorist attack into a situation to support your stance on gun control is sickening. No matter which weapon the Tsarnaev brothers would have used during their attack the situation would have still been considered a terrorist attack due to their extremist Islamic beliefs (Cooper, Schmidt, and Schmidt, 2013) Mr. Cassidy it is obvious from reading your article that you have a bias and have an interest in increasing gun control. The statements you make are clear use of rhetorical analogy. An example of your use of this is, “Imagine, for a moment, that the Tsarnaev brothers, instead of packing a couple of pressure cookers loaded with nails and explosives into their backpacks a week ago Monday, had stuffed inside their coats two assault rifles—Bushmaster AR-15s, say, of the type that Adam Lanza used in Newtown”(Cassidy, 2013). A second example of your use of this tactic is, “As I pointed out the other day, numerically speaking, terrorism, especially homegrown terrorism, is a minor threat to public safety and public health. It pales in comparison to gun violence” (Cassidy, 2013). Your statements do not make equal comparisons. A terrorist attacks and gun violence can be completely different situations. Mr. Cassidy you also sprinkled the scare tactic fallacy throughout your article. A good examples you used is as follows:...
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...Two opposing films best reveal the controversy and confusion surrounding fracking. These two documentaries are GasLand by Josh Fox and FrackNation by Phelim McAleer. Due to the many holes in GasLand’s logical reasoning, it is evident that FrackNation presents the better argument. GasLand is riddled with logical fallacies. Perhaps the most prevalent logical fallacy in GasLand is card stacking. Most of Josh Fox’s argument revolves around listing long chemical names and substances as a scare tactic. However, the audience is given no context as to what the chemicals are. This makes the substances appear to be much more toxic than they really are and can be misleading to viewers. Fox deliberately fails to acknowledge the fact that there is a threshold that draws the line between benign and hazardous chemicals. When this fallacy is uncovered by McAleer, Fox’s credibility is questionable and his contention is far less convincing. Josh Fox’s use of logical fallacies weaken his argument....
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... | |Swecker, C. (2009). Identity Theft Is a Problem (Cyber Crime ed.) Louise I. Gerdes. Detroit: Greenhaven Press. | | | | | |1 |Identify the principal issue presented by the |Identity theft has emerged as one of the dominant white collar crime | | |source. |problems of the twenty-first century | | | | | |2 |Identify any examples of bias presented by the |This particular article seemed bias free to me. The author did a good job of| | |author. If none exist, explain how you |producing statistics backing his claims. The author gives detailed | | |determined this. |information about the FBI internet crime numbers along with information | | | |regarding the Internet Crime Complain Center. I never felt that the author | | | |was trying to sway towards his opinion with bias’, he/she just simply laid | | | |out the information that they were able to conclude...
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...An Argument Against Proposition 19 Abstract This rhetorical analysis examines a response from Stainlislaus County about their feelings and arguments against Proposition 19. Their arguments that they use to refute their opinions had many fallacies, even though they tried to appeal to their audience as much as possible by using pathos, logos, and casual arguments. Proposition 19 was a bill that failed to pass because it was unfavorable. It stated that it would legalize the usage of marijuana along with marijuana related activities, it would allow for the government to regulate the activities and also allow the government to place taxes on it, and it would authorize criminal and civil penalties by the local government. This is an ongoing debate in many states today, and will continue to become more popular because of the uprise in popularity of marijuana. Keywords: Proposition 19, Stainlislaus County, marijuana, legalization An Argument Against Proposition 19 The controversy of the legality of marijuana has been a huge subject for debate for years, even decades. Currently, in modern society, the number of supporters for legal use of marijuana has increased significantly. People often question why this topic is an enormous concern and it is because here in the United States marijuana is the most commonly used illegal drug. It has been recorded by The National Institution on Drug...
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...REASONING SKILLS SUCCESS IN 20 MINUTES A DAY REASONING SKILLS SUCCESS IN 20 MINUTES A DAY 2nd Edition ® NEW YORK Copyright © 2005 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Reasoning skills success in 20 minutes a day.—2nd ed. p. cm. ISBN 1-57685-493-0 1. Reasoning (Psychology) I. Title: Reasoning skills success in twenty minutes a day. II. Title. BF442.C48 2005 153.4'3—dc22 2005047185 Printed in the United States of America 987654321 Second Edition ISBN 1-57685-493-0 For information on LearningExpress, other LearningExpress products, or bulk sales, please write to us at: LearningExpress 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents HOW TO USE THIS BOOK ix PRETEST 1 LESSON 1 Critical Thinking and Reasoning Skills The importance of critical thinking and reasoning skills, justifying your decisions, the difference between reason and emotion 15 LESSON 2 Problem-Solving Strategies Identifying the main issue of a problem and its parts, prioritizing issues 21 LESSON 3 Thinking vs. Knowing Distinguishing between fact and opinion, determining whether facts are true or tentative truths 27 LESSON 4 Who Makes the Claim? Evaluating credibility: recognizing bias, determining level...
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...have worked your way through this Lecture Guide in preparation for the Assignment. A statement is ambiguous when it is subject to more than one interpretation, and which interpretation is the correct one is not clear. Example: “How Therapy Can Help Torture Victims” [a headline in a newspaper]. There are three kinds of ambiguity: (1) semantic, example: “I am a huge Mustang fan.” (2) syntactic, example: “The two suspects fled the scene before the officer arrived in a white Ford.” (3) grouping, example: “College professors make millions of dollars a year.” A statement is vague when it lacks sufficient precision to convey the information appropriate for its use(s). Vagueness is a matter of degree. Examples: (1) Jim is not feeling well. (2) Jim has flu-like symptoms. (3) Jim has an upset stomach and a fever. (4) Jim is nauseated and has a fever of more than 103. In order to think critically, one must think clearly. Some definitions can enable clearer thinking. There are major three kinds of definitions: (1) definition by synonym, example: “‘Decaffeinated’ means without caffeine.” (2) definition by example, example: “The Cheyenne perfectly illustrate the sort of Native Americans that are plains Indians.” (3) analytical, example: “A nurse is a trained health-care professional [put into a class] who take care of patients/clients [differentiate from other members of the class].” Rhetorical definitions are not...
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...Computers have modernized terrorism in the same way cyber terrorism revolutionized information warfare. There is no distinct definition of Cyber terrorism; however, its threat is as real as waging war but with weapons of automation. Terrorists have begun to exploit the availability of information with the malicious intent to sabotage; conversely, there are those who are not quite sure if information warfare - cyber terrorism is an actual threat. This research paper will briefly explore the history of cyber terrorism, the friend the internet has been to terrorist and how we can make the internet safer through vigilant tactics of prevention and deterrence. It will also expose the truth about cyber terrorism for the skeptic, reasons not to discount the threat, and why it is paramount their mind is changed. Information Warfare-Cyber Terrorism Did you know there were 18 cybercrime victims every second, 1058 every minute, approximately 64,000 per hour, and 1.5 million per day, that affected over 556 million people within the last year (Norton , 2012)? The internet has made it possible for terrorists to gather our public information and use it against us. As the internet matures so does the terrorist, finding ways to cripple and intimidate. The internet and terrorists have become a real hazard to the health of the cyber world. The government has implemented several organizations to help combat cyber terrorism but have not given it a clear concise definition. Skeptics...
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...JROTC lessons, leadership is the process of influencing others by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. Purpose gives subordinates a reason why they should do different things, sometimes under stressful circumstances. Direction shows what must be done. Through motivation, leaders give subordinates the will to do everything they are capable of doing to accomplish a mission. LEADERSHIP FRAMEWORK Recall the fundamentals of BE, KNOW, and DO. As you can clearly see, they are deeply embedded throughout the leadership framework illustrated below. The top of this framework shows the four categories of things that leaders must BE, KNOW, and DO. They are values, attributes, skills, and actions. The bottom lists the dimensions of leadership, grouped under these four categories. The dimensions consist of the seven values and 15 subcategories under attributes, skills, and actions. Leadership starts at the top, with the character of the leader, with your character. In order to lead others, you must first ensure your own house is in order. Leadership begins with what the leader must BE, the values and attributes that shape a leader’s character. It may be helpful to think of these as internal qualities: You possess them all the time. They define who you are. They are the same for all leaders, regardless of position, although you refine your understanding of them cohesive conjecture ...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of...
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...citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition, published by Wadsworth Publishing Company, which is owned by Cengage Learning: "There is a great deal of coherence. The chapters build on one another. The organization is sound and the author does a superior job of presenting the structure of arguments. " David M. Adams, California State Polytechnic University "These examples work quite well. Their diversity, literacy, ethnic...
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...Books by Saul Alinsky John L. Lewis, An Unauthorized Biography Reveille for Radicals The Professional Radical (with Marian Sanders) Rules for Radicals RULES FOR RADICALS A Practical Primer for Realistic Radicals SAUL D. ALINSKY RANDOM HOUSE New York Acknowledgments This chapter "Of Means and Ends" was presented in the Auburn Lecture Series at Union Theological Seminary. Some of the other sections of this book were delivered in part in lectures before the Leaders of America series at the California Institute of Technology in Pasadena, California; Yale Political Union, New Haven, Connecticut, April, 1970; The Willis D. Wood Fellowship Lecture, Amherst College, Amherst, Massachusetts, May, 1969; American Society of Newspaper Editors, Washington, D.C., 1968; U.S. Chamber of Commerce, Washington, D.C.; March, 1968; A.F. of L.-C.I.O. Labor Press Association, Miami, Florida, December, 1967; American Whig-Cliosophic Society, Princeton University, Princeton, New Jersey, 1967; Centennial Address, Episcopal Theological Seminary, Cambridge, Massachusetts, 1968; Harvard Medical Conference, Cambridge, Massachusetts, 1969. 10 9 8 7 6 5 4 Copyright © 1971 by Saul D. Alinsky All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. ISBN: 0-394-44341-1 Library of Congress Catalog Card Number: 70-117651 ...
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...Causes and Origins of the Collapse of the Former Soviet Union An Honors Research Thesis Presented in Partial Fulfillment of the Requirements for Graduation ―with Honors Research Distinction in Russian Economic Studies‖ in the Undergraduate Colleges of the Ohio State University by Erik Lauritzen The Ohio State University June 2011 Project Advisors: Professor Jason Blevins, Department of Economics Professor Jennifer Suchland, Department of Russian Table of Contents Abstract.................................................................................................................................................... 3 Introduction ............................................................................................................................................ 3 1. Macroeconomic Planning in the Soviet Union ................................................................. 5 1.1 The Early Policies of Period One ................................................................................................... 5 1.1.1 War Communism .......................................................................................................................... 5 1.1.2 The New Economic Policy (NEP) ............................................................................................... 9 1.1.3 Democratic Centralism ............................................................................................................... 11 1.2 The Significance of Economic...
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