Week 4 Discussion: Culture & Groups 2222 unread replies.2525 replies. Required Resources Read/review the following resources for this activity: Textbook: Chapter 8, 11 Lesson Minimum of 1 scholarly source (in addition to the textbook/lesson) Initial Post Instructions For the initial post, address one (1) of the following: Scenario 1: A colleague from another country has…
Required Resources Read/review the following resources for this activity: Textbook: Chapter 8, 9, 17 (Introduction); review Chapter 7 Lesson Introduction Remember – your actual journal entry should be somewhat brief; most of your time should be spent thinking about the questions asked and the issues raised. Your thoughts should then be distilled into a mini-argument…
Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument. For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to…
write a 750 words in which you use logic to conclude something based on your own experience. Focus on what you learned about deductive arguments to construct a valid, sound modus ponens or modus tollens argument. First, briefly tell me what validity is and how your argument follows the structure of either modus ponens or…
Compose a 9-page Socratic dialogue PDF: an imaginary scene, in which Socrates engages in a conversation and exposes at least three fallacies while he discusses a myth. (See the course syllabus for a series of fallacies that you may study on your own each week in the Bad Arguments textbook.) Socratic dialogue composition instructions are found in the PDF: “How to Write…
6-1 In-class Activity What do you think about Masterpiece Cakeshop owner Jack Phillips’ action & the Colorado Civil Rights Commission’s treatment of Phillips? Answer the following questions: Q1. Do you think that Jack Phillips, the baker, wrongly discriminated against gay couples when he refused to make wedding cakes for the gay couple? Q2. Do…
5.1 In Week 4 & 5-1 lecture, we’ve learned that advertising could be unethical in two ways: (a)[O’Neil/Susser et al.] Advertising is unethical when it manipulates the audience. (b)[Johnson] Advertising is unethical when it bullshits. Q1. Once again, briefly describe the ad that you recently saw/heard; do you think that the ad was unethical in…
read the course files first before attempting the questions 4-1 In-class Activity Q1. Describe one or two advertisements that you recently saw/heard. (100 words) Q2. Do you think that the ad(s) was manipulative? Why or why not? (100 words) 4-3 in-class activity Q1. Do you agree with Susser, Roessler, and Nissenbaum that online manipulation is harmful,…
in-class activity 3-1 Q1. If you have to pick 3 things that should never be commodified, what would you pick? (In other words, what are the 3 things you’d rather not buy nor sell for money?) Q2. Do you agree with Sandel that there are some things that should not be commodified? Why or why…
On page 5, Arrington introduces how Philip Nelson defends indirect information advertising (which means repetitive advertising). Briefly explain Nelson’s argument for indirect information advertising; then briefly explain whether you agree with Nelson or not and why
