education

ETs-on-Earth passage

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Is the claim made in the ETs-on-Earth passage reasonable and possibly true?     2 pages

Sources: Your primary source is How to Think About Weird Things.  You need only one credible secondary source, find your secondary source on the Internet.

Thesis statement: your answer to the research question.

SEARCH the following passage, from page 92 of How to Think About Weird Things:

The evidence that extraterrestrials are visiting Earth and currently operating in our skies on a regular uninterrupted basis is extensive beyond a shadow of a doubt both in scope and detail. In its totality it comprises a body of evidence so profound that it has numbed the human experience of all government and religious leaders around the world into an absolute de facto policy of denial. This would also include most if not all members of the mainstream scientific community who fear the social stigma associated with the subject. (From a UFO/alien visitation Website.)

the claim the assignment asked you to SEARCH ^^^^^^above

notes:

1. Spot logical fallacies in this claim (logical fallacies: Non Sequitur; Slippery slope; Ad hominem; Emotional appeal; false dichotomy / false dilemma; Post Hoc, ergo propter hoc; Hasty generalizations; )

2. diagram the logical argument used in this claim

3. What guiding principles are you able to use when looking at the claim?

4. What kind of evidence is present in the claim?

5. How do beliefs affect the claim?

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Definition of each on and the part of speech and a sentence that includes the word in your own words

 

1. Unison

A) Part of speech:

B) Definition:

C) sentence:

2. Spearheaded

A) Part of speech:

B) Definition:

C) sentence:

3. Catapulted

A) Part of speech:

B) Definition:

C) sentence:

4. Tenacity

A) Part of speech:

B) Definition:

C) sentence:

5. Indomitable

A) Part of speech:

B) Definition:

C) sentence:

6. fortitude

A) Part of speech:

B) Definition:

C) sentence:

7. Underscores

A) Part of speech:

B) Definition:

C) sentence:

8. Elusive

A) Part of speech:

B) Definition:

C) sentence:

9. Nuances

A) Part of speech:

B) Definition:

C) sentence:

10. Anomalies

A) Part of speech:

B) Definition:

C) sentence:

11. Vulnerability

A) Part of speech:

B) Definition:

C) sentence:

12. Insurmountable

A) Part of speech:

B) Definition:

C) sentence:

13. Antidote

A) Part of speech:

B) Definition:

C) sentence:

14. Semantic

A) Part of speech:

B) Definition:

C) sentence:

15. Pernicious

A) Part of speech:

B) Definition:

C) sentence:

Rights and freedoms

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Do you believe that a just society must ensure that its citizens enjoy certain rights and freedoms? If you were President of a country named ImagiNation, which rights and freedoms would you guarantee your citizens?

Anxiety

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What are the main causes of anxiety OR depression in young people.

Strategic leadership

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Evaluate which of the approaches to strategic leadership as represented in the readings would fit best for an organization such as yours in order to sustain a competitive advantage? Are all organizations competitive? Support your reasoning. How might you be able to synthesize the two approaches to leadership and strategy?

Evaluating public policy discussion

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You have been contacted by the Office of Continuing Education to design a sampling plan in order to determine reaction to a public service announcement on your college’s night courses. The announcement is intended to attract more adults into the evening courses.

Use ONE of the following methods to design a sampling strategy:

  • *Design a simple random sample. Identify the population and sample frame. Discuss the adequacy of the sample frame. Give specific directions on how members of the sample would be selected.
  • *Design a systematic sample. Identify the population and sample frame. Discuss the adequacy of the sample frame. Recommend a sample size, indicate the skip interval, and how to select the first 10 members of your sample.
  • *Design a cluster sample. Identify the population and sample frame. Discuss the adequacy of the sample frame. Give specific directions on how members of the sample would be selected.

Personal responsibility

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In this activity you will practice the language of personal responsibility.  By learning to translate Victim statements into Creator statements, you will master the language of successful people.

Copy and paste the ten Victim statements below into your journal entry. Then, rewrite the Victim statements using words of a Creator.  The two keys to Creator language are taking ownership of a problem and taking positive actions to solve it.  When you respond as if you are responsible for a bad situation, then you are empowered to do something about it (unlike Victims who must wait for someone else to solve their problems).  Check out chapter 2 of On Course for models.

Victim Statements:

  1. If they’d do something about the parking on campus, I wouldn’t be late so often.
  2. I’m failing because no one in my family is good at math.  I think we’ve got defective math genes.
  3. I’m too shy to ask questions in class even when I’m confused.
  4. She’s a lousy instructor. That’s why I failed the first test.
  5. I hate group projects because people are lazy and I always end up doing most of the work.
  6. I wish I could write better, but I just can’t.
  7. My friend got me so angry that I can’t even study for the exam.
  8. I’ll try to do my best this semester.
  9. The financial aid form is too complicated to fill out.
  10. I work nights so I didn’t have time to do the assignment.

Write what you have learned or relearned about how you use language:  Is it your habit to speak as a Victim or as a Creator?  Do you find yourself more inclined to blame yourself, blame others, or seek solutions?   Be sure to give examples.  What is your goal for language usage from now on?  How, specifically, will you accomplish this goal?