I need each question answered in 150 words each. Also, I want each reference listed with each question

MODULE 1

DQ1

Aristotle described argumentation as the following: “For to a certain extent all men attempt to discuss statements and to maintain them, to defend themselves, and to attack others.” Aristotle’s description of argumentation represents his view of how argumentation is a part of who we are as human beings. Do you agree or disagree with Aristotle’s viewpoint? Explain why. How has his viewpoint played a significant role in the historical development of argumentation?

DQ2

Find a blog that presents and defends an argument within one of its posts. Write a paragraph evaluating the arguments as either inductive or deductive. Provide the blog link in your paragraph response. Why do you think identifying these different elements in an argument is important?

STUDY MATERIALS

Read Chapters 1 and 2 in Introduction to Logic.

Read “Ways of Knowing and Willingness to Argue” by Schommer-Aikins & Easter, from Journal of Psychology (2009). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=36525661&site=ehost-live&scope=site

Read “Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?” by Iordanou, from Journal of Cognition & Development (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87512075&site=ehost-live&scope=site

Read “The Language of Argumentation” by Taylor, from Science Teacher (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88164181&site=ehost-live&scope=site

Read “Principles in Persuasion: Beyond Characteristics of the Speaker” by Bradshaw, from Jury Expert (2012). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=79746133&site=ehost-live&scope=site

View “For Argument’s Sake” by Cohen, from TED Talks (2013). URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=56620

Read “Persuasion” from Mosdell, from Key Concepts in Public Relations (2009). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/sageukpr/persuasion/0?institutionId=5865

Read “Chapter 1: Nature of Argumentation” by Besnard & Hunter (2008). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=16&docID=3338790&tm=1528414595722

View “Public Speaking—Informative and Persuasive Speeches” from Films on Demand (2012). URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=117906

MODULE 2

DQ1

When watching or reading the news, what fallacies do you see people make most often in their arguments?

DQ2

Identify a fallacy you used in a recent discussion with another person. Why did you use that fallacy and how can you address the concern without the use of the fallacy?

STUDY MATERIALS

Read Chapter 4 in Introduction to Logic.

View the Fallacies media piece to increase your knowledge of fallacies. URL:http://lc.gcumedia.com/phi105/fallacies-website/fallacies-website-v1.1.html

Read “Fallacies” by Cohen, from The Essentials of Philosophy and Ethics (2006). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/hodderepe/fallacies/0?institutionId=5865

Read “Part IV – Of Fallacies” by True, from Elements of Logic (1860). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-16649-004&site=ehost-live&scope=site

Read “Fallacy” by Iannone, from Dictionary of World Philosophy (2001). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/routwp/fallacy/0?institutionId=5865

Read “Worldview,” by Margas & Margas from Encyclopedia of Identity (2010). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/topic/world_views?institutionId=5865

Read “Fallacies of Logic: Argumentation Cons” by Shaprio, from ETC: A Review of General Semantics (2007). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=23943093&site=ehost-live&scope=site

 

MODULE 3

DQ1

Find an example in society of a dispute that is (1) based on the ambiguity of language and (2) is not a genuine dispute. Point out the differences and propose how to resolve the dispute.

DQ2

Take a term that is related to a social issue you are personally interested in and clearly define it. For example, defining a right vs a privilege in the debates on health care. Comment on another student’s post by seeing if you can find an exception that is excluded from the definition given. 

STUDY MATERIALS

Read Chapter 3 in Introduction to Logic.

Read “The Rules of the Syllogism” by Jevons, from Elementary Lessons in Logic (1912). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2009-01796-015&site=ehost-live&scope=site

View “Logic: The Structure of Reason” from our Films on Demand collection. URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=32714

MODULE 4

DQ1

Examine an argument made in public and translate its conclusion to show one of the four standard-form categorical propositions (A, E, I, or O). Does the conclusion follow from the premises? Why or why not? Second, if its premises are true, what else can you infer about the conclusion? Analyze.

[Note: Remember that standard-form categorical propositions use affirmative or negative “to be” verbs (e.g., is, are, am, was, were, be, been, being) in its copula to set up a connection between two classes — the subject (S) and the predicate (P).]

DQ2

As you are learning about propositions and contradictions, write out a view that you hold on a social issue in propositional form (A, E, I, or O). What is the logical contradiction to your view? Identify a specific group that advocates the contradiction of your viewpoint.

STUDY MATERIALS

Read Chapter 5 in Introduction to Logic.

MODULE 5

DQ1

Using an argument from an organization you found, create the logical contradiction for the organization’s position. Be sure to properly label the quality and quantity of the propositions.

DQ2

How would you communicate with someone who holds a different view than yourself in a way that is logically sound but does not deny the human dignity of the other person? 

STUDY MATERIALS

Review Chapter 5 in Introduction to Logic

Read “Effective Argumentation in a Culture of Discord,” by Cioffi, from Accounting Education News (2005).  URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=18996145&site=ehost-live&scope=site

Read “The Argumentative Structure of Persuasive Definitions” by Macagno & Walton, from Ethical Theory and Moral Practice (2008). URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/881372107?accountid=7374

Read “This Is Like That: Metaphors in Public Discourse Shape Attitudes” by Landau & Keefer, from Social & Personality Psychology Compass (2014). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=97332918&site=ehost-live&scope=site

Read “Reflection and Reasoning in Moral Judgement,” by Paxton et al., from Cognitive Science (2012 URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=70249521&site=ehost-live&scope=site

Read “The Structure of a Manipulation Argument” by Tognazzini, from Ethics (2014).  URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=92959039&site=ehost-live&scope=site

Read “Arguing to Learn and Learning to Argue: Design Justifications and Guidelines” by Jonassen & Kim, from Educational Technology Research & Development (2010). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=51313070&site=ehost-live&scope=site

MODULE 6

DQ1

Why is it important to understand how a syllogism functions when it comes to doing advocacy work?

DQ2

Provide an argument in affirmation of the topic: It is better to protect privacy over security. Your response should be at least 250 words long and include at least one source found using resources available from the school’s library or online.

STUDY MATERIALS

Read Chapter 6 in Introduction to Logic.

Read “Deduction as Verbal Reasoning” by Polk & Newell, from Psychological Review (1995). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=9508100500&site=ehost-live&scope=site

Read “Deduction/Induction” by Carr, from Key Ideas in Linguistics and the Philosophy of Language (2009). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/edinburghilpl/deduction_induction/0?institutionId=5865

Read “Induction” by Brewer and Brewer, from The A-Z of Social Research (2003). URL:https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/sageuksr/induction/0?institutionId=5865

Read “Deduction” by Brewer & Brewer, from The A-Z of Social Research (2003). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=111&docID=3308243&tm=1528418776279

Read “Chapter 6, Influencing Through Induction” from pages 91-106 of Influencing Through Argument, by Huber, Snider, & Lawrence (2005). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=111&docID=3308243&tm=1528418776279

Read “Chapter 7, Influencing Through Deduction” from pages 109-132 of Influencing Through Argument, by Huber, Snider, & Lawrence (2005). URL:https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?ppg=129&docID=3308243&tm=1528419322293

Read “Deduction as Verbal Reasoning” by Polk & Newell, from Psychological Review (1995). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=9508100500&site=ehost-live&scope=site

MODULE 7

DQ1

Research an argument in the realm of apologetics and evaluate the syllogism given (e.g., the transcended argument for the existence of God). Translate the argument into a standard-form categorical syllogism with a major premise, a minor premise, and a conclusion that contains a major term (predicate) and a minor term (subject). Make certain the major term, minor term, and middle term are connected by an affirmative or negative copula that uses “to be” verbs (e.g., is, are, am, was, were, be, been, being) in both premises and the conclusion.

DQ2

Find an argument against a position you hold. This can be in the realm of politics, religion, art, etc. Identify the form of the argument and state whether it is valid or invalid. Then, provide a response. 

STUDY MATERIALS

Read Chapter 7 in Introduction to Logic.

MODULE 8

DQ1

When you are asked to construct an ethical argument, what do you consider that to mean? Explain and discuss with other whether there are objective or subjective standards for ethical arguments. 

DQ2

Find an outside source that argues for some specific ethical standards in its argumentation. Translate it into a syllogism

STUDY MATERIALS

Review Chapter 7 in the textbook.

Read “Martin Buber,” from the Jewish Virtual Library. URL:http://www.jewishvirtuallibrary.org/jsource/biography/Buber.html

View “Evidence in Argument: Critical Thinking” from our Films on Demand database. URL:https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=49816

SOCW 6530 WK 6 BLOG

POST A BLOG 300 to 500 words questions in bold then answers cite everything and full references

· An explanation of potential challenges for intervention during your field education experience

1) Potential challenge I have had is getting clients to follow through with the recommendations even though we work on it together something’s I cannot do for them

2) Also if a client has not come to get help on their own meaning it is a court order it can be hard to connect with them.

3) Plus some of the client’s that suffer from mental illness it can be very hard to get in contact with them especially if they are alone. Sometimes I can get them to answer the phone or the door even if we had an appointment.

· An explanation of personal action plans you might take to address intervention in your field education experience

This is a master of social work internship is at Sound options https://www.soundoptions.com/ this is a for profit organization most clients pay out of their pockets or from a trust. However we do have some contracts with.

They specialize in Care management, counseling, and homecare. They provide services for geriatric clients, chronically ill clients of all ages, and clients suffering from mental illness.

DSHS: is counseling only

VA: is mostly homecare

Puyallup Tribe: has access to any of the resources

Long term Care policies: home care only

MSS (multiple sclerosis society): access to all resources

Archdiocese: access to all resources

Resource

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 7, “Social Work Practice in the Field: Working with Groups” (pp. 156-185)