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[Solved] Breezy Week 2 Topic Selection

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**Topic Selection (10%):** For this exercise – please select a topic that you will research. You need only to briefly state the topic title or area of research in a Microsoft Word or PDF file and attach it. **Below is a list of pre-approved topics:** – Protecting WLAN: A Roadmap for Securing the Ent…

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Assignment Prompt & Instructions

**Topic Selection (10%):**

For this exercise – please select a topic that you will research. You need only to briefly state the topic title or area of research in a Microsoft Word or PDF file and attach it.

**Below is a list of pre-approved topics:**

– Protecting WLAN: A Roadmap for Securing the Enterprise
– Best Practices for Wireless Security
– Firewalls: Great Network Security Devices, but Not a "Silver Bullet" Solution
– Modern Day Attacks Against Wireless Networks
– Wireless Security Vulnerabilities Exposed

– 2 years ago

November 5, 2026
[Solved] Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

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– 2 years ago **files (1)** – ## WK9Discussion8310.docx **## WK9Discussion8310.docx** **Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19** ![A syringe being filled with liquid AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/eradication-of-sma…

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– 2 years ago

**files (1)**

– ## WK9Discussion8310.docx

**## WK9Discussion8310.docx**

**Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19**

![A syringe being filled with liquid AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/eradication-of-smallpox-polio-and-how-they-may-help-in-approaching-covid-19)

Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

Reference

Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
_American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261277)

**To prepare:**

· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

· What are the benefits of addressing this issue at the population level as opposed to the individual level?

**By Day 3 of Week 9**

**Post** a cohesive response that addresses the following:

· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

**Learning Resources**

[Required Readings](https://waldenu.instructure.com/courses/161210/pages/week-9-learning-resources?module_item_id=6261277)

· Friis, R. H., & Sellers, T. A. (2021).
_Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

· Chapter 12, “Epidemiology of Infectious Diseases

· Center for Global Development. (n.d.).
[_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/161210/files/12410935?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/161210/files/12410935/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
**Note:** This article provides an overview of the eradication of smallpox.

· Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
[We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
_BMJ Global Health_, (8), e006810
_._ https://doi.org/10.1136/bmjgh-2021-006810

· World Health Organization. (n.d.).
[PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
**Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

## image1.jpeg

**## WK9Discussion8310.docx**

**Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19**

![A syringe being filled with liquid AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/eradication-of-smallpox-polio-and-how-they-may-help-in-approaching-covid-19)

Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

Reference

Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
_American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261277)

**To prepare:**

· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

· What are the benefits of addressing this issue at the population level as opposed to the individual level?

**By Day 3 of Week 9**

**Post** a cohesive response that addresses the following:

· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

**Learning Resources**

[Required Readings](https://waldenu.instructure.com/courses/161210/pages/week-9-learning-resources?module_item_id=6261277)

· Friis, R. H., & Sellers, T. A. (2021).
_Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

· Chapter 12, “Epidemiology of Infectious Diseases

· Center for Global Development. (n.d.).
[_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/161210/files/12410935?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/161210/files/12410935/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
**Note:** This article provides an overview of the eradication of smallpox.

· Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
[We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
_BMJ Global Health_, (8), e006810
_._ https://doi.org/10.1136/bmjgh-2021-006810

· World Health Organization. (n.d.).
[PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
**Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

## image1.jpeg

November 5, 2026
[Solved] b622

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from Green, M. C., & Keegan, W. J. (2020). [_Global marketing_](https://uagc.instructure.com/courses/145073/modules/items/7397722) (10th ed.). Pearson. chapter 1-3 discuss the economic environment and major changes in the world economy in the past 20 years and the economic and trade environments of …

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from Green, M. C., & Keegan, W. J. (2020). [_Global marketing_](https://uagc.instructure.com/courses/145073/modules/items/7397722) (10th ed.). Pearson. chapter 1-3

discuss the economic environment and major changes in the world economy in the past 20 years and the economic and trade environments of the European Union. Address both the economic and trade environments.

– Discuss how one or more of the marketing concepts learned in Chapter 1 of your text can be applied to the global economic environment and to the trade environment of the European Union when a company is considering expanding globally.
– Examine how the changes for both economic and trade environments of the marketing concepts can be applied to the environment when considering expansion to other countries.
– Explain which strategies would be the best for a new product and an existing product using the product/market matrix based on a country’s market orientation.
– Summarize the contents of your paper in an executive summary

4 pages 2 sources

– 2 years ago

November 5, 2026
[Solved] English Homework for Dual

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In-depth study guidance and analytical solution covering English Homework for Dual.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] ELL 515

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In-depth study guidance and analytical solution covering ELL 515.

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November 5, 2026
[Solved] dsl

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[>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology) – 2 years ago **files (1)** – ## Comm106i_MidtermReflectionEssay1SP25.docx **## Comm106i_MidtermReflectionEssay1SP25.docx** ### Comm 106i: Midterm Reflection Essay 1 **Due: Friday, April 25, 11:59pm on Canvas** **In class …

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[>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology)

– 2 years ago

**files (1)**

– ## Comm106i_MidtermReflectionEssay1SP25.docx

**## Comm106i_MidtermReflectionEssay1SP25.docx**

### Comm 106i: Midterm Reflection Essay 1

**Due: Friday, April 25, 11:59pm on Canvas**

**In class peer review session: Wednesday, April 23**

**Paper reflection log due Wednesday, April 23 at the start of class for a check off**

How do internet companies affect life, work, and relationships in your community? How are those impacts caused by company
product designs,
policies, and
business models? The midterm essay essay asks you to reflect on your experiences and everyday practices and find their links to industry designs and social forces. This essay invites you to ask what would be more useful for society, for your community, and for you – more socially useful – if profit were not an issue.

**Reflection log**: As we move through readings, lectures, and conversations, keep your reflection log with observations and reflections about your and others lives.

**Reflection essay**: The prompts below are based on themes from weeks 1-4. Choose from one of the prompts below and write a 2 page (single spaced,
_or_ 4 page double spaced) reflective essay in response. Compare and contrast your observations with concepts and insights from course readings and lecture. Talk about specific, real life examples from your own life. We encourage you to draw from your reflection log if it is helpful.

**Learning goals:**

· Observation, reflection, and description of everyday practices

· Understanding how business models relate to interfaces, policies, and impacts of tech products and services

· Identification of and communication about social impacts of technology

**Select from one of the following prompts**:

· Study the terms and conditions of an internet company you interact with. What kind of data do you think they have about you? What claims do they make in the terms and conditions that concern you? What impacts could you imagine those terms having on your life, your family’s life, or your community’s life?

· How does social media affect my life? What kinds of connection practices are easy and what kinds of connection practices are hard? How do business models of my social media platforms impact that? What might be more socially useful if profit were not a concern?

· What makes me feel safe, joyful, and supported in my city? How does this compare and contrast with San Diego's, Cisco's, or IBM's smart city imaginaries? How do business models of tech companies impact the imaginaries Cisco, IBM, and San Diego tech providers can support?

· How do algorithms, gamification, or surveillance, or other gig work techniques affect me in a job you have had?

**Peer review support**

Bring a hard copy of your draft on Wednesday, April 23 to class. You will have a chance to share your draft with your classmate, get feedback, and talk about your ideas.

**On Late Assignments**

Your assignment is considered late if it is received after 11:59pm on Canvas, but we have a grace period in case of glitches. Late papers may not be accepted or may receive grade deductions.

**Formatting:**

Please submit in at least 11 point font in a dark, easy-on-the-eyeballs color. No citation style required, but make sure it is clear which author you are talking about.

**Midterm Reflective Essay Rubric**

| | | |
| — | — | — |
| √+ (A) | √ (B) | √- (C or F) |
| Completed all parts of the prompt and clearly shows how business model causes impacts | Completed some but not all parts of the prompt and tries to connect business model to impacts | Missing critical parts of the prompt or does not analyze business model |
| Clearly detailed real life examples of experiences and practices | Struggled to detail relevant aspects of experiences and practices | Did not effectively or convincingly convey real life examples |
| Skillfully used concepts or ideas from readings and lecture | Used concepts or ideas from readings and lecture but made mistakes in understanding and applying them. | Did not use concepts from readings and lecture at all, or used words without engaging with concepts in context |
| Effectively compared or contrasted real life examples to the concepts or ideas from readings and lecture | Discussion addressed broader course themes but fell short of addressing concepts from readings with precision. Concepts were noted but not necessarily applied. | Made minimal or no effort to connect real life examples with the course material. |
| Writing is clear with no grammatical or spelling errors | Writing is mostly clear with few grammatical or spelling errors | Writing is unclear with grammatical or spelling errors that impede reader understanding |

This teaching material is written by Lilly Irani and is licensed under
[Attribution-NonCommercial-ShareAlike 3.0](https://creativecommons.org/licenses/by-nc-sa/3.0/) Unported (CC BY-NC-SA 3.0).

**## Comm106i_MidtermReflectionEssay1SP25.docx**

### Comm 106i: Midterm Reflection Essay 1

**Due: Friday, April 25, 11:59pm on Canvas**

**In class peer review session: Wednesday, April 23**

**Paper reflection log due Wednesday, April 23 at the start of class for a check off**

How do internet companies affect life, work, and relationships in your community? How are those impacts caused by company
product designs,
policies, and
business models? The midterm essay essay asks you to reflect on your experiences and everyday practices and find their links to industry designs and social forces. This essay invites you to ask what would be more useful for society, for your community, and for you – more socially useful – if profit were not an issue.

**Reflection log**: As we move through readings, lectures, and conversations, keep your reflection log with observations and reflections about your and others lives.

**Reflection essay**: The prompts below are based on themes from weeks 1-4. Choose from one of the prompts below and write a 2 page (single spaced,
_or_ 4 page double spaced) reflective essay in response. Compare and contrast your observations with concepts and insights from course readings and lecture. Talk about specific, real life examples from your own life. We encourage you to draw from your reflection log if it is helpful.

**Learning goals:**

· Observation, reflection, and description of everyday practices

· Understanding how business models relate to interfaces, policies, and impacts of tech products and services

· Identification of and communication about social impacts of technology

**Select from one of the following prompts**:

· Study the terms and conditions of an internet company you interact with. What kind of data do you think they have about you? What claims do they make in the terms and conditions that concern you? What impacts could you imagine those terms having on your life, your family’s life, or your community’s life?

· How does social media affect my life? What kinds of connection practices are easy and what kinds of connection practices are hard? How do business models of my social media platforms impact that? What might be more socially useful if profit were not a concern?

· What makes me feel safe, joyful, and supported in my city? How does this compare and contrast with San Diego's, Cisco's, or IBM's smart city imaginaries? How do business models of tech companies impact the imaginaries Cisco, IBM, and San Diego tech providers can support?

· How do algorithms, gamification, or surveillance, or other gig work techniques affect me in a job you have had?

**Peer review support**

Bring a hard copy of your draft on Wednesday, April 23 to class. You will have a chance to share your draft with your classmate, get feedback, and talk about your ideas.

**On Late Assignments**

Your assignment is considered late if it is received after 11:59pm on Canvas, but we have a grace period in case of glitches. Late papers may not be accepted or may receive grade deductions.

**Formatting:**

Please submit in at least 11 point font in a dark, easy-on-the-eyeballs color. No citation style required, but make sure it is clear which author you are talking about.

**Midterm Reflective Essay Rubric**

| | | |
| — | — | — |
| √+ (A) | √ (B) | √- (C or F) |
| Completed all parts of the prompt and clearly shows how business model causes impacts | Completed some but not all parts of the prompt and tries to connect business model to impacts | Missing critical parts of the prompt or does not analyze business model |
| Clearly detailed real life examples of experiences and practices | Struggled to detail relevant aspects of experiences and practices | Did not effectively or convincingly convey real life examples |
| Skillfully used concepts or ideas from readings and lecture | Used concepts or ideas from readings and lecture but made mistakes in understanding and applying them. | Did not use concepts from readings and lecture at all, or used words without engaging with concepts in context |
| Effectively compared or contrasted real life examples to the concepts or ideas from readings and lecture | Discussion addressed broader course themes but fell short of addressing concepts from readings with precision. Concepts were noted but not necessarily applied. | Made minimal or no effort to connect real life examples with the course material. |
| Writing is clear with no grammatical or spelling errors | Writing is mostly clear with few grammatical or spelling errors | Writing is unclear with grammatical or spelling errors that impede reader understanding |

This teaching material is written by Lilly Irani and is licensed under
[Attribution-NonCommercial-ShareAlike 3.0](https://creativecommons.org/licenses/by-nc-sa/3.0/) Unported (CC BY-NC-SA 3.0).

November 5, 2026
[Solved] Dissociative disorders may be associated with traumatic events in order to help manage difficult memories or experiences.

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In-depth study guidance and analytical solution covering Dissociative disorders may be associated with traumatic events in order to help manage difficult memories or experiences..

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] discussion 6 theo

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– 2 years ago **files (1)** – ## Discussion6Module6THEO.docx **## Discussion6Module6THEO.docx** ![](https://www.sweetstudy.com/questions/discussion-6-theo) ![](https://www.sweetstudy.com/questions/discussion-6-theo) ## image1.png ## image2.png **## Discussion6Module6THEO.docx** ![](https://www.sweet…

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– 2 years ago

**files (1)**

– ## Discussion6Module6THEO.docx

**## Discussion6Module6THEO.docx**

![](https://www.sweetstudy.com/questions/discussion-6-theo)

![](https://www.sweetstudy.com/questions/discussion-6-theo)

## image1.png

## image2.png

**## Discussion6Module6THEO.docx**

![](https://www.sweetstudy.com/questions/discussion-6-theo)

![](https://www.sweetstudy.com/questions/discussion-6-theo)

## image1.png

## image2.png

November 5, 2026
[Solved] Disc trans wk9

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**Post a description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telem…

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**Post a description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health. Support your explanation with the required or optional resources**

– a year ago

November 5, 2026
[Solved] Contrast Normative Argument

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– 2 years ago **files (1)** – ## CriticalThinkingTouchstone4Template.docx **## CriticalThinkingTouchstone4Template.docx** Name: Enter your name here. Date: Enter the date here. ## Critical Thinking Final Touchstone In this assignment, you will make two contrasting normative arguments about what one …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## CriticalThinkingTouchstone4Template.docx

**## CriticalThinkingTouchstone4Template.docx**

Name: Enter your name here.

Date: Enter the date here.

## Critical Thinking Final Touchstone

In this assignment, you will make two contrasting normative arguments about what one
**ought** to do. Both arguments will be about the same topic, and so at least one of the arguments is likely to be something you don't actually agree with. You will compose the arguments in standard form—that is, as a series of statements that end with your conclusion.
Reminder: Do not write as an essay!

**Part I. Select your topic and arguments.**

Page 1

**Critical Thinking – Final Touchstone**

a. Choose a topic from the following list:

· Should people eat meat?

· Should marijuana be legal?

· Should pet cats be kept indoors?

· Should zoos exist?

· Should customers leave a tip in a coffee shop?

· Should seat belt wearing be mandatory?

· Should children be required to take gym/PE classes?

· Should public roads be used for private car parking?

b. Write two logically contradictory normative conclusions for the topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them.

The conclusions need
**not** be phrased exactly the same as they are phrased in the topic list, but they
**do** need to be logically contradictory to one another. For example, if you selected the topic "Should people eat meat?", your conclusions might be:

· People should not eat meat.

· People should eat meat.

But it would also be acceptable to choose:

· People should reduce their meat consumption.

· People need not reduce their meat consumption.

c. These conclusions will be the final line of your argument. If you revise a conclusion after writing the argument, you should revise the conclusion here to match.

| | |
| — | — |
| **Conclusion #1:** | Enter your first conclusion here. |
| **Conclusion #2:** | Enter your second conclusion here. |

**Part II. Write your arguments in standard form.**

a. Standard form is a series of numbered statements. Each should be one sentence long. The final statement is the conclusion.
**You do not need to label statements as premises or conclusions**; it is understood by the form of the argument that all statements are premises except the final one, which is always the conclusion.

b. There should be at least one
**normative** statement (stating what people should do) and at least one descriptive statement (describing something to be true). Statements that predict outcomes or describe what people believe are not normative. A good way to determine if a statement is normative is looking for verb phrases like “should,” “ought,” or “have an obligation to.”

c. If any of your premises make factual statements that are not common knowledge and widely accepted, include a source supporting your reference. This can be an APA citation or just a link to a reputable website or publication.
[Here is a helpful resource for APA references.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html)

d. Place an asterisk (*) by the
**normative** premise(s) that support the conclusion.

e. Do not use your conclusion as a premise. This is the fallacy of “begging the question.”

f. There may be a
**subargument** within your argument, a conclusion reached by premises that then becomes a conclusion that supports your premise. If there is a subargument, underline the
**subconclusion**.

g. The
**conclusion** should be the final statement in your argument (as given above) and begin with the word “therefore.” These should correspond to the conclusions from Part 1.

h. The complete argument (including conclusion) should be 5-7 statements.

| |
| — |
| **Argument #1**<br>Insert your first argument here. |
| **Argument #2**<br>Insert your second argument here. |

**Part III. Reflection**

| | |
| — | — |
| 1. Are your arguments deductive or inductive? Explain what the difference is between the two and why you see your argument as inductive or deductive. (2 sentences) | Enter answer here. |
| 2. Identify either a deductive rule of inference or an inductive practice that helps support your conclusion. Explain what the rule or practice means and how it was used to reach your conclusion. (2-3 sentences) | Enter answer here. |
| 3. What moral framework do you use to justify your normative conclusions (utilitarian, deontological, or virtue ethics)? Explain the meaning of the moral framework and how adopting that perspective leads to your conclusion. The two arguments do not need to follow the same moral theory. (4-6 sentences) | Enter answer here. |
| 4. What assumptions are you making that may compromise your arguments? Use language from the tutorials that identify cognitive and unconscious biases. This should be about your experience, not a general response about potential biases. (4-6 sentences) | Enter answer here. |
| 5. What opinion did you have when you began this assignment, and what challenges to critical thinking did you encounter when arguing for a conclusion you didn't agree with? How did logic and critical thinking help you to think about your topic from two different angles? This should be about your personal experience, not a general response about the challenges of considering other points of view. (4-6 sentences) | Enter answer here. |

Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.

**1. Argument Preparation**

❒ Is each argument in standard form, not paragraph form?
❒ Do your two arguments have logically contradictory conclusions?
❒ Is each argument at least five declarative sentences, ending in a conclusion?
❒ Does each argument have a normative conclusion (saying what people ought to do)?
❒ Is there at least one normative premise that supports each conclusion?

**2. Annotating Your Argument**

❒ Did you place an asterisk (*) on the normative premise(s) that support your conclusion?
❒ Did you underline any subconclusions in your argument?
❒ Are there sources for any assertions that are fact-based and not well known/accepted?<

**3. Reflection Questions**

❒ Did you answer all five of the reflection questions satisfactorily?
❒ Do your answers meet the length requirement and fully answer the question?

## image1.png

**## CriticalThinkingTouchstone4Template.docx**

Name: Enter your name here.

Date: Enter the date here.

## Critical Thinking Final Touchstone

In this assignment, you will make two contrasting normative arguments about what one
**ought** to do. Both arguments will be about the same topic, and so at least one of the arguments is likely to be something you don't actually agree with. You will compose the arguments in standard form—that is, as a series of statements that end with your conclusion.
Reminder: Do not write as an essay!

**Part I. Select your topic and arguments.**

Page 1

**Critical Thinking – Final Touchstone**

a. Choose a topic from the following list:

· Should people eat meat?

· Should marijuana be legal?

· Should pet cats be kept indoors?

· Should zoos exist?

· Should customers leave a tip in a coffee shop?

· Should seat belt wearing be mandatory?

· Should children be required to take gym/PE classes?

· Should public roads be used for private car parking?

b. Write two logically contradictory normative conclusions for the topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them.

The conclusions need
**not** be phrased exactly the same as they are phrased in the topic list, but they
**do** need to be logically contradictory to one another. For example, if you selected the topic "Should people eat meat?", your conclusions might be:

· People should not eat meat.

· People should eat meat.

But it would also be acceptable to choose:

· People should reduce their meat consumption.

· People need not reduce their meat consumption.

c. These conclusions will be the final line of your argument. If you revise a conclusion after writing the argument, you should revise the conclusion here to match.

| | |
| — | — |
| **Conclusion #1:** | Enter your first conclusion here. |
| **Conclusion #2:** | Enter your second conclusion here. |

**Part II. Write your arguments in standard form.**

a. Standard form is a series of numbered statements. Each should be one sentence long. The final statement is the conclusion.
**You do not need to label statements as premises or conclusions**; it is understood by the form of the argument that all statements are premises except the final one, which is always the conclusion.

b. There should be at least one
**normative** statement (stating what people should do) and at least one descriptive statement (describing something to be true). Statements that predict outcomes or describe what people believe are not normative. A good way to determine if a statement is normative is looking for verb phrases like “should,” “ought,” or “have an obligation to.”

c. If any of your premises make factual statements that are not common knowledge and widely accepted, include a source supporting your reference. This can be an APA citation or just a link to a reputable website or publication.
[Here is a helpful resource for APA references.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html)

d. Place an asterisk (*) by the
**normative** premise(s) that support the conclusion.

e. Do not use your conclusion as a premise. This is the fallacy of “begging the question.”

f. There may be a
**subargument** within your argument, a conclusion reached by premises that then becomes a conclusion that supports your premise. If there is a subargument, underline the
**subconclusion**.

g. The
**conclusion** should be the final statement in your argument (as given above) and begin with the word “therefore.” These should correspond to the conclusions from Part 1.

h. The complete argument (including conclusion) should be 5-7 statements.

| |
| — |
| **Argument #1**<br>Insert your first argument here. |
| **Argument #2**<br>Insert your second argument here. |

**Part III. Reflection**

| | |
| — | — |
| 1. Are your arguments deductive or inductive? Explain what the difference is between the two and why you see your argument as inductive or deductive. (2 sentences) | Enter answer here. |
| 2. Identify either a deductive rule of inference or an inductive practice that helps support your conclusion. Explain what the rule or practice means and how it was used to reach your conclusion. (2-3 sentences) | Enter answer here. |
| 3. What moral framework do you use to justify your normative conclusions (utilitarian, deontological, or virtue ethics)? Explain the meaning of the moral framework and how adopting that perspective leads to your conclusion. The two arguments do not need to follow the same moral theory. (4-6 sentences) | Enter answer here. |
| 4. What assumptions are you making that may compromise your arguments? Use language from the tutorials that identify cognitive and unconscious biases. This should be about your experience, not a general response about potential biases. (4-6 sentences) | Enter answer here. |
| 5. What opinion did you have when you began this assignment, and what challenges to critical thinking did you encounter when arguing for a conclusion you didn't agree with? How did logic and critical thinking help you to think about your topic from two different angles? This should be about your personal experience, not a general response about the challenges of considering other points of view. (4-6 sentences) | Enter answer here. |

Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.

**1. Argument Preparation**

❒ Is each argument in standard form, not paragraph form?
❒ Do your two arguments have logically contradictory conclusions?
❒ Is each argument at least five declarative sentences, ending in a conclusion?
❒ Does each argument have a normative conclusion (saying what people ought to do)?
❒ Is there at least one normative premise that supports each conclusion?

**2. Annotating Your Argument**

❒ Did you place an asterisk (*) on the normative premise(s) that support your conclusion?
❒ Did you underline any subconclusions in your argument?
❒ Are there sources for any assertions that are fact-based and not well known/accepted?<

**3. Reflection Questions**

❒ Did you answer all five of the reflection questions satisfactorily?
❒ Do your answers meet the length requirement and fully answer the question?

## image1.png

November 5, 2026