PHI CLASS AND HCA CLASS
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UnitVII_SampleHomework.pdf
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UnitVII_HomeworkTemplateFOLLOW.docx
Unit VII Homework Template
Insert your argument here.
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Conclusion: |
Premises: |
Inductive Aspects: |
Deductive Aspects: |
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Potential Fallacies |
(Hidden) Assumptions |
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UnitVII_SampleHomework.pdf
Unit VII Sample Homework As we age, we must take into account that our memory will start to weaken. I, for example, am very much
aware I do not remember things as well as I used to. When we are young, we take for granted how fast
we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have
Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave
off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as
possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want
to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a
lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.
This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for
some other intellectual activity, but for now I will stick to chess. It is so easy to play different people
nowadays thanks to the internet, and I have always enjoyed playing it.
Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.
Even though there have been a lot of things I have considered, there are only two important premises. My
first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is
my argument deductive or inductive? This is a little tricky. I know it is not deductive because the
conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess
masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my
mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,
read classic novels, or read science.
There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have
concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess
masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive
because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who
does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess
masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are
signs of induction. My whole argument also contains a deductive part or deductive component, a sub-
argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.
Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to
have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it
will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a
deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I
should exercise my mind” is not a matter of chance or contingency.
My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It
is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an
important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are
there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not
thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for
example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just
argued I should play chess because I should exercise my mind.
Conclusion: Premises: Inductive Aspects: Deductive Aspects:
I should thus play chess on an everyday basis.
1. I should exercise my mind.
2. Chess masters have sharp minds.
The premise that chess masters have sharp minds has been arrived at via induction.
The conclusion (which is also premise for the whole argument) has a deductive aspect:
“if I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind. Therefore, I should exercise my mind (conclusion).”
Potential Fallacies (Hidden) Assumptions I do not conclude that I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just argued I should play chess because I should exercise my mind. I have avoided false dilemma.
I am assuming that playing chess is an exercise.
WORKNEEDTOBEDONECLASSES.docx
PHI CLASS
ASSIGNMENT VII HOMEWORK
Assignment objective: Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.
Length: Your submission should be at least two pages in length, not counting the title page and references (if used).
References: No outside sources are required for the assignment.
Details: This assignment has two parts. Both parts will be completed in the same attached Unit VII Homework Template .
Part 1: Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.
Incorporate the following guidelines as you write:
· Briefly introduce the issue or topic.
· Identify at least two premises for your conclusion.
· Write at least one page for your argument and written response.
· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.
· List at least one fallacy that you may have committed but have avoided.
· Write at least one unstated assumption that is logically part of your argument.
· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.
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Possible Topics |
Questions that may help in coming up with a thesis (conclusion): |
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Money management |
How should I manage my money? What spending habits can I change? How can I save more? |
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Study habits |
What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
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Being healthy |
What can I do to be healthy? What daily habits can I change? |
Part 2: After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.
View the Unit VII Sample Homework for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.
Resources
The following resource(s) may help you with this assignment.
· Submit Writing Center Request
UNIT VIII JOURNAL
First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.
Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.
Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.
HCA CLASS
Unit VI Assessment
Question 1
Medical Terminology Pictionary
Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.
This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.
Prompts
Answers
1. Prompt
1
(Adapted from brgfx, n.d.-e)
Question 1Answer
Select match
Question 1Answer
Select match
(Adapted from brgfx, n.d.-c)
Question 1Answer
Select match
Question 1Answer
Select match
(Adapted from brgfx, n.d.-d)
Question 1Answer
Select match
(Adapted from brgfx, n.d.-a)
Question 1Answer
Select match
(Adapted from macrovector, n.d.)
Question 1Answer
Select match
(Adapted from Dmitrynew83, n.d.)
Question 1Answer
Select match
(Adapted from brgfx, n.d.-b)
Question 1Answer
Select match
(Adapted from storyset, n.d.)
Question 1Answer
Select match
UNIT VII POWERPOINT PRESENTATION
This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.
Introduction to Medical Coding and Billing
Overview: Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.
Instructions: Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:
· Describe medical coding and billing.
· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.
· List the medical terminology and abbreviations vital to the field.
· Discuss compliance rules, regulations, and applicable laws governing fields.
· Share strategies to stay current with changes and comply with regulations.
Submission Instructions: Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.
Resources
The following resource(s) may help you with this assignment.
· CSU Online Library Research Guide
