identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

1. What’s interesting or helpful about this view?
2. What would I notice if I believed this view?
3. In what sense or under what conditions might this idea      be true?”

The paper should follow guidelines for clear and organized writing:

• Include an introductory paragraph and concluding      paragraph.
• Address main ideas in body paragraphs with a topic      sentence and supporting sentences.
• Adhere to standard rules of English grammar,      punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

The specific course learning outcomes associated with this assignment are:

• Identify the informal fallacies, assumptions, and      biases involved in manipulative appeals and abuses of language.
• Create written work utilizing the concepts of critical      thinking.
• Use technology and information resources to research      issues in critical thinking skills and informal logic.

Are Felon Disenfranchisement Laws a Form of Racial Discrimination?

Cons: (1)

Jason L. Riley, Editorial board member of the Wall Street Journal, stated the following in his Feb. 12, 2014 article “Holder (Hearts) Felons,” published in the Wall Street Journal:

“Blacks are disproportionately affected by felon disenfranchisement laws because a disproportionate number of blacks are felons. The problem is black criminality, not racist laws. White felons face the same voting restrictions, which date not to America’s post-Civil War period, as Mr. Holder suggested in his remarks, but to medieval Europe by way of ancient Greece and Rome. Indeed, many of the voter-disenfranchisement laws in this country were passed long before blacks could even vote…
The Obama administration would rather focus on white racism instead of black behavior. But before Republicans follow along, they might consider how these liberal policies impact the law-abiding members of the black community so often ignored by the left. Eliminating mandatory minimum sentences for drug dealers means that these thugs return to the ghetto sooner rather than later to raise hell. Similarly, re-enfranchising black felons gives people who broke the law the ability to dilute the votes of black people who followed it—the very same law-abiding blacks who in the vast majority of cases were the felons’ victims.”

Cons: (2)

Sam Reed, MA, Washington Secretary of State, stated the following in an Oct. 7, 2010 press release “Ninth Circuit Upholds Washington’s Felon Voting Ban,” available at the Washington State Office of the Attorney General website:

“We absolutely believe in civil rights and will continue to work toward equality in the criminal justice system, but at the same time, we firmly believe that it is appropriate and reasonable for society to deny voting rights to people who commit serious crimes… This has been the law in our state since 1866 and nearly every state in America has this sensible policy. There is clearly no [racially] discriminatory intent. It is about a reasonable sanction we impose based on the person’s decision to commit a crime.”

Oct. 7, 2010 – Sam Reed, MA 

Cons: (3)

Edward Feser, PhD, Instructor of Philosophy at Pasadena City College, stated in his Spring 2005 article “Should Felons Vote?,” published in City Journal:

“The frequently heard charge is that disenfranchising felons is racist because the felon population is disproportionately black. But the mere fact that blacks make up a lopsided percentage of the nation’s prison population doesn’t prove that racism is to blame.
Is the mostly male population of the prisons evidence of reverse sexism? Of course not: men commit the vast majority of serious crimes – a fact no one would dispute – and that’s why there are lots more of them than women behind bars.
Regrettably, blacks also commit a disproportionate number of felonies, as victim surveys show. In any case, a felon either deserves his punishment or not, whatever his race. If he does, it may also be that he deserves disenfranchisement. His race, in both cases, is irrelevant.”

Spring 2005 – Edward Feser, PhD 

Research studies in forensic psychology that utilize quantitative research designs are more common than those using the qualitative approach. As previously pointed out, qualitative designs have only recently been accepted in forensic psychology research. However, many forensic psychologists and forensic psychology professionals are realizing that much can be learned in many areas of study by using qualitative research designs instead of quantitative. Furthermore, the differences between quantitative and qualitative designs are not as distinct as you might imagine.

To prepare for this assignment:

• Review the article, “From Single Case to Database: A New Method for Enhancing Psychotherapy Practice.” Pay particular attention to how both quantitative and qualitative research designs are used to evaluate individual case studies.
• Using the Walden Library, choose and review a research study in the area of forensic psychology that uses a quantitative design and another that uses a qualitativedesign. If possible, try to find articles that focus on similar or related topics or research questions in forensic psychology.
• Consider the similarities and differences between the two studies in terms of the designs of the studies, the data collection and analysis methods, and the nature of the interpretation of results and conclusions drawn.

The assignment (2–3 pages):

• Briefly describe the quantitative study you selected.
• Briefly describe the qualitative study you selected.
• Compare (similarities and differences) the two studies in terms of the designs, the methods of data collection and analysis, the nature of the interpretation, and conclusions drawn.
• Explain an insight you had or conclusion you now might draw as a result of/based on your comparison.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.

The Assignment (1-page):  The Reading  to use for both paragraphs is under the following paragraph. 

Write a short paragraph that would be considered an opinion. Write a second paragraph that would be considered a fact. Explain the differences between the two paragraphs. Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement.

Study Notes What Is Critical Thinking?

By the Walden University Writing Center Staff

Critical reading and critical thinking are intertwined; one cannot quite do one without the other. Kurland (2000) noted that critical reading is about discovering information whereas critical thinking is about evaluating it. Various authors have offered different definitions of the critical-thinking process. Among the most useful definitions is the one provided by Scriven and Paul, who defined it as:

the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (1987, para. 1)

Another useful definition was provided by Elder (as cited in Critical Thinking Community, 2013), who defined it as “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities and a commitment to overcoming our native egocentrism and sociocentrism” (para. 4). Because graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge, it is particularly important that they cultivate strong critical-thinking skills.

Like critical reading, critical thinking is an active process, and with practice one can develop the skills needed to do it more effectively. According to Kurland (2000), there are six key characteristics of critical thinking: rationality, self-awareness, honesty, open-mindedness, discipline, and judgment. Rationality has to do with exercising good judgment based on logic, self-awareness with knowing one’s individuality, biases, and so forth; honesty has to do with integrity and being able to be truthful about one’s biases; open-mindedness is about being able to appreciate differing viewpoints; discipline is about being self-controlled and being objective; and judgment is about being able to form an opinion about something based on the information presented. Each of these characteristics can be developed. According to the Critical Thinking Community (2013), critical thinking occurs when certain standards of intellectual life are applied to “the elements of reasoning.” For instance, one might apply the standard of clarity to the element of purpose, the standard of significance to concepts, logicalness to points of view, accuracy to information, and so forth.

By consistently applying these standards, a reader is able to develop some of the most important characteristics of a critical thinker, which include intellectual honesty, integrity, and a sense of fair-mindedness. According to Facione (1990), a critical thinker is habitually inquisitive, well informed, trustful of reason, open minded, flexible, fair minded in evaluation, honest in facing personal biases, prudent in making judgments,

© 2016 Laureate Education, Inc.  Page 2 of 3

willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results that are as precise as the subject and the circumstances of inquiry permit.

Although developing the various characteristics of a critical thinker can appear overwhelming and unattainable, the skills can be learned, and even those with strong critical thinking skills can yet improve. Some of the benefits of critical thinking include the enhanced ability in self-reflection, the promotion of creativity, better expression of ideas, and the cultivation of flexible intellectual skills that one can apply to different areas of life.

References

Critical Thinking Community. (2013). Critical thinking: Where to begin. Retrieved from

http://www.criticalthinking.org/starting/index.cfm#2425

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes.

Millbrae, CA: California Academic Press.

Kurland, D. J. (2000). How the language really works: The fundamentals of critical

reading and effective writing. Retrieved from

http://www.criticalreading.com/criticalreadingthinkingtoc.htm

Scriven, M., & Paul, R. (1987). A working definition of critical thinking. Retrieved from

http://www.criticalthinking.org/pages/defining-critical-thinking/766

Assignment 2: Expectations from Genders

The foundations of courtship are vast and complicated, regardless of cultural practices and environments. In this assignment, you will focus on Sternberg’s triangular theory of love which depicts the relationships between intimacy, passion, and commitment. You will also explore the impact society has on each of these variables.

Using the module readings, the Argosy University online library resources, and the Internet, research Sternberg’s theory.

Complete the following:

• Describe Sternberg’s triangular theory of love.
• Apply Sternberg’s theory to examine social norms and roles expected of your stated gender. Focus on social roles and norms including, but not limited to, the following areas and origins of adult relationships:
  • Dating practices including social media sites such as Match.com
  • Family planning
  • Daily parenting practices and changing roles related to career(s) and education

Support your assertions using valid research. Be sure to integrate your personal experiences and examples in your paper.

Write a 2–3-page paper in Word format. Apply APA standards to the formatting of your paper and the citation of sources. Remember to include reference page in APA format.

Assignment 2 Grading criteriaMaximum PointsDescribed Sternberg’s triangular theory of love.12Applied Sternberg’s theory to examine norms and roles expected of the stated gender including dating practices, family planning, and parenting practices.60Integrated research, personal experiences, and examples into the paper.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20Total:100

Name:

Written responses should be at least 1 full page, single-spaced, with care being taken to address all parts of questions.  Write your responses directly into this document, save, and submit via Blackboard by the deadline.

Read Chapter 8

Read Walster, E., Walster, G. W., Piliavin, J, & Schmidt, L. (1973). “Playing hard to get”: Understanding an elusive phenomenon

In your paper, address the following questions:

1. Pay attention to the authors’ attitude when describing the rationale for their studies (at least the first few!) How do they seem to feel about their early hypotheses and attempts to support them? What does this say about the ideal approach to a research project?

2. What kinds of ethical concerns would you need to consider in proposing any of the studies discussed in this article?

3. A close friend mentions in conversation that everyone knows that “guys definitely want you more if you play hard to get.” Since you spent your hard-earned money on a social psychology course you decide that you’re going to let her know what the research actually says on the matter. You know that she doesn’t want to hear a lecture, so you decide to keep the description of the study to about 2 minutes. Based on this research, what do you tell her?

1. We are attracted to those others whose presence is      rewarding to us. Can you think of a situation in which this might not be      true?
2. Why would proximity make it more likely one would find      friends? What effect does proximity have on our feelings for those we      dislike?
3. Does absence make the heart grow fonder? What might be      the conditions under which it would?
4. In what respects do we expect a beautiful stranger to      be wonderful? In what respect does “what is beautiful is good”      not work?

8. What effects do attractiveness have on salary? Why might this be so?

1. What is the matching principle? Why does it work?
2. What kind of similarity helps people be attracted to      each other?
3. Do premarital or marital enrichment programs work? What      is the difference between efficacy and effectiveness research on marital      therapy?