Optional Helmet Law Is a Disaster for Pennsylvania Essay -- Argumentat

Optional Helmet Law Is a Disaster for Pennsylvania 1. September 4, 2003 was a sad day for Pennsylvanians. Governor Rendell signed the new motorcycle helmet law into effect, sentencing riders to death and increasing the tax burden caused by this new law. Pennsylvania is the 31st state to repeal its all-rider helmet law (Berenson 2). The new law states â€Å"no helmet is required for a person 21 years of age or older who has been licensed to operate a motorcycle for not less than 2 full calender [sic] years or has completed a motorcycle rider safety course approved by the Department of Transportation or the Motorcycle Safety Foundation† (Lobel 3). This new helmet law has increased accident fatalities and the burden on taxpayers. 2. Motorcycle fatality rates due to riding without a helmet are quickly rising. Nationally, motorcycle fatalities have increased 59 percent since 1997 (Motorcycle 1). Between September and December of 2003 in Pennsylvania, helmetless rider fatalities more than doubled, but fatalities decreased in riders wearing helmets (Wlazelek 1). Similarly, research done by the American Journal of Public Health found that motorcycle helmets severely reduce the presence and severity of head injuries resulting from motorcycle accidents (Rowland 4). Obviously, there is strong correlation between helmet use and the number of fatal crashes. The research done across Pennsylvania in the years following the repeal of the all-rider helmet law suggests that helmets do in fact decrease the risk of serious head injuries and death among motorcyclists. According to Judith Stone, increased deaths were enough for Louisiana to reject helmetless riding and revert back to an all-rider helmet law. Louisiana saw a 100 per... ...aw Repeal Concerns Region’s Hospitals. 17 June 2003. 4 October 2004. . Rowland, Jefferson, Frederick Rivara, Phillip Salzberg, and Robert Soderberg. â€Å"Motorcycle helmet use and injury outcome and hospitalization costs from crashes in Washington State.† American Journal of Public Health 86.1 (1996): 41-42. Proquest (general). Penn Coll. Lib., Williamsport. 4 October 2004. . Stone, Judith Lee. Special Commendation to Louisiana Legislature and Governor Blanco For Reinstatement of Lifesaving All-rider Helmet Law. 18 June 2004. 4 October 2004. . Wlazelek, Ann, and John L. Micek. Optional helmet law effect unknown. 30 August 2004. 29 September 2004. .

Napster :: essays research papers

(1) English 11 Words: 1302 12/ 20/ 00 Napster : Right or Wrong ? "As an artist, there are so many ways that we can be taken advantage of. To have yet one more way to stip an artist of making an honest living is just to much. That's why I sued." ( Levy, 51 ) - Andre Young ( Dr. Dre) Rapper/Producer There are many ways that an artist can be stripped of making an honest living, Napster, one of the many 'Mp3' services online, is the latest. An Mp3 ( short for ISO-MPEG Audio Layer 3 ) is a digital compression of a music or video file so it's easier to send to one another over the internet ( Levy, 51 ). Napster is an online music source where you can search for a song and download it absolutely free, with just one click from your fingertips. The Napster program, created by 19 year-old college drop out Shawn Fanning, is the fastest growing site in history. It recently passed the 25 million mark in less than a year since it was released (Greenfeld, 62 ). His program allows you to download copyright music, and that's why he is being sued by a number of corporations. Napster is being sued by RIAA ( the Recording Industry Association of America ), record companies ( BMG, the holder of lables like: Arista, Bad Boy, RCA, LaFace ), and artists ( Rock band Metallica and Rapper/Producer Dr.Dre). "I'm down for a parallel business even if it's parasitic. Napster is the new radio. It's the most exciting thing since rap, disco and the Beatles." said rapper Chuck D, and it did it is ( Levy, 51 ). Napster is like a radio. You can listen to music and preview it for free. Some artists are actually for Napster like Chuck D. , Neil Young, and rock group Limp Bizkit, who headlined a free tour sponsored by Napster along with Cypress Hill. Napster is like a new radio. It's been said that people use Napster because they feel so (2) ripped off that compact disc prices are so high. They would rather just download the whole album online, then burn it on to a cd spending only three dollars for a burned cd instead of the seventeen dollars spent for buying the actual album. The generalized public that use Napster are young ( teenagers and college

Cultural Hybrids Essay

There are many people from different countries with different cultures who want to live the American Dream. They want the idea of freedom and they feel that United States is the only country in the world who can give the people the liberty it offers. The life of a person whom no one speaks with because of one’s difference can be quite miserable. The story â€Å"This is what it means to say Phoenix, Arizona† by Sherman Alexie shows the audience how different the life of Native Americans are compared to modern day Americans. Throughout the story, details about events that happened in Victor and Thomas’s life which combines the Indian and American side of their heritage were given. Alexie was trying to tell the readers how the Indians in the reservations want to hybridize their Native American and modern American culture. Since Thomas and Victor both grew up in the reservation, they see a big difference their lives are compared to the modern day Americans. The first detail that illustrates my thesis was the Fourth of July celebration when Victor and Thomas were kids. Thomas states, â€Å"It’s strange how us Indians celebrate the Fourth of July. It ain’t like it was our independence everybody was fighting for† (16). Alexie displays how Indians try to act more Americanized in order to fit in better with the modern American crowd. Back then, no one besides their own might have spoken to them because they were different so they want to be accepted. For example, the event when they were in the airport and had talked to the gymnast, Victor says, â€Å"Everybody talks to everybody on airplanes. It’s too bad we can’t always be that way† (19). Alexie sends the readers a message of how in their minds, the only way that they were going to be liked was by forgetting their Native American culture and acting more like the modern Americans. Another factor the author provides the audience of this hybridization was through the remains of Victor’s father. Alexie writes, â€Å"They set him down carefully behind the seats, put a cowboy hat on the wooden box and a Dodgers cap on the cardboard box. That’s the way it was supposed to be† (20). The cowboy hat displays the Indian side of their heritage and the Dodgers cap conveys the American side. In this situation, Alexie provides a clear view of how the characters combine their two different cultures. It is not the fact that they are forgetting the beliefs they grew up with; they blend the two cultures together to better their lives in both nation. Next was the Spokane falls incident with Thomas and Victor’s father. Thomas utters, â€Å"He drove me over to Denny’s, bought me dinner, and then drove me home to the reservation† (20). Denny’s is an American fast food restaurant. The way Alexie combines the fact that they eat at a modern American restaurant and then goes home to the reservation once again shows the mixture of the two customs. In addition to the modern American cultures, Alexie also shows how Victor and Thomas hold on to their Native American heritage. When Thomas and Victor were kids, they had stolen a car and parked it in front of the police station. Now in the modern days, if a kid was to do this, it would be a crime and the kid would be punished. Yet the turn out for this was the exact opposite. Instead of being scolded, everyone cheers â€Å"You were very brave. Very brave† (17). They even thought of themselves as warriors. Moreover, the fact that they still call each other junior also shows a way they keep their tradition alive as Native Americans. Nowadays, people do not often call each other with respect. They just call a person by their name no matter the age. The Native Americans, on the other hand, gives the people who are older a term that shows respect. Thomas states, â€Å"Everybody on this reservation is named Junior† (17). Victor and Thomas were two of the youngest people that live in the reservations therefore everyone to them are called Junior. It is a symbol for elderly. Alexie uses Victor and Thomas Builds-the-fire as the representation of these two cultures. Thomas is the person who sticks to the old fashioned, Native American values while Victor illustrates the modern day Americans and wanting to fit in. Thomas is more traditional. He demonstrates the old Native American beliefs. Victor, on the other hand, lives in the present. Both holds on to their Native American beliefs while also trying to grasp the modern American traditions. Alexie clearly represented the hardships the Native Americans have had living in the poor reservations by using details about Thomas and Victor’s life growing up. Being judged at by the way a person is or what culture they came from is a big reason why Victor and Thomas, but mostly Victor, try to act more like the modern day Americans. Although some traditions were forgotten as they grew up, in many ways, they still held on to the fact that they are still Native Americans. Some events in their life displays Victor and Thomas turning away from their culture but still is able to remember it. No matter where a person is or who they communicate with, a culture one grew up with can never be easily forgotten.

Rhetorical Analysis Paper: Budlight Advertisement Essay

Budweiser is one of the best-known brands of beer in America. Their ads and commercials have always been known for being humorous and entertaining. Millions of people look forward to seeing the Super Bowl half-time commercials mostly because of Budweiser’s notorious commercials. Budweiser takes advantage of its reputation and makes commercials that are witty and fun for people to watch. They incorporate humor and a certain kind of sex appeal into their ads to sell their beer to men and send the message that there is nothing more pleasing in life than drinking Budweiser. The rhetorical appeals are included in the BudLight ad to persuade the audience to drink BudLight. This BudLight advertisement uses pathos to appeal to men’s emotions and make them want to buy their product. It uses sex appeal to make the advertisement more engaging to men. There are very few beer advertisements that do not include women in them. Budweiser uses a more mainstream and traditional sex appeal to sell their product to a certain type of client. The women in the picture are both Caucasian and the couple in the ad is a straight couple. In this ad, Budweiser is appealing to a certain type of American, a more traditional one. They make their product seem lavish and they appeal to a more high-class audience than other beer companies. Budweiser assumes that having these types of women in their advertisements helps their company sell more products. They are correct with their assumption because they have been very successful with their products thanks to all of their advertisements with beautiful women in them. They try to encourage beer enthusiasts to buy their beer instead of any other beer. See more: analytical writing Budweiser is infamous for its clever marketing skills and entertaining ads. This ad displays several aspects that portray a luxurious lifestyle. There are two young women and a young man on a yacht near a private island. All of them have huge smiles on their faces to show the audience how happy they are with their lives. This ad shows how these young people are enjoying their time on this luxurious trip mostly because they are drinking BudLight. The BudLight bottles are in the front, center of the ad to make sure that the audience can see the brand clearly so that they can remember the logo. Behind the beer bottles, there is a young man enjoying his time on a beautiful island with two attractive women and of course, BudLight. This ad makes the audience believe that this lavish lifestyle is possible as long as they have a BudLight with them. This picture gets imprinted into people’s minds and they are reminded of this ad every time they see a bottle of BudLight. The advertisement’s name is Port Paradise III. This title shows that this is just one of many places where one can go and enjoy a BudLight in the company of beautiful women. If this is Port Paradise Three, then this means that there has to be a One and Two as well. With this title, the audience realizes that the fun never ends as long as they drink BudLight. It is incredible how advertisements can lure an audience into trying out their products. Certain advertisements and commercials may seem simple, but at the same time, those are the ones that people remember and talk about. When people think about beer advertisements, they usually remember the ones like this one because it demonstrates things that people want. This advertisement shows how BudLight is interconnected with Paradise and makes people remember the picture. The luxurious aspect of this ad and the sex appeal used catches the viewers’ attention and makes them remember the product. The next time one of these men goes to the market to buy beer, they will glance through all of the different brands and they will see a familiar brand, BudLight. They will remember the logo that they saw in the ad and associate it with luxury because of the private island and yachts that were in the advertisement. This masterful marketing is what makes Budweiser so successful.

Promote communication in health and social care Essay

1.1 Identify the different reasons people communicate: To share thoughts; To share information; To express feelings; To share ideas; To build relationships; To create effective communication; To gain reassurance and acknowledgment; see more:explain how individuals from different backgrounds may use communication methods in different ways. People communicate in order to establish and maintain relationships with others, to give and receive information and instructions, to understand and be understood, to share opinions, knowledge, feelings, and emotions, to give encouragement and show others they are valued. 1.2 Explain how communication affects relationship in the work setting: Communication is very important because without communication lots Of misunderstanding would happen. Communication is a fundamental relationship-building skill in the workplace. If people don’t communicate well they limit their ability to connect, can create conflict. Good communication skills are essential, because they help them to develop relationships and demonstrate that they care. Helps to build trust and relationships. Also it encourages participation, create equality, promote empathy and share understanding. 2.1 Observation 2.2 Describe the factors to consider when promoting effective communication. There are many factors to consider when trying promoting effective communication. There are some of them. Disabilities such as: Hearing loss, impaired vision, mobility problems or speech impairment. Environment: Environment is very important factor to consider as well. Ensure the lights, air, temperature, noise and crowd. 2.3 Observation 2.4 Observation 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways: Communication can be different when related with people from different backgrounds. Communication can be interpreted different ways depending of the person you are talking with. It can be because they don’t speak English, are from a different country or they may not understand you. Communication can be used in many ways by using different methods. Verbal language or non-verbal language such as: Touch Gestures Proximity Tone of voice Language used. People from different backgrounds can use communication by being confident. This shows their personality and will help the communication between them and others around. Different backgrounds of different people can cause misunderstandings when using communication. Therefore cause conflicts. It is important to understand that people who do come from different backgrounds may have different ways of communicating and they may even interpret the way others communicate unexpectedly different. 3.2 Identify barriers to effective communication There are many barriers for effective communication stereotyping is one. When an individual has a preconception about another individual, it makes it difficult for the individual not to see the other’s communication as a prejudice. Not understanding or being aware of an individual’s needs, wishes, beliefs, values and culture. Not making communication aids available or checking they are working A noisy environment A lack of privacy Not allowing sufficient time to listen. 3.3 Observation 3.4 Observation 3.5 Explain how to access extra support or services to enable individuals to communicate effectively: Looking for specialties organisations such as: GP Individual’s family/friends Social worker Specialist nurse Advocate Support groups 4.1 Explain the meaning of the term confidentiality: It means keep information private and safe. It can include that you would have to passing on private information with the permission individual’s permission or only passing on information without the individual’s permission to others, who have a right to it or need to know it. 4.2 Observation: 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns: Breaching a confidence Not respecting the individual’s rights to privacy Putting the rights of others before those of the individual Safeguarding issues. http://www.ocr.org.uk/Images/80799-level-3-unit-pwcs-31-principles-of-communication-in-adult-social-care-settings.pdf http://www.studymode.com/essays/Barriers-To-Effective-Communication-77841.html

Greenfield vs Brownfield Sites for Housing Development

Greenfield vs Brownfield Sites for Housing Development A Brownfield site is land which has been developed previously and is or has been occupied by a permanent structure. It may be in an urban or rural setting. It does not include agricultural land, forest or parks. Whereas a Greenfield site is Land which has not been occupied by a permanent structure. It usually applies to land in the countryside but can be undeveloped land within an urban setting. Both of these sites can be ideal for the development of new housing but both also have benefits and drawbacks to doing so. Firstly redeveloping Brownfield sites eases pressure on Greenfield sites and is more sustainable. Although Greenfield sites are often on the edge of towns and cities and may have better access, have less congestion, be in a more pleasant environment and have more space and room to expand. Redeveloping a Brownfield site would cause House prices to increase in inner city areas as people are encouraged back to the area. This is a benefit for people already living there but, this might mean that other people cannot afford the houses, and the council will have to provide for them which may cause problems. Basic Infrastructure already exists in Brownfield sites but in Greenfield sites new drainage, electricity, roads etc. would all have to be produced deeming them more expensive. Although Light industry and Science Parks favour out of town locations on Greenfield sites opposed to Brownfield sites and crucially so do their workers who are happier to live away from urban areas. New sites are easier to build on as remains of previous land use do not need to be cleared making them more attractive to retail parks, housing developers etc. But using Greenfield sites is not sustainable as there is too much pressure on the rural-urban fringe therefore making the development of Brownfield sites a better option. There is an issue of contamination and making sites safe for development, given what the land may have been used for before but towns and cities do not want their areas to decay and redeveloping these areas results in more people coming to the area. This helps local businesses as more people means more customers. Building on Greenfield sites on the other hand pulls people out of the towns and cities causing shops etc. aving to re locate on the edge of and towns and cities. In conclusion I feel looking at the benefits and drawbacks of using Brownfield and Greenfield sites for housing redevelopment it would be most beneficial to use Brownfield sites firstly because it is the more sustainable option also the basic infrastructure already exists as well as there being public transport links already in place in many area s. Also it is would help develop areas which may be suffering and increase house prices within that area, making them more wealthy and hopefully lowering crime rates etc.

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).