just answer the 20 question

1. Authoritarian states are characterized by strong central governments that fairly stringently limit the range of politicalactivity. More often than not, they are one-party states, which means that only one party, that which supports thegovernment, is allowed to engage in political activity. Free discussion and association are strictly curtailed in thesesystems. Anyone who might dare to criticize the government or to express ideas that are not in conformity with itspolicies can be severely punished, even by death.

a. Argument; conclusion: More often than not … engage in political activity

b. Nonargument.

c. Argument; conclusion: Authoritarian states … limit the range of political activity

d. Argument; conclusion: Free discussion and association … in these systems.

2. Prior to their extinction, Neanderthals had been widespread in Europe for 100,000 years. Then 50,000 years ago,modern humans moved into Europe from Africa. Twenty-six thousand years after that the last Neanderthal died. At onetime it was thought that the Neanderthals were killed by climate change, but this theory has now been discounted. Sowhy did the Neanderthals perish? We may conclude that probably they were killed by the humans

a. Argument; conclusion: Then 50,000 years ago … Europe from Africa.

b. Argument; conclusion: At one time it was thought … now been discounted.

c. Argument; conclusion: Prior to their extinction … 100,000 years.

d. Argument; conclusion: Probably they were killed by the humans.

3. Hair turns color when we age because the follicles at the base of the hair shaft cease to produce melanin. Melanin is a

chemical that gives the hair shaft its color (black, brown, blond, red, and all shades in between). The darkness or lightness

of your hair depends on how much melanin each strand contains. With age, the cells in the follicle that produce melanin

die off. As they do so, that hair strand will become silver, grey, or white, as it grows.

a. Argument; conclusion: The follicles … cease to produce melanin.

b. Argument; conclusion: Hair turns color when we age.

c. Argument; conclusion: With age, the cells in the follicle … die off.

d. Nonargument.

4. Water is a highly reactive substance, quite different both physically and chemically from most other liquids. Indeed, life

as we know it would be impossible if water did not have the properties it does. The first living systems presumably arose

in the aqueous environment of shallow seas. It follows that the living organisms of the present are adapted at the

molecular level to the special properties of water.

a. Argument; conclusion: Water is a highly reactive … most other liquids.

b. Argument; conclusion: The living organisms … properties of water.

c. Argument; conclusion: Life as we know it … the properties it does.

d. Nonargument.

5. Scientists have recently shown that heaps of intact DNA from the extinct wooly mammoth are retrievable from the

animals’ fur. A great deal of that fur is readily available in natural history museums. Also, such amounts of DNA make it

possible to piece together the entire mammoth genome. Hence, we can expect to see mammoth clones in the future.

a. Argument; conclusion: A great deal of that fur … natural history museums.

b. Nonargument.

c. Argument; conclusion: Scientists have recently shown … animals’ fur.

d. Argument; conclusion: We can expect to see … in the not too distant future.

6. The loss of arctic ice is accelerating as a result of a form of positive feedback. As arctic ice melts, the arctic icecap

reflects fewer rays from the sun. When this happens, more rays are absorbed by the surrounding ocean, which causes an

increase in its temperature. As the temperature of the ocean rises, more arctic ice melts.

a. Argument; conclusion: When this happens … which increases its temperature.

b. Argument; conclusion: As the temperature of the ocean rises … ice melts.

c. Argument; conclusion: The loss of arctic ice … positive feedback.

d. Nonargument.

7. Which of the following words is a premise indicator?

a. It must be the case that.

b. Thus.

c. Consequently.

d. Given that.

8. Which of the following words is a conclusion indicator?

a. Because.

b. For.

c. Implies that.

d. For the reason that.

9. Imagine that a square A is placed inside a circle B. It follows that the area of A is less than the area of B.

a. Inductive, prediction.

b. Inductive, analogy.

c. Deductive, mathematics.

d. Deductive, hypothetical syllogism.

10. If people can talk to the dead, then the dead are still alive. People cannot talk to the dead. Therefore, the dead are not

still alive.

a. Deductive, disjunctive syllogism.

b. Inductive, causal.

c. Deductive, hypothetical syllogism.

d. Inductive, analogy.

11. Judy and her friend Claire both love art exhibits, and Judy thought that the painting exhibit at the museum was

superb. Therefore, probably Claire would like that exhibit, too.

a. Inductive, analogy.

b. Deductive, synonym.

c. Inductive, authority.

d. Deductive, hypothetical syllogism.

12. Michelle is an agnostic. Therefore, she doesn’t have any belief either way about whether God exists.

a. Deductive, hypothetical syllogism.

b. Inductive, analogy.

c. Inductive, authority.

d. Deductive, synonym.

13. Many women have been elected to political offices in recent years. Therefore, it is likely that the next American

President will be a woman.

a. Inductive, analogy.

b. Inductive, prediction.

c. Inductive, authority.

d. Deductive, categorical syllogism.

14. Which of the following words is not a conclusion indicator?

a. Accordingly.

b. For the reason that.

c. Wherefore.

d. Implies that.

e. Thus.

16. Which of the following sentences is not a statement?

a. Car sales are off this year.

b. The gypsy moth is a threat to agriculture.

c. Pile these boxes of books in the corner.

d. Mr. Jarvis was attacked by a grizzly bear.

e. Your bicycle has a flat tire

17. In an explanation, the statement that describes the event to be explained is called the:

a. Explanandum.

b. Explicans.

c. Consequent.

d. Antecedent.

e. Explanans.

18. Which of the following is an argument?

a. A conditional statement.

b. A warning.

c. A hypothetical syllogism.

d. A piece of advice.

e. A report.

19. Which of the following is not an inductive argument?

a. An argument based on signs.

b. A causal inference.

c. An argument from analogy.

d. An argument from definition.

e. A prediction.

39. Which of the following is an inductive argument?

a. A disjunctive syllogism.

b. A causal inference.

c. An argument from mathematics.

d. A hypothetical syllogism.

e. An expository passage.

Short Response: Primary Source Hunt In two to three sentences, respond to each question. To develop your responses, combine your experience deploying search terms to locate the three primary sources in this learning block with your own reflections on the questions posed. Regardless of whether or not you were able to find all three sources, complete all question prompts before you submit your responses. It is especially helpful for your instructor to know what search terms you did use if you weren’t able to find the primary sources so that they can provide you with the feedback you need to develop effective search terms. Describe your overall experience of locating these primary sources. Was it challenging or straightforward? Did you learn anything interesting along the way? Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source. Were you able to locate a petition against the use of the atomic bomb circulated by Szilard directed toward President Truman? Share your search terms and a link to the primary source. Were you able to locate an interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb? Share your search terms and a link to the primary source. The links are below: Primary sources are key to historians’ research. Due to age, composition, and exceptionality, primary sources are sometimes quite valuable and often require special attention. Repositories at the national, state, and local levels, as well as at the public and the private levels, preserve primary sources. National repositories such as the National Archives and the Library of Congress safeguard materials that are deemed to be of national importance. Universities also have archives that preserve primary sources related to the institution, to notable alumni or donors, or to the research interests of their faculty. Museums and libraries at all levels have archives attached to their missions, and historical societies often preserve primary sources that are of local or niche interests to researchers. Traditionally, historians visit such repositories and, with the assistance of archivists and finding guides, explore files of material pertinent to their research. The arrival of the Digital Age, however, resulted in many repositories scanning, digitizing, and posting their collections online. Online finding guides and search tools make looking for specific primary sources easier than it once was. In order to make the most of finding primary sources online, you will need to be able to develop strong search terms to deploy in your search for primary sources. Generally, you will need to supply the name of the person or historical event you are researching. Usually, it is also helpful to identify a particular type of primary source document that you have in mind. Examples include: Letter Speech Interview Diary Oral history Journal Photograph A historian who is researching primary sources on President Franklin Roosevelt’s interactions with American military leaders during World War II, for example, might start off by searching the Franklin D. Roosevelt Presidential Library and Museum’s online repositorywith the following search term: letter (Note: Since this is Roosevelt’s own library, the historian has chosen to omit Roosevelt’s name from the search). A search like this will produce a lot of results, though. The historian in this example might add in the name of someone who he or she already knows is a major figure in the American military to narrow the search, such as Chief of Staff of the Army General Douglas MacArthur, the commander; the search then becomes letter Douglas MacArthur. This search produces a letter from Roosevelt to MacArthur that reveals some dynamics of their relationship. While a wholly digital approach to research is not yet possible due to sheer volume and funding, the ability to both explore caches of digitized primary sources and to view online finding aids for non-digitized primary sources is a great boon to today’s historians.

Try It: Primary Source Hunt

In new browser tabs or windows, open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use. Truman Library Collections Voices of the Manhattan Project National Security Archive As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the atomic bomb. Each primary source is located in only one of the above repositories. Try your best to locate each source, but it is OK if you are not able to locate all three. If you are successful in your search, try skimming through the sources you find. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists opposition to the use of the atomic bomb A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb To do this, develop search terms similar to the examples shown in the overview. Only use these three online repositories to locate these sources—do not consult Google or any other search engine. Take notes on the search terms that are successful, and keep the links to the sources you find. You will need this for the short response activity in this learning block.

This is 8 discussion. One will need to be completed every 3 days.

AR301 Modern Art in the U.S.

Discussions Week 1-8

Week 1

Introduction

Question A

Tell us about yourself so we can get to know you and so you can get to know others within the class. In your post, include what you believe to be your current knowledge level of this course topic and what you hope to learn before the course is over.

Question B

There is an age old debate about whether art imitates life or whether life imitates art. Based on what you’ve read this week, where do you weigh in on the debate? Is art simply a reflection of the world as the artist sees it, or can art actually work to shape the world in which we live? Explain your answer in detail.

The initial post should be a minimum of 150 words. If you use any source outside of your own thoughts, you should reference that source. Include solid grammar, punctuation, sentence structure, and spelling.

Due 10/10/2019 by 7 PM EST

Respond to the blog posts of three colleagues in one or more of the following ways(BE detailed in response to fully highlight your level of critical thinking and understanding of the topic. Please include your agency in your references when referring to policies and/or procedures. Expand your feedback to colleagues to demonstrate your expertise as a consultant on the topic) Use 2 APA references

1. Share an insight from having read your colleague’s posting.

2. Make a suggestion to your colleague’s post.

Response to Shaquille

An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

During a hospice evaluation, a hospice representative will help the family determine whether the loved one qualifies for hospice care and will begin collecting information to help the hospice care team provide the best care for your loved one. During this time the families have the opportunity to evaluate the hospice provider and ask any questions they might have about the services, insurance and more. The evaluation process with LifePath is free, and there is no obligation to sign up with the hospice care provider at the end.

The hospice care representative via phone will first ask for some vital information, such as the loved one’s full name, address, and contact information for their medical referral. During this process it is needed to provide the loved one’s Medicare information, Social Security number, and the name of their physician. Next, the representative will ask where the loved one is currently living (in a hospital, at home, nursing facility etc.) and set up an appointment to meet with the nurse, family and loved one in person to continue discussing care options.

During this meeting, the family and nurse can begin making a plan for your loved one’s care. Direct feedback from the front lines of service proposes models of practice and evidence-based practice (EBP) for implementation in best delivery of practice (Wharton & Bolland, 2012). The hospice nurse will ask about their diagnosis, symptoms, discomfort, current medications, and health history to better understand their concerns and how the hospice team can help. This information is used to determine if they are eligible for hospice care and, if they are, to begin creating a customized care plan that properly addresses their needs.

If family choose to sign up with the hospice care provider by selection, they would be asked to sign the necessary paperwork to establish care. Families can end hospice services at any time by signing more paperwork and choose a new provider if necessary, or discontinue hospice care entirely if your loved one’s condition improves

References

Chapter Health System. (2018). LifePath Hospice. Retrieved October 9, 2019, 2019 from: https://www.chaptershealth.org/services-chapters-h…

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164. Retrieved from the Walden Library databases.

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Response to Charmaine

An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

Evaluation helps build the knowledge base of the social work practice (Unrau, Grinnell, & Gabor, 2007), identify the effectiveness of an intervention, and determines how organizations are funded, just to name a few. Organizations must be able to provide solid reasons for practices and interventions which can be done through evaluations.

According to Wharton and Bolland (2012), “Social work practitioners determine when and how to use evidence in their practice” (pp.1). At ChildNet evaluation is addressed on an ongoing base. We evaluate the client’s needs during assessments, we evaluate the quality and effectiveness of interventions by reviewing treatment plans and outcomes. Furthermore, as an intern with the agency, I am evaluated on my knowledge of the agency and my ability to collaborate with the agency’s stakeholders.

Reference

Unrau, Y. A., Grinnell, R. M., & Gabor, P. (2007). Evaluation in Social Work : The Art and Science of Practice (Vol. 4th ed). Oxford: Oxford University Press. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.or…

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164.

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Response to Marissa

Explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

Evaluation is a large part of the work social workers do. Social workers can use evaluation in a variety of ways. They can evaluate their clients to determine progress they are making. This takes place in my field education experience. Every two months, we evaluate each client’s progress (KARC, 2019). During this process, we look at the current goals and objectives and determine if they have accomplished them or if they need to be changed. This evaluation allows the social worker to pinpoint how much progress the client has made and from there, they can determine how much longer they need in the program (KARC, 2019). Another way the evaluation is used in my field education experience is when we, as an agency, evaluate ourselves and the services we provide. This is done independently when we look at how our work is impacting the lives of the clients we work with. However, it is also done collectively during staff meetings. At this time, we will evaluate our programs and look at success rates (KARC, 2019). We will examine how many clients we currently have and how those numbers are changed. This evaluation teaches the agency, as a whole, what changes need to be made in order to improve our programs and better support clients. These evaluations also connect us with other agencies and give them information to base their referrals off of (Laureate Education, 2013). The evaluation process gives information to stakeholders, regarding the successes and weaknesses of our agency.

References

KARC. (2019). Retrieved from kennedyaddictionrecoverycenter.com

Laureate Education (Producer). (2013c). Evaluation [Audio file]. Retrieved from https://class.waldenu.edu

Complete the Study Guide

1. In the Declaration of Independence Jefferson derives a “right of rebellion” from the claim thatconsent is the rightful basis of all political authority. What is the logic behind this claim aboutconsent? Does the right of rebellion only apply against monarchs who abuse power? May it also beinvoked against other “despots,” e.g. Parliament? Or does the rise of representative governmentmake rebellion unnecessary, and also unjust? Explain, drawing on key texts to make your argument.

2. According to James I, the “divine right of kings” authorizes unlimited power for monarchs. Howdoes he make this argument in The Divine Right of Kings? How were opponents of monarchy inEngland able to use the doctrine to limit the power of Charles I, and expand the power ofParliament, according to Morgan? Is it possible to discover similar limits in the doctrine of “popularsovereignty,” such that representative governments may be reined in by those who fear majorityrule, or at least rule by bare majorities? Or is popular government unlimited and unchecked byvirtue of its claimed foundation in consent of the governed, as Loyalists like Chalmers feared?

3. What are the main principles of Calvinism, and how were they reflected in the Puritan project ofestablishing a “city on a hill” in Massachusetts Bay Colony? Was the Puritan theology reflect inthe distribution of rights and liberties among the colonists? How did the system of inclusion andexclusion in voting and office holding in New England reflect the primary goal of the colony? Inwhat manner did the content of the criminal codes and system of enforcement reflect on thetheology of the New England Puritans? Overall, did these aspects of New England impede orfacilitate cooperation with other colonies? Please explain with reference to key texts.

4. What implications does the Quaker (Friends) religious doctrine of the Inner Light have forconceptions of human nature? How does this contrast with the Five Points of Calvinism? Workingfrom the Quaker Inner Light, what political principles did William Penn hope to achieve in his“Holy Experiment” in Pennsylvania? How were Penn’s goals and theological principles extendedto the frame of government, voting rights, and qualifications for office? How did the laws andcriminal codes reflect this same Quaker thinking? Overall, did the qualities of Pennsylvaniacontribute to or detract from cooperating with other colonies for independence? Explain withreference to primary texts.

5. Which of the three colonial experiments – the model of Christian charity in Massachusetts, thepolity of “brotherly love” in Pennsylvania, or the Anglican stronghold of Virginia—was mostdemocratic? Which was least enthusiastic about declaring independence from Great Britain? Whatshould we conclude about the relation between the desire for independence and the commitment todemocracy in the American colonies on the eve of war in 1776, subsequent Declarations of Rightsand Frames of Government, or constitutions of the independent states?

6. “No taxation without representation” was a rallying cry for independence in the British colonies ofNorth America. What sort of representation did the colonists have in mind, and why was itnecessary in their view? Did their concept of representation depart from British understandings ofrepresentation in Parliament after the Glorious Revolution? If so, what accounts for this departure?If not, how did the colonies justify revolution?

7. What were the principal loyalist arguments against independence, including those advanced byChalmers in Plain Truth? On the basis of these arguments should we conclude that Loyalistsopposed representative government, or were their objections aimed at the specific type ofrepresentation embodied in Paine’s “simple government”? Explain, drawing on key texts.

8. What are the defects of mixed-government as Thomas Paine identifies them in Common Sense?Further, what are the defects of monarchy contained in his argument? What form does hisalternative “simple government” take on, and what arguments does Paine offer to recommend it?In light of Paine’s thoughts on government in Common Sense how might we expect him to judgethe various state constitutions being framed as he wrote?

9. What attempts were made to form a Union between the colonies prior to independence? Whatmotivated these attempts, what were their fates, and how did their structures compared with theeventual Articles of Confederation of the United States? What challenges to the adoption andoperation of those various attempted unions can be identified and how, if at all, did those sameissues reoccur for the Articles of Confederation of the United States?

10. What were the main arguments in favor of independence, according to Paine? How similar werehis arguments to those of the Continental Congress in its Declaration of Independence? Were thereany significant differences between Paine’s advocacy of independence and the reasoning of theDeclaration? If so, what were they, and what accounts for the differences? If not, what did theDeclaration accomplish that Paine hadn’t already done?

11. Does the structure of political authority under the Articles of Confederation reflect the “self-evidenttruths” expressed in the Declaration of Independence, or not? If so, show in detail how political lifeunder the Articles faithfully reflected the Declaration. If not, explain why the Articles depart fromprinciples that justified independence in the first place. (Note: the “structure of political authorityunder the Articles of Confederation” includes state governments, as well as the ConfederalCongress, as you will explain in your answer.)

12. “The people rule,” according to the doctrine of popular sovereignty. How, and why, did colonistsinterpret this fiction in a way that accepted slavery, denied women a role in political life, andreserved political office for men of means? In what sense, if any, was the cause of liberty servedby these exceptions to the language of the Declaration of Independence, which speaks of universaland inalienable rights? Or is this just another example of the way in which ideological fictions maskthe realities of political power?

Chalmers Plain Truth Reading: https://www22.zippyshare.com/v/NcRm5ZyR/file.html