Splitting a Difference of Opinion: the Shift to Negotiation
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False Dilemma Wikipedia Contents
False dilemma Wikipedia Contents 1 False dilemma 1 1.1 Examples ............................................... 1 1.1.1 Morton's fork ......................................... 1 1.1.2 False choice .......................................... 2 1.1.3 Black-and-white thinking ................................... 2 1.2 See also ................................................ 2 1.3 References ............................................... 3 1.4 External links ............................................. 3 2 Affirmative action 4 2.1 Origins ................................................. 4 2.2 Women ................................................ 4 2.3 Quotas ................................................. 5 2.4 National approaches .......................................... 5 2.4.1 Africa ............................................ 5 2.4.2 Asia .............................................. 7 2.4.3 Europe ............................................ 8 2.4.4 North America ........................................ 10 2.4.5 Oceania ............................................ 11 2.4.6 South America ........................................ 11 2.5 International organizations ...................................... 11 2.5.1 United Nations ........................................ 12 2.6 Support ................................................ 12 2.6.1 Polls .............................................. 12 2.7 Criticism ............................................... 12 2.7.1 Mismatching ......................................... 13 2.8 See also -
Remittance Economy Migration-Underdevelopment in Sri Lanka
REMITTANCE ECONOMY MIGRATION-UNDERDEVELOPMENT IN SRI LANKA Matt Withers A thesis submitted in fulfilment of requirements for the degree of Doctor of Philosophy. Faculty of Arts and Social Sciences Department of Political Economy The University of Sydney 2017 “Ceylon ate the fruit before growing the tree” - Joan Robinson (Wilson 1977) (Parren as 2005) (Eelens and Speckmann 1992) (Aneez 2016b) (International Monetary Fund (IMF) 1993; International Monetary Fund (IMF) 2009) (Central Bank of Sri Lanka (CBSL) 2004) (United Nations Population Division 2009) Acknowledgements Thanks are due to a great number of people who have offered support and lent guidance throughout the course of my research. I would like to extend my appreciation foremost to my wonderful supervisors, Elizabeth Hill and Stuart Rosewarne, whose encouragement and criticism have been (in equal measure) invaluable in shaping this thesis. I must similarly offer heartfelt thanks to my academic mentors, Nicola Piper and Janaka Biyanwila, both of whom have unfailingly offered their time, interest and wisdom as my work has progressed. Gratitude is also reserved for my colleagues Magdalena Cubas and Rosie Hancock, who have readily guided me through the more challenging stages of thesis writing with insights and lessons from their own research. A special mention must be made for the Centre for Poverty Analysis in Colombo, without whose assistance my research would simply not have been possible. I would like to thank Priyanthi Fernando for her willingness to accommodate me, Mohamed Munas for helping to make fieldwork arrangements, and to Vagisha Gunasekara for her friendship and willingness to answer my incessant questions about Sri Lanka. -
ANTONY ANTONIOU (OSINT Security Analyst)
EUROPEAN INTELLIGENCE ACADEMY (EIA) E-BOOK No. 1, MAY 2013 ANTONY ANTONIOU (OSINT Security Analyst) OPEN SOURCE INFORMATION, THE FUTURE OF INTELLIGENCE Copyright: Research Institute for European and American Studies (RIEAS) EUROPEAN INTELLIGENCE ACADEMY E-BOOK No. 1 MAY 2013 OPEN SOURCE INFORMATION, THE FUTURE OF INTELLIGENCE ANTONY ANTONIOU (OSINT Security Analyst) Preface. People from ancient times to our days had understood the importance of information and the significant role that valid information can play in all fields of human activities (politics, economy, during wars etc). References to spies, and their methods – techniques and means that they used can be found in historical texts from antiquity until today, also known theorists of war have addressed and reported (in their writings), the importance of information and the necessity of an enemy misinformation (we will mention two of them of Carl Von Clausewitz1 and Sun - Tzu2). The intelligence services began to take shape during the Second World War. Pioneers at the “intelligence field” were the Germans (in espionage, cryptography - cryptology, propaganda and generally speaking at the development of the appropriate techniques – methods and instruments – means), followed by British. Americans because of their non-participation in the war had left behind in the development of techniques and means for collecting and processing information. This changed after the Japanese attack on Pearl Harbor3 and the American entry into the war4. The USA intelligence 1 Carl Philipp Gottfried von Clausewitz (1 July 1780 – 16 November 1831): was a German-Prussian soldier and military theorist who stressed the "moral" (in modern terms, psychological) and political aspects of war. -
The Role of Reasoning in Constructing a Persuasive Argument
The Role of Reasoning in Constructing a Persuasive Argument <http://www.orsinger.com/PDFFiles/constructing-a-persuasive-argument.pdf> [The pdf version of this document is web-enabled with linking endnotes] Richard R. Orsinger [email protected] http://www.orsinger.com McCurley, Orsinger, McCurley, Nelson & Downing, L.L.P. San Antonio Office: 1717 Tower Life Building San Antonio, Texas 78205 (210) 225-5567 http://www.orsinger.com and Dallas Office: 5950 Sherry Lane, Suite 800 Dallas, Texas 75225 (214) 273-2400 http://www.momnd.com State Bar of Texas 37th ANNUAL ADVANCED FAMILY LAW COURSE August 1-4, 2011 San Antonio CHAPTER 11 © 2011 Richard R. Orsinger All Rights Reserved The Role of Reasoning in Constructing a Persuasive Argument Chapter 11 Table of Contents I. THE IMPORTANCE OF PERSUASION.. 1 II. PERSUASION IN ARGUMENTATION.. 1 III. BACKGROUND.. 2 IV. USER’S GUIDE FOR THIS ARTICLE.. 2 V. ARISTOTLE’S THREE COMPONENTS OF A PERSUASIVE SPEECH.. 3 A. ETHOS.. 3 B. PATHOS.. 4 C. LOGOS.. 4 1. Syllogism.. 4 2. Implication.. 4 3. Enthymeme.. 4 (a) Advantages and Disadvantages of Commonplaces... 5 (b) Selection of Commonplaces.. 5 VI. ARGUMENT MODELS (OVERVIEW)... 5 A. LOGIC-BASED ARGUMENTS. 5 1. Deductive Logic.. 5 2. Inductive Logic.. 6 3. Reasoning by Analogy.. 7 B. DEFEASIBLE ARGUMENTS... 7 C. THE TOULMIN ARGUMENTATION MODEL... 7 D. FALLACIOUS ARGUMENTS.. 8 E. ARGUMENTATION SCHEMES.. 8 VII. LOGICAL REASONING (DETAILED ANALYSIS).. 8 A. DEDUCTIVE REASONING.. 8 1. The Categorical Syllogism... 8 a. Graphically Depicting the Simple Categorical Syllogism... 9 b. A Legal Dispute as a Simple Syllogism.. 9 c. -
Appendix 1 a Great Big List of Fallacies
Why Brilliant People Believe Nonsense Appendix 1 A Great Big List of Fallacies To avoid falling for the "Intrinsic Value of Senseless Hard Work Fallacy" (see also "Reinventing the Wheel"), I began with Wikipedia's helpful divisions, list, and descriptions as a base (since Wikipedia articles aren't subject to copyright restrictions), but felt free to add new fallacies, and tweak a bit here and there if I felt further explanation was needed. If you don't understand a fallacy from the brief description below, consider Googling the name of the fallacy, or finding an article dedicated to the fallacy in Wikipedia. Consider the list representative rather than exhaustive. Informal fallacies These arguments are fallacious for reasons other than their structure or form (formal = the "form" of the argument). Thus, informal fallacies typically require an examination of the argument's content. • Argument from (personal) incredulity (aka - divine fallacy, appeal to common sense) – I cannot imagine how this could be true, therefore it must be false. • Argument from repetition (argumentum ad nauseam) – signifies that it has been discussed so extensively that nobody cares to discuss it anymore. • Argument from silence (argumentum e silentio) – the conclusion is based on the absence of evidence, rather than the existence of evidence. • Argument to moderation (false compromise, middle ground, fallacy of the mean, argumentum ad temperantiam) – assuming that the compromise between two positions is always correct. • Argumentum verbosium – See proof by verbosity, below. • (Shifting the) burden of proof (see – onus probandi) – I need not prove my claim, you must prove it is false. • Circular reasoning (circulus in demonstrando) – when the reasoner begins with (or assumes) what he or she is trying to end up with; sometimes called assuming the conclusion. -
The Role of Reasoning in Constructing a Persuasive Argument
THE ROLE OF REASONING IN CONSTRUCTING A PERSUASIVE ARGUMENT RICHARD R. ORSINGER [email protected] http://www.orsinger.com McCurley, Orsinger, McCurley, Nelson & Downing, L.L.P. San Antonio Office: 1717 Tower Life Building San Antonio, Texas 78205 (210) 225-5567 http://www.orsinger.com and Dallas Office: 5950 Sherry Lane, Suite 800 Dallas, Texas 75225 (214) 273-2400 http://www.momnd.com State Bar of Texas 37TH ANNUAL ADVANCED FAMILY LAW COURSE August 1-4, 2011 San Antonio CHAPTER 11 The Role of Reasoning in Constructing a Persuasive Argument Chapter 11 Table of Contents I. THE IMPORTANCE OF PERSUASION.. 1 II. PERSUASION IN ARGUMENTATION.. 1 III. BACKGROUND.. 2 IV. USER’S GUIDE FOR THIS ARTICLE.. 2 V. ARISTOTLE’S THREE COMPONENTS OF A PERSUASIVE SPEECH.. 3 A. ETHOS.. 3 B. PATHOS.. 4 C. LOGOS.. 4 1. Syllogism.. 4 2. Implication.. 4 3. Enthymeme.. 4 (a) Advantages and Disadvantages of Commonplaces... 5 (b) Selection of Commonplaces.. 5 VI. ARGUMENT MODELS (OVERVIEW)... 5 A. LOGIC-BASED ARGUMENTS. 5 1. Deductive Logic.. 5 2. Inductive Logic.. 6 3. Reasoning by Analogy.. 7 B. DEFEASIBLE ARGUMENTS... 7 C. THE TOULMIN ARGUMENTATION MODEL... 7 D. FALLACIOUS ARGUMENTS.. 8 E. ARGUMENTATION SCHEMES.. 8 VII. LOGICAL REASONING (DETAILED ANALYSIS).. 8 A. DEDUCTIVE REASONING.. 8 1. The Categorical Syllogism... 8 a. Graphically Depicting the Simple Categorical Syllogism... 9 b. A Legal Dispute as a Simple Syllogism.. 9 c. Disputed Facts; Disputed Law.. 9 2. The Hypothetical Syllogism... 10 a. The Conditional Syllogism.. 10 b. The Conjunctive Syllogism... 10 c. The Disjunctive Syllogism.. 10 3. The Dilemma.. 10 4. -
Donald Trump As a Critical-Thinking Teaching Assistant
Special Issue Teaching Supplement Donald Trump as a Critical-Thinking Teaching Assistant STEPHEN SULLIVAN English and Philosophy Department Edinboro University Edinboro, PA, 16444 USA [email protected] Abstract: Donald Trump has been a Résumé: Donald Trump a été une godsend for those of us who teach aubaine pour ceux d'entre nous qui critical thinking. For he is a fount of enseignent la pensée critique. Car il manipulative rhetoric, glaring falla- est une source de rhétorique manipu- cies, conspiracy theories, fake news, latrice, de sophismes flagrants, de and bullshit. In this paper I draw on théories du complot, de fausses my own recent teaching experience in nouvelles et de conneries. Dans cet order to discuss both the usefulness article, je me base sur ma propre and the limits of using Trump- expérience d'enseignement afin de examples in teaching critical thinking. discuter à la fois de l'utilité et des In Section One I give the framework limites de l'utilisation des exemples of the course; in Section Two I de Trump dans la formation de la indicate Trump’s relevance to many pensée critique. Dans la première important concepts in the course; and partie, je donne le cadre du cours ; in Section Three I argue that critical- dans la deuxième section, j'indique la thinking instructors should restrain pertinence de Trump dans l’enseigne- themselves from overreliance on ment de nombreux concepts im- Trump-examples. portants du cours; et dans la troisième section, je soutiens que les instruct- eurs de la pensée critique devraient se retenir de trop se fier aux exemples de Trump Keywords: balance, critical thinking, Donald Trump, fallacies, rhetoric 1. -
Accepted Manuscript1.0
Nonlinear World – Journal of Interdisciplinary Nature Published by GVP – Prof. V. Lakshmikantham Institute for Advanced Studies and GVP College of Engineering (A) About Journal: Nonlinear World is published in association with International Federation of Nonlinear Analysts (IFNA), which promotes collaboration among various disciplines in the world community of nonlinear analysts. The journal welcomes all experimental, computational and/or theoretical advances in nonlinear phenomena, in any discipline – especially those that further our ability to analyse and solve the nonlinear problems that confront our complex world. Nonlinear World will feature papers which demonstrate multidisciplinary nature, preferably those presented in such a way that other nonlinear analysts can at least grasp the main results, techniques, and their potential applications. In addition to survey papers of an expository nature, the contributions will be original papers demonstrating the relevance of nonlinear techniques. Manuscripts should be submitted to: Dr. J Vasundhara Devi, Associate Director, GVP-LIAS, GVP College of Engineering (A), Madhurawada, Visakhapatnam – 530048 Email: [email protected] Subscription Information 2017: Volume 1 (1 Issue) USA, India Online Registration at www.nonlinearworld.com will be made available soon. c Copyright 2017 GVP-Prof. V. Lakshmikantham Insitute of Advanced Studies ISSN 0942-5608 Printed in India by GVP – Prof. V. Lakshmikantham Institute for Advanced Studies, India Contributions should be prepared in accordance with the ‘‘ Instructions for Authors} 1 Nonlinear World Honorary Editors Dr. Chris Tsokos President of IFNA, Executive Director of USOP, Editor in Chief, GJMS, IJMSM, IJES, IJMSBF Dr. S K Sen Director, GVP-LIAS, India Editor in Chief Dr. J Vasundhara Devi Dept. of Mathematics, GVPCE(A) and Associate Director, GVP-LIAS, India Editorial Board Dr. -
List of Fallacies
List of fallacies For specific popular misconceptions, see List of common if>). The following fallacies involve inferences whose misconceptions. correctness is not guaranteed by the behavior of those log- ical connectives, and hence, which are not logically guar- A fallacy is an incorrect argument in logic and rhetoric anteed to yield true conclusions. Types of propositional fallacies: which undermines an argument’s logical validity or more generally an argument’s logical soundness. Fallacies are either formal fallacies or informal fallacies. • Affirming a disjunct – concluding that one disjunct of a logical disjunction must be false because the These are commonly used styles of argument in convinc- other disjunct is true; A or B; A, therefore not B.[8] ing people, where the focus is on communication and re- sults rather than the correctness of the logic, and may be • Affirming the consequent – the antecedent in an in- used whether the point being advanced is correct or not. dicative conditional is claimed to be true because the consequent is true; if A, then B; B, therefore A.[8] 1 Formal fallacies • Denying the antecedent – the consequent in an indicative conditional is claimed to be false because the antecedent is false; if A, then B; not A, therefore Main article: Formal fallacy not B.[8] A formal fallacy is an error in logic that can be seen in the argument’s form.[1] All formal fallacies are specific types 1.2 Quantification fallacies of non sequiturs. A quantification fallacy is an error in logic where the • Appeal to probability – is a statement that takes quantifiers of the premises are in contradiction to the something for granted because it would probably be quantifier of the conclusion. -
Donald Trump As a Critical-Thinking Teaching Assistant Stephen Sullivan
Document generated on 10/01/2021 8:33 p.m. Informal Logic Donald Trump as a Critical-Thinking Teaching Assistant Stephen Sullivan Special Issue: Reason and Rhetoric in the Time of Alternative Facts Article abstract Volume 38, Number 1, 2018 Donald Trump has been a godsend for those of us who teach critical thinking. For he is a fount of manipulative rhetoric, glaring fallacies, conspiracy URI: https://id.erudit.org/iderudit/1057035ar theories, fake news, and bullshit. In this paper I draw on my own recent DOI: https://doi.org/10.22329/il.v38i1.5069 teaching experience in order to discuss both the usefulness and the limits of using Trump examples in teaching critical thinking. In Section One I give the See table of contents framework of the course; in Section Two I indicate Trump’s relevance to many important concepts in the course; and in Section Three I argue that critical thinking instructors should restrain themselves from overreliance on Trump-examples. Publisher(s) Informal Logic ISSN 0824-2577 (print) 2293-734X (digital) Explore this journal Cite this note Sullivan, S. (2018). Donald Trump as a Critical-Thinking Teaching Assistant. Informal Logic, 38(1), 118–132. https://doi.org/10.22329/il.v38i1.5069 Copyright (c), 2018 Stephen Sullivan This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. -
Donald Trump As a Critical-Thinking Teaching Assistant Stephen Sullivan
Document generated on 09/28/2021 10:42 p.m. Informal Logic Donald Trump as a Critical-Thinking Teaching Assistant Stephen Sullivan Special Issue: Reason and Rhetoric in the Time of Alternative Facts Article abstract Volume 38, Number 1, 2018 Donald Trump has been a godsend for those of us who teach critical thinking. For he is a fount of manipulative rhetoric, glaring fallacies, conspiracy URI: https://id.erudit.org/iderudit/1057035ar theories, fake news, and bullshit. In this paper I draw on my own recent DOI: https://doi.org/10.22329/il.v38i1.5069 teaching experience in order to discuss both the usefulness and the limits of using Trump examples in teaching critical thinking. In Section One I give the See table of contents framework of the course; in Section Two I indicate Trump’s relevance to many important concepts in the course; and in Section Three I argue that critical thinking instructors should restrain themselves from overreliance on Trump-examples. Publisher(s) Informal Logic ISSN 0824-2577 (print) 2293-734X (digital) Explore this journal Cite this note Sullivan, S. (2018). Donald Trump as a Critical-Thinking Teaching Assistant. Informal Logic, 38(1), 118–132. https://doi.org/10.22329/il.v38i1.5069 Copyright (c), 2018 Stephen Sullivan This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. -
Science Vs. Pseudoscience in Speech-Language Pathology: Tools for Skeptical Thinking
2018 Fall Conference Salem, OR Friday, October 12, 2018 Science vs. PseuDoscience in Speech-Language Pathology: Tools for Skeptical Thinking Presented by: Gregory L. Lof, PhD, CCC-SLP, FASHA Educational Consultant Professor Emeritus MGH Institute of Health Professions, Boston, MA Quackery • A type of pseudoscience; any practice or remedy that has no compelling scientific basis for them to work. Includes questionable ideas and questionable products and services, regardless of the sincerity of the promoters. • A charlatan is a person who pretends or claims to have more knowledge or skill than s/he possesses, knows that his/her skills are not real, uses deception and usually does things to obtain money, fame or other advantages. • Why Fad Therapies Exist (Vyse, 2005): sIncomplete effectiveness of available therapies sAvailable treatments may be onerous or distasteful sAlternative treatments are supported by ideology sTreatments are promoted by proprietary groups. • Why Bad Therapies Persist (Lilienfeld, Marshall, Todd & Shane, 2015): Ineffective techniques may persist long after they have been debunked; we assume we can “demolish a notion with scientific data”, but erroneous ideas won’t disappear (“Zombie Psychology”). Here is why these ideas may persist: sDesperation sPoor sources of information sSeductive appeal sSavior effect sNaïve realism sPersonal experiences sConfirmation bias sCognitive dissonance sProfit. Skepticism • A skeptic is a person who has a questioning attitude or has some degree of doubt regarding claims that are taken for granted elsewhere. • The word skepticism can characterize a position on a single claim, but more frequently it describes a lasting mindset. • Skepticism is an approach to accepting, rejecting, or suspending judgment on new information that requires the new information to be well-supported by evidence.