• Review from the lesson and textbook readings the types of logical fallacies and examples.
• Locate three advertisements online that were posted no later than one year ago. The advertisements may be any of the following types, and they do not need to all be the same type:
  • Advertisements for products, such as for a beauty product or an automobile
  • Political campaign ads
  • Advertisements that pop up on your social media threads, like on Facebook or Instagram
• Keep in mind that this assignment requires you to identify logical fallacies, so choose your three advertisements carefully, looking for those in which you do see clear and identifiable logical fallacies at work. Search until you have three advertisements that will work well for this assignment on logical fallacies.
• Create a PowerPoint presentation consisting of 11 slides: 
  • An introduction slide with your name, the class, and the title of your presentation- don’t be afraid to get creative with your title!
  • On one slide, show and cite the advertisement.
  • On another slide, name the fallacy that occurs and define the fallacy. For example, if you see an Ad Hominem fallacy, you will note that there is an Ad Hominem Fallacy and offer a definition of “Ad Hominem” using your own wording. Do not simply copy the definition from the lesson or textbook.
  • On the next slide, explain how and why a specific portion of the ad represents this specific fallacy. Be thorough and clear.
  • Repeat the above process with your other two advertisements. You should have three slides for each advertisement, for a total of nine body slides
  • A References slide in which you provide full APA-correct references for your three advertisements. You should not have additional references because everything else in your presentation should simply represent your learning in this module.

Note: Include everything on your slides visually. If you’d like to use voice-over, that’s fine; just note that you will be graded on what is visually on the slides only. You may be as visually creative as you would like!

Writing Requirements

• Length: 11 full PowerPoint slides
• Text that is large enough for an audience to read
• Full and proper APA in-text citation and Referencing for the information used from the three advertisements
• No sources other than the three advertisements

Grading
This activity will be graded using the Logical Fallacies Presentation Rubric.

Course Outcomes (CO): 2, 4

Due Date: By 11:59 p.m. MT on Sunday

Rubric

ENGL147 Week 4 Assignment Rubric (60 pts)ENGL147 Week 4 Assignment Rubric (60 pts)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroduction Slide5 ptsThe introduction slide includes a title for the presentation, the student’s name, and the name of the class.4 ptsThe introduction slide is present but is missing one of the required elements: presentation title, student’s name, or name of the class.3 ptsThe introduction slide is present but is missing most or all of the required elements: presentation title, student’s name, or name of the class.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 1: The Advertisement and Citation5 ptsThe advertisement is provided visually and is cited correctly in-text.4 ptsThe slide is missing one of the following elements: the visual presence of the advertisement or a correct in-text citation for the advertisement.3 ptsThe slide is present but does not provide a viable image and citation.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 1: Fallacy Identification and Definition5 ptsA viable fallacy related to the advertisement is named, and a good, original definition for the fallacy is provided. The definition is not from the class materials or textbook (or another source) but rather is phrased according to the student’s understanding of it.4 ptsA fallacy is named but may not be clearly related to the advertisement. Or, a definition of the fallacy is present but is not correct.3 ptsA fallacy is named that does not relate well to the advertisement, or the definition may be missing or not correct.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 1: Synthesis of Fallacy and Advertisement5 ptsExplanation of how and why an element of the advertisement contains the fallacy is provided. The explanation is clear, accurate, and detailed.4 ptsExplanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may not be clear, accurate, or detailed.3 ptsExplanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may be confusing, not viable, and/or very brief.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 2: The Advertisement and Citation5 ptsThe advertisement is provided visually and is cited correctly in-text.4 ptsThe slide is missing one of the following elements: the visual presence of the advertisement or a correct in-text citation for the advertisement.3 ptsThe slide is present but does not provide a viable image and citation.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 2: Fallacy Identification and Definition5 ptsA viable fallacy related to the advertisement is named, and a good, original definition for the fallacy is provided. The definition is not from the class materials or textbook (or another source), but rather is phrased according to the student’s understanding of it.4 ptsA fallacy is named, but may not be clearly related to the advertisement. Or, a definition of the fallacy is present but is not correct.3 ptsA fallacy is named that does not relate well to the advertisement, or the definition may be missing or not correct.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 2: Synthesis of Fallacy and Advertisement5 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation is clear, accurate, and detailed.4 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may not be clear, accurate, or detailed.3 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may be confusing, not viable, and/or very brief.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 3: The Advertisement and Citation5 ptsThe advertisement is provided visually and is cited correctly in-text.4 ptsThe slide is missing one of the following elements: the visual presence of the advertisement or a correct in-text citation for the advertisement.3 ptsThe slide is present, but does not provide a viable image and citation.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 3: Fallacy Identification and Definition5 ptsA viable fallacy related to the advertisement is named, and a good, original definition for the fallacy is provided. The definition is not from the class materials or textbook (or another source), but rather is phrased according to the student’s understanding of it.4 ptsA fallacy is named, but may not be clearly related to the advertisement. Or, a definition of the fallacy is present but is not correct.3 ptsA fallacy is named that does not relate well to the advertisement, or the definition may be missing or not correct.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeAdvertisement 3: Synthesis of Fallacy and Advertisement5 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation is clear, accurate, and detailed.4 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may not be clear, accurate, or detailed.3 ptsAn explanation of how and why an element of the advertisement contains the fallacy is provided. The explanation may be confusing, not viable, and/or very brief.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeReferences Slide5 ptsThe references slide contains a full, APA-correct reference for each of the three advertisements.4 ptsThe references slide contains an APA-correct reference for each of the three advertisements, but there are notable errors in APA.3 ptsThe references slide is missing some references and/or contains all brief references that do not contain most APA elements.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage5 ptsThe slides are is free of major errors in grammar, spelling, and punctuation that would detract from a clear reading of the presentation.4 ptsThe slides contain a few major errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the presentation.3 ptsThe slides contain some major errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the presentation.0 ptsNo effort5 pts
Total Points: 60PreviousNext
 

 Overview

In this discussion board, you will read the “Bad Blood” Case Study provided in instructional materials. After completing the reading. Give some thought to the following questions and post your response in the DB:

• Why do you believe the participants took part in this study?
• What ethical principles were violated in this research study?
• Would an experiment such as this be conducted today? Why or why not?

Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.

Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

Objectives

• Identify unethical practices in the conduct of research
• Describe how reasoning for participation may be influenced by incentives
• Discuss measures that are currently in place to prevent unethical research

Points: 30Due Dates:

• Initial Post: Fri, May 28 by 11:59 p.m. Eastern Standard Time (EST) of the US.
• Response Post: Sun, May 30 by 11:59 p.m. Eastern Standard Time (EST) of the US – (the response posts cannot be done on the same day as the initial post).

References:

• Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
• Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response.

Words Limits

• Initial Post: Minimum 200 words excluding references (approximately one (1) page)
• Response posts: Minimum 100 words excluding references.

Note: Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area.  Points will not be deducted because of format changes in spacing.
 

Week 4 Discussion: How Do the Top Dogs Do It? Learning from Example Toward Effective Drafting

Required Resources
Read/review the following resources for this activity:

• Textbook: pp. 469-494.
• Lesson
• Minimum of 1 scholarly source (in addition to the textbook)

Apply the following writing resources to your posts:

• Link (website): APA Citation and Writing  (Links to an external site.)

Initial Post Instructions

Main Post Paragraph 1: Evaluate an argumentative point
Choose a reading from the assigned pages in your textbook and note how the author addresses an argumentative point in the body of the article (in other words, not in the introduction paragraph(s) nor in the conclusion paragraph(s). Work to find a body point that demonstrates a range of strategies like logic, refutation, and author’s voice.

Then, please take the time to read and re-read the entire piece and your chosen section a few times, jotting down notes to help you, before composing a paragraph that addresses all of the following:

• In what ways do you see the author’s voice being used? How does the author’s own voice (not the sources’ voices) drive and frame the argument?
• What does the author use for support for the point? (for example, logic created by the author, sources, a combination?) Is this effective, in your view? Why or why not?
• Does the author use any logical fallacies? If so, name them and explain why they are fallacies. If not, explain why the author’s logic is solid.
• Does the form of this reading match the form of the writing we are learning: full essay paragraphs? If so, explain why and how. If not, explain why you think this particular piece of reading does not use academic essay format and what you might do to revise it. In other words, if there are many short paragraphs, could you put some together to form single paragraphs that are still driven by the author’s voice?

Main Post Paragraph 2: Practice Using Your Voice in a Full Body Paragraph Toward Your Essay
Referring back to the lesson, please compose and present a single, well-developed draft of one body paragraph for our argument research essay, paying special attention to making your voice the driving force and to using solid logic. Remember the parts of a good body paragraph for an argument essay:

• Composing a smooth, clear topic sentence in your voice that provides a transition and that asserts your topic for the paragraph
• Using your voice to introduce and present your evidence that supports your topic sentence
• Using logic in your voice to tie the evidence to your argumentative point
• Avoiding logical fallacies
• Using concession and rebuttal if you are presenting opposing viewpoints
• Ending strongly with your voice in an extended explanation of how all factors involved in this paragraph drive home your argument in this particular point
• Making sure to synthesize throughout, with clear connections between all evidence and all of your logic and assertions

Writing Requirements

• Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
• APA format for in-text citations and list of references

Grading

Assignment Scenario

After graduating from nursing school and passing your boards, you accepted a position as an RN in the emergency center at Rasmussen General Hospital (RGH). In the weeks ahead, your emergency center plans to implement a new initiative where clients diagnosed with low-risk deep vein thrombosis (DVT) will be sent home on 3 months of oral anticoagulation therapy with rivaroxaban.

Historically, clients diagnosed with DVTs in the emergency center were admitted to the hospital’s observation unit. However, when surveyed about their experiences, many clients reported that this was costly, time-consuming, and inconvenient. Under RGH’s new program, emergency center nurses will be responsible for educating clients about their new medication and administering the first dose to the client before discharge.

As part of this new initiative, all emergency center nurses at RGH must be trained to properly educate these clients on all aspects of their new medication regimen. Because you have demonstrated a keen interest in pharmacology, your manager has asked you to develop the educational tools that will be used to train the nurses at RGH.

It’s worth noting that the standard dosing for all low-risk DVTs is as follows:

• 15 mg BID, 12 hours apart, for 21 days
• After 21 days, use 20 mg once per day
• After 90 days, the client will follow up in the thrombosis clinic to evaluate if they meet criteria for discontinuing the medication

Assignment Instructions

Your manager explained that all of the emergency center nurses at RGH will be educated in small groups through a short, in-service training session. You have been asked to develop a professional-looking PowerPoint presentation that the trainers will use to guide the in-service sessions. Your PowerPoint will need to:

1. Be professional-looking, have a title slide, and 10-15 content slides.
2. Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the content slides.
3. The Speaker Notes for each slide will contain the text that will guide what the trainer will say while presenting the slides during the in-service.
4. The content slides themselves should be clear and easy to understand; they serve as an outline so the audience can follow along with what is being presented.
5. Be written using proper spelling/grammar and at a level that would be appropriate for the audience.
6. Remember the purpose of the training is to help nurses learn to educate their clients about the use of a medication. With that in mind, it may be helpful to provide examples of how to explain the information to a client in an easy to understand way without complicated, technical terms.
7. Include APA formatted in-text citations for at least 3 scholarly references and present the sources in APA format on a References slide.
8. Contain content addressing the items below.
9. Pharmacotheraputics
10. State the drug name and its therapeutic category
11. Pharmacodynamics (how does this drug work to achieve its intended response)
12. Pharmacokinetics (how is this drug absorbed, distributed, metabolized, and excreted).
13. Discuss dosage, scheduling, route, and length of therapy.
14. Describe what clients can expect regarding their therapeutic response and when it should develop
15. Introduce nondrug measures that clients can do to enhance their therapeutic response (e.g., specific diet to follow, exercise requirements, substances to avoid, special precautions to take, etc.)
16. Side Effects, Adverse Effects, and Interactions
17. Explain the symptoms of common side effects, and what clients can do to minimize any discomfort
18. Explain the symptoms of any major adverse effects, and what clients should do if they experience them
19. List the major adverse drug-drug interactions and drug-food interactions that clients need to be made aware of
20. Follow-up Care
21. Provide information regarding when clients should call their doctor for advice (e.g., questions, non-urgent symptoms, unpleasant side effects, etc.)
22. Emphasize any symptoms for which clients should seek immediate care (e.g., when to go to the emergency center or call 911)

Note: When developing a professional-looking presentation, it’s important to be mindful of how you layout your content. The slides should present key points, arranged in a logical manner, without extraneous information contributing to a cluttered look. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details without overloading the slides.

For information about creating PowerPoint presentations or adding Speaker Notes, consult the resources below.

• Writing Guide: PowerPoints
• How do I add Speaker Notes to my PowerPoint presentation slides?
• PowerPoint FAQ
• PowerPoint & APA: citing sources and creating reference lists in PPT presentations

1. Description and bioethical analysis of:
   • Pre-implantation Genetic Diagnosis PGD
   • Surrogate motherhood
   • “Snowflake babies”
   • Artificial insemination
2. What is Natural Family Planning (NFP)?
3. Describe the 3 Primary ovulation symptoms.
4. Describe the 7 Secondary ovulation symptoms.
5. Describe various protocols and methods available today.
6. Describe some ways in which NFP is healthier than contraception.
7. Bioethical evaluation of NFP as a means and as an end.
8. Read and summarize ERD paragraphs #: 38, 39, 42, 43, 44, 52.