The format of the argument will be provided in chapter 3 and 4 as following

I would also encourage you to read our recommended text by Lewis Vaughn(Chapter 3 and 4) for additional tips and guidance on how to write well-argued philosophical essays.

 

A good score in the short answer and essay implies excellent grasp of the fundamentals of reasoning and argumentation we have covered in this quarter, such as following Grice’s Conversational Rules, deep and close analysis of arguments, knowledge of inductive and deductive reasoning, avoiding fallacious reasoning,ability to define terms,and offering decisive refutation of opponent’s arguments.

 

Essay:

Select one of the following questions, answer it (4 points), and present what you take to be the strongest arguments in support of your answer (18points). Then state concisely what you take to be the weakest point of your argument

and state clearly how or why despite this weakness, your argument would

be the better one(18points). Be sure to define crucial terms (10points). [Total

50 points].

–

Is abortion morally permissible under any circumstances?

–

Is evolution by natural selection a scientifically established fact?

–

Does God exist?

(You may refer to chapter 21 for hints if you choose this question)

(All of these questions will be presented in the test, you only choose

one).

length :1.5page is fine

Questions 1 to 20: Select the best answer to each question.

1. Which of the following types of heaters uses a special glass sheet with a metallic backing that serves as a heating element?
A. Vertical discharge unit heater
B. Solar panel-skylight
C. Radiant-glass wall-mounted panel heater
D. Ceiling-mounted cable radiant heater

2. What is the TD for an outdoor design temperature of 20 degrees F and an indoor design temperature of 75 degrees F?
A. 35
B. 45
C. 55
D. 95

3. Which of the following is not a type of heat loss from a building?
A. Radiation
B. Convection
C. Circulation
D. Conduction

4. A circuit with a resistance of 25 ohms is carrying a current of 2 A. How much heat, in watts, is developed?
A. 50
B. 100
C. 450
D. 1250

5. Using the degree day method, calculate the annual kWh use in Springfield, Illinois, with a heat loss of 12 kW, and an indoor design temperature of 70 degrees F, and assuming 24-hour per day occupancy.
A. 18,810
B. 23,512
C. 25,080
D. 34,466

6. What is not a factor that reduces the required number of kWh for heating?
A. Higher lighting levels
B. Greater use of electric equipment
C. Greater number of people occupying building
D. Greater ventilation

7. Heating units that depend upon the natural circulation of air in the space to be heated are called
A. unit ventilators.
B. heat pumps.
C. electric baseboard heaters.
D. hot-water storage heaters.

8. Balance point temperature is the
A. temperature at which point ventilation is not required.
B. temperature at which cooling is required.
C. outside temperature at which point heat loss from the building equals internal heat gain.
D. temperature at which point back-up heat comes on.

9. A very good insulator has an R value of 29. The material’s heat transfer coefficient is.
A. 0.034
B. 8.497
C. 14.5
D. 29

10. Of the following, what is true of radiant heat?
A. Lower temperature settings can be used with the same comfort level.
B. A normal thermostat can be used.
C. It is no longer considered a safe heating system.
D. It can only be used as a central system.

11. The best place to locate a thermostat is on an
A. outside wall near a window.
B. inside wall near an outside door.
C. inside wall by a baseboard radiator.
D. inside wall in a draft-free area.

12. Which of the following types of heating systems is often installed with a humidistat to improve fresh air exchange?
A. Radiant ceiling cable
B. Panel heaters
C. Hydronic heating system
D. Resistance baseboard

13. The amount of time it takes for one Btu to flow across one square foot of surface when there is a 1 degree F temperature difference from one side of the material to the other is known as
A. the insulating factor.
B. a material’s R-value.
C. thermal capacity.
D. internal heat gain.

14. The edges of the concrete slab in underfloor thermal-storage systems are insulated to
A. block heat from getting into the building.
B. prevent heat loss through soil to the outside.
C. support the weight of the concrete slab.
D. prevent water from entering the building.

15. What is the internal heat gain, in kW, from a factory with 20 kW of lighting (surface-mounted), 10 kW of running motors, and 10 people doing light benchwork?
A. 17.8
B. 20
C. 20.8
D. 23.8

16. What is a common heating system for school gymnasiums?
A. Unit ventilators
B. Electric baseboard
C. Underfloor thermal storage
D. Ceramic heaters

17. When a low-voltage thermostat with a thermal relay calls for heat, which of the following best describes what happens?
A. Voltage is applied across the relay heater, causing the contacts to close.
B. Voltage is applied across the relay heater, causing the contacts to open.
C. The mercury switch closes.
D. The pilot valve operates.

18. What is the best electric system for a residential building where cost is the primary concern, and air circulation is important?
A. Heat pump
B. Baseboard
C. Central warm-air furnace
D. Radiant glass panels

19. Which of the following controls can automatically reduce heating levels when the building is unoccupied for long periods of time and heat isn’t needed?
A. Damper control
B. Sensing element
C. Thermostat with a bimetallic element
D. Program clock

20. Which of these choices is the most expensive electric system to operate?
A. Baseboard
B. Program clock
C. Heat pump
D. Radiant ceiling

Week 6 SPD 500 Assignment Resources

Textbook1. Special Education for All Teachers

Read Chapter 1 of Special Education for All Teachers.

Electronic Resource1. Common Core State Standards: Application to Students with Disabilities

Read “Application to Students with Disabilities,” located on the Common Core State Standards website.

http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf

2. The Promise and Peril for Students with Disabilities

Read “The Promise and Peril for Students with Disabilities,” by Thurlow, from The Special Edge (2012).

http://www.calstat.org/publications/pdfs/Edge_summer_2012_newsletter.pdf

3. Fewer, Clearer, Higher Common Core State Standards: Implications for Students Receiving Special Education Services

Read “Fewer, Clearer, Higher Common Core State Standards: Implications for Students Receiving Special Education Services,” located on the International Center for Leadership in Education website.

http://www.leadered.com/pdf/Fewer_Clearer_Higher_CCSS_Special_Education_2014.pdf

Website1. Common Core State Standards

Review resources available on the Common Core State Standards website.

http://www.corestandards.org/

e-Library Resource1. F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education

View “F.A.T. City: A Look Back, a Look Ahead-A Conversation about Special Education”.

https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=41097

 

 

 

 

 

Assignments: Please Review All and Please Answer All Question, Label The Question or Bold the Question.

F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education Video Analysis View the video “F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education.” In a 500-750-word video analysis, discuss:

A. How does Richard D. Lavoie define and explain fairness in the classroom?

B. What advice does he offer to parents regarding fairness?

C. What does he say about assumptions, and why does he discuss them?

D. What are three key concepts from the video that were especially meaningful to you?

E. How will they impact your professional teaching practice?

Be sure to cite specific examples from the video in your analysis.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

Benchmark – SPD-500 Summative Examination

Part 1: Short Answer Responses

Evaluate the following case studies, identifying IDEA disability categories where applicable. In 100-250 word responses, classify the IDEA disability category that each student may fall under. Provide a rationale for your identification choice that takes into consideration each student’s developmental milestones.

Tomas, Kindergarten

Tomas entered Mrs. Richards’ Kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas’ excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.

Harper, 3rd grade

Harper attends Sunset Elementary School and has been placed in a class with 25 other 3rd graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself.

 

Austin, 5th grade

Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and also hit his head very hard. When he came home from the hospital he looked just fine, but he needed lots of help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things and he has trouble remembering. He can’t always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.

 

Part 2: Essay

Selecting one of the student scenarios in Part 1, address the following prompts in a 750-1,000-word essay:

A.    Describe how language, culture, and family background influence the learning of individuals with the selected disability.

B.     Summarize the cognitive, linguistic, social and emotional development of individuals with the selected disability and three instructional approaches that respond to the needs of individuals with the selected disability.

C.     Support your response with at least three scholarly resources. Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Discussion Questions Topic 6, DQ 1-word count 200

Describe a strategy or activity that promotes the learning and well-being of others in the classroom. Why do you believe this strategy would be a success?

 Discussion Topic 6, DQ 2 – word count 200

Which of the teacher dispositions relates to the concept of fairness? How does a teacher display fairness in the classroom? Give two concrete examples.

 

 

 

Sample and template

Persuasive Speech Outline Template

Your Name:

COMS 101 Section ___

Date Due:

Organization: Identify your outline pattern here. Your only option for this speech is Problem-Solution (see the textbook, pp. 220–221).

Audience analysis: Provide a description of your audience (e.g., its demographics like age, gender, ethnicity, etc. as well as any other information about them that impacts the way you plan and present the speech (see the textbook, pp. 137–145).

Topic: In 1 or 2 sentences, identify the social problem for which you aim to prescribe a redemptive remedy in this speech (see the Persuasive Speech Guidelines document).

General Purpose: To persuade (see p. 98)

Specific Purpose: To inform the audience about [identify the topic here], and to persuade them that [identify a person, group of persons, organization, government, etc.] should do something [state what this is—provide an action verb here that describes, as specifically as possible, the outcome you are promoting through this speech] in response to this information. (see p. 98)

I. Attention-getter

Use an attention-getter to introduce the topic (see the textbook, pp. 238–239, 242–247).

II. Motive for Listening

Show the audience how this topic relates to them (see the textbook, p. 240).

III. Credibility Statement

Identify the credentials or experiences that qualify you to address this topic as an authority (see the textbook, p. 240).

IV. Thesis Statement

Present your thesis statement—a statement that encapsulates your speech’s main idea—here. State it as 1 complete sentence (subject, verb, complete thought).

 

V. Preview Statement

Present your preview statement here (see the textbook, p. 240). Briefly explain that you will now validate or prove the thesis by presenting Main Point 1 (state it), Main Point 2 (state it), Main Point 3 (state it), etc. Be sure to list each of the body section’s main points, in the order you will cover them.

Transition: Use a word, phrase, or sentence to notify your audience that you now will support your thesis by presenting the main points in their stated order and in greater detail (see the textbook, pp. 222–224).

Body:

I. Main Point 1. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 1 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your first main point to your second main point (see the textbook, pp. 222–224).

II. Main Point 2. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 2 (Parenthetical Citation, if this came from a source).

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning from your second main point to your third main point (see the textbook, pp. 222–224).

III. Main Point 3. State it as 1 complete, declarative sentence. Works with the other main points to develop the purpose statement. Be sure it consists with the chosen organizational pattern you identified above.

A. An example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

B. Another example, illustration, statistic, comparison, quote from an expert or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

C. If needed, another example, illustration, statistic, comparison, quotes from an expert, or other supportive material that supports or illustrates Main Point 3 (Parenthetical Citation, if this came from a source).

Other Main Points: These are optional, depending on the needs of your speech. If you use them, they function in the same way as the preceding points.

Transition: Use a word, phrase, or sentence to notify your audience that you are now transitioning into your conclusion (see the textbook, pp. 222–224).

Conclusion:

I. Summary

Summarize your presentation’s main points (see the textbook, pp. 250–251). Your wording should be very similar to the wording you used when previewing the main points in the introduction section and when presenting the main points in the body section.

II. Call to Action

Restate your thesis in a way that tells the audience, explicitly, how they should respond to it (see p. 252).

III. Refocus Audience Attention (see the textbook, pp. 254–255).

Punctuate your speech’s thesis with an illustration, a quote, or a metaphor that makes it more memorable.

or References (if APA)

Using, APA style, present an alphabetized, properly formatted list of any sources that you cited parenthetically in the outline. For a helpful online guide to proper formatting in each of these styles, see the Hacker Handbooks “Research and Documentation” site via this link (right-click and select “Open Hyperlink”). For automated source formatting assistance, see Landmarks Citation Machine via this link (right-click and select “Open Hyperlink”).

Question

1. Question :

When the price of a good falls, there will be __________.

an outward shift in the good’s demand curve

both an outward shift in the good’s demand curve and a movement along the good’s demand curve

a movement along the good’s demand curve

no change in quantity demanded

Question 2. Question :

If the price of Pepsi increases, then there will be ________ of Pepsi.

a decrease in the supply

an increase in the supply

an increase in the quantity supplied

a decrease in the quantity supplied

Question 3. Question :

Refer to the figure below. The equilibrium price and quantity are __________.

image

$2 and 12 units

$6 and 9 units

$8 and 6 units

$10 and 1 unit

Question 4. Question :

In the automobile industry, workers have just negotiated a new contract giving workers a large raise. There has also been an increase in the number of licensed drivers who are in the market for a new car. In the market for new automobiles, the effects that these changes will have on the equilibrium price and quantity are: __________.

price will increase, and quantity will decrease

price will increase, and the effect on quantity is indeterminate

price will decrease, and quantity will increase

price will decrease, and the effect on quantity is indeterminate

Question 5. Question :

In a market, the rationing function of prices results in __________.

long queues or waiting lines

a price ceiling

equilibrium

a shortage or surplus

Question 6. Question :

If a price floor is set below the current market clearing price, then __________.

a surplus must immediately occur

a shortage must immediately occur

there will be incentives for black markets to develop

quantity demanded will remain equal to quantity supplied at the current market clearing price

Question 7. Question :

A result of a positive externality in the production of a good is that __________.

the price system will over-allocate resources to the production of that good or service

the price system will under-allocate resources to the production of that good or service

the market supply will be too high

the market demand will be too high

Question 8. Question :

A fundamental aspect of public goods is that they __________.

are just like private goods EXCEPT that everybody wants to consume the same amount

have positive externalities

are characterized by the principle of rival consumption

can be consumed jointly by many people simultaneously

Question 9. Question :

The free-rider problem is encountered when __________.

someone benefits from the consumption of a public good without paying his or her full share

all individuals who consume a public good pay for it

all goods consumed and produced are private goods

all individuals are willing to pay for what they consume

Question 10. Question :

If a seller lowers the price of a product when demand is price inelastic, then the seller can expect revenues to __________.

rise

fall

stay the same

either rise or fall, but it is impossible to determine which

Question 11. Question :

When two goods are unrelated, __________.

the demands for both goods will be inelastic

cross price elasticity of demand will be 0

cross price elasticity of demand will be negative

cross price elasticity of demand will be positive

Question 12. Question :

If one’s demand for peanut butter decreases as income rises, then the income elasticity of demand for the product is __________.

elastic

inelastic

unit elastic

negative

Question 13. Question :

On a hot summer day, a construction worker enters a McDonald’s fast-food restaurant. He orders the first Big Mac. He consumes it within 3 minutes. He then orders a second Big Mac and consumes it in 10 minutes. He eats only half of the third one in 18 minutes and throws away the rest. The store manager offers him the fourth for free. The construction worker says: “No thanks.” Why?

For the construction worker, total utility increased at an increasing rate.

Marginal utility increased at an increasing rate.

Marginal utility declined as he consumed additional Big Macs.

The law of diminishing marginal utility does not apply to consumption of Big Macs.

Question 14. Question :

If a consumer concludes that the marginal utility of the last dollar spent on vegetables exceeds the marginal utility of the last dollar spent on junk food, he will respond by

consuming relatively more junk food and fewer vegetables

consuming relatively more vegetables and less junk food

consuming equal amounts of vegetables and junk food

halting consumption of junk food altogether

Question 15. Question :

The substitution effect shows that __________.

if the price of a good increases, consumers buy more of that good and less of all others

if the price of a good falls relative to all other goods, consumers buy less of that good and more of all others

if the price of a good falls, consumers buy less of all goods

if the price of a good rises, consumers buy less of that good and more of others

Question 16. Question :

Economists generally define the short run as being __________.

that period of time in which at least one of the firm’s inputs, usually plant size, is fixed

that period of time in which all inputs are variable

any period of time less than one year

any period of time less than six months

Question 17. Question :

The marginal product of labor may increase rapidly initially as more __________.

workers are able to specialize

total product is decreasing

the amount of other inputs is held constant

workers will get crowded in a fixed factory

Question 18. Question :

A decrease in long-run average costs resulting from increases in output is __________.

attributed to economies of scale

attributed to diseconomies of scale

attributed to constant returns to scale

attributed to the law of diminishing marginal product

Question 19. Question :

In a perfectly competitive industry __________.

each firm is a price maker

no buyer or seller can influence the market price

there is apt to be a shortage of sellers of output

firms can never make an economic profit

Question 20. Question :

A firm seeking to maximize economic profits should produce at the output at which __________.

total revenue equals total cost

marginal revenue equals marginal cost

average revenue equals average cost

marginal revenue equals average revenue

Question 21. Question :

Price equals the minimum of long-run average cost __________.

in a long-run equilibrium

in a short-run equilibrium as well as in a long-run equilibrium

whenever average revenue equals marginal cost

along a horizontal long-run supply curve but not along an upward sloping long-run supply curve

Question 22. Question :

To sell one more unit of a good, a monopolist must __________.

lower the price on the last unit only

lower the price on all units

raise the price only on the last unit sold

raise the prices on all goods

Question 23. Question :

Refer to the figure below. What is the profit-maximizing price and output?

$9, 14

$13, 14

$11, 16

$10, 17

Question 24. Question :

A monopolist engages in price discrimination __________.

by charging a higher price to consumers whose demand is more elastic

by charging a higher price when marginal cost is lower

by charging a lower price to consumers whose demand is more elastic

by charging the same price to all consumers

Question 25. Question :

Compared to perfect competition, a monopolistically competitive market will produce ________ output and charge a ________ price.

more; higher

more; lower

less; higher

less; lower

Question 26. Question :

If firms in a monopolistically competitive industry are operating with positive economic profit, over time we would see __________.

firms alter their advertising rates until they made at least normal profits

some firms entering the industry, causing the market supply curve to shift to the right, lowering price

some firms entering the industry, causing the demand curves of the existing firms to shift to the left

some firms entering the industry, causing the demand curves of the existing firms to shift to the right

Question 27. Question :

The brand name of a firm __________.

has nothing to do with the profitability of a firm

has been considered irrelevant by economists since profits for a monopolistic competitive firm are zero in the long-run

relates to consumers’ perception of product differentiation and to the market value of a firm

is important in the short-run but not in the long-run

Question 28. Question :

Which of the following is NOT a necessary condition for oligopoly?

Barriers to entry

Strategic dependence of firms

Differentiated products

Either a small number of firms or market dominance by a small number of firms

Question 29. Question :

Refer to the payoff matrix below for the profits (in $ millions) of two firms (X and Y) making a decision to advertise or not. Which of the following is the outcome of the dominant strategy without cooperation?

Both firm X and firm Y choose not to advertise.

Both firm X and firm Y choose to advertise.

Firm X chooses to advertise while firm Y chooses not to advertise.

Firm X chooses not to advertise while firm Y chooses to advertise.

Question 30. Question :

Cheating in a cartel is more likely to occur if the industry __________.

has a large number of firms

has homogeneous products

has easily observable prices

has little variation in prices

Question 31. Question :

A firm will not hire additional workers once __________.

it earns accounting profits

the additional cost of a worker equals the additional revenue from the worker

total product is rising

the company reaches its breakeven output level

Question 32. Question :

When the demand curve for an input is a derived demand this means that __________.

the demand curve is derived from the demand for the final product being produced

the demand curve depends upon the MFC

the law of diminishing marginal product does not hold

the demand curve slopes upward

Question 33. Question :

The equilibrium wage rate in an industry is determined by __________.

finding where the market supply curve indicates that the substitution effect and income effect of a wage increase are offsetting

the intersection of the market demand curve for labor and the market supply curve for labor

the strength of the substitution effect relative to the elasticity of demand for labor

whether workers or management are better at negotiating