1. General Slides for SOC120 Fall 2005 Week 8 (edited 2/17/06 5:30pm)

2. Thoughts for Critical Thinkers Credibility What does a critical thinker think/do? “Can You Rely On Social Security“

3. Most People believe no! 1994 survey found more young people believing in UFO’s then in the possibility they would get anything back from Social Security taxes The Government retirement fund most experts agree will become increasingly less able to meet the needs of the growing retirement population unless changes are made. What changes, “just a little from each” 1.Remove ceiling (currently no SS tax above $87,000 year) and set 1.5% rate for this income above $87,000). 2.Raise retirement age raise age of full benefits 1 year from 65 to 68 (from current raise to 67 by 2027) 3.Cut Benefits by changing calculation of benefits from inflation “wage inflation” to “price inflation Above assumes the Trust Fund won’t be raided for other uses such as cutting taxes for the wealthy—which has been done Andrew Tobias Sunday August 31, 2003 Parade Magazine Note: Social Security was not designed as a retirement program but as an insurance program for those with little are no retirement, disability, and survivor. It is pretty difficult to live on Social Security alone [I get $1500 month after 40 years]. The idea was SS was for an emergency those who had for some reason been unable to create a retirement through work or savings and for children disabled and those under 21 whose parents were disabled or died. children

4. What does a Critical Thinker do? Check the source Find out who is: Andrew Tobias Do other sources agree with his statements Then make a decision Using your web search skills evaluate the above and make a decision

5. Thoughts for Critical Thinkers The Media has a liberal bias Credibility What does a critical thinker think/do? GoreBush Positive 13% 24% Neutral 31% 27% Negative 56% 49% Total 100% Reported in Lies and The Lying Liars Who Tell Them by Al Fanken. He sites the source as Pew Charitable Trusts Project for Excellence in Journalism.

6. What does a Critical Thinker do? Check the source Find out who is: Pew Charitable Trusts Project for Excellence in Journalism Determine if they did the study and found the data as reported Determine their credibility Using your web search skills evaluate the above

7. Thoughts for Critical Thinkers What does a critical thinker think/do? “..between 60% and 70% of American purchasing decisions are made at the point of sale with a very limited amount of information.“ Underhill, Paco Why We Buy: The Science of Shopping, 2002

8. CT Thoughts a.Wait, sales are like busses there is always another one coming b.Ask yourself; “ Do I really need this, can I buy a less expensive version that does everything I need? c.Check sources for information on reliability, functionality, prices, alternatives (Consumers Report, Kelly Blue Book, PC World, Car and Driver…) Louderback, Jim “But wait That’s not all!” USA Weekend Nov 15-17 2002 d.Your ideas? Unless you have a lot of money to toss try the following! If you don’t need it, don’t buy it!

9. Thoughts for Critical Thinkers What does a critical thinker think/do? The flu vaccine shortage is being given to those “At greatest risk for those whose life would be most endangered …” 1.Children 6-23 months 2.Anyone age 2-64 with potentially serious chronic condition 3.Adults 65 and older 4.Pregnant women 5.Residents of long-term care facilities 6.Health care givers 7.Caregivers for children Dr. Isadore Rosenfield Parade Nov 7, 2004 p19 Flu Update Is this reasonable? What group should be first, second…?

10. What does a Critical Thinker do? Check the source Using your web search skills evaluate the above Pos-http://www.canoe.ca/Health0103/23_kids-ap.htmlhttp://www.canoe.ca/Health0103/23_kids-ap.html Neg-http://www.whale.to/vaccines/flu7.htmlhttp://www.whale.to/vaccines/flu7.html Is this reasonable? What group should be first, second…? No, not according to the Japanese model. They decided to vaccinate school kids when there was limited vaccine— results significant decrease in flu deaths by all categories. Why? School kids get the flu, are the most significant distributors but don’t have a high death rate from the flu since they are not in a high risk category. The Japanese model stopped the limited the distribution. Any k-6 teacher can verify this because of his/her experience. Recent Report Recent Report looked at 20 years of data and found flu shots in US have not significantly decreased flu deaths of older people. (Archives of Internal Medicine; 2/14/2005, Vol. 165 Issue 3, p265, 8p )

11. Week 8-10 [edit 2/17/056]: Week 10, 11 after this Groups C8 concepts web PP, Review C7 problems: independent&dependent p229, deduction/induction p238, eval argument p251, Rev fallacies Slippery slope, Group think, Pity Credibility and miracles, horoscopes Slides…“The Amazing Randy”[movie –Next week F05] Good luck/ Horoscopes, etc. [W6 S4,5] also John Edwards [W7 S9,10] Critical Thinking slides Winner”(W2 S2, S3), Study? (W2 S8,9), -*- Ethics (W7 S2), Iraq and Al Queda Decision (W4 S8,9 @W7S12) Cooperate Responsibility? (W6 S9), Media Liberal Bias? (W8S5,S6), Purchasing decisions (W8S7,8), Flu vaccine(W8S9,10), SS (W8S2,3,4) Web Credibility Exercise Pt I Boolean (Search Basics), Pt II Credibility Criteria, Pt III Credibility Exercise Class project PT III –Step 1—Done –Step 2---Continuing finished first day week 9 –Step 3---Group Debate Drafts combine/edit A04 TR Due first class Week 9 (Next Wed W05) –Step 4---Oral Debates: Last 2 days in quarter A04 due last day week 8 1 printed copy-send digital copy pro to con (Monday W05) A05– Start Week 9 Day1-Due last class day Week 10, obtaining data, interrupt, conclusions Schedule for remainder of Quarter (W8S13) Chapter 10 Overview –relevance for A05 Chapter 11 Overview –relevance to A05 Note: We do not cover Chapter 9 in this class

12. Chapter 8 Study Guide F03 Categorical logic Def and Purpose 4 standard claims A, E, I, O and Affirm/Negative Venn Diagrams…… Translations Purpose Simple Past->Present Only The only Whenever, Wherever Claim about Individual Mass nouns Square of Opposition Contraries Subcontraries Determining Truth Limits 3 categorical operations universe of discourse, complementary class/term –Conversion –Obversion –Contraposition ___________________ Syllogisms Def/Ex (p281) Categorical Syllogisms Terms Relationship Venn diagram of syllogism validity test limits of validity test 3 Rules method validity test distribution (b p294)

13. Schedule W06 Schedule for remainder of quarter. Week 8 Last Day -- Pt II class project 5 articles, --all individual articles with summary like A02. May be from any sources web, periodical, news, journals, etc. Printed from web, Xerox copies or actual articles with summary like A02 for each article. Week 8 Last Day --A04 due {2 copies}, Week 8 Last Day -- Start Project Pt III class project Week 9 Day 1 Pt III first draft of group write up of pro and con for debate due Week 9 –Start A05 Week 10 Last Day --A05 due NO LATE PAPERS Week 10 (last day) -11--Debates

14. Schedule F05-- Revise for F05 Schedule for remainder of quarter. Nov 4 [TR], 8[MW]– Pt II class project, all individual articles web, Xerox copies or actual articles and summary statements due. Nov 4[TR], 8[MW] --A04 due {2 copies}, Nov 9 [TR], 10[MWF]--Pt III group write up of pro and con for debate due Nov 18[TR], 17[MW] --A05 due Nov 18, 23[TR], 17, 22[MW] – Debate

15. Chapter 9 Categorical Logic W06 Inclusion Exclusion A system of logic developed to clarify and evaluate deductive arguments. The study of categorical logic dates back to Aristotle. Based on the relations of: Relevance: Understand car purchase, loans, etc. Understand contractual agreements for renting an apartment completing catalog requirements for a major, etc. Understanding instructions on medicine Etc.

16. * Standard Categorical Claims 06 A: All _______ are _________(affirmative) E: No________are__________(negative) I: Some_______are__________(affirmative) O: Some______are not _______(negative) subject: noun or noun phrase*. Example: Methodists (Class members) predicate: noun or noun phrase. Example: Christians (College Students) subject _predicate_ *Only noun or noun phrases are allowed--Not All fire trucks are red (adj) Error In 7 th ed. Of Text

17. * Venn Diagrams of 4 Standard Claims All Methodists are ChristiansNo Buddhists are Christians Some Christians are MethodistsSome Christians are not Methodists AE IO Circles-classes/categories Shaded-empty Blank-no mention X-some, at least one

18. Past to present: “There were….” To “Some …”p264 Only; Only adults are admitted to see Napoleon Dynamite All admitted to Napoleon Dynamite are adults The only; The only people allowed to drink beer are over 21 All people allowed to drink beer are over 21 Whenever, wherever; She makes friends wherever she goes All places she goes are places she makes friends Claims about an individual (object, occasion or place); Hitler was a psychopath All people identical with Hitler are psychopaths Mass nouns; Daisy Dukes are too out of style to get one now All Daisy Dukes are too out of style to have now Etc, in an introduction it is not possible to cover all possibilities. Translation of claims into standard form: “equivalent claims” 06 Purpose is to translate an ordinary claim into an equivalent standard form e.g “Every A is a B --> All A’s are B’s [A: Claim] “Minors are not eligible --> No minors are eligible [E: Claim] Introduces predicate of A: Introduces subject of A: Treat as A: are E: claim: Treat as A: claim: A: or E: All…:

19. * The Square of Opposition: Correspondence (same S and P)

20. * Determining Truth Values for Corresponding Claims 1 All Aluminum cans are recyclable Some Aluminum cans are not recyclable No Aluminum cans are recyclable Some Aluminum cans are recyclable T thus Fthus T thus F Known

21. * Determining Truth Values for Corresponding Claims 2 All Muslims are Christians Some Muslims are not Christians No Muslims are Christians Some Muslims are Christians F thus T? ? Known Limits If T at top all known If F at bottom all known If F at top or T at bottom only contradictory known

22. * Limits on determining Truth value If we have one truth value, it is often possible to determine other Truth values. True claim, top of square, we can determine all others If we know A is false all we can infer is corresponding O (not E or I) False claim at the bottom (I or O) we can infer other 3 If false at top all can infer is value of contradictory

23. * Three Categorical Operations Conversion: (E and I claims not A and O) switch S and P Obversion: (A E, I O) horizontal change affirmative to negative (vis versa)and replace predicate with its complementary term* Contraposition: (A and O not E and I) switch S and P and replace both with complementary terms. *Universe of discourse-context that limits scope of terms (“everyone passes” [in class not world]) Complementary class-everything in the universe not in first category (everyone not in the class, simplest to put “non” in front of class p273) complementary term-the names of complementary classes (students vs non students (p273))

24. Obversion Claims 3 All aluminum cans are (recyclable) All Aluminum cans are non-(recyclable) Some Aluminum cans are (not recyclable) Some Aluminum cans are not non-recyclable No Aluminum cans are (recyclable) No Aluminum cans are non-(recyclable) Some Aluminum cans are (recyclable) Some Aluminum cans are not-(not recyclable) T thus Fthus T thus F Known

25. * Two Syllogisms All animals have X Man has X Therefore man is an animal Man is an animal Animals have Y Therefore man has Y Conclusion used as Premise for another argument Two common Nature vs Nurture arguments * We would have to convert these to standard form for analysis

26. * Categorical Syllogisms Standard form, two premise deductive argument, whose every claim is a standard form categorical claim in which three terms occur exactly twice in exactly two of the claims Example: All CSUB students are college students Some college students are not dorm residents Therefore some CSUB students are not dorm residents Terms: P Major (predicate of conclusion) -- dorm residents S Minor (subject of conclusion) -- CSUB students M Middle (both premises but not in conclusion) -- college students

27. Relationship of Terms Americans (Socialists) Consumers (Collectivists) Democrats (Republicans)

28. * Venn Diagram Validity Test-0 Minor Major Middle No Republicans are collectivists All socialists are collectivists Therefore, no socialists are Republicans

29. * Venn Diagram Validity Test-1 No Republicans are Collectivists Minor Major Middle

30. * Venn Diagram Validity Test-2 All Socialists are Collectivists Minor Major Middle Since result (green) is an overlap of shaded area, thus empty, we have a correct diagram of the conclusion, a valid syllogism No Rs are collectivists

31. * Venn Diagram test of Validity (1) Some syllogisms are problematic -I or O as one premise, where to place the X If one premise A or E and other premise is I or O diagram A or E first (p287) and there is no longer a choice of where to place the X (2) Some syllogisms still have a problem-an X could go either of two places. Place the X on the line If the the X falls entirely within the appropriate area the argument is valid. If the X fails to entirely fall within the area the argument is invalid (p289) (3) When both premises of a syllogism are A or E (shading) and the conclusion is an I or O (an X), a diagram cannot possibly yield a diagram of the conclusion –If any area has only one area unshaded place the X there and then the conclusion can possibly be read—valid, if not the conclusion is invalid (p286…)

32. * Rules Method for Test of Validity p294 (1) # Negative claims premises = # negative claims conclusion (2) One premise must distribute * the middle term (3) Any term distributed* in conclusion must be distributed in premise * Distributed: see next slide

33. A-claimall S are P E-claimNo S are P I- claimSome S are P O-claimSome S are not P * Distributed: claim says something about every member of class. Memorize this to apply rules method. The circled terms are distributed Error in 7 th ed Text on this – change box on page 294 7 th edition

34. Quiz Chapt 9—From Chapter quiz (quiz file link on class schedule) (1) Display the first claim (a) in a square of opposition (2) Translate, if necessary, and Create a Venn diagram test of this syllogism (3) State the rules for tests of validity and apply the rules to test the validity of this syllogism if possible. {state why not possible if this is the case} (a) Man is an animal (b) Animals have Y (c) Therefore man has Y

35. Determining Truth Values for Corresponding Claims 2 All Men are Animals Some Men are not Animals No Men are Animals Some Men are Animals T thus FT F Known Limits If one T at top all known If one F at bottom all known If both F at top or T at bottom only contradictory known

36. Venn Diagram Validity Test-2 Minor Major Middle

37. Thoughts for Critical Thinkers What does a critical thinker think/do? “..PAIN: Redheads need 20% more painkiller.“ “Research breakthrough” USA Weekend Nov 15-17 2002

38. CT Thoughts a... b... c... d... e... f.F.. g... Based on Chapter 11, What do you need to know? University of Louisville study presented at meeting of American Society of Anesthesiologists, Sample 10 redheads and 10 brunettes given a common anesthetic then electrically shocked until moved only ½ the time, redheads required 20% more anesthesia. http://www.asahq.org/news/redheads.htm

39. Writing Errors: Identify the errors, rewrite correctly Identify the errors and rewrite the following answers to the question 1.Burden of proof is when a person needs to explain why the argument is true. Ex. Two people are conversating and one says God is real. The person who believes that God is real has the burden of proof 2When the affirmative makes the opponent prove an argument Ex: God exist, one person says God does not exist, so the first person says, Prove it then Exception: It is unplausable 3.When the second person states a claim and has the burden. Example Jose I believe and then Tony says “I believe in God” Tony has the burden of proof because he claimed it second 4.When there is a doubt you can prove your point. Ex: When someone says there are aliens Exception: In court cases when you have more cons against a person but you have 2 good claims to prove them innocent. 5.The placing of the requirement for proof on the wrong side of an issue. Example: God is real and exists, the burden of proof is placed on the person who is for something, rather then against. Exception: Doesn't have one. The Question: Define, give an example and an exception to the fallacy of burden of proof.