Capstone Final Project on Gun violance related to87606, 86837, 86792 orders.
Up until this point during this semester, you have researched, wrote about and shared with others your thoughts regarding a topic you care about. Now it’s time to pull all that work together and present your work as your Capstone Project. Please review the rubric and the instructions for the Submission and Showcase.
Professor comment on the part 3
Looking for a storng argument and explaination
Good effort, Jaspreet. You've done a reasonably thorough job addressing the seven step critical thinking process, and your feedback to your peers was useful. To eliminate any confusion, I would be very specific about your conclusion -- I would start by stating it right at the top -- and then go on to present your reasoning, which needs to be better developed. And remember, a standard form reconstruction of an argument will go a long way toward clarifying your argument and, just as important, help your audience decide upon the strength of the reasoning it contains. That said, I think you're ready to go -- I look forward to seeing your Final Capstone Project! Oh, one last thing: your argument is not deductive. It's inductive all the way.
PHIL 110 Capstone Project (NACE) 1 Final Capstone Project Final Project Submission and Showcase Up to this point in the course, you’ve researched, composed and shared with others your thoughts regarding a topic about which you care deeply. Now it’s time to assemble your final Capstone Project and demonstrate your mastery of our course-specific learning objectives, to wit: 1. Use critical thinking skills to assess information, solve problems, and make decisions; 2. Identify, reconstruct and appraise different argument types that appear in print/non-print media; 3. Evaluate inductive and deductive inferences using the concepts of validity, soundness, reliability, strength and cogency; 4. Construct and evaluate oral and written arguments emphasizing clarity and rationality; 5. Conduct research to locate, synthesize, and evaluate narrative and numerical information in print, electronic, and live formats. You should also attempt display your understanding of the NACE career-readiness competencies described in our syllabus: • Think critically and solve problems; • Effectively communicate in both written and oral prose; • Collaborate within a team to produce successful outcomes; • Utilize information technologies to increase productivity; • Exercise leadership; • Act professionally and ethically; • Take responsibility for personal career management You will have a choice regarding how (in what medium or modality) you demonstrate both of these skill sets. Depending on your learning style and preference, you may select one of the following three mediums: a tweet, dialogue, or images/charts. It doesn’t matter which medium you select as long as you follow the instructions carefully and attempt to demonstrate the skills outlined above. The Final Capstone Project grading rubric will be used to assess your work, so please read it carefully before you create your project. The length of your submission depends entirely on you. It's quality, not length, that will determine your grade on the assignment. An easy way to showcase your grasp of the NACE competencies would be to situate your response in the vocation for which you are preparing. For future nurses, a medical setting (say, a hospital) might be an appropriate context for a #MeToo tweet; for a business student, a dialogue on socially responsible investment decisions could focus on immigration reform; for a future teacher, a graphic presentation that illustrated pertinent data on gun violence in schools might be apt. The choice is yours. The idea is to show your peers how you would use specific critical thinking and problem-solving skills in the vocational field you’re planning on entering. Have fun and be creative! Here are the specific steps you should follow: Step #1: Choose one of the three following mediums to initially present your argumentative position or basic thesis. PHIL 110 Capstone Project (NACE) 2 Choice A asks you to first compose a tweet, such as the Dalai Lama’s tweet found in Unit 11. The tweet should be related to your topic (gun violence, immigration, or #MeToo) and no longer than 280 characters. The tweet should creatively express your thesis. Choice B asks you to compose a dialogue similar to the one you composed in Unit 2 (remember the argument between Hiro and Angie about whether college was worth the expense and effort?). The dialogue should feature 2-3 characters conversing about your topic (gun violence, immigration, or #MeToo) in which each character presents an argument for or against a position related to the topic. One of the characters should put forward your personal position. Choice C asks you to create a set of images or charts related to your topic (gun violence, immigration, or #MeToo). Find or create your own images or charts that speak directly your topic. You should have at least 3 images in your collection. Collectively, your images should support your argumentative position. Step #2: Present your Extended Argument After you’ve creatively rendered your basic position in the medium of your choice (a tweet, dialogue, or images/charts), do the following: 1. Reconstruct your argument in standard form reconstruction (premise 1, premise 2, premise 3, etc., conclusion); 2. Evaluate your argument using the criteria best suited to it (for instance, if it's an inductive generalization or statistical syllogism, use the criteria of sample size, comprehensiveness, and randomness; if it's a causal argument, ask if its premises sufficiently confirm a correlation between the proposed cause and the proposed effect, and if its premises sufficiently disconfirm plausible alternative conclusions; if it's an analogical argument, ask if the comparative features are sufficiently similar and if there are enough similarities to justify the comparison; if it’s a deduction, test for validity and the truth of the premises); and 3. Visually represent your argument, either as an argument map/diagram (see Unit 2.2 video) or with appropriate symbols (as discussed in Units 10 and 11 on sentential logic); Step #3: Critical Reflection on NACE Competencies Review the NACE competencies above. Choose three competencies that you feel are most germane to your current or future career. Reflect upon and discuss meaningfully the relationship of these three competencies to any of the critical thinking skills listed at the start of these instructions. As always, properly cite in APA style all your scholarly resources, including the text from this course. Step #4: Share your Final Capstone Project Post your completed Final Capstone Project in the Final Capstone Project Discussion Forum. Please use a title that includes both your name and your topic (for instance, "Final Capstone Project – Jane Doe #MeToo Tweet). Read and comment on at least two other students' projects, including one who worked on a different topic. PHIL 110 Capstone Project (NACE) 3 Professional Connections: This assignment is designed to help students develop the following competencies, identified by the National Association of Colleges and Employers (NACE) as one of eight core skills linked to career success: ❏ Critical Thinking/Problem Solving A student competent in critical thinking and problem solving: ❏ Exercise sound reasoning to analyze issues, make decisions, and overcome problems; ❏ To obtain, interpret, and use knowledge, facts, and data in this process; ❏ Demonstrate originality and inventiveness. PHIL 110 Capstone Project Rubrics 1 Grading Rubric for Capstone Project Part 1 Criterion Percentage Followed instructions to select a topic. 4% At least one paragraph offers a reason for the selection. 16% At least one paragraph clarifies or re-states the problem. 16% At least one paragraph lists the key components of the problem. 22% At least one paragraph presents an initial argumentative position, including (1) the main claim (the conclusion) and (2) the reasons that support the main claim (the premises). 28% Clearly written, thoughtful answer. 4% Responses to other students pose at least one critical question regarding the topic. 6% Posted on time. 4% 100% Part 2 Criterion Percentage Clearly states at least one solution with reasons justifying choice. 8% Discusses how solution attempts to address the problem. 22% Identifies evidence that would help evaluate the effectiveness of the solution. 28% In responding to other students, mentions similarities and/or differences to their solution. 16% PHIL 110 Capstone Project Rubrics 2 Criterion Percentage In responding to other students, comments on their evidence and/or offers additional perspectives. 16% Clear, error free writing, well-composed answer. 5% Posted on time. 5% 100% Part 3 Criterion Percentage Follows the seven-step critical thinking process in full detail. 10% Proposes an argument that offers a solution related to the topic, including a main claim (conclusion) and supporting evidential statements (premises). 26% Evaluates the argument in terms of (1) its evidential support, (2) the logical connectness (relevance) of the evidence to the conclusion, and (3) the argument’s validity (if it is presented as a deduction) or the argument’s cogency (if it is presented as an induction) 26% Discusses possible objections (rebuttals) to the argument, including any potential fallacies that the argument might commit. 14% In responding to other students, comments begin with a positive statement. 6% In responding to other students, comments provide constructive feedback. 8% Clear, error free writing, appropriate citations. 5% Posted on time. 5% PHIL 110 Capstone Project Rubrics 3 Part 4: Final Capstone Project Criterion Percentage Follows instructions 5% Expresses an argument in a tweet, a dialogue or set of images 10% Extended argument presentation/reconstruction 20% Extended argument evaluation 20% Visual representation 15% NACE reflection on career readiness 20% Proper citations 5% Level of literacy 5% 100% Grading Rubric for Capstone Project Part 1 Part 2 Part 3 Part 4: Final Capstone Project