Tag: Reading Case Studies & Problem Sets

  • [Solved] critical thinking

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## 20262005WritingAssignmentmediamanipulation.docx – 05_MediaManipulationAdvertisingSpring2026.pptx **## 20262005WritingAssignmentmediamanipulation.docx** 202620 05 Writing Assignment: Media Manipulation, Fake News, Bias, Advertising **Available** Mar 6 at 11:59pm 300 words What is …

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    Assignment Prompt & Instructions

    **files (2)**

    – ## 20262005WritingAssignmentmediamanipulation.docx

    – 05_MediaManipulationAdvertisingSpring2026.pptx

    **## 20262005WritingAssignmentmediamanipulation.docx**

    202620 05 Writing Assignment: Media Manipulation, Fake News, Bias, Advertising

    **Available**  Mar 6 at 11:59pm 300 words

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings. (

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **05_MediaManipulationAdvertisingSpring2026.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/05-mediamanipulationadvertisingspring2026-pptx-10510475)

    **05_MediaManipulationAdvertisingSpring2026.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/05-mediamanipulationadvertisingspring2026-pptx-10510475)

    **## 20262005WritingAssignmentmediamanipulation.docx**

    202620 05 Writing Assignment: Media Manipulation, Fake News, Bias, Advertising

    **Available**  Mar 6 at 11:59pm 300 words

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings. (

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **05_MediaManipulationAdvertisingSpring2026.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/05-mediamanipulationadvertisingspring2026-pptx-10510475)

    **## 20262005WritingAssignmentmediamanipulation.docx**

    202620 05 Writing Assignment: Media Manipulation, Fake News, Bias, Advertising

    **Available**  Mar 6 at 11:59pm 300 words

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings. (

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **05_MediaManipulationAdvertisingSpring2026.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/05-mediamanipulationadvertisingspring2026-pptx-10510475)

  • [Solved] Informative Speech

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (3)** – ## InformativeSpeechdirections.docx – ## InformativeSpeechOutlineTemplate-1.docx – ## informativespeechoutline2.docx **## InformativeSpeechdirections.docx** Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put inf…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    **files (3)**

    – ## InformativeSpeechdirections.docx

    – ## InformativeSpeechOutlineTemplate-1.docx

    – ## informativespeechoutline2.docx

    **## InformativeSpeechdirections.docx**

    Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
    **How is AI changing the world**.

    **Upload** these documents for the Informative Speech:

    1. The INFORMATIVE
    _Speech Outline Template document_

    Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

    [Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

    [Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

    2. APA Reference Page of your sources.

    3. The visual aid you will use while delivering your speech.

    **## InformativeSpeechOutlineTemplate-1.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## informativespeechoutline2.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## informativespeechoutline2.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## InformativeSpeechdirections.docx**

    Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
    **How is AI changing the world**.

    **Upload** these documents for the Informative Speech:

    1. The INFORMATIVE
    _Speech Outline Template document_

    Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

    [Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

    [Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

    2. APA Reference Page of your sources.

    3. The visual aid you will use while delivering your speech.

    **## InformativeSpeechOutlineTemplate-1.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## informativespeechoutline2.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## InformativeSpeechdirections.docx**

    Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
    **How is AI changing the world**.

    **Upload** these documents for the Informative Speech:

    1. The INFORMATIVE
    _Speech Outline Template document_

    Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

    [Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

    [Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

    2. APA Reference Page of your sources.

    3. The visual aid you will use while delivering your speech.

    **## InformativeSpeechOutlineTemplate-1.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

    **## informativespeechoutline2.docx**

    2

    ## **Your Speech Title**

    Your Name

    Fayetteville Technical Community College

    COM 231: Public Speaking

    Professor Hunter

    January 25, 2025

    **Informative Speech Outline**
    **Objectives**

    | | |
    | — | — |
    | **Title** | |
    | **General Purpose** | To inform |
    | **Specific Purpose:** _To inform about (your topic)_ | |
    | **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

    **Introduction**

    | | |
    | — | — |
    | **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
    | **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
    | **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
    | **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

    **Body**

    | | |
    | — | — |
    | **Main Point #1** | State your first main point. |
    | **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | **Main Point #2** | II State your second point. |
    | Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    | | |
    | — | — |
    | Main Point #3 | III Continue in the same manner as Points 1 & 2 |
    | Support Material | A.<br>1.<br>2.<br>B. |
    | **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

    Conclusion

    | | |
    | — | — |
    | **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
    | **Clincher** _(Add a final thought to close out your speech.)_ | II |

    **DELETE THIS PORTION BEFORE TURNING IN**

    ***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

    **References**

    Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
    [http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
    _Psychology of Popular Media Culture_,
    _8_(3), 207–217.
    [https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

    Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
    _PLoS ONE_,
    _13_(3), Article e0193972.
    [https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

  • [Solved] research proposal

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    Write a one page reflection about this article. This should be on your own view as a middle school teacher. – [\ \ AcrosstheStreettoaNewWorld2020-06-26_182555.pdf](https://www.sweetstudy.com/files/acrossthestreettoanewworld2020-06-26-182555-pdf "AcrosstheStreettoaNewWorld2020-06-26_182555.pdf")

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    Write a one page  reflection about this article. This should be on your own view as a middle school teacher.

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    \
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    **files (2)** – ## Philosophyweek7.docx – ## 06CriticalThinkinginaPartisanWorldSpring2026.pptx **## Philosophyweek7.docx** **Philosophy (Ad) Refer to the attached powerpoint 200 words** 202620 09 Writing Assignment: Evaluating Arguments: Deductive and Inductive Arguments · **Available** Jan 12 at 12…

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    **files (2)**

    – ## Philosophyweek7.docx

    – ## 06CriticalThinkinginaPartisanWorldSpring2026.pptx

    **## Philosophyweek7.docx**

    **Philosophy (Ad) Refer to the attached powerpoint 200 words**

    202620 09 Writing Assignment: Evaluating Arguments: Deductive and Inductive Arguments

    ·
    **Available** Jan 12 at 12am – Apr 3 at 11:59pm

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **## 06CriticalThinkinginaPartisanWorldSpring2026.pptx**

    Module 6 Intro: Critical Thinking in a Partisan World – Spring 2026

    Critical Thinking Online

    Fayetteville State University

    Dr. Jon Young, Instructor

    1

    Learning Outcomes: In this module, you will

    Describe “blue-pill” partisanship and explain the attitude toward experience it involves.

    Understand the reasons why someone might adopt extreme partisanism.

    Know the telltale signs that you have become a blue-pill partisan.

    Be able to define motivism, negative partisanship, whataboutism, and “nutpicking.”

    Understand the value of being able to defend your views without using hyperpartisan sources and fallacies.

    Be able to distinguish between legitimate and illegitimate reasons for believing something.

    2

    Learning Outcomes: In this module, you will:

    Understand why political advertising is a bigger challenge to critical thinking than most other forms of partisan communication.

    Know how political ads on social can micro-target millions of users based on their psychological and behavioral characteristics and hit those users again and again with tailored messages.

    Be familiar with the ways that political videos can be manipulated to produce political smearing, propaganda, and hatchet jobs.

    3

    What you will do, and how your learning will be assessed.

    Complete the Required Readings

    PowerPoint Introduction

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the quiz.

    Submit a writing assignment.

    Contribute to the Discussion.

    4

    “Blue pill” partisanship

    In the film, The Matrix, the “blue pill” permits a person to “continue to live unaware that they’re in a simulated world where nothing is real and fantasies rule their mind.” (See Section 6.1) Hence, the “blue pill” (not the one some men take!) becomes a convenient symbol for the partisan blindness that is impervious to evidence and seems so prevalent in the US (and around the world) among both liberals and conservatives (the far right and far left).

    Motivated reasoning, confirmation bias, and ignoring contrary evidence (“obstacles to critical thinking) are especially evident in “blue-pill,” blind partisanship. Adherents to a political viewpoint do not ignore evidence and facts, but are very selective in highlighting only the evidence and facts that support their pre-determined views while ignoring all other evidence. A blind partisan will likely only interact (in person or online) with those who already share their views, which means they likely develop a sense of false consensus, that more people agree with them that actually is the case. Moreover, if you do not know anyone with differing views, it becomes very easy to view your opponents as evil, as “them,” who are not like “us,” and thus not really worthy of respect or disnity.

    5

    Consider this passage from textbook (sec 6.1, p. H 21)

    “Many commentators have accused these conspiracy-minded partisans of being reckless, self-destructive, and potentially dangerous. But research suggests that most hyperpartisan people are psychologically normal, propelled by ordinary psychological and sociopolitical forces, and otherwise a lot like everyone else. And the same pressures can nudge almost anyone in that direction. The researchers point to the fuel being resentments and fears, the need for order and control, the need to overcome cognitive dissonance (whenever reality conflicts with what we want to believe), and negative partisanship (when beliefs are formed primarily because of hate for others). These unabating winds can drive people into a gale of unreason, false rationalizations, and political extremism.”

    Please note highlighted passages –

    6

    Political Advertising

    Political advertisements – and especially political attack ads — are among the most clever and deceptive ads ever produced. Bear in mind that no political ad seeks accuracy, completeness, objectivity, or lack of bias. These ads have one goal and one goal only: to influence, persuade, and manipulate you to vote for a specific candidate. This is not to say that such ads are completely devoid of important information, but simply that critical thinkers will always recognize that ALL political ads oversimplify and distort the truth. Hence, critical thinkers will never look exclusively to political ads as a source for deciding how to vote.

    Targeting is especially prevalent in political advertising. If you receive political advertisements via email, social media, or while browing the Web, you can be sure these ads are targeted to your profile, i.e., the issues that will likely make you angry, fearful, resentful – emotions that will likely motivate you to action. Beware, the advertisers seek to manipulate you.

    7

    Consider for a moment”

    Imagine the difference in our experience of political advertisements before and after the advent of the Internet, online technologies, and political advertisements. When I was a much younger person voting for the first time, I would see many, many ads in the newspaper, on television, bumper stickers, lapel pins, and yard signs.

    But now, in addition to all of the above, you are inundated by email, text, and social media with online ads and messages targeted specifically at you based on what campaign thinks will spur you to vote for them. On social media, you hear information (true or not) repeated ad nauseum to points that you may believe them. (Remember “mere exposure effect.) Moreover, you cannot be sure the image are real or fakes created by A.I.

    8

    Reasonable skepticism

    As was the case with the news media the best approach to advertising of all types is reasonable skepticism. This approach recognizes that advertisements can be informative and helpful but that you must never rely them exclusively in making your decisions about what to think and do.

    Never forget: advertising exists to influence, persuade, and manipulate you.

    9

    Excerpts from Article about partisan blindness

    Why, when we can we see the evil in the opposition so clearly, are we blind to our own faults?

    When my opponents do something wrong, that’s emblematic, Michael said, but when my allies do something wrong, that’s exceptional.

    Here’s what he meant. If, say, you’re a highly partisan Republican, you will often look at corruption and acts of violence by your partisan opponents and say, “That’s just what the left does” or “That’s what leftism leads to.” Corruption and violence reveals the left’s true nature.

    If a right-leaning extremist commits an act of violence — or if a Republican is brazenly corrupt — then the response is different. “Every orchard has a few bad apples” or “How dare you compare me to that terrible person?” or “Normal Republicans are nothing like that.”

    10

    Excerpts from Article about partisan blindness

    As a result, no matter the facts of the moment, you end up mad at the opposition. If a left-leaning assassin kills a Republican, then you’re angry because the left is violent. If a right-leaning assassin kills a Democrat, then you’re angry because the left blames the right for what is obviously an evil individual act.

    Online algorithms magnify the problem. They recognize that you are hungry for content that amplifies every bad act by your political enemies and that you hate to read or see any form of attack on your friends, so you live in a carefully curated false reality.

    As a result, no matter the direction of the tragedy, the end result is the same — the right grows angrier at the left, and the left grows angrier at the right.

    11

    Excerpts from Article about partisan blindness

    As one columnist wrote,, wrote “One thing that’s clear from the online debate over whether the left or the right is more violent is that many people have an encyclopedic command of the attacks perpetrated by the other side, and have memory-holed attacks by their co-ideologists.”

    She’s right, and this isn’t a harmless error. If we’re convinced that political violence comes from only one side of the divide, then the temptation toward punitive authoritarianism is overwhelming. “They” are evil and violent, and “they” must be crushed.

    If, however, we accurately understand that America has an immense problem with violent extremism on both sides of the ideological aisle — even if, at any given moment, one side is worse than the other — then the answer lies in reconciliation, not domination. In fact, it’s the will to dominate that magnifies the crisis and radicalizes our opponents.

    12

    Excerpts from Article about partisan blindness

    Confirmation bias is entirely human. We screen out negative information about our side because we so desperately want to see ourselves as good people, fighting hard in a righteous struggle. It’s not just that we believe our ideas are better, but that we are better — we possess higher character and better values than the people on the other side.

    The truth, however, tends to complicate simple narratives, and in the United States the truth is grim. Violent acts aren’t uniting our nation in introspection, grief and grace — they’re separating us into warring factions.

    Excerpts from David French, “There are Monsters on your side, too,” NY Times, September 14, 2025.

    13

    Complete each of the following.

    Complete the Required Reading

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the Quiz.

    Contribute to the Discussion.

    14

    Good luck!

    Contact me via Canvas, at
    [jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu) .

    15

    **## 06CriticalThinkinginaPartisanWorldSpring2026.pptx**

    Module 6 Intro: Critical Thinking in a Partisan World – Spring 2026

    Critical Thinking Online

    Fayetteville State University

    Dr. Jon Young, Instructor

    1

    Learning Outcomes: In this module, you will

    Describe “blue-pill” partisanship and explain the attitude toward experience it involves.

    Understand the reasons why someone might adopt extreme partisanism.

    Know the telltale signs that you have become a blue-pill partisan.

    Be able to define motivism, negative partisanship, whataboutism, and “nutpicking.”

    Understand the value of being able to defend your views without using hyperpartisan sources and fallacies.

    Be able to distinguish between legitimate and illegitimate reasons for believing something.

    2

    Learning Outcomes: In this module, you will:

    Understand why political advertising is a bigger challenge to critical thinking than most other forms of partisan communication.

    Know how political ads on social can micro-target millions of users based on their psychological and behavioral characteristics and hit those users again and again with tailored messages.

    Be familiar with the ways that political videos can be manipulated to produce political smearing, propaganda, and hatchet jobs.

    3

    What you will do, and how your learning will be assessed.

    Complete the Required Readings

    PowerPoint Introduction

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the quiz.

    Submit a writing assignment.

    Contribute to the Discussion.

    4

    “Blue pill” partisanship

    In the film, The Matrix, the “blue pill” permits a person to “continue to live unaware that they’re in a simulated world where nothing is real and fantasies rule their mind.” (See Section 6.1) Hence, the “blue pill” (not the one some men take!) becomes a convenient symbol for the partisan blindness that is impervious to evidence and seems so prevalent in the US (and around the world) among both liberals and conservatives (the far right and far left).

    Motivated reasoning, confirmation bias, and ignoring contrary evidence (“obstacles to critical thinking) are especially evident in “blue-pill,” blind partisanship. Adherents to a political viewpoint do not ignore evidence and facts, but are very selective in highlighting only the evidence and facts that support their pre-determined views while ignoring all other evidence. A blind partisan will likely only interact (in person or online) with those who already share their views, which means they likely develop a sense of false consensus, that more people agree with them that actually is the case. Moreover, if you do not know anyone with differing views, it becomes very easy to view your opponents as evil, as “them,” who are not like “us,” and thus not really worthy of respect or disnity.

    5

    Consider this passage from textbook (sec 6.1, p. H 21)

    “Many commentators have accused these conspiracy-minded partisans of being reckless, self-destructive, and potentially dangerous. But research suggests that most hyperpartisan people are psychologically normal, propelled by ordinary psychological and sociopolitical forces, and otherwise a lot like everyone else. And the same pressures can nudge almost anyone in that direction. The researchers point to the fuel being resentments and fears, the need for order and control, the need to overcome cognitive dissonance (whenever reality conflicts with what we want to believe), and negative partisanship (when beliefs are formed primarily because of hate for others). These unabating winds can drive people into a gale of unreason, false rationalizations, and political extremism.”

    Please note highlighted passages –

    6

    Political Advertising

    Political advertisements – and especially political attack ads — are among the most clever and deceptive ads ever produced. Bear in mind that no political ad seeks accuracy, completeness, objectivity, or lack of bias. These ads have one goal and one goal only: to influence, persuade, and manipulate you to vote for a specific candidate. This is not to say that such ads are completely devoid of important information, but simply that critical thinkers will always recognize that ALL political ads oversimplify and distort the truth. Hence, critical thinkers will never look exclusively to political ads as a source for deciding how to vote.

    Targeting is especially prevalent in political advertising. If you receive political advertisements via email, social media, or while browing the Web, you can be sure these ads are targeted to your profile, i.e., the issues that will likely make you angry, fearful, resentful – emotions that will likely motivate you to action. Beware, the advertisers seek to manipulate you.

    7

    Consider for a moment”

    Imagine the difference in our experience of political advertisements before and after the advent of the Internet, online technologies, and political advertisements. When I was a much younger person voting for the first time, I would see many, many ads in the newspaper, on television, bumper stickers, lapel pins, and yard signs.

    But now, in addition to all of the above, you are inundated by email, text, and social media with online ads and messages targeted specifically at you based on what campaign thinks will spur you to vote for them. On social media, you hear information (true or not) repeated ad nauseum to points that you may believe them. (Remember “mere exposure effect.) Moreover, you cannot be sure the image are real or fakes created by A.I.

    8

    Reasonable skepticism

    As was the case with the news media the best approach to advertising of all types is reasonable skepticism. This approach recognizes that advertisements can be informative and helpful but that you must never rely them exclusively in making your decisions about what to think and do.

    Never forget: advertising exists to influence, persuade, and manipulate you.

    9

    Excerpts from Article about partisan blindness

    Why, when we can we see the evil in the opposition so clearly, are we blind to our own faults?

    When my opponents do something wrong, that’s emblematic, Michael said, but when my allies do something wrong, that’s exceptional.

    Here’s what he meant. If, say, you’re a highly partisan Republican, you will often look at corruption and acts of violence by your partisan opponents and say, “That’s just what the left does” or “That’s what leftism leads to.” Corruption and violence reveals the left’s true nature.

    If a right-leaning extremist commits an act of violence — or if a Republican is brazenly corrupt — then the response is different. “Every orchard has a few bad apples” or “How dare you compare me to that terrible person?” or “Normal Republicans are nothing like that.”

    10

    Excerpts from Article about partisan blindness

    As a result, no matter the facts of the moment, you end up mad at the opposition. If a left-leaning assassin kills a Republican, then you’re angry because the left is violent. If a right-leaning assassin kills a Democrat, then you’re angry because the left blames the right for what is obviously an evil individual act.

    Online algorithms magnify the problem. They recognize that you are hungry for content that amplifies every bad act by your political enemies and that you hate to read or see any form of attack on your friends, so you live in a carefully curated false reality.

    As a result, no matter the direction of the tragedy, the end result is the same — the right grows angrier at the left, and the left grows angrier at the right.

    11

    Excerpts from Article about partisan blindness

    As one columnist wrote,, wrote “One thing that’s clear from the online debate over whether the left or the right is more violent is that many people have an encyclopedic command of the attacks perpetrated by the other side, and have memory-holed attacks by their co-ideologists.”

    She’s right, and this isn’t a harmless error. If we’re convinced that political violence comes from only one side of the divide, then the temptation toward punitive authoritarianism is overwhelming. “They” are evil and violent, and “they” must be crushed.

    If, however, we accurately understand that America has an immense problem with violent extremism on both sides of the ideological aisle — even if, at any given moment, one side is worse than the other — then the answer lies in reconciliation, not domination. In fact, it’s the will to dominate that magnifies the crisis and radicalizes our opponents.

    12

    Excerpts from Article about partisan blindness

    Confirmation bias is entirely human. We screen out negative information about our side because we so desperately want to see ourselves as good people, fighting hard in a righteous struggle. It’s not just that we believe our ideas are better, but that we are better — we possess higher character and better values than the people on the other side.

    The truth, however, tends to complicate simple narratives, and in the United States the truth is grim. Violent acts aren’t uniting our nation in introspection, grief and grace — they’re separating us into warring factions.

    Excerpts from David French, “There are Monsters on your side, too,” NY Times, September 14, 2025.

    13

    Complete each of the following.

    Complete the Required Reading

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the Quiz.

    Contribute to the Discussion.

    14

    Good luck!

    Contact me via Canvas, at
    [jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu) .

    15

    **## Philosophyweek7.docx**

    **Philosophy (Ad) Refer to the attached powerpoint 200 words**

    202620 09 Writing Assignment: Evaluating Arguments: Deductive and Inductive Arguments

    ·
    **Available** Jan 12 at 12am – Apr 3 at 11:59pm

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **## 06CriticalThinkinginaPartisanWorldSpring2026.pptx**

    Module 6 Intro: Critical Thinking in a Partisan World – Spring 2026

    Critical Thinking Online

    Fayetteville State University

    Dr. Jon Young, Instructor

    1

    Learning Outcomes: In this module, you will

    Describe “blue-pill” partisanship and explain the attitude toward experience it involves.

    Understand the reasons why someone might adopt extreme partisanism.

    Know the telltale signs that you have become a blue-pill partisan.

    Be able to define motivism, negative partisanship, whataboutism, and “nutpicking.”

    Understand the value of being able to defend your views without using hyperpartisan sources and fallacies.

    Be able to distinguish between legitimate and illegitimate reasons for believing something.

    2

    Learning Outcomes: In this module, you will:

    Understand why political advertising is a bigger challenge to critical thinking than most other forms of partisan communication.

    Know how political ads on social can micro-target millions of users based on their psychological and behavioral characteristics and hit those users again and again with tailored messages.

    Be familiar with the ways that political videos can be manipulated to produce political smearing, propaganda, and hatchet jobs.

    3

    What you will do, and how your learning will be assessed.

    Complete the Required Readings

    PowerPoint Introduction

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the quiz.

    Submit a writing assignment.

    Contribute to the Discussion.

    4

    “Blue pill” partisanship

    In the film, The Matrix, the “blue pill” permits a person to “continue to live unaware that they’re in a simulated world where nothing is real and fantasies rule their mind.” (See Section 6.1) Hence, the “blue pill” (not the one some men take!) becomes a convenient symbol for the partisan blindness that is impervious to evidence and seems so prevalent in the US (and around the world) among both liberals and conservatives (the far right and far left).

    Motivated reasoning, confirmation bias, and ignoring contrary evidence (“obstacles to critical thinking) are especially evident in “blue-pill,” blind partisanship. Adherents to a political viewpoint do not ignore evidence and facts, but are very selective in highlighting only the evidence and facts that support their pre-determined views while ignoring all other evidence. A blind partisan will likely only interact (in person or online) with those who already share their views, which means they likely develop a sense of false consensus, that more people agree with them that actually is the case. Moreover, if you do not know anyone with differing views, it becomes very easy to view your opponents as evil, as “them,” who are not like “us,” and thus not really worthy of respect or disnity.

    5

    Consider this passage from textbook (sec 6.1, p. H 21)

    “Many commentators have accused these conspiracy-minded partisans of being reckless, self-destructive, and potentially dangerous. But research suggests that most hyperpartisan people are psychologically normal, propelled by ordinary psychological and sociopolitical forces, and otherwise a lot like everyone else. And the same pressures can nudge almost anyone in that direction. The researchers point to the fuel being resentments and fears, the need for order and control, the need to overcome cognitive dissonance (whenever reality conflicts with what we want to believe), and negative partisanship (when beliefs are formed primarily because of hate for others). These unabating winds can drive people into a gale of unreason, false rationalizations, and political extremism.”

    Please note highlighted passages –

    6

    Political Advertising

    Political advertisements – and especially political attack ads — are among the most clever and deceptive ads ever produced. Bear in mind that no political ad seeks accuracy, completeness, objectivity, or lack of bias. These ads have one goal and one goal only: to influence, persuade, and manipulate you to vote for a specific candidate. This is not to say that such ads are completely devoid of important information, but simply that critical thinkers will always recognize that ALL political ads oversimplify and distort the truth. Hence, critical thinkers will never look exclusively to political ads as a source for deciding how to vote.

    Targeting is especially prevalent in political advertising. If you receive political advertisements via email, social media, or while browing the Web, you can be sure these ads are targeted to your profile, i.e., the issues that will likely make you angry, fearful, resentful – emotions that will likely motivate you to action. Beware, the advertisers seek to manipulate you.

    7

    Consider for a moment”

    Imagine the difference in our experience of political advertisements before and after the advent of the Internet, online technologies, and political advertisements. When I was a much younger person voting for the first time, I would see many, many ads in the newspaper, on television, bumper stickers, lapel pins, and yard signs.

    But now, in addition to all of the above, you are inundated by email, text, and social media with online ads and messages targeted specifically at you based on what campaign thinks will spur you to vote for them. On social media, you hear information (true or not) repeated ad nauseum to points that you may believe them. (Remember “mere exposure effect.) Moreover, you cannot be sure the image are real or fakes created by A.I.

    8

    Reasonable skepticism

    As was the case with the news media the best approach to advertising of all types is reasonable skepticism. This approach recognizes that advertisements can be informative and helpful but that you must never rely them exclusively in making your decisions about what to think and do.

    Never forget: advertising exists to influence, persuade, and manipulate you.

    9

    Excerpts from Article about partisan blindness

    Why, when we can we see the evil in the opposition so clearly, are we blind to our own faults?

    When my opponents do something wrong, that’s emblematic, Michael said, but when my allies do something wrong, that’s exceptional.

    Here’s what he meant. If, say, you’re a highly partisan Republican, you will often look at corruption and acts of violence by your partisan opponents and say, “That’s just what the left does” or “That’s what leftism leads to.” Corruption and violence reveals the left’s true nature.

    If a right-leaning extremist commits an act of violence — or if a Republican is brazenly corrupt — then the response is different. “Every orchard has a few bad apples” or “How dare you compare me to that terrible person?” or “Normal Republicans are nothing like that.”

    10

    Excerpts from Article about partisan blindness

    As a result, no matter the facts of the moment, you end up mad at the opposition. If a left-leaning assassin kills a Republican, then you’re angry because the left is violent. If a right-leaning assassin kills a Democrat, then you’re angry because the left blames the right for what is obviously an evil individual act.

    Online algorithms magnify the problem. They recognize that you are hungry for content that amplifies every bad act by your political enemies and that you hate to read or see any form of attack on your friends, so you live in a carefully curated false reality.

    As a result, no matter the direction of the tragedy, the end result is the same — the right grows angrier at the left, and the left grows angrier at the right.

    11

    Excerpts from Article about partisan blindness

    As one columnist wrote,, wrote “One thing that’s clear from the online debate over whether the left or the right is more violent is that many people have an encyclopedic command of the attacks perpetrated by the other side, and have memory-holed attacks by their co-ideologists.”

    She’s right, and this isn’t a harmless error. If we’re convinced that political violence comes from only one side of the divide, then the temptation toward punitive authoritarianism is overwhelming. “They” are evil and violent, and “they” must be crushed.

    If, however, we accurately understand that America has an immense problem with violent extremism on both sides of the ideological aisle — even if, at any given moment, one side is worse than the other — then the answer lies in reconciliation, not domination. In fact, it’s the will to dominate that magnifies the crisis and radicalizes our opponents.

    12

    Excerpts from Article about partisan blindness

    Confirmation bias is entirely human. We screen out negative information about our side because we so desperately want to see ourselves as good people, fighting hard in a righteous struggle. It’s not just that we believe our ideas are better, but that we are better — we possess higher character and better values than the people on the other side.

    The truth, however, tends to complicate simple narratives, and in the United States the truth is grim. Violent acts aren’t uniting our nation in introspection, grief and grace — they’re separating us into warring factions.

    Excerpts from David French, “There are Monsters on your side, too,” NY Times, September 14, 2025.

    13

    Complete each of the following.

    Complete the Required Reading

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the Quiz.

    Contribute to the Discussion.

    14

    Good luck!

    Contact me via Canvas, at
    [jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu) .

    15

    **## Philosophyweek7.docx**

    **Philosophy (Ad) Refer to the attached powerpoint 200 words**

    202620 09 Writing Assignment: Evaluating Arguments: Deductive and Inductive Arguments

    ·
    **Available** Jan 12 at 12am – Apr 3 at 11:59pm

    What is the most important insight you gained from the required readings for this module? This insight could be a definition, a term, concept, idea, or even a specific passage or quote from the readings. Your writing must demonstrate careful reading and thoughtful reflection on the PowerPoint introduction and textbook. Please answer each of the following.

    1.
    **What is the insight?** Explain it thoroughly and include specific details from the readings. Please note that this assignment is NOT asking for a summary of the readings.

    2.
    **Why is this insight important?** Does this insight strengthen, reinforce, clarify, change, or correct your previous understanding or knowledge?

    3.
    **How will you apply this insight?** How will this insight help you address the challenges you face (or will face) in your personal life, academic work, profession, or in carrying out your duties as a responsible citizen?

    **Since this assignment asks for your personal reflections on the required readings, essays generated by Artificial Intelligence (AI) tools will**
    **_not_ express**
    **_your_ thoughts and**
    **_your_ voice and, thus, will not meet the criteria of the rubric (See below).  Critical thinking, above all else, means thinking for yourself. Please do not let AI think for you!**

    **## 06CriticalThinkinginaPartisanWorldSpring2026.pptx**

    Module 6 Intro: Critical Thinking in a Partisan World – Spring 2026

    Critical Thinking Online

    Fayetteville State University

    Dr. Jon Young, Instructor

    1

    Learning Outcomes: In this module, you will

    Describe “blue-pill” partisanship and explain the attitude toward experience it involves.

    Understand the reasons why someone might adopt extreme partisanism.

    Know the telltale signs that you have become a blue-pill partisan.

    Be able to define motivism, negative partisanship, whataboutism, and “nutpicking.”

    Understand the value of being able to defend your views without using hyperpartisan sources and fallacies.

    Be able to distinguish between legitimate and illegitimate reasons for believing something.

    2

    Learning Outcomes: In this module, you will:

    Understand why political advertising is a bigger challenge to critical thinking than most other forms of partisan communication.

    Know how political ads on social can micro-target millions of users based on their psychological and behavioral characteristics and hit those users again and again with tailored messages.

    Be familiar with the ways that political videos can be manipulated to produce political smearing, propaganda, and hatchet jobs.

    3

    What you will do, and how your learning will be assessed.

    Complete the Required Readings

    PowerPoint Introduction

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the quiz.

    Submit a writing assignment.

    Contribute to the Discussion.

    4

    “Blue pill” partisanship

    In the film, The Matrix, the “blue pill” permits a person to “continue to live unaware that they’re in a simulated world where nothing is real and fantasies rule their mind.” (See Section 6.1) Hence, the “blue pill” (not the one some men take!) becomes a convenient symbol for the partisan blindness that is impervious to evidence and seems so prevalent in the US (and around the world) among both liberals and conservatives (the far right and far left).

    Motivated reasoning, confirmation bias, and ignoring contrary evidence (“obstacles to critical thinking) are especially evident in “blue-pill,” blind partisanship. Adherents to a political viewpoint do not ignore evidence and facts, but are very selective in highlighting only the evidence and facts that support their pre-determined views while ignoring all other evidence. A blind partisan will likely only interact (in person or online) with those who already share their views, which means they likely develop a sense of false consensus, that more people agree with them that actually is the case. Moreover, if you do not know anyone with differing views, it becomes very easy to view your opponents as evil, as “them,” who are not like “us,” and thus not really worthy of respect or disnity.

    5

    Consider this passage from textbook (sec 6.1, p. H 21)

    “Many commentators have accused these conspiracy-minded partisans of being reckless, self-destructive, and potentially dangerous. But research suggests that most hyperpartisan people are psychologically normal, propelled by ordinary psychological and sociopolitical forces, and otherwise a lot like everyone else. And the same pressures can nudge almost anyone in that direction. The researchers point to the fuel being resentments and fears, the need for order and control, the need to overcome cognitive dissonance (whenever reality conflicts with what we want to believe), and negative partisanship (when beliefs are formed primarily because of hate for others). These unabating winds can drive people into a gale of unreason, false rationalizations, and political extremism.”

    Please note highlighted passages –

    6

    Political Advertising

    Political advertisements – and especially political attack ads — are among the most clever and deceptive ads ever produced. Bear in mind that no political ad seeks accuracy, completeness, objectivity, or lack of bias. These ads have one goal and one goal only: to influence, persuade, and manipulate you to vote for a specific candidate. This is not to say that such ads are completely devoid of important information, but simply that critical thinkers will always recognize that ALL political ads oversimplify and distort the truth. Hence, critical thinkers will never look exclusively to political ads as a source for deciding how to vote.

    Targeting is especially prevalent in political advertising. If you receive political advertisements via email, social media, or while browing the Web, you can be sure these ads are targeted to your profile, i.e., the issues that will likely make you angry, fearful, resentful – emotions that will likely motivate you to action. Beware, the advertisers seek to manipulate you.

    7

    Consider for a moment”

    Imagine the difference in our experience of political advertisements before and after the advent of the Internet, online technologies, and political advertisements. When I was a much younger person voting for the first time, I would see many, many ads in the newspaper, on television, bumper stickers, lapel pins, and yard signs.

    But now, in addition to all of the above, you are inundated by email, text, and social media with online ads and messages targeted specifically at you based on what campaign thinks will spur you to vote for them. On social media, you hear information (true or not) repeated ad nauseum to points that you may believe them. (Remember “mere exposure effect.) Moreover, you cannot be sure the image are real or fakes created by A.I.

    8

    Reasonable skepticism

    As was the case with the news media the best approach to advertising of all types is reasonable skepticism. This approach recognizes that advertisements can be informative and helpful but that you must never rely them exclusively in making your decisions about what to think and do.

    Never forget: advertising exists to influence, persuade, and manipulate you.

    9

    Excerpts from Article about partisan blindness

    Why, when we can we see the evil in the opposition so clearly, are we blind to our own faults?

    When my opponents do something wrong, that’s emblematic, Michael said, but when my allies do something wrong, that’s exceptional.

    Here’s what he meant. If, say, you’re a highly partisan Republican, you will often look at corruption and acts of violence by your partisan opponents and say, “That’s just what the left does” or “That’s what leftism leads to.” Corruption and violence reveals the left’s true nature.

    If a right-leaning extremist commits an act of violence — or if a Republican is brazenly corrupt — then the response is different. “Every orchard has a few bad apples” or “How dare you compare me to that terrible person?” or “Normal Republicans are nothing like that.”

    10

    Excerpts from Article about partisan blindness

    As a result, no matter the facts of the moment, you end up mad at the opposition. If a left-leaning assassin kills a Republican, then you’re angry because the left is violent. If a right-leaning assassin kills a Democrat, then you’re angry because the left blames the right for what is obviously an evil individual act.

    Online algorithms magnify the problem. They recognize that you are hungry for content that amplifies every bad act by your political enemies and that you hate to read or see any form of attack on your friends, so you live in a carefully curated false reality.

    As a result, no matter the direction of the tragedy, the end result is the same — the right grows angrier at the left, and the left grows angrier at the right.

    11

    Excerpts from Article about partisan blindness

    As one columnist wrote,, wrote “One thing that’s clear from the online debate over whether the left or the right is more violent is that many people have an encyclopedic command of the attacks perpetrated by the other side, and have memory-holed attacks by their co-ideologists.”

    She’s right, and this isn’t a harmless error. If we’re convinced that political violence comes from only one side of the divide, then the temptation toward punitive authoritarianism is overwhelming. “They” are evil and violent, and “they” must be crushed.

    If, however, we accurately understand that America has an immense problem with violent extremism on both sides of the ideological aisle — even if, at any given moment, one side is worse than the other — then the answer lies in reconciliation, not domination. In fact, it’s the will to dominate that magnifies the crisis and radicalizes our opponents.

    12

    Excerpts from Article about partisan blindness

    Confirmation bias is entirely human. We screen out negative information about our side because we so desperately want to see ourselves as good people, fighting hard in a righteous struggle. It’s not just that we believe our ideas are better, but that we are better — we possess higher character and better values than the people on the other side.

    The truth, however, tends to complicate simple narratives, and in the United States the truth is grim. Violent acts aren’t uniting our nation in introspection, grief and grace — they’re separating us into warring factions.

    Excerpts from David French, “There are Monsters on your side, too,” NY Times, September 14, 2025.

    13

    Complete each of the following.

    Complete the Required Reading

    Chapter 6n your electronic textbook .

    Earn at least 6 of 10 points on the Quiz.

    Contribute to the Discussion.

    14

    Good luck!

    Contact me via Canvas, at
    [jyoung@uncfsu.edu](mailto:jyoung@uncfsu.edu) .

    15

  • [Solved] Multicultural education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write a one page reflection about this article. This should be on your own view as a middle school teacher. – [\ \ miseducationofabeginningteacher2020-06-26_183700.pdf](https://www.sweetstudy.com/files/miseducationofabeginningteacher2020-06-26-183700-pdf-10521289 "miseducationofabeginningteacher2…

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    Assignment Prompt & Instructions

    Write a one page reflection about this article. This should be on your own view as a middle school teacher.

    – [\
    \
    miseducationofabeginningteacher2020-06-26_183700.pdf](https://www.sweetstudy.com/files/miseducationofabeginningteacher2020-06-26-183700-pdf-10521289 "miseducationofabeginningteacher2020-06-26_183700.pdf")

  • [Solved] Cultural Authobiography

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    Executive Solution Overview

    Write a cultural Autobiography that represent who you are and what made you who you are today. This should reflect how you see yourself. This assignment may be in narrative or pictorial form., you can link music etc. If this is a narrative do not exceed 2 pages. You may prepare your cultural autobio…

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    Assignment Prompt & Instructions

    Write a cultural Autobiography that represent who you are and what made you who you are today. This should reflect how you see yourself. This assignment may be in narrative or pictorial form., you can link music etc. If this is a narrative do not exceed 2 pages.

    You may prepare your cultural autobiography by making a collage of pictures that represent your heritage, sharing music, telling a story that represents your culture i.e. folkways, more; You may Share a challenge that you faced. This autobiography should be something that you can replicate at the appropriate developmental level of your students in the fall. Keep in mind the guiding question. Who Am I? Your cultural autobiography, addressing the question “How did I come to be who I am? And who am I becoming?” Consider the influence of broad factors such as race, ethnicity, social class, gender, sexual orientation, religion, geographic location, as well as personal factors. How have your experiences of diversity influenced your identity? To what extent have you experienced privileges of the dominant culture or marginalization based on some aspect of your identity? How has your cultural identity and experiences with differences such as race, culture, class, gender, and sexual orientation influenced your learning and teaching? Finally, create a visual image of yourself culturally/your cultural identity. This can be representational or not; feel free to use media of your choice. Please do not exceed 2 pages or 6 PowerPoint slides

  • [Solved] FANTASY SPORTS PUBLIC RELATIONS

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    Executive Solution Overview

    You are the Public Relations Director for a professional team of your choice. The life of a PR Director is always an interesting one full of situations that cannot be controlled. A PR Director must simply deal with the situations as they arise. Throughout the term, you will be given different scenar…

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    Assignment Prompt & Instructions

    You are the Public Relations Director for a professional team of your choice. The life of a PR

    Director is always an interesting one full of situations that cannot be controlled. A PR Director

    must simply deal with the situations as they arise. Throughout the term, you will be given

    different scenarios that you must address.

    For press releases and all other types of produced materials, you are expected to follow the AP

    standard of media writing.

    1. Fantasy Sports Public Relations: DUI Arrest Assignment

    You will craft an AP-compliant public relations release regarding a team member who had a

    recent DUI Arrest and a second release about a team member being placed on the injured reserve

    list.

    2. Fantasy Sports Public Relations: Test Positive for COVID-19 Assignment

    You will craft an AP-compliant public relations release regarding a team member who had a

    recent positive result on a COVID-19 test and a second release about a team member who had a

    recent domestic violence arrest.

    3.Fantasy Sports Public Relations: Paternity Lawsuit Assignment

    You will craft an AP-compliant public relations release regarding a team member who had a

    recent paternity lawsuit and a second team member who had to undergo extra physical therapy.

    4.Fantasy Sports Public Relations: Player Performance Doesn’t Meet Pre-Season

    Expectations Assignment

    You will craft an AP-compliant public relations release regarding a team member whose recent

    performance has not met pre-season expectations and a second release about a team member

    whose x-rays came back inconclusive.

    5.Fantasy Sports Public Relations: Oblique Strain Assignment

    You will craft an AP-compliant public relations release regarding an infrequently used team

    member who had a recent oblique strain and a second release about a team significant line-up

    change due to a number of critical injuries.

    6.Fantasy Sports Public Relations: Multi-MVP Star/Coach Disagreement Assignment

    You will craft an AP-compliant public relations release regarding a multi-MVP star team

    member who had a significant disagreement on game plan and strengths chart and a second

    release about a team member who had a season-ending knee injury.

    7.Fantasy Sports Public Relations: Rookie Takes Over for Veteran Assignment

    You will craft an AP-compliant public relations release regarding a team member (rookie) who

    recently took over for a veteran player due to the veteran player’s off-field/negative behavior and

    a second release about a team member (a franchise player) who requires minor surgery

  • [Solved] Reading ORGANIZATIONAL ANALYSIS PROJECT ASSIGNMENT

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    Executive Solution Overview

    The purpose of the organizational analysis project is to create a comprehensive analysis based off your organization and the experiences you had throughout the semester. This project is an opportunity to reflect on the time you spent in your internship. INSTRUCTIONS The organizational analysis proje…

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    Assignment Prompt & Instructions

    The purpose of the organizational analysis project is to create a comprehensive analysis based off

    your organization and the experiences you had throughout the semester. This project is an

    opportunity to reflect on the time you spent in your internship.

    INSTRUCTIONS

    The organizational analysis project should be presented in a professional manner and should

    follow the guidelines listed below:

    • Students should apply the most current APA format to all aspects of this project. This

    includes margins, section/subheadings, font size, etc. No Abstract is required.

    • Because of the nature of this project, writing in both first and third person is perfectly

    acceptable.

    • There is no minimum page requirement for this project, rather adequately cover the

    required topics below.

    At minimum, the report should include all of the following required elements listed below:

    1. Title Page

    2. The Company

    I. Organizational Culture

    II. Organizational Structure

    III. SWOT Analysis

    3. Project/Assignment Contextual Analysis

    I. Daily Tasks and Activities

    II. Short-Term Projects and Assignments

    III. Project/Assignment Purpose

    IV. Project/Assignment Goals

    V. Measurable Objectives/Milestones

    VI. Project/Assignment Limitations and Barriers

    VII. Project Team/Peers

    VIII. Members/Peers & Roles

    4. Recommendations and Future Plans

    I. Recommendations Suggestions for Company for Future Projects

    II. Suggestions for Company for Future Interns

    III. Future Plans

    5. Career Goals and Objectives upon completion of Internship

    I. Develop a 1, 3, & 5 Year Plan

    II. Area of Industry

    III. Specific Job Title

    IV. Duties/Responsibilities

    V. Salary Range

    VI. Benefits

    VII. Geographical Preferences

    6. Conclusion

    7. References

    – [\
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    INTRODUCTIONASSIGNMENTINSTRUCTIONS.docx](https://www.sweetstudy.com/files/introductionassignmentinstructions-docx "INTRODUCTIONASSIGNMENTINSTRUCTIONS.docx")
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    LogSheetAssignmentForm-2.xlsx](https://www.sweetstudy.com/files/logsheetassignmentform-2-xlsx "LogSheetAssignmentForm-2.xlsx")
    – [\
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    InternshipNews.docx](https://www.sweetstudy.com/files/internshipnews-docx "InternshipNews.docx")