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For the following defective definition, indicate if it is too broad, too narrow, circular, or some combination of the three.  If it is too broad or too narrow, demonstrate the problem with an example of what the proposed definition wrongly applies to or fails to apply to.  If it is circular, explain what you are thinking. A surfboard is a long, narrow board on which a person stands or lies prone when surfing.

Consider the following argument: I thought I was allergic to cats, but twice this week I handled cats without developing a rash.  So my rashes must have been caused by something else. Now consider this claim: My rashes weren’t caused by cats. Indicate two things: Is the claim an unsupported premise, a supported premise, the argument’s conclusion, or neither a premise nor a conclusion (NPNC)? And is the claim being made explicitly, implicitly, or is it neither stated nor assumed (NSNA)?

For the following sentence, symbolize the subject and predicate classes, explaining what each letter stands for, rewrite the proposition in standard categorical form, and indicate any distributed terms with asterisks: Not all taxpayers are citizens.

Consider the following argument: One of the main reasons for studying logic, or “critical thinking” as it’s sometimes called nowadays, is to achieve familiarity with some of the more important forms that reasoning takes — syllogisms, analogies, generalizations, and the like.  However common these forms may be, they aren’t widely understood, not with the kind of clarity needed to criticize arguments well.  As a result of this ignorance, people giving reasons in support of their claims tend to be bad, not just at listening to one another, but also at listening to themselves.  This is a serious problem in human life.  One might think that having reasons in support of one’s beliefs and actions is good, but having bad reasons is in some ways more dangerous than having no reasons at all.  Bad reasoning makes people into proud, self-righteous, unwitting fools, threats to themselves and others.  This is a reason why students should be required to study logic — which is to say to practice it, logic being a set of skills acquired only through doing.  If begun in college, this should begin early, ideally in the student’s first year of studies, and it should continue throughout their time at the institution. Now consider this claim: A college education should, if possible, counteract proud, self-righteous foolishness. Indicate two things: Is the claim an unsupported premise, a supported premise, the argument’s conclusion, or neither a premise nor a conclusion (NPNC)? And is the claim being made explicitly, implicitly, or is it neither stated nor assumed (NSNA)?

Consider the following argument: The question isn’t whether great video games can be art, but whether they can ever be great art.  The argument against this view is based on the idea that all great art liberates a person for a time from the itch-scratching demands of petty desires.  And the thing to realize about great video games, the so-called “addictive” ones, is that they’re all about this sort of desire satisfaction.  They set up challenges that are fun to overcome — and that’s essentially what they are.  Playing them is all about making choices, sometimes fascinating choices, and moving from challenge to challenge.  But what makes these games great as games is what makes them mediocre at best as works of art.  Think of what it’s like to read a great novel, or listen to a great symphony, or watch a great movie.  You are swept up, transported, but transcended as well: you move beyond yourself and your self-centered concerns.  This is what we mean by great art.  If great games are built on itch-scratching, and great art delivers us from itch-scratching, then no great video game can be great art. Now consider this claim: Great video games cannot be great art. Indicate two things: Is the claim an unsupported premise, a supported premise, the argument’s conclusion, or neither a premise nor a conclusion (NPNC)? And is the claim being made explicitly, implicitly, or is it neither stated nor assumed (NSNA)?

Consider the following argument: The question isn’t whether great video games can be art, but whether they can ever be great art.  The argument against this view is based on the idea that all great art liberates a person for a time from the itch-scratching demands of petty desires.  And the thing to realize about great video games, the so-called “addictive” ones, is that they’re all about this sort of desire satisfaction.  They set up challenges that are fun to overcome — and that’s essentially what they are.  Playing them is all about making choices, sometimes fascinating choices, and moving from challenge to challenge.  But what makes these games great as games is what makes them mediocre at best as works of art.  Think of what it’s like to read a great novel, or listen to a great symphony, or watch a great movie.  You are swept up, transported, but transcended as well: you move beyond yourself and your self-centered concerns.  This is what we mean by great art.  If great games are built on itch-scratching, and great art delivers us from itch-scratching, then no great video game can be great art. Now consider this claim: Great art gives a person temporary respite from petty desires. Indicate two things: Is the claim an unsupported premise, a supported premise, the argument’s conclusion, or neither a premise nor a conclusion (NPNC)? And is the claim being made explicitly, implicitly, or is it neither stated nor assumed (NSNA)?

Consider the following argument: The question isn’t whether great video games can be art, but whether they can ever be great art.  The argument against this view is based on the idea that all great art liberates a person for a time from the itch-scratching demands of petty desires.  And the thing to realize about great video games, the so-called “addictive” ones, is that they’re all about this sort of desire satisfaction.  They set up challenges that are fun to overcome — and that’s essentially what they are.  Playing them is all about making choices, sometimes fascinating choices, and moving from challenge to challenge.  But what makes these games great as games is what makes them mediocre at best as works of art.  Think of what it’s like to read a great novel, or listen to a great symphony, or watch a great movie.  You are swept up, transported, but transcended as well: you move beyond yourself and your self-centered concerns.  This is what we mean by great art.  If great games are built on itch-scratching, and great art delivers us from itch-scratching, then no great video game can be great art. Now consider this claim: The question is whether great video games can be great art. Indicate two things: Is the claim an unsupported premise, a supported premise, the argument’s conclusion, or neither a premise nor a conclusion (NPNC)? And is the claim being made explicitly, implicitly, or is it neither stated nor assumed (NSNA)?

The oxidation number of Ni in K2[Ni(CN)4] is

A solution contains an unknown metal ion. Upon adding  a solution of K2SO4, a white precipitate was formed. Identify the unknown metal . Use the table provided in the attachment Question-11.docx

 SHORT ANSWER:              Sender / Receiver / Message / Feedback / Context / Channel /  “Noise”(Interference) I expect that you recognize this list as the primary elements present in every communication situation (I call them the Big 7).  As you know, communication competence in these elements is difficult, and when the communication is intercultural, there are  additional considerations and challenges. Give two(2) illustrations of how Intercultural dynamics can have an added influence on these elements. Discuss “Context” & any other one(1) element from the list.  Your illustrations should be concrete examples of special considerations for handling that element effectively when in an intercultural encounter. Approach your answer as if you are adding a segment to Edward T. Hall’s insights in Beyond Culture to continue showing how Communication-is-Culture.  “Concrete example” means you should cite something specific you have read about, observed, or experienced regarding how that communication element is additionally impacted when it is in an Intercultural situation.