Three hypotheses/Critical analysis - Essay Prowess

Three hypotheses/Critical analysis

Three hypotheses/Critical analysis

Critical analysis please respond to one of the questions below. Read about and research your question using your textbook, the online lectures, and scholarly Web sites. Try to look at all sides of the problem and at different approaches. Paraphrase the key information, citing your sources. Demonstrate that you understand all the key terms and subject-specific vocabulary in the question as you answer the question.

Reply to at least two other students by the end of the week. Try to respond to any students or the professor who asks questions of you. When replying to one another it is best to paraphrase their response, showing that you understood what they posted (e.g., “As I understand you, Mary, you are saying . . .”); then compare and contrast your answer, research and/or ideas on the matter, doing extra research as needed and offering new information; then end with a probing question about your classmate’s ideas that you would like them to answer (this should not be a yes/no type question, but a how/why/what type question). *I’ll message you the questions as soon as when it shows.

When posting, please remember to always reserve the first line of your post for a title of six words or less that captures the core ideas or message of your posting?even when you are replying to someone.

Video: https://youtu.be/w-bm-Cxg40E

Q1:

Criticize and discuss the following argument:

A quality control inspector for a food-processing firm needed assurance that the cans of fruit in a production run were filled to capacity. He opened every tenth BOX in the warehouse and removed the can in the left front corner of each box. He found that all of these cans were filled to capacity. Therefore, it is probable that all of the cans in the production run were filled to capacity.

Q2:

For the situation below, invent at least three hypotheses aimed at explaining what went wrong or at solving the problem. Then, for each hypothesis, describe one or more experiments or INQUIRIES that would confirm of disconfirm the hypothesis.

You are the manager of a graphic art firm, and, although business has been brisk lately, your chief accountant informs you that the firm is losing money.

Assignment Grading Criteria
Grading Criteria Point Value with Descriptors

Critical analysis of the topic by defining, explaining, and providing support for the conclusions

[20 points]

0?11 12?13 14?15 16?17 18?20
Little or no evidence of critical thinking or understanding of the topic in relation to the sources. Attempts critical thinking or understanding of the topic in relation to the sources. Conclusions are logical and demonstrate a moderate understanding of the topic. Conclusions are logical and well-argued through the use of at least one example and demonstrate a proficient understanding of the topic. Conclusions are logical and well-argued through the use of multiple specific examples. Demonstrates an exemplary understanding of the topic.
Demonstration of key concepts and terms from weekly topics through integration, definition, or explanation.

[20 points]
0?11 12?13 14?15 16?17 18?20
Key terms and concepts are not used, are incorrectly used, or are merely mentioned in passing without explanation. Key terms and concepts are attempted within the topic. Key terms and concepts are utilized satisfactorily, though sometimes without clarity. Proficient detail and clarity in defining and explaining key terms and concepts from the course material. Exemplary detail and clarity in defining and explaining key terms and concepts from the course material. Detail and depth communicate a grasp of the nuances and subtleties of the concepts in question.
Effective integration of weekly topics effectively through synthesis, application, and/or critique.

[20 points]
0?11 12?13 14?15 16?17 18?20
Little/no use of course content for application, analysis, or critique. Attempts use of course material as part of analysis, critique, or expression of personal views.
Attempts clarity, development, and/or explanation. Satisfactory use of course content to express personal position, analysis, and/or critique, yet not fully and effectively integrated. Proficient use of course content in expression and clarification of personal position, analysis, and/or critique. Exemplary use of course content to effectively express and clarify personal views. Course content is fully applied to the analysis of examples, and/or integrated into substantial critical analysis.

Supports ideas and demonstrates understanding with textual, visual and/or oral references and examples.* Where relevant, uses proper MLA citation format and style.

[10 points]
0?5 6 7 8 9?10
Does not support ideas with examples. Citations are not present. Any required quotes, summaries, and/or paraphrases are missing. Attempts to support ideas but examples are inappropriate or irrelevant. Lack of clear citations; sources may not be credible or easily identified. May be missing a required quote, summary, and/or paraphrase. Supports ideas with references and examples, although not all may be relevant, and a required quote, summary and/or paraphrase may be missing. Where relevant, cites sources, including MLA in-text or reference page citations (significant errors).

Supports ideas and demonstrates understanding with correctly quoted, summarized, and/or paraphrased references and examples. Where relevant, cites scholarly sources, including correctly formatted MLA in-text and reference page citations (minor errors). Supports ideas and demonstrates excellent understanding with correctly and eloquently quoted, summarized, and/or paraphrased references and examples. Where relevant, cites reputable scholarly sources, including correctly formatted MLA in-text and reference page citations (no errors).
Employs correct?and standard college-level English grammar, mechanics, spelling, punctuation and sentence structure, appropriate?logic and voice.

[10 points]
0?5 6 7 8 9?10
Little or no use of correct and standard college-level English grammar, mechanics, spelling, punctuation, and sentence structure, appropriate?logic and voice. Minimal use of correct and standard college-level English grammar, mechanics, spelling, punctuation, and sentence structure. Inappropriate logic, voice. Use of correct and standard college-level English grammar, mechanics, spelling, punctuation, and sentence structure, with several errors. Inappropriate logic, voice. Satisfactory use of correct and standard college-level English grammar, mechanics, spelling, punctuation, and sentence structure, with minor errors. Appropriate logic. Exemplary use of correct and standard college-level English grammar, mechanics, spelling, punctuation, and sentence structure. Exemplary logic, voice.
Participates actively in the discussion. Includes at least two substantive responses. Where relevant, may provide constructive critique of other students? work or ask thoughtful questions.
[20 points] 0?11 12?13 14?15 16?17 18?20
Does not participate in the discussion.

Participates minimally but posts only one response. Response lacks detail, clarity, and/or relevance.
Participates in discussion, but may contribute only one response. Responses may not be detailed, clear, or relevant. Comments tend to be brief and lack depth. Good participation in discussion. Contributes two or more substantive responses, with room for improvement in detail, clarity, and/or relevance to course material. Where relevant, asks thoughtful questions. Exemplary participation in discussion.
Advances the conversation and learning of the entire class with two or more substantive, detailed, and clear responses. Follows up on instructor feedback. Where relevant, asks thoughtful questions.

Total Possible Points

100

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