3.1.2.3, At university, what is an argument?
Check one option.
A. An angry disagreement between two people
B. An attempt to defend, validate or explain a conclusion using specific reasons or evidence
C. A more polite term for a fight
D. Another word for a conclusion

3.1.3.1, In lesson 1.3a, Jonathon mentions that he learnt two valuable skills when he struggled to pass a first year university course. What were they?
Check two options
1. How to ask for help
2. Resilience
3. Curiosity
4. Flexibility

3.1.3.2, In lesson 1.3a, why does Ben say he felt comfortable at university?
Check one option.
A. Because he met lots of new people
B. Because he was pushed to think in new ways
C. Because it gave him the confidence to have an opinion

3.1.3.3, In lesson 1.3b, Jenni contrasts her essay writing and argumentation at the beginning of her university course with the argumentation at the end. What differences did she notice?
Check two options.
1. At the end of her course, she wrote more about how she felt.
2. At the end of her course, she wrote longer arguments.
3. At the end of her time at university, she was able to use references more to support her propositions.
4. At the end of her course, she made broader, more cohesive arguments.

3.1.4.1, Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. While trying to replicate one of his professor's experiments, Mohammed notices that another student has made a mistake while calculating the data for the experiment. In one of the equations, one of the signs is around the wrong way. This has made the results of the experiment seem really positive. However, when Mohammed does his calculations, he notices that his results aren't very good at all.
Mohammed does the calculations multiple times. He consults a few other students, and they all come up with the same thing. It isn't an assignment, and students are allowed to collaborate and work together, so Mohammed tells the student about the mistake. However, the other student shrugs and refuses to change it because it is the same as the one used in the original paper.
What is Mohammed required to do?
Check one option.
a. Mohammed isn't required to do anything.
b. He must tell the professor because the student is falsifying his/her results.
c .He must go to the dean of the faculty and accuse the other student of academic misconduct.

3.1.4.2, Consider the following situation.
Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. However, after seeing another student use an incorrect equation while trying to replicate one of his professor's experiments, Mohammed notices that his professor made a small error when calculating the data for the original experiment. When Mohammed fixes the error, it changes the results so much that the conclusion isn't correct any more. Mohammed checks the original and his own multiple times but he still gets the same result.
Mohammed is very concerned because the paper with the published results of the experiments his professor did has been referenced many times.
What should Mohammed do?
Check one option.
a. Bring this to his professor's attention as soon as possible.
b. Go to the head of the school and tell her that his professor has been falsifying his results.
c. Do nothing. Mohammed obviously isn't doing the calculations properly as his professor is much more intelligent and knows much more about the subject than he does.

3.1.4.3, Consider the following situation.
Mohammed is a third year undergraduate student studying epidemiology. His professor is highly regarded in the field and Mohammed is very excited to study under him. However, while trying to replicate one of his professor's experiments, Mohammed notices that his professor made a small error when calculating the data for the original experiment. When Mohammed fixes the error, it changes the results so much that the conclusion isn't correct any more. Mohammed checks the original and his own multiple times but he still gets the same result.
Mohammed is very concerned because the paper with the published results of the experiments his professor did has been referenced many times.
Mohammed decides to approach his professor with the mistake and his calculations. However, his professor tells him not to worry about it and that "is just how science is". His professor does nothing.
What should Mohammed do now?
Check one option.
a. Go to the head of the school and tell her that his professor is has been falsifying his results.
b. Do nothing. Maybe that is just how science is done in epidemiology.
c. Go to the head of the school and ask for their opinion on the situation.
d. Tell his friend who works at the university's newspaper all about it, so they can write up an expose on his professor.

3.1.5.1, "A wise man ... proportions his belief to the evidence." - David Hume
What quality of academic culture does this relate to?
Check one option.
a. The contingent nature of academic knowledge
b. The need for proof to support opinions
c. The use of research to produce knowledge
d. The importance of independent learning

3.1.5.2, Consider the following situation:
For a course Timmy is taking, he has to conduct a research experiment and write a full research report. Part of the research report is a literature review. Timmy feels really lucky because earlier in the semester they had to write a literature review for the same class.
Can Timmy use the same literature review he did earlier in the course for this assignment?
Check one option.
a. No, this would be considered self-plagiarism.
b. No, this would be considered Fabrication.
c. Definitely. If it is on the same topic for the same course, Timmy does not need to write the literature review again.
d. It depends; Timmy should check his course outline or lecturer to make sure.

3.1.5.3, Which of the following is a trait of critical thinking according to lecture 1.2b?
Check two options.
1. It is forceful and persuasive.
2. It reflects on its own basis, background and reasons.
3. It is easy and carefree.
4. It aims to be objective and free from bias.

3.1.5.4, How had university changed some of the people interviewed in lesson 1.3a?
Check two options.
1. It had caused them to ask people their feelings.
2. It had helped them understand communication in different contexts.
3. It caused them to change careers and become actors.
4. It had given them better people skills.

3.1.5.5, What is argumentation?
Check one option.
a. Taking a stance or position in relation to a topic
b. A set of reasons to show that a conclusion is valid
c. An angry disagreement
d. The process of disagreeing with someone

3.2.1.1, Which of the habits of mind or dispositions discussed in lesson 2.1a is reflected in the following quote?
"When I started thinking about my assignment question, the first thing I did was to start applying some of the techniques that I had learnt in my course. My lecturer had talked about a set of criteria that could be applied to problems in my field, so I used that to start generating solutions."
Check one option.
a. Metacognition
b. Self-confidence
c. Being systematic
d. Being open-minded

3.2.1.2, Which of the habits of mind or dispositions discussed in lesson 2.1a is reflected in the following quote?
"The final assignment in my organisational behavior course was a complex case study assignment about some issues in a large company. It's unrealistic to expect in a tricky situation such as this that there is only one possible answer."
Check one option.
a. Maturity
b. Truth-seeking
c. Being analytical
d. Metacognition

3.2.1.3, Which of the habits of mind or dispositions discussed in lesson 2.1a is reflected in the following quote?
"Through my university course my lecturers really helped me reflect on my own thinking processes. One unit in particular made me do so using an online reflective blog. It was a bit of a pain at the time, but I recognize now how useful it is."
Check one option.
a. Metacognition
b. Truth-seeking
c. Being analytical
d. Inquisitiveness

3.2.2.1, Consider the following list of traits of the different spheres of argumentation.
1. Uses any example or means as evidence in arguments
2. No fixed rules for reasoning or evidence
3. Aimed at a specific audience
4. Tries to change opinions or values
5. Adheres to strict rules about data collection and analysis
6. Aimed at the general public
Which traits describe the technical sphere of argumentation?
a. 1 and 2
b. 2 and 3
c. 3 and 4
d. 3 and 5
e. 4 and 5
f. 4 and 6

3.2.2.3, Which argument sphere does the following argument belong to?
"We definitely need the new rail system in this area. Buses are usually late, and it's a long way to drive to the city. It's a bit more comfortable getting a train too I think."
Check one option.
a. The technical sphere of argumentation
b. The private sphere of argumentation.
c. The public sphere of argumentation
d. The personal sphere of argumentation

3.2.3.1, Which of the following are characteristics of argument fields?
Check three options.
1. Shared academic discipline such as biology or law
2. Shared processes of thought
3. Common object of study
4. Shared opinion on the common object of study
5. Agreement on what knowledge is

3.2.3.2, Apart from academic disciplines, what are some other things that can define an argument field?
Check two options.
1. Courtroom
2. School of thought
3. Profession
4. Faculty

3.2.3.3, Think back to the lesson on differences in argumentation in History and Biology. What is an example of a difference in argumentation in the arts and social sciences courses on the one hand, and science courses on the other?
Check one option.
a. In arts and social sciences courses students will generally need to engage in argumentation much earlier in their courses than science students.
b. In arts and social sciences courses students will generally need to engage in argumentation much later in their courses than science students.
c. In the sciences argumentation generally takes the form of arguing for solutions.
d. In the arts and social sciences argumentation generally takes the form of arguing for solutions.

3.2.4.1, What is a questioning stance, according to the lesson?
Check two options.
1. A general way of life
2. A way of standing that improves concentration
3. A way of approaching a text
4. A way of reading a text

3.2.4.2, Why is a questioning stance a central part of academic culture, according to Brick, Herke and Wong (2016)?
Check one option.
a. Because students are assessed on their ability to adopt a questioning stance
b. Because students need to analyze the reliability of sources
c. Because it is a form of independent learning
d. Because argument and debate advance knowledge

3.2.4.3, Why do we need to take a questioning stance in our learning at university?
Check one option.
a. Because it is so important in academic culture
b. To poke holes in an argument
c. To more fully understand the topic you are learning
d. To avoid the 'who cares' questions

3.2.5.1, Consider the following situation.
A group of engineering students are doing a group assignment. The assignment asks them to calculate the ability of a tall building to withstand wind, earthquakes and other potential stresses. One student, who has worked through all the set questions and activities in class, knows how to address the question and helps the others students complete the assignment with assurance.
Which of the following dispositions or habits of mind for critical thinking is the student displaying?
Check one option.
a. Truth-seeking
b. Self-confidence
c. Inquisitiveness
d. Metacognition

3.2.5.2, Consider the following situation.
A student is asked to do a feminist analysis of a movie. The student already has strong opinions about both feminism and the film they must analyse. However, they make a mental note of their biases when conducting research. The student makes sure they read sources representing a variety of different views, rather than just their own.
Which of the following dispositions or habits of mind for critical thinking is the student displaying?
Check one option.
a. Being systemic in your thinking
b. Self-confidence
c. Inquisitiveness
d. Metacognition

3.2.5.3, Which argument sphere does the following argument belong to?
"Proponents of the new rail network say that it will reduce traffic and car emissions. What is overlooked, however, is the enormous bill for the cost of the new rail network will present to current and future generations, a bill that the citizens of this state will be paying off for quite some time."
Check one option.
a. The technical sphere of argumentation
b. The media sphere of argumentation.
c. The public sphere of argumentation.
d. The personal sphere of argumentation

3.2.5.4, Which argument sphere does the following argument belong to?
"In contrast with many neoclassical theorists, who see government spending as constrained, modern monetary theory (MMT) sees government spending as relatively less limited. This is because according to MMT the very notion of government debt is a misnomer due to the government's control over the fiat money supply. Thus spending on infrastructure projects is often seen as advantageous, particularly at times of low interest rates."
Check one option.
a. The technical sphere of argumentation
b. The academic sphere of argumentation
c. The public sphere of argumentation
d. The personal sphere of argumentation

3.2.5.5, Consider the following methodology, which can be considered an argument field.
Conversation analysis is a well-defined method and school of thought that analyses language from a social perspective. It seeks to study naturally occurring talk, either in everyday conversations or institutional settings such as schools and organizations. Any conversation analysis must be strictly based on the actual conversation, and outside categories (such as the race or class of the speaker) cannot be imposed unless they are referred to in the conversation being analyzed. Conversation analysts seek to find out what actions are performed by speakers in conversation (e.g. telling stories, making arrangements), and how they organize their talk in order to do that. They use a special mode of analysis to understand how actions are performed in talk called the next turn proof procedure. In this procedure, the action of the speaker is understood by examining how the following speaker understood them. When discussing the organization of talk, conversation analysts use terms such as turns, sequence organization and repair (how speakers fix errors in their talk).
When thinking about Conversation Analysis as an argument field, what is a specialized process of thought?
Check one option.
a.The next turn proof procedure
b.Sequence organization and repair
c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences
d.Naturally occurring talk-in-interaction.

3.2.5.6, Consider the following methodology, which can be considered an argument field.
Conversation analysis is a well-defined method and school of thought that analyses language from a social perspective. It seeks to study naturally occurring talk, either in everyday conversations or institutional settings such as schools and organizations. Any conversation analysis must be strictly based on the actual conversation, and outside categories (such as the race or class of the speaker) cannot be imposed unless they are referred to in the conversation being analyzed. Conversation analysts seek to find out what actions are performed by speakers in conversation (e.g. telling stories, making arrangements), and how they organize their talk in order to do that. They use a special mode of analysis to understand how actions are performed in talk called the next turn proof procedure. In this procedure, the action of the speaker is understood by examining how the following speaker understood them. When discussing the organization of talk, conversation analysts use terms such as turns, sequence organization and repair (how speakers fix errors in their talk).
When thinking about Conversation Analysis as an argument field, what is object of study?
Check one option.
a.The next turn proof procedure
b.Sequence organization and repair
c.What actions are performed in the talk-in-interaction, and how the talk is sequentially organized into turns and sequences
d.Naturally occurring talk-in-interaction

3.2.5.7, Consider the following abstract for an academic journal article.
Mega-events, such as the Olympic Games and world fairs, are a major factor in tourism development, urban revitalization, and urban reimaging strategies. However, despite their economic, social, and political significance, it is only within the last decade that substantial attention has been paid to their impact and legacies. This article provides a discussion of the scope and definition of mega-events, an analysis of the reasons why mega-events are held, and offers an examination of the housing and social impact of mega-events on host cities and regions with special reference to the housing and social planning of the Sydney 2000 Olympic Games. The article concludes that the focus on the economic dimension of events is often at the expense of social, environmental, and political analyses.
(Hall, C. M., & Hodges, J. (1996). The party's great, but what about the hangover?: The housing and social impacts of mega-events with special reference to the 2000 Sydney Olympics. Festival Management and Event Tourism, 4 (1-1), 13-20.)

A student has taken a questioning stance towards this article. Here are some of the questions he has asked of the text.
1. "What are the qualifications of C.M. Hall and J. Hodges?"
2. "How could the information included in this article be used to better organise mega-events in the future?"
3. "What are the weaknesses of their position on the impacts of mega-events?"
4. "Do I agree with their notion that the economic dimension of these events is in contradiction to environmental and social analyses?"
5. "What evidence are Hall and Hodges using?"
6. "Does their argument make sense?"
Which of these questions are content questions?
Check one option.
a. 1, 2 and 3
b. 1, 5 and 6
c. 2, 3 and 4
d. 3, 4 and 6

3.2.5.8, Consider the following abstract for an academic journal article.
Mega-events, such as the Olympic Games and world fairs, are a major factor in tourism development, urban revitalization, and urban reimaging strategies. However, despite their economic, social, and political significance, it is only within the last decade that substantial attention has been paid to their impact and legacies. This article provides a discussion of the scope and definition of mega-events, an analysis of the reasons why mega-events are held, and offers an examination of the housing and social impact of mega-events on host cities and regions with special reference to the housing and social planning of the Sydney 2000 Olympic Games. The article concludes that the focus on the economic dimension of events is often at the expense of social, environmental, and political analyses.
(Hall, C. M., & Hodges, J. (1996). The party's great, but what about the hangover?: The housing and social impacts of mega-events with special reference to the 2000 Sydney Olympics. Festival Management and Event Tourism, 4(1-1), 13-20.)
A student has taken a questioning stance towards this article. Here are some of the questions he has asked of the text.
1. "What are the qualifications of C.M. Hall and J. Hodges?"
2. "How could the information included in this article be used to better organise mega-events in the future?"
3. "What are the weaknesses of their position on the impacts of mega-events?"
4. "Do I agree with their notion that the economic dimension of these events is in contradiction to environmental and social analyses?"
5. "What evidence are Hall and Hodges using?"
6. "Does their argument make sense?"
Which of these questions are context questions?
Check one option.
a. 1, 2 and 3
b. 1, 5 and 6
c. 2, 3 and 4
d. 3, 4 and 6

3.3.1.1, Have a look at the following statement. Which sentence is the conclusion?
I have the right to leave work after lunch. According to the Universal Declaration of Human Rights, article 24, everyone has the right to rest and leisure, including reasonable limitation of working hours. I have been working an unreasonable amount of hours.
Check one option.
a.The first sentence
b.The second sentence
c.The third sentence

3.3.1.2, Have a look at the following argument. What is one problem with the argument?
According to the Universal Declaration of Human Rights, article 24, everyone has the right to rest and leisure, including reasonable limitation of working hours. I have been working an unreasonable amount of hours. Therefore, I have the right to leave work after lunch.
Check one option.
a.The conclusion doesn't logically follow the premises.
b.The premises are not logically connected.
c.The first premise is not valid.
d.The second premise is not strong, because the definition of 'reasonable' is unclear and needs to be further illustrated.

3.3.1.3, Have a look at the following argument. What is the problem with the conclusion?
I have the right to leave work after lunch. According to the Universal Declaration of Human Rights, article 24, everyone has the right to rest and leisure, including reasonable limitation of working hours. I have been working an unreasonable amount of hours.
Check one option.
a.The conclusion comes before the premises.
b.The conclusion is not the most logical result of the premises.
c.The conclusion does not follow from the premises.

3.3.2.1, Have a look at the following passage. What is wrong with the argument?
Every morning, as it gets closer to midday, the temperature rises. At the same time, I always start to feel hungry. Therefore, an increase in temperature makes me hungry.
Check one option.
a.It assumes that there is a cause-effect relationship between the two trends.
b.It draws a conclusion based on too few examples.
c.It misrepresents the original argument.

3.3.2.2, Which of the following statements can be considered hasty generalizations?
Check one option.
a.All generalizations are bad.
b.All homeless people are unemployed.
c.Winter months are colder than Summer months.

3.3.2.3, Have a look at the following passage. What is wrong with the counter-argument?
Argument: Research suggests that restorative and reparative punishments, such as community-service sentences, result in a reduction of repeat offenders. This is particularly the case for minor, non-violent offenses. The justice system should reduce the amount of prison sentences and increase the number of community-service sentences for minor, non-violent offences.*
Counter-argument: According to crime statistics, between 50% and 60% of all released prisoners will re-offend. If you take criminals out of jail and let them free on the street you will be putting innocent people's lives in danger.*
*Arguments are fictional
Check one option.
a.It assumes that there is a cause effect relationship between the two trends.
b.It draws a conclusion based on too little evidence.
c.It misrepresents the original argument.

3.3.3.1, What is one of the downsides to using deductive reasoning in a university context?
Check one option.
a.Deductive reasoning needs to use strong, fixed language and this means it can be more easily attacked and disproven than other forms of reasoning.
b.Deductive reasoning is weaker than other forms of reasoning.
c.Deductive reasoning uses probabilities and is therefore not always true.

3.3.3.2, What are the two main types of reasoning that you find at university?
Check two options.
1. Reasoning that moves from theory to practice
2. Reasoning that moves from general statements to specific conclusions.
3. Reasoning that moves from specific observations to general conclusions
4. Reasoning using generalizations.
5. Reasoning using probabilities

3.3.3.3, Consider the following argument:
The Artape people have lived on the island of Staples for between 20,000 and 25,000 years. A number of archaeological sites have been radiocarbon dated to around 19,000 BC, although there is evidence of some tools being used by hunters as early as 23,000 BC. They are thought to have migrated across from Africa on land bridges that existed before the last ice age. Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that there was trade between the main land and the smaller island across these land bridges, but this stopped when the seas rose around 12,000 years ago.*
*Fictional people & history
What kind of reasoning is evident here?
Check one option.
a.This is an example of reasoning from specific observations to general conclusions.
b.This is an example of reasoning from general observations to specific conclusions.
c.This is an example of reasoning using probabilities.

3.3.4.1, What is the problem with the following 'laundry list' approach to the issue of homelessness?
Mental health issues >
Poverty > homelessness
Unemployment >
Check two options.
1. The factors are not relevant.
2. The factors are not related to each other.
3. The list only indicates a one way relationship between the causes and effect.
4. The list doesn't demonstrate the relationship between each factor and how they are related.

3.3.4.2, How can re-framing the following statement as a cycle (or a 'feedback loop') help create a better understanding of the issue?
Mental health issues, unemployment and poverty are all factors that lead to homelessness.
Check two options.
1. It shows that all factors are equally important.
2. It demonstrates that the factors are all inter-related and therefore a solution that addresses only one factor would not be sufficient to solve the issue.
3. Thinking in terms of a cycle shows that it is not only a cause-effect relationship, and that homelessness itself can contribute to the factors of mental health issues, unemployment and poverty as well.

3.3.4.3, As well as the benefits mentioned in regards to the feedback loop above, why else would it be useful to see the issue of homelessness through a systems thinking perspective, looking at the issue as a web of interrelated components?
Check two options.
1. To be able to see how insignificant individual factors are overall
2. To be able to see what occurs between each of the individual components
3. To see how complex and confusing everything is
4. It helps understand the complexity of the issue and to see the bigger picture.

3.3.5.1, Have a look at the following argument based on an advertisement. What are the implicit (unspoken) premises?
There are many young, beautiful people on a beach having fun. They are drinking Cool Cola. You should buy Cool Cola.
Check two options.
1. That if you buy Cool Cola you will also be young, beautiful and happy
2. That the young people are actors hired to promote Cool Cola
3. That Cool Cola is high in sugar and should only be drunk in moderation
4. That Cool Cola makes the young, beautiful people in the advertisement happy

3.3.5.2, Have a look at the following argument. What is the problem with the conclusion?
Cool Cola makes people happy. There are many young, beautiful people on a beach having fun. They are drinking Cool Cola.
Check one option.
a.The conclusion comes before the premise.
b.The conclusion does not follow from the premises.
c.The conclusion is not the most logical result of the premises.

3.3.5.3, Consider the following argument:
The Artape people have lived on the island of Staples for between 20,000 and 31,000 years. A number of archaeological sites have been radiocarbon dated to around 20,000 BC. They are thought to have migrated across from Africa on land bridges that existed before the last ice age. Movement between the main land and Staples across these land bridges was quite common. Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that the Staler people, the ancestors of the Artape, used the island for hunting from as far back as 31,000 BC. However, there is no evidence of settlement or continuous habitation of the island until around 25,000 BC, when evidence of temporary camps starts. It is not until 20,000 BC that we start to see evidence of permanent dwellings. All migration from the main land to Stapes stopped when the seas rose around 12,000 years ago.
Fictional peoples & History
What is the conclusion of this argument?
Check one option.
a.The Artape people and their ancestors have lived on the island of Staples for between 20,000 and 31,000 years.
b.Movement between the main land and Staples across these land bridges was quite common.
c.All migration from the main land to Staples stopped when the seas rose around 12,000 years ago.
d.Archaeological evidence, such as oral stories, rock pictures and some ancient fossils, suggests that the Staler people, the ancestors of the Artape, used the island for hunting from as far back as 31,000 BC.

3.3.5.4, People lived on the island of Staples as far back as 19,000 BC. Man-made artifacts have been found at a number of archaeological sites. These man-made artifacts have been carbon dated to 19,000 BC. For example, a partial leg bone of a juvenile marsupial herbivore was discovered at one of the sites. This partial leg bone has been sharpened into a bone point. There is clear evidence of sharp stone tools being used to refine the bone, which were also found at the site. The fossil has no carnivore tooth marks on it and was found in a shelter on a steep escarpment unsuitable for climbing by this kind of marsupial herbivore. Only humans have the capability and dexterity to make and use these kinds of tools. This leg bone tool, therefore, was made by humans. This serves as evidence that humans lived on the island of Staples as far back as 19,000 BC.
Fictional historical account
What kind of formal reasoning is being used in this example?
Check one option.
a.This is an example of reasoning from specific observations to general conclusions.
b.This is an example of reasoning from general observations to specific conclusions.
c.This is an example of reasoning that combines general and specific observations to make a general conclusion.
d.This is an example of reasoning using probabilities.

3.3.5.5, Have a look at the following passage. What is wrong with the argument?
During the 2000s smart phone sales and ownership increased dramatically. At the same time, warfare in the Middle East escalated. It is clear that smart phones usage was a main contributor to the intensity of international warfare in the 2000s.
Check one option.
a.It assumes that there is a cause-effect relationship between the two trends.
b.It draws a conclusion based on too few examples.
c.It misrepresents the original argument.

3.3.5.6, Have a look at the following passage. What is wrong with the counter-argument?
Argument: Sometimes when you are having trouble writing your assignment it is good to take a short break.
Counter-argument: Procrastinating instead of doing your work means nothing will ever get done.
Check one option.
a.It assumes that there is a cause effect relationship between the two trends.
b.It draws a conclusion based on too few examples.
c.It misrepresents the original argument.

3.3.5.7, What problems are there with the following 'laundry list' approach to the following issue:
Too many private cars=>
Inadequate public transport=>congestion
Insufficient road networks=>
Check two options.
1. It suggests a one-way relationship between the causes and the effect.
2. It suggests that each factor is of equal importance.
3. It doesn't provide any solutions to the problem.
4. It suggests that there are only three causes that contribute to the issue.

3.3.5.8, How can re-framing the following statement as a cycle (or a 'feedback loop') help create a better understanding of the issue?
Too many private cars, inadequate public transport and insufficient road networks are all factors that lead to congestion.
Check two options.
1. It shows that any solution would have to address all of the factors that contribute to the issue.
2. Representing the situation as a cycle shows how the factors are interdependent and can effect each other.
3. It shows that each factor equally contributes to the issue.
4. Representing the situation as a cycle allows us to see how minor each individual factor is in the overall scheme of things.

3.4.1.1, Is the following sentence a claim or evidence?
Homelessness is still a major issue in Australia because policy makers haven't made a concerted effort to fund and commit to one particular project for an appropriate length of time.
Check one option.
a.A claim
b.Evidence
c,Both a claim and evidence

3.4.1.2, Analyze the following paragraph. What is the origin of the evidence?
Homelessness is still a major issue in Australia because policy makers haven't made a concerted effort to fund and commit to one particular project for an appropriate length of time. This is clear from research that has analyzed the history of homelessness programs in recent years. Parsell, Jones & Head draw on an extensive list of published articles and government reports analyzing homelessness programs in the UK, USA and Australia to conclude that "[a]ttracted by the successes in the UK and USA, Australian policy makers attempted a piecemeal transfer making it unlikely that the goal of permanently ending homelessness will be achieved" (Parsell, Jones & Head, 2012)
Reference:
Parsell, C., Jones, A. and Head, B. (2013). Policies and programs to end homelessness in Australia: Learning from international practice. International Journal of Social Welfare, 13, 10-23.
Check one option
a.The arguer's personal experience
b.Anecdotal experience that the arguer heard from others
c.The authors' personal experience
d.The authors' interpretation of other people's experience

3.4.1.3, Analyse the following paragraph. What is the mode of the evidence?
Homelessness is still a major issue in Australia because policy makers haven't made a concerted effort to fund and commit to one particular project for an appropriate length of time. This is clear from research that has analyzed the history of homelessness programs in recent years. Parsell, Jones & Head draw on an extensive list of published articles and government reports analyzing homelessness programs in the UK, USA and Australia to arrive at the conclusion that "attracted by the successes in the UK and USA, Australian policy makers attempted a piecemeal transfer making it unlikely that the goal of permanently ending homelessness will be achieved" (Parsell, Jones & Head, 2012).
Reference:
Parsell, C., Jones, A. and Head, B. (2013). Policies and programs to end homelessness in Australia: Learning from international practice. International Journal of Social Welfare, 13, 10-23.
Check one option.
a.Print media
b.Electronic media
c.Verbal communication

3.4.1.4, Analyze the following paragraph. What is the purpose of the evidence?
Homelessness is still a major issue in Australia because policy makers haven't made a concerted effort to fund and commit to one particular project for an appropriate length of time. This is clear from research that has analyzed the history of homelessness programs in recent years. Parsell, Jones & Head draw on an extensive list of published articles and government reports analyzing homelessness programs in the UK, USA and Australia to arrive at the conclusion that "attracted by the successes in the UK and USA, Australian policy makers attempted a piecemeal transfer making it unlikely that the goal of permanently ending homelessness will be achieved" (Parsell, Jones & Head, 2012).
Reference:
Parsell, C., Jones, A. and Head, B. (2013). Policies and programs to end homelessness in Australia: Learning from international practice. International Journal of Social Welfare, 13, 10-23.
Check one option.
a.Academic
b.Non-academic

3.4.1.5, Analyze the following paragraph. What is the source of the evidence?
Homelessness is still a major issue in Australia because policy makers haven't made a concerted effort to fund and commit to one particular project for an appropriate length of time. This is clear from research that has analyzed the history of homelessness programs in recent years. Parsell, Jones & Head draw on an extensive list of published articles and government reports analyzing homelessness programs in the UK, USA and Australia to arrive at the conclusion that "attracted by the successes in the UK and USA, Australian policy makers attempted a piecemeal transfer making it unlikely that the goal of permanently ending homelessness will be achieved" (Parsell, Jones & Head, 2012).
Reference:
Parsell, C., Jones, A. and Head, B. (2013).Policies and programmes to end homelessness in Australia: Learning from international practice. International Journal of Social Welfare, 13, 10-23
a.Primary
b.Secondary
c.Tertiary

3.4.2.1, What is the difference between a bias and an assumption?
Check one option.
a.A bias is a form of stereotype while an assumption is a type of evidence.
b.A bias is a type of evidence while an assumption is a form of stereotype.
c.A bias is a type claim with no evidence and an assumption is a prejudice for or against someone or something.
d.A bias is a prejudice for or against someone or something and an assumption is a type of claim with no evidence.

3.4.2.2, Consider the following statement.
We can see three types of homeless living on the streets of Albuquerque. There are those poor souls that are homeless due to bad luck; there are drunkards and drug addicts; and there are inveterate criminals.
What is the main kind of bias present?
Check one option.
a.False classification scheme
b.Bias is hidden in language.
c.Use of an ad hominem
d.Positioning the reader in the same in-group

3.4.2.3, What kind of bias is present in the following statement?
The key to solving homelessness is social housing.
Check one option.
a.Use of logical connectors creates bias
b.Positioning the reader in the same in-group
c.Use of emotive language
d.Use of certain or definitive language

3.4.3.1, What problem is there with the following evidence?
Homelessness is an increasingly worrying problem in the USA. According to Langdon and Kass (1985), "[homelessness] is a national crisis of ever-increasing proportions. Hundreds of thousands of persons across the country are so desperately poor that they lack even minimal shelter" (p.305). They state that there are more homeless people now than any time since the Great Depression.
Reference:
Langdon, J. K. & Kass, M.A. (1985). Homelessness in America: Looking for the Right to Shelter. Columbia Journal of Law and Social Problems, 19(3), 305-392.
Choose one option.
a.Reliability
b.Sample size
c.Currency
d.Relevance

3.4.3.2, What questions can you ask to determine if the evidence is relevant to the conclusion?
Check two options.
1. Does the evidence support the conclusion?
2. If I took the evidence away, would it make a difference to the conclusion?
3. Does the evidence seem convincing?
4. Is the evidence old and out-of-date?

3.4.3.3, What problem is there with the following argument?
There are more homeless people now than at any time since the Great Depression. The Great Depression ended with the onset of World War II. Therefore, a similar momentous event is needed to end the current plight of homelessness.
Check two options.
1. Nothing. It is a good argument.
2. The premises are false.
3. The link between the two premises is only a correlation, not a causal relationship.
4. The conclusion is not the most logical outcome from the premises.

3.4.4.1, Consider the following statement.
"In the case of some areas of the internet that are heavily regulated, online trade has suffered from excess government regulation and control. It's not hard to imagine the same thing happening if that kind of control was extended to all areas of the online economy."
What type of argument is this?
Check one option.
a.Argument from analogy
b.Generalization
c.Causal argument
d.Quasilogical argument

3.4.4.2, Consider the following statement.
"There are many vulnerable children on the internet outside government protection, but vulnerable children need the government to protect them, so more government surveillance is needed."
What type of argument is this?
Check one option.
a.Argument from analogy
b.Generalization
c.Causal argument
d.Quasilogical argument

3.4.4.3, Consider the following statement.
"A failure to act on threats made on social media sites by both the government and authorities has led to female users abandoning certain sites."
What type of argument is this?
Check one option.
a.Argument from analogy
b.Generalization
c.Causal argument
d.Quasilogical argument

3.4.5.1, Consider the following argument.
Young people in lowly-paid jobs need to be given rental assistance from the government. They also need to get paid more by their employers. Perhaps employers could receive tax breaks from the government, which they could then pass on to young employees as higher wages.
Which of the following statements, about the claims and evidence in this argument, are true?
Check two options.
1. 'Employers getting tax breaks from the government' is a form of evidence in this argument.
2. The origin of the evidence in this argument is not clearly stated.
3. No evidence is presented in this argument.
4. Rental assistance is necessary for lowly-paid poor people' is a claim of this argument.

3.4.5.2, Consider the following argument.
Homelessness is often considered the preserve of the middle-aged, but it also falls heavily on young people. In the Springton area, for example, quite a few homeless people can be observed, particularly in the area bound by Holroyd and 4th St.
What is the origin of the evidence?
Check one option.
a.Non-academic
b.Primary
c.Verbal communication
d.Personal experience

3.4.5.3, Consider the following statement.
The laws were criticised as being 'out of touch' and 'antiquated'.
How is bias displayed in this statement?
Check one option.
a. False classification schemes
b. Use of passive voice to hide responsibility
c. Ad hominem
d. Appealing to membership of a common group

3.4.5.4, Consider the following statement.
The treatment of homeless people is a sad indictment on this government and its policies.
How is bias displayed in this statement?
Check one option.
a. Use of emotive language
b. Ad hominem
c. Appealing to membership of a common group
d. Use of logical connectors and appealing to membership of a common group

3.4.5.5, Consider the following argument.
All pugs are dogs. Dogs are good pets. All dogs are mammals. Therefore, all pugs are mammals.
What questions can you ask to determine if the evidence is relevant to the conclusion in the following statement?
Check two options.
1. Is the evidence old and out-of-date?
2. Does the evidence seem convincing?
3. If I took the evidence away, would it make a difference to the conclusion?
4. Does the evidence support the conclusion?

3.4.5.6, What problem is there with the following argument?
I have all my best ideas in the shower. I need to regularly have good ideas when I am at work. Therefore, I need to have numerous showers during the day in order to perform well at work.
Check one options.
a. Nothing. It is a good argument.
b. The premises are false.
c. The premises are not connected.
d. The conclusion is not the most logical outcome from the premises.

3.4.5.7, Consider the following argument.
Social housing should be considered an opportunity to move past current market-based methods of organizing shelter for people, rather than as a burden for governments.
What type of argument is this?
Check one option.
a.Dissociation argument
b.Co-existential argument
c.Generalization
d.Causal argument

3.4.5.8, Consider the following argument.
The current crisis with homelessness in Dartshire, our sister city in so many ways, is an important lesson to us here. The same problem could well occur here too if city hall doesn't provide more options for those without accommodation in the near future.
What type of argument is this?
Check one option.
a.Quasilogical argument
b.Generalization
c.Co-existential argument
d.Argument from analogy

3.5.1.1, Read the following argument. Identify which sentences are part of the argument chain.
(1) A significant percentage of people experiencing homelessness are aged between 0-24 years of age. (2) One contributing factor for youth homelessness is a lack of exit planning after leaving statutory care, juvenile justice or medical facilities. (3) If there was increased funding for exit planning then youth at risk would have more opportunities for support. (4) If there were more opportunities for support then there would be a higher chance of intervention when at-risk youth face homelessness. (5) This would lead to a decrease in youth homelessness. (6) Therefore, funding for better exit planning would lead to a decrease in youth homelessness.
Check one option.
a.Every sentence
b.Sentences 1, 2 and 3
c.Sentences 3, 4 and 5
d.Sentences 3, 4, 5 and 6

3.5.1.2, Read the following argument. Is sentence (5) an appropriate sentence for a chain argument?
(1) A significant percentage of people experiencing homelessness are aged between 0-24 years of age. (2) One contributing factor for youth homelessness is a lack of exit planning after leaving statutory care, juvenile justice or medical facilities. (3) If there was increased funding for exit planning then youth at risk would have more opportunities for support. (4) If there were more opportunities for support then there would be a higher chance of intervention when at-risk youth face homelessness. (5) This would lead to a decrease in youth homelessness. (6) Therefore, funding for better exit planning would lead to a decrease in youth homelessness.
Check one option.
a.Yes, because it is a conclusion to the argument.
b.Yes, because it links the previous premise with a new premise.
c.No, because the antecedent (the 2nd part) of sentence 4 does not become the precedent (1st part) of sentence 5.
d.No, because it doesn't use 'if' in the precedent (1st part of the sentence).

3.5.1.3, Read the following statement. What is the purpose of the argument?
If there was increased funding for exit planning for youth leaving statutory care, juvenile justice or medical facilities then there would be a decrease in youth homelessness. There is not increased funding, so there will not be a decrease in youth homelessness.
Choose one option.
a.To prove a point
b.To refute an idea
c.To warn the audience of a terrible mistake
d.Slippery slope

3.5.1.4, Read the following statement. What is the problem with the conclusion?
If there was increased funding for exit planning for youth leaving statutory care, juvenile justice or medical facilities then there would be a decrease in youth homelessness. There is not increased funding, so there will not be a decrease in youth homelessness.
Check two options.
1. It is not the most logical outcome of the premise.
2. It does not use necessary hedging, or cautious, language.
3. Nothing, it is a good argument.
4. The conclusion is not a logical consequence of the premises.

3.5.1.5, Read the following statement. What is wrong with the argument?
If there is no funding for exit planning for young people leaving juvenile justice then those at-risk youth will not have adequate support or stability. If they don't have adequate support or stability they will not be able to focus on their studies. If those youth are unable to focus on their studies they will drop out of school. If they drop out of school they will not be able to gain employment or be engaged meaningfully. This would lead them to a life of petty crime and worse.
Check two options.
1. The premises do not logically follow each other.
2. The premises do not present the most logical progression.
3. There are too many generalizations and assumptions for the argument to be convincing.
4. There is no conclusion.

3.5.2.1, Consider the following argument.
Homeless people should be allowed to occupy unused buildings that are owned by others (commonly referred to as "squatting"), as there are an estimated 700 000 empty properties in England that could be used as shelter. Any right that owners may claim to property is superseded by the rights of homeless people to shelter, as the right to shelter is an inalienable human right. This right to shelter applies in almost all cases of unoccupied properties, but of course would not apply if the property was only unoccupied in the short term.
(Adapted from Vasudevan, A. (2011, November 3). The sinister logic behind criminalising squatting. The Guardian. Retrieved from https://www.theguardian.com/commentisfree/2011/nov/03/criminalising-squatting-law-trespass-homeless)
"Any right that owners may claim to property is superseded by the rights of homeless people to shelter" is which part of the Toulmin model of argumentation?
Check one option.
a.Backing
b.Evidence
c.Qualifier
d.Warrant

3.5.2.2, Consider the following argument.
Homeless people should be allowed to occupy unused buildings that are owned by others (commonly referred to as "squatting"), as there are an estimated 700 000 empty properties in England that could be used as shelter. Any right that owners may claim to property is superseded by the rights of homeless people to shelter, as the right to shelter is an inalienable human right. This right to shelter applies in almost all cases of unoccupied properties, but of course would not apply if the property was only unoccupied in the short term.
(Adapted from Vasudevan, A. (2011, November 3). The sinister logic behind criminalising squatting. The Guardian. Retrieved from https://www.theguardian.com/commentisfree/2011/nov/03/criminalising-squatting-law-trespass-homeless)
"This right to shelter applies in almost all cases of unoccupied properties" is which part of the Toulmin model of argumentation?
Check one option.
a.Evidence
b.Rebuttal
c.Claim
d.Qualifier

3.5.2.3, Consider the following argument.
Homeless people should be allowed to occupy unused buildings that are owned by others (commonly referred to as "squatting"), as there are an estimated 700 000 empty properties in England that could be used as shelter. Any right that owners may claim to property is superseded by the rights of homeless people to shelter, as the right to shelter is an inalienable human right. This right to shelter applies in almost all cases of unoccupied properties, but of course would not apply if the property was only unoccupied in the short term.
(Adapted from Vasudevan, A. (2011, November 3). The sinister logic behind criminalising squatting. The Guardian. Retrieved from https://www.theguardian.com/commentisfree/2011/nov/03/criminalising-squatting-law-trespass-homeless)
"The right to shelter is an inalienable human right" is which part of the Toulmin model of argumentation?
Check one option.
a.Backing
b.Claim
c.Evidence
d.Rebuttal

3.5.3.1, Which of the following are characteristics JUST of critique?
Check three options.
1. A structural rather than just an individual worldview
2. Focussing on power and inequality
3. Questioning assumptions
4. Socially and politically active

3.5.3.2, A common focus of critique is on unjust ideologies. Which of the following views on unjust ideologies are features of critique, according to the lecture?
Check two options.
1. Unjust ideologies are created by individuals who want to control the people.
2. Unjust ideologies help maintain unequal power structures.
3. The influence of unjust ideologies can be seen in thinking and theory itself.
4. Unjust ideologies are only found in politics.

3.5.3.3, In which of the following faculties would you be more likely to find critique as a way of understanding and analyzing the world?
Check two options.
1. Computer Science
2. Literary Studies
3. Education
4. Biology

3.5.4.1, Which of the following should you include in a reflection?
Check four options.
1. Research and evidence
2. A detailed description of your day leading up the specific experience
3. Possible answers or solutions
4. Review and analysis of a topic, practice, theory or experience
5. Questions about a topic, practice, theory or experience
6. In-depth critical analysis of an argument

3.5.4.2, Consider the following reflection from a university course in Education. Note that this particular reflection had a word limit of 200-550 words, and students were instructed to reflect on the idea of being a critically reflective teacher.
Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that "an uncritical stance towards our practice sets us up for a lifetime of frustration" (para. 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me. While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least. What we had learnt in our education theory courses didn't quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the "meaning and significance" (para 2) I intended for the lesson to what the students took from it. While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to revaluate our practice; to, in effect, become aware.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, LA: Jossey-Bass.
Now, consider just this section: "While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least."
Which stage of Baker's (1996) critical reflection is this an example of?
a.Implications
b.Significance
c.Identification & description

3.5.4.3, Consider the same reflection from a university course in Education. Note that this particular reflection had a word limit of 200-550 words, and students were instructed to reflect on the idea of being a critically reflective teacher.
Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that "an uncritical stance towards our practice sets us up for a lifetime of frustration" (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me. While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least. What we had learnt in our education theory courses didn't quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the "meaning and significance" (para 2) I intended for the lesson to what the students took from it. While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to revaluate our practice; to, in effect, become aware.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, LA: Jossey-Bass.
Now, consider just this section: "While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to revaluate our practice; to, in effect, become aware."
Which stage of Baker's (1996) critical reflection is this an example of?
a.Identification & description
b.Significance
c.Implications

3.5.5.1, Read the following argument. Which sentences are part of the argument chain?
(1) Better data on homelessness would ultimately contribute to a decrease in homelessness. (2) There is currently a need for a client information system that would help provide assessment, referrals and information sharing across the multiple homelessness services. (3) Improved communication across the different services would ensure that the clients' needs are being addressed. (4) Moreover, improved data would help identify which services are most in demand. (5) If the in-demand services were identified then it would mean greater resources could be allocated to those areas. (6) This would allow for greater outreach to homeless people with services that they need. (7) If this was successful then it would mean more people experiencing homelessness received the support that they needed.
Check one option.
a.All of them
b.1, 2, 3, 4 and 5
c.1, 4, 5, 6 and 7
d.4, 5, 6 and 7

3.5.5.2, Read the following argument. Which sentence is the conclusion?
(1) Better data on homelessness would ultimately contribute to a decrease in homelessness. (2) There is currently a need for a client information system that would help provide assessment, referrals and information sharing across the multiple homelessness services. (3) Improved communication across the different services would ensure that the clients' needs are being addressed. (4) Moreover, improved data would help identify which services are most in demand. (5) If the in-demand services were identified then it would mean greater resources could be allocated to those areas. (6) This would allow for greater outreach to homeless people with services that they need. (7) If this outreach was successful then it would mean more people experiencing homelessness received the support that they needed.
Check one option.
a. (1)
b. (2)
c. (3)
d. (4)
e. (5)
f. (6)
g. (7)

3.5.5.3, For a piece of reflective writing, where should you begin?
Check one option.
a.With an object
b.With something you have recently learned
c.With an experience or event that raised questions or demonstrated a gap in your knowledge
d.In front of the mirror

3.5.5.4, Consider the following reflection from a university course in Education. Note that this particular reflection had a word limit of 200-550 words, and students were instructed to reflect on the idea of being a critically reflective teacher.
Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that "an uncritical stance towards our practice sets us up for a lifetime of frustration" (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me. While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least. What we had learnt in our education theory courses didn't quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the "meaning and significance" (para 2) I intended for the lesson to what the students took from it. While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to revaluate our practice; to, in effect, become aware.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, LA: Jossey-Bass.
Which of the following sections of the text does the student talk about the significance of the event or experience?
Check two options.
1. Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that "an uncritical stance towards our practice sets us up for a lifetime of frustration" (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me.
2. While on my prac placements, I was particularly conscious of this - lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least.
3. What we had learnt in our education theory courses didn't quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the "meaning and significance" (para 2) I intended for the lesson to what the students took from it.
4. While being observed sometimes felt a bit "big brother" and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of 'learning processes' throughout a teaching career are important because they force us to re-evaluate our practice; to, in effect, become aware.

3.5.5.5, Consider the following argument.
There are numerous examples of people struggling to remove squatters due to the inadequacy of the law. For example, Imran Lakhani, despite finding squatters on his property while working overseas, struggled for 6 months to remove the squatters in his house. Dale Morrison faced similar issues too when she and her family returned from holiday to find squatters in their house. These cases clearly demonstrate that laws against squatting on private property should be tightened. Of course, these changes would only apply to private property to retain people's right to protest on public land.
Which of the following statements from this text is the Claim?
Check one option.
a."... these changes would only apply to private property to retain people's right to protest on public land."
b.There is none.
c."There are numerous examples of people struggling to remove squatters due to the inadequacy of the law."
d."These cases clearly demonstrate that laws against squatting on private property should be tightened."

3.5.5.6, Consider the following argument.
There are numerous examples of people struggling to remove squatters due to the inadequacy of the law. For example, Imran Lakhani, despite finding squatters on his property while working overseas, struggled for 6 months to remove the squatters in his house. Dale Morrison faced similar issues too when she and her family returned from holiday to find squatters in their house. These cases clearly demonstrate that laws against squatting on private property should be tightened. Of course, these changes would only apply to private property to retain people's right to protest on public land.
Which of the following statements from this text is the Warrant?
Check one option.
a."... these changes would only apply to private property to retain people's right to protest on public land."
b.There is none.
c."There are numerous examples of people struggling to remove squatters due to the inadequacy of the law."
d.These cases clearly demonstrate that laws against squatting on private property should be tightened."

3.5.5.7, Consider the following fictional newspaper article.
Homeless man Mike Davis pulled himself back on his feet with some hard work in his new microbusiness, cleaning local restaurants and bars. While his microbusiness might have given him a newfound sense of dignity, along with a few dollars, Mike confessed to his case manager Susan Lee at New Choices Welfare that he still had a unfulfilled dream - to find his long-lost sister in the city of Bramingham. That's when Susan, in conjunction with Flyaway Travel, worked to make Mike's dream a reality ...
A cultural studies theorist critiques the article in the following way.
Another example of the responsibilisation of homelessness can be seen in an article in the Southern Messenger (Diaz, 2011). A narrative of individual self-help, supported by the newspaper's advertisers, is told, ignoring the broader systemic nature of homelessness.
Which feature of critique, outlined in lesson 5.3a, can be found in the theorist's writing?
a.A structural worldview is needed, where individual issues are socio-political phenomena.
b.Unjust ideologies maintain unequal power structures.
c.Theory is never neutral, but either maintains or challenges unequal power structures.
d.The university is an agent of change rather than just a place to transmit thought.

3.5.5.8, Consider the following fictional newspaper article.
Homeless man Mike Davis pulled himself back on his feet with some hard work in his new microbusiness, cleaning local restaurants and bars. While his microbusiness might have given him a newfound sense of dignity, along with a few dollars, Mike confessed to his case manager Susan Lee at New Choices Welfare that he still had a unfulfilled dream - to find his long-lost sister in the city of Bramingham. That's when Susan, in conjunction with Flyaway Travel, worked to make Mike's dream a reality ...
A cultural studies theorist continues critiquing the article in the following way.
Narratives of individual responsibility, such as the Southern Messenger article, serve to redirect blame towards the homeless for their fate. This ideology then reinforces how the broader housing system, that prioritizes the exchange-value of houses on the market rather than their use-value as accommodation, creates a homeless underclass.
Which feature of critique, outlined in lesson 5.3a, can be found in the theorist's writing?
a.A structural worldview is needed, where individual issues are socio-political phenomena.
b.Unjust ideologies maintain unequal power structures.
c.The university is an agent of change rather than just a place to transmit thought.
d.Theory is never neutral, but either maintains or challenges unequal power structures.