Final examQuestion 1.1. (TCO 1) “Thinking about thinking” is the definition of what? (Points : 4)Development of argumentsMeasure of good senseDevelopment of critical skillsWriting for clarityCritical thinkingQuestion 2.2. (TCO 1, 2, 4) What is the simple definition of an issue? (Points : 4)An element of political controversyA point of conflict between people or groups of peopleNothing more than a question of whether a given claim is true or notA cultural claim by a group of people with an allegation of rightnessAn allegation of truth or falsehoodQuestion 3.3. (TCO 1, 2, 3) What are the two parts of an argument? (Points : 4)Description and detailProblem and proposalExplanation and clarificationDefinition and examplePremise and conclusionQuestion
\n 4.4. (TCOs 2, 3) Inductive arguments support conclusions and are
\ndescribed as stronger or weaker. What is meant by that description?
\n(Points : 4)It proves the conclusion.It is a measure of how much support a premise provides for a conclusion.It is a measure to show opportunities for improvement.It is a measure of how certain the conclusion is.It provides encouragement for believing the claim in the conclusion.Question 5.5. (TCO 1, 2) The mode of persuasion that Aristotle defined as ethos refers to arguments based on what? (Points : 4)Whether a decision is ethicalBeing alert to influences in one\u00e2\u0080\u0099s thinkingThe speaker\u00e2\u0080\u0099s personal attributesThe audience\u00e2\u0080\u0099s emotionsUsing information and reasoningQuestion 6.6. (TCO 6) What is a likely reason for having trouble identifying a conclusion in what you hear or read? (Points : 4)There are too many rhetorical claimsThere is not enough background informationThe premise introduces a consideration that runs counter to common senseThe conventions of argument are not being followedIt could be that the passage is not an argument at allQuestion 7.7. (TCOs 6, 7, 8, 9) Which of the five items below is usually NOT a part of a good argumentative essay?(Points : 4)A statement of one’s position on the issueArguments that support one’s position on the issueRebuttals of arguments that support contrary positions on the issueAn author’s claim to speak with respected expertise based on qualifications or experienceA statement of the issueQuestion 8.8. (TCOs 6, 8, 9) What is grouping ambiguity? (Points : 4)When one arbitrarily classifies people as a group for unclear purposesWhen people share an affinity that is not obviousWhen it is not clear whether a word is being used to refer to a group or to the individuals within a groupWhen an author or speaker seeks a group to blame as a scapegoatWhen labeling classifications of people with epithetsQuestion 9.9. (TCOs 2, 6, 7, 8) If a claim is made by a disinterested party, we know that (Points : 4)disinterested parties have no stake in our believing one way or another.disinterested parties bring weaker information.disinterested parties lack expertise in the content of given claims.disinterested parties lack credibility over a given claim.disinterested parties bring irrelevant considerations to discussions.Question 10.10. (TCOs 1, 6, 7, 9) What is the meaning of the rhetorical device called a stereotype? (Points : 4)Assumptions about all members of a group based on a single memberA thought or image about a group of people based on little or no evidenceA euphemism for opposing groupsA multiple view of an identified group of people or objectsA categorization of similar peopleQuestion 11.11. (TCOs 1, 7) What is the purpose of the rhetorical device called hyperbole? (Points : 4)Synonym for euphemismTo bring humor to a difficult analysisExaggerating for effectSarcastic claimBased on unwarranted assumptionsQuestion 12.12. (TCOs 1, 2) What is the personal ad hominem fallacy? (Points : 4)Attacking an argument based on the personal shortcomings of the one making the argumentThe status given to an argument based on the fame and good reputation of the originating personAttacking an argument based on the confusion of what the author has presented beforeAttacking an argument because of who presented itAttributing added value to an argument based on who has presented itQuestion
\n 13.13. (TCOs 6, 7, 8) To the overall topic (sample nursing essay examples by the best nursing assignment writing service) of burden of proof, what is
\nthe purpose of the rule called affirmative\/negative plausibility?
\n(Points : 4)Other things being equal, the burden of proof falls automatically on those supporting it affirmatively.Other things being equal, the burden of proof is shared by all parties that have a shared interest in the outcome.Other things being equal, the burden of proof rests with the parties with the most to lose.Other things being equal, the burden of proof rests with neither party automatically.Other things being equal, the first decision must be who must bear the burden of proof.Question 14.14. (TCOs 1, 2) What are the two terms that go into the standard-form categorical claim? (Points : 4)Initial term and background termPlain term and common sense termCategory term and individual termSubject term and predicate termFirst term and second termQuestion
\n 15.15. (TCOs 3, 4) Each standard form of categorical logic has its own
\ngraphic illustration known by what name? (Points : 4)Overlapping regionsBlock of exclusionJoHari windowVenn diagramSquare of oppositionQuestion 16.16. (TCOs 3, 4, 8, 9) What circumstances are necessary for two claims to be equivalent? (Points : 4)They would be true in all and exactly the same circumstances.They match perfectly in form but address differing topic (sample nursing essay examples by the best nursing assignment writing service)s.They match but one of the issues cannot be affirmed as true.They both give a graphic illustration of standard-form claims.They express differing relations within the same class or category.Question
\n 17.17. (TCOs 2, 3, 4) Logical relationships between corresponding
\nclaims of standard-form categorical logic are illustrated in the graphic
\n square of opposition. What is known about two claims when they are
\ncalled subcontrary claims? (Points : 4)They would share the same predicate term.They would share the same subject term.They need not be in the same standard form of translation.They can both be true, but they cannot both be false.Only one of them can be true.Question 18.18. (TCOs 2, 3, 4) How do we work the categorical operation called obversion? (Points : 4)By changing the claims from being in the same class to being outside the classBy limiting the scope of terms used to those within a classBy changing a claim from positive to negative, or vice versaBy changing one claim to referring outside of a class but leaving the other one inside the classBy making an argument invalid in formQuestion 19.19. (TCOs 2, 5) What is the purpose of studying a sample? (Points : 4)To establish logical connections among a group of peopleTo observe new and previously unseen factors in a population of peopleTo reduce a study to a manageable sizeFor reasons of economy of both effort and costTo generalize your findings from a sample to the whole set from which the sample is takenQuestion 20.20. (TCOs 2, 5) In studying a sample, what is meant by the term sampling frame? (Points : 4)A precise definition of the population and the attribute in which one is interestedThe diversity of the whole population that is being studiedSome part of the population intentionally left out of the target populationSome biasing factor excluded from the target populationThe size of the sample itselfQuestion 21.21. (TCOs 1, 5, 8, 9) What is the inductive “fallacy of hasty generalization”? (Points : 4)The acceptance of a lowered error marginA rush to judgmentA conclusion based on the earliest results of a sampleLetting one’s own biases impact interpretation of resultsOverestimating the strength of an argument based on a small sampleQuestion 22.22. (TCOs 1, 2) What does “attacking the analogy” mean? (Points : 4)The acceptance of a lowered degree of similarity between analoguesShowing that analogues are not as similar as stated or impliedA conclusion based on the earliest results of a sampleShowing the interpretation of resultsOverestimating the strength of an analogyQuestion 23.23. (TCOs 1, 2, 3) What is the difference between an explanation and an argument? (Points : 4)Arguments are specific; explanations are general.Arguments support or demonstrate statements; explanations elucidate something in one way or another.Arguments describe what does happen; explanations describe what will happen.Arguments show the interpretation of results; explanations show the reasons for the results.Arguments make claims; explanations make premises.Question 24.24. (TCOs 2, 6) Aristotle wrote in the Nicomachean Ethics that ethical virtues are what? (Points : 4)Gained by imitating worthy peopleNatural-born abilitiesTraits
\n (such as wisdom, justice, courage, and temperance) that we acquire
\nthrough our abilities of reason and which we practice until they become
\nhabitsGained by concentrated study under disciplined teachers, much like coachingGained by specialized knowledge and study in very precisely defined subjectsQuestion
\n 25.25. (TCOs 1, 6) “If someone appears to be violating the consistency
\nprinciple, then the burden of proof is on that person to show he or she
\nis in fact not violating the principle.” What fallacy is being committed
\n by the person who violates this statement? (Points : 4)Red herringInconsistency ad hominemUtilitarianismJustified exception to the ruleStrawman1. (TCOs 3, 6, 7, 9) Here is a passage that contains a rhetorical fallacy.Name
\n that fallacy, and in a paragraph, explain why the argument is
\nirrelevant to the point at issue. Here is your example for this
\nquestion:An editorial says, “Taxes have jumped by more than 30% in
\njust two years! The governor is working for a balanced state budget, but
\n it’ll be on the backs of us taxpayers, the people who have the very
\nleast to spend! It seems pretty clear that these increased taxes are
\nundermining the social structure in this state. Anybody who isn’t angry
\nabout this just doesn’t understand the situation and hasn’t figured out
\njust how miserable they are.” (Points : 15)Question
\n2.2. (TCOs 5, 8) In the example below, identify the presumed cause and
\nthe presumed effect. Does the example contain or imply a causal claim, a
\n hypothesis, or an explanation that cannot be tested?If it does fall
\n into one of those categories, tell whether the problem is due to
\nvagueness, circularity, or some other problem of language.Also tell whether there might be some way to test the situation if it is possible at all.Here is your example:The movie No Country for Old Men was a big hit because reviewers gave it a good write-up. (Points : 15)Question
\n 3.3. (TCOs 2, 4) Explain in what way the thinking of the following
\nstatement is wrong or defective. Give reasons for your judgment.Joining
\n the military, like voting, is a major responsibility. Since
\n17-year-olds can serve in the military, it only makes sense that they be
\n allowed to vote. (Points : 10)Question 4.4. (TCOs
\n3, 9) Suppose that a group of immigrants to the U.S. believes in child
\nsacrifice as an essential part of their religious rituals. If one day
\nthe immigrant group becomes so integrated into U.S. society that most of
\n its members no longer believe in child sacrifice, can this be thought
\nof as moral progress from the standpoint of moral relativism? (Points :
\n10)Question 5.5. (TCOs 6, 7, 9) Here is a short essay about an investigation.There are also four questions\/tasks; write a paragraph to answer each one of them.1. Identify the causal hypothesis at issue.2. Identify what kind of investigation it is.3.
\n There are control and experimental groups. State the difference in
\neffect (or cause) between the control and experimental groups.4. State the conclusion that you think is warranted by the report.Scientists
\n have learned that people who drink wine weekly or monthly are less
\nlikely to develop dementia, including Alzheimer’s disease. (Daily wine
\ndrinking, however, seems to produce no protective effect.) The lead
\nresearcher was Dr. Thomas Truelsen of the Institute of Preventive
\nMedicine at Kommunehospitalet in Copenhagen. The researchers identified
\nthe drinking patters of 1,709 people in Copenhagen in the 1970s and then
\n assessed them for dementia in the 1990s, when they were aged 65 or
\nolder. When they were assessed two decades later, 83 of the participants
\n had developed dementia. People who drank beer regularly were an
\nincreased risk of developing dementia.-adapted from BBC News Online (Points : 30)Question
\n 6.6. (TCOs 3, 4, 6) Read this passage below. When you have done so,
\nanswer these three questions, writing a paragraph for each question.Your three questions are:1. What issue is the author addressing?2. If the author is supporting a position with an argument, restate the argument in your own words.3. What rhetorical devices does the author employ in this text?The Passage:”Another
\n quality that makes [Texas Republican and former Congressman] Tom DeLay
\nan un-Texas politician is that he’s mean. By and large, Texas pols are
\nan agreeable set of less-than-perfect humans and quite often
\nwell-intentioned. As Carl Parker of Port Arthur used to observe, if you
\ntook all the fools out of the [legislature], it would not be a
\nrepresentative body any longer. The old sense of collegiality was
\nstrong, and vindictive behavior punishing pols for partisan reasons was
\nsimply not done. But those are Tom DeLay’s specialties, his trademarks.
\nThe Hammer is not only genuinely feared in Washington, he is, I’m sorry
\nto say, hated.”-excerpt from a column by Molly Ivins, Ft. Worth Star-Telegram (Points : 30)Question
\n 7.7. TCOs 7, 8) Read this passage below. When you have done so, answer
\nthe question in at least one full paragraph, giving specific reasons.The Passage:Ed
\n likes to argue with just about anybody on just about anything. One of
\nhis favorite arguments is against speeding laws. \u00e2\u0080\u009cWhy can\u00e2\u0080\u0099t I go as fast
\n as I like?\u00e2\u0080\u009d he asks. \u00e2\u0080\u009cIt\u00e2\u0080\u0099s a free country, isn\u00e2\u0080\u0099t it? I have the right,
\ndon\u00e2\u0080\u0099t I?\u00e2\u0080\u009d Does Ed have a valid point? (Points : 20)Question
\n 8.8. (TCOs 6, 7, 9) Read this passage below. When you have done so,
\nanswer these three questions, writing a paragraph for each question.Your three questions are:1. What premises is the author using?2. What conclusions does the author come to?3. Does the passage contain any errors in reasoning?Either
\n one thinks that there is no reason for believing any political doctrine
\n or one sees some reason, however shaky, for the commitment of politics.
\n If a person believes that political doctrines are void of content, that
\n person will be quite content to see political debates go on, but won’t
\nexpect anything useful to come from them. If we consider the other case,
\n that there is a patriotic justification for a political belief, then
\nwhat? If the belief is that a specific political position is true, then
\none ought to be intolerant of all other political beliefs, since each
\npolitical \u00e2\u0080\u009cposition\u00e2\u0080\u009d must be held to be false relative to the belief one
\n has. And since each political position holds out the promise of reward
\nfor any probability of its fixing social problems, however small, that
\nmakes it seem rational to choose it over its alternatives. The trouble,
\nof course, is that the people who have other political doctrines may
\nhold theirs just as strongly, making strength of belief itself invalid
\nas a way to determine the rightness of a political position. (Points :
\n20)week \u00a01 quizz<\/p>\n
Grade Details – All Questions <\/p>\n
1. Question : (TCOs 1 & 2) Categorical logic originated with the
\nwork of Aristotle, and it is based on
\n information
\ngrouped in classes based upon which pair of logical principles?
\n Student
\nAnswer: Inclusion and
\nproportion
\n Exclusion
\nand translation
\n Exclusion
\nand discrimination
\n Inclusion
\nand exclusion <\/p>\n
2. Question : (TCO 4) Each of the four standard-form categorical claims
\nin categorical logic can be
\n displayed
\ngraphically in a standard way using what logical tool?
\n Truth table
\n Venn
\ndiagram
\n Probability
\ngraph
\n Syllogism <\/p>\n
3. Question : (TCOs 1 & 3) Categorical syllogisms employ two premise
\nclaims and a conclusion
\n claim
\nin standard forms, and three significant terms each occur exactly twice in
\nexactly
\n two
\nof the claims. What do we call the term that occurs as the subject term of the
\n syllogism’s
\nconclusion?
\n The minor term
\n The
\nmajor term
\n The
\nmiddle term
\n The
\nconjunctive term <\/p>\n
4. Question : (TCOs 1 & 2) Standard-form categorical claims require
\nthat claims in other forms be
\n translated
\nso that the four standard-form claims specify which elements?
\n Nouns and verbs
\n Nouns
\nand adjectives
\n Subject
\nand predicate
\n Verbs
\nand adverbs <\/p>\n
5. Question : (TCOs 3 & 4) Truth-functional logic employs truth
\ntables to analyze sets of claims
\n working
\ntogether in arguments. What is the term that describes the invalid form in
\n which
\nthe conditional has its consequent as the other premise?
\n Affirming the consequent
\n Modus
\nponens
\n Denying
\nthe antecedent
\n Undistributed
\nmiddle <\/p>\n
week 2 [Essay writing service – your education, our expertise: Get any assignment done with our professional essay writers before your deadlines – Zero AI, Human experts and Fast delivery.] quiz<\/p>\n
1. Question : (TCOs
\n1 & 2) The word Since is a
\n: conclusion indicator.
\n premise
\nindicator.
\n probability
\nindicator.
\n deduction
\nindicator. <\/p>\n
2. Question
\n:<\/p>\n
(TCOs 1 & 2) Ethos is the mode of persuasion<\/p>\n
that appeals to the audience\u00e2\u0080\u0099s emotions. that is true beyond
\na reasonable doubt. that relies upon probability.<\/p>\n
that relies upon the
\nspeaker\u00e2\u0080\u0099s personal attributes. Chapter 2<\/p>\n
3. Question : (TCOs 1 & 2) The premises of good inductive a: are true beyond any
\npossible doubt.
\n are
\ntrue beyond a reasonable doubt.
\n support
\ntheir conclusions.
\n neither
\nanswers nor support their conclusions. <\/p>\n
4. Question : (TCOs 1 & 3) A lexical definition
\n Student
\nAnswer: takes on a special
\nmeaning in a given context.
\n reduces
\nvagueness or generality.
\n can
\nbe used to persuade.
\n tell
\nus what the word ordinarily means. <\/p>\n
5. Question
\n: (TCOs 1 & 3) How would you
\nrewrite the following claim to remedy problems of
\n ambiguity?
\n Do
\nnot assume that common sense by itself solves the problem. Volunteer help
\n requested:
\nCome prepared to lift heavy equipment with construction helmet and work
\n overalls.week 3\u00a0 Question
\nType: # Of Questions: # Correct: Multiple
\nChoice 5 3 Grade Details – All Questions 1. Question : (TCO 6) Which is the best answer to this situation? On
\nThanksgiving Day 1990, an image
\nsaid by some to resemble the Virgin Mary was observed in a stained glass window
\nof St. Dominic’s Church in Colfax, California. A physicist asked to investigate said
\nthe image was caused by sunlight shining through the window and reflecting from a
\nnewly installed hanging light fixture. Others said the image was a miracle.
\nWhose explanation
\nis more likely true? 2. Question : (TCOs 7 & 9) It is important to recognize when a
\nrhetorical slanting device is being used
\nto influence your attitude and belief. Here is an example. Choose the answer
\nthat best
\nidentifies a common device that was shown in the Chapter 5 reading. Bob Marley is
\nthe greatest musician who ever lived. What
\nwould you say the quoted passage is? Student
\nAnswer: Hyperbole A
\neuphemism A
\nweaseler A
\nrhetorical explanation Not
\na slanter 3. Question : (TCOs 7 & 9) It is important to recognize when a
\nrhetorical slanting device is being used
\nto influence your attitude and belief. Here is an example. Choose the answer
\nthat best
\nidentifies a common device that was shown in the Chapter 5 reading. “Sure. Obama
\nis an ‘American,’ isn’t he?” The
\nuse of quotation marks around “American” has the effect of a weaseler. downplayer. dysphemism. rhetorical
\nexplanation. Not
\na slanter 4. Question : (TCOs 7 & 9) It is important to recognize when a
\nrhetorical slanting device is being used
\nto influence your attitude and belief. Here is an example. Choose the answer
\nthat best
\nidentifies a common device that was shown in the Chapter 5 reading.
\n“‘Democrat’ equals
\n‘ideologically homeless ex-communist.'” 5. Question : (TCOs 7 & 9) It is important to recognize when a
\nrhetorical slanting device is being used
\nto influence your attitude and belief. Here is an example. Choose the answer
\nthat best
\nidentifies a common device that was shown in the Chapter 5 reading. A man who wants
\nto buy a certain used car says this to his wife: “Okay,
\nokay, so it’s got a few miles on it. Still, it may be the only classic Mustang
\nin the
\nwhole country for that price.” What
\nis the function of that phrase, “it may be…?\u00e2\u0080\u009d <\/p>\n
weeek 4\u00a0.0pt”> 1. Question : (TCOs 2, 7 & 9) Determine which one of the rhetorical
\ndevices or fallacies covered so far
\nin our course occurs in the passage below. In a court proceeding: “My
\nclient is a single
\nparent and the sole provider for her six children. A guilty verdict will cause irreparable
\ndamage to her family. If she is sent to prison, her children will be deprived of
\nthe love and care they need from a mother. Please, for her children\u00e2\u0080\u0099s sake
\ndeliver a verdict
\nof not guilty.” 2. Question : (TCOs 2, 7 & 9) Determine which one of the rhetorical
\ndevices or fallacies covered so far
\nin our course occurs in the passage below. “What\u00e2\u0080\u0099s wrong with soccer? It\u00e2\u0080\u0099s
\njust not
\nAmerican. No one here likes it.” 3. Question : (TCOs
\n7 & 9) Select the option that best depicts the fallacy found in this
\npassage: In conversation:
\nP: \u00e2\u0080\u009cI swear I saw the Loch Ness monster on my trip to Scotland.\u00e2\u0080\u009d M: \u00e2\u0080\u009cI don\u00e2\u0080\u0099t
\nbelieve it.\u00e2\u0080\u009d P: \u00e2\u0080\u009cCan you prove that I didn\u00e2\u0080\u0099t see it?\u00e2\u0080\u009d Comments: 4. Question : (TCOs
\n7 & 9) Select the option that best depicts the fallacy found in this
\npassage: The
\ntrouble with impeaching the president is this: Going after every person who occupies
\nthe office will take up everyone’s time, and the government will never get anything
\nelse done.
\nweek 5<\/p>\n
Grade Details – All Questions <\/p>\n
1. Question : (TCOs 1 & 2) Categorical logic originated with the
\nwork of Aristotle, and it is based on
\n information
\ngrouped in classes based upon which pair of logical principles?
\n : Inclusion and proportion
\n Exclusion
\nand translation
\n Exclusion
\nand discrimination
\n Inclusion
\nand exclusion <\/p>\n
2. Question : (TCO 4) Each of the four standard-form categorical claims
\nin categorical logic can be
\n displayed
\ngraphically in a standard way using what logical tool?
\n Truth table
\n Venn
\ndiagram
\n Probability
\ngraph
\n Syllogism <\/p>\n
3. Question : (TCOs 1 & 3) Categorical syllogisms employ two premise
\nclaims and a conclusion
\n claim
\nin standard forms, and three significant terms each occur exactly twice in
\nexactly
\n two
\nof the claims. What do we call the term that occurs as the subject term of the
\n syllogism’s
\nconclusion? <\/p>\n
4. Question : (TCOs 1 & 2) Standard-form categorical claims require
\nthat claims in other forms be
\n translated
\nso that the four standard-form claims specify which elements?
\n Nouns and verbs
\n Nouns
\nand adjectives
\n Subject
\nand predicate
\n Verbs
\nand adverbs <\/p>\n
5. Question : (TCOs 3 & 4) Truth-functional logic employs truth
\ntables to analyze sets of claims
\n working
\ntogether in arguments. What is the term that describes the invalid form in
\n which
\nthe conditional has its consequent as the other premise?
\n Affirming the consequent
\n Modus
\nponens
\n Denying
\nthe antecedent
\n Undistributed
\nmiddle <\/p>\n
week 6<\/p>\n
Grade Details – All Questions <\/p>\n
1. Question : (TCO
\n1 & 5) Which kind of inductive reasoning is being used in the following
\nsample?
\n Japan
\nhas tight immigration laws and their economy is good. The same kinds of laws
\n could
\nwork in the U.S.
\n : Generalizing from a sample
\n Arguing
\nfrom analogy
\n Reasoning
\nfrom general to general
\n Using
\na statistical syllogism <\/p>\n
2. Question : (TCO
\n1 & 5) Which kind of inductive reasoning is being used in the following
\nsample?
\n Most
\nof the CEOs you see on television are Republicans, so it is pretty certain that
\n CEOs
\nare going to be Republican.
\n Generalizing from a sample
\n Arguing
\nfrom analogy
\n Reasoning
\nfrom general to general
\n Using
\na statistical syllogism <\/p>\n
3. Question : (TCO
\n6 & 7) Identify the inductive fallacy in the following example: Some say
\nthat the
\n stimulus
\nmoney paid to banks just went straight into the pockets of the bankers. So, do
\n you
\nsupport or oppose such stimulus plans?
\n Slanted question
\n Self-selection
\nfallacy
\n Weak
\nanalogy
\n Vague
\ngenerality <\/p>\n
4. Question
\n:<\/p>\n
Student Answer:<\/p>\n
(TCO 2) Identify the error in causal reasoning in the
\nfollowing example: Seventy-five percent of the people with ulcers experience
\nfrequent, intense heartburn. If you are experiencing frequent, intense
\nheartburn, there is a 75% chance you have ulcers.<\/p>\n
Overlooking statistical regression Post hoc, ergo propter
\nhoc Confusing conditional probabilities Confusing explanations with excuses<\/p>\n
5. Question : (TCO
\n5) Identify the method of forming a causal hypothesis in the following example:
\n Whenever
\nI get a cold, it starts with a runny nose. Soon enough, I\u00e2\u0080\u0099m sneezing. Next,
\n my
\nthroat gets dry and I am coughing. You have a runny nose, sneezing, dry throat,
\n and
\ncoughing. I bet you have a cold.
\n Method of difference
\n Method
\nof agreement
\n Best
\ndiagnosis method
\n None
\nof the above<\/p>\n","protected":false},"excerpt":{"rendered":"
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