Imagine you are having an early breakfast with Aristotle, Aquina.docx
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Imagine you are having an early breakfast with Aristotle, Aquinas, Dawkins, and C.S. Lewis. A madman interrupts and gives a speech about God being dead. This reminds you of something else you had read previously: a selection from Zarathustra's Speeches . Explain to your breakfast company the meaning of the speech and that selection from Nietzsche (bringing up Sartre for clarifying issues involving human existence, value, and the definition of existentialism). How might your breakfast company respond to Nietzsche and Sartre? Explain why or why not existentialism provides an adequate understanding of human nature in response to your breakfast company [1] . [1] Remember to engage the arguments of the thinkers. (For example, that Aristotle was an ancient Greek, Aquinas was a priest, and Dawkins a biologist makes no difference to the soundness of their respective arguments. When reasons are presented, reasons must be evaluated. And they all presented reasons for their positions.) It is not a research paper. Just write based on a selection from Zarathustra's Speeches .
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![Imagine you are having an early breakfast with Aristotle,
Aquinas, Dawkins, and C.S. Lewis. A madman interrupts and
gives a speech about God being dead. This reminds you of
something else you had read previously: a selection from
Zarathustra's Speeches
. Explain to your breakfast company the meaning of the speech
and that selection from Nietzsche (bringing up Sartre for
clarifying issues involving human existence, value, and the
definition of existentialism). How might your breakfast
company respond to Nietzsche and Sartre? Explain why or why
not existentialism provides an adequate understanding of human
nature in response to your breakfast company
[1]
.
[1]
Remember to engage the
arguments
of the thinkers. (For example, that Aristotle was an ancient
Greek, Aquinas was a priest, and Dawkins a biologist makes no
difference to the soundness of their respective arguments. When
reasons are presented, reasons must be evaluated. And they all
presented reasons for their positions.)
It is not a research paper. Just write based on a selection from
Zarathustra's Speeches](https://image.slidesharecdn.com/imagineyouarehavinganearlybreakfastwitharistotleaquina-230107111343-1e35ec05/85/Imagine-you-are-having-an-early-breakfast-with-Aristotle-Aquina-docx-1-320.jpg)
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Literary AnalysisExplanation and BackgroundLiterary anal.docx
Literary Analysis
Explanation and Background
Literary analysis: The Island of Doctor Moreau
Rough draft due: October 2nd at the start of class
Final draft due: October 7th at the start of class
requirements
1,800 – 2,400 words (approx. 6-8 pgs.) + Works Cited Page
Pose an original interpretation of The Island of Doctor Moreau.
Reference one of the historical or critical readings from the Broadview editions (these are what we read on Sept. 18).
prompt
So what? This is the question that we always ask in relation to literature. A conversation that you may have with an English instructor might go as follows:
Hetty was so tragic.
So what?
I mean, she had no one to turn to.
So what?
She was like, abandoned by her society for her affair with Arthur, but he wasn’t even punished.
So what?
It’s a real double-standard, you know. Hetty is punished for her desire.
Now you’re getting somewhere.
A literary analysis should offer your analysis of a text’s relevance to greater culture. What is this text saying about one’s experience of the world around us? This is what you’ll seek to answer. To support your interpretation, you will draw on the language of the text, meaning direct quotations (you will need a minimum of one quotation per paragraph).
Examples
You will have access to examples on Blackboard, so I recommend you look there. However, you might also review the chapter “Strategic Reading.” The authors illustrate what aspects of a text you might analyze and how to form an argument. Consider their reading of animals in Frederick Douglass narrative. They do NOT just say, “Frederick Douglas uses animals to represent the slave holders.” This is the type of statement to which you might reply, “So what?” It doesn’t tell you anything significant about the novel. Rather than make a general (and unexciting) statement like this, they argue, “Frederick Douglas uses animal imagery to represent the character of the slave holders, inverting the traditional association of animals with slaves to suggest that the slave holders are the true uncivilized monsters.” Which statement is better? Which one tells you more? Which one can you argue with? If Douglas refers to the slave holders as animals, you can’t argue with that, but you might argue that, rather than suggesting that the slave holders are monsters, Douglas inverts the traditional trope to suggest that the slave holders are not that different from the slaves from whom they want to distinguish themselves.
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Learning objectives
At the end of this assignment you should have demonstrated your ability to do the following:
Analyze the language of a text.
Incorporate terms that illustrate your familiarity with the genre of writing.
Reference and analyze the language of the text to support your analysis.
Write a clear thesis statement.
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Literary Analysis
Explanation and Background
Literary analysis: The Island of Doctor Moreau
Rough draft due: October 2nd at the start of class
Final draft due: October 7th at the start of class
requirements
1,800 – 2,400 words (approx. 6-8 pgs.) + Works Cited Page
Pose an original interpretation of The Island of Doctor Moreau.
Reference one of the historical or critical readings from the Broadview editions (these are what we read on Sept. 18).
prompt
So what? This is the question that we always ask in relation to literature. A conversation that you may have with an English instructor might go as follows:
Hetty was so tragic.
So what?
I mean, she had no one to turn to.
So what?
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So what?
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Examples
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South China Morning Post
Retrieved
Please answer the following:
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Identity ProfileThis assignment is a reflection and analysis.docx
Identity Profile
This assignment is a reflection and analysis of your personal racial, ethnic, and cultural identity. For this assignment, you will write a paper of 4–5 pages (excluding the cover page and references list).
You are expected to complete the following:
Describe your own race, ethnicity, cultural influences, traditions, beliefs, and values:
Support your description of your identity with at least three peer-reviewed journal articles published in the last 5 years that discuss racial identity development, ethnic identity development, or cultural identity development. Use the Capella Library and search for three peer-reviewed journal articles related to the identity you describe. (For example, key word search for Latino and identity model or Hispanic and cultural identity development models.)
Identify and discuss factors that influenced how you view yourself (background, experiences, cultural traditions, parental and family relationship, education, and workplace):
Support your description of factors that influenced your view of self with findings from your Internet search in Unit 1.
Consider and analyze how the two domains above have affected your interactions with others, paying particular attention to culture and diversity issues and cultural competence:
Support your analysis with a summary of findings from Universal Ethnic Identity Scale (UEIS) in Unit 1 and the self-assessment in Unit 3.
Compare and contrast your analysis of Universal Ethnic Identity Scale (UEIS) and self-assessment with one of the following additional assessments:
Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy.
Cultural Competence Self-Assessment Tool.
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Times New Roman, 12-point, and double-spaced.
Include a cover page, page numbers, and a running head.
It is acceptable to write in the first person for this assignment.
Cite at least three sources.
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Identifyingand ManagingProject Risk................docx
Identifying
and Managing
Project Risk
.......................... 9860$$ $$FM 02-20-03 09:14:05 PS
.......................... 9860$$ $$FM 02-20-03 09:14:06 PS
This page intentionally left blank
Identifying
and Managing
Project Risk
Essential Tools for
Failure-Proofing Your Project
Tom Kendrick
American Management Association
New York • Atlanta • Brussels • Buenos Aires • Chicago • London • Mexico City
San Francisco • Shanghai • Tokyo • Toronto • Washington, D.C.
.......................... 9860$$ $$FM 02-20-03 09:14:07 PS
Special discounts on bulk quantities of AMACOM books are
available to corporations, professional associations, and other
organizations. For details, contact Special Sales Department,
AMACOM, a division of American Management Association,
1601 Broadway, New York, NY 10019.
Tel.: 212-903-8316. Fax: 212-903-8083.
Web Site: www.amacombooks.org
This publication is designed to provide accurate and authoritative
information in regard to the subject matter covered. It is sold with the
understanding that the publisher is not engaged in rendering legal,
accounting, or other professional service. If legal advice or other
expert assistance is required, the services of a competent professional
person should be sought.
‘‘PMI’’ and the PMI logo are service and trademarks registered in the
United States and other nations; ‘‘PMP’’ and the PMP logo are
certification marks registered in the United States and other nations;
‘‘PMBOK’’, ‘‘PM Network’’, and ‘‘PMI Today’’ are trademarks registered
in the United States and other nations; and ‘‘Project Management
Journal’’ and ‘‘Building professionalism in project management’’ are
trademarks of the Project Management Institute, Inc.
Library of Congress Cataloging-in-Publication Data
Kendrick, Tom.
Identifying and managing project risk: essential tools for
failure-proofing your project / Tom Kendrick.
p. cm.
Includes bibliographical references and index.
ISBN 0-8144-0761-7
1. Risk management. 2. Project management. I. Title.
HD61 .K46 2003
658. 4�04—dc21 2002152001
� 2003 Tom Kendrick.
All rights reserved.
Printed in the United States of America.
This publication may not be reproduced,
stored in a retrieval system,
or transmitted in whole or in part,
in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of AMACOM,
a division of American Management Association,
1601 Broadway, New York, NY 10019.
Printing number
10 9 8 7 6 5 4 3 2 1
.......................... 9860$$ $$FM 02-20-03 09:14:08 PS
CONTENTS
Acknowledgments ix
Introduction xi
Chapter 1: Why Project Risk Management? 1
The Doomed Project 1
Risk 2
Benefits and Uses of Risk Data 8
The Risk Management Process 10
Anatomy of a Failed Project: The First Panama
Canal Project 12
Chapter 2: Planning for Risk Management 17
Project Selection 18
Overall Project Planning Processes 20
Defining Risk Management for the Project 29
The PERIL Database 31
.
IDS 400 Milestone Four Guidelines and Rubric Analyzing an .docx
IDS 400 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences
Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue or event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue/event in diversity through the lenses of the natural and applied sciences and the social
sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue/event through these two lenses. This will
provide you with a chance to practice analyzing your issue/event through these lenses and receive feedback on this practice attempt.
Prompt: First, review your work in Modules Five and Six, as well as the Four Lenses document from Module One.
Next, analyze your issue/event through the lens of the natural and applied sciences by exploring the following questions:
How does this issue/event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue/event?
Next, analyze your issue/event through the lens of the social sciences, and address the following:
How does this issue/event interact with the social sciences lens and impact social issues?
In what ways does the social science lens help articulate a deeper understanding of the social issue(s) that inform your issue/event?
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, and any other pertinent resources to
support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into Final Project Part One.
Specifically, the following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
A. Analyze your issue/event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize evidence
from research to support your analysis.
https://learn.snhu.edu/content/enforced/196286-MASTER-IDS-400-CEIDS-OL-TRAD.19EW5/Course%20Documents/IDS%20400%20Four%20General%20Education%20Lenses.pdf?_&d2lSe.
IEP Team Members 10.0 Summary comprehensively and correctly id.docx
IEP Team Members
10.0
Summary comprehensively and correctly identifies IEP team members who are mandated to be present under IDEA and those who are optional under IDEA.
Professional Practice Standards
20.0
Summary expertly describes ethical principles and professional practice standards and how they guide practice.
IEP Legal, Ethical, and Policy Components
20.0
Summary thoughtfully examines the legal, ethical, and policy responsibilities within the checklist and how they relate to educational development and other services for students with disabilities and their families.
IEP Self Reflection
20.0
Summary proficiently explains skills from the checklist that will be helpful to perform when considering ethical practices.
Thesis Development and Purpose
7.0
Thesis or main claim is comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
8.0
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative and thoroughly support the claim.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Paper Format (use of appropriate style format)
5.0
All template and format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
More information about this series at http://www.springer.com/series/10796
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Public Administration and Information Technology
DOI 10.1007/978-3-319-12784-2
Library of Congress Control Number: 2014956771
Springer Cham Heidelberg New York London
© Springer International Publishing Switzerland 2015
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the
material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
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construct a description of the organizational culture
that addresses the dimension (on pages 50-52 Communicating at Work).
Describe
the best way to communicate
each
of the following:
Introducing new ideas
Interacting with leaders
Confronting Conflict
Managing Time
Socializing with coworkers
Exchanging Information (e.g., face-to-face, text, e-mail, telephone)
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What was your age?
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and
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and explain
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Who are we?
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South China Morning Post
Retrieved
Please answer the following:
1. What is the difference between culture and ethnicity?
2. Isn't ethnicity one aspect of cultural identity? How do those in Hong Kong view themselves, though the majority are Chinese?
3. How might that compare to Americans who are Texans (for example)?
4. What are the divisive cultural identity issues here in the United States?
5. Does the motto, "E pluribus unum" ("one out of many") have significance in a modern multicultural society?
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Describe your own race, ethnicity, cultural influences, traditions, beliefs, and values:
Support your description of your identity with at least three peer-reviewed journal articles published in the last 5 years that discuss racial identity development, ethnic identity development, or cultural identity development. Use the Capella Library and search for three peer-reviewed journal articles related to the identity you describe. (For example, key word search for Latino and identity model or Hispanic and cultural identity development models.)
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Support your description of factors that influenced your view of self with findings from your Internet search in Unit 1.
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Support your analysis with a summary of findings from Universal Ethnic Identity Scale (UEIS) in Unit 1 and the self-assessment in Unit 3.
Compare and contrast your analysis of Universal Ethnic Identity Scale (UEIS) and self-assessment with one of the following additional assessments:
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Cultural Competence Self-Assessment Tool.
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Times New Roman, 12-point, and double-spaced.
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Identifyingand ManagingProject Risk................docx
Identifying
and Managing
Project Risk
.......................... 9860$$ $$FM 02-20-03 09:14:05 PS
.......................... 9860$$ $$FM 02-20-03 09:14:06 PS
This page intentionally left blank
Identifying
and Managing
Project Risk
Essential Tools for
Failure-Proofing Your Project
Tom Kendrick
American Management Association
New York • Atlanta • Brussels • Buenos Aires • Chicago • London • Mexico City
San Francisco • Shanghai • Tokyo • Toronto • Washington, D.C.
.......................... 9860$$ $$FM 02-20-03 09:14:07 PS
Special discounts on bulk quantities of AMACOM books are
available to corporations, professional associations, and other
organizations. For details, contact Special Sales Department,
AMACOM, a division of American Management Association,
1601 Broadway, New York, NY 10019.
Tel.: 212-903-8316. Fax: 212-903-8083.
Web Site: www.amacombooks.org
This publication is designed to provide accurate and authoritative
information in regard to the subject matter covered. It is sold with the
understanding that the publisher is not engaged in rendering legal,
accounting, or other professional service. If legal advice or other
expert assistance is required, the services of a competent professional
person should be sought.
‘‘PMI’’ and the PMI logo are service and trademarks registered in the
United States and other nations; ‘‘PMP’’ and the PMP logo are
certification marks registered in the United States and other nations;
‘‘PMBOK’’, ‘‘PM Network’’, and ‘‘PMI Today’’ are trademarks registered
in the United States and other nations; and ‘‘Project Management
Journal’’ and ‘‘Building professionalism in project management’’ are
trademarks of the Project Management Institute, Inc.
Library of Congress Cataloging-in-Publication Data
Kendrick, Tom.
Identifying and managing project risk: essential tools for
failure-proofing your project / Tom Kendrick.
p. cm.
Includes bibliographical references and index.
ISBN 0-8144-0761-7
1. Risk management. 2. Project management. I. Title.
HD61 .K46 2003
658. 4�04—dc21 2002152001
� 2003 Tom Kendrick.
All rights reserved.
Printed in the United States of America.
This publication may not be reproduced,
stored in a retrieval system,
or transmitted in whole or in part,
in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of AMACOM,
a division of American Management Association,
1601 Broadway, New York, NY 10019.
Printing number
10 9 8 7 6 5 4 3 2 1
.......................... 9860$$ $$FM 02-20-03 09:14:08 PS
CONTENTS
Acknowledgments ix
Introduction xi
Chapter 1: Why Project Risk Management? 1
The Doomed Project 1
Risk 2
Benefits and Uses of Risk Data 8
The Risk Management Process 10
Anatomy of a Failed Project: The First Panama
Canal Project 12
Chapter 2: Planning for Risk Management 17
Project Selection 18
Overall Project Planning Processes 20
Defining Risk Management for the Project 29
The PERIL Database 31
.
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IDS 400 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences
Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
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gain insight into how the intersectional nature of diversity affects society as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue/event in diversity through the lenses of the natural and applied sciences and the social
sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue/event through these two lenses. This will
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Prompt: First, review your work in Modules Five and Six, as well as the Four Lenses document from Module One.
Next, analyze your issue/event through the lens of the natural and applied sciences by exploring the following questions:
How does this issue/event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue/event?
Next, analyze your issue/event through the lens of the social sciences, and address the following:
How does this issue/event interact with the social sciences lens and impact social issues?
In what ways does the social science lens help articulate a deeper understanding of the social issue(s) that inform your issue/event?
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
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https://learn.snhu.edu/content/enforced/196286-MASTER-IDS-400-CEIDS-OL-TRAD.19EW5/Course%20Documents/IDS%20400%20Four%20General%20Education%20Lenses.pdf?_&d2lSe.
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IEP Team Members
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Professional Practice Standards
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All template and format elements are correct.
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5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Public Administration and Information
Technology
Volume 10
Series Editor
Christopher G. Reddick
San Antonio, Texas, USA
More information about this series at http://www.springer.com/series/10796
Marijn Janssen • Maria A. Wimmer
Ameneh Deljoo
Editors
Policy Practice and Digital
Science
Integrating Complex Systems, Social
Simulation and Public Administration
in Policy Research
2123
Editors
Marijn Janssen Ameneh Deljoo
Faculty of Technology, Policy, and Faculty of Technology, Policy, and
Management Management
Delft University of Technology Delft University of Technology
Delft Delft
The Netherlands The Netherlands
Maria A. Wimmer
Institute for Information Systems Research
University of Koblenz-Landau
Koblenz
Germany
ISBN 978-3-319-12783-5 ISBN 978-3-319-12784-2 (eBook)
Public Administration and Information Technology
DOI 10.1007/978-3-319-12784-2
Library of Congress Control Number: 2014956771
Springer Cham Heidelberg New York London
© Springer International Publishing Switzerland 2015
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the
material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcast.
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Imagine you are having an early breakfast with Aristotle, Aquina.docx
- 1. Imagine you are having an early breakfast with Aristotle, Aquinas, Dawkins, and C.S. Lewis. A madman interrupts and gives a speech about God being dead. This reminds you of something else you had read previously: a selection from Zarathustra's Speeches . Explain to your breakfast company the meaning of the speech and that selection from Nietzsche (bringing up Sartre for clarifying issues involving human existence, value, and the definition of existentialism). How might your breakfast company respond to Nietzsche and Sartre? Explain why or why not existentialism provides an adequate understanding of human nature in response to your breakfast company [1] . [1] Remember to engage the arguments of the thinkers. (For example, that Aristotle was an ancient Greek, Aquinas was a priest, and Dawkins a biologist makes no difference to the soundness of their respective arguments. When reasons are presented, reasons must be evaluated. And they all presented reasons for their positions.) It is not a research paper. Just write based on a selection from Zarathustra's Speeches