I need all the answers to come out of the pages of the book I am giv.docx
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I need all the answers to come out of the pages of the book I am giving you Read about Thomas Hobbes and Benedictus de Spinoza on pp. 62-67. Answer the following: 1. What is the basic premise of Hobbes’ metaphysics? 2. What is Hobbes’ view of perception? What is a problem with this view? 3. Explain Spinoza's view of "substance." 4. With what does Spinoza equate substance? What is this view called? 5. What does Spinoza say about "thought" and "extension?" How does his view on thought and extension address the problem of how the mind interacts with the body? 6. How does Spinoza's view of substance differ from Descartes'? What problem with Descartes' view does Spinoza solve? 7. How does Spinoza's view of substance differ from Hobbes'? What problem with Hobbes' view does Spinoza solve? 8.Now that you have read about Spinoza's pantheism, do you believe he is best understood as an atheist? Explain why or why not in at least a paragraph. .
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Unit Two Workshop and EssayIntro to PhilosophyInstructions.docx
Unit Two Workshop and Essay
Intro to Philosophy
Instructions
In the second unit in this class, we have focused on two things; we’ve looked at various texts in which the authors argue for a specific view on the mind-body problem and we have attempted to identify and report arguments. This assignment will bring these together.
You are asked to consider the following question: how is the mind related to the body or brain?
Ok, now that you’ve sorted that out, consider the passages below the instructions, from several of our our authors, namely, Descartes, Papineau, or Jackson. For this essay, you must consider one of these authors. Re-read the passage I have provided, in which he or she answers one of the above two questions. You might find that the author really answers both questions at the same time, or not.
Having re-read the passage, you must next try to find not only the author's answer(s) to the above question(s), but the reasons offered in support of his view.
What you must write in your Blue Book:
Now - and only now! — is it time to write. Here is what your paper must contain:
1. First, identify which author you’ll be considering.
2. You must next state, clearly, simply, and accurately, what your chosen author would say in response to the above questions. This should not be more than a single paragraph — get to the point! This might even be called your thesis or controlling idea. It’s the idea you’ll be exploring in the rest of the paper.
3. Next provide the reasons why the author believes what you have just claimed he does. Consider no more than one reason per paragraph. So, if you find three reasons, then write at least three paragraphs for this part.
4. In each paragraph, explain each reason simply, clearly, and accurately. Then elaborate a bit on what that means and try to show why or how it supports the main claim, How does this reason help him or her?
5. You must also provide evidence! That is, you must provide textual evidence supporting your claim that the authors in question really has this reason you’re discussing. The best and easiest way to do this is to quote, briefly and accurately, the sentence in which the author actually says the reason, from the passage I provided. Then restate it in your own words, explaining the passage as I described in number 4, just above. Remember, though, the evidence does not speak for itself. You must interpret and explain it. But you also must remain true to the text you’re discussing and the textual evidence will make that happen.
6. Ideally, the reasons you present will indeed be relevant to the main claim you presented (i.e., the answer you claim your author would give to the question(s) above). Don’t provide reasons that are irrelevant or even contrary to the main claim! You are trying to support it, remember. Also note that all of this is reporting what the author said, not what you think.
7. Finally, evaluate what you have just said. The author said it, but is it right? Do ...
Does life have meaning What can we know Please read and review .docx
Does life have meaning? What can we know? Please read and review the following essays from your text, Introducing Philosophy through Pop Culture, [Edited by Irwin and Johnson]: [1] Aquinas and Rose on Faith and Reason, by Daniel B. Gallagher, [2] “I Am an Instrument of God”; Religious Belief, Atheism, and Meaning, by Jason T. Eberl and Jennifer A. Vines, [3] Selfish, Base Animals Crawling Across the Earth: House and the Meaning of Life, by Henry Jacoby, and [4] Adama’s True Lie: Earth and the Problem of Knowledge, by Eric J. Silverman.
[a] Each of these essays dissects differing concepts of knowledge and meaning. Use characters from the first three (3) of the above essays to contrast the differing concepts of knowledge and meaning illustrated by the author and the appropriate philosophers cited in the particular essays you chose. For example, in the first reading, one might choose to contrast/compare the opposing views of knowledge illustrated by Bernard and Rose. The comparison would, most appropriately, be viewed through the concepts of Aquinas discussed in detail in Gallagher’s particular essay. Likewise, in the second reading the views of Adama and Baltar could be contrasted with those of Roslin and Six through the teachings of Aquinas, Hume, and Russell. In the third reading the different concepts of meaning and knowledge exhibited by House and Wilson (or Sister Augustine) can be contrasted through the perspectives of Socrates and Aristotle.
[b] The fourth reading cites the views of David Hume, W. K. Clifford, and William James concerning knowledge as such knowledge contributes to life’s meaning. Clearly explain these views of each philosopher. [Note: The student is not required to research these philosophers’ views beyond the explanations given in the text.]
[c] Using the appropriate characters you chose to compare and contrast (in part [a] of this prompt), critically examine the positions/views of these pop culture characters as you believe Hume, Clifford, and James would do. What might each of these philosophers say about each character’s concept of knowledge and what each character most likely perceives gives meaning to life?
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 4 Assignment: Short Paper
In a 3 – 4 page paper address the following:
Identify and describe five scientific methods of research inquiry and how you would apply them
to a research project.
Be sure to provide examples.
Develop a hypothesis focused on the professional practices of criminal justice practitioners.
o An example of a hypothesis would be: you could propose a hypothesis that focuses on
whether law enforcement is better equipped to handle terrorism post 9/11 or whether
airline safety has improved since the attacks of 9/11, etc.
Then select two methods of inquiries and how you would apply them to your hypothesis to
reach a conclusion. The paper should be 3 pages in length, excluding title and reference
pages. ...
Personal Essay
This document provides guidance for writing a personal essay. It discusses focusing on a personal philosophy or insight into life and supporting it with life experiences that taught the philosophy, instances where the writer applied it, and how it will continue affecting their life. Sample essays are analyzed for their thesis, supporting experiences, and explanation of the philosophy. The document also includes topics for a class discussion on censorship and common sayings. Students are tasked with analyzing insights and selecting a topic for their own personal essays.
Laurence bon jour and ernest sosa epistemic justification-internalism vs ext...
This document summarizes Laurence BonJour's version of internalist foundationalism regarding epistemic justification. BonJour aims to investigate whether we have good reasons to think our beliefs about the world are true or approximately true, and what form these reasons take. He focuses on the epistemic justification of empirical beliefs. BonJour argues that foundationalism best addresses the regress problem posed by justification. On his view, sensory experience provides the foundations for justified beliefs about an external world, and these beliefs can be justified through a priori reasoning about explanatory coherence. He rejects externalist accounts that justification depends on factors external to the believer's consciousness, like causal relations or reliability.
Foundations 111 Fall 2013 Thesis-Driven Essay Two Cont.docx
Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve
greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we
encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
To practice defending a claim
To practice reading a text closely for full comprehension
To practice using examples and evidence to support assertions
To build critical thinking and writing skills through the exploring, outlining, drafting, revising process
To practice editing and proofreading
Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a
thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without
repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely
irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive
argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:
Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates
to your thesis.
Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)
Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then
evaluat.
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Philosophy can be summarized in 3 ways:
1. The practical strategy - To understand philosophy, one must engage in philosophical thinking and problems.
2. The definitional strategy - Philosophy is loosely defined as the love of knowledge, but we need more context on what kind of knowledge and how it is obtained.
3. The deferential strategy - Other philosophers define philosophy as using reasoning to promote human flourishing or thinking clearly about reality.
Philosophy aims to work out the right way of thinking about important topics through rigorous questioning and examination of assumptions. It addresses fundamental questions and challenges accepted beliefs, aiming to help humans understand themselves.
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Unit Two Workshop and EssayIntro to PhilosophyInstructions.docx
Unit Two Workshop and Essay
Intro to Philosophy
Instructions
In the second unit in this class, we have focused on two things; we’ve looked at various texts in which the authors argue for a specific view on the mind-body problem and we have attempted to identify and report arguments. This assignment will bring these together.
You are asked to consider the following question: how is the mind related to the body or brain?
Ok, now that you’ve sorted that out, consider the passages below the instructions, from several of our our authors, namely, Descartes, Papineau, or Jackson. For this essay, you must consider one of these authors. Re-read the passage I have provided, in which he or she answers one of the above two questions. You might find that the author really answers both questions at the same time, or not.
Having re-read the passage, you must next try to find not only the author's answer(s) to the above question(s), but the reasons offered in support of his view.
What you must write in your Blue Book:
Now - and only now! — is it time to write. Here is what your paper must contain:
1. First, identify which author you’ll be considering.
2. You must next state, clearly, simply, and accurately, what your chosen author would say in response to the above questions. This should not be more than a single paragraph — get to the point! This might even be called your thesis or controlling idea. It’s the idea you’ll be exploring in the rest of the paper.
3. Next provide the reasons why the author believes what you have just claimed he does. Consider no more than one reason per paragraph. So, if you find three reasons, then write at least three paragraphs for this part.
4. In each paragraph, explain each reason simply, clearly, and accurately. Then elaborate a bit on what that means and try to show why or how it supports the main claim, How does this reason help him or her?
5. You must also provide evidence! That is, you must provide textual evidence supporting your claim that the authors in question really has this reason you’re discussing. The best and easiest way to do this is to quote, briefly and accurately, the sentence in which the author actually says the reason, from the passage I provided. Then restate it in your own words, explaining the passage as I described in number 4, just above. Remember, though, the evidence does not speak for itself. You must interpret and explain it. But you also must remain true to the text you’re discussing and the textual evidence will make that happen.
6. Ideally, the reasons you present will indeed be relevant to the main claim you presented (i.e., the answer you claim your author would give to the question(s) above). Don’t provide reasons that are irrelevant or even contrary to the main claim! You are trying to support it, remember. Also note that all of this is reporting what the author said, not what you think.
7. Finally, evaluate what you have just said. The author said it, but is it right? Do ...
Does life have meaning What can we know Please read and review .docx
Does life have meaning? What can we know? Please read and review the following essays from your text, Introducing Philosophy through Pop Culture, [Edited by Irwin and Johnson]: [1] Aquinas and Rose on Faith and Reason, by Daniel B. Gallagher, [2] “I Am an Instrument of God”; Religious Belief, Atheism, and Meaning, by Jason T. Eberl and Jennifer A. Vines, [3] Selfish, Base Animals Crawling Across the Earth: House and the Meaning of Life, by Henry Jacoby, and [4] Adama’s True Lie: Earth and the Problem of Knowledge, by Eric J. Silverman.
[a] Each of these essays dissects differing concepts of knowledge and meaning. Use characters from the first three (3) of the above essays to contrast the differing concepts of knowledge and meaning illustrated by the author and the appropriate philosophers cited in the particular essays you chose. For example, in the first reading, one might choose to contrast/compare the opposing views of knowledge illustrated by Bernard and Rose. The comparison would, most appropriately, be viewed through the concepts of Aquinas discussed in detail in Gallagher’s particular essay. Likewise, in the second reading the views of Adama and Baltar could be contrasted with those of Roslin and Six through the teachings of Aquinas, Hume, and Russell. In the third reading the different concepts of meaning and knowledge exhibited by House and Wilson (or Sister Augustine) can be contrasted through the perspectives of Socrates and Aristotle.
[b] The fourth reading cites the views of David Hume, W. K. Clifford, and William James concerning knowledge as such knowledge contributes to life’s meaning. Clearly explain these views of each philosopher. [Note: The student is not required to research these philosophers’ views beyond the explanations given in the text.]
[c] Using the appropriate characters you chose to compare and contrast (in part [a] of this prompt), critically examine the positions/views of these pop culture characters as you believe Hume, Clifford, and James would do. What might each of these philosophers say about each character’s concept of knowledge and what each character most likely perceives gives meaning to life?
[CJ499: Bachelors Capstone in Criminal Justice ]
Unit 4 Assignment: Short Paper
In a 3 – 4 page paper address the following:
Identify and describe five scientific methods of research inquiry and how you would apply them
to a research project.
Be sure to provide examples.
Develop a hypothesis focused on the professional practices of criminal justice practitioners.
o An example of a hypothesis would be: you could propose a hypothesis that focuses on
whether law enforcement is better equipped to handle terrorism post 9/11 or whether
airline safety has improved since the attacks of 9/11, etc.
Then select two methods of inquiries and how you would apply them to your hypothesis to
reach a conclusion. The paper should be 3 pages in length, excluding title and reference
pages. ...
Personal Essay
This document provides guidance for writing a personal essay. It discusses focusing on a personal philosophy or insight into life and supporting it with life experiences that taught the philosophy, instances where the writer applied it, and how it will continue affecting their life. Sample essays are analyzed for their thesis, supporting experiences, and explanation of the philosophy. The document also includes topics for a class discussion on censorship and common sayings. Students are tasked with analyzing insights and selecting a topic for their own personal essays.
Laurence bon jour and ernest sosa epistemic justification-internalism vs ext...
This document summarizes Laurence BonJour's version of internalist foundationalism regarding epistemic justification. BonJour aims to investigate whether we have good reasons to think our beliefs about the world are true or approximately true, and what form these reasons take. He focuses on the epistemic justification of empirical beliefs. BonJour argues that foundationalism best addresses the regress problem posed by justification. On his view, sensory experience provides the foundations for justified beliefs about an external world, and these beliefs can be justified through a priori reasoning about explanatory coherence. He rejects externalist accounts that justification depends on factors external to the believer's consciousness, like causal relations or reliability.
Foundations 111 Fall 2013 Thesis-Driven Essay Two Cont.docx
Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve
greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we
encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
To practice defending a claim
To practice reading a text closely for full comprehension
To practice using examples and evidence to support assertions
To build critical thinking and writing skills through the exploring, outlining, drafting, revising process
To practice editing and proofreading
Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a
thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without
repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely
irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive
argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:
Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates
to your thesis.
Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)
Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then
evaluat.
Phronesis complex1
Draft book about my Phronesis meta-semeiotic body of understanding for every-thing. Thing to be replaced by living and non-living plurisigns. It will have to become basis /fundament for ALL of sciences and practises and all of sensemaking. Unifying theory and practises and enabling a whole new world of possibilities
Mooc handout 1
Philosophy can be summarized in 3 ways:
1. The practical strategy - To understand philosophy, one must engage in philosophical thinking and problems.
2. The definitional strategy - Philosophy is loosely defined as the love of knowledge, but we need more context on what kind of knowledge and how it is obtained.
3. The deferential strategy - Other philosophers define philosophy as using reasoning to promote human flourishing or thinking clearly about reality.
Philosophy aims to work out the right way of thinking about important topics through rigorous questioning and examination of assumptions. It addresses fundamental questions and challenges accepted beliefs, aiming to help humans understand themselves.
The Topical-Doctrinal Sermon
This document outlines a process for preparing topical and doctrinal sermons with three main steps: engaging the text through prayer and questions, researching the issue through various theological sources, and contextualizing the findings for one's congregation. Key aspects of the research process include choosing classic and contemporary theologians to guide study, comparing research to the congregation's situation, and developing topical series. The goal is to teach the faith through deductive or inductive sermon forms.
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This document outlines a three step process for preparing biblical sermons based on hermeneutic theories of Hans Georg Gadamer and Paul Ricoeur:
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2. Explanation - Secondary sources are consulted to understand the text's historical context, structure, themes and answers to the initial questions.
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The document discusses philosophical activity as presented in an unseen exam text for IB Philosophy students. It describes philosophical activity as involving abstract thinking about existence and reasoning about meaningful questions. Students are expected to demonstrate their understanding of philosophy by applying philosophical skills, knowledge, and ideas to thoughtfully respond to the unseen text. The summary evaluates the key aspects of philosophical activity highlighted in the document and their alignment with the student's experiences in the philosophy course.
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This document provides an introduction and table of contents for the book "The Psychology of Self-Esteem" by Nathaniel Branden. The introduction discusses how psychology as a science aims to understand human behavior and the complexities involved compared to other fields like physics and biology. It notes that the book aims to provide a conceptual framework for understanding the human need for self-knowledge and self-intelligibility. The introduction argues that contemporary psychology has failed to fully meet this need and that the book will challenge some prevalent assumptions in the field in order to achieve a more accurate portrait of human nature. The table of contents then outlines the book's two parts and 12 chapters that will explore these issues.
PAGE 3Final Summary Reflection” Essay Topic Possibilities.docx
PAGE
3
Final “Summary Reflection” Essay Topic Possibilities:
This essay is due Wednesday, April 19th
Instructions:
Choose one of the following topics and write your essay
in accordance with the guidelines regarding the structure and
the content of “summary reflection” essays I posted separately on Blackboard.
Possible Topics:
1) At the beginning of Plato's Meno, Meno offers Socrates several definitions of virtue
or
arete. None of the definitions satisfy Socrates. Reviewing the definitions and
Socrates' responses to them, what seems to be the major fault of each in Socrates'
eyes? Do you think Socrates is raising legitimate objections to the definitions? Why
or why not? Discuss as critically and creatively as possible.
2) In his attempt to refute Meno's definition of virtue as "the desire of things honorable
and the power of attaining them," Socrates argues that "no one desires that which is
evil." Explain the definition and Socrates' refutation of it in detail. What is Socrates'
argument exactly, and how does it serve to show that Meno's definition is inadequate?
Do you think Socrates' argument is legitimate? Why or why not? Discuss as
critically and creatively as possible.
3) After attempting to define "virtue" unsuccessfully, Meno finally gives up and admits
that he does not know what virtue is. Socrates then invites Meno to join a mutual
inquiry regarding the nature of virtue. At this suggestion, Meno introduces a paradox
which, if legitimate, would make inquiry into the nature of virtue impossible. What is
the paradox, and how does Socrates respond to it? What do you think of Socrates'
response? How, in other words, do you read the nature and the significance of
Socrates' notion of "learning as recollection"? Discuss as critically and creatively as
possible.
4) After arguing that all learning is recollection, Socrates lets Meno talk him into an
investigation of the teach-ability of virtue. How does Socrates approach this question,
and what seems to be his ultimate answer? Do you think the answer Meno and
Socrates give to the problem is the answer Plato wants us to accept? Explain your
answer, and in the process, discuss, if you wish, how you think virtue is acquired.
Discuss as critically and creatively as possible.
5) One of the key implications of Plato's famous "Parable of the Cave" (despite it's rather
tragic ending) is that true freedom involves attaining knowledge of ultimate reality –
(otherwise, we will be perpetually enslaved to the "shadows on the wall" which are
no more than illusions). In other words, Plato would have us believe that
enlightenment is liberating. Of course, this notion is famously captured by the phrase,
"You shall know the truth, and the truth shall make you free."
Considering this general viewpoint, t.
PHIL 201Response Paper InstructionsHaving completed the .docx
PHIL 201
Response Paper Instructions
Having completed the unit of philosophy of religion, you are now ready to respond to an article written by an actual atheist. This article titled “On Being an Atheist,” was written by H. J. McCloskey in 1968 for the journal Question. McCloskey is an Australian philosopher who wrote a number of atheistic works in the 1960s and 70s including the book God and Evil (Nijhoff, 1974). In this article, McCloskey is both critical of the classical arguments for God’s existence and offers the problem of evil as a reason why one should not believe in God. Please note the following parameters for this paper:
1. Your assignment is to read McCloskey’s short article found in the Reading & Study folder in Module/Week 7 and respond to each of the questions below. Your instructor is looking for a detailed response to each question.
2. The response paper is to be a minimum of 1,500 words (not including quotes) and should be written as a single essay and not just a list of answers to questions.
3. The basis for your answers should primarily come from the resources provided in the lessons covering the philosophy of religion unit of the course (Evans and Manis, Craig, and the presentation) and these sources should be mentioned in your paper. You are not merely to quote these sources as an answer to the question—answer them in your own words.
4. You may use other outside sources as well, as long as you properly document them. However, outside sources are not necessary. Each of the questions can be answered from the sources provided in the lessons.
5. While the use of the Bible is not restricted, its use is not necessary and is discouraged unless you intend to explain the context of the passage and how that context applies to the issue at hand in accordance with the guidelines provided earlier in the course. You are not to merely quote scripture passages as answers to the questions. Remember this is a philosophical essay not a biblical or theological essay.
6. While you may quote from sources, all quotations should be properly cited and quotes from sources will not count towards the 1,500 word count of the paper.
7. You may be critical of McCloskey, but should remain respectful. Any disparaging comment(s) about McCloskey will result in a significant reduction in grade.
8. Please note that all papers are to be submitted through SafeAssign, which is a plagiarism detection program. The program is a database of previously submitted papers including copies of papers that have been located on the Internet. Once submitted, your paper will become part of the database as well. The program detects not only exact wording but similar wording. This means that if you plagiarize, it is very likely that it will be discovered. Plagiarism will result in a 0 for the paper and the likelihood of you being dropped from the course.
Specifically, you should address the following questions in your paper:
1. McCloskey refers to the argument.
Quiz Tip Sheet. A few people have emailed about the last quiz. .docx
Quiz Tip Sheet.
A few people have emailed about the last quiz. Here are a few tips.
First, some good news. I will start including a bonus question on future exams.
Tips:
1. Quiz questions are reading comprehension questions: The discussion boards are designed to give you a chance to try out your own arguments and to evaluation the arguments in the readings. The quizzes are designed to test reading comprehension. This does not mean the quiz questions will be rote (i.e., what does Herrick say on page 24, paragraph 1). They will require active reading and comprehension of what is written. Key Point: The answers will come from the text.
2. Reading Philosophy may require skills that you haven’t yet mastered. I have two points, here. First, reading comprehension, in any discipline, improves with knowledge of the subject matter. If you have never taken a philosophy course before (or read philosophical essays) then you can expect to find the material more challenging at first than at the end, after you have developed a feel for philosophical writing & reading. Second, reading philosophy may be more challenging that reading other kinds of writing. Philosophy majors consistently outperform other majors on graduate level entrance exams (for law, business, general grad school, and even the MCAT, for medicine). Most likely, this is because of the kinds of skills required to read, write, and understand philosophical writing. Key Point: Give yourself room to grow in your skills. Just because you’ve gotten a 4.0 in your other classes, doesn’t mean that you will get a 4.0 on every quiz in this class. The types of things that are important to notice in a philosophical essay may be different from the types of things you are used to looking for. And the types of logical inferences required in philosophical reading may be different from your typical patterns of inference.
3. What to notice -- Understand Logic: Mastering the material at the end of the first reading will help your reading comprehension (of philosophy) immensely. Here is a brief outline of the different types of arguments/reasoning. Make sure you can define and identify each type. As you encounter new arguments, or argument types, put them on your map. Key Point: As you read, pay close attention to how arguments are characterized. Different types of arguments require different standards of evaluation.
1. Deductive arguments (reasoning): At best, if the premises are true, the conclusion MUST be true.
a. Category Based Arguments: All whales are mammals; all mammals are animals; thus all whales are animals.
2. Inductive Arguments (reasoning): At best if the premises are true, the conclusion is likely to be true.
a. Analogy Arguments: (Like Paley)
b. Best Explanation Arguments (like fine-tuning)
c. Generalizations: most universes are not fine-tuned, thus, probably, none are.
4. What to notice – Your Assumptions:* We read with selective perception. Our brain ...
20novels
The document provides learning objectives and discussion questions about analyzing religious themes in a fictional novel that involves life after death. The objectives are for students to understand key religious themes, analyze how religious the book can be described, and consider how it shows a Christian interpretation of life after death. It then lists questions for students to answer and discuss in pairs about their views on the book, its potential effects, and whether it presents religious or secular views of death.
Introduction to Christian Philosophy: session 1a introduction
The document provides an introduction to Christian philosophy. It discusses what philosophy is, including definitions from dictionaries and philosophers. Philosophy involves asking questions to understand fundamental topics like existence, knowledge, ethics, and beauty. It also explores different areas of philosophy, like metaphysics and epistemology. The document notes that everyone has a philosophy and worldview that influences how they understand life. It cites a Bible passage warning against philosophies not rooted in Christ.
Teaching chumash - Using Mefarshim to Analyze Critical Thinking
This document outlines a lesson plan for teaching 10th grade girls about Parshat Korach using commentaries (mefarshim) to promote critical thinking. The teacher begins by reviewing the previous class and asking students to summarize the characters and Korach's argument. For this class, students will analyze Moshe's reaction through different mefarshim's perspectives. The teacher guides students through reading Rashi, Ramban, and Rashbam on a pasuk and identifying what type of question each commentary addresses. Students discuss the unique approaches of each mefarshim and compare/contrast their analyses. To conclude, students complete a worksheet individually asking questions about the mefarshim to reinforce critical analysis of the commentaries
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #7
Islam
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita or any other religious text in his or her own way. Therefore, you are encouraged to be creative and to write about your own personal experiences, relating them to the faith practices and wisdom traditions we will be studying this semester. However, be aware that creativity and chaos are not synonymous—in other words, you need to make sure the ideas and thoughts expressed in your paper are coherent and understandable, and most importantly, that they directly relate to the readings. Essays must be typed in 12-point font and should be 2-3 pages (double spaced) in length. When you cite a source, be sure to include the title of the book and page number. If you cite a source other than our class textbooks, include a bibliography at the end of the paper.
Some of you may be very familiar with one particular religion we are discussing this semester. If this applies to you, try (if only for the short period of weeks we are in this class together) to look at your own religion with “new eyes.” For example, if you are a Christian, try to consider how a Buddhist might see your religion. If you an Atheist, try considering life from a Muslim’s perspective. Does this change anything for you? If so, how? Don’t be afraid to experiment with ideas.
Prompt: (Write on 2 of the 5 questions below, OR, you may write about two of your own questions, from the chapter on Islam, that were of particular interest to you.)
1. What do the terms Islam and Muslim mean and what are their significance?
2. Compare and contrast the life of the Prophet Muhammad with the life of Jesus, as presented by Young in our textbook. What similarities or differences stand out?
3. Discuss the nature and content of the Qur’an. How was it revealed to Muhammad? How does the Qur’an see itself (and how do Muslims see it) in relation to the Old and New Testaments?
4. In Islam, as in Judaism, humans are not inherently sinful. What is the human condition, according to Islam, and how do humans recover their remembrance of God?
5. Discuss and describe the Five Pillars of Islam, including their inner or symbolic significance.
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #6
Christianity
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita o ...
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docx
PHILOSOPHY 2306: ETHICS (ONLINE)
DR. STEVE BEST
FALL 2016
EMAIL: [email protected] (work); [email protected] (home)
"If we believe absurdities, we shall commit atrocities." Voltaire
"He is a philosopher who tramples underfoot prejudices, tradition, antiquity, universal
assent, authority, in a word, everything that overawes the mass of minds, who dares to think
for himself, to go back to the clearest general principles, examine them, discuss them, admit
nothing save on the testimony of his experience and reasoning." Diderot
"Why stay we on the earth unless to grow?" Robert Browning
“All that is necessary for evil to triumph is for good men to do nothing.” Edmund Burke
“Indifference elicits no response. Indifference is not a response. Indifference is not a
beginning; it is an end. And, therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim.” Elie Wiesel
“Cowardice asks the question, `Is it safe?’ Expediency asks the question, `Is it
politic?’And Vanity comes along and asks the question, `Is it popular?’ But Conscience
asks the question `Is it right?’ And there comes a time when one must take a position that
is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it
is right.” Martin Luther King, Jr.
!
"Our lives begin to end the day we become silent about things that matter." Martin
Luther King, Jr.
“Compassion, in which all ethics must take root, can only attain its full breadth and
depth if it embraces all living creatures and does not limit itself to humankind.” Albert
Schweitzer
Course Description
This course is an introduction to ethics and ethical reasoning. We will spend most of the
course getting acquainted with the definition and meaning of ethics, and seek in many
ways to transcend conventional views to produce a broader and deeper definition and
understanding of ethics that places it at the center of a meaningful, responsible, and
compassionate life. We will examine key ethical issues, explore major philosophers’
ideas, and examine a number of core ethical traditions. The course aims not only to
explain what ethics is, as a historical and philosophical matter, but also how to do it, as a
reasoned practice relevant to contemporary society and to the quality of one’s own
existence.
After the main focus on ethical theory, we devote the last part of the course to applied
ethics, specifically to the topics of animal rights, ethical veganism, and environmental
ethics. These profound issues surfaced in the last four decades to become major new
fields of inquiry and to pose powerful challenges to Western dogmas and humanist
traditions with their violent and destructive power pathologies. I chose these issues
because: (1) they strongly relate to a key course goal to produce a more comprehensive
and expansive concept of ethics than given by the Western tradition; (2) they are
controversial,.
IDEA requires IEP teams to notify parents of their rights and proced.docx
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task ModeTask Name Duration Start Finish Predecesso.docx
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docx
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docx
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体：Annotated Bibliography
页数： two pages （ two resource）（single）1000 words要求： · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due：02/03/2019
Example：
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure IILecture 20TodayCGI.docx
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docx
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docx
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docx
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docx
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docx
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
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The-Psychology-of-Self-Esteem-booksfree.org_.pdf
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PAGE 3Final Summary Reflection” Essay Topic Possibilities.docx
PAGE
3
Final “Summary Reflection” Essay Topic Possibilities:
This essay is due Wednesday, April 19th
Instructions:
Choose one of the following topics and write your essay
in accordance with the guidelines regarding the structure and
the content of “summary reflection” essays I posted separately on Blackboard.
Possible Topics:
1) At the beginning of Plato's Meno, Meno offers Socrates several definitions of virtue
or
arete. None of the definitions satisfy Socrates. Reviewing the definitions and
Socrates' responses to them, what seems to be the major fault of each in Socrates'
eyes? Do you think Socrates is raising legitimate objections to the definitions? Why
or why not? Discuss as critically and creatively as possible.
2) In his attempt to refute Meno's definition of virtue as "the desire of things honorable
and the power of attaining them," Socrates argues that "no one desires that which is
evil." Explain the definition and Socrates' refutation of it in detail. What is Socrates'
argument exactly, and how does it serve to show that Meno's definition is inadequate?
Do you think Socrates' argument is legitimate? Why or why not? Discuss as
critically and creatively as possible.
3) After attempting to define "virtue" unsuccessfully, Meno finally gives up and admits
that he does not know what virtue is. Socrates then invites Meno to join a mutual
inquiry regarding the nature of virtue. At this suggestion, Meno introduces a paradox
which, if legitimate, would make inquiry into the nature of virtue impossible. What is
the paradox, and how does Socrates respond to it? What do you think of Socrates'
response? How, in other words, do you read the nature and the significance of
Socrates' notion of "learning as recollection"? Discuss as critically and creatively as
possible.
4) After arguing that all learning is recollection, Socrates lets Meno talk him into an
investigation of the teach-ability of virtue. How does Socrates approach this question,
and what seems to be his ultimate answer? Do you think the answer Meno and
Socrates give to the problem is the answer Plato wants us to accept? Explain your
answer, and in the process, discuss, if you wish, how you think virtue is acquired.
Discuss as critically and creatively as possible.
5) One of the key implications of Plato's famous "Parable of the Cave" (despite it's rather
tragic ending) is that true freedom involves attaining knowledge of ultimate reality –
(otherwise, we will be perpetually enslaved to the "shadows on the wall" which are
no more than illusions). In other words, Plato would have us believe that
enlightenment is liberating. Of course, this notion is famously captured by the phrase,
"You shall know the truth, and the truth shall make you free."
Considering this general viewpoint, t.
PHIL 201Response Paper InstructionsHaving completed the .docx
PHIL 201
Response Paper Instructions
Having completed the unit of philosophy of religion, you are now ready to respond to an article written by an actual atheist. This article titled “On Being an Atheist,” was written by H. J. McCloskey in 1968 for the journal Question. McCloskey is an Australian philosopher who wrote a number of atheistic works in the 1960s and 70s including the book God and Evil (Nijhoff, 1974). In this article, McCloskey is both critical of the classical arguments for God’s existence and offers the problem of evil as a reason why one should not believe in God. Please note the following parameters for this paper:
1. Your assignment is to read McCloskey’s short article found in the Reading & Study folder in Module/Week 7 and respond to each of the questions below. Your instructor is looking for a detailed response to each question.
2. The response paper is to be a minimum of 1,500 words (not including quotes) and should be written as a single essay and not just a list of answers to questions.
3. The basis for your answers should primarily come from the resources provided in the lessons covering the philosophy of religion unit of the course (Evans and Manis, Craig, and the presentation) and these sources should be mentioned in your paper. You are not merely to quote these sources as an answer to the question—answer them in your own words.
4. You may use other outside sources as well, as long as you properly document them. However, outside sources are not necessary. Each of the questions can be answered from the sources provided in the lessons.
5. While the use of the Bible is not restricted, its use is not necessary and is discouraged unless you intend to explain the context of the passage and how that context applies to the issue at hand in accordance with the guidelines provided earlier in the course. You are not to merely quote scripture passages as answers to the questions. Remember this is a philosophical essay not a biblical or theological essay.
6. While you may quote from sources, all quotations should be properly cited and quotes from sources will not count towards the 1,500 word count of the paper.
7. You may be critical of McCloskey, but should remain respectful. Any disparaging comment(s) about McCloskey will result in a significant reduction in grade.
8. Please note that all papers are to be submitted through SafeAssign, which is a plagiarism detection program. The program is a database of previously submitted papers including copies of papers that have been located on the Internet. Once submitted, your paper will become part of the database as well. The program detects not only exact wording but similar wording. This means that if you plagiarize, it is very likely that it will be discovered. Plagiarism will result in a 0 for the paper and the likelihood of you being dropped from the course.
Specifically, you should address the following questions in your paper:
1. McCloskey refers to the argument.
Quiz Tip Sheet. A few people have emailed about the last quiz. .docx
Quiz Tip Sheet.
A few people have emailed about the last quiz. Here are a few tips.
First, some good news. I will start including a bonus question on future exams.
Tips:
1. Quiz questions are reading comprehension questions: The discussion boards are designed to give you a chance to try out your own arguments and to evaluation the arguments in the readings. The quizzes are designed to test reading comprehension. This does not mean the quiz questions will be rote (i.e., what does Herrick say on page 24, paragraph 1). They will require active reading and comprehension of what is written. Key Point: The answers will come from the text.
2. Reading Philosophy may require skills that you haven’t yet mastered. I have two points, here. First, reading comprehension, in any discipline, improves with knowledge of the subject matter. If you have never taken a philosophy course before (or read philosophical essays) then you can expect to find the material more challenging at first than at the end, after you have developed a feel for philosophical writing & reading. Second, reading philosophy may be more challenging that reading other kinds of writing. Philosophy majors consistently outperform other majors on graduate level entrance exams (for law, business, general grad school, and even the MCAT, for medicine). Most likely, this is because of the kinds of skills required to read, write, and understand philosophical writing. Key Point: Give yourself room to grow in your skills. Just because you’ve gotten a 4.0 in your other classes, doesn’t mean that you will get a 4.0 on every quiz in this class. The types of things that are important to notice in a philosophical essay may be different from the types of things you are used to looking for. And the types of logical inferences required in philosophical reading may be different from your typical patterns of inference.
3. What to notice -- Understand Logic: Mastering the material at the end of the first reading will help your reading comprehension (of philosophy) immensely. Here is a brief outline of the different types of arguments/reasoning. Make sure you can define and identify each type. As you encounter new arguments, or argument types, put them on your map. Key Point: As you read, pay close attention to how arguments are characterized. Different types of arguments require different standards of evaluation.
1. Deductive arguments (reasoning): At best, if the premises are true, the conclusion MUST be true.
a. Category Based Arguments: All whales are mammals; all mammals are animals; thus all whales are animals.
2. Inductive Arguments (reasoning): At best if the premises are true, the conclusion is likely to be true.
a. Analogy Arguments: (Like Paley)
b. Best Explanation Arguments (like fine-tuning)
c. Generalizations: most universes are not fine-tuned, thus, probably, none are.
4. What to notice – Your Assumptions:* We read with selective perception. Our brain ...
20novels
The document provides learning objectives and discussion questions about analyzing religious themes in a fictional novel that involves life after death. The objectives are for students to understand key religious themes, analyze how religious the book can be described, and consider how it shows a Christian interpretation of life after death. It then lists questions for students to answer and discuss in pairs about their views on the book, its potential effects, and whether it presents religious or secular views of death.
Introduction to Christian Philosophy: session 1a introduction
The document provides an introduction to Christian philosophy. It discusses what philosophy is, including definitions from dictionaries and philosophers. Philosophy involves asking questions to understand fundamental topics like existence, knowledge, ethics, and beauty. It also explores different areas of philosophy, like metaphysics and epistemology. The document notes that everyone has a philosophy and worldview that influences how they understand life. It cites a Bible passage warning against philosophies not rooted in Christ.
Teaching chumash - Using Mefarshim to Analyze Critical Thinking
This document outlines a lesson plan for teaching 10th grade girls about Parshat Korach using commentaries (mefarshim) to promote critical thinking. The teacher begins by reviewing the previous class and asking students to summarize the characters and Korach's argument. For this class, students will analyze Moshe's reaction through different mefarshim's perspectives. The teacher guides students through reading Rashi, Ramban, and Rashbam on a pasuk and identifying what type of question each commentary addresses. Students discuss the unique approaches of each mefarshim and compare/contrast their analyses. To conclude, students complete a worksheet individually asking questions about the mefarshim to reinforce critical analysis of the commentaries
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #7
Islam
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita or any other religious text in his or her own way. Therefore, you are encouraged to be creative and to write about your own personal experiences, relating them to the faith practices and wisdom traditions we will be studying this semester. However, be aware that creativity and chaos are not synonymous—in other words, you need to make sure the ideas and thoughts expressed in your paper are coherent and understandable, and most importantly, that they directly relate to the readings. Essays must be typed in 12-point font and should be 2-3 pages (double spaced) in length. When you cite a source, be sure to include the title of the book and page number. If you cite a source other than our class textbooks, include a bibliography at the end of the paper.
Some of you may be very familiar with one particular religion we are discussing this semester. If this applies to you, try (if only for the short period of weeks we are in this class together) to look at your own religion with “new eyes.” For example, if you are a Christian, try to consider how a Buddhist might see your religion. If you an Atheist, try considering life from a Muslim’s perspective. Does this change anything for you? If so, how? Don’t be afraid to experiment with ideas.
Prompt: (Write on 2 of the 5 questions below, OR, you may write about two of your own questions, from the chapter on Islam, that were of particular interest to you.)
1. What do the terms Islam and Muslim mean and what are their significance?
2. Compare and contrast the life of the Prophet Muhammad with the life of Jesus, as presented by Young in our textbook. What similarities or differences stand out?
3. Discuss the nature and content of the Qur’an. How was it revealed to Muhammad? How does the Qur’an see itself (and how do Muslims see it) in relation to the Old and New Testaments?
4. In Islam, as in Judaism, humans are not inherently sinful. What is the human condition, according to Islam, and how do humans recover their remembrance of God?
5. Discuss and describe the Five Pillars of Islam, including their inner or symbolic significance.
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #6
Christianity
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita o ...
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docx
PHILOSOPHY 2306: ETHICS (ONLINE)
DR. STEVE BEST
FALL 2016
EMAIL: [email protected] (work); [email protected] (home)
"If we believe absurdities, we shall commit atrocities." Voltaire
"He is a philosopher who tramples underfoot prejudices, tradition, antiquity, universal
assent, authority, in a word, everything that overawes the mass of minds, who dares to think
for himself, to go back to the clearest general principles, examine them, discuss them, admit
nothing save on the testimony of his experience and reasoning." Diderot
"Why stay we on the earth unless to grow?" Robert Browning
“All that is necessary for evil to triumph is for good men to do nothing.” Edmund Burke
“Indifference elicits no response. Indifference is not a response. Indifference is not a
beginning; it is an end. And, therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim.” Elie Wiesel
“Cowardice asks the question, `Is it safe?’ Expediency asks the question, `Is it
politic?’And Vanity comes along and asks the question, `Is it popular?’ But Conscience
asks the question `Is it right?’ And there comes a time when one must take a position that
is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it
is right.” Martin Luther King, Jr.
!
"Our lives begin to end the day we become silent about things that matter." Martin
Luther King, Jr.
“Compassion, in which all ethics must take root, can only attain its full breadth and
depth if it embraces all living creatures and does not limit itself to humankind.” Albert
Schweitzer
Course Description
This course is an introduction to ethics and ethical reasoning. We will spend most of the
course getting acquainted with the definition and meaning of ethics, and seek in many
ways to transcend conventional views to produce a broader and deeper definition and
understanding of ethics that places it at the center of a meaningful, responsible, and
compassionate life. We will examine key ethical issues, explore major philosophers’
ideas, and examine a number of core ethical traditions. The course aims not only to
explain what ethics is, as a historical and philosophical matter, but also how to do it, as a
reasoned practice relevant to contemporary society and to the quality of one’s own
existence.
After the main focus on ethical theory, we devote the last part of the course to applied
ethics, specifically to the topics of animal rights, ethical veganism, and environmental
ethics. These profound issues surfaced in the last four decades to become major new
fields of inquiry and to pose powerful challenges to Western dogmas and humanist
traditions with their violent and destructive power pathologies. I chose these issues
because: (1) they strongly relate to a key course goal to produce a more comprehensive
and expansive concept of ethics than given by the Western tradition; (2) they are
controversial,.
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The Three Steps: Biblical Interpretation for Preaching
The Three Steps: Biblical Interpretation for Preaching
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PAGE 3Final Summary Reflection” Essay Topic Possibilities.docx
PHIL 201Response Paper InstructionsHaving completed the .docx
PHIL 201Response Paper InstructionsHaving completed the .docx
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Quiz Tip Sheet. A few people have emailed about the last quiz. .docx
Introduction to Christian Philosophy: session 1a introduction
Introduction to Christian Philosophy: session 1a introduction
Teaching chumash - Using Mefarshim to Analyze Critical Thinking
Teaching chumash - Using Mefarshim to Analyze Critical Thinking
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docx
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docx
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文体：Annotated Bibliography
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I211 – Information Infrastructure IILecture 20TodayCGI.docx
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
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HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
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<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
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The first argument is the name of the form element
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This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
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</body>
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<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
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I.
Mulcahy’s qualifications:
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Mulcahy’s disposition:
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The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
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I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
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curmudgeons.
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vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
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6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docx
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docx
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docx
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docx
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docx
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docx
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docx
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docx
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docx
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docx
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docx
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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- 1. I need all the answers to come out of the pages of the book I am giving you Read about Thomas Hobbes and Benedictus de Spinoza on pp. 62-67. Answer the following: 1. What is the basic premise of Hobbes’ metaphysics? 2. What is Hobbes’ view of perception? What is a problem with this view? 3. Explain Spinoza's view of "substance." 4. With what does Spinoza equate substance? What is this view called? 5. What does Spinoza say about "thought" and "extension?" How does his view on thought and extension address the problem of how the mind interacts with the body? 6. How does Spinoza's view of substance differ from Descartes'? What problem with Descartes' view does Spinoza solve? 7. How does Spinoza's view of substance differ from Hobbes'? What problem with Hobbes' view does Spinoza solve? 8.Now that you have read about Spinoza's pantheism, do you believe he is best understood as an atheist? Explain why or why not in at least a paragraph.