Weekly Discussion #16 Es.Empiricists contend that our knowledge
•Download as DOCX, PDF•
0 likes•0 views
Weekly Discussion #16: Es. Empiricists contend that our knowledge of the empirical world comes solely from sense experience. Rationalists argue that we can come to knoiw what the world is like from pure unaided reason. The empiricists include philosophers like Locke, Berkeley and Hume. The rationalists count Plato and Descartes among others as belonging to their camp. Compare and Contrast Empiricism and Rationalism Express and discuss your view Write one paragraph explaining an argument from Empiricism. Write one paragraph explaining an argument from Rationalism. Write two more paragraphs assessing which of these schools of thought best explains where knowledge comes from. Explain why. Explain some of the arguments we have read about in both schools of thought (E.g., Descartes' "wax argument" or Hume's "Missing Shade of Blue" argument). Initial post due Wednesday. Comment on two of your peers' posts by Sunday. Give a fully-formed argument against your classmates' argument. Let's finish the class with a nice debate! Do not use outside resources. Plagiarized assignments will receive a 0. Use the Vaughn textbook and cite page numbers. You must include citations and bibliography. ...
Report
Share
Report
Share
Recommended
Lesson One: Why We Argue
The document discusses argumentative essays and the cultural obstacles students may face when writing them. It notes that logic and argument are Western constructs that differ from Chinese philosophy which values harmony, complexity and context over abstraction. Greek culture saw individuals as separate and the world as logically knowable, shaping Western debate culture, while Chinese culture emphasized interdependence and moderation over theories. Students are assigned topics for future argumentative essays and an object description exercise.
Unit 5Assignment - EpistemologyInstructions Please note.docx
Unit 5
Assignment
-
Epistemology
Instructions
: Please note that the questions below are based on the Unit readings and are intended to be both an outline of the units’ material and the basis for your Unit Assessment, so please give your best effort to answering them thoroughly.
The task
is to respond to
15
of the questions below
. Each question will be worth
two
point
s
.
The
format
for submission is to include the questions with the replies. Example:
How does one know what the good life is?
- The good life is…
1.
Define Epistemology. What are the types of philosophical questions considered in the study of Epistemology?
2.
Describe and give an example of the “four different uses of language” the unit reading highlights.
3.
What is meant by the Cognitive use of language?
4.
What is the central claim of Rationalism?
Who were the first philosophers referred to as rationalist?
5.
What is
Scholasticism? Who is the archetypal scholastic philosopher?
6.
What did knowledge “involve” for Rene Descartes?
7.
What do Empiricists rely on as the central source of knowledge? Name some prominent empiricists from the modern philosophical period.
8.
Describe the difference between the term
a priori
and
a posteriori
.
9.
What meaning did John Locke give to the Latin term
tabula rasa
?
10.
Explain what John Locke meant by the primary and secondary qualities of an object.
11.
Give an account of George Berkeley’s subjective idealism. Research what he meant by the statement
esse
est
percipi
.
12.
Highlight the specific characteristics of David Hume’s empiricism.
13.
Summarize Immanuel Kant’s epistemological theory (Transcendental Idealism).
14.
What distinction does Immanuel Kant make between
noumena
and
phenomena
reality?
15.
Why does
Kant
believe “that
humans will never know things as they are in themselves
”?
16.
Define Skepticism
and
Fallibilism
. Name some skeptics from both the classical and modern philosophical periods.
17.
Describe and give examples of Logical, Semantic, Systemic, and Empirical knowledge.
18.
What is
the Correspondence Theory of
truth?
19.
What is
the Coherence Theory of
truth?
20.
What is the Pragmatic Theory of truth?
21.
“
If objectivity is rejected, every
group
’s
claims would be equal
.”
Explain the meaning and challenge this statement presents.
...
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.
Argumentative essay (2)
(1) The document discusses the difference between arguments and opinions, noting that arguments require supporting evidence and reasoning while opinions do not.
(2) It also provides guidelines for writing arguments, including stating a claim, providing evidence for the claim, addressing objections, and concluding by re-evaluating the original position.
(3) An example is given of an argument responding to a claim that the English language is inherently racist based on meanings associated with words like "black" and "white." The example uses evidence to argue this is due to human metaphorical thinking rather than racism itself.
Discussion AssignmentBy Saturday, November 8, 2014, respond to.docx
Discussion Assignment
By
Saturday, November 8, 2014
, respond to the
Discussion Assignment
. Post your response to the
Discussion Area
. Your answer should:
Provide detailed evidence, including excerpts from the literary text.
Demonstrate a clear understanding of the themes, genres, cultures, time periods, and texts that are this week's focus.
Apply APA style guidelines to the source material
Part A
: One of the major themes in
The Inferno
is the relationship between God and humanity, particularly as it relates to sin and God’s justice. Let’s explore what the scholarship has to say about this topic. First, review the lecture on evaluating sources and locating peer-reviewed articles. Then, go to the SUO library and in a scholarly journal find a credible, full-text, peer-reviewed article about
The Inferno
. Write a citation for the article that is formatted in APA style and then annotate the article.
Part B
: Now, review
The Inferno
, and locate a specific passage that you feel illustrates one key aspect of the relationship between God and humanity. Provide your interpretation of this relationship. How does Dante imagine the relationship between God and humanity? What are the differences between your interpretation and the article you located? What are the similarities?
Put together in one document the texts that you developed in
Part A
and
B
. Include a copy of the peer-reviewed article that you read. Remember that your claims in all parts of the assignment should be substantiated by excerpts from appropriate sources (scholarly research and/or literary texts). Quotes, paraphrase, and summary used in the assignment should be arranged according to APA rules of style, and in-text and reference citations should be provided, also formatted in APA style. Quoted material should not exceed 25% of the post. Submit the final document in the
Discussion Area
.
.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
Neo Scholastism, Strenghts & Weaknesses Of Realism
Neo-scholasticism is a revival of medieval scholastic philosophy that occurred in the late 19th century. It draws upon scholastic thinkers like Thomas Aquinas and aims to reconcile classical and Christian philosophy. Key aspects of neo-scholasticism include its view of religion as the context for human life and knowledge, its distinction between natural theology using reason and supernatural theology relying on Catholic doctrine, and its philosophical arguments for the existence of God and attributes of God like perfection, infinity, and unity. Regarding human nature, neo-scholasticism sees humans as having both a material body and rational soul, with freedom of will being essential. Strengths of its realist philosophy
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
Poems chosen:
1. October 22,1659: Mary dyer Boston Massachusetts
2. June 1,1660: Mary dyer Boston Massachusetts
3. July 7, 1865: Mary Eugenia Surratt old arsenal prison, district of Columbia
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumont and Tocqueville). Where and how does capital punishment fit in the larger framework of criminal justice?
Relative poem:
1. Charles Dickens's "Philadelphia, and its Solitary Prison," Ch. 7 in American Notes (1842)
For example, you can examine how the poems illustrate or dramatize certain aspect of the purpose or implementation of death penalty as presented by Foucault. How do the poems further your understanding of the relationship between crime and punishment? What issues concerning the philosophy or practice of capital punishment do they bring to light and/or problematize? Do the poems show us something that is not addressed by Foucault?
Remember that you need to have a unifying thesis, so in making your selection
think about the overall point you want to make about these poems. It has to be
clear—by the time the reader finishes reading your essay, but hopefully after
reading the introduction—why you picked these particular poems.
NOTE: You can include revised parts of your group’s Wiki or your own DB post
in your paper, but make sure that they are significantly reworked; otherwise
they will show up as self-plagiarism in Turnitin.
Guidelines and Topics:
• The Assignments section in Blackboard includes a folder titled Writing Guides which contains several documents that you should find useful: two sample literary papers (they do not have citations, but otherwise serve as decent models); “Tips for Quoting and Citing” (a shortened version is reproduced below, p. 3); “Words To Introduce Quotations”
Write a 4-5-page essay (approx. 1000-1250 words, double-spaced, 12 pt. type, 1-inch margin, no extra space between paragraphs) on one of the following topics:
Capital Punishment in Historical Perspective
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumo ...
Recommended
Lesson One: Why We Argue
The document discusses argumentative essays and the cultural obstacles students may face when writing them. It notes that logic and argument are Western constructs that differ from Chinese philosophy which values harmony, complexity and context over abstraction. Greek culture saw individuals as separate and the world as logically knowable, shaping Western debate culture, while Chinese culture emphasized interdependence and moderation over theories. Students are assigned topics for future argumentative essays and an object description exercise.
Unit 5Assignment - EpistemologyInstructions Please note.docx
Unit 5
Assignment
-
Epistemology
Instructions
: Please note that the questions below are based on the Unit readings and are intended to be both an outline of the units’ material and the basis for your Unit Assessment, so please give your best effort to answering them thoroughly.
The task
is to respond to
15
of the questions below
. Each question will be worth
two
point
s
.
The
format
for submission is to include the questions with the replies. Example:
How does one know what the good life is?
- The good life is…
1.
Define Epistemology. What are the types of philosophical questions considered in the study of Epistemology?
2.
Describe and give an example of the “four different uses of language” the unit reading highlights.
3.
What is meant by the Cognitive use of language?
4.
What is the central claim of Rationalism?
Who were the first philosophers referred to as rationalist?
5.
What is
Scholasticism? Who is the archetypal scholastic philosopher?
6.
What did knowledge “involve” for Rene Descartes?
7.
What do Empiricists rely on as the central source of knowledge? Name some prominent empiricists from the modern philosophical period.
8.
Describe the difference between the term
a priori
and
a posteriori
.
9.
What meaning did John Locke give to the Latin term
tabula rasa
?
10.
Explain what John Locke meant by the primary and secondary qualities of an object.
11.
Give an account of George Berkeley’s subjective idealism. Research what he meant by the statement
esse
est
percipi
.
12.
Highlight the specific characteristics of David Hume’s empiricism.
13.
Summarize Immanuel Kant’s epistemological theory (Transcendental Idealism).
14.
What distinction does Immanuel Kant make between
noumena
and
phenomena
reality?
15.
Why does
Kant
believe “that
humans will never know things as they are in themselves
”?
16.
Define Skepticism
and
Fallibilism
. Name some skeptics from both the classical and modern philosophical periods.
17.
Describe and give examples of Logical, Semantic, Systemic, and Empirical knowledge.
18.
What is
the Correspondence Theory of
truth?
19.
What is
the Coherence Theory of
truth?
20.
What is the Pragmatic Theory of truth?
21.
“
If objectivity is rejected, every
group
’s
claims would be equal
.”
Explain the meaning and challenge this statement presents.
...
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.
Argumentative essay (2)
(1) The document discusses the difference between arguments and opinions, noting that arguments require supporting evidence and reasoning while opinions do not.
(2) It also provides guidelines for writing arguments, including stating a claim, providing evidence for the claim, addressing objections, and concluding by re-evaluating the original position.
(3) An example is given of an argument responding to a claim that the English language is inherently racist based on meanings associated with words like "black" and "white." The example uses evidence to argue this is due to human metaphorical thinking rather than racism itself.
Discussion AssignmentBy Saturday, November 8, 2014, respond to.docx
Discussion Assignment
By
Saturday, November 8, 2014
, respond to the
Discussion Assignment
. Post your response to the
Discussion Area
. Your answer should:
Provide detailed evidence, including excerpts from the literary text.
Demonstrate a clear understanding of the themes, genres, cultures, time periods, and texts that are this week's focus.
Apply APA style guidelines to the source material
Part A
: One of the major themes in
The Inferno
is the relationship between God and humanity, particularly as it relates to sin and God’s justice. Let’s explore what the scholarship has to say about this topic. First, review the lecture on evaluating sources and locating peer-reviewed articles. Then, go to the SUO library and in a scholarly journal find a credible, full-text, peer-reviewed article about
The Inferno
. Write a citation for the article that is formatted in APA style and then annotate the article.
Part B
: Now, review
The Inferno
, and locate a specific passage that you feel illustrates one key aspect of the relationship between God and humanity. Provide your interpretation of this relationship. How does Dante imagine the relationship between God and humanity? What are the differences between your interpretation and the article you located? What are the similarities?
Put together in one document the texts that you developed in
Part A
and
B
. Include a copy of the peer-reviewed article that you read. Remember that your claims in all parts of the assignment should be substantiated by excerpts from appropriate sources (scholarly research and/or literary texts). Quotes, paraphrase, and summary used in the assignment should be arranged according to APA rules of style, and in-text and reference citations should be provided, also formatted in APA style. Quoted material should not exceed 25% of the post. Submit the final document in the
Discussion Area
.
.
The Proposal In a paper proposal, your job is to answer t.docx
The Proposal
In a paper proposal, your job is to answer the what, how, and why of your essay topic so that
your audience understands the basic parameters of your argument.
For this proposal, you will write me (your professor) a letter that contains the following:
1) Capture the reader’s interest with your introduction, which should be a brief explanation
of your topic as a whole. This is where you explain the exigency (show why this is a
problem/idea worth considering and why?)
2) Write your working thesis statement. Formulate the question that will govern your
research, and then answer it with a strong statement/claim that your paper intends to
prove.
3) Supply background/context on your topic along with the purpose and relevance of your
thesis. Explain what you hope to prove or uncover. Provide concrete examples of the
issues you will be exploring, and explain why the research you will conduct is important.
This is where you will branch away from the primary source (the novel) to explain why
the theme or idea you are exploring is relevant beyond the page.
4) Discuss preliminary research on your topic while developing your proposal; explain how
this research fits into your argument and plans for the paper. How are you going to use
your sources? (make sure to include primary and secondary sources).
Project Text: The Road
In this project we will explore the post-apocalyptic genre and how texts of this genre reflect issues
and anxieties coursing through everyday life.
You will begin this Project by reading and analyzing Cormac McCarthy’s The Road. During this
time, we will pay close attention to themes being built within the text that provide insight on
“real-world” issues. You will then conduct research of your own (using the CSUN databases) in
order to find evidence that supports your theme in that “real-world” context.
The essay itself will be an argument made by you with an explicit thesis that is proven with
evidence from our primary text: The Road, and at least three resources you have found on the
CSUN databases.
Basic Requirements:
- 6 page minimum with Works Cited (not included in page count)
- Standard MLA Format
- A completed essay packet.
- Essay needs to be posted to your Class Website AND turned in at the beginning of class.
- Minimum of 3 secondary sources. You may use the articles I have provided for you, but
these will not count towards the minimum requirement.
- Proof of visit to the LRC.
- Completion of all lead-up exercises.
Exercise 1: The Review
For this assignment, you will be required to write a scholarly review of Cormac McCarthy’s The
Road. In this review, you will be required to interpret The Road within a larger conversation (based
on the themes you have been developing throughout the past few weeks). Your review will need
to include supplemental information from two of our previous texts.
750 Word Minimum. Posted to your Class Websit ...
Neo Scholastism, Strenghts & Weaknesses Of Realism
Neo-scholasticism is a revival of medieval scholastic philosophy that occurred in the late 19th century. It draws upon scholastic thinkers like Thomas Aquinas and aims to reconcile classical and Christian philosophy. Key aspects of neo-scholasticism include its view of religion as the context for human life and knowledge, its distinction between natural theology using reason and supernatural theology relying on Catholic doctrine, and its philosophical arguments for the existence of God and attributes of God like perfection, infinity, and unity. Regarding human nature, neo-scholasticism sees humans as having both a material body and rational soul, with freedom of will being essential. Strengths of its realist philosophy
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
Poems chosen:
1. October 22,1659: Mary dyer Boston Massachusetts
2. June 1,1660: Mary dyer Boston Massachusetts
3. July 7, 1865: Mary Eugenia Surratt old arsenal prison, district of Columbia
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumont and Tocqueville). Where and how does capital punishment fit in the larger framework of criminal justice?
Relative poem:
1. Charles Dickens's "Philadelphia, and its Solitary Prison," Ch. 7 in American Notes (1842)
For example, you can examine how the poems illustrate or dramatize certain aspect of the purpose or implementation of death penalty as presented by Foucault. How do the poems further your understanding of the relationship between crime and punishment? What issues concerning the philosophy or practice of capital punishment do they bring to light and/or problematize? Do the poems show us something that is not addressed by Foucault?
Remember that you need to have a unifying thesis, so in making your selection
think about the overall point you want to make about these poems. It has to be
clear—by the time the reader finishes reading your essay, but hopefully after
reading the introduction—why you picked these particular poems.
NOTE: You can include revised parts of your group’s Wiki or your own DB post
in your paper, but make sure that they are significantly reworked; otherwise
they will show up as self-plagiarism in Turnitin.
Guidelines and Topics:
• The Assignments section in Blackboard includes a folder titled Writing Guides which contains several documents that you should find useful: two sample literary papers (they do not have citations, but otherwise serve as decent models); “Tips for Quoting and Citing” (a shortened version is reproduced below, p. 3); “Words To Introduce Quotations”
Write a 4-5-page essay (approx. 1000-1250 words, double-spaced, 12 pt. type, 1-inch margin, no extra space between paragraphs) on one of the following topics:
Capital Punishment in Historical Perspective
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumo ...
Arche B.U.
Arche A journal of undergraduate philosophy Published at Boston University, Megan Deye Editorial Staff
Arche Bu
Rachel Bayefsky develops a diagnosis (D) to evaluate whether anti-skeptical arguments are circular. D is based on Robert Nozick's account of knowledge as subjunctive conditionals. Bayefsky applies D to arguments against skeptical hypotheses like Descartes' proof of clear and distinct perceptions. She argues D explains how circularity undermines an argument's effectiveness by requiring the conclusion be accepted before premises. Bayefsky uses D to analyze arguments that may seem circular but are not obviously so, like arguments responding to suddenly doubting solid ground or a blind person gaining sight. D clarifies when and why the acceptance of a conclusion must precede a premise, making an argument ineffective.
Ewrt 1 c class 2 post qhq
This document provides an agenda and content for an EWRT 1C class on literature. It discusses definitions of literature, what Terry Eagleton says about defining literature, and how to write a QHQ (Question-Hypothesis-Question) response to assigned readings. The document examines different ways of defining literature and their limitations. It outlines Eagleton's view that literature transforms language and is determined by social values and ideologies. Students are instructed to write a QHQ response to the class readings, starting with an open question, developing a hypothesis through close reading, and concluding with a new question. They are assigned homework to read about literary theory and post a discussion question or QHQ online.
Ewrt 2 class 10 lao tsu
This document provides an agenda and notes for a class discussion on the Taoist philosopher Lao-Tzu. It includes biographical information on Lao-Tzu noting there may have been multiple people referred to as Lao-Tzu. It discusses rhetorical strategies in Lao-Tzu's writing such as aphorisms and paradoxes. It lists discussion questions on passages from the Tao Te Ching. The document introduces an upcoming essay assignment on government comparing the philosophies of Lao-Tzu and Machiavelli. It provides vocabulary terms for an upcoming exam.
Part 1Write a brief (2-2.5 pages) exegesis of one of the philoso.docx
Part 1
Write a brief (2-2.5 pages) exegesis of one of the philosophical theories listed below. An "exegesis" is just an explanation that uses simple terms, illustrative examples, and points out aspects of the idea being explained. When writing an exegesis use your own words. Imagine that you are speaking or writing to a friend who knows only a little about philosophy and that friend needs to understand the concept you are writing about.
Soft Determinism
Libertarianism (about Free Will)
Descartes' Cogito Ergo Sum argument
Russell's theory about appearance and reality
Berkeley's Idealism
Lucretius' Atomism
Hobbes' Social Contract Theory
Nozick's Libertarianism
Rawls' Theory of Distributive Justice
Iris Marion Young's theory of oppression
Taylor's argument that life is objectively meaningless
Sartre's theory of Existentialism
Step 2:
Write a brief criticism of the theory you explained. Your criticism can come entirely from your own mind.
No Plagiarism, Simple words, good introduction, conclusion connect to the introduction. 5 pages
.
DISCUSSION 1Read the articles Philosophy as Translation Democr.docx
DISCUSSION 1
Read the articles “
Philosophy as Translation: Democracy and Education from Dewey to Cavell
” and “
Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell
”by Saitofrom the EBSCO
host
database in the Ashford University Library.
For this discussion, respond to the following prompts:
Describe the implications Stanley Cavell’s ordinary language philosophy has on democracy and education. Provide an example of ordinary language philosophy.
Examine the ideas of mutual reflection and mutual understanding as it relates to cultural differences.
Share a learning experience of an ethical or moral lesson based on John Dewey’s quote: “democracy must begin at home.” Explain how that experience has influenced your level of integrity while receiving your education.
Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references.
Your initial post should be at least 250 words in length.
DISCUSSION 2
Provide your initial post that addresses these prompts:
Explain the differences between primary and secondary sources used in research.
Identify a type of resource for your Final Research Project topic that would be considered a primary source and one that might be a secondary source, and explain why they fit in those categories.
Explain the advantages of using primary source documents in your research on your Final Research Project topic.
Your initial post should be at least 250 words in length.
.
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ES
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESSAYS
CONTENTS
Note: items under sections III through XII are rubrics.
I. Introduction
II. Objectives
III. Thesis, and Paragraph and Sentence Structure and Logic
IV. Pronouns
V. Subjects and Verbs
VI. Quotation Marks
VII. Semicolons
VIII. Commas
IX. Numbers
X. Odds and Ends
XI. Possessives
XII. Miscellanea
For a little humor, see "Word Crimes," by Weird Al Yankovic. (Let me know if the link no longer works or if YouTube takes down the site.)
I. INTRODUCTION
A scholarly expository essay presents an argument, a thesis that is your interpretation of a topic. It develops an idea about a subject, building from a thesis statement that advances in a coherent, logical manner your opinion, conviction, evaluation, discovery, or point of view on a subject. An expository essay is similar to an editorial debate in The New York Times or the Wall Street Journal but only more high-powered and scholarly. See also the Expository Essay guide in the Work on Your Expository Essay module.
An argument, a critical analytical interpretation, is neither a violent disagreement nor an assertion. It is a statement supported by reason and evidence.
A thesis is an argument, and a thesis statement supplies an opinion and a reason or explanation for that opinion.
Discuss both your ideas AND your opponents' viewpoint(s) on your topic. Your argument in a scholarly expository essay must explore various sides of the topic. You cannot be one-sided in your scholarly expository essay.
For example, you favor abortion. In your essay, you must, however, present the anti-abortion side along with the pro-abortion side.
II. OBJECTIVES
Entries #1 through #38 are from the third edition of Writing Worth Reading (1997) by Nancy Huddleston Packer and John Timpane. Writing Worth Reading is the writing style and grammar authority that the instructor follows. Entries #39 through #45 are culled from other writing style manuals.
For writing informative and expository essays, students must learn to avoid the problems discussed under entries #5, #6, #7, #11, #12, #22, #23, #26 through #36, and #39 through #45.
Computer spell/grammar check software programs are not foolproof.
Unless stated otherwise, one point is deducted for at least one occurrence of a problem identified by the item number in the expository essay.
Use this guide along with both the Expository Essay and Endnotes guides. All three guides are located in the same module.
Caveat on quoted passages in your essay: Many of the following rules regarding writing style problems are ignored when they appear within quoted passages. If you want to indicate a correction or the correction information then one common way to rectify glaring writing style problems that appear within quoted passages is to supply the change within square brackets.
· Problem: Mary Jane said, "Everyone has their opinion of whether Spiderman is a good guy."
· Correction: Mary ...
Checklist Do not use a standard essay format. Provide each co.docx
This document provides instructions for completing a checklist assignment comparing two selected documents. Students are asked to:
1) Identify if the sources are primary or secondary and if they show any bias.
2) Choose two readings to compare and contrast, drawing two meaningful comparisons that provide historical insight.
3) Formulate a two sentence thesis statement about the preliminary research question.
4) Pose a discussion question for seminar that prompts debate rather than a factual answer.
The document provides an example analysis comparing two readings on the dignity of man.
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docx
Prompt #1: Examples of Inductive Inference
Prepare
: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference.
Types of inductive inference: Appeals to authority, Arguments from Analogy, Inductive Generalizations, Inferences to the Best Explanations, and Statistical Syllogisms
Write
: To answer the prompt, create or find one example each of three different types of inductive inference. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Prompt #2:
One of the most common inferences in life is the inference to the best explanation (sometimes called
abductive reasoning
). We use this type of reasoning to infer what would best explain the things that we see. Chapter 5 in our book demonstrates ways in which this type of reasoning helps us to explain the world around us.
Prepare
: Choose a topic that is difficult or controversial to explain. Some good topics include hoaxes, unusual sightings (e.g. UFOs, bigfoot, the Loch Ness monster), the supernatural or paranormal, events that are the subject of conspiracy theories, unsolved crimes or other court cases, etc.
Reflect
: Do a little research to find a specific topic and learn about explanations on both sides. Consider what you think might best explain the observed facts of the case.
Write
: Explain the topic you chose and why it is interesting or controversial. Present good arguments on more than one side of the issue (e.g. competing explanations of the facts). Analyze both arguments that you have presented. Then present your own argument for your theory that you feel will best explain this phenomenon. Are there any holes in your theory? Is there any information that would be likely to strengthen or weaken your case?
.
Checklist Do not use a standard essay format. Provide each co.docx
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS--
1- https://sourcebooks.fordham.edu/mod/1690locke-s.
A guide to writing the literary analysis essay
This document provides guidance on writing a literary analysis essay, including sections on the introduction, thesis, body paragraphs, and conclusion. The introduction should catch the reader's interest and include background on the work and the theme. The thesis should relate to the overall theme and suggest how the author reveals it. Body paragraphs should each include a topic sentence, textual evidence, commentary, and clincher sentence to support the thesis. The conclusion restates the thesis and reflects on how the essay topic relates to the work as a whole.
End of Term Paper The paper requires you to reflect on a problem an.docx
End of Term Paper: The paper requires you to reflect on a problem and to explain how some contrasting philosophical positions relate to it. The paper also requires you to take a critical stance. A paper assignment will be posted on Canvas well before the paper's due date. This paper is of moderate length (1,800 - 2,000 words). (Choose one of the prompts below.)
Prompt 1: The problem: The relationship between the mind and the body The opposing philosophical positions: Cartesian Dualism and Physicalism (Use both Ryle and Putnam) - You will 1) Summarize both positions, 2) Explain the arguments for and against each opposing position (why does their position do a better job explaining the mind. You may use Nagel’s arguments in this part), 3) Offer your own assessment of the dialectic using your own examples and reasoning; which side you think offers a more plausible model of the mind and why? Prompt 2: The problem: What makes our actions moral? The opposing philosophical positions: Utilitarianism (use Bentham) and Kantianism. - You will 1) Summarize both positions, 2) explain how and when each position differs from one another with respect to their judgments of the moral worth of actions. Describe examples where they come to different conclusions. 3) Offer your own assessment of the dialectic by discussing which theory offers more or less plausible grounds for justifying our actions. You may end up siding with one over the other, agreeing with both, or disagreeing with both. Make sure to focus on the reasons why you came to this conclusion. Prompt 3: The problem: What aspects of our identity are fundamental to understanding what makes us a rational person? The (potentially) opposing philosophical positions: The Kantian account of personhood and the situated personhood of social epistemology. - You will 1) Summarize Kant’s account of what it is to be a person. Then, explain the importance of aspects of our situated identity in Mills’ and Fricker’s accounts of ignorance and responsibly listening to testimony. Offer your own assessment of each point of view and argue whether, with respect to understanding what we need to do in order to be rationality, these points of view are more likely to be incompatible or compatible. Make sure to focus on the reasons why you came to this conclusion
.
Essay
Essays are generally scholarly pieces of writing giving the author's own argument, but the definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
Ewrt 2 class 10 lao tsu
This document provides an agenda for an English class discussing two philosophers, Lao-Tzu and Machiavelli. It includes assignments like an upcoming essay due, forming discussion teams, and introducing concepts from the philosophers' works. It outlines discussing passages from Lao-Tzu on government and leadership. Students are given prompts to critically analyze the passages. The class will then discuss Machiavelli's views and have an in-class essay comparing the two philosophers' ideas. Homework includes reading Machiavelli and preparing vocabulary terms for a future test.
modern-period.pptx
Modern period of philosophy tackles about the philosophy during 17th century. The philosophers like Rene Descartes, John Locke, and George Berkeley.
This is an open-book essay exam. Please answer both questions in.docx
This is an open-book essay exam. Please answer
both questions
in essay form.
You are expected to provide two short essays demonstrating specific understanding of the theorists and concepts we have studied.
Your essay should be
at least
the equivalent of one double-spaced page and
no more
than two double-spaces pages.
1) With Locke, Rousseau and Kant, we come across the idea of reason as having a moral component. This is often identified as "moral reason." How does reason and moral virtue in the political among Ancient Greeks appear in the moral reason and political thought of *
one
* of these thinkers: Locke, Rousseau or Kant? (Choose one)
2) How does John Rawls' Theory of Justice carry forward the modern social contract theory while also drawing on Kant?
Please be specific. In your response, use at least two of the following concepts: public reason, original position, veil of ignorance, primary goods, universal moral standards, liberty, moral autonomy, comprehensive background and overlapping consensus.
.
HONOR 2103Fall ‘13Second Paper• Due by Monday 1216.docx
HONOR 2103
Fall ‘13
Second Paper
• Due by Monday 12/16/13, 11:59 pm.
Pick one of the following topics:
1. The Copernican and Ptolemaic Systems
1. Compare the Copernican and Ptolemaic/Aristotelian systems. Indicate
why Copernicus thought that his system was preferrable.
2. What were some of the main arguments against the Copernican (Helio-
centric, Geodynamic) view?
3. What is the difference between the instrumentalist and realist interpreta-
tions of Copernicus’ proposal?
4. What were Kepler’s and Galileo’s respective contributions to the defense of
Copernicanism? (example: how were Galileo’s discoveries used to respond
to the objections you cited in your response to (2) above?)
2. Newton and Newtonianism
1. Briefly cite some of Newton’s main contributions to science and other
fields.
2. Compare the Newtonian and Aristotelian approaches to science.
3. Compare Newton’s and Descartes’ views on knowledge (e.g. scientific
method, explanation, theorization) and nature.
1
4. Compare Newton’s and Bacons’ views on knowledge (same topics and
above).
5. Discuss the influence of Newton and Newtonianism on later scientific de-
velopments.
3. Hobbes & Locke
1. Give a brief characterization of the Social Contract approach to ethical
and political theory. Introduce Hobbes’and Locke’s respective versions of
this approach.
2. Why is it apppropriate to say that Hobbes is a nominalist? (what is nom-
inalism?) How does Hobbes’ nominalism inform his ethical and political
ideas? Was Locke also a nominalist?
3. Compare Hobbes’ and Locke’s views on human nature and the state of
nature.
4. Compare Hobbes’ and Locke’s positions on the social contract, civil soci-
ety, and the most desirable form of government.
4. Locke & Berkeley
1. What is empiricism? Why is it correct to say of both Locke and Berkeley
that they are empiricists? What is the doctrine of ideas?
2. According to Locke, how do we acquire knowledge about the world? Which
are some of Locke’s arguments against innate principles and in favor of
empiricism?
3. What are some of Berkeley’s criticisms to Locke’s views on language,
knowledge and the world—for instance, the doctrine of abstraction and
abstract ideas? (here you must identify which theses are being targeted
and which arguments are being put forward).
4. How could Locke respond to the arguments you discussed in your response
to (3) above?
2
Formal requirements
• Correct spelling and grammar and a clear writing style.
• Length: 1400 words approx.
• Citations must be done correctly: pick one citation style (such as APA,
MLA) and use it consistently throughout your paper.
• Textual quotations must not be excessively long. If your presentation
requires lengthy quotations you must provide some comment or gloss on
the quoted passages.
Policy on Sources
• You must include at least three sources.
• Whenever possible avoid citing class notes.
• Do not cite Wikipedia as a source.
Useful web links
• Stanford Encyclopedia .
The Arts and Royalty; Philosophers Debate Politics Please respon.docx
"The Arts and Royalty; Philosophers Debate Politics" Please respond to of the following, using sources under the Explore heading as the basis of your response:
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
Philosophers Debate Politics
Hobbes: text at http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html; summary at http://plato.stanford.edu/entries/hobbes-moral/; also http://jim.com/hobbes.htm
Locke: text at http://www.thenagain.info/Classes/Sources/Locke-2ndTreatise.html; General background of the concept at http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_12.pdf
...
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in the premises–conclusion format to practice the organization and composition of a strong argument. Then, you will evaluate some areas of critical thinking that you may want to build actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you will construct the argument that persuaded you to pursue your degree. The conclusion will be something similar to “Conclusion: I will attend Purdue Global to earn my degree in X(BA in Liberal Studies).” Offer three premises that share distinct reasons, evidence, information, or narratives that played a part in your decision. In the argument format, give one sentence for each premise and one sentence for the conclusion.
After you compose the argument, in at least 200 words, share an explanation to add context for the argument. Discuss how you devised the information to form the premises, explain why these reasons were the most important to you, and offer insights about how these elements were a factor in your decision-making process. How did these premises in particular lead to this conclusion?
Part II:
The Reading for this unit included the article on the “16 Characteristics of a Critical Thinker.” Assess yourself in this Assignment. In at least 250 words, select two characteristics from the article that you believe will be strengths and two that you believe will require mindfulness to build. Why do you believe each characteristic is relevant to you, and how can you tell if it is a strength or a weakness in your life and career? Be sure to include content from the article and use APA style for both in-text citations and full end references.
Readings
Read Chapter 3 “Reality Assumptions” PDF “Styles of Argumentation”
Edmans, A. (2017, May) “What to Trust in a Post-Truth World.” TED Talk: TedX London Business School https://www.ted.com/talks/alex_edmans_what_to_trust_in_a_post_truth_world/transcript
Patel, D. (2018, October 24) “16 Characteristics of a Critical Thinker.” Entrepreneur. Retrieved from:
https://www.entrepreneur.com/article/321660
Assignments-All/Assignment-1/Assignment-1-Notes.txt
Course Humanity
Professor Lecture
https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be
Topic Overview
If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor.
Learning Outcomes
After successful completion of these activities, you will .
Special education professionals need to create, safe, inclusive, .docx
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a PowerPoint presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
What are the advantages for students with and without disabilities?
What are the disadvantages for students with and without disabilities?
How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
.
Specify what can be done in each Systems Development Pro.docx
Specify what can be done in each
S
ystems
D
evelopment
P
rocess phase to mitigate the risk for each entry in the table. Be specific, but high-level in your mitigations. Most or all items will have something to check or do in each stage of the systems development process.
AREA OF SYSTEM
THREAT
Potential VUNERABILITY
CUSTOMERS USERS ACCOUNT UNAUTHORIZED ACCESS TO USER ACCT
EXTERNAL COMPANIES ACCESS External Companies products may be comprised
Kudler Fine Foods ACCESS Kudker's Products maybe compromised
This is for a customer rewrds program for Kudler Fine Foods.
.
Speciation and Phylogeny in North American Canids Activity Hi.docx
Speciation and Phylogeny in North American Canids
Activity:
Historically, North America was home to at least two species of large canids. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to deforestation and agriculture that turned forested areas into a more open habitat.
In 2003, a research team (Wilson et al. 2003) announced the startling discovery that mitochondrial DNA (mtDNA) from two wolf skins collected in New York State and Maine in the late 1800's did not match mitochondrial DNA of known gray wolves. Both of these animals had mtDNA more similar to that of coyotes than of gray wolves! The mtDNAof the New York wolf nested within coyotes; but the mtDNA of the Maine wolf was on a deep branch near the split of gray wolves and coyotes. Yet, the skins morphologically appeared like those of wolves, not coyotes.
Part I:
Questions:
1. What is your interpretation of the results above describing wolves in North America? Can you predict the likely evolutionary fate of hybrids and the parental species? How could you test your ideas?
Reference:
Wilson, P.J., S. Grewal S., T. McFadden, R. C. Chambers, and B. N. White. 2003. Mitochondrial DNA extracted from eastern North American wolves killed in the 1800s is not of gray wolf origin. Canadian Journal of Zoology 81(5):936-940.
DIRECTIONS
Responses should be at least 300 words and must substantively integrate the assigned readings
APA style formatting
Use source provided as in-text citation.
Use one an additional source relevant to the discussion and in-text cited.
Don’t forget to create references
Part II:
This is an extension of the North American canid discussion question
. To review
, North America was home to at least two species of large canid. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to defo.
More Related Content
Similar to Weekly Discussion #16 Es.Empiricists contend that our knowledge
Arche B.U.
Arche A journal of undergraduate philosophy Published at Boston University, Megan Deye Editorial Staff
Arche Bu
Rachel Bayefsky develops a diagnosis (D) to evaluate whether anti-skeptical arguments are circular. D is based on Robert Nozick's account of knowledge as subjunctive conditionals. Bayefsky applies D to arguments against skeptical hypotheses like Descartes' proof of clear and distinct perceptions. She argues D explains how circularity undermines an argument's effectiveness by requiring the conclusion be accepted before premises. Bayefsky uses D to analyze arguments that may seem circular but are not obviously so, like arguments responding to suddenly doubting solid ground or a blind person gaining sight. D clarifies when and why the acceptance of a conclusion must precede a premise, making an argument ineffective.
Ewrt 1 c class 2 post qhq
This document provides an agenda and content for an EWRT 1C class on literature. It discusses definitions of literature, what Terry Eagleton says about defining literature, and how to write a QHQ (Question-Hypothesis-Question) response to assigned readings. The document examines different ways of defining literature and their limitations. It outlines Eagleton's view that literature transforms language and is determined by social values and ideologies. Students are instructed to write a QHQ response to the class readings, starting with an open question, developing a hypothesis through close reading, and concluding with a new question. They are assigned homework to read about literary theory and post a discussion question or QHQ online.
Ewrt 2 class 10 lao tsu
This document provides an agenda and notes for a class discussion on the Taoist philosopher Lao-Tzu. It includes biographical information on Lao-Tzu noting there may have been multiple people referred to as Lao-Tzu. It discusses rhetorical strategies in Lao-Tzu's writing such as aphorisms and paradoxes. It lists discussion questions on passages from the Tao Te Ching. The document introduces an upcoming essay assignment on government comparing the philosophies of Lao-Tzu and Machiavelli. It provides vocabulary terms for an upcoming exam.
Part 1Write a brief (2-2.5 pages) exegesis of one of the philoso.docx
Part 1
Write a brief (2-2.5 pages) exegesis of one of the philosophical theories listed below. An "exegesis" is just an explanation that uses simple terms, illustrative examples, and points out aspects of the idea being explained. When writing an exegesis use your own words. Imagine that you are speaking or writing to a friend who knows only a little about philosophy and that friend needs to understand the concept you are writing about.
Soft Determinism
Libertarianism (about Free Will)
Descartes' Cogito Ergo Sum argument
Russell's theory about appearance and reality
Berkeley's Idealism
Lucretius' Atomism
Hobbes' Social Contract Theory
Nozick's Libertarianism
Rawls' Theory of Distributive Justice
Iris Marion Young's theory of oppression
Taylor's argument that life is objectively meaningless
Sartre's theory of Existentialism
Step 2:
Write a brief criticism of the theory you explained. Your criticism can come entirely from your own mind.
No Plagiarism, Simple words, good introduction, conclusion connect to the introduction. 5 pages
.
DISCUSSION 1Read the articles Philosophy as Translation Democr.docx
DISCUSSION 1
Read the articles “
Philosophy as Translation: Democracy and Education from Dewey to Cavell
” and “
Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell
”by Saitofrom the EBSCO
host
database in the Ashford University Library.
For this discussion, respond to the following prompts:
Describe the implications Stanley Cavell’s ordinary language philosophy has on democracy and education. Provide an example of ordinary language philosophy.
Examine the ideas of mutual reflection and mutual understanding as it relates to cultural differences.
Share a learning experience of an ethical or moral lesson based on John Dewey’s quote: “democracy must begin at home.” Explain how that experience has influenced your level of integrity while receiving your education.
Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references.
Your initial post should be at least 250 words in length.
DISCUSSION 2
Provide your initial post that addresses these prompts:
Explain the differences between primary and secondary sources used in research.
Identify a type of resource for your Final Research Project topic that would be considered a primary source and one that might be a secondary source, and explain why they fit in those categories.
Explain the advantages of using primary source documents in your research on your Final Research Project topic.
Your initial post should be at least 250 words in length.
.
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ES
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ESSAYS
CONTENTS
Note: items under sections III through XII are rubrics.
I. Introduction
II. Objectives
III. Thesis, and Paragraph and Sentence Structure and Logic
IV. Pronouns
V. Subjects and Verbs
VI. Quotation Marks
VII. Semicolons
VIII. Commas
IX. Numbers
X. Odds and Ends
XI. Possessives
XII. Miscellanea
For a little humor, see "Word Crimes," by Weird Al Yankovic. (Let me know if the link no longer works or if YouTube takes down the site.)
I. INTRODUCTION
A scholarly expository essay presents an argument, a thesis that is your interpretation of a topic. It develops an idea about a subject, building from a thesis statement that advances in a coherent, logical manner your opinion, conviction, evaluation, discovery, or point of view on a subject. An expository essay is similar to an editorial debate in The New York Times or the Wall Street Journal but only more high-powered and scholarly. See also the Expository Essay guide in the Work on Your Expository Essay module.
An argument, a critical analytical interpretation, is neither a violent disagreement nor an assertion. It is a statement supported by reason and evidence.
A thesis is an argument, and a thesis statement supplies an opinion and a reason or explanation for that opinion.
Discuss both your ideas AND your opponents' viewpoint(s) on your topic. Your argument in a scholarly expository essay must explore various sides of the topic. You cannot be one-sided in your scholarly expository essay.
For example, you favor abortion. In your essay, you must, however, present the anti-abortion side along with the pro-abortion side.
II. OBJECTIVES
Entries #1 through #38 are from the third edition of Writing Worth Reading (1997) by Nancy Huddleston Packer and John Timpane. Writing Worth Reading is the writing style and grammar authority that the instructor follows. Entries #39 through #45 are culled from other writing style manuals.
For writing informative and expository essays, students must learn to avoid the problems discussed under entries #5, #6, #7, #11, #12, #22, #23, #26 through #36, and #39 through #45.
Computer spell/grammar check software programs are not foolproof.
Unless stated otherwise, one point is deducted for at least one occurrence of a problem identified by the item number in the expository essay.
Use this guide along with both the Expository Essay and Endnotes guides. All three guides are located in the same module.
Caveat on quoted passages in your essay: Many of the following rules regarding writing style problems are ignored when they appear within quoted passages. If you want to indicate a correction or the correction information then one common way to rectify glaring writing style problems that appear within quoted passages is to supply the change within square brackets.
· Problem: Mary Jane said, "Everyone has their opinion of whether Spiderman is a good guy."
· Correction: Mary ...
Checklist Do not use a standard essay format. Provide each co.docx
This document provides instructions for completing a checklist assignment comparing two selected documents. Students are asked to:
1) Identify if the sources are primary or secondary and if they show any bias.
2) Choose two readings to compare and contrast, drawing two meaningful comparisons that provide historical insight.
3) Formulate a two sentence thesis statement about the preliminary research question.
4) Pose a discussion question for seminar that prompts debate rather than a factual answer.
The document provides an example analysis comparing two readings on the dignity of man.
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docx
Prompt #1: Examples of Inductive Inference
Prepare
: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference.
Types of inductive inference: Appeals to authority, Arguments from Analogy, Inductive Generalizations, Inferences to the Best Explanations, and Statistical Syllogisms
Write
: To answer the prompt, create or find one example each of three different types of inductive inference. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.
Prompt #2:
One of the most common inferences in life is the inference to the best explanation (sometimes called
abductive reasoning
). We use this type of reasoning to infer what would best explain the things that we see. Chapter 5 in our book demonstrates ways in which this type of reasoning helps us to explain the world around us.
Prepare
: Choose a topic that is difficult or controversial to explain. Some good topics include hoaxes, unusual sightings (e.g. UFOs, bigfoot, the Loch Ness monster), the supernatural or paranormal, events that are the subject of conspiracy theories, unsolved crimes or other court cases, etc.
Reflect
: Do a little research to find a specific topic and learn about explanations on both sides. Consider what you think might best explain the observed facts of the case.
Write
: Explain the topic you chose and why it is interesting or controversial. Present good arguments on more than one side of the issue (e.g. competing explanations of the facts). Analyze both arguments that you have presented. Then present your own argument for your theory that you feel will best explain this phenomenon. Are there any holes in your theory? Is there any information that would be likely to strengthen or weaken your case?
.
Checklist Do not use a standard essay format. Provide each co.docx
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS--
1- https://sourcebooks.fordham.edu/mod/1690locke-s.
A guide to writing the literary analysis essay
This document provides guidance on writing a literary analysis essay, including sections on the introduction, thesis, body paragraphs, and conclusion. The introduction should catch the reader's interest and include background on the work and the theme. The thesis should relate to the overall theme and suggest how the author reveals it. Body paragraphs should each include a topic sentence, textual evidence, commentary, and clincher sentence to support the thesis. The conclusion restates the thesis and reflects on how the essay topic relates to the work as a whole.
End of Term Paper The paper requires you to reflect on a problem an.docx
End of Term Paper: The paper requires you to reflect on a problem and to explain how some contrasting philosophical positions relate to it. The paper also requires you to take a critical stance. A paper assignment will be posted on Canvas well before the paper's due date. This paper is of moderate length (1,800 - 2,000 words). (Choose one of the prompts below.)
Prompt 1: The problem: The relationship between the mind and the body The opposing philosophical positions: Cartesian Dualism and Physicalism (Use both Ryle and Putnam) - You will 1) Summarize both positions, 2) Explain the arguments for and against each opposing position (why does their position do a better job explaining the mind. You may use Nagel’s arguments in this part), 3) Offer your own assessment of the dialectic using your own examples and reasoning; which side you think offers a more plausible model of the mind and why? Prompt 2: The problem: What makes our actions moral? The opposing philosophical positions: Utilitarianism (use Bentham) and Kantianism. - You will 1) Summarize both positions, 2) explain how and when each position differs from one another with respect to their judgments of the moral worth of actions. Describe examples where they come to different conclusions. 3) Offer your own assessment of the dialectic by discussing which theory offers more or less plausible grounds for justifying our actions. You may end up siding with one over the other, agreeing with both, or disagreeing with both. Make sure to focus on the reasons why you came to this conclusion. Prompt 3: The problem: What aspects of our identity are fundamental to understanding what makes us a rational person? The (potentially) opposing philosophical positions: The Kantian account of personhood and the situated personhood of social epistemology. - You will 1) Summarize Kant’s account of what it is to be a person. Then, explain the importance of aspects of our situated identity in Mills’ and Fricker’s accounts of ignorance and responsibly listening to testimony. Offer your own assessment of each point of view and argue whether, with respect to understanding what we need to do in order to be rationality, these points of view are more likely to be incompatible or compatible. Make sure to focus on the reasons why you came to this conclusion
.
Essay
Essays are generally scholarly pieces of writing giving the author's own argument, but the definition is vague, overlapping with those of an article, a pamphlet and a short story.
Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
Ewrt 2 class 10 lao tsu
This document provides an agenda for an English class discussing two philosophers, Lao-Tzu and Machiavelli. It includes assignments like an upcoming essay due, forming discussion teams, and introducing concepts from the philosophers' works. It outlines discussing passages from Lao-Tzu on government and leadership. Students are given prompts to critically analyze the passages. The class will then discuss Machiavelli's views and have an in-class essay comparing the two philosophers' ideas. Homework includes reading Machiavelli and preparing vocabulary terms for a future test.
modern-period.pptx
Modern period of philosophy tackles about the philosophy during 17th century. The philosophers like Rene Descartes, John Locke, and George Berkeley.
This is an open-book essay exam. Please answer both questions in.docx
This is an open-book essay exam. Please answer
both questions
in essay form.
You are expected to provide two short essays demonstrating specific understanding of the theorists and concepts we have studied.
Your essay should be
at least
the equivalent of one double-spaced page and
no more
than two double-spaces pages.
1) With Locke, Rousseau and Kant, we come across the idea of reason as having a moral component. This is often identified as "moral reason." How does reason and moral virtue in the political among Ancient Greeks appear in the moral reason and political thought of *
one
* of these thinkers: Locke, Rousseau or Kant? (Choose one)
2) How does John Rawls' Theory of Justice carry forward the modern social contract theory while also drawing on Kant?
Please be specific. In your response, use at least two of the following concepts: public reason, original position, veil of ignorance, primary goods, universal moral standards, liberty, moral autonomy, comprehensive background and overlapping consensus.
.
HONOR 2103Fall ‘13Second Paper• Due by Monday 1216.docx
HONOR 2103
Fall ‘13
Second Paper
• Due by Monday 12/16/13, 11:59 pm.
Pick one of the following topics:
1. The Copernican and Ptolemaic Systems
1. Compare the Copernican and Ptolemaic/Aristotelian systems. Indicate
why Copernicus thought that his system was preferrable.
2. What were some of the main arguments against the Copernican (Helio-
centric, Geodynamic) view?
3. What is the difference between the instrumentalist and realist interpreta-
tions of Copernicus’ proposal?
4. What were Kepler’s and Galileo’s respective contributions to the defense of
Copernicanism? (example: how were Galileo’s discoveries used to respond
to the objections you cited in your response to (2) above?)
2. Newton and Newtonianism
1. Briefly cite some of Newton’s main contributions to science and other
fields.
2. Compare the Newtonian and Aristotelian approaches to science.
3. Compare Newton’s and Descartes’ views on knowledge (e.g. scientific
method, explanation, theorization) and nature.
1
4. Compare Newton’s and Bacons’ views on knowledge (same topics and
above).
5. Discuss the influence of Newton and Newtonianism on later scientific de-
velopments.
3. Hobbes & Locke
1. Give a brief characterization of the Social Contract approach to ethical
and political theory. Introduce Hobbes’and Locke’s respective versions of
this approach.
2. Why is it apppropriate to say that Hobbes is a nominalist? (what is nom-
inalism?) How does Hobbes’ nominalism inform his ethical and political
ideas? Was Locke also a nominalist?
3. Compare Hobbes’ and Locke’s views on human nature and the state of
nature.
4. Compare Hobbes’ and Locke’s positions on the social contract, civil soci-
ety, and the most desirable form of government.
4. Locke & Berkeley
1. What is empiricism? Why is it correct to say of both Locke and Berkeley
that they are empiricists? What is the doctrine of ideas?
2. According to Locke, how do we acquire knowledge about the world? Which
are some of Locke’s arguments against innate principles and in favor of
empiricism?
3. What are some of Berkeley’s criticisms to Locke’s views on language,
knowledge and the world—for instance, the doctrine of abstraction and
abstract ideas? (here you must identify which theses are being targeted
and which arguments are being put forward).
4. How could Locke respond to the arguments you discussed in your response
to (3) above?
2
Formal requirements
• Correct spelling and grammar and a clear writing style.
• Length: 1400 words approx.
• Citations must be done correctly: pick one citation style (such as APA,
MLA) and use it consistently throughout your paper.
• Textual quotations must not be excessively long. If your presentation
requires lengthy quotations you must provide some comment or gloss on
the quoted passages.
Policy on Sources
• You must include at least three sources.
• Whenever possible avoid citing class notes.
• Do not cite Wikipedia as a source.
Useful web links
• Stanford Encyclopedia .
The Arts and Royalty; Philosophers Debate Politics Please respon.docx
"The Arts and Royalty; Philosophers Debate Politics" Please respond to of the following, using sources under the Explore heading as the basis of your response:
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
Philosophers Debate Politics
Hobbes: text at http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html; summary at http://plato.stanford.edu/entries/hobbes-moral/; also http://jim.com/hobbes.htm
Locke: text at http://www.thenagain.info/Classes/Sources/Locke-2ndTreatise.html; General background of the concept at http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_12.pdf
...
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in the premises–conclusion format to practice the organization and composition of a strong argument. Then, you will evaluate some areas of critical thinking that you may want to build actively during this term.
Review a sample template for the Unit 2 Assignment.
Part I:
In the premise–conclusion format you learned in Unit 1, you will construct the argument that persuaded you to pursue your degree. The conclusion will be something similar to “Conclusion: I will attend Purdue Global to earn my degree in X(BA in Liberal Studies).” Offer three premises that share distinct reasons, evidence, information, or narratives that played a part in your decision. In the argument format, give one sentence for each premise and one sentence for the conclusion.
After you compose the argument, in at least 200 words, share an explanation to add context for the argument. Discuss how you devised the information to form the premises, explain why these reasons were the most important to you, and offer insights about how these elements were a factor in your decision-making process. How did these premises in particular lead to this conclusion?
Part II:
The Reading for this unit included the article on the “16 Characteristics of a Critical Thinker.” Assess yourself in this Assignment. In at least 250 words, select two characteristics from the article that you believe will be strengths and two that you believe will require mindfulness to build. Why do you believe each characteristic is relevant to you, and how can you tell if it is a strength or a weakness in your life and career? Be sure to include content from the article and use APA style for both in-text citations and full end references.
Readings
Read Chapter 3 “Reality Assumptions” PDF “Styles of Argumentation”
Edmans, A. (2017, May) “What to Trust in a Post-Truth World.” TED Talk: TedX London Business School https://www.ted.com/talks/alex_edmans_what_to_trust_in_a_post_truth_world/transcript
Patel, D. (2018, October 24) “16 Characteristics of a Critical Thinker.” Entrepreneur. Retrieved from:
https://www.entrepreneur.com/article/321660
Assignments-All/Assignment-1/Assignment-1-Notes.txt
Course Humanity
Professor Lecture
https://www.youtube.com/watch?v=CUOMENNS0EI&feature=youtu.be
Topic Overview
If you have never seen Baroque art before, above is a great introduction into how it came about and what defines it. In short, Baroque art is dramatic, theatrical, ornate, sophisticated, and emotional. It originated when the Catholic Church wanted to draw people away from Protestantism by giving them a taste of the glory and grandeur of heaven or to remind of the drama and power of the Christian story. Despite its Catholic origins, Protestants would adopt many Baroque techniques for their own ends, and later Kings would use the style to portray their own splendor.
Learning Outcomes
After successful completion of these activities, you will .
Similar to Weekly Discussion #16 Es.Empiricists contend that our knowledge (19)
Part 1Write a brief (2-2.5 pages) exegesis of one of the philoso.docx
Part 1Write a brief (2-2.5 pages) exegesis of one of the philoso.docx
DISCUSSION 1Read the articles Philosophy as Translation Democr.docx
DISCUSSION 1Read the articles Philosophy as Translation Democr.docx
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ES
COMMON WRITING STYLE PROBLEMS WHEN WRITING SCHOLARLY EXPOSITORY ES
Checklist Do not use a standard essay format. Provide each co.docx
Checklist Do not use a standard essay format. Provide each co.docx
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docx
Prompt #1 Examples of Inductive InferencePrepare To prepare to.docx
Checklist Do not use a standard essay format. Provide each co.docx
Checklist Do not use a standard essay format. Provide each co.docx
End of Term Paper The paper requires you to reflect on a problem an.docx
End of Term Paper The paper requires you to reflect on a problem an.docx
This is an open-book essay exam. Please answer both questions in.docx
This is an open-book essay exam. Please answer both questions in.docx
HONOR 2103Fall ‘13Second Paper• Due by Monday 1216.docx
HONOR 2103Fall ‘13Second Paper• Due by Monday 1216.docx
The Arts and Royalty; Philosophers Debate Politics Please respon.docx
The Arts and Royalty; Philosophers Debate Politics Please respon.docx
This Assignment has two parts. You will construct an argument in t.docx
This Assignment has two parts. You will construct an argument in t.docx
More from lorileemcclatchie
Special education professionals need to create, safe, inclusive, .docx
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a PowerPoint presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
What are the advantages for students with and without disabilities?
What are the disadvantages for students with and without disabilities?
How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
.
Specify what can be done in each Systems Development Pro.docx
Specify what can be done in each
S
ystems
D
evelopment
P
rocess phase to mitigate the risk for each entry in the table. Be specific, but high-level in your mitigations. Most or all items will have something to check or do in each stage of the systems development process.
AREA OF SYSTEM
THREAT
Potential VUNERABILITY
CUSTOMERS USERS ACCOUNT UNAUTHORIZED ACCESS TO USER ACCT
EXTERNAL COMPANIES ACCESS External Companies products may be comprised
Kudler Fine Foods ACCESS Kudker's Products maybe compromised
This is for a customer rewrds program for Kudler Fine Foods.
.
Speciation and Phylogeny in North American Canids Activity Hi.docx
Speciation and Phylogeny in North American Canids
Activity:
Historically, North America was home to at least two species of large canids. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to deforestation and agriculture that turned forested areas into a more open habitat.
In 2003, a research team (Wilson et al. 2003) announced the startling discovery that mitochondrial DNA (mtDNA) from two wolf skins collected in New York State and Maine in the late 1800's did not match mitochondrial DNA of known gray wolves. Both of these animals had mtDNA more similar to that of coyotes than of gray wolves! The mtDNAof the New York wolf nested within coyotes; but the mtDNA of the Maine wolf was on a deep branch near the split of gray wolves and coyotes. Yet, the skins morphologically appeared like those of wolves, not coyotes.
Part I:
Questions:
1. What is your interpretation of the results above describing wolves in North America? Can you predict the likely evolutionary fate of hybrids and the parental species? How could you test your ideas?
Reference:
Wilson, P.J., S. Grewal S., T. McFadden, R. C. Chambers, and B. N. White. 2003. Mitochondrial DNA extracted from eastern North American wolves killed in the 1800s is not of gray wolf origin. Canadian Journal of Zoology 81(5):936-940.
DIRECTIONS
Responses should be at least 300 words and must substantively integrate the assigned readings
APA style formatting
Use source provided as in-text citation.
Use one an additional source relevant to the discussion and in-text cited.
Don’t forget to create references
Part II:
This is an extension of the North American canid discussion question
. To review
, North America was home to at least two species of large canid. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to defo.
sources to be used You may also use the following resources.docx
sources to be used
You may also use the following resources:
http://www.bbc.co.uk/religion/religions/
http://www.patheos.com/Library.html
http://www.qcc.cuny.edu/socialSciences/ppecorino/PHIL_of_RELIGION_TEXT/CHAPTER_2_RELIGIONS/CONTENTS.htm
And
The Oxford Reference database - You can access this through the Strayer library (resource center) online. The collection includes a guide to world religions and dictionaries (or "companions") on individual religions including Buddhism, Hinduism, Islam, and Judaism.
.
Spatial Organization PresentationDueNov 02, 1159 PMNot .docx
Spatial Organization Presentation
Due
Nov 02, 11:59 PM
Not Submitted
POINTS
7
Presentation
Objectives:
View more
»
Expand view
Instructions
Assignment Files
Grading
Create
an 8- to 10-slide Microsoft
®
PowerPoint
®
presentation on spatial organization.
Describe
the following:
The concept of spatial organization
How spatial organization affects visual perception
How perception influences behavior
Format
your presentation consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
Faculty Materials
Materials
Spatial Organization Presentation Grading Guide
.
Sources of MotivationWatch the video called Motivation” provide.docx
Sources of Motivation
Watch the video
called “Motivation” provided by Pearson Publishing:TWZ Role Play located in the Lab.
Then answer the following questions:
After watching the video, highlight what the announcers say drives motivation. Do you agree or disagree? What motivates you and why? What motivational theory do you think applies to you and why?
Use information from the assigned Reading as support within both responses.
Simulations:
Unique simulations place you in the role of the decision maker so you can see the impact of business decisions you make in real-world scenarios.
Simulation: Motivation
Video:
Employee Motivation
Joie de Vivre Hospitality: Employee Motivation
Videos:
The Work Zone Role Play
Video: Motivation (TWZ Role Play)
.
Sorry had to repost help request as originl had the wrong date.H.docx
Sorry had to repost help request as originl had the wrong date.
Hello looking for basic definition help in your own words verses only supported by a reference.
Thanks G.
Term
Definition
Definition Source
Gross Domestic Product (GDP)
Real GDP
Nominal GDP
Unemployment rate
Inflation rate
Fiscal Policy
Monetary Policy
Aggregate Demand (AD) Curve
Macroeconomics
Microeconomics
Circular Flow Model
Supply Curve
Demand Curve
.
Some parents may not know how to support their children in school. .docx
Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents?
.
someone has been in jail because of a violence they committed while .docx
someone has been in jail because of a violence they committed while on drugs. They go through treatment while in jail, and when released to come home. he or she starts hanging around with the same friends as before that does drugs, I feel this would put pressure on the person and he or she would return to his or her old habits. Do you think this may be why the recidivism is so high?
one paragraph
.
Some plants pigments are water soluble and accumulate in the vacuole.docx
Some plants pigments are water soluble and accumulate in the vacuoles of spongy parenchyma cells in leaves. While hiking in the jungle in South America, You notice some plants that have purple leaves and some leaves that are purple on the bottom but green on top. Which ones were monocot leaves and which were dicots leaves?
.
Some researchers have concluded that global climate change is alread.docx
Some researchers have concluded that global climate change is already occurring and that global warming will increase this century. Recent international negotiations, however, including a 2012 meeting in Doha, Qatar, have yet to reach a global consensus on how to reduce greenhouse gas emissions. Some countries have resisted taking action because there are other researchers who claim that the warming trend may be just a random fluctuation and/or not related to human activity or that cutting CO² emissions? What are the possible costs and benefits of each of these two strategies?
120 words only
.
Some of the most serious abuses taking place in developing countries.docx
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Select one (1) developing country, and examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
.
SOLILOQUY PARODY ASSIGMENTWrite your own parody of hamlets soli.docx
The document provides instructions to write a parody of Hamlet's famous "To be or not to be" soliloquy. It includes the full text of Hamlet's soliloquy with line numbers as an example to draw from. Students are challenged to recreate the soliloquy in their own words while maintaining the poetic structure and themes of contemplating death and the struggles of life.
Socialization is the process through which we learn the beliefs, cus.docx
Socialization is the process through which we learn the beliefs, customs, and norms of our society. It continues throughout life and is part of the process of shaping our identity and how we fit into the world. What's interesting is that today, many individuals spend up to eight hours a day viewing screens (TV, computer, phone, etc.). Does this affect how we relate to others and the world around us?
For this discussion, we will define socialization. From there, reflect on how many hours a day you typically stare at screens. Is the media (and technology in general) an agent of socialization?
Please
respond to all
of the following prompts:
Define socialization. Is the media (and technology in general) an agent of socialization?
How many hours a day do you stare at screens (TV, computer, phone)?
Think of a TV show or two that you watched in your youth/teen years. Did this have an impact on your socialization/world view? Why or why not?
Apply functionalism to socialization. (If needed, review Week 1. We covered this in our Week 1 discussion and Chapter 1 readings.)
Reference
Henslin, J. M. (2015).
Essentials of sociology
(11th ed.). Boston, MA: Pearson
.
Sociology is a social science. It studies human behavior, social rel.docx
Sociology is a social science. It studies human behavior, social relationships, society, and interactions. It's an interesting field as it connects so strongly to the world around us.
For our first discussion, you will define sociology. From there, think about the role of the sociologist. Is it their job to observe society or to reform it? Are we all sociologists to some degree?
Please respond to
all
of the following prompts:
Define sociology. Are we all sociologists to some degree?
Explore the role of the sociologist. In your opinion, should they observe society, or should they try to reform it?
Define each of the three main sociological perspectives: functionalism, conflict theory, and symbolic interactionism. Which do you think fits the most closely with how you see the world around you?
Reference
Henslin, J. M. (2015).
Essentials of sociology
(11th ed.). Boston, MA: Pearson. ISBN: 9781323268179
.
Solar System and One Planet PresentationDevelop an 8- to 10-slid.docx
Solar System and One Planet Presentation
Develop
an 8- to 10-slide Microsoft
®
PowerPoint
®
presentation.
Address
the following in your presentation:
Explain the formation of the solar system.
Locate an image or draw a cross-section of Earth with descriptions of its geology and atmosphere.
Locate images and write descriptions of the other terrestrial planets' geology and atmosphere.
Describe other kinds of objects (asteroids, comets, and so on) found in the solar system.
Choose one planet, minor planet, and exoplanet to expand on and contrast to the Earth and other bodies described earlier.
List
major points in the slides.
Include detailed explanations in the speaker notes section
that correlate to each point.
Include
videos, audio, photos, diagrams, or graphs as appropriate.
Format
any citations in your presentation
consistent with APA guidelines.
Submit
the Microsoft
®
PowerPoint
®
presentation assignment with speaker notes.
.
Some have suggested that neural networks could be applied to peopl.docx
Some have suggested that neural networks could be applied to people to indicate how likely they are to develop a disease or even become criminals. The idea is to add a child’s personal characteristics, demographics, and genealogy into a neural network, and the neural network will classify if that youngster is at risk for a disease or for aberrant behavior. For this assignment, choose either susceptibility to disease or to criminal behavior.
Make the following lists, explaining why you chose each one. Justify at least two different considerations:
What personal characteristics would be useful?
What demographic factors would strongly influence a person’s future?
What, if any, inherited characteristics can predict a child’s future?
Your submission must be a minimum of two pages, double-spaced and comply with
APA Requirements
.
.
Social Structure MatrixPart 1 – Social Roles and Sta.docx
Social Structure Matrix
Part 1 – Social Roles and Status
Status
Identify the different statuses you hold in society, both ascribed and achieved.
Master Status
Identify your master status in society.
Social Roles
Describe the roles associated with the various statuses identified above.
Role conflict, strain, exit
Discuss a time when you experienced either role conflict, role strain, or role exit.
Groups
Identify one primary group and one secondary group to which you belong.
Norms, sanctions, and values
Describe the norms, sanctions, and values of the social groups you identified above. How is social deviant behavior viewed in these groups?
Sociological imagination
Discuss how your status, mass media, roles, and groups have influenced your self-identity, values, and behaviors.
Part 2 – Reflection
After completing the activity above, answer the following questions in 75-150 words:
What is social interaction? What are the elements of social structures? How does this apply to the activity you just completed?
What are the functions of social institutions? How do you see this applied in your life?
What influence does mass media have? Frame your answer using sociological perspectives.
What is social control? How is social control enforced? What are the different sociological perspectives on deviance?
.
Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docx
Sociology of Mental Health
Fall 2015
Exercise 2
Essay Questions:
Please respond to THREE of the following questions in essays 1.5 to 2 pages long.
1) In Mad in America, Robert Whitaker argues that the treatment of mental illness is a “prism through which to view a society.” Put another way, he suggests, “Medical treatments for the severely mentally ill inevitably reflect the societal and philosophical values of the day (xv).” For this essay, please
compare and contrast
the dominant paradigm of mental illness treatment in two historical periods discussed in the book. You should consider: the underlying assumptions about the causes of mental illness; the prevailing treatment(s) of the day; how the mentally ill were regarded; and then describe what this tells us about that particular society at that particular time.
2) At the heart of Whitaker’s study is a question: Why do people with mental illness in the United States fare less well than people in poorer countries? Use Mad in America, as well as
the other texts
for our class, to address this question. Ask yourself, why might this be the case? What are the social, cultural and economic features of U.S. society that contribute to this situation? You may want to focus on the three or four most significant factors and explain how they all contribute to this situation.
3) Utilizing Karp’s “In Sickness and in Health” and one other reading from Voices from the Inside,
compare and contrast
caring for a family member with a physical illness to caring for a family member with a mental illness. In what ways are they similar, in what ways are they different? What accounts for the differences? What factors to social perceptions play? Do these differences matter, why or why not? Explain.
4) Karp and Sisson write, “I believe that one of the most important missions of sociology is to give voice…to the experiences of those whose voices and experiences would typically otherwise be blunted, marginalized…or simply ignored. If we want to understand how society works…we need particularly to listen well to the narratives of those who are too often powerless, marginalized, disenfranchised, and stigmatized (p. 4).” What do the narratives presented in Voices From the Inside tell us about how society works? Utilizing at least
two
selections from the book, please identify and discuss at least
two
different lessons these narratives tell us about how society works regarding mental health and illness.
In general, the responses will be evaluated as follows:
1) Each response should be written in an
essay
format (introduction, body and conclusion-writing matters!).
2) Incorporation of
specific examples
from the relevant texts (you should demonstrate that you have a solid grasp of the material by drawing on the texts to support your claim, argument or analysis). If you pull an exact quote from one of our readings, you must include the author’s last name, year of publication and page number. For exam.
Social scientists have proposed a number of theories to explain juve.docx
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses.
Top 10 Young Killers
Mirian Calin
May 14, 2011
A number of child killings have been recorded throughout the years. These often have involved disturbing acts one can hardly imagine a child suffering through. These cases are becoming more controversial as the number of child killings increases every year. However, what happens if that innocent and vulnerable-looking child is the one responsible for the abduction and murders in your neighborhood? Would you believe the accusations made of someone so young? Could a child really commit such crimes? These are not your typical childish crimes of stealing toys from a friend, or bullying a schoolmate. This is the list for the top 10 young killers. There is a small amount of overlap from the list of evil children, for the sake of including people that really do deserve to be on this list.
10
Eric Smith
January 22, 1980
“You may think I’m a threat to the well-being of society. And I can understand why you would feel that way. The fact is that I’m not. I’d be an asset to society.”
At 13, Eric Smith was bullied because of his thick glasses, freckles, long red hair and one other quality: He had protruding, elongated ears. These were believed to be a side effect of medicine his mother had taken for her epilepsy when she was pregnant. Police charged Smith with the murder of a four-year-old boy named Derrick Robie. The younger child had been strangled, had large rocks dropped on his head, and had been sodomized with a small stick. When asked why he did it, Smith cannot give a definite answer. A psychiatrist diagnosed Smith with intermittent explosive disorder, a condition in which a person cannot control inner rage. Smith was convicted and went to prison. As of today, he’s been in prison for six years and has been denied parole five times.
Get a closer look at the disturbed mind of a killer with
Serial Killers: The Method and Madness of Monsters
at
Amazon.com!
9
Joshua Phillips
March 17, 1984
“There should be a sensitivity to the fact that a 14-year-old is not a little adult.” – Florida Governor Jeb Bush
What started as a regular room cleaning ended with the conviction of a 14-year-old boy named Joshua Phillips. His mother went to clean up his room one morning after Phillips left for school. Mrs. Phillips noticed a wet spot under her son’s bed and thought it was a leak from his waterbed. As she was investigating the bed to see if it needed to be drained, she found electrical tape holding the frame together. She thought her son had known the about leak but didn’t want to get into trouble. She removed enough tape to discover her son’s sock underneath, but she was surprised to feel something cold. The beam of her flashlight showed her the dead body of Maddie Clifton, an 8-year-old neighbor who had been missing for seven days.
People in the community, especially the boy’s parents, .
More from lorileemcclatchie (20)
Special education professionals need to create, safe, inclusive, .docx
Special education professionals need to create, safe, inclusive, .docx
Specify what can be done in each Systems Development Pro.docx
Specify what can be done in each Systems Development Pro.docx
Speciation and Phylogeny in North American Canids Activity Hi.docx
Speciation and Phylogeny in North American Canids Activity Hi.docx
sources to be used You may also use the following resources.docx
sources to be used You may also use the following resources.docx
Spatial Organization PresentationDueNov 02, 1159 PMNot .docx
Spatial Organization PresentationDueNov 02, 1159 PMNot .docx
Sources of MotivationWatch the video called Motivation” provide.docx
Sources of MotivationWatch the video called Motivation” provide.docx
Sorry had to repost help request as originl had the wrong date.H.docx
Sorry had to repost help request as originl had the wrong date.H.docx
Some parents may not know how to support their children in school. .docx
Some parents may not know how to support their children in school. .docx
someone has been in jail because of a violence they committed while .docx
someone has been in jail because of a violence they committed while .docx
Some plants pigments are water soluble and accumulate in the vacuole.docx
Some plants pigments are water soluble and accumulate in the vacuole.docx
Some researchers have concluded that global climate change is alread.docx
Some researchers have concluded that global climate change is alread.docx
Some of the most serious abuses taking place in developing countries.docx
Some of the most serious abuses taking place in developing countries.docx
SOLILOQUY PARODY ASSIGMENTWrite your own parody of hamlets soli.docx
SOLILOQUY PARODY ASSIGMENTWrite your own parody of hamlets soli.docx
Socialization is the process through which we learn the beliefs, cus.docx
Socialization is the process through which we learn the beliefs, cus.docx
Sociology is a social science. It studies human behavior, social rel.docx
Sociology is a social science. It studies human behavior, social rel.docx
Solar System and One Planet PresentationDevelop an 8- to 10-slid.docx
Solar System and One Planet PresentationDevelop an 8- to 10-slid.docx
Some have suggested that neural networks could be applied to peopl.docx
Some have suggested that neural networks could be applied to peopl.docx
Social Structure MatrixPart 1 – Social Roles and Sta.docx
Social Structure MatrixPart 1 – Social Roles and Sta.docx
Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docx
Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docx
Social scientists have proposed a number of theories to explain juve.docx
Social scientists have proposed a number of theories to explain juve.docx
Recently uploaded
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Weekly Discussion #16 Es.Empiricists contend that our knowledge
- 1. Weekly Discussion #16: Es. Empiricists contend that our knowledge of the empirical world comes solely from sense experience. Rationalists argue that we can come to knoiw what the world is like from pure unaided reason. The empiricists include philosophers like Locke, Berkeley and Hume. The rationalists count Plato and Descartes among others as belonging to their camp. Compare and Contrast Empiricism and Rationalism Express and discuss your view Write one paragraph explaining an argument from Empiricism. Write one paragraph explaining an argument from Rationalism. Write two more paragraphs assessing which of these schools of thought best explains where knowledge comes from. Explain why. Explain some of the arguments we have read about in both schools of thought (E.g., Descartes' "wax argument" or Hume's "Missing Shade of Blue" argument). Initial post due Wednesday. Comment on two of your peers' posts by Sunday. Give a fully-formed argument against your classmates' argument. Let's finish the class with a nice debate! Do not use outside resources. Plagiarized assignments will receive a 0.
- 2. Use the Vaughn textbook and cite page numbers. You must include citations and bibliography.