Category: Philosophy

First part is scenario, second part is analysis, third part is conclusion/ decision based on the analysis. Write from the perspective of a preservationist but remain neutral and decide based on moral thoughts. Attached are powerpoints outlining moral frameworks as I was taught. No outside sources allowed, so no citation.

Include three citations.  Describe how Firestone’s “Culture of Romance” chapter describes love, and what does this imply about how we
understand ourselves or what are responsibilities are toward each other?

Homework Exercise Set 5.2, Part I
LINK TO TEXTBOOK: https://library.lol/main/10C82D0D35FE260F3B2240ABF…
This is the homework for Module Five.
Exercise Set 5.2, Part I, pp. 245-246.
We are examining argument validity. The statements in a deductive argument do not have to be true in order for the argument (the argument form) to be valid. We are only examining form–deductive form of the categorical syllogism. Does the conclusion follow from the premises is the question–not are the conclusion and premises true.
Do your work offline. When finished, then just copy and paste it into the submission device.
You don’t need to copy these instructions here. You can use them as an outline and then eliminate everything that is not part of your answers.
Make sure that you include each item number. Separate each item by a space or two, and place each element of your answer for an item on its own line. Use my example below as a guide. I have done item #2, so you will start with #3, then #5, etc. (skipping the starred items).
You don’t need to copy and submit the diagrams. The diagrams are inside the homework assignment anyway, so if you need to do a last minute check before clicking submit you can check inside.
Just do the following:
Label the terms of the argument
Present the argument symbolically, i.e., using the labels
State which diagram applies
Explain whether the argument is valid or not valid–how you can tell
We will use only the Boolean standpoint. (for example, in this exercise All A are B does not imply that there are some A and they are B. In the diagrams, then, All A are B would not be understood to introduce an X into the picture. Only statements that begin “Some A are…” or “Some A are not…” introduce an X representing a something that is there. Use these labels:
S:
M:
P:
Display each argument in standard form using the S,M,P labels (instead of xyz)
all x are y
all y are z,
————
all x are z
etc.
NOTE: in each exercise problem I have started the labelling process for you.
The selected diagram should match your argument display.
You do not need to draw a diagram. Just select the appropriate diagram by its designated letter from the ones displayed below (e.g., Diagram A, Diagram B, etc.). They are jumbled, so you will have to look them over to find the one that matches for each item.
Instructor Example for item #2 (so you will start with #3)
Diagram Z (for #2)
S: fossil fuels
M: renewable forms of energy
P: combustible gasses
No S are M some P are S ———————
Some P are not M Diagram Z Validity: the argument is valid. – X is clearly inside both P and S, but not inside M. So there is something, some combustible gases, which are not M (are not renewable forms of energy).
Select from the following Venn diagrams (select “Diagram A”, or “Diagram B”, etc).
There should be one that fits each of the non starred numbered items, 3, 5, 6, 8, 9, 11
Be sure you label the terms (the subject and predicate expressions of the premises) and include that in your answer. Your labeling must match the diagram you select in order to make any sense.
Remember, the labels represent terms, not sentences. A sentence (a premise or a conclusion) combines two labels like “All S are P” or “Some P are not M” — your premises and conclusion will look like that. S, P, and M represent the key content terms of the premises and conclusion., “All dogs are barking animals” , then with S labeled for dogs and P for barking animals would be All S are P.
So, your argument display will express sentences (e.g., All S are P, Some T are U)
Diagram ADiagram BDiagram C
Diagram DDiagram EDiagram F
Start here with:
#3
S: individuals truly concerned with the plight
M: people motivated primarily by self interest
P: ________
Copy the labelling assignments above and fill in for P, and then… Display the argument (in standard form) using the S, M, P symbols.
Indicate diagram selection from the above six
Validity: Valid or invalid? Explain
#5
S: engineering majors
M: candidates for nightly hookups
P: _______
Argument displayed (in standard form) using the S, M, P symbols.
Indicate diagram selection
Validity: Valid or invalid? Explain
#6
S: impulse buyers
M: consumers with credit cards
P: _______
Argument displayed (in standard form) using the S, M, P symbols.
Indicate diagram selection
Validity: Valid or invalid? Explain
#8
S: individuals prone to violence
M: Men who treat others humanely
P: ________
Argument displayed (in standard form) using the S, M, P symbols.
Indicate diagram selection
Validity: Valid or invalid? Explain
#9
S: ATM machines
M: places criminals lurk
P: _______
Argument displayed (in standard form) using the S, M, P symbols.
Indicate diagram selection
Validity: Valid or invalid? Explain
#11
S: circular triangle
M: plane figures
P: _______
Argument displayed (in standard form) using the S, M, P symbols.
Indicate diagram selection
Validity: Valid or invalid? Explain

Each student will be required to read Augustine’s Confessions. The student will provide a four-page summary of one of the books and a two-page interpretation of the material. It will combine for a paper of no less than six pages. This summary will display a grasp of the material and express an academic opinion on the book. Citations from the text, 1 inch margins, 12pt Times New Roman, double spaced

link to article being analysed: https://www.cambridge.org/core/journals/philosophy/article/could-time-be-change/AC360900B59E70EB9C47316EE9E58DC9
PROMPT: Write an essay in which you:
a. Explain Shoemaker’s thought experiment allegedly showing that time can exist without change.
b. Present and explain at least one counter-argument to Shoemaker’s position from the Corish article.
c. Explain whether you ultimately agree or disagree with Shoemaker, and explain WHY you agree or disagree as you do.
You need to address all three of these tasks in your essay.
Purpose
This assignment addresses the following Course Learning Outcomes:
Apply philosophical theories to a specific issue.
Identify major points and arguments of an essay in philosophy.
The purpose of this assignment is to help you practice the following skills that are essential to your success in this course and beyond:
Demonstrating your ability to read and explain a philosophical argument.
Presenting contrasting points of view on a philosophical question.
Identify major points and arguments of an essay in philosophy.
Critically analyze and evaluate philosophical arguments.
Format
Your essay should be about 5-6 pages (double-spaced) not including title page and bibliography/references.
You may use any format for citations. (If you don’t already have your own procedure for generating citations, I highly recommend: https://www.citethisforme.com/)
Your essay should cite at least the article by Denis Corish.
You may (but do not have to) also cite the article by Shoemaker and the Carneades video explaining the Shoemaker thought experiment.
You do not have to cite any class notes.

First part is scenario, second part is analysis three times using Utilitarian ethics, Kantian Ethics, and Distributive Justice principles, third part is conclusion/ decision based on the analysis. Write from the perspective of a preservationist but remain neutral and decide based on moral thoughts. Attached are powerpoints outlining moral frameworks as I was taught. No outside sources allowed, so no citation. Scenario is laid out and some analysis started.

-The essay is on what Patrick deneen is saying and what his ideas are in the text that i give you.
You can only use the text i give you. 
-With the citations they have to be quoted from the text. Like an actually sentence from the text. Citations are very important for my grade.
-So the rubric that say ‘Final Essay Topic’ is basically a rubric for the introduction.The Intoduction is very important.
-The rubric that says ‘Final essay rubric’ is for the whole essay. Theres 2 pictures for this one because it was front and back. 
Rubrics are linked below
-This is the link for THE SOURCE ONLY CAN USE THIS
https://www.firstthings.com/article/2012/08/unsustainable-liberalism

Textbook: Chapter 1, 2, 3
Lesson
Introduction
The journal is an essential assignment that is meant to sum up the conclusions you come to after having reflected on the readings in the text, the online lecture, discussion posts, including your own and those of your peers, and any outside material you consult. You will probably find that you do as much or more thinking than you do writing in responding to the journal prompts – and that is perfectly okay. In general, the weekly journal should meet the noted length requirement – not including the space needed for the prompts.
You may feel the need to write out longer reflections – and that is also okay. If you do feel the need for longer reflections, then, once you have written them out, try to edit them, reducing them to their essence.
Part of this course is process – training ourselves to think critically. Part of it is learning to understand how we think and why we think or believe what we think or believe. While the journal prompts will occasionally address the process, it will more often ask you to reflect on the how’s and why’s of what you know and believe – or what you think you know and believe.
Instructions
For this journal assignment, briefly answer each of the following prompts:
Critical Thinking
After reading the required resources for this week and participating in the discussion, how do you define critical thinking? You will want to carry this definition with you, so keep it brief – perhaps 4 to 6 lines. You will find many definitions online – don’t be tempted to just quickly copy one; try to form your own so that it is meaningful to you.
Heart of the Matter
Considering just what you read in Chapter 2.3 “Looking Ahead” why do you think the authors see Chapters 12, 13, and 14 as the “heart of the matter”?
What do you think they mean by that?
What two concepts do the authors say these chapters emphasize?
How do you define these concepts?
Why do you think the authors find these concepts important to critical thinking?
Challenges & Insights
What do you see as your greatest challenge for this session in general? For this class in particular?
How do you think you can use the concepts in these first three chapters to help you meet these challenges as well as challenges in your personal life as a member of your family and your community?
If you include references to outside sources (beyond the textbook), make sure you cite them properly.
Writing Requirements (APA format)
Length: 1 ½ -2 pages (not including prompts, title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (as needed)
Grading
This activity will be graded using the Journal Grading Rubric.
Outcomes
CO 1: Define critical reasoning for application to personal and professional problem-solving.
CO 3: Analyze deductive and inductive reasoning structures.
CO 6: Apply principles of critical reasoning to political, educational, economic, and/or social issues.
Due Date
By 11:59 p.m. MT on Sunday
Rubric
Journal Grading Rubric – 35 pts
Journal Grading Rubric – 35 pts
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomeContent Reflection
15 pts
Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples.
12.75 pts
Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples.
11.25 pts
Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments. Minimal connections made through explanations, inferences, and/or examples.
9 pts
Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments.
0 pts
Little or no reflection; copies or repeats text or lecture.
15 pts
This criterion is linked to a Learning OutcomePersonal Growth
10 pts
Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications.
8.5 pts
Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience.
7.5 pts
Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience.
6 pts
Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked.
0 pts
No evidence of reflection.
10 pts
This criterion is linked to a Learning OutcomeWriting Quality
5 pts
Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.
4.25 pts
Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.
3.75 pts
Average and/or casual writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.
3 pts
Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work.
0 pts
Lacks coherence; errors in grammar, usage and spelling interfere with readability and understanding to significant degree.
5 pts
Total Points: 35

Tipping Point” by Malcolm Gladwell is indeed a fascinating read! Gladwell explores the concept of how small actions or changes can lead to large effects, using a variety of examples ranging from the spread of ideas to the rise of epidemics. What aspects of the book did you find most compelling?

Select one of these arguments and apply it to/interpret it in light of a current events issue of your
choice:  Option A is what i choose Locke’s argument for a limited government based on the consent of the people
2.  Locke’s argument for a limited government based on the consent of the people iif you do this option, no outside research on the political theorist is expected, but you must have
references to at least three sources discussing the current event. These sources can be newspaper
or magazine articles, blog posts, video clips, or even images. Course readings can be cited in
parentheses after the material is quoted, with author, text, and page number, e.g. “(Plato, The
Republic, 52).” If the author and text are clear from the context, you can provide just the page
number. All other sources should be properly cited, using any standard citation style, such as
MPA; here are guidelines on that format:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/ml
a_formatting_and_style_guide.html Include a bibliography of works (including websites) you
looked at; this does not count toward the word count