Philosophy 100 – Critically Comment/Reply To The 2 Answers Given

Philosophy 100 – Critically Comment/Reply To The 2 Answers Given

Philosophy 100 – Critically Comment/Reply to the 2 answers given

250-350 words each comment/reply.

Instructions attached.

Critical Comment Instructions:

The second part of the Discussion Board Forum requires going back to your peers’ Q&A Discussion posts (Part I). Select one Q&A from the work of two different class peers and write a 250-350 word critical commentary on each one (do not critique your own Q&A posts). If two other students have already posted critiques of a particular Q&A discussion post, you must move on to one that has not been critiqued or has only one other critical comment posted. So, ideally, each Q&A discussion will have two critical comments. It may happen that two students post a second critique to the same Q&A at the same time, resulting in three critical comments, with the later ones being simultaneously posted. This is not really a problem and nothing to worry about. The main idea here is to expand the interactivity and general scope of the discussion. Your critiques are due by end of day each Sunday for the first three weeks of class; since class ends on a Saturday, your Week Four critical comments will be due on the final Saturday of class. It is important to note that a critique or critical commentary may be positive, negative, or a mixture of the two. We tend to use the word, “criticize,” or the expression, “being critical” with a mostly negative connotation, as in finding fault with something or “putting something (or someone) down.” That is not the intention here, although part of what you’re doing in writing a critique may indeed be finding fault. But the faults you are pointing out will have nothing to do with the author himself or herself. You will be looking for errors in reasoning and argumentation, in reporting of relevant facts or information, in overlooking or misconstruing important points relevant to the question posed, and so on. You should also be looking for precision and clarity in thought and written expression and overall comprehensibility of the written response. Essentially, you will be analyzing and evaluating two peer Q&A Discussion posts and weighing in on what you think they did well and where they fell short, in terms of both posing an interesting, insightful, or useful question and providing a thought-provoking or at least satisfactory answer to that question. You may also want to offer a different answer to the question posed, or add points to the answer you are critiquing. You need not cite any sources in your critiques, but of course you are free to do so. Don’t forget to review the document, “Writing a Critique of Another Person’s Argument, which you will find a link to in the Discussion Board instructions for each week.

Critically reply to the 2 answers giving below.

1st Critical Comment

· Discussion: Mill, Utilitarianism , Chapter 2, pp. 4-18.

My first question is:

Why is the term “utilitarianism” often described and misinterpreted negatively with words such as pleasure?

My answer to this question is:

John Stuart Mill initiated Chapter Two of his text, Utilitarianism, by claiming that majority of the people in our society more specifically writers and publishers often connect utilitarianism with pleasure. He believes that this is because of its root word, which is utility. When we think of utility, stuff that pops out in our thoughts are mostly water, gas and electricity. Basically, substances that would lead to satisfy our pleasures in life. Thus, most people believe that utilitarianism is more for selfish pleasures than for determining moral rights and wrong. This is inaccurate. In Chapter Two, Mill’s objective is to define this misinterpreted concept. He sees it more as freedom from pain rather personal pleasures. If pleasure can be connected with happiness in this circumstance then it’d would be acceptable. Utilitarianism is about promoting happiness and abstinence from pain. The main doctrine of this idea is the greatest happiness principle. Different branches and specific definitions come with this belief such as the specifics of pain and pleasure; however, people should refrain from focusing towards the word, pleasure, to incorporate it with Mill’s moral doctrine. According to him, there are two types of pleasures in which are the lower and higher. Lower pleasures are compared to animals or beasts that do not have the free will and conscious mind. They tend to disregard everything for their own self-gratification. Thus, humans also have that pleasure, however, that is not what pleasure means in this doctrine. Higher pleasures include more about pleasures of the intellect more specifically human thoughts and imaginations. This is what people should think of utilitarianism, which is it is more of moral sentiments rather than basic sensations. Mill believes that obtaining a sense of dignity stands at the top of most people’s higher pleasures. This pleasure has such a strong impact on an individual that would gratify one’s every desire for that every moments in which he/she would not let get interrupted for a second.

2nd Critical Comment

Sartre,“ Existentialism Is a Humanism ” (entire), pp. 1-18

My second question is:

Jean Paul Sartre suggests humans are born without any “built-in” guidance or maps for living well, and ultimately every person must discover it for themselves. In doing this they are also making decisions for everyone and defining humanity. If collective decisions define humanity, where is the group decision process heading and what about the individual contributions made by scholars and philosophers? My answer to this question is: Sartre describes how people must take responsibility for their actions as they were the ones who made the choices. I agree with this idea in a very general sense but there are usually exceptions and for me this is no different. How do you convince an enslaved person that they are free to choose who they are and what they want? Looking back through history, this is not a small number of people. There are countless examples of people in poor circumstances beyond their choosing or control. It seems a few decisions by very few people have the most impact on defining humanity. Again there are so many eexamples of individuals defining mass groups. We have images of blood thirsty Germany prior to and during WWII and numerous cult leaders making new religions followed by many. On a more positive end of the scale, the Bible and other religious works have defined what life should be for countless people. With the dawn of the internet and digital communication, information and ideas move through the population at lightning speed. Changes in culture and group opinions change at a much faster rate than anyone could have foreseen. I think some of the changes facing humanity may even transcend historical philosophical works which have attempted to define what human is.

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AVD U vi D

AVD U vi D

“Why do we need to understand data visualisations? There is more and more data around us, and data are increasingly used in decision-making, journalism, and to make sense of the world. One of the main ways that people get access to data is through visualisations, but lots of people feel like they don’t have the skills and knowledge to make sense of visualisations. This can mean that some people feel left out of conversations about data.” – http://seeingdata.org/developing-visualisation-literacy/

Please conduct the following activity located at the following address:

Rate these visualisations!

Tell us what you think of the visualisations that we used in our focus group research. Instructions below!

What to do

Look at the visualisations by clicking on the images below. You can choose to open the visualisation in a NEW tab or window (we recommend this) or view it in a pop-up window if you prefer to stay on this page. Some are interactive (i) and some are static (s).

Place the images on the grid. When you’ve looked at one, go to the grid and position the image according to whether you liked or didn’t like and learned or didn’t learn something from the visualisation (‘learning something’ could also mean confirming something you already knew). Only place the visualisations that you have looked at onto the grid. Click SUBMIT.

Compare your views with others. You can compare your responses to the visualisations with those of others, by clicking COMPARE.

Choose three of your favorite visualisations. Post a 3 – 5 sentence summary of why you chose the visualisations. What caught your attention? Were they effective in presenting the provided data? If possible, explain how you would you do to improve the visualization?

Reply Post

When replying to a classmate, offer your opinion on what they posted and the visualisations they chose. Using at least 3 – 5 sentences explain what you agree or disagreed with their evaluation of the visualisations.

Discussion Length (word count): At least 250 words (not including direct quotes).

References: At least two peer-reviewed, scholarly journal references.

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Paper 3-Computer Science homework task

Paper 3-Computer Science homework task

Instructions:

The chosen article is attached to the link below,

https://www.pcworld.com/article/3373551/intel-hopes-to-clean-up-toxic-speech-in-game-chat-with-ai-and-machine-learning.html

Summarize the article in your own words and include information in your paper on how the article relates to course concepts. Discuss the course material. Demonstrate you have read the course content and you understand how to relate your research to current events. Use the appropriate APA citation to illustrate when you move from the article summary to material from the course content.

Your article summary should not exceed 5 pages. Turnitin is used in this class to assess the originality of your work–you must have less than 15% Similarity/matching. Paraphrase instead of using direct quotes to reduce your matching percent to 15% or less.

Submission Instructions:

Written communication is an essential tool for any professional. As with any skill, writing well is the result of practice followed by feedback and the use of relevant and appropriate sources. Therefore, the quality of writing is graded as part of this assignment. See your syllabus for more guidelines. It is easy for students to plagiarize – cut and paste right into a text document.

“Many college papers are published on the web and students can even become members of e-groups which, for a small fee, promise to deliver ‘A+’ papers on every topic. Ways to cheat are abundant on the Web.”


Grading Rubric

Assessment Rubric

Exemplary

Accomplished

Developing

Beginning

Points Available

Points Earned

· Content & Development (Relate back to the textbook and concepts using APA in-text citations)

· Writing Format: Write the paper in APA format.

· Grammatical, spelling or punctuation—write the paper grammatically correct, clear and concise. Use correct terminology when needed. See references below:

What is Plagiarism and How to Avoid It: http://www.youtube.com/watch?v=eIsLV9zOOe0

Writing Help: http://apus.libguides.com/c.php?g=241212&p=1603794

Purdue Online Writing Lab:https://owl.english.purdue.edu/owl/resource/560/01/

APA and MLA Citation Game Home Page:http://depts.washington.edu/trio/quest/citation/apa_mla_citation_game/

Student effectivelywrote the paper using appropriate content, development and format based on the guidance.

Student partiallywrote the paper using provided guidance.

Student wrote the paper with limited and meaningless use of provided guidance.

Student failedto use provided guidance.

50

· Organization (Introduction/Summary): the introduction should clearly state the main topic and use the last sentence to preview the structure of the paper to give your reader a structure to follow– highlight all the main points you will cover in the paper. The conclusion should effectively summarize the discussion and provide a recommendation for further research.

Student effectively wrote the paper using provided format.

Student partially wrote the paper using provided format.

Student wrote the paper with limited and meaningless use of provided format

Student failedto write the paper.

20

· Format (Your article summary should not exceed 5 pages. Turnitin is used in this class to assess the originality of your work–you must have less than 15% Similarity/matching. Paraphrase instead of using direct quotes to reduce your matching percent to 15% or less.)

Student effectivelywrote the paper using provided format.

Student partiallywrote the paper using provided format.

Student wrote the paper with limited and meaningless use of provided format

Student failedto use provided format.

10

· Grammar, Punctuation, & Spelling

Student effectively wrote the paper using provided format.

Student partially wrote the paper using provided format.

Student wrote the paper with limited and meaningless use of provided format

Student failedto write the paper.

15

· Readability & Style: Use 3rd person point of view (unless opinion paper) avoiding pronouns such as I, we, my, our (1st person) andyou, yours, your, us, we (2ndperson). Deal with facts, thus, providing citations within paper and reference page. Focus on subject; not feelings about the subject. The use of 3rd person retains a formal tone: Academic writing is more formal than casual conversation.

Student effectivelywrote the paper using provided format.

Student partiallywrote the paper using provided format.

Student wrote the paper with limited and meaningless use of provided format

Student failedto use provided format.

5

Total

100

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Essay ii

Essay ii

It is 4 FULL pages, double-spaced, 1inch margins, close-reading of “Harriet Jacobs, Incidents in the Life of a Slave Girl” in pages 910-931 in The Norton Anthology American Literature 9th Edition 1820-1865 and examine how it reveals the work’s larger thematic concerns. The purpose is to show detail-oriented, evidence-based analysis that does more than merely summarize the events occurring on the page. You might

consider and include information garnered from the textbook’s author biographies, or your own research. Most importantly, you should quote the texts you’re writing about and offer thorough analysis in your own words. In addition, you should mention which page and what line number have you been quote.

Essay should do the following:

· Introduce the text they’re discussing in a clear manner

· Provide detailed analysis of a specific scene or stanza and explain how

it relates to the larger themes or messages of the text in question

· Avoid too much summary; assume that your audience has knowledge of the

text in question, and instead focus on analyzing the scene

· Cite specific descriptions and lines of dialogue from the text Guidelines

· Essay should be double-spaced throughout, with 1 inch margins (NOTE: the Microsoft Word default is 1.25 inches. You will need to change this).

· Your essay needs a title that relates to the subject matter (so, not “Essay 2” or “Gentlemen Prefer Blondes.”)

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Nursing Informatics

Nursing Informatics

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.

Identify the stakeholders impacted by this project.

Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.

Identify the technologies required to implement this project and explain why.

Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

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WEEK 6 DISCUSSION QUESTIONS

WEEK 6 DISCUSSION QUESTIONS

  1. Explain the role of the Government Accountability Office (GAO), the Department of the Treasury, and the Office of Management and Budget (OMB) in the financial accounting and reporting of the federal government.
  2. Class, as it relates to these three governmental entities, how much do you think that politics or the sway of political administration affects these entities? Remember…many of the heads of these organizations are appointed.
  3. State and general-purpose local governments are considered primary governments. Under what circumstances would a special purpose government be considered a primary government?

ANSWER EACH QUESTION IN 200 OR MORE WORDS

USE CITATIONS AND REFERENCES

USE APA GUIDELINES

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The Effects Of Means-Tested Social Programs

The Effects Of Means-Tested Social Programs

Discussion Post by Day 3 a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in your state or region. Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

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for anybody

for anybody

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Sharing the Depth of Knowledge Wheel With Students
Many teachers use Norman Webb’s framework in developing assignments, but it can also be shared with students to help them develop literacy skills. By Johanna Tramantano March 28, 2017 close modalA teacher works with a group of students. © Gable Denims/500px A teacher works with a group of students. © Gable Denims/500px
Educators spend a great deal of time analyzing diagnostic, formative, and summative performance data to individualize instruction for their students. In my current role as a staff developer, I’m often asked about how to do this while meeting curriculum expectations and benchmarks and supporting critical thinking skills. I find myself discussing the concept of critical thinking in many contexts, including curriculum planning, lesson ideas, and assessment.

I like to use Norman Webb’s Depth of Knowledge wheel to unpack what critical thinking might look like in a variety of contexts to support literacy skills, working with teachers to identify the link between the Depth of Knowledge levels and the Common Core State Standards.

Get the best of Edutopia in your inbox each week.
Email close modalNorman Webb’s Depth of Knowledge levels http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf Norman Webb’s Depth of Knowledge levels Norman Webb’s Depth of Knowledge Wheel http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdfNorman Webb’s Depth of Knowledge levels
I often use Gerald Aungst’s “Using Webb’s Depth of Knowledge to Increase Rigor” in my work with teachers, because the article explains the four levels outlined in Webb’s framework for cognitive rigor in the classroom. Aungst makes clear recommendations for teachers, including: reflecting on tasks, sorting the tasks we ask students to do, working collaboratively to review student groupings, analyzing groupings, and reworking Level 1 and 2 tasks to Level 3 or 4. One important point he makes is that “DoK levels are not sequential.” In other words, students don’t need to fully master a Level 1 in order to move on to a Level 2.

While Aungst provides actionable ideas for teachers, I would like to propose a road map that includes students in the process. When it comes to enhancing literacy practices in the classroom, there is a great deal of research that supports explicit instruction, as well as the role of student engagement and achievement. The authors of a recent guide to improving adolescent literacy have five recommendations based on this research: Teachers should provide vocabulary instruction, comprehension strategy instruction, opportunities to discuss surrounding texts, work that enhances student motivation and engagement, and individualized intervention resources. Webb’s Depth of Knowledge (DoK) can be a useful tool in acting on all of these recommendations.

Webb’s DoK provides students with language tools to access text and classroom discourse. I’ve found that helping students develop their understanding of the language within the DoK has been beneficial in supporting literacy and can also support students as they prepare for Common Core–aligned assessments. In fact, helping students review and code sample questions can help them figure out which strategies they might need to apply in order to answer the questions.

In my experience, students like using the DoK wheel to figure out how it aligns with their assignments. They also enjoy using it to develop their own questions to ask their peers. These kinds of activities ask students to critically think about what kinds of questions they will ask, and in doing so, engage in rich metacognitive learning experiences.

This can be particularly empowering as students are increasingly faced with the rigors of high stakes testing. Many assessments require students to critically analyze texts, make inferences, prove their responses using textual evidence, develop a claim or analyze an author’s claim, and make comparisons.

Implementing Webb’s Depth of Knowledge With Students
Explicitly teach students about the different cognitive levels and ensure that they understand what each of the terms means. Then, have them analyze question prompts for DoK level and assess what they are being asked to do—e.g., are they asked to categorize, infer, or predict?
Work with students on unpacking strategies that help them engage in that cognitive activity. Consider creating process charts with them to identify the skills needed. For example, what kinds of skills and tools might we need to analyze a character’s motivation in a story?
Give students the opportunity to develop their own questions aligned to the DoK levels that can be used in collaborative settings through group work, in Socratic seminars, or through a carousel, for example.
Offer students the opportunity to reflect on their strengths—are they really strong in certain areas, but want to further develop in others?
Have students code their assignments and questions. This is empowering and offers students a chance to reflect on what they are being asked to do.
These suggestions can be implemented with elementary and secondary students. I’ve seen teachers create and display large posters of the DoK wheel and use it throughout their lessons. This direct linking of the academic language embeds the framework so that it becomes a fluid part of classroom discussions. I’ve seen elementary students adeptly use the wheel as a way of explaining their own learning. We can view Webb’s framework as one of many tools that can be used to help students develop their own understanding of what rigor means, and in so doing, give them a vocabulary to articulate their own goals and learning experiences.

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Prepare a summary statement explaining how lesson plan objectives relate to instruction.

Prepare a summary statement explaining how lesson plan objectives relate to instruction.

Select a content area and early childhood age (either birth through 8 or birth through Grade 3).

Create a learning goal appropriate to your choice of content area and early childhood age.

Write one developmentally appropriate learning objective for the goal related to each level of Webb’s Depth of Knowledge. Refer to the Sharing the Depth of Knowledge Wheel With Students activity found in this week’s readings.

Follow the ABCD format described in the Writing Observable and Measurable Instructional Goals and Objectives as you write your objectives.

Reflect on and discuss how teachers adjust instruction for young children based on objectives.

Write a summary statement explaining how lesson plan objectives relate to instruction.

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