What are the core features of Buddhist ethics?

  1. What are the core features of Buddhist ethics?
  2. Explain the core concepts associated with existentialism. In particular, explain authenticity, freedom, and bad faith. Make sure to provide clear examples to illustrate your views.
  3. Finally, give an example where you think Buddhist ethics provides help with morally evaluating a situation and then provide an example where existentialism provides help to morally evaluate a situation.

BUDDHIST ETHICS 1 Question 1Buddhist ethics are based on the enlightened view of Buddha. Sila is one of them whichare described as the virtues, moral discipline of conduct that guides ethical…

 

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Reconstruct Socrates’ argument at Gorgias, 474b-475e that concludes, “therefore, no one would take doing what is unjust over suffering it.”

 

Reconstruct Socrates’ argument at Gorgias, 474b-475e that concludes, “therefore, no one would take doing what is unjust over suffering it.”

Something is admirable if and only if it is good (beneficial) or brings pleasure.

Therefore, to find something admirable you must first find something of pleasure.

 

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Explain the problem of sheer numbers and provide it with an example. And why is this an argument against Bentham’s utilitarianism?

 

. The answer for this questions has to be in proper order. six hundred or more words.

The meaning of hedonistic calculus, identify the author of the idea, and provide with an example the use of the calculus. Explain one advantage and one problem with the calculus.

Explain the problem of sheer numbers and provide it with an example. And why is this an argument against Bentham’s utilitarianism?

 

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Explain whether you think Kant was right or wrong about this lying business and make sure to use clear examples to help your explanation along.

Immanuel Kant’s moral philosophy is extremely strict about what we ought and ought not do. So strict that he argued that it is always and everywhere wrong to lie. a.) Explain why Kant thought that lying was always wrong using the categorical imperative as a guide. b.) Explain whether you think Kant was right or wrong about this lying business and make sure to use clear examples to help your explanation along. If he was wrong, what’s an example of when it’s morally ok to lie, and if he was right, what’s an example where it looks ok to lie but it really isn’t ok?

Please include citations and/ or sources

 

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identity to conform to a person’s intelligibility of those memories

Consider Locke’s notion that a single fixed point is required for a person to be themselves – to have a claim to identity. This single fixed point is not a material substance (the body) or an immaterial substance (the soul), but rather it is a singularity of conscious experience. This singularity is what persists through time and is constituted by a person’s past action and experience, which they themselves do not always directly access.

Using citations from the assigned reading, explain briefly how Schechtman modifies Locke’s theory of personal identity to conform to a person’s intelligibility of those memories. Give examples about how this idea of personhood allows us to reasonably form plans for future action. Finally, give reasons why we should or should not accept Schechtman’s modified account of personal identity.

Required Reading: Marya Schechtman, “Personal Identity and the Past”

Recommended Reading: “Personal Identity”, Introduction and Section 1 – <http://plato.stanford.edu/entries/identity-personal/#AccOurIdeThrTim>

 

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Identify at least one current scholarly article supporting your position on the issue and one article against your position.

 

Discussion 1: A Compelling Argument

For this Discussion, you will identify an issue in the field of special education and present a position.

To prepare:

Review all module Learning Resources.

Review the special education issue(s) you have selected and everything you have examined and researched about it thus far. If you have been focusing on more than one issue, choose one and consider your position on this issue.

Identify at least one current scholarly article supporting your position on the issue and one article against your position.

Evaluate which article makes a more compelling case and why.

A brief summary of the two resources and the positions presented as well as your professional position on the issue. Then, explain which article makes a more compelling case and why. Finally, using information from each article, state whether your professional position on the issue has been validated or changed and how.

 

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Do you think Kant is right about this? 

 

Kant makes the claim in Section I of his Groundwork for the Metaphysics of Moralsthat he is merely making precise and explicit the concept of morality that is already present and operative in common human reason. In other words, Kant thinks that he is just clarifying for us in a philosophical way what ordinary human beings already believe about morality and what serves as the basis (even if unarticulated) of their everyday moral judgments. The questions I would like you to answer for this discussion board are:

1) Do you think Kant is right about this?

2) Why or why not?

Please be specific: (a) specify the aspect(s) of Kant’s view that you are reflecting on (for example: the nature of the good will; or that the good will is the only intrinsic good; or that acting from duty is essential to moral actions; or that actions done from inclinations do not have moral content; or that maxims of actions must be universalizable in order for the actions to be moral, etc.; you might also think carefully about Kant’s examples or anything else he says!); and (b) specify your precise reasons for agreeing or disagreeing with the claim that Kant’s view(s) reflect the views of common human reason.

 

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Assignment: Becoming a Special Education Advocate

 

Assignment: Becoming a Special Education Advocate

Becoming a leader in the field of special education entails being an advocate for issues and discrepancies often faced by students and their families, those with and without disabilities. Not only will you have to take on the challenge of defending your position and presenting your case, you will have to be innovative in how you deliver your message to a variety of audiences.

For this Assignment, you will synthesize the resources and research collected, and create an opinion editorial (op-ed) piece addressing the identified issue.

Purpose: To synthesize collected research and practice scholarly writing.

To prepare:

·         Review all module Learning Resources.

·         Review resources on TED Lines, the CEC TED Division Newsletter.

·         Think about what you might include in an op-ed piece on a specific issue for the state of South Carolina CEC TED Division Newsletter.

a draft of your op-ed

2- to 3-page opinion editorial incorporating feedback from your colleagues. Include the following in your op-ed:

·         Introduction, clearly identifying the issue and presenting your position for transformation

·         Research to support your position and evidence for the need for transformation of the identified issue

·         Conclusion, summary of the facts and findings

·         At least 5 scholarly sources cited in APA format on a reference page

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.

  • Chapter 8, “Disability Rights in Education” (pp. 131–148)Focus on examining the concepts of equity and the implementation of a rights-based approach to education.
  • Chapter 11, “Sui Ban Jiu Du: An Approach Toward Inclusive Education in China” (pp. 187–202)Focus on the development, practice, issues, and challenges of Sui Ban Jiu Du.

Adderley, R. J., Hope, M. A., Hughes, G. C., Jones, L., Messiou, K., & Shaw, P. A. (2015). Exploring inclusive practices in primary schools: Focusing on children’s voices. European Journal of Special Needs Education, 30(1), 106–121.

Retrieved from the Walden Library databases.

Children share their views about the practices of teachers and how these hindered and/or helped their sense of inclusion.

American Federation of Teachers. (n.d.). Retrieved from http://www.aft.org

Institute of International Education, Inc. (n.d.). Retrieved from http://www.iie.org/

National Education Association. (2002–2015). Issues and action. Retrieved from http://www.nea.org/home/IssuesAndAction.html

Teacher Education Division of the Council for Exceptional Children. (2013). TEDLines. Retrieved from http://ted.projectpreview.us/publications/publications-list-view/tedlines

U.S. Department of Education, Institute of Education Sciences. (n.d.). National Center for Education Statistics. Retrieved from http://nces.ed.gov/

Walden University. (2015b). About. Retrieved from http://www.waldenu.edu/about

Becoming a Special Education Advocate

Becoming a Special Education Advocate

Dear Educators,

The news that twice-exceptional (2E) students are an under-served and under-recognized population in schools is unsettling. Twice-exceptional relates to individuals with exceptional ability and disability. This concept is difficult to fully comprehend as the characteristics of these students can be difficult to recognize. Nevertheless, a transformation in the field of special education is needed to address the strengths and needs of this unique population. Many stakeholders are not aware of the twice-exceptional concept (Josephson, Wolfgang, & Mehrenberg, 2018) and professional development and academic training are essential to making a positive change with our twice-exceptional students.

Twice-exceptional students have experienced underachievement, stress, anxiety, and poor relationships due to negative school experiences. There is a lack of research on the social experiences of twice-exceptional children (Ronksley-Pavia, Grootenboer, and Pendergast, 2019). As research advances the focus is more on students’ weaknesses rather than strengths. Educators of 2E students should focus less on student weaknesses and more on strengthening student’s talents and interest. Twice-exceptional students require differentiated instruction and advanced content that includes the effects of their dual exceptionalities (Reis, Baum, & Burke, 2014).

Lee and Ritchotte (2018) advocate for seeing the characteristics and needs of twice-exceptional students and using best practices to support their learning. Before the Gifted and Talented Children Educational Assistance Act in 1969, gifted education in the United States received little attention and financial support. The first federal definition of gifted and talented was presented in the 1971 Marland Report. Unfortunately, districts interpreted the legislation requirements in different ways from the original intent. The practice of using exceptional intellectual ability for gifted identification led to underrepresented subgroups such as special education students in gifted programs. The Jacob K. Javits Gifted and Talented Students Education Act, passed in 1988 and gave funding priority to identifying students missed by traditional assessment methods. The reauthorization of IDEA 2004 led experts in the field of gifted education to recommend that the RTI model be applied in the identification of twice-exceptional students. The No Child Left Behind Act of 2001 definition of gifted and talented is similar to the one introduced in the Marland report. The Every Student Succeeds Act (ESSA) has yet to provide a definition of gifted and talented, but retains the Javits program, which supports the identification of and service for gifted students, and children with disabilities. Today, some states adopt either the phrase or concept of twice exceptionality in their definitions of gifted and talented (Lee & Ritchotte, 2018), but all states should be required to adopt the concept of twice-exceptionality in their definitions of gifted and talented.

Twice-exceptional students should be given the same opportunities to compete for and benefit from accelerated programs and classes as are given to students without disabilities (Reis, Baum, & Burke, 2014). However, some practitioners believe giftedness and disabilities are incapable of existing together. Educators have been resistant to enabling 2E students access to advanced-level programs. Even when 2E students are enrolled in advanced classes, their teachers have been reluctant to provide Individual Education Plan (IEP) or 504 Plan accommodations to support student learning. The issue around identifying and serving 2E students should be a call to action for federal and state lawmakers, who hold the power to change the representation of twice-exceptional students in schools, which can provide a crucial path to change in the field of special education. Furthermore, policy and practices can be developed by engaging such children experiences, so the needs of this unique population can be recognized and addressed (Ronksley-Pavia, Grootenboer, and Pendergast, 2019).

Conclusion

All student strengths and needs must be addressed. Concerns regarding students who are both gifted and challenged continue to be a topic of discussion in the field of special education. Though all learners deserve an equitable educational opportunity, providing such a service is a challenge for many teachers. Teachers have to adjust, alter or differentiate learning, so all students can fully participate in the classroom at their own ability level (Rowan & Townend, 2016). In order for twice-exceptional students to be appropriately represented, schools need the knowledge, resources, and supports to successfully identify and service such a unique population.

References

Josephson, J., Wolfgang, C., & Mehrenberg, R. (2018). Strategies for supporting students who

are twice-exceptional. Journal of Special Education Apprenticeship7(2), n2.

Lee, C. W., & Ritchotte, J. A. (2018, January). Seeing and supporting twice-exceptional learners.

In The Educational Forum (Vol. 82, No. 1, pp. 68-84). Routledge.

Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional

learners: Implications and applications. Gifted Child Quarterly58(3), 217-230.

Ronksley-Pavia, M., Grootenboer, P., & Pendergast, D. (2019). Privileging the voices of twice-

exceptional children: An exploration of lived experiences and stigma narratives. Journal

for the Education of the Gifted42(1), 4-34.

Rowan, L., & Townend, G. (2016). Early career teachers’ beliefs about their preparedness to

teach: Implications for the professional development of teachers working with gifted

and twice-exceptional students. Cogent Education3(1), 1242458.

 

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State a moral issue arising from this case, and state the possible resolutions you would address in analyzing that issue.

 

James Michael was a twenty-six-year-old black male who worked in an oil refinery. One Friday night after work, James met several of his coworkers at a local bar to celebrate an across-the-board pay raise in their division. The party lasted five hours, during which James drank somewhere around a dozen mixed drinks, several of them doubles, thanks to a generous bartender. James left the bar shortly after 10:00 p.m. and proceeded to drive home. No one is certain how the accident took place; James fell asleep, could not see properly, or lost control of his car and crashed into a telephone pole. The impact was on the passenger side of the vehicle. When the police arrived on the scene, they found James lying in a fetal position on the street next to his car. He had, apparently, managed to climb out of the car, but had not gotten very far. The police helped him to his feet. He had no visible injuries, but he was obviously intoxicated. The police asked him if he was all right, and he responded that he was—he just wanted to go home. He was arrested for driving while intoxicated and taken to the city jail.

During the booking procedure, he was asked if he was under a doctor’s care. He said that he was not. He was also asked if he needed medical care. He said that he did not. It was now nearly midnight, and James was placed in a cell with several other men, all of whom were sleeping. James promptly fell asleep himself. Several hours later, an officer came to see if James was sober enough to call a bail bondsman. But James was dead. An autopsy revealed that death was the result of massive internal injuries. James’ family brought suit against the city’s police department, charging the police with criminal negligence. The case went to trial. The jury found that the police had acted entirely appropriately and were guilty of no negligence or other wrongdoing. James’ family left the court facing legal fees of seven thousand dollars.[33]

  1. State a moral issue arising from this case, and state the possible resolutions you would address in analyzing that issue.
  2. What moral values and principles are central to evaluating the issue and the resolutions you list in your answer to Question 1.
  3. Of all of the persons involved in this case, which ones would you identify as at least partially responsible for the situation and its outcomes? For each responsible party you identify, explain their responsibility or responsibilities. Supposing that we represent the total amount of responsibility to be 100%, what degree of responsibility would you assign to each of these parties?
  4. Do you think the police in this case (a) behaved in a morally appropriate manner and (b) demonstrated professional responsibility? Explain each of your judgments.

 

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