Whisper, Echo and Voice

Gross Stein, Janice. “Whisper, Echo and Voice.” Reader’s Choice: Essays for Thinking, Reading, and Writing. 7th ed., edited by Kim Flachmann, Michael Flachmann, Alexandra MacLennan, and Jamie Zeppa, Pearson, 2013, pp. 437–442.

  1. Read the essay and use one of the active reading techniques, SQ4R or Reading Inventory. Document your active reading, and submit your notes. For those steps usually done “in your head” (such as recite), write down briefly what you did in the step. Note: if you use a Reading Inventory, when you reach “rereading,” only answer the questions from the first three bullets of “rereading” listed in the Reading Inventory table (Reader’s Choice 41). Note: you may photograph or scan your active reading notes and include them in your assignment document.
  2. Create an outline to help you make an accurate summary of the author’s arguments. Identify the specific kind of argument being made, the subarguments, the assumptions, the critical details, and the important examples.
  3. Recall that Unit 4 demonstrates outlining techniques. Include citations for paraphrased and quoted material. Create an outline that sketches your critical review essay on the author’s essay (Unit 9). Include what you think is most important from the summary for your critical review, and apply the standards of evaluation (Part B, Units 6, 7, 8, and 9) that you think are most appropriate. Include citations for paraphrased and quoted material.
  4. Write a complete rough draft critical review essay (1000–1250 words) based on the outline you completed in question 3. Include citations for paraphrased and quoted material.

On Winning and Responsibility

Glover, Douglas. “On Winning and Responsibility.” Reader’s Choice: Essays for Thinking, Reading, and Writing. 7th ed., edited by Kim Flachmann, Michael Flachmann, Alexandra MacLennan, and Jamie Zeppa, Pearson, 2013, pp. 325–329.

  1. Read the essay and use one of the active reading techniques, SQ4R or Reading Inventory. Document your active reading, and submit your notes. For those steps usually done “in your head” (such as recite), write down briefly what you did in the step. Note: if you use a Reading Inventory, when you reach “rereading,” only answer the questions from the first three bullets of “rereading” listed in the Reading Inventory table (Reader’s Choice 41). Note: you may photograph or scan your active reading notes and include them in your assignment document.
  2. Create an outline to help you make an accurate summary of the author’s arguments. Identify the specific kind of argument being made, the subarguments, the assumptions, the critical details, and the important examples.
  3. Recall that Unit 4 demonstrates outlining techniques. Include citations for paraphrased and quoted material. Create an outline that sketches your critical review essay on the author’s essay (Unit 9). Include what you think is most important from the summary for your critical review, and apply the standards of evaluation (Part B, Units 6, 7, 8, and 9) that you think are most appropriate. Include citations for paraphrased and quoted material.
  4. Write a complete rough draft critical review essay (1000–1250 words) based on the outline you completed in question 3. Include citations for paraphrased and quoted material.

Types of responsibilities

Philosophers distinguish between three different types of responsibilities on a scale from more to less demanding or binding. Explain these responsibilities.
Discuss the arguments between the economic model and stakeholder theory.
Discuss the various aspects associated with employment at will (EAW).

Inductive and Deductive Reasoning

 

Distinguishing Inductive and Deductive Reasoning
For the initial post, address the following:
Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.
For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.
Editorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.
Use mapping and evaluative techniques to make sure it is an argument.
Is it inductive or deductive? Explain why.
Does it pass the tests of validity and strength? Explain.

 

Inductive and Deductive Reasoning

 

Distinguishing Inductive and Deductive Reasoning
For the initial post, address the following:
Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument.
For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere.
Editorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments.
Use mapping and evaluative techniques to make sure it is an argument.
Is it inductive or deductive? Explain why.
Does it pass the tests of validity and strength? Explain.

 

Utilitarianism

The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomes—that is, the consequences of decisions.

We need to look at results. We first look at the actual results of an action. We judge if it was the best possible result. We can judge the actual results in comparison to other results that reasonably could be said to have been possible.

If we do not yet have the actual results of an action, we do not know if it is moral or not. We can talk hypothetically about what might happen, and then what that would show about the morality of an action. However, if we do not know what the action had as its consequences, we cannot yet say if it is moral or not.

For the initial post of this week’s discussion respond to one of the following options, and label the beginning of your post indicating either Option 1, Option 2, or Option 3:

Option 1: You are a nurse on a floor with only elderly patients. Every day, each patient tells you about how much pain they are in and asks you to help them. They want you to inject them with something to end their lives. If the patients die, the beds on that floor would be freed up for other patients. The hospital is at 100 percent capacity. There is no other hospital for 30 miles. Other patients may be not receiving care due to a lack of free beds. What is the moral thing to do here? Why is that the moral thing to do? What would an utilitarian say is the moral thing to do? Why would they say that? Compare and contrast the utilitarian approach with that of an ethical egoist or social contact theorist

Option 2: A new social media app is offering itself to you for free. If you upload a picture to it, the app will show how you will look at 10 years. John Doe, a friend of yours, says not to use the app as it will then possess your biometric facial data. Jane Doe, another friend of yours, says that she heard the app shares the facial data with a security firm that helps the government detect terrorists at airports. Should you use this app? Why or why not? If John Doe is right, would an utilitarian say it is right to use the app? Why or why not? If Jane Doe is right, would a social contract theorists say it is right to use the app? Consider the role the Fourth Amendment at play here.

Option 3: You are a nursing student at the XYZ College. It has a 50 percent acceptance rate (half the applicants do not get in). XYZ is a public college. XYZ has decided to implement an affirmative action policy. The college has few students over the age of 50. To encourage more students of that age, every student 50 or older will receive a bonus point. A student’s admission is dependent on having 11 points. One earns points for a GPA above a certain score, ACT/SAT score above a certain number, having a letter of recommendation, etc. XYZ also lacks LGBT students, Muslim, and African-American students and is considering offering a bonus point for any student fitting those categories. What is the key moral conflict for XYZ? What social values should XYZ promote here? What diverse populations are involved here, and what are their interests? Do you think XYZ’s social action is the correct solution to lack of diversity? Why or why not? Factor the ethics of egoism and utilitarianism into your answer.

Why is there anything at all?

1. Watch some videos on “Why is there anything at all?” by the channel “Closer To Truth”. Write 2 pages of summary and criticisms. https://www.youtube.com/results?search_query=Why+Anything+at+All%3F++closer+to+truthLinks to an external site.
(The host Robert Lawrence Kuhn asked many philosophers and scientists why is there anything at all. This includes our own David Albert at Columbia
https://www.youtube.com/watch?v=0D7Pbh-6k7oLinks to an external site.
and Peter van Inwagen
https://youtu.be/cfmewf2DoKU?t=325Links to an external site.

 

 

 

A general theory or philosophy.

We’ve seen that memory is a very complicated thing. Much of success in school depends on being able to remember facts and figures while relating them to a general theory or philosophy. Discuss some of the memory techniques you use in studying and how they relate to the memory process. Discuss false memories and their impact as well. Can you give any personal examples of a time you experienced a false memory? Watch the video below about false memories.

link: https://www.youtube.com/watch?v=EUEuASXOyvE