(1) What is the classical account of knowledge?(2) What are

Progress for Every Child in the Sustainable Development Goal (SDG) Era
August 15, 2019
What are the Millennium Development Goals?Question 22 What problem common to rural areas of the developing world has the ReadySet attempted to solve?
August 15, 2019

Question (1) What is the classical account of knowledge?(2) What are Gettier-style counterexamples, and how do they challenge the classical account of knowledge?(3) What, if anything, is wrong with defining knowledge as justified true belief that is based on no false assumptions?(4) Is knowledge instrumentally valuable? If so, why, and to what extent?(5) Is knowledge more valuable than mere true belief?(6) What is the radical sceptical argument, and how does it trade on (i) sceptical hypotheses, and (ii) the closure principle?(7) Can one coherently deny the closure principle?(8) Is it possible to know the denials of radical sceptical hypotheses?(9) Is ‘knows’ a context-sensitive term? If so, does this have any bearing on radical scepticism?(10) What is the hard problem of consciousness? How hard is it?(11) What is the ‘Mary’ problem against physicalism, and how effective is it?(12) What are philosophical zombies, and what problem are they meant to pose for physicalism? How plausible is the zombie argument?(13) Is conceivability a guide to (metaphysical) possibility? If not, why might this be important?(14) What is direct realism, and how does it differ from indirect realism?(15) What is the argument from illusion, and how is it used to motivate indirect realism over direct realism? Is it effective?(15) What is disjunctivism, and how does it respond to the argument from illusion?(17) What is the feeling account of emotions, and what problems does it face?(18) What is the cognitive account of emotions, and what problems does it face?(19) What is the problem of fiction, and how do you think one should respond to it?(20) Are emotions ever rational?

One of the most difficult concepts for many non-scientists to

Question One of the most difficult concepts for many non-scientists to truly grasp is the necessity for falsifiability in scientific arguments. If a conclusion can be disproven, doesn’t that mean we aren’t sure that it is right? If even the most established scientific theories, such as the Law of Gravity, is open to question, how can we ever know anything? Based on your own experience , how would you explain falsifiability and the contingency of scientific conclusions, and to what extent do you think they should be understood as reliable explanations of how the world works?

will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:Part 1: ChartThis chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.Part 2: EvaluationThis part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.Remember to support your responses with the topic study materials.APA style is not required, but solid academic writing is expected.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

We live in an age in which we are threatened

Question We live in an age in which we are threatened by terrorists. Suppose for a moment that we could rid the world of all terrorism on the condition that one innocent person be involuntarily condemned to suffer a slow and painful torture for the rest of his life. Clearly the majority of people in the world would be safer and happier. It seems, then, on act utilitarian grounds (the form of utilitarianism that just evaluates individual acts) that we should, if we want to do the right thing, allow the person to be tortured. Given this supposition, would you elect to accept the have the terrorism-free world with the tortured man? Why? Why not? 

Strayer Week 7 What comes first? Solving the problem or defining the problem?

ang763163 (hidden)Which came first? Solving the problem or defining the problem? [WK7]In our first week, we talked about the importance of asking good questions and how this was a critical step to really understanding a problem you are trying to solve. This week, we are going to explore how to approach solving a problem. So, to get us started, let’s practice on defining and analyzing problems. Here’s what the Monday topic needs from you:I’ll be providing general guidance, but the key for this topic is for each of you to engage with each other. Make sure to think about the 6 steps of the problem solving process discussed in section 7 of the webtext.

Is there a way to have a paper reviewed like

Question Is there a way to have a paper reviewed like a writing resource center?

on C.S Lewis and Shadowlands

C.S. Lewis, “Work and Prayer”Movie: Shadowlands (1993 version)3 Q

Roxana saidAccording to Peter SInger, we have a social responsibility towards others,

Roxana saidAccording to Peter SInger, we have a social responsibility towards others, and more when we have the resources to help people in needs. Ethics for him is not only to behave, it also implies the recognition that as moral agents, we can make the difference. We share the same planet, and we need to take care on it, when it is not possible to ignore the others´ pain. After this class, I feel that I see the world and my person (role) in somehow different. I understand that people can behave according to the ethical positions, but always considering the well-being of others, including the nature and the animals. We cannot consider the idea of Ethics outside the community and the role of the person to change or become the world in a best place.

1)How did Kierkegaard, Marx, and Nietzsche criticize the elaborate systems

Question 1)How did Kierkegaard, Marx, and Nietzsche criticize the elaborate systems of thought produced by Kant and the German Idealists?2)Summarize William James’ essay,”The Will to Believe” include the conditions for belief.3)What are the purposes of analytic philosophy?

TRUE or FALSE1.Socrates made a decision to escape prison, because

Question TRUE or FALSE1.Socrates made a decision to escape prison, because he felt it would not harm anyone but himself. 2.According to Socrates, justice consists in treating others as they have treated you3.Socrates thinks that, by choosing to live in a particular society, you have implicitly agreed to abide by all of its rules4.Cultural relativism, according to Rachels, can be a useful antidote against dogmatism.5.Psychological egoism is a normative view.6.Rachels confirms that genuine egoists are very common, and not at all rare. 7.Cahn denies the existence of God

The Morality of Environmentalism Some environmentalists claim that the ways we raise

The Morality of Environmentalism Some environmentalists claim that the ways we raise and collect animals and fish for food are fundamentally unethical. They point to the suffering of animals within the factory farming industry, the pollution caused by untreated animal waste, the use of hormones and antibiotics, the decimation of fish populations, and the fact that current farming practices are ultimately unsustainable in terms of their environmental impact. Making the changes that these environmentalists claim are necessary, however, would likely be devastating to the agricultural and fishing industries, to the chemical and biochemical companies that support them, and to the way of life of millions of people. These changes might also result in increased food prices and in less food being available to the ever-increasing human population. How do you think we should balance the moral claims on this issue? Should the concerns of environmentalists and animal rights activists impinge on your desire to eat however you so choose? Does the protection of jobs and communities trump environmental concerns? Why or why not?

Use the guideline in the word file. and watch the video in

Use the guideline in the word file. and watch the video in the link to cover all the points.The video link: https://www.youtube.com/watch?v=AUhReMT5uqA

What are the main differences between Scholasticism and Neo-Scholasticism, and

Question What are the main differences between Scholasticism and Neo-Scholasticism, and how did Aquinas influence the latter? Thank you. Bill

Module 3 DiscussionCan you kindly specify what info is needed?

Question Module 3 DiscussionCan you kindly specify what info is needed? The information that you will need for the discussion can be found in Case 4k, p. 109; Case 4f, p. 108; and Case 4i, p. 108 of Thinking Critically About Ethical Issues. As in all cases for this course, you must identify the parties and the moral issue(s) at stake, then concentrate on identifying the benefits and burdens that pertain to the parties affected in order to apply the principle of utility.Here are the cases for discussion:Case 4k, p. 109: Todd and Edna have been married for three years. They have had serious personal problems: Edna is a heavy drinker, and Todd cannot keep a job. Also, they have bickered and fought constantly since their marriage. Deciding that the way to overcome their problems is to have a child, they stop practicing birth control, and Edna becomes pregnant.Case 4f, p. 108: Regina is chairperson of her city’s United Fund campaign. In her annual meeting with her staff of canvassers, she gives this advice: “Hit the business places first. Don’t approach anyone who is walking alone in a hall or working alone in a closed office. Look for two or more people standing together or working side by side. Try to make them compete with each other in giving. Capitalize on their desire to show off and outdo the other person.”Case 4i, p. 108: Jake runs a delicatessen in a high-crime section of a large city. After being robbed at gunpoint eight times in the past two years, Jake obtained a pistol permit and bought a pistol. Yesterday a man entered the store brandishing a knife and demanded all the money in the cash register. Jake moved to the cash register as if planning to open it. Then he quickly grabbed the gun hanging under it and, without warning, shot the man six times in the chest.Readings:During this module you are required to read the following in Ethical Choices, 2nd edition:   Introduction, pp.111-112 Utility and Consequentialism, pp. 112-113 Utility and Mill’s Account, pp. 114-116 Act Utilitarianism, pp. 116-118 Attractions and Problems, pp. 119-123

Prompt, Write a brief discussion

PROMPT #2: UNCHANGED WORLD. Could there be a world in which there was time, but never any change at all? Explain your answer. PROMPT #3: FUTURE TIME TRAVEL. Even if backward time travel were possible, you could not change the past. But how about forward time travel? Could you change the future if you traveled into the future? If future time travel were possible, would you do it? Explain your answers.PROMPT #4: NATURE OF TIME. Is the question of the nature of time a question to be answered by philosophy, or a question to be answered by physics? Explain your answer.PROMPT #: FATALISM. Suppose you were Osmo and you found the book describing your past and future life in a local library. Would you adopt a fatalistic attitude and why?

In the last paragraph of p. 128 and continuing through

Question In the last paragraph of p. 128 and continuing through the top part of p. 129, Socrates explains what he takes to be “the philosophical attitude” toward arguments. What is that attitude, and what is the goal of arguments that are made by someone having the philosophical attitude?

1. In the last paragraph of p. 128 and continuing

Question 1. In the last paragraph of p. 128 and continuing through the top part of p. 129, Socrates explains what he takes to be “the philosophical attitude” toward arguments. What is that attitude, and what is the goal of arguments that are made by someone having the philosophical attitude? 2. Is Socrates’ view of knowledge (what we can know, and how we can gain knowledge) from the Phaedo (see pp. 102-104, 114, and other pages you’ve read) the same as Socrates’ view of knowledge in the Meno (pp. 88-92)? Why or why not? (In answering this question, pay particular attention to the object of knowledge at issue in the passage from the Meno on p. 89.) 3. According to Socrates in the Meno, what is the difference between “correct opinion” (i.e., true belief) and knowledge? 4. Based on the passage in the Meno (pp. 88-92), state what you think would be Socrates’ conceptual analysis of knowledge; that is, state what you think Socrates would say are the necessary and sufficient conditions of knowledge. Put your answer in the following form: Person S knows proposition p if, and only if, _________________________

tyler perry’s first “urban circuit” play i know i’ve been

Question tyler perry’s first “urban circuit” play i know i’ve been changed was an instant success. True or False

Read articles on the internet about the film “hateful eight” to answer

Read articles on the internet about the film “hateful eight” to answer the three questions. do not use a citation, get thoughts from the article and create one opinion about the film, make it like it’s my opinion. use simple English.

Special educators must be able to effectively plan for students at all

Special educators must be able to effectively plan for students at all ages and abilities, using data and anecdotal information. An effective plan takes into consideration a student’s developmental level, age, strengths, needs, learning preferences, culture, and interests. Interventions that are well planned for students and are based on these factors are far more effective than interventions that narrowly focus only on the student’s academic skill deficiencies.In this assignment, practice developing ELA instruction that is appropriate for the students described in the “Class Profile” by designing a comprehensive ELA unit plan using the “5-Day Unit Plan Template.”Part 1: Unit PlanDevelop a 5-day unit plan that integrates vocabulary, reading, grammar, writing, listening and speaking, and technology, for the “Class Profile” students, choosing either the resource or self-contained learning environment. In a typical resource or self-contained learning environment the teacher would differentiate for every student. For this assignment, choose three students for whom you will differentiate the instruction. Align your unit to a 6-12 grade level ELA standard from the Arizona or another state academic content standards.Design the unit plan to include:Part 2: RationaleIn 250-500 words rationale at the bottom of your unit plan, explain the following:Support your findings with a minimum of three scholarly resources.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.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.College of Education (COE) program competencies and national standards assessed in the benchmark assignment:COE 4.1:Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S8, IGC.4.K1, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4, IGC.5.S13; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]COE 5.1:Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]COE 5.4:Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4, ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]COE 5.5:Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]COE 5.7:Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); GCU Mission Critical 1, 2, 4]

select a moral issue that involves a moral dilemma. list

Question select a moral issue that involves a moral dilemma. list the duties that support the “pro’ side of the issue, then list the moral duties that support the “con” side of the issue. which duties are the most compelling? discuss possible solutions that take the most duties into account.Analyzing Moral Issues—

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