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Description Review the readings and videos These two videos review Plato’s metaphysics: PLATO ON: The Forms(new tab) and Plato's Theory of Forms(new tab). Aristotle's Understanding of Reality(new tab) explains Aristotle’s metaphysics. Kant on Metaphysics(new tab) summarizes Kant’s metaphysics. Berkeley’s Idealism(new tab) describes Berkley’s metaphysics. In 400-500 words, add to the journal you began in Assignment 1.4. Select the philosopher(s) that you think offer(s) the best answer to the question of reality. Explain your reasoning for your selection.

Description Instructions Learning Objectives: CO 1: Analyze the major ethical theories in the history of moral philosophy as put forward by philosophers in key ethical texts. CO2: Apply ethical theories to current issues and real-life scenarios. CO 3: Evaluate different frameworks for developing one’s own ethical and moral philosophy. CO 4: Critique the place of reason, emotion, and physical action in moral philosophy. Assignment Instructions Create an 8-10 slide PPT, or some other presentation, that accomplishes the following: Chose some ethical issue that has at least two clear sides you feel is important (banning books, using GMOs, illegal immigration, alternative energy, eating meat, artificial intelligence in school, anything that can be considered a moral matter – if you are unsure, be sure to clear with your instructor). The Britannica ProCon site has a great list of topics, but not all are "moral" issues. 1.Present research on the situation being sure to clearly discuss both sides, as much as possible. If there are no supporters for at least two sides, find a different topic. Just because you feel passionately about a topic does not mean it is appropriate for this assignment. 2.Reiterate the primary theories contained in your moral compass from week 3 and then explain the position on this issue your compass promotes. You do not need to use all of the previously shared theories and feel free to exchange your previous theories for new ones if you feel they better support your position. Just be sure to explain why you changed your theories. (Keep in mind your instructor can easily check what you used in week 3). You do NOT need to provide any moral justification for ANY other position than the one you support. 3.Include a proper citation on the slides or in the notes where the material was used and include a References/Works Cited slide (APA or MLA or other system recognized by your school). For example, say you want to address gender-neutral bathrooms in public buildings. First, present some research from sources promoting that they should exist and from sources promoting they should not. Then reiterate the components of your moral compass as stated in the week three paper. Note, your compass may have evolved and if so, work in the new components. Finally, state your position clearly (they should or should not exist) and how your compass justifies that position. Keep in mind these best practices, please: Proper PPTs have bullets on the slide that are explained in the notes section (see video on how to do this if you do not know how). If you intend to narrate the presentation, be sure to include the transcript in the notes section (see PPT on how to insert audio if you do not know and want to give that a shot). If, for any reason, you are unable to access the notes section, see the attached PPT or contact your instructor. Please use art or other graphics, just be mindful about aesthetic appeal and color schemes. Keep the viewer in mind (teacher). While you might work hard on a 20-minute presentation, few faculty members have the time to watch or listen to it. Just like papers, clear citations must appear on the slide or in the notes to justify listing a resource as a reference. Attachments Finding the Notes Section - PPT.mp4 (4.85 MB) Adding audio to your PPT.pptx (527.38 KB)

Description Instructions Detail the different types of ABC data collection methods you have utilized before, and which specific forms or methods have been most effective. Then, explain how ABC data collection can be ineffective, giving an example if you have one. Lastly, compare the process you've taken before in collecting ABC data with the process of collecting ABC data in this module. Conduct assessments of relevant skill strengths and deficits, interpret graphed data, and communicate relevant qualitative relations. Please answer each question entirely. Your initial post should be a minimum of 200 words in length, and your responses to two peers should be roughly100 words each. Cite sources you reference in-text and under a “References” section in APA format. Grading This discussion is worth 5 points, and the initial post will be due by Thursday. Reply posts are due by Sunday. Refer to the rubric for more specific details on how this will be graded. Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Demonstration o f Knowledge 2 points 1.8 points 1.6 points 1.5 points Score of Demonstration o f Knowledge, / 2 Contribution to the Conversation 2 points 1.8 points 1.6 points 1.5 points Score of Contribution to the Conversation, / 2 Collaboration 1 point 0.9 points 0.8 points 0.75 points Score of Collaboration, / 1 TotalScore of Discussion Rubric 5 points, / 5 Overall Score LEVEL 4 4.5 points minimum LEVEL 3 4 points minimum LEVEL 2 3.75 points minimum LEVEL 1 0 points minimum

Description Final Paper Prompts (1750-2000 words), choose one of the prompts Prompt 1 Pick a (more or less) well-known person and analyze their life and/or actions through two texts we studied. At least one of the texts you use should be from the second half of the semester (starting Gandhi). This person can be real (e.g., politician, artist, celebrity) or fictional (the protagonist of a novel or a film). Possible angles: Rousseau on the “noble savage”, Gandhi and/or Fanon on the right way to resist colonialism, Mill on individuality, Wollstonecraft on liberating women, Lorde on the Erotic, Nietzsche’s will to power, Freud's psychoanalysis, Marx on alienation. These are just options. You can develop them or find others. Prompt 2 In September 2018, India’s supreme court struck down a law prohibiting consensual gay sex (https://www.nytimes.com/2018/09/06/world/asia/indi...). Discuss this event through two of the texts we studied. At least one of these texts should be from the second half of the semester (starting Gandhi). Possible angels: Rousseau and the Western image of indigenous sexuality, Mill on individual freedom, Said on the orientalist image of the non-Western as sexual, Gandhi on resisting colonialism, Freud on the repression of Eros, Nietzsche on slave morality, Ahmed on resisting Western culture in the non-Western world, Foucault on the origins of gay identity. These are just options. You can develop them or find others. Prompt 3 Is having and expressing sexual and/or gender identity (you may write on either or both) an expression of freedom or a sign of oppression? Discuss this question through two of the texts we studied. At least two of these texts should be from the second half of the semester (starting Gandhi). Possible angels: Foucault on the origins of queer identities, Freud on the repression of Eros, Kristeva on the abject, Nietzsche on will to power and/or slave morality, Marx on alienation from the body/senses under Capitalism, Mill on individuality. These are just options. You can develop them or find others. You can write on sexual or gender identity in general on a more specific identity people claim (e.g., “queer”, “trans”, “nonbinary”, “gay”, “straight”, etc.). Prompt 4 China has been implementing a “social credit system” that rewards or punishes citizens based on their ordinary social behavior as described in this US article (https://www.thenation.com/article/archive/china-so...). Discuss this system through two of the texts we studied. At least one of these texts should be from the second half of the semester (starting Gandhi). Possible angels: Said on orientalism, Mill on individuality and conformity, Lin Zexu’s claims against the West, Marx on oppression under Capitalism, Rousseau on amour-propre, Foucault on knowledge as power, Kristeva on the abject, Freud on how civilization makes us unhappy, Nietzsche on slave morality. These are just options. You can develop them or find others. Prompt 5 In the past few years, enhancing “diversity” has become a chief route for addressing minority concerns in culture, politics, education, and business. Organizations strive to have a more diverse face – be it in their workforce, students, customers, etc. Discuss pros and/or cons of this approach through two of the texts we studied. At least one of these texts should be from the second half of the semester (starting Gandhi). Possible angels: Fanon or Gandhi on resisting colonialism, Said on orientalism, French Revolution texts on civic equality and freedom, Nietzsche on will to power and/or slave morality, Kristeva on the abject, Mill on individuality, Wollstonecraft or Lorde on liberating women and/or Black women. These are just options. You can develop them or find others. You may write on diversity in general or focus on a specific minority. Prompt 6 Recently, especially given the pandemic and the riots in the US Capitol, there are increasing worries about conspiracy theories and their adherents. Discuss this issue through two texts we studied. At least one of these texts should be from the second half of the semester (starting Gandhi). Questions you may explore (but you could rather formulate others): Are conspiracy theories an exercise of will to power and/or a form of slave morality? Do they reflect fear of the abject (Kristeva)? Do they express resentment among the lower classes (Marx, Ahmed)? Do they unleash repressed instincts (Freud)? Resistance to knowledge as power (Foucault)? Prompt 7 Your own topic. If you’re interested in this option, you must email me by December 6 with a paragraph describing it – the question/s you will explore and the sources you’d like to use (must be two sources, one of which from the second half of the semester; starting Gandhi).

Description Course Project: Final Paper Assignment REQUIRED RESOURCES Read/review the following resources for this activity: Textbook: Chapter 13 Lesson Your "Argumentative Paper Checklist" INSTRUCTIONS Course Project Overview Week 7 Assignment This week, all the hard work you have done in researching your topic and issue will come to fruition in your argumentative paper. Address the requirements below to complete your paper: Follow the directions in the assigned textbook reading on how to write an argumentative essay on the issue you chose in Week 1. Write a 4–6 page argumentative essay on your chosen topic. Be sure your essay contains the following: An opening paragraph that states a clear thesis that is focused, plausible, and arguable and that gives direction and purpose to the paper A fair-minded, balanced, and objective development of the pros and cons of the issue in a well-organized sequence of ideas, free of mechanical errors Credible, reliable, and authoritative evidence in support of the points made A minimum of five authoritative sources that support your claim A strong conclusion that summarizes your views, reminds the audience of the issue and its importance, and shows in brief that you have successfully defended your thesis Once you feel you have got the final draft, try to put the paper aside, even for a few hours, and then read it again. Consider these questions when you review your paper: Did you address at least three aspects of the issue you chose? Does each aspect have relevant and authoritative evidence in support of your point? Have you included a view that is in opposition to your viewpoint, and have you answered that opposing view, pointing out its flaws in such a way as to refute it? Edit your paper Look for wordiness, repetition, vagueness, and ambiguity. Check the organization of the paper as a whole; make sure each paragraph maintains focus. After you are satisfied that the content of your paper is good, carefully proofread it and correct mechanical errors. WRITING REQUIREMENTS Length: 4–6 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page GRADING This activity will be graded using the W7 Course Project Grading Rubric. OUTCOMES CO?4: Evaluate arguments by applying standard tests. CO?5: Evaluate the role of cognitive bias and fallacies of relevance in critical reasoning and decision-making. CO?6: Apply principles of critical reasoning to political, educational, economic, and/or social issues. CO?7: Create a fallacy-free argument that incorporates principles of ethical decision-making. DUE DATE By 11:59 p.m. MT on Sunday Rubric Course Project: Final Paper Rubric Course Project: Final Paper Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeLength 5 pts Meets length requirement, 4-6 pages 0 pts Does not meet length requirement 5 pts This criterion is linked to a Learning OutcomeFocus and Organization - Clarity 40 pts The essay presents a thesis statement that is exceptionally clear, focused, and effectively guides the reader through the main argument. It succinctly encapsulates the essence of the essay's position and sets a strong foundation for the subsequent discussion. The essay maintains focus throughout. 34 pts The thesis statement is clear and focused, providing a solid foundation for the essay's argument. It effectively outlines the main points of discussion and guides the reader, though there may be minor room for improvement in terms of precision or depth. The essay maintains focus, with few instances of tangential discussion. 28 pts The thesis statement is clear, providing a foundation for the essay's argument. It outlines the main points of discussion. The essay mostly maintains a focus on the throughout, with some instances of tangential discussion. 25 pts The thesis statement lacks clarity and focus, making it difficult for the reader to discern the main argument of the essay. It may be too broad or vague, failing to provide clear guidance for the subsequent discussion. The essay struggles to maintain focus. 0 pts The thesis statement is unclear, unfocused, or entirely absent, hindering the reader's ability to understand the main argument of the essay. Its quality is severely lacking, resulting in a disjointed or confusing presentation of ideas. The essay lacks focus with significant digressions and off-topic discussions that obscure the central argument. 40 pts This criterion is linked to a Learning OutcomeReasoning 40 pts The essay demonstrates sophisticated reasoning, with well-developed arguments that anticipate and address counter arguments effectively. Logical reasoning and critical thinking skills are consistently applied throughout the essay 34 pts The essay presents sound reasoning, with clear arguments supported by relevant evidence. Counter arguments are addressed. Reasonable inferences support conclusions and there is evidence of good critical thinking skills 28 pts The essay provides reasonable arguments, but there may be gaps in logic or limited consideration of counterarguments. Reasoning is generally sound but may lack depth or complexity. 25 pts The essay lacks coherent reasoning, with weak or unsupported arguments. Counterarguments are either ignored or addressed inadequately, and logical fallacies may be present. 0 pts The essay demonstrates little to no logical reasoning. Arguments are unsupported or based on flawed reasoning, and counterarguments are neither acknowledged nor addressed effectively. 40 pts This criterion is linked to a Learning OutcomeQuality of Evidential Support 40 pts The essay provides a wealth of relevant and credible evidence to support each argument. Sources are recent, authoritative, and predominantly from scholarly works. Evidence is effectively integrated into the essay and critically analyzed to strengthen the argument. Throughout, contains factual and accurate, detailed, current information to provide strong support for the thesis statement and the topics addressed in the body. 34 pts The essay utilizes a variety of relevant evidence to support arguments. While sources are generally credible, there may be occasional lapses in recency or authority but sources are primarily scholarly. Evidence is mostly well-integrated into the essay. 28 pts The essay presents evidence to support arguments, but there may be instances of insufficient or tangentially related evidence. The integration of sources could be improved for greater effectiveness. Most sources are scholarly. 24 pts The essay lacks sufficient or appropriate evidence to support arguments. Sources may be unreliable or irrelevant, and there is little analysis of evidence provided. There are few or no scholarly sources. 0 pts The essay relies heavily on anecdotal evidence or fails to provide any substantive evidence to support arguments. Sources, if any, are poorly integrated or lack credibility. 40 pts This criterion is linked to a Learning OutcomeCoherence 40 pts The essay demonstrates exceptional coherence, with seamless transitions between ideas and paragraphs. Each paragraph contributes to the overall coherence of the argument, and the flow of the essay enhances readability and comprehension. 34 pts The essay maintains coherence, with clear connections between ideas and paragraphs. Transitions are generally smooth, though there may be occasional lapses that do not significantly detract from the overall coherence. 28 pts The essay exhibits some coherence, but there are noticeable disruptions in the flow of ideas. Transitions between paragraphs may be abrupt or unclear, impacting the overall coherence of the argument. 24 pts The essay lacks coherence, with disjointed or unrelated ideas presented throughout. Transitions between paragraphs are often absent or ineffective, hindering the reader's understanding of the argument. 0 pts The essay is highly disjointed, with little to no coherence between ideas or paragraphs. Transitions are nonexistent or confusing, making it difficult for the reader to discern the argument's progression. 40 pts This criterion is linked to a Learning OutcomeTone 15 pts The essay maintains a consistently appropriate academic tone throughout, using formal language and demonstrating a thorough understanding of the subject matter. 13 pts The essay generally maintains an appropriate academic tone, with occasional lapses in formality or language usage. Overall, the tone is respectful and scholarly. 9 pts The essay's academic tone is somewhat inconsistent or inappropriate at times. Language may be overly casual or informal, detracting from the overall professionalism of the essay. 7 pts The essay's academic tone is largely inappropriate, with frequent lapses in formality or professionalism. Language may be colloquial or overly subjective, undermining the credibility of the argument. 0 pts The essay's academic tone is consistently inappropriate or absent. Language is highly informal or unprofessional, and the essay may contain slang, personal opinions, or other elements that are not conducive to scholarly discourse. 15 pts This criterion is linked to a Learning OutcomeMechanics: Punctuation, Spelling, and Capitalization 10 pts Virtually free of punctuation, spelling, or capitalization errors. 8 pts Occasional punctuation, spelling, or capitalization errors. 7 pts Many punctuation, spelling, or capitalization errors. Interfere with meaning in some places. 6 pts Punctuation, spelling, or capitalization errors that hinder communication. 0 pts Severe punctuation, spelling and capitalization errors. 10 pts This criterion is linked to a Learning OutcomeAPA Format 10 pts Contains properly formatted APA requirements, all 5 criteria: a. Length: 4-6 pages; b. 1-inch margins ; c. Double spaced; d.12-point Times New Roman font; e.Title page. 8 pts Contains mostly properly formatted APA (3 of the 5 criteria): a. Length: 4-6 pages; b. 1-inch margins ; c. Double spaced; d.12-point Times New Roman font; e.Title page. 7 pts Contains some properly formatted APA (3 of the 5 criteria): a. Length: 4-6 pages; b. 1-inch margins ; c. Double spaced; d.12-point Times New Roman font; e.Title page. 6 pts Contains a few properly formatted APA (2 of the 5 criteria): a. Length: 4-6 pages; b. 1-inch margins ; c. Double spaced; d.12-point Times New Roman font; e.Title page. 0 pts No APA formatting 10 pts Total Points: 200

Watch the video (click on the link below) and pay close attention to the communication between the characters and the set-up of their scene. You may need to watch the scene multiple times and observe non-verbal and verbal communication aspects to make connections. Prepare a short essay (350-500 words) to include the following elements: -Clearly identify and articulate how each depicted interaction relates to the Johari Window. Address the following questions in your essay: -How does the demonstrated area or self of the Johari Window relate to the ways we communicate with one another? -Choose one of the areas of the Johari Window and apply it to yourself, critically focusing on your own self-perception. Support your work with brief citations from your text and lecture. Citations should serve to support your claims quickly and efficiently but not detract from the reflective writing. (Any content used needs to be cited and you will need to include an APA formatted reference page) Flores, A. (2012). Communication Johari Window clips [Video]. Youtube.https://www.youtube.com/watch?v=eHqu3YF5LEILinks to an external site.

Week 2 Homepage WEEKS 1-2: IS AUTOMATED DECISION-MAKING FAIR? Week 2: Are College Admissions Fair? Below is the assigned reading/watching for the week. The expectation is to complete the assigned reading/watching before attempting the weekly assignments. I record informative (and sometimes entertaining) videos that break down the main arguments in the readings, clarify technical details, and discuss how these ideas relate to the assignment prompts. The recorded lectures are the "class" so skipping these is like signing up for a college course and then never attending a single class session. It will be very difficult to meet course standards without watching the recorded lectures. Philosophy is not just a set of skills and ideas to memorize--it's a way of life--so I hope that most of you will put in the hard work to grow philosophically with me this semester. Assigned Reading/Watching Topic: What is a WMD? Models, Choices, and Assumptions Cathy O’Neil, Weapons of Math Destruction, Chapter 1, “Bomb Parts”Download Cathy O’Neil, Weapons of Math Destruction, Chapter 1, “Bomb Parts” Topics: Proxies and Optimization Cathy O’Neil, Weapons of Math Destruction, Chapter 3, “Arms Race”Download Cathy O’Neil, Weapons of Math Destruction, Chapter 3, “Arms Race” Google, “Machine Learning and Human Bias” (2:33)Links to an external site. Minimise video Topic: Algorithms in College Admissions DJ Pangburn, “Schools are using software to help pick who gets in. What could go wrong?” (Fast Company)Links to an external site. "Podcasts" (Recorded Lectures) Watching the recorded lectures is a requirement in this course. The lectures are the class, so skipping these is like skipping class. Students will find it difficult to meet course standards if they skip class. Topic: What is a WMD? Models, Choices, and Assumptions (31 mins)Links to an external site. Topic: Proxies and Optimization (57 mins)Links to an external site. Topic: Algorithms in College Admissions (22 mins)Links to an external site. I realized that the chat box isn't available for the recording so here is the link from the College BoardLinks to an external site. that discusses some admission proxies. Topic: Essay Explanation, Strategies, and FAQs (35 mins)Links to an external site. Vibes (Optional Music Videos for Fun) Watching these music videos is completely optional. However, it may be fun to listen to while you are philosophizing about the assigned materials. I select music videos that are relevant to what we're studying each week. Britney Spears - "Toxic"Links to an external site. DEVO - "Peek A Boo"Links to an external site. DEVO - "Freedom of Choice"Links to an external site. Vitamin C - "Graduation (Friends Forever)"Links to an external site. Weekly Assignments Due FRIDAY Argumentative Essay: College Admissions After I grade and give feedback, students have the choice to revise and resubmit one time for a higher grade. If you choose to submit a revised essay, then the final day to submit is Thursday, February 13th by 11:59pm. This is the final day of the Winter semester and I will not accept any assignments after this date. No exceptions.

How did this article measure Cultural Humility/Diversity? (Refer to Article) What is the multiple baseline design? Describe the difference between the multiple baseline design across behaviors and the multiple baseline design across subjects. Provide a specific example of each. instructions ( Bibliography2 different sources) Read each question—there may be more than one. Post your responses in the appropriate threads. Students are required to make their initial post by Thursday at 11:59 p.m. (Pacific Time). You should respond to two posts of your colleagues by 11:59 pm on Sunday night. Responses should be of sufficient length with proper grammar. You will not be able to view your classmates' responses until you post in the discussion. Respond to at least two of your classmates' postings with each question. Responses are due by Sunday at 11:59 p.m. (Pacific Time). You will lose marks if you do not satisfy the minimum number of posts. This feature will keep you engaged. Your response to your colleagues should be at least one full paragraph each (at least 4-5 sentences) for each post. Review your postings to see who has responded to you. Be sure to answer all questions. Include a bibliography using APA format. If you do not include a bibliography utilizing at least two different sources, you will lose marks. Document all your sources in the initial discussion post using APA format. Your initial post should look like a research paper where you document all your sources. For example, if you provide a definition of a principle, be sure to document your source in the sentence like this: "Cooper, Heron, Heward (2020) outline the definition of positive reinforcement as...." or "The definition of positive reinforcement is.... (Cooper, Heron, Heward, 2020)." Additional Article Required Reading: This article is available through the NU Library. Click on the Single Sign-On button when prompted to access the article database, via the following link. Hughes Fong, Elizabeth & Ficklin, Seana & Lee, Helen. (2017). Increasing Cultural Understanding and Diversity in Applied Behavior Analysis. Behavior Analysis: Research and Practice. 17. 10.1037/bar0000076. ABSTRACT: In recent years, the demands for behavior analysis to serve consumers with diverse cultural backgrounds have significantly increased. The field is in great need of culturally competent behavior analysts who can integrate appropriate cultural considerations to their programs. The field of behavior analysis can address this growing need by fostering cultural competency in professional training through increasing relevant training opportunities and the development of culture- and diversity-relevant educational curricula and materials, and by supporting efforts to increase the number of ethnically and racially diverse behavior-analytic workforces in academic and professional settings. Together, we can promote cultural awareness and cultural competencies in professional behavior-analytic training. However, there are challenges for fostering culturally diverse professionals, especially during the academic training phase, which include language barriers, negative perceptions about cultures that are different from one’s own, microaggressions in work and academic settings, lack of mentoring opportunities, adverse campus climates, and tokenism. Some potential ways to address such challenges include the development of culture- and diversity-related curricula, mentoring opportunities, and greater support for minority and culturally diverse students and faculty. The purpose of this commentary was to increase awareness about the importance of cultural understanding and competency, as well as a diverse workforce in the field of behavior analysis, a necessary step to better serve those consumers from multicultural backgrounds.

Write a paragraph of 1500 words for a research philosophy on ontology, epistemology, and axiology and the difference between positivism and interpretivism in the research topic "Examining the Influence of AI on Educational Processes and Student Performance" A file is attached for an overall view of understanding ( offin it's a mix methods)

Write an Analysis and Explain Your Own View (750–1000 Words): Your paper should be at least 750 words and at most 1000 words, which translates to a minimum of three double-spaced pages and a maximum of four Up to now, you’ve worked on some prompts and received feedback on some of them. These have been low-stakes warm-ups to prepare you for the project and, eventually, the final exam. In these prompts, you did not lose points for “incorrect” interpretations. However, this is NOT the case for the project; it requires thorough engagement with both "Solidarity or Objectivity?" and the readings, and grading will be based on accuracy and depth. Be sure to integrate substantial, relevant parts of your chosen readings into your paper; explain them in your own words rather than relying on excessive direct quotations. Any three readings we have worked on up until the assignment deadline can be used