...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...Course Syllabus ------------------------------------------------- PHIL 201 Philosophy and Contemporary Ideas Course Description A survey of the major positions and figures in philosophy and the cultural worldviews and practical applications that derive from them, focusing specifically on theism, naturalism and humanism in contemporary thought. Rationale PHIL 201’s purpose extends beyond degree completion to the spiritual edification of Liberty University students both as disciples of Christ and ambassadors of the Christian faith. It equips students to defend their faith against the intellectual attacks of non-believers by exposing the issues and problems of philosophy. I. Prerequisites None II. Required Resource Purchases Dew, J. K., & Foreman, M. W. (2014). How do we know? Downers Grove, IL: InterVarsity Press. ISBN: 9780830840366. (E-book available through MBS Direct). Evans, C. S., & Manis, R. Z. (2009). Philosophy of religion: Thinking about faith (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830838769. Foreman, M. W. (2014). Prelude to philosophy. Downers Grove, IL: InterVarsity Press. ISBN: 9780830839605. (E-book available through MBS Direct). Hasker, W. (1983). Metaphysics: constructing a worldview. Downers Grove, IL: InterVarsity Press. ISBN: 9780877843412. Holmes, A. F. (2007). Ethics: approaching moral decisions (2nd ed.). Downers Grove, IL: InterVarsity Press. ISBN: 9780830828036. Disclaimer: The above resources...
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...Lowell Philosophy Department Introduction to Philosophy Philosophy 45. 201.201/02S Spring 2013 Syllabusi Conference Time and Location Tu & Th 3:30-4:45PM Class meet at SOU 403 NC Instructor: Andrés Paniagua andres_paniagua@uml.edu Office Hours T&R 3:00-3:25PM & W. 6:00-6:25 Office TBD Course Description. The practice and study of philosophy constitute one of the most distinctive strands of Western intellectual tradition. In order to understand-even simply recognize-the deepest assumptions we make as a culture we must turn to philosophy and to those thinkers whose ideas have shaped our assumptions. We will approach the study of philosophy as a conversation among the greatest thinkers of all the time, Plato, Aristotle, Descartes, Locke, Hume, Kant, Hegel, Marx, Nietzsche, Heidegger and Sartre. Our focus will be on each philosopher’s ideas and their impact on Western Civilization. We will also delve briefly into the cultural and historical context of each philosopher, evaluate weather their ideas are still relevant and some of their argument remain compelling. Course outline. The approach of this class is hybrid. The first part following an historical and chronological sequence, the second part follows a topical approach. Part I (a), Ancient philosophy, with our main focus on Plato and Aristotle. Part 1 (b) Late Renaissance and to Kant. Part II Empiricism and Positivism and part II (b) Existentialism. We will wrap the class pointing to some recent issues in philosophy: Postmodernism...
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...Republic of the Philippines BATAAN PENINSULA STATE UNIVERSITY City of Balanga, Bataan College of Arts and Sciences Course Syllabus Course Code: Subject Title: For: Schedule: Course Credit: Pre-requisite: Course Description: SSCI 125 Work Ethics and Attitude Development BSTM 4th Year TM 4A TTh 9:30-11:00 Rm. 301 TM 4B TTh 11:00-12:30 Rm. 301 3 units None This course is an applied ethics in relation to the practice of human labor and management. This is designed to introduce the key elements of ethics, ethical practice, and professionalism to students as they prepare to enter the professional world as first class workers or managers. It is planned to ensure that upon successful completion, each student will have the capacity to engage in ethical work practice, as well as evaluate various kinds of work practice from an ethical standpoint. The general aim of this course is to develop the moral and ethical professionalism among students as preparation for their future roles as employees or managers. At the end of the course, students should be able to: 1. Identify their strengths and weaknesses as man; 2. Utilize their assets and values more effectively; 3. Gain the knowledge regarding one’s values and use it positively in relating to others; 4. Acquire and develop the necessary attitudes expected from a professional and competent person. General Objective: Specific Objectives: Course Outline: * University’s Vision and Mission I. Background on the Study of Work Ethics...
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...I. Purpose Nietzsche tends to be, by his own statements, the least understood and most brilliant of philosophers. While reading portions of any philosopher is dangerous, this is particularly the case with Nietzsche because of his association with the Nazi Party in the 1930’s and 40’s. Again, by his explanation, his whole philosophy is captured in Thus Spoke Zarathustra; however, he wrote that no one understood that properly upon its publication so he followed up with some explanation. The explanation came in the work Beyond Good and Evil and the work we are reading, On the Genealogy of Morals. The latter work is the one most structured like the philosophic thought of the enlightenment – more treatise-like. So, hopefully we shall be able to uncover a little Nietzsche without drifting into the abyss. This essay, like the last two, is designed to focus you on a single question regarding Nietzsche’s thoughts in On The Genealogy of Morals. You are to explore to a deeper level any question that is raised for you by the work, using Nietzsche’s work. In other words, no external “research” is expected, but if it will help your exploration, it is allowed. I would add a caution that this is least likely to help on Nietzsche because of the plethora of extremely bad Nietzsche interpretations floating in the cloud. As with both the Machiavelli and Rousseau essay, it is important to note that this is NOT a summary and it is NOT a review. Nietzsche repeated in your own words or a book review...
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...a biblically defined point of contact with the unbeliever. The book is broken up into five chapters. The first chapter expounds on the systematic truth of the Christianity. He articulates the main concepts of a truly Protestant theology. Van Til makes it clear that Christianity cannot be separate from some theory about the existence and nature of God. He devotes this chapter on explaining how Christianity works as a unit articulated in systematic theology. In the second chapter, Van Til elaborates on Christianity in relation to philosophy and to science. He states, “The Christian life-and-world view, it was argued, presents itself as an absolutely comprehensive interpretation of human experience. The Christian life-and-world view, it was further argued, presents itself as the only true interpretation of human experience.” Van Til explains that philosophy and science must fundamentally cohere with theology in order to develop a true Christian philosophy of life. In the third chapter Van Til states, “It will be quite impossible, then, to find a common area of knowledge between believers and unbelievers unless there is agreement between them as to the nature of man.” Van Til argues that it is possible to find a point of contact between the believer and the unbeliever, but it will certainly not be neutral. This chapter paints the picture of the great chasm between the believer and the unbeliever. In the fourth chapter Van Til states, “If we have discovered what we shall think the...
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...PHILOSOPHICAL PERSPECTIVES: ASIAN THOUGHT PL 216D (Diversity course): SPRING, 2015 Instructor: Drew Leder Office: Humanities Center O 50o; phone: x2325; (410) 323-2531; e-mail: dleder@loyola.edu Office Hours: Tu, Th: 12:15-2:15 (extra hrs. added as needed, and by appt.) TEXTS: Ecknath Easwaran (trans.) Bhagavad Gita (BG) Thich Nhat Hanh Peace is Every Step (PS) Huston Smith The World’s Religions (WR) Assorted authors Pdf files and website links (Optional: Stephen Bodian Meditation for Dummies 3rd ed., but other editions will work January 13 Introduction to Course 15 The Four Goals; The Vedas and Upanishads: WR 12-26; Zaehner, Upanishads pdfs 20 Brahman, Atman, Maya, & Mystical Experiences/ NDEs: BG 22-30; Merell-Wolff, Berman (to p.42), Schmicker (to p.199) pdfs (H1) 22 Advaita Vedanta and Non-Locality: Shankara, Schmicker (on ESP, from p. 74), Targ pdfs 27 The Gita: Caste, Dharma: BG 13-22; BG 71-92B; WR 50-59 29 Dharma and Karma: BG 31-36; 92-93; Chopra, Leder/aging, Leder/prayer, (M1) (s-l orientation posting) February 3 Karma and Reincarnation: BG 235-241;WR 63-75; Fox, Bache pdf (H2) (G1) 5 Karma Yoga: WR 26-29, 37-41; BG 93-109 (S1) 10 Karma Yoga and Gandhi; BG 48-63t (H3) (G2) 12 Jnana Yoga; BG 111-131; WR 29m-32m; Ramana Maharshi link (M2) 17 TEST #1 (S2) 19 Raja and Bhakti Yoga WR 41b-50m; BG 133-45; Muktananda pdf 24 BhaktiYoga/Gods and Goddesses; WR 32t-36; BG 169-77; Sanatan, Ramakrishna...
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...German Philosophy: Kant’s concept of reason Critique of Pure Reason Prateek S Kolhar (EE10B109) 29th April 2014 1. Introduction During the period of enlightenment in Europe, there were 2 schools of thought that talked about the way we acquire knowledge: Rationalism and Empiricism. Rationalists like Leibniz claimed that knowledge is innate, that is, we are born with all the knowledge and the experiences that we have in this world just help us in uncovering/ remembering this knowledge. Empiricist believed that all knowledge is got only through experience in other words we are born with our minds/souls like a clean slate and the experiences write on them. With this struggle between the two schools of thought enlightenment Europe was striving to find ways to arrive at a consensus about some of these aforementioned central issues of theory of knowledge. And the champion of a philosopher who accomplished with task was Immanuel Kant. Kant borrowed many concepts from both empiricism and rationalism. But he felt that the many of the rationalist ideas were too simplistic and dogmatic and some of the empiricist ideas we too skeptic about the ability of humans to acquire true knowledge. As a part of his critical philosophy, with an aim to resolve this problem of theory of knowledge he wrote 3 critiques: Critique of pure reason, Critique of practical reason and Critique of judgment. Critique of Pure Reason talks about the process of knowledge acquisition in natural sciences, the way...
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...New York University and a Ph.D. in Philosophy from Duquesne University. In 1987 he joined the staff at Carnegie Mellon's Center for Design of Educational Computing (CDEC), where he became Executive Director in 1991. While at CDEC, he was also co-principal in the 1989 EDUCOM award winner for Best Humanities Software (published in 1996 by Routledge as A Right to Die? The Dax Cowart Case). He also coauthored the CD-ROM The Issue of Abortion in America (Rountledge, 1998) Dr. Cavalier was Director of CMU's Center for the Advancement of Applied Ethics and Political Philosophy from 2005-2007. He currently directs the Center's Digital Media Lab which houses Project PICOLA (Public Informed Citizen Online Assembly), and is also co-Director of Southwestern Pennsylvania Program for Deliberative Democracy. Co-Editor of Ethics in the History of Western Philosophy (St. Martin's/Macmillan, England, 1990), Editor of The Impact of the Internet on Our Moral Lives (SUNY, 2003) and other works in ethics as well as articles in educational computing, Dr. Cavalier is internationally recognized for his work in education and interactive multimedia. He was President of the "International Association for Computing and Philosophy" (2001 - 2004) and Chair of the APA Committee on Philosophy and Computers (2000-2003). Dr. Cavalier has given numerous addresses and keynote speeches here and abroad. In 1996 Cavalier was designated "Syllabus Scholar" by Syllabus Magazine in recognition of his life...
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...|[pic] |Syllabus | | |Axia College/College of Education | | |AED/200 Version 5 | | |Contemporary Issues in American Education | Copyright © 2010, 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the teaching profession. It introduces the student to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and educators face in today’s schools. Throughout the course, all aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching philosophies and instruction. This course provides a foundation for understanding the education profession. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies:...
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...Hi Michele, Thank you for submitting the report on Metaphysics, Epistemology, Ethics, Aesthetics, Political, and Social Philosophy. I can see you have a personal philosophy expressing good ideas on the six fields of philosophy. When I reviewed the Unit 2 IP submission, I noted there was information that directly matched the content in several websites, word for word. (Identified on the Turnitin Report) at 17%. This is an instructional note Michele to let you know the issues with paraphrasing or using complete sentences without directly quoting and citing. When you paraphrase or borrow direct sentences, the information is written without your voice, words, phrases, or ideas. When paraphrasing a sentence citation and quotes are required. It is generally accepted that using three or more of the author’s original words is a direct lift and requires quotation marks or indentation. Changing one or a few words in a paragraph does not constitute paraphrasing the material. It is necessary to quote phrases or words identical to the authors, or it will change its meaning. However, direct quotes, not proper names or titles, should be limited. At least 85% of your paper should be in your own words, (not copied) and include a citation. When copying or borrowing other people's work, it is difficult to gauge your understanding of the material, because writing information verbatim does not show me that you read the material, thought about, perhaps analyzed it, broke...
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...argument of Pascal's wager (Pensees pg. 151-153). Why would a person not chose to accept and follow God when there is everything to gain and nothing to lose? All one must do according to the Christian bible (NIV) is, "believe in the Lord Jesus, and be saved..." (Acts 16:31). Western religion emphasizes the importance of choosing to believe in and embrace God, but there may be an underlying and critical flaw in this collective religious conviction; does one actually choose to believe something, or is it merely an involuntary outlook based on what we perceive to be true from life experience? Belief can also be examined in everyday life. It is all around and is used for every decision and in every thought. Borchert's Encyclopedia of Philosophy exemplifies the ulterior complexities of belief that many people are not conscious of; belief is "...a species of propositional attitude distinguished by having the mind-to-world direction of fit" (Borchert). A propositional attitude is simply a psychological mode paired with psychological content. In the case of belief, belief itself would be the psychological mode, and what one believes would be the content. The "mind-to-world direction of fit" refers to belief's "...aim to represent how the world is independently"(Borchert). With a verbal definition of belief, it is also necessary to understand the components. To believe something, there is a multitude of connections between numerous pieces of information and facts. "...Understanding...
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...Chapter 3 ethical dilemma Jackie did not know the relationship she was having with Curtis was considered illegal at her record company until after it was too late. I feel as though someone within the company should have told her that beforehand. However, her personal relationship rises more than a few ethical issues presented in this chapter. To begin, her lack of integrity, Integrity is defined as being whole, sound, and in an unimpaired condition. Had Jackie used integrity before continuing her relationship with Curtis, she would not be the sexual harassment and bullying that is undeserved to her. Once Jackie found out that Curtis had been carrying on with Leslie, a woman who worked in the legal department, and decided to break their relationship off she now had to deal with the abusive behavior that Curtis purposely put on her. If Jackie had acted earlier on before the situation got ugly I believe she definitely could have lifted a huge weight off her shoulders. She could always leave but since Curtis literally holds her singing career in his hands, her career is done before it even started. Personally, I think she should bring in lawyers and have them deal with Curtis because the legal department is obviously not backing her up in the situation either. If she does take legal action and wins, Jackie can easily move on with her life and her career. However, if she loses in this legal action, working at SDR would literally be a living nightmare and she will stifled for years...
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...In the article “Don’t Leave Your Hand in the Cookie Jar,” the author states that John Davies and Karl Schumaker have totally opposite opinions about how to make the year-end adjusting entries for 2009. John is an assistant controller. He has a master’s degree in accounting, is a CPA, and has three years of solid experience with a major accounting firm. Karl, John’s immediate boss, a controller, is 20 years older than John, and he has a B.S. in management and a general M.B.A. from a top graduate school. Moreover, he has over 25 years of corporate accounting and finance experience even though he has no public accounting experience. The adjusting entries in question consist of accounts receivable bad debt, product returns, and product warranties. The accounts receivable bad debt is the first accounting adjustment they have different opinion. Karl would to prefer to bring the bad debt up to 3% of sale this year from 2.75% last year because he thinks an economic slowdown is coming. Besides, Karl believes in conservative accounting, so he thinks that the accountants should use the least favorable amount. However, John thinks the bad debt should be keep as same as 2.5%. John said that he does not see the need to bump up the bad debt percentages, and he mentioned they can adjust it in future as needed. The second adjusting entry they hold the opinion differ from each other is product returns. Karl wants to keep the 1% on product returns, but John thinks the product returns should...
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