The Divine Command Theory

Open discussion.
Be sure to provide reasoned evaluations of the issues and discuss them philosophically rather than just stating your opinion.
Refer to lecture when discussing topic.

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engineering philosophy

engineering philosophy. Research Project InstructionsFor Lessons 10 and 11 you will be conducting an independent research project. You should do research into a recent (after 1950) historical case of significance to engineering ethics. Your assignment is to provide analysis of both the technical and ethical aspects of the case in your posts to the class. The goal of the assignment is to survey a wide variety of real world cases, both large and small, so we can think about the many different ways ethics might become an issue in your future careers. If you are not on a career path towards becoming a professional engineer, you are strongly encouraged to investigate cases and issues more closely related to your own career goals. I’ll provide some sample cases is the slides, but feel free to choose any case you’d like to talk about. If you’re wondering if some case is good for this project, the issue is whether you can find good primary scholarship for research. If you have questions about a case, feel free to send me a message.
For Lesson 10, you should present the full details of the case in your own words. Explain all facts and contexts relevant for understanding the case, both technical details and the historical, sociopolitical, or economic contexts where relevant. Describe what went wrong, who was involved, and what the consequences were. You might also talk about why you selected the case and how it is relevant to your interests and professional goals.
For Lesson 11 you should give an ethical analysis of the case. Talk about who or what is responsible for the situation, how we should hold them responsible, and how similar issues should be dealt with in the future. What are the most important lessons you take away from your case? Why is your case important to engineering ethics? Optional: You might also discuss how the ethical theories we’ve developed in class applies to your case.
For each post, your reports should be at least 800 words, about 50% larger than a normal post. Reports are worth 100 points, which is twice a normal week’s post.
You are also asked to create an annotated bibliography (Links to an external site.) describing at least four scholarly sources you used for this project. Format your citations in APA style (Links to an external site.). Your annotations should be at least 150 words and should describe the significance of the source for your post and research. Identify key information drawn from the source, important claims or arguments the source makes, critical information for interpreting, contextualizing, and understanding the source, and the value it might have to others interested in this topic. Your annotated bibliography should be a concise but detailed introduction to the material covered by your research.
Submit at least two annotated scholarly sources for Lesson 10. All four sources are required by Lesson 11. Post your annotated bibliography as the first reply to your post. Your annotated bibliography will constitute the “quiz” portion of your grade for this assignment, and is worth 20 points. There is no separate quiz. You are still responsible for citing all sources you use according to the syllabus policy; if you use any other sources (including Wikipedia, etc), include those references at the bottom of your report as you would for any other post. You are only required to complete the fully annotated citations for your four primary or scholarly sources. Check the syllabus for details on citations and the plagiarism policy.
Finally, you are required to submit your full assignments (essays, annotated bibliography, and replies) into the Plagiarism Detection assignment on Canvas after lessons 10 and 11. Failure to submit the assignment to plagiarism detection will result in 0 credit on this assignment.

engineering philosophy

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Philosophy Question

Philosophy Question. Prompt
Hoolie is a (fictional) big data company which profits from novel insights gained from user’s personal data. Suppose that Hoolie is (magically) able to ensure that all user data is completely anonymized.
Set out the best argument you can that Hoolie has a right to profit from these insights because it owns the anonymized data.* Then set out and evaluate the objection based on Floridi’s account of personal data which Sax raises for this argument (i.e., the objection in the ‘Divisibility of personal data’ section pp. 29-30 of his article).
* You should use either the finders-keepers picture Sax sets out (pp.27-29 of his article) or the Lockean picture from the written lectures. Technically you could make up your own argument, but why make the task harder / riskier than it needs to be?
Rubric and requirements
Your essay should be at least 1000 words.
Here is the rubric that will be used to grade your essay: Unit 5 Rubric for peer review.pdf
(Note: in the file, the title says ‘Unit 4’. That’s an artifact of a previous semester.
Here is the usual video introducing what you should cover: https://youtu.be/zwtW_11Xk0E (Links to an external site.)
Instructions
To answer the question in this assignment, you will need to synthesize in your own words material covered in the lectures and do some independent thought which goes beyond the material in the lectures. You will not be able to successfully complete the assignment without reading / watching the course materials (probably several times as you work on this).

Philosophy Question

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My Sine Qua Non of Love

My Sine Qua Non of Love. Sine quibus non is simply the plural for sine qua non, which is itself Latin for an essential, indispensable, or necessary condition.
Strictly speaking, it is that without which a particular thing doesn’t get to be what it’s supposed to be.
For instance,
For a bird, wings are the sine qua non of flying: without wings, a bird can’t fly.
The President’s signature is a sine qua non for a bill to become a law: if the President doesn’t sign the bill, it doesn’t become law.
Never having been married is a sine qua non for being a bachelor: if you’ve been married before, you can no longer be a bachelor.
A mosquito bite is a sine qua non for getting malaria: if you are not bitten by a mosquito (or some equivalent, such as being pricked by an infected needle), you won’t get malaria.
Etc.
In terms of Love, you might say that maybe Respect is one of its sine quibus non: if you don’t respect your beloved (at least in the Kantian sense), then whatever you feel for them may potentially count as caring, desiring, needing, wanting, lusting after, etc., but that may not be enough to rise to the level of genuine and authentic Love.
In any case, the point here is not really to argue that Respect is a sine qua non of genuine Love (though it is an interesting philosophical question to ponder further), but to illustrate what sine qua non means.
In this poll, simply come up with two lists.
In the first, list your own personal ten sine quibus non that you hope/expect someone interested in you to satisfy in order for you to be willing to seriously consider them as potential romantic partners.
Suppose, for instance that you start using an online dating app.
In your profile, you might write something like “Must love eighteenth century British literature.”
That means that loving eighteenth century British literature is a sine qua non for you; it is a condition that is necessary for someone to satisfy in order for you to even give them a chance at dating you: if they don’t satisfy this condition, you are not interested.
For your second list, identify ten conditions that are absolute deal-breakers. That is, conditions that you find so repugnant (for whatever reason) that no combination of great qualities would be enough to make up for these particular… whatever you want to call them: deficiencies, vices, flaws, etc.
Continuing with the online dating app metaphor, you might write in your profile something like “Lefties, swipe left,.”*
* In this example I’m using the word ‘lefties’ only to denote the opposite of right-handedness, and not political leanings (such as being right-wing conservatives or left-wing liberals).
In other words, this little profile tidbit indicates that a south paw candidate is someone who fails to satisfy one of the conditions that you think would be indispensable for your potential partner. I don’t know why this could be the case: maybe you’re grossed out by the idea of lefties (and there is a long, historical tradition of considering left-handed people evil… it’s where the word ‘sinister’ comes from); or maybe you yourself are left-handed, and think you and your partner would complement each other better if each had a different dominant hand; etc.
Of course, if you think about it, your unwillingness to even consider a left-handed person would ultimately just mean that being right-handed is a sine qua non for you. It’s just a different way of arriving at the same basic idea as in the first list, but starting from the opposite side of the spectrum: by focusing on those things you find absolutely unacceptable.
So, all you need to do here is come up with two lists, of ten traits each:
Ten traits that are absolutely essential, and which must be satisfied.
Ten traits that are absolutely unacceptable deal-breakers.
For both lists, provide a short explanation for each item.

My Sine Qua Non of Love

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Philosophy Question

Philosophy Question. : Capstone Presentation : Your Educational Journey
Please create a PowerPoint (or Presi) or document OF NO MORE THAN FIVE PAGES or SLIDES, where you address the following five points: (Note that if you submit a Word document, you might want to use a detailed outline instead of paragraph form). On each page or slide should be the following:
1. A statement of your philosophy of what it means to be educated – revisited
A paragraph stating your perspective now at the end of your formal educational journey at Metro on what it means to be an educated person and what your education means to you.
2. Your educational journey – overview – do not list degrees, but rather offer a sense of what was important to you to study and learn in your life (both formally in college and informally in life, for example experiences in the military or travel).
3. Major influencers: mentors, certain books, teachers or classes, professional jobs held, and/or pivotal life events. Please limit to the top 3 or 4.Reflect here on some pivotal moments or influences that helped to awaken your perspectives or learning in some way?
4. Essential lessons learned
What would you say were the most essential lessons you learned in your educational journey so far? What skills and abilities, theoretical, critical, practical, experiential, did you learn? How did you learn to see yourself and the world differently in some way? Again, please focus on the top three. For example, critical thinking, listening, professional skills, working with others, building community, advocacy, etc.
5.Plans for Lifelong Learning – the future
What does your future hold and how will you continue your educational journey both formally and informally? How will your education affect your life, your community, your professional work, etc. as you go forward?

Please post your presentation under Discussion 9 where you should read and comment on your classmates’ presentations during Weeks 13 and 14 of the semester. The Presentation and Discussion are worth 20 points total.

Philosophy Question

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Descartes Mind and Body

Explain and evaluate what Descartes says about being embodied. How does he conceive the difference between humans and animals in this regard?

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Writer’s Choice

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Socratic Seminar Starter Essay

Customer’s note: Please write a short essay that could be read as the catalyst for a Socratic seminar discussion, using the article below, created by the Greek philosopher Aristotle.

“On Happiness

1 It may be said that every individual man and all men in common aim at a certain end which determines what they choose and what they avoid. This end, to sum it up briefly, is happiness and its constituents. Let us, then, by way of illustration only, ascertain what the nature of happiness is in general, and what are the elements of its constituent parts. For all advice to do things or not to do them is concerned with happiness and with the things that make for or against it; whatever creates or increases happiness or some part of happiness, we ought to do; whatever destroys or hampers happiness, or gives rise to its opposite, we ought not to do.
2 We may define happiness as prosperity combined with virtue; or as independence of life; or as the secure enjoyment of the maximum of pleasure; or as a good condition of property and body, together with the power of guarding one’s property and body and making use of them. That happiness is one or more of these things, pretty well everybody agrees.
3 From this definition of happiness it follows that its constituent parts are: — good birth, plenty of friends, good friends, wealth, good children, plenty of children, a happy old age, also such bodily excellences as health, beauty, strength, large stature, athletic powers, together with fame, honor, good luck, and virtue. A man cannot fail to be completely independent if he possesses these internal and these external goods; for besides these there are no others to have. (Goods of the soul and of the body are internal. Good birth, friends, money, and honor are external.) Further, we think that he should possess resources and luck, in order to make his life really secure…
4 To call happiness the highest good is perhaps a little trite, and a clearer account of what it is still required. Perhaps this is best done by first ascertaining the proper function of man. For just as the goodness and performance of a flute player, a sculptor, or any kind of expert, and generally of anyone who fulfills some function or performs some action, are thought to reside in his proper function, so the goodness and performance of man would seem to reside in whatever is his proper function. Is it then possible that while a carpenter and a shoemaker have their own proper functions and spheres of action, man as man has none,
but was left by nature a good-for-nothing without a function? Should we not assume that just as the eye, the hand, the foot, and in general each part of the body clearly has its own proper function, so man too has some function over and above the functions of his parts? What can this function possibly be? Simply living? He shares that even with plants, but we are now looking for something peculiar to man. Accordingly, the life of nutrition and growth must be excluded. Next in line there is a life of sense perception. But this, too, man has in common with the horse, the ox, and every animal. There remains then an active life of the rational element. The rational element has two parts: one is rational in that it obeys the rule of reason, the other in that it possesses and conceives rational rules. Since the expression ‘life of the rational element’ also can be used in two senses, we must make it clear that we mean a life determined by the activity, as opposed to the mere possession, of the rational element. For the activity, it seems, has a greater claim to be the function of man.
5 The proper function of man, then, consists in an activity of the soul in conformity with a rational principle or, at least, not without it. In speaking of the proper function of a given individual we mean that it is the same in kind as the function of an individual who sets high standards for himself: the proper function of a harpist, for example, is the same as the function of a harpist who has set high standards for himself. The same applies to any and every group of individuals: the full attainment of excellence must be added to the mere function. In other words, the function of the harpist is to play the harp; the function of the harpist who has high standards is to play it well. On these assumptions, if we take the proper function of man to be a certain kind of life, and if this kind of life is an activity of the soul and consists in actions performed in conjunction with the rational element, and if a man of high standards is he who performs these actions well and properly, and if a function is well performed when it is performed in accordance with the excellence appropriate to it; we reach the conclusion that the good of man is an activity of the soul in conformity with excellence or virtue, and if there are several virtues, in conformity with the best and most complete.
6 But we must add ‘in a complete life.’ For one swallow does not make a spring, nor does one sunny day; similarly, one day or a short time does not make a man blessed and happy.”

Customer’s note: Additionally, please use the format shown below when creating the essay.

Opener:

Background Information:

7 Seminar Questions:

Closure:

Customer’s note: I will also attach an example of a completed Socratic Seminar Starter Essay below.

“The Declaration of Independence:” Theory of Government

“Opener: Imagine you move to a country where you are stripped of your freedoms. You can’t practice the religion of your choice. You can’t speak out against the government. All media, television, radio, music, etc are strictly monitored and selected by the government. What other rights might you be stripped of? What rights would you have the most difficult time living without? Background Information:
There were 56 signers of the document, the most notable being John Hancock. Their ages ranged from 26 to 70 (Benjamin Franklin) and included two future presidents (Thomas Jefferson and John Adams). There were signers from each of the 13 colonies; some were merchants, some were doctors, and some were lawyers or judges.
There were many events that led the Declaration of Independence, most of these being ridiculous taxes imposed by the British government. One such tax, or act, was the Tea Act, passed by Parliament on May 10, 1773. It was designed to help the East India Company which was floundering financially and had eighteen million pounds of unsold tea. This tea was to be shipped directly to the colonies and sold at a bargain price. The radical leaders in America found reason to believe that this act was a maneuver to buy popular support for the taxes already in force and to undercut the business of local merchants (Citation). Seminar Questions:
1. What assumptions about human nature are made in the document?
2. According to the document, does the argument for declaring independence depend on belief in God? 3. What is meant by “all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed”? Do you think this is true? (top of page 90) 4. Who is the intended audience for the document? What makes you think so?
5. Are all the listed grievances violations of unalienable rights?
6. Why do the writers appeal to the Laws of Nature as well as to the Laws of Nature’s God in justifying their break with Great Britain?
7. Is the right to overthrow the government an unalienable right?
Closure: In his writings, Aristotle states that a government should first provide the necessities of life to its people, and then provide those things that contribute to the good life. Hobbes says that the government’s job is to bring order and security to its people. Locke says that the government’s job is to preserve the lives, liberties, and possessions of its people. Which do you agree with? Which do you disagree with? Explain.”

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Is Darwin justified in saying that humans are “the most dominant animal that has ever appeared on this earth” ?

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Writer’s Choice

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