Category: Philosophy

Please write me a paper that is related to the syllabus: 
A Philosophy topic that mainly comes from the textbook: 

Read the essay, “You don’t have a right to believe whatever you want to,” by Daniel DeNicola.
Answer these Questions: 
What exactly does belief require from us? In other words, for something to be a ‘belief’ and not just ‘wishful thinking’ or ‘self-deception’, what do we need to do?
And how does misinformation online create challenges to our forming proper beliefs?
How can we overcome these challenges?
Include the thesis statement, a counter and a rebuttal section

For this assignment, write a reading response for either David Chalmers’ ‘The Matrix as Metaphysics’ or Robert Nozick’s ‘The Experience Machine’
Express the author or authors’ central thesis, claim, or conclusion. This should be expressed as concisely, clearly, and fully as you can. What is the author arguing for?
Note that with some of the earlier readings, in which we will be dealing with various philosophers’ ethical theories, it may be difficult to isolate one key claim. Do your best here to describe their overall theory in as concise a fashion as you can. 
Articulate, to the best of your ability, any argument or arguments that the author presents in defence of their thesis.
Try to distil their argument into its simplest form.
What premises does their argument require?
Are there any hidden premises that the author assumes but does not explicitly state?
What evidence and reasons do they present in defence of their claims?
Provide citations and references from the texts to show where you are getting your information from—show me why you think an author is saying what you think they are.
Note: When there are two assigned readings for the week: 
Choose one reading to focus your summary on. 
Read the other assigned reading as well so that we can discuss it in class.
Does it defend the same thesis, or an opposing one? 
Does its argument directly relate to the one you summarised? 
Do not rely on other people’s summaries (CliffNotes, SparkNotes, Wikipedia, YouTube videos . . .) to write these summaries. Read the assigned texts! As someone who has studied these texts for years, it is usually painfully obvious to me when a student has not actually read the text they are discussing. I will provide supplementary readings, summaries, and videos as we progress throughout the semester. 
Do not summarise the text page for page: your goal is to isolate the author’s thesis and argument, not to write a book report. You should read the text and then, only once you’ve got a sense of the entire text, try to capture its key parts. 
Responses that meet the word requirement, isolate a central thesis, and clearly present an argument will receive full credit, i.e. 3 points. Note that you can incorrectly interpret the author’s thesis or argument, and still receive full credit, so long as it is clear to me that you have made a concerted effort to read the text (providing references to the text is good evidence of this!).

Only use the documnet I provide  to write this paper 
Writing Assignment 2- Carroll and Gaut on Hume’s Paradox of Tragedy: Both Noël Carroll and Berys Gaut approach Hume’s Paradox of Tragedy in different ways. In two to three pages, describe how each explains our enjoyment of works of art that elicit negative emotional responses and how their theories relate to the claims of David Hume? Of the three (Hume, Carroll, and Gaut), which account do you find most compelling and why?

Describe something you believe, but which you know someone else doesn’t believe.
Give an argument in support of your belief.
Explain what you think the strongest objection is likely to be to your argument.

I am attaching all the instruction for the essay in a pdf here, please follow the instructions carefully and let me know if you have any questions!

Final Paper
In the last half of the semester, we learned about positive psychology and East Asian philosophical
theories that offer ways to cope with the challenges of life. These theories are meant to be applied in
action, not just understood intellectually. The goal of this paper is for you to think critically about which
approach provides the best resources to handle real situations.
The life challenges to choose from are:
 A challenge from your own life that is difficult to cope with (but not the same one you discussed
in the midterm paper)
 A person who has difficulty maintaining relationships because they are prone to blaming and
resentment, holding grudges that ultimately push others away
 A person who is easily discouraged by any setback and consequently never accomplishes their
goals
 A person struggling with a gambling addiction
 A workaholic who is increasingly alienated from their spouse and children
Directions:
1. Choose one of the life challenges above.
2. Discuss three theories: 1. positive psychology; 2. Daoism or Confucianism (but not both); and 3.
Buddhism (Thich Nhat Hanh’s version). Explain the central points of the theory and apply it to
the selected life challenge. Feel free to embellish the details of the situation in any way you
choose. Use textual evidence to support your interpretation of each theory. Two quotes
minimum per theory.
3. Write at least one full paragraph comparing the merits of the theories. Defend your own
conclusion about how best to cope with the situation. For example, you could argue in favor of
one theory over the others, take elements from each theory while rejecting other elements,
criticize all three theories in favor of your own alternative, etc. You may also conclude that one
of the theories from the first half of the semester provides a superior approach to the situation;
if so, explain why it does a better job than the three theories discussed earlier in the paper.

Use your course texts to help you respond to the topic, and when you quote and summarize from the course texts, include information about the page reference. “ Philosophy here and now by Lewis Vaughn” is the textbook.
You are discouraged from using additional sources. If you do choose to use an outside source, be sure to cite your source, just as you do when you use the course texts. If you use a quotation or an example from a website, cite the website’s URL and the date accessed.
In this essay, you will address the controversy between free will and determinism. You will go deeper into the problem of determinism by choosing whether it is the predictability or the unpredictability of our actions that pose a bigger threat to free will. Using passages from the textbook, explain in detail what determinism is and why determinism threatens the idea of free will.
Now consider these two opposite points of view about our ability to predict behavior:
Everything you do is predictable to those who know you well. This predictability means your life is determined by choices beyond your control.—Paraphrase from Vaughn, p.268
“He sat a long time and he thought about his life and how little of it he could have foreseen and he wondered for all his will and all his intent how much of it was his doing.”—Cormac Mc Carthy (reprinted in Vaughn, p.265)
Explain what these two points of view mean and then give your own reasoned opinion about which point of view is correct. Defend your answer.

This week, you will complete your argumentative paper. Following the directions in assigned textbook reading on how write an argumentative essay on the issue you chose in Week 1. 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 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
W7 Course Project Grading Rubric – 185 pts
W7 Course Project Grading Rubric – 185 pts
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomePurpose & Focus
10 pts
The writer has made insightful and mature decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content are well chosen, sophisticated, and/or persuasive. Has a highly developed, defendable thesis that provides focus and direction to the essay.
8.5 pts
The writer has made good decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content achieve the purpose as well. Has a clear recognizable thesis that provides focus and direction to the essay.
7.5 pts
The writer’s decisions about focus, organization, or content sometimes interfere with clear, effective communication. The purpose of the writing is not fully achieved. Thesis is unclear OR is not focused
6 pts
The writer’s decisions about focus, organization, or content interfere with communication. The purpose of the writing is not achieved. Lacks a clear thesis
0 pts
Completely unfocused and/or disorganized. Purpose of writing is not achieved. No recognizable thesis
10 pts
This criterion is linked to a Learning OutcomeQuality of Research/Evidence
40 pts
Sources are scholarly or of very high substantive quality where subject matter requires and no scholarly reference will serve the purpose, but all are current, authoritative, and relevant to topic.
34 pts
Most sources are scholarly or of very high substantive quality where subject matter requires; but all are current, authoritative and relevant to topic.
30 pts
Sources are mostly substantive, even where subject matter does not require. All are relevant to the topic. One source outside of current range.
24 pts
Sources are substantive, even though scholarly sources are available and relevaant. Only one scholarly source. All are relevant to the topic. More than one source outside of current range.
0 pts
Popular sources only and are not, therefore, authoritative, OR sources are not current, OR sources are not relevant
40 pts
This criterion is linked to a Learning OutcomeReasoning
45 pts
Substantial and well-reasoned development of ideas. All key assumptions are made explicit. Credible evidence is germane, and accurately analyzed and fair- mindedly interpreted. Displays strong critical thinking skills and habits of mind.
38.25 pts
Offers solid reasoning. Most key assumptions are recognized or made explicit. Most inferences are accurate, most examples are on point.
33.75 pts
Offers some supporting evidence. The case includes some examples that are too general, not interpreted, or not clearly relevant to thesis.
27 pts
Offers simplistic, underdeveloped, circular, or irrelevant arguments.
0 pts
Includes fallacies, exaggerations, faulty reasoning, factual errors, biased statements, etc.
45 pts
This criterion is linked to a Learning OutcomeOrganization
30 pts
Sequencing of ideas within paragraphs and transitions between paragraphs flow smoothly and coherently throughout the paper. The writer shows clear effort to assist the reader in following the logic of the ideas expressed. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view,and examines assumptions.
25.5 pts
Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points coherent and easy to follow. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view.
22.5 pts
Sentence structure and/ or word choice sometimes interfere with clarity and coherence. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow May contain some gaps in reasoning pathway; deals minimally with other points of view.
18 pts
Ineffective sentence structure, word choice, transitions, and/ or sequencing of ideas make reading and understanding difficult. Contains gaps and/or leaps in development and does not examine other points of view.
0 pts
Disorganized; little or no sequencing of ideas; awkward and ineffective sentence structure; reading and understanding extremely difficult Undeveloped and/or does not examine other points of view.
30 pts
This criterion is linked to a Learning OutcomeAcademic Tone
20 pts
Maintains objective and professional tone; uses professional vocabulary. The use of words, sentences, and punctuation creates a distinct and engaging voice, tone, and level of formality appropriate to audience, purpose, and genre.
17 pts
Uses objective and professional vocabulary. The use of words, sentences, and punctuation creates a consistent voice, tone, and level of formality appropriate to audience, purpose, and genre.
15 pts
Some informality in vocabulary. The use of words, sentences, and punctuation creates an inconsistent voice, tone, or formality level that is occasionally inappropriate to the situation.
12 pts
The use of words, sentences, and punctuation shows a lack of awareness of the voice, tone, and formality level expected in academic writing.
0 pts
Informal; uses slang or colloquialisms; fails to achieve tone and level of formality expected in academic writing.
20 pts
This criterion is linked to a Learning OutcomeWriting: Punctuation, Spelling, Capitalization
5 pts
Virtually free of punctuation, spelling, or capitalization errors.
4 pts
Occasional punctuation, spelling, or capitalization errors.
3 pts
Many punctuation, spelling, or capitalization errors. Interfere with meaning in some places.
2 pts
Punctuation, spelling, or capitalization errors that hinder communication.
0 pts
Severe punctuation, spelling and capitalization errors.
5 pts
This criterion is linked to a Learning OutcomeWriting: Sentence Structure
10 pts
Sentence structure is complex and powerful. The writer has used vivid, purposefully crafted, and varied sentence styles and lengths.
8.5 pts
Sentences are effective and varied in style and length.
7.5 pts
Sentences show limited variety in sentence style and length.
6 pts
Sentence structure is simple, without variety in sentence style and length.
0 pts
Sentence structures are awkward and/or unclear, impeding the clarity and flow of ideas.
10 pts
This criterion is linked to a Learning OutcomeWriting: Word Choice
10 pts
The writer displays a broad range of vocabulary, with effective, accurate, and contextually appropriate word usage.
8.5 pts
The writer displays a satisfactory range of vocabulary and accurate and appropriate word usage.
7.5 pts
The writer displays some varied word choice but language is mostly vague and needs more accuracy to properly convey ideas. Some errors of diction and usage are evident but do not interfere significantly with readability.
6 pts
The writer displays a limited range of vocabulary. Errors of diction and usage are evident and begin to interfere significantly with readability.
0 pts
Limited vocabulary. Diction and syntax errors are evident and impede a clear reading of the text.
10 pts
This criterion is linked to a Learning OutcomeAPA Format
10 pts
Intext and reference citations in correct APA format with no errors.
8.5 pts
Intext and reference citations in correct APA format with only occasional minor error.
7.5 pts
Interfere with meaning in some places. Some major errors in APA format for intext, reference citations.
6 pts
The writer does not use APA format, presentation, or style (citations) for the assignment or APA formatting has many major errors.
0 pts
No intext citations to sources and/or no list of references in APA format
10 pts

the essay question – Explain the critique of standpoint theory
outlined in Cora Diamond’s “Knowing Tornadoes and Other Things.” Is her
critique convincing
resource related is below