Category: Philosophy

For this video, choose one item that addresses a current issue and makes connections to class concepts. The item may be print or video—for example, an article from the current edition of a newspaper or magazine, a segment from a news or talk show, a YouTube video, vlog, or any program that features current affairs.
Your item (up to 2 minutes) will be embedded in a PowerPoint that you will use to supplement your presentation.
You may use clips of a video, pause a video as necessary to identify concepts, or use a clip for a full 2 minutes. However, you cannot use over two minutes of video in      your own presentation.
Items cannot be more than 90 days old.
Clips and articles can be embedded in a PowerPoint that you will use to supplement your presentation or you can share your screen and show these separately during your presentation.
Remember, your PowerPoint is there to guide you during your presentation. Do not   overload this with text.
Submit a 4-5 minute video in which you:
Use any software you are comfortable with, including Panopto, in order to record yourself speaking and presenting a PowerPoint at the same time. You and your PowerPoint must be visible during the entirety of the presentation. This cannot just be a recording of your face presenting and it cannot just be a voice over with your PowerPoint – Video and screen option should be selected on any media you use.
Clearly identify the argument. Present the premises and conclusion in your chosen article or video clip and explain their importance. Did the speakers/writers use deductive or inductive reasoning?
In your article or video clip, identify three of the following: vague/ambiguous language; credibility; cognitive bias; rhetoric; logical fallacies; generalizations; arguments from analogy; cause and effect reasoning; and value judgments about morality, law, or aesthetics.
Explain why you think the argument fits this concept. Also, identify if this was purposeful and why, and how this affects the strength of the argument.
Provide a conclusion to your video. Was the argument convincing? What is your position? (30 seconds max)
Length: 5 minutes maximum
You will be graded on:
Your ability to identify arguments made about relevant issues in our world today
How well you identify class concepts. Accuracy and a clear explanation are required
Your use of terminology from the textbook/class lectures
Your ability to showcase your critical thinking skills
Your ability to use Panopto, Screen cast-o-matic or any other media to complete your presentation
Your presentation skills and delivery
Please see the link below this is a video for example:
PHIL 341: Current Affairs Presentation (youtube.com)

Please select a debate topic for my PowerPoint presentation. I will provide my record later.
Week 6 Assignment FAQ/Explainer
Here’s an FAQ/Explainer on the week 6 assignment to hopefully help address some questions you may have about it (also, if you haven’t already reviewed the initial announcement on Week 6 (titled “Week 6 Begins!”), be sure to review that thoroughly first):
Does the video I choose to analyze have to be exactly two minutes or under?
No! It can be any length, but you’d just focus on an approximately 2-minute snippet of it.
Do the two minutes from the video I’ve chosen count toward my 4-5 minutes?
Yes! That means you’d only necessarily need to produce 2-3 minutes of content, plus the (up to) 2 minutes from the video you’re critiquing. If you choose a newspaper or magazine article instead, you can show that article on screen and read through the key parts that you’re focusing on for up to two minutes (be sure to provide a direct link to the article as well). Keep in mind, though, that this assignment is more about the quality and substance of your analysis of the critical reasoning in the video rather than about filling time, so I’d focus more on ensuring that you feel you’ve effectively covered each aspect of the prompt.
What if I go over 5 minutes? 
That’s ok.
By like a lot.
It’s ok. Don’t feel like you need to – you should be able to cover all the essential items within 5 minutes, so you don’t need to go overboard and should still aim for the 5-minute target, but if you go over by a bit it’s no big deal. I just wouldn’t recommend going under 5 minutes, since that’s usually a sign that some aspects can be developed more fully.
Do I really have to show my face?
Yes – this assignment in part is focusing on professional presentation skills, since in your own future careers you may need to deliver presentations and we want to make sure you have practice in presenting at a professional level to connect meaningfully with the audience. If you run into major technical issues with doing so, though, let me know, since I recognize that sometimes systems make that difficult.
What topics are good to present on?
Again, any topic is fair game, really – the only limitation is that it needs to present an argument (which means a conclusion + one or more premises). I encourage you to choose something that interests you, though – obviously, given the times, there’s plenty of political topics out there, so that’s the low-hanging fruit, but there are a lot of other topics that are worth exploring as well, including health care, the environment, and social justice, including racial, class/economic, and gender/sex issues. 
Some current hot-button issues include the conflicts in Gaza or Ukraine, student protests, cancel culture, universal basic income, student debt relief, the federal minimum wage, plus some important local and regional issues such as the homeless/housing problem in LA, how to address wildfires, and how to address the water drought (especially in the Central Valley, where farmers are heavily impacted), not to mention the perennial issues of gun rights, reproductive rights, and environmental action. That’s by no means an exhaustive list but just a very short set of examples of topics you might explore. You can also choose something like whether pineapple is acceptable on pizza, or whether Die Hard is a Christmas movie, or whether toilet paper should hang over or under the roll. While solving world peace would be nice, you don’t necessarily have to do it here, so feel free to aim for more light-hearted arguments too.
Does it have to be from a news source?
No – your argument can be taken from anywhere, including YouTube, Instagram, TikTok, Reddit, or any other social media platform. The only requirement is that it presents an argument about a current issue, which you can then analyze. 
Where can I find something good to present on?
Good places to look include the opinion/editorial sections of nearly any newspaper (e.g. the Opinion page of the LA Times); these sections focus on presenting persuasive arguments rather than straightforward news. Additionally, the various cable news channels (CNN, Fox News, MSNBC) frequently have commentators or experts on to offer their opinion on some issue, or, like in the image above, several “experts” to argue with each other about some issue.
Don’t worry too much about whether the topic is “right” for the assignment. Any argument can be dissected, so as long as it’s something you’re interested in and as long as you demonstrate an ability to use and apply course concepts, you should be in good shape.
What should my critique focus on?
This assignment, much like the Signature Assignment, is primarily a showcase for you to demonstrate your understanding of & ability to apply course concepts, so the more you can show those off the better. These include:
Identifying whether the reasoning relies on inductive or deductive reasoning (or both), and explaining how – what makes the reasoning inductive or deductive. The reason why this matters is because it determines what kinds of evidence are needed to support the claims.
Identifying what assumptions the argument relies on in its movement from premises to claim. This is also known as unstated premises, and they are central to analyzing inductive reasoning (which is the primary form of reasoning used in most arguments). What are those unstated premises, and are they reasonable?
Rhetorical devices and logical fallacies – look through the lists of both from the textbook and try to find illustrations of them in the argument you’re critiquing. For each concept you apply, though, make sure you clearly explain how it applies and how the concept is illustrated by your example. For fallacies, make sure you identify both the premise and the conclusion that the premise is supporting – fallacies are errors in reasoning in the movement from premise to conclusion, so to help your reader understand specifically where that error occurs it’s important to show the landscape of the argument itself.
Examples of arguments from analogy – is the analogy appropriate (are the two things they’re comparing equal?); use of vague, ambiguous, or general language that can allow for multiple interpretations, whether intentionally or unintentionally; and/or value judgments based on morality, law, or aesthetics, and what are the foundational principles that inform that moral, legal, or aesthetic judgment.
Above all, show that you know how to use course concepts and apply them to current examples. Basically, the course is designed to hand you a bunch of tools to critique and analyze arguments, and this is an opportunity for you to show off your skills in using those tools.
Keep in mind that the course name is Critical Reasoning, and reasoning means the movement from premise to conclusion in an argument – does the premise really support the conclusion? Why or why not? Does it create the illusion of supporting the argument through the use of rhetoric or fallacies? If so, how? Are there assumptions that the argument is relying on in the jump from premise to conclusion, and if so, what are they and how legitimate are those assumptions?
What should I do in my conclusion? Just say whether it was convincing or not?
Not just that – you’re presenting your own argument here, and, as noted above, arguments consist of two key components – claims and premises. If you say that the argument is convincing, explain why – what evidence do you think was sufficient to make it convincing, and what makes it sufficient? You’re essentially presenting an argument of your own here, after your critical analysis – as with any argument, defend your conclusion with specific, substantive reasoning!
How do I create my video?
The university recommends Panopto – click on My Panopto Videos in the left-hand column in Canvas, and once you’re logged in, click the orange “+ Create” button in the upper left corner. Very important: make sure to make your file accessible by sharing it with me – otherwise I won’t be able to view it!
Do I have to use Panopto?
No. While it’s recommended, if you’re more comfortable with some other software program, you can use that (I often use QuickTime, and you could also use the video recording function in PowerPoint, or you may have your own preferred application).

Question 2:
Martin Luther King and Henry David Thoreau justify civil disobedience by arguing that unjust
laws can be disobeyed because unjust laws have no moral force.
On the other hand, almost all the authors (but not all) you have read in Curtis’s two volumes
argue that laws must be obeyed, that individuals have neither the right nor the power to say
which laws are just or unjust.
Compare and contrast the two opposing positions on civil disobedience. Pick a side. Discuss
what an unjust law is. Besides discussing Thoreau and King, you must also discuss at least 1
other assigned author from the Civil Disobedience book. Do not rely on an author from Blaisdell
I did not assign. You must also use at least two authors from Curtis, but are encouraged to use as
many authors from Curtis as you wish; again, do not include authors from Curtis I have not
assigned in class.
Must use books: Essays on Civil Disobedience by Bob Blaisdell 
The Great Political Theories by Michael Curtis (both volume 1 and 2)

This reflection will be your way of showing me how the course material impacted you on a personal level.
This reflection must address the ways in which each of the topics we covered played out in your daily life, how it impacted you or made you think differently. You may submit this as an essay, an audio recording, a video–whatever you choose. I do not have any length requirements–I just want to see that you’ve put in the effort to get something out of this class. It’s your chance to be creative and tell me how the topics we covered mattered to you. And if they didn’t matter to you, then tell me why.
Please write in order reflecting the numbered attachments 1-5.
Wikipedia on Allegory of the cave if needed
https://en.m.wikipedia.org/wiki/Allegory_of_the_ca…
The final for this class is this essay, and is a majority of the grade. please help.

All citations to the essays must look like this (Curtis, 1: page or Curtis, 2: page) and this
(Blaisdell, page). In other words, do not cite individual authors like this (Kant, page) or like
this (Thoreau, page). Follow this formula for other sources as well.
Question 1:
In a soccer match in the United States between the United States and Nirgistan (a made-up
country), just before the game was to begin, a group of Americans unfurled an American flag
and set it on fire. They chanted, Down with the USA. At the same time, two groups unfurled
Nirgistan flags. One group, a pro-communist group, burned the Nirgistan flag and accused
Nirgistan of being a fascist country. The other group, a pro-government group, burned the
Nirgistan flag that had a communist hammer and sickle on it. They accused the communists of
attempting to overthrow the Republic of Nirgistan.
None of the flag burners were arrested. In the United States, it is legal under the First
Amendment to burn the US flag and other countries’ flags. The Supreme Court once held that
burning the American flag was “symbolic speech,” and therefore protected by the First
Amendment.
Polls show, however, that a slim majority of Americans do not support the burning of the flag.
Indeed, over 35 countries, including liberal democracies in Europe and other places, ban the
burning of their own flag. And in many countries, it is illegal to burn another country’s flag.
As we have seen all semester, liberalism favors both tolerance and equality, but tolerance and
equality often conflict. Supporters of flag burning argue that liberalism promotes core liberal
values, such as freedom of speech and thought, individual rights, and tolerance for different
opinions. Equality in this instance means treating all forms of speech equally, including setting
fire to a flag. Supporters also argue that a nation cannot remain committed to liberalism and the
protection of rights, equality, and tolerance if the government regulates what can and cannot be
said or expressed.
Opponents argue that flag burning disrespects one’s country, its values, and beliefs. A flag is a
symbol of a nation’s ideals and history. Thus, flag burning destroys what unites a people. Indeed,
burning one’s country’s flag and allowing people to burn other countries’ flags represents a
failure to respect cultural differences. Opponents further assert that a nation must be able to
defend itself against its illiberal opponents, that is, those who hate their own country. They
therefore argue that the Supreme Court’s opinion on flag burning interferes with one of
liberalism’s most cherished values, tolerance of cultural differences.
Relying on John Stuart Mill and at least three other authors assigned in the syllabus* in Curtis’s
two volumes, compare and contrast the two opposing positions on flag burning and take a
position on the question of tolerance and equality as problems of justice.
* Use only the assigned readings that we covered in class.
Use The Great Political Theories by Michael Curtis (Both volume 1 and 2)

( this is the assignment brief ) Using any one of the themes taught in this course from Week 8 – Week 12; give a coherent critical evaluation of the main arguments in your chosen reading.  Your essay must illustrate what it good or bad, convincing or unconvincing about the arguments in your chosen article. You must motivate your judgments using well-reasoned arguments, and provide counterarguments. You must show possible links with other views presented in the course. In your essay, you must show in depth understanding of the reading you chose.  You MUST supplement your with at least two other sources – books and/or journal articles
“Evaluating Realism in Beliefs: A Critical Analysis of Sophie Oluwole’s Argument on the Existence of Witches in African Philosophy”
This essay would explore the arguments presented by Sophie Oluwole regarding the existence and belief in witches within African cultures as contrasted with Western skepticism. It would critically evaluate the strengths and weaknesses of Oluwole’s arguments about the metaphysical versus empirical realities of witchcraft. The essay should also discuss how Oluwole addresses the notion of reality, particularly how abstract concepts can manifest in concrete realities, and the implications of such beliefs on both African and Western epistemologies.
Additionally, you could explore the methodological differences between African traditional beliefs and Western scientific approaches as discussed by Oluwole, and reflect on the broader philosophical question of what constitutes ‘reality’. This would involve analyzing how Oluwole justifies the belief in witches beyond empirical evidence, comparing this justification to the acceptance of religious beliefs and other non-empirical knowledge systems.
In the essay, you should aim to connect Oluwole’s views with other philosophical perspectives introduced in your course, examining how these differing views on reality and knowledge might influence our understanding of beliefs that are culturally and historically situated. This topic not only allows for a critical analysis of Oluwole’s text but also encourages a deeper philosophical inquiry into the nature of belief, reality, and the potential limits of empirical knowledge.

Touchstone 4: Contrasting Normative Arguments in Standard Form
Scenario: In this assignment, you will make two contrasting normative arguments about what one ought to do. Both arguments will be about the same topic; thus, at least one of the arguments will contradict your personal opinion. You will compose the arguments in standard form, as a series of statements that end with your conclusion. Do not write your arguments as an essay.
Assignment: Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission…..
Critical Thinking Touchstone 4 Template.docx
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose a Topic
Choose one topic from the following list:
Should people eat meat?
Should marijuana be legal?
Should pet cats be kept indoors?
Should zoos exist?
Should customers leave a tip in a coffee shop?
Should seat belt wearing be mandatory?
Should children be required to take gym/physical education?
Should public roads be used for private car parking?
Step 2. Develop Logically Contradictory Normative Conclusions
Develop two logically contradictory normative conclusions on this topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them.
The conclusions need not be phrased exactly the same as they are phrased in the topic list, but they do need to be logically contradictory to one another.
EXAMPLE
If you selected the topic “Should people eat meat?”, your conclusions might be:People should not eat meat.
People should eat meat.
But it would also be acceptable to choose:People should reduce their meat consumption.
People need not reduce their meat consumption.
Another option could be:It is morally permissible to eat fish.
It is not morally permissible to eat fish.
Note that you need not indicate which conclusion you actually agree with. An omnivore might write an excellent logical argument for veganism, or vice versa!
Step 3: Write Normative Argument for First Conclusion
Choose your first conclusion and write a normative argument in standard form to reach that conclusion. This requires knowledge of the standard form of logical arguments, which you can find in 2.1.1 What Is an Argument?, and understanding of normative arguments, which you can find in 2.1.2 Identifying Arguments and Statements. Because normative arguments rely on standards of human behavior, you should also review 4.3.3 Moral Frameworks. The directions in the template will give you further instructions.
Step 4: Write Normative Argument for Second Conclusion
Repeat Step 3 for your second conclusion.
Here is an example of two arguments with normative conclusions taking contrary points of view. The normative premises are marked with an asterisk. This serves as an example of what arguments look like in standard form. This topic may not be used for your own Touchstone.
Americans are granted the right to life, liberty, and the pursuit of happiness as a foundational principle of its founding documents.
Among these rights are bodily autonomy and personal decisions about family planning.*
Forcing a parent to go through an unwanted pregnancy and childbirth violates these principles by taking away their basic right to liberty and long-term pursuit of happiness.*
Forcing a parent to go through an unwanted pregnancy and childbirth also frequently presents a threat to the life of the birth parent.
There is no constitutional or scientific reason to confer personhood on a fetus.
Any opinion on the personhood of fetuses is thus not based on law or science, but a personal moral or religious choice.
The Constitution (Amendment 1) establishes the freedom of religion.
Therefore, any law derived from a religious stance is unconstitutional (from 5-7).
Therefore, pregnant people have the right to terminate a pregnancy for any reason (from 1-4, 8).
It is wrong to kill a human being without justification such as self-defense.*
An unplanned pregnancy may be inconvenient, but only in rare cases does it present a threat to a person’s life.
In no other cases besides abortion do we make it legal to murder people who inconvenience us.
Born children are also inconvenient, but it is not legal for parents to kill them.
In no other cases besides abortion do we make it legal to murder the born children of rape or incest.
A fetus is a viable human being at 24 weeks.
Therefore, except in cases where the pregnancy presents a threat to the birth parent’s life, abortion should be illegal after 24 weeks.
Step 5: Reflection
Answer the reflection questions about your reasoning behind the arguments you wrote. One question asks to identify a deductive rule of inference or an inductive practice used in your arguments. You can find these in 3.3.2 Valid Rules of Inference From Conditional Statements, 3.3.3 Valid Rules of Inference From Conjunction and Disjunction, and the 4.1.4 Inference to the Best Explanation, or other inductive practices discussed throughout unit 4.
Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.
1. Argument Preparation
❒ Is each argument in standard form, not paragraph form?
❒ Do your two arguments have logically contradictory conclusions?
❒ Is each argument at least five declarative sentences, ending in a conclusion?
❒ Does each argument have a normative conclusion (saying what people ought to do)?
❒ Is there at least one normative premise that supports each conclusion?
2. Annotating Your Argument
❒ Did you place an asterisk (*) on the normative premise(s) that support your conclusion?
❒ Did you underline any subconclusions in your argument?
❒ Are there sources for any assertions that are fact-based and not well known/accepted?
3. Reflection Questions
❒ Did you answer all five of the reflection questions satisfactorily?
❒ Do your answers meet the length requirement and fully answer the question?B. Rubric
AdvancedProficientAcceptableNeeds ImprovementNon-Performance
Logical Arguments: Form (24 points)
Response shows understanding of logical arguments.Both arguments meet all requirements of proficiency, with notably clear writing and careful sequencing of statements.Both arguments have the minimum number (5) of statements. All statements are declarative (make an assertion), and final sentences are normative conclusions.One or both arguments fall short of goal by 1-2 sentences, or 1-2 sentences do not make declarative statements, or final sentence is not a normative conclusion.One or both arguments fall short of goal by 3 or more sentences, or 3 or more sentences do not make declarative statements, or final sentence is not a normative conclusion.Argument is not in standard form, or argument falls so short of goal that no credit can be given, or only one argument is provided.
Logical Arguments: Strength/Validity (24 points)
Response shows understanding of premises supporting a conclusion.
Both arguments meet all the requirements of proficiency, with a notably convincing or sound argument.Both arguments have premises that show the conclusion is true or probable and have at least one normative premise to support the conclusion.One or both arguments include 1-2 premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments include 3 or more premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments are absent, in essay form, or are so poorly formed that no credit can be given.
Logical Arguments: Analysis (12 points)
Correctly identifies and describes components of a logical argument. Support for premises is included.
Both arguments meet criteria for proficiency, with a well-formed subargument that is itself valid/strong and provides compelling support to the conclusion.Both arguments identify the normative statement(s) that support the conclusion, correctly identify any subconclusions in the argument, and include references to support factual assertions that are not well known and widely accepted.Both arguments each include 2 of the 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Both arguments each include 1 of 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Components of argument are not identified as described in the instructions and no support is given for assertions. No credit can be given.
Reflection – Key Concepts (30 points)
Answers reflection questions thoroughly and thoughtfully.
Demonstrates deep understanding of key concepts in the class with accurate and insightful responses to questions, using the appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates good understanding of key concepts in the class with accurate responses to questions, using appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates some understanding of key concepts in the class but may lack specifics or detail, and some answers may be inaccurate or insubstantial, or makes only occasional or inappropriate use of the vocabulary from the tutorials. Meets recommended length guidelines.Demonstrates a flawed understanding of key concepts, or answers are so insubstantial that understanding of the concepts cannot be appropriately assessed.No answers to the questions are present or so little effort is evident that no credit can be given.
Reflection – Critical Thinking (18 points)
Answers to questions demonstrate good habits of critical thinking
Demonstrates thoughtful reflection; includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines.Demonstrates thoughtful reflection; includes occasional insights, observations, and/or examples, following response length guidelines.Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.No answers to the questions are present or so little effort is evident that no credit can be given.
Conventions (12 points)
Submission follows conventions for standard written English and meets requirements.
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.Submission does not meet the minimum threshold for points to be awarded.
C. Submission Requirements
The following requirements must be met for your submission:
Use a readable 12-point font and single spacing.
The recommended length for each answer is included in the template.
All writing must be appropriate for an academic context.
Writing must be original and written for this assignment. Plagiarism of any kind will be returned ungraded; subsequent plagiarism will receive a grade of 0.
Enter your name and date where prompted in the template.
Include all of the assignment components in a single file. Acceptable file formats include .doc and .docx.

These are the multiple-choice questions for the Engineering Philosophy class at the university level.
Please download Quiz 7.docx file for the questions

Rubric for final paper: Philosophy of Recreation
This paper will need to be 3-5 pages in length, in APA format. You will need to use at least 2 external, credible sources to cite in your paper. This paper should demonstrate your ability to think critically about theoretical leisure and recreation concepts, and how they influence your views of recreation and its purpose both personally and professionally. Philosophy: the study of the theoretical basis of a particular branch of knowledge or experience.
Paper should include:
Title Page, page numbers Introduction Headings/Subheadings throughout main content Conclusion
References Page properly formatted (at least 2 credible reference sources) Content of paper: Philosophy of Recreation and Leisure
-Personal Philosophy –Find parallels between your recreational experiences and philosophical concepts discussed in class and explain how they relate (philosophical concepts: leisure as connection, recreation and mental health, recreation serving a community, leisure and mental health, the value recreation adds to one’s life, tourism and hospitality utilizing leisure, outdoor adventure, value recreation adds to special populations, challenges and risks in recreation, etc.). Personally, what are your feelings on the field of recreation and the value it adds to ones life? What are your views on recreation from a micro stand point…how it impacts individual lives and how it has impacted your life. –Example: Discuss how the idea of recreation serving a community and meeting needs that no one else meets was impactful for you growing up as this was true of your community. –Example: Discuss how you have seen personally the positive mental health or physical health impacts of recreation.
–Example: Discuss the special population that you or your family are part of and how recreation served a specific benefit for that population. -Professional Philosophy –Discuss what you think the roles of recreation and leisure services play for individuals, groups,communities, and society as a whole. You are to do this from the perspective of a professional working in the rec industry, looking at the vocational field of recreation as a whole. Identify the benefits of recreation and leisure for individuals, groups, communities, and society. Be sure to include some of the special populations discussed in class. Look for parallels between social needs and leisure benefits and explain how they relate. For example, your social issue could be obesity, or mental health, then identify the benefit rec/leisure can have on this social issue (i.e., exercise improves mood, joining a community center offers options for physical movement, which decreases obesity, etc.). Who’s job or responsibility is it to meet these needs and provide these services? Where does the funding come from? What kind of training does someone need to provide these services? Is the government responsible? Private companies? Etc.? What value does it add to society? Vocationally, how would you describe the role of recreation in society? What is your philosophy of recreation from a macro standpoint, thinking bigger picture. What impact can it have on larger communities or society as a whole. Who should be funding and administering programs? Who should have access? Is recreation worth investing in? Should programs be non-profit or for profit?
–Example: Discuss the benefit of recreation to communities, and who you feel is responsible for funding these programs. –Example: Discuss what social needs the field of recreation meets for people, and why this an important field for our country and world as a whole. –Example: Provide evidence that there should be government funding for non-profits providing rec services…OR…provide evidence that it should all be privatized and for profit.

i would like to use the philosoper socrates to discuss the following topic of human rights to demonstrate equality for all in many aspects within our society

Instructions
Right.
The knee-jerk reaction is the way of society, right now, eh?
“In my opinion…”
Have you learned to consider, to look deeper into things, to research — to do some philosophy??
To make your time and life count??
Consider this URL: https://en.wikipedia.org/wiki/List_of_unsolved_problems_in_philosophy (Links to an external site.)Links to an external site./ (Links to an external site.)Links to an external site. – you see that  uncertainties run deeper than racism, politics, religions, and inequality.
What is yours — what issue is your passion?
DIG INTO something you really care about: cats, sports, fashion, cats, health care, engineering, dogs, cooking, cats… for whatever you have a passion — a show me in five (or so) pages that you can understand it with some philosophical depth when it comes to the ethics involved. The Philosophy of My Love and Reason for Living!!!  Well, yeah… not quite that crazy. 
Need at least four quotes/facts from respected thinkers to back your ideas, MLA heading, abstract, cites, works cited — the usual stuff.