Category: Philosophy

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.

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.

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.

Choose one of the following topics:
I CHOSED: Afterlife and Mashiah
Read all of the primary sources and article/s on Canvas on that topic. Feel free to research any other relevant sources that you find. Write a 5 page essay (double spaced, Times New Roman, 12 point font, standard margins) on Rambam’s view of the topic. You must cite at least four primary sources (meaning something the Rambam wrote, two different chapters in the Guide count as two) and two secondary source (meaning written by a recent writer). Make at least two references back to sources and/or methodologies that we discussed in class (for example content of Letter on Astrology, methodology we used in readings on prophecy).
Clearly indicate what you are quoting from others. Do not simply summarize the sources. Include methodological considerations, questions, solutions, and why you chose that solution over others. Include also how you relate to this material: how does it compare with what you have learned before, do you find Rambam’s approach helpful or confusing, is his approach relevant for a modern Jew or do you think another approach is better and if so which one and why.

Topics: Dass and Gorman Text, Ferrucci Text, Effective helpers and agents of change
Expected Length: 3 page paper; must include quotes from course texts
Assignment: thoughtfully reflect upon the prompt as it relates to the concepts addressed in this course. Papers must be typed and double spaced.
Content, grammar, and spelling will be taken into account in the grading of this reflective writing piece.
(See “Grading Components” below.) Best wishes!
PROMPT: Discuss how “helping” relates to social action, as discussed by Dass and Gorman in
Chapter 6. Also, include how concepts discussed by Ferrucci, such as humility, sense of belonging,
and service help us develop into more effective helpers and agents of change. Be thorough in your
discussion of these concepts or ideas. Provide important quotes from the readings, especially Chapter
6, to support your response. Explain how and why the quoted passages add significance or context to
your discussion.
Remember, in writing this Reflective Writing Piece, make sure you reference the texts, other readings,
class discussions, videos, etc. explicitly in your paper. Include quotes (at least 3) from the readings.
Papers should be approximately three pages in length. Papers must be typed and double spaced. Content,
grammar, and spelling will be taken into account in the grading of this Reflective Writing Piece. Please
see the following for specific grading components. Best wishes!
Grading Components:
1. Responsiveness: clearly and completely responds to the prompt; integrates the course readings and
class discussions; includes at least 3 quotes/citations from the readings in response to the prompt.
2. Critical Thinking and Reflection: insightful analysis and identification of key issues; deeper personal
reflection; links to course content. Is there evidence that the student has thought through their responses
to the prompt and that the student is thinking critically about the issues raised?
3. Communication Skills: writer is able to express ideas with fluidity, clarity, personal voice, and correct
grammar and spelling.
4. Turned in on time to Canvas. Late papers will not be accepted.
Reflective Writing Piece #2 Total: ________ (5 points possible)
PLEASE DO NOT USE ANY AI OR CHATGPT SOURCES ON THIS REFLECTION PIECE
– I attached some chapters of dass and gorman and ferruci

I am going to give you your final examination question today. I am simply asking you a single essay question to expand and write upon. Your question entails reading the following excerpt below from Anton Barba Kay’s latest book, A Web of Our Own Making. Here is the quote: There no longer seems any point in criticizing the Internet. We indulge in the latest gloom and doom aspects of social media…on social media. We scroll through routine complaints about the deterioration of our attentions spans. We resign ourselves to hating the Internet while we spend most of our waking lives on it. Yet our unthinking surrender to its effects—to the ways it recasts our aims and desires—is itself digital technology’s most powerful achievement. The digital technology revolution is not taking place in Silicon Valley, but is already occurring within each one of us.

Prompt:
For this essay, use the analytical method to explore two works of science fiction – one film and one short story. Situate your analysis within the context of contemporary philosophical questions about the main issue. Choose an option you did not do for Essay 5,
Option 1 – Becoming Posthuman
Philosophical Reading: George J. Annas, “The Man on the Moon”
Film: Gattaca
Stories (Choose 1): Edmond Hamilton, “The Man Who Evolved”(1931), Clifford D. Simak, “Desertion”(1944), Frank Herbert, “Seed Stock”(1970),
Option 2 – Responding to Disaster
Philosophical Reading: Michael Stevenson, “Hope and Despair: Philosophical Considerations for Uncertain Times”Links to an external site.
Film: Children of Men
Stories (Choose 1): H. G. Wells, “The Star” (1897), Ray Bradbury, “There Will Come Soft Rains”(1950), J. G. Ballard, “The Cage of Sand”(1962), Octavia E. Butler, “Speech Sounds”(1983)
Citations
All stories (except for Bradbury, 1952) are from the following source (fill in the template):
AuthorLastName, AuthorFirstName. “Title of Story.” The Wesleyan Anthology of Science Fiction, edited by Arthur B. Evans, Istvan Csicsery-Ronay Jr., Joan Gordon, Veronica Hollinger, Rob Latham, and Carol McGuirk, Wesleyan University Press, 2010, pp. xx–xx.
Resources
The Method for Analysis Slide Presentation
Guidelines
The essay involves two drafts with peer review.
The first draft should be a complete draft this time.
The essay should be between 1,200-1,500 words (5-6 pages double-spaced).
The essay should use MLA format for in-text citations and Works Cited list.
The essay should include a heading, title, and page numbers.
The essay should be double-spaced with indented paragraphs.
The essay should have a clear introduction, body, and conclusion.
The introduction should (1) build shared context with the reader, (2) pose a problem, and (3) offer a thesis with a clear, arguable claim.
Your paragraphs should show evidence of effective paragraph structure (topic sentences, restrictions/restatements, illustrations, explanations), coherence/cohesion, and handling of sources (summary, paraphrase, and quotation with citation).
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I already did option 1 for essay 5, so the only option left is responding to disaster (option 2). I have attached my work for Essay 5, please do a similar style for the analysis. The main feedback from essay 5 is to use direct quotes from the movie to prove my points more but everything else was perfect and lived up to their expectations. I also attached here the different stories for the assignment, please only use the attached files because they are extracts from larger texts so if you use a quote, make sure it can be found in the story I attached. There was a presentation the professor presented about methods of analysis which I will also attach. The link for the philosophical reading is this: https://therevealer.org/hope-despair-philosophical-considerations-for-uncertain-times/
Please do no hesitate to contact me for any questions or clarifications

for those who like philosophy, theology, and even literature. Your task here is to
do an interpretive or exegetical essay on a work of classical or contemporary religious work. I’d rather
you not do Bible or Quranic exegesis. Try to look for more topical writings. No popular writings such as
“pop-spirituality” and the like.

I have a paper in philosophy. The details and the requirements are in the attached file.
I want the paper prompts to be Prompt 1: Revolution in The Children’s Story
i will send the reading. it is short reading

i have a paper that is 9 Sentence Structured Outline. i will send the reading it is short reading only 15 page and i attached the requirement. i wanna do Prompt 1.