social science

The western world begins to see a shift from farm life to city/town life, and differing views of both emerge. The city life-farm life distinction will eventually make way for the middle ground of the suburbs. Wordsworth laments the loss of the country life while Whitman celebrates the city.Discuss your perspective, based on your experience. Where do you view yourself in this? City, farm, suburb? Do you have a romantic notion of any of these, whether from day to day living or through the life of a worker? Most importantly, how does the world of work play into all of this? Share your thoughts on one of these aspects and refer to one of the readings from this week.

SOCW 6520 Assignment: Week 3 BlogRefer to the topics covered in this week’s resources and incorporate them into your blog.Post a blog post that includes 300 to 500 words my field experience is going to be at Sound options in Tacoma Washington I will be doing some in office work, some home visits but mostly telecommunication. For the telecommunication part I need to talk about how to set up my computer so that clients can not see any personal things like pictures or things that can identify my location ect. I will not be driving clients during my internship. This is a social work internshipQuestions in bold then answersA description of your personal safety plan for your field education experienceAn explanation of how your personal safety plan might differ from your agency safety plan during your field education experience

What is a good definition of metaethics? What are the types of issues involved and questions raised by metaethics? Cite your sources from the class readings and other course materials.

According to your textbook readings, critically evaluate the claim that “in ethical theory an action itself may not be the only factor in our assessment of that action” (Wilkens, 2011, p. 18), expressing what other factors may be involved in a person’s moral actions.

According to your textbook readings, what dynamics exist between an ethical system and the underlying worldview (comprising people’s assumptions, beliefs, and actions about reality)? In what ways are worldviews and ethics related? Cite your sources from the textbooks and other course materials.

Different views concerning human nature influence ethical thinking, morality, and justice. Based on your readings, what are the particular beliefs about human nature that differentiate the ethical theories of Thomas Hobbes, David Hume, and Immanuel Kant? How might you illustrate each perspective?

What is the strongest argument in favor of using the categorical imperative (CI) for ethical decision-making in today’s pluralist society? What is the greatest weakness of CI in this regard? Cite your responses from the textbooks and other course materials

write 2 pages answering these questionsGUIDELINES:For your paper, you will answer the authors’ question on page 398 of “Leadership for a Better World”: “How can I apply the social change model as a guide for initiating and sustaining positive social change?”To answer this well, you will need to draw upon your discussions, readings, and community experience over the course of the term.To get started, think about the readings and experiences that were most challenging for you. Write down what was challenging and how you overcame those challenges. Those places are often where we have the most to learn.All of the readings address the importance of developing self-awareness to be effective leaders. This essay is an opportunity to establish a practice of introspection and critical self-awareness. Use both your personal story telling voice as well as your academic voicEvery observation should be connected to one of the seven “C”s. (change, citizenship, collaboration, common purpose, congruence, commitment and controversy with civility).Remember when using quotes it is not enough to place them into the middle or at the end of a paragraph. You must explain to the reader why you think the quote supports your idea (i.e., what does the quote mean to you?).Finally, be sure to end with why what you are saying matters. What do you want the reader to take away from your paper?

An essential skill of this course is analytical reading. To this end, you will be required to write a 1-page outline summarizing the argument of Turing’s “Computing Machinery and Intelligence.” The outline should be single-spaced, use 12-point font, Times New Roman, and one-inch margins. Your outline should incorporate answers to the following questions: What is the main question? What is the main thesis? What are the premises? What is the structure of the argument? You may choose to present your outline in whatever format you determine to adequately capture the key components of Turing’s argument. Just be sure that your organizational choices make it clear that you understand the overall structure of the argument. Specifically, it will be most hopeful to organize your outline by first identifying the main question and main thesis of Turing’s argument. Then, you should identify and explain each section of Turing’s argument (there are seven total sections in the piece), rather than merely pasting the two underlined questions and answering them directly. That is, if you identify and summarize the key points of each of the seven sections, you will necessarily provide answers to “What are the premises?” and “What is the structure of the argument?” We will practice these skills in class.*Do not turn in an essay with full paragraphs. That is not an outline- it is mere prose. An outline is also not a long list of bullet points without any organizing structure. Someone looking at your outline should be able to tell immediately that you have a clear and apparent structure.*

Ernest Sosa’s “A Virtue Epistemology” (Lecture 2) February 16, 2021 Handout- Schiff Summary of overall claims: We ought to understand knowledge not as a single theory but as coming in two varieties, namely, animal knowledge (apt belief, which hits truth through exercise of competence) and reflective knowledge (apt belief and subject aptly believes apt belief to be apt). Sosa provides a virtue epistemology that distinguishes between aptness and safety of performances generally, and of belief in particular. Such an account allows for a further solution (beyond that offered in Lecture 1) to problems of skepticism such as the dream problem.1. Explains AAA structure An archer’s shot, like any performance (with an aim), can be assessed in terms of an AAA structure // so too can a belief, which counts as a performance, albeit a long-sustained one: • Accuracy- (p) its reaching the aim // (b) its being true • Adroitness- (p) its manifesting the skill or competence // (b) its manifesting epistemicvirtue or competence • Aptness- (p) its reaching the aim through the adroitness manifest // (b) its being truebecause competent2. Details core ideas of his virtue epistemology (animal vs. reflective knowledge) a) affirm knowledge entails belief; b) understand animal knowledge (K) as requiring apt belief without requiring defensibly aptbelief; and c) understand reflective knowledge (K+) as requiring not only apt belief but also defensiblyapt belief (i.e. the subject aptly believes the apt belief to be apt).3. Analyzes safety and sensitivity of a belief (and of performances generally) • A performance is safe iff “not easily would it then have failed, not easily would it havefallen short of its aim” (25). o That not easily would a belief fail by being false or untrue is required for it to besafe. o A belief p is safe “provided it would have been held only if (most likely) p” (25).• Someone’s belief p is sensitive iff “were it not so that p, he would not (likely) believe that p” (25).• Since such conditionals do not contrapose: a belief can be safe without being sensitive o e.g. the belief that “one is not a brain in a vat fooled by misleading sensoryevidence into so believing” (25) • Using the pain vs. discomfort example, he qualifies his claim to state that knowledgerequires not outright safety but at most basis-relative safety (see 26). o A belief that p is basis-relative safe iff “it has a basis that it would (likely) have onlyif true” (26). o A belief that p is basis-relative sensitive iff “it is based on a basis such that if it werefalse that p, then not easily would the believer believe that p on that same basis” (26).4. Returns to the skeptic to outline a different line of defense • The skeptic restricts us to bases for belief that are purely internal and psychological,rather than external; Sosa seeks a virtue epistemology that is compatible with but not committed to content or basis externalism (see 27, a-d, for sketch of the argument steps). o The conclusion of the argument is that the skeptic does not refute common sense oreven locate a paradox within common sense.5. Confronts dream skepticism directly • Two ways for the archer’s shot to fail to be safe:Ernest Sosa’s “A Virtue Epistemology” (Lecture 2) February 16, 2021 Handout- Schiffa) due to archer’s level of competence (e.g. affected by drug) b) due to appropriateness of conditions (e.g. weather)• But such scenarios (where the shot is not safe) do not render the shot inapt. So, a performance can be unsafe and apt.• A performance can also be safe and inapt: o e.g. angel machine provides gust that compensates for natural gust that initiallydiverts the arrow (that shot is not ). • Thus, neither aptness nor safety entails the other. Aptness requires manifesting acompetence (a disposition with a basis resident in the competent agent) that would, in appropriately normal conditions ensure, or make very likely, the success of the relevant performance.• Applies reasoning to dream problem: dreams make agent vulnerable with respect to a), i.e. perceptual competence, and b), i.e. appropriate normalcy of conditions• Knower’s belief can remain apt even if unsafe through the proximity of the dream possibility.6. Investigates whether jokester kaleidoscope red surface example presents a problem (apt belief, but is it knowledge?)• Apt belief simpliciter vs. apt belief aptly noted o Use of animal vs. reflective knowledge to sort this out: individual has apt belief andanimal knowledge that the seen surface is red but lacks reflective knowledge (i.e. apt belief that he aptly believes the surface to be red)§ Belief that he has apt belief- is this apt? No, because it is not attributable to the relevant competence • So, the perceiver does not have animal knowledge that he has animalknowledge that the surface is red, and therefore lacks reflective knowledge of the color of the surface.7. Explores whether the dream problem is analogous to the kaleidoscope example • If so, we would have to accept perceptual beliefs as cases of animal knowledge but notreflective knowledge. • However, Sosa investigates further and concludes that the threats in question to the safetof our perceptual beliefs are not threats to their aptness. • He notes that, in response to the dream problem, he goes beyond that of requiring that abelief be safe in order to count as knowledge: it must be apt.8. Offers final remarks: • Knowledge is apt performance in the way of belief. • Knowledge does not require safety of the contained belief since the belief can be unsafe onaccount of the fragility of the believer’s competence or situation. • When we sleep and dream, assuming we have perceptual beliefs, these beliefs are not aptbeliefs. However, such does not affect the aptness of our perceptual beliefs in waking life. • Bonus- solution to Gettier problem: beliefs can be true and justified without being apt (andhence would not be knowledge on his account)Questions: 1) Is a belief analogous to a performance (e.g. as an archer’s shot) in the relevant ways? 2) What are the criteria for a performer to be granted “credit” for the performance? (see 29)Similarly, what are the criteria for an agent to be granted “credit” for knowledge?