Brisk Writers

Author: admin

  • Title: “Examining Education: A Response to Dorothy Sayers’ Speech”

    PLEASE DO AN AMAZING JOB MY GRADE IS BORDERLINE AND I NEED TO GET A VERY GOOD GRADE ON THIS. ALSO ZERO CHATGBT OR PLAGARISM M TEACHER IS VERY STRICT AND WILL GIVE ME A ZRO FOLLOR RUBRIC XACLTY Read Dorothy Sayers’ speech, and then respond to the following prompts: a) Which of Sayers’ disquieting questions most resonates with you, and why? b) What is one of your disquieting questions about the U.S.’s current educational system? c) Dorothy Sayers lists what she thinks students should study. What do you agree & disagree with? d) Using Sayers’ outline as a model, create your own ordered list of what you think children growing up today in the United States should study.
    e) Copy one quote from Sayers’ speech that stands out to you, and explain why you chose it. RUBRIC Rubric: 25 to > 19.0 pts
    Excellent The student insightfully addresses each of the five prompts, providing well-thought- out commentary on Sayer’s ideas as well as responding with their own original thinking. The
    student’s personal voice. experience, and perspective are
    evident throughout the response. It is clear that the student has spent time reading and
    pondering the entire essay. MAKE IT LIKE THIS I WILL PROVIDE READING BELOW

  • “Microeconomics Discussions: Factor Markets, Interdependence, and International Trade”

    Please follow all directions and be sure to do the discussions correctly! Thank you so much! Please submit each discussion with a separate file!
    M13: No readings, just use M13 lecture
    M14: Chapter 18, “The Markets for the Factors of Production” 18-3b
    M15: Chapter 3, “Interdependence and the Gains from Trade” 3-3b, Chapter 9, “Application: International Trade” Full chapter
    Here is the link to the book:
    https://zalamsyah.staff.unja.ac.id/wp-content/uploads/sites/286/2020/10/Principles-of-Microeconomics-8th-Ed.-GREGORY-MANKIW-1.pdf

  • “Exploring the Accuracy of OCD Portrayal in ‘The Aviator’: A Critical Analysis”

    Analyze how the film ¨The aviator” accuratley portrays OCD. Using outside research, evaluate the representation and accuracy of the films portrayal of OCD.

  • “Reconciling Truth and Rights: Navigating the Complexities of Democratic Governance in the Enlightenment Tradition”

    Navigating the Intersection of Truth and Rights in Democratic Governance: A Critical Analysis Essay 
    2000 words
    Based on the two chapters solely ( attached to the files)
    Base it on the essay outline 
    Essay Outline:
    I. Introduction
    – Overview of the central themes explored in the two texts, “Democratic Enlightenment and its Discontents” and “Democracy in the Mature Enlightenment”
    – Statement of purpose: To critically analyze the discourse surrounding the relationship between truth, individual rights, and democratic governance as depicted in the texts
    – Thesis statement: Through a nuanced examination of the arguments presented in the texts, this essay aims to elucidate the complexities inherent in reconciling Enlightenment principles with the imperatives of modern democracy.
    Absolutism vs. Fallibilism: Evolution of Enlightenment Thought
    – Examination of the transition from absolutist conceptions of truth to fallibilism within the Enlightenment tradition, as delineated in “Democracy in the Mature Enlightenment”
    – Analysis of how this transition informs competing perspectives on political authority and the pursuit of truth in democratic societies, drawing from insights in the text
    – Evaluation of the implications of fallibilism for democratic governance and the challenges it poses to traditional notions of political legitimacy and decision-making processes
    Safeguarding Individual Rights in Democratic Systems
    – Critical assessment of historical apprehensions regarding democracy’s impact on individual rights, as elucidated in both texts
    – Comparative analysis of the efficacy of democratic governance in upholding individual rights vis-à-vis nondemocratic regimes, with reference to examples provided in the texts
    – Examination of proposed strategies for mitigating the potential threats to individual rights within democratic systems while preserving political stability and social order, as outlined in the texts
    Contemporary Challenges and Democratic Innovation
    – Identification and analysis of contemporary challenges facing democratic governance, such as the influence of money in politics and the erosion of public discourse, based on insights from both texts
    – Evaluation of innovative solutions proposed in the texts for addressing these challenges, particularly in terms of enhancing democratic accountability and fostering robust public debate
    – Critique of the feasibility and effectiveness of these proposed solutions in light of current political realities and institutional constraints, drawing upon examples and arguments presented in the texts
    Synthesis: Toward a Holistic Democratic Framework
    – Integration of key insights from the analysis of both texts to propose a holistic approach to democratic governance that reconciles the imperatives of truth-seeking and rights protection
    – Proposal of pragmatic strategies for enhancing democratic accountability, promoting civic engagement, and safeguarding individual rights within the framework of the mature Enlightenment principles, as discussed in the texts
    – Reflection on the broader implications of navigating the intersection of truth and rights in democratic governance, emphasizing the importance of ongoing dialogue, experimentation, and institutional reform
    Conclusion
    – Recapitulation of the main arguments and insights derived from the critical analysis of the two texts
    – Assertion of the significance of navigating the complexities of truth and rights within democratic governance, underscored by the insights gleaned from the texts
    – Call to action for policymakers, scholars, and citizens to engage in proactive measures aimed at strengthening democratic institutions and upholding the core principles of the mature Enlightenment in contemporary society

  • Title: Understanding Qualitative Research Methods 1. What is qualitative research and how is it different from quantitative research? Qualitative research is a type of research method that focuses on understanding and interpreting the meaning and experiences of individuals or groups. It involves

    For this Assessment, you will answer a series of short-answer questions demonstrate your understanding of qualitative research methods.
    Submission Length: Two (2) items with responses ranging 2–3 paragraphs in length.
    Professional Skills: Written Communication is assessed in this Competency.
    Instructions
    Download the RT004 Written Response Template and answer each question in 2–3 paragraphs.

  • “Comparing and Contrasting Christian Ethical Theory with Competing Metaethical Theories” “Applying Virtue Ethics to the Ethical Complexities of Stem Cell Research” Title: “Virtue Ethics: Navigating Moral Dilemmas with Practical Wisdom and a Balanced Understanding of Virtues”

    I am attaching the instructions below. I will also include the information I submitted in the two discussion posts listed in the instructions as well. I will also list the books that can be used as sources. This paper is worth 250 points that’s why I really need help. Thank you so much. 
    Discussion Thread: Compare and Contrast Metaethical Theories 
    Heres the question: Now that you have learned about competing ethical theories, write a thread that compares and contrasts a Christian ethical theory with a competing ethical theory. Since we have already looked at ethical relativism in Discussion: Relativism vs Absolutism, you may choose from any metaethical theory covered in Moral Choices or Talking About Ethics except ethical relativism. That means you can choose from Virtue Ethics, Natural Law, Ethical Egoism, Utilitarianism, and Duty Ethics in contrast to a Christian ethical theory.
    Here’s my response: 
    How does each system define “the good?” How does each claim to know “the good?”
    What, if anything, do these systems have in common? What, if anything, are their key differences?
    Which theory do you think is the stronger ethical theory? Defend your answer. This final question should take up the majority of your thread.
    Virtue Ethics: In virtue ethics, “the good” is defined by cultivating virtuous character traits such as courage, honesty, and compassion. The focus is on developing moral excellence rather than following rules or achieving particular outcomes. Virtue ethics claims to know “the good” through practical wisdom (phronesis) gained through experience, reflection, and education.
    Natural Law: Natural law theory holds that “the good” is determined by adhering to the inherent order and purpose built into the natural world by a divine creator. It claims to know “the good” through human reason, which can discern these inherent moral principles embedded within nature.
    Ethical Egoism: Ethical egoism defines “the good” as whatever maximizes self-interest or personal well-being. It claims to know “the good” through individual desires and preferences, prioritizing one’s own interests over others’.
    Utilitarianism: Utilitarianism defines “the good” as maximizing overall happiness or pleasure and minimizing suffering or pain for the greatest number of people. It claims to know “the good” through calculation or assessment of consequences, aiming for the greatest good for the greatest number.
    Duty Ethics (Deontology): Duty ethics holds that “the good” is determined by following moral duties or obligations, regardless of the consequences or outcomes. It claims to know “the good” through adherence to moral rules or principles derived from reason or divine commands.
    In contrast, Christian ethical theory typically defines “the good” as aligning with God’s will, which is understood through Scripture, tradition, reason, and the guidance of the Holy Spirit. It emphasizes love for God and love for neighbor as the foundational principles of morality.
    Commonalities among these ethical systems include a concern for morality and the pursuit of what is considered good or right. They also often appeal to reason as a means of discerning moral truths. However, their key differences lie in their foundations, methods of determining “the good,” and what they prioritize (e.g., character, consequences, duties).
    As for which theory is stronger, it ultimately depends on one’s philosophical and theological commitments. Some might argue for the strength of virtue ethics due to its focus on character development and flourishing. Others might favor duty ethics for its emphasis on moral obligations derived from reason or divine commands. Still, others might find utilitarianism compelling due to its emphasis on maximizing overall well-being. Ultimately, the strength of an ethical theory is often evaluated based on its coherence, explanatory power, and ability to provide practical guidance in various moral dilemmas.
    Discussion Thread: Ethical Application
    Here’s the question for this discussion: First, choose an issue in applied ethics that greatly interests you. You may choose any of the following topics covered in the assigned readings from our textbooks:
    For example: Abortion; Biomedical Issues (IVF, Stem Cell Research, etc.); Capital Punishment; Church-State Relations; Economics; Environment; Euthanasia; Just War; LGBTQ Issues; Marriage & Family; Healthcare; Political Engagement; Poverty; Racism and Race Issues; Sexual Ethics, etc.
    Second, based on the ethical theory you defended in Discussion: Compare and Contrast Metaethical Theories, formulate an ethical application on this specific issue in a thread. You are expected to use both textbooks as well as outside academic sources to support your analysis and argument. As you write your thread, consider the following flow for your essay:
    Step 1: Briefly summarize what theory you defended in Discussion: Compare and Contrast Metaethical Theories and what applied issue you are addressing in this discussion. If you have changed your mind on which theory from Discussion: Compare and Contrast Metaethical Theories you think is stronger, you may write an application for the theory you NOW think is the stronger theory. For example, if you defended Egoism and now think a Christian ethical theory is stronger, you may apply a Christian ethical theory.
    Step 2: Articulate a detailed application based on your theory. This should be the bulk of your thread.
    Step 3: Briefly describe a strong counterargument to your application and respond to it. For now, keep it brief (no more than one paragraph). In the Capstone Essay Assignment, you will have more room to elaborate.
    Here’s my response: 
    Step 1: In the discussion comparing and contrasting metaethical theories, I advocated for Virtue Ethics as the stronger theory. Now, I will apply Virtue Ethics to the issue of stem cell research.
    Step 2: Virtue Ethics, rooted in the works of Aristotle, centers on the cultivation of virtuous character traits to guide ethical decision-making. When applied to the contentious issue of stem cell research, Virtue Ethics emphasizes the importance of virtues such as compassion, empathy, and prudence in navigating the ethical complexities involved.
    For instance, researchers engaged in stem cell research are called upon to consider the potential benefits of their work for alleviating human suffering, promoting health, and advancing scientific knowledge. At the same time, they must also weigh the ethical implications of their actions, including respect for the dignity and rights of human embryos, from which stem cells are often derived. In this context, Virtue Ethics encourages researchers to cultivate virtues such as empathy, by considering the perspectives and potential suffering of all parties involved, and prudence, by carefully evaluating the ethical implications of their research methods and outcomes.
    Similarly, policymakers tasked with regulating stem cell research must exercise virtues such as justice, ensuring equitable access to the benefits of research while safeguarding the rights and interests of all stakeholders. By fostering a virtuous character and habitually acting in accordance with virtuous principles, individuals involved in stem cell research can contribute to the promotion of human flourishing while respecting ethical boundaries and principles.
    Step 3: A potential counterargument to this application of Virtue Ethics in stem cell research may revolve around the conflict between virtues such as compassion for patients suffering from debilitating diseases and reverence for the sanctity of human life, particularly at its earliest stages. Critics may contend that the destruction of human embryos for the purpose of stem cell research violates the principle of respect for life and undermines the ethical foundation of Virtue Ethics. However, a Virtue Ethicist would respond by emphasizing the importance of considering the broader context and consequences of ethical decisions, as well as the development of a well-balanced and nuanced understanding of virtues. While acknowledging the inherent tensions in such dilemmas, Virtue Ethics encourages individuals to exercise practical wisdom in discerning the most virtuous course of action that promotes the greatest good while respecting the dignity and rights of all individuals involved.
    Books you can use as a reference is: “Moral Choices” by Scott Rae, “Talking About Ethics: A Conversational Approach to Moral Dilemmas” by Michael S. Jones, Mark J. Farnham, David L. Saxon and “An Introduction to Biblical Ethics: Walking in the Way of Wisdom” by Robertson McQuilkin and Paul Copan. 
    https://ebookcentral.proquest.com/lib/liberty/detail.action?docID=3316885
    https://libertyonline.vitalsource.com/reader/books/9780825477362/epubcfi/6/2[%3Bvnd.vst.idref%3Dcover]!/4/2/2%4050:36
    https://libertyonline.vitalsource.com/reader/books/9780310536437/epubcfi/6/20[%3Bvnd.vst.idref%3Did0003]!/4
    If the links don’t work please find it online. Thank you. 

  • “Assessing the Carbon Storage Potential of Urban Forests: A Report on Our Class’s Findings”

    LAB PART II
    With a group (2-4 people), you will need to write a 500 to 750-word report
    on this project by next week. Prepare the outline in lab so that you have the chance to ask me questions (20 points).
    a. Title (2 points): Your title should be descriptive yet no longer than 10 words. “Carbon Reservoir Report”
    is not a descriptive title and will not receive credit.
    b. Introduction (4 points): 1-2 paragraphs explaining the concept of urban forest. Mention its importance in
    the context of conservation biology, environmental services and climate change mitigation tool (please
    use reliable sources for your research – no Wikipedia or blogs). Tertiary sources and government reports
    are allowed.
    c. Methodology (4 points): 1-2 paragraphs explaining the measurements made and the material used. Refer
    to your classmates as “researchers” rather than “students”. You will be writing about the entire class data
    – not just your own. Remember that everyone is a collaborator; rather than saying something like “our
    group was assigned to measure trees on Pearl St.”, explain that “our team of researchers measured street
    6
    trees in the vicinity of Santa Monica College”. This section should be detailed enough to allow a reader to
    replicate your work. Leave out irrelevant details such as “we walked to our assigned street” or “the
    measuring tape had inches on one side and centimeters on the other”. Please include information about
    the equipment used during field work, the city’s tree map and the equations used.
    d. Results (4 points): 1-2 paragraphs going over the data collected by the class. This includes, but is not
    limited to,
    i. The total number of trees measured,
    ii. Number of softwoods and hardwoods found,
    iii. Average tree mass in kg,
    iv. Average C mass per tree,
    v. Average CO2 equivalent per tree,
    vi. Estimated annual C uptake, considering 1973 as the planting year.
    e. Discussion/Conclusion (4 points): 1-2 paragraphs. Start off by reminding the reader about the importance
    of urban forests.
    i. Refer to your carbon footprint calculation (Week 13 written discussion). Mention here the carbon
    footprint for each group member (annual metric ton of CO2). Compare that number with the
    estimated annual C uptake of the trees you measured and see how many trees are required to
    neutralize each member’s carbon footprint.
    ii. Mention possible issues we may have had with the collection and processing of data and what we
    can do to improve our research (see spreadsheet notes for examples).
    iii. Make suggestions for future research.
    iv. Take home message: 1-2 sentences summarizing the report.
    f. References (2 points): Cite any reference you used for this report. Disclaimer: Reports written with the assistance of artificial intelligence may be disqualified.

  • “The Social Dilemma: A Critical Analysis of Social Media’s Impact on Mental Health and Society”

    Please keep this an A grade Highschool level Paper, no complex wording or overly big words please
    Prompt: For this project, you will pick a documentary film that evaluates a social issue. You will study the documentary and how it frames and explains the issue and what position on the social issue the documentary proposes for the viewer. You will then research the social issue and look for supporting, complicating or opposing evidence. Your paper’s thesis will evaluate, based on your research and study of    the data you find, the quality and validity of the arguments presented in the         movie. You may not choose one of the documentaries we have studied in class.   You must use at least 8 outside scholarly sources. 8 outside
    MLA format requirement: Make sure that you cite your sources, using MLA-style citations, and that
    include a works-cited page
    9 Pages, MLA Format, MLA in text citations Double space 12 point times new roman,
    The Documentary the Paper is on is, “The Social Dilemma”. Main Questions to Focus on and Answer
    1. How does social media correlate to increases in anxiety and
    depression?  
    2.Do big social media companies sell your information in order to
    develop more personalized advertisement? 
    3. Is social media actually an “addiction”?
    4.what sorts of emotional persuasion are used (what you agree with the documentarian’s position or not), analyze how the issue is framed and presented to the viewer.
    5.  describe how The use of pathos in the film is presented by the actors not the interviewees. There is a     story about a family displayed in the film which humanizes the arguments that the interviewees are saying. The interviews provide ethos while the direction of the story “scenes” are the pathos.
    SOURCES I HAVE FOUND
    The Social Dilemma documentary its self
    Levy, Sharon. “A Conversation about Reducing the Harms of Social Media.” Harvard Health, Harvard Health Publishing, 5 Nov. 2021, www.health.harvard.edu/blog/a-conversation-about-reducing-the-harms-of-social-media-202111052632. Accessed 21 Apr. 2024.
    Karim, Fazida, et al. “Social Media Use and Its Connection to Mental Health: A Systematic Review.” Cureus, U.S. National Library of Medicine, 15 June 2020, www.ncbi.nlm.nih.gov/pmc/articles/PMC7364393/. Accessed 21 Apr. 2024.
    Drushel, Bruce E., and Kathleen M. German. The Ethics of Emerging Media: Information, Social Norms, and New Media Technology. Continuum, 2011.
    Brandon, John. “There Are Two Sides to the Debate about ‘the Social Dilemma’ on Netflix. Where Do You Land?” Forbes, Forbes Magazine, 29 Sept. 2020, www.forbes.com/sites/johnbbrandon/2020/09/29/there-are-two-sides-to-the-debate-about-the-social-dilemma-on-netflix-where-do-you-land/?sh=3e0ae29a659e. Accessed 21 Apr. 2024.
    Belinda Barnet Senior Lecturer in Media and Communications, and Diana Bossio, Lecturer. “Netflix’s The Social Dilemma Highlights the Problem with Social Media, but What’s the Solution?” The Conversation, 6 Feb. 2024, theconversation.com/netflixs-the-social-dilemma-highlights-the-problem-with-social-media-but-whats-the-solution-147351. Accessed 06 May 2024.
    Danielle Kuzel, Florida State University. “5 Takeaways From Netflix’s ‘The Social Dilemma.’” Study Breaks, 11 Oct. 2020, studybreaks.com/tvfilm/the-social-dilemma/. Accessed 06 May 2024.
    Harvey, Dennis. “‘The Social Dilemma’: Film Review.” Variety, 27 Aug. 2020, variety.com/2020/film/reviews/the-social-dilemma-review-1203487761/. Accessed 06 May 2024.
    www.digitalspy.com/tv/ustv/a33978478/social-dilemma-netflix/. Accessed 06 May 2024.

  • “Exploring Gender, Obligation, and Values in the Zombie Tradition: An Analysis of Texts and Creation of a New Survival Guide”

    There are 5 different prompts to choose from ever you feel most comfortable doing that’s the one that I will go with. Sources do have to be cited but there is not a set amount. 
    1. Compare female figures or feminized figures (or, arguably, figures that occupy marginal “feminized” positions, such as Victor’s monster) in some of the zombie texts we have covered—Frankenstein, Tell My Horse, White Zombie, I Am Legend, 28 Days Later, Night of the Living Dead, Dawn of the Dead, The Road, The Walking Dead, Get Out, The Last of Us. Do female figures in zombie texts—including female zombies–demand certain kinds of accountability from male figures in zombie texts? Do they signal kinds of exploitation or potential exploitation? Do they demand justice, or signal other kinds of values? Pick three or four examples to discuss (or more if you like). Feel free to bring in video games as well with a lot of narrative content, such as The Last of Us and/or The Last of Us 2 (or the HBO show based on these).Discuss at least one written text.
    2.What are the limits of human obligation to “Others” in the texts we have read? “Others” can be other humans, the poor, victims of violence, voodoo zombies, vampires (I Am Legend), the living dead, disabled people, queer and trans people, women, Cordyceps runners, clickers, or bloaters (The Last of Us), etc. Are zombies in these texts still part of the human family?  What do we owe the living, or the dead? Pick three or four texts (or more) and talk about this issue. You might consider The Magic Island, or I Am Legend, or Dawn of the Dead, or I Am Legend (the book), or Night of the Living Dead, Dawn of the Dead, The Last of Us, or the TV series The Walking Dead,The Road, or Get Out!. Remember to also talk about at least three other texts from class. Discuss at least one written text.
    3. Does The Walking Dead TV show or The Last of Us (TV show or game) feel like a part of the zombie tradition? Does Get Out!? How do any of them resemble I Am Legend, Night of the Living Dead, Dawn of the Dead, 28 Days Later,World War Z, or The Road? What values are earlier zombie texts concerned with? What do those later TV and/or game texts have in common with the earlier tradition, if anything?  
    4. Thinking about Stuart Hall, what values or cultural fears would you say are being fought out in your favorite zombie texts? You should use at least three or four (or more) texts we have talked about in class, such as The Magic Island, Tell My Horse, White Zombie, I Am Legend, 28 Days Later, Night of the Living Dead, Dawn of the Dead, The Walking Dead, Get Out!, The Road–but you can also bring in others, including video games with some narrative content such as The Last of Us and The Last of Us 2, or the spinoff HBO show. Don’t forget to consider representations of disability and intersectionality in your discussions!
    5. Write a new and updated Zombie Survival Guide, with an eye to helping a wider group of people to survive than the typical guy Max Brooks imagines in his 2003 guide. You can focus on one group in particular left out of Brooks’s imagined community–parents and caretakers of small children or elderly relatives, pet owners, people living in areas without ready access to transportation or supplies, people with disabilities, women and/or people of color and/or LGBTQ folks who may feel especially vulnerable in a dystopian environment–or aim your guide towards several groups at once. Your guide can include illustrations, but should be long enough to feel like the beginning of its own book, or a real insert that could be added to the original in the event of an apocalypse. (5+ pages)

  • Title: “Passion for Medicine: A Journey of Reflection and Growth” Introduction: As I stood in the operating room, observing the intricate movements of the surgeons and the beeping machines surrounding the patient, I knew that this was where I belonged

    My paper is very above the 5300 character deadline. Please help me write an eye-catching introduction, make the essay more specific to my passion for medicine, more reflection for the stories (main takeaways) and cut it down to the required word count. I included the essay itself and the feedback I received from others but am not sure how to incorporate that feedback onto the essay. Thank you so much!!!