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Can you help me understand this Philosophy question?

choose one of the questions below, you can use lecture I provided before and other resources.

Questions:

(1) What is the ‘Mary’ problem against physicalism, and how effective is it?

(2) What are philosophical zombies, and what problem are they meant to pose for physicalism? How plausible is the zombie argument?

(3) What is the argument from illusion, and how is it used to motivate indirect realism over direct realism? Is it effective?

(4) What is the problem of fiction, and how do you think one should respond to it?

(5) Can the B–series capture everything there is about the nature of time? If not, what does it leave out?

(6) What are abstract objects? Are there any?

(7) What is the most persuasive mereological account of the relationship between parts and wholes? Defend your answer.

(8) What is an indispensability argument? What problems do such arguments face?

(9) How should we demarcate genuine science from pseudo–science?

(10) Critically evaluate the merits of scientific realism by focusing on what you take to be either the strongest argument in its defense or the strongest argument against it.

(11) Why is there something rather than nothing?

(12) What is the problem of evil, and how compelling is it as an argument for God’s non–existence?

(13) Is it ever rational to have faith in God?

(14) Does immortality have any essential role to play in an account of the meaning of life?

(15) Is death necessary for one’s life to be meaningful?

(16) If all that exists is the natural world, then can life ever be meaningful?3.3 Case Study
I need an explanation for this Management question to help me study.

Oral and Written Assignment

As part of a team panel, you will be responsible for completing Case Study 3.3 “starting at the finish line” Ethical Leadership Case Study and submit your findings in BB. You will be required to filter, apply, and distill the concepts presented in the course. Detail consideration should be giving to the developing or analysis of a person, group or situation to illustrate a thesis, principle or concept followed by a Q/A session to the class. 3-4 Pages of written report (Cover page and reference page not included in the count), double spaced 12-font paper.

Case Study 3.3: Starting at the Finish Line

Al Buehler is one of the most influential coaches in the history of U.S. track and field. Buehler coached and taught at Duke University for sixty years, retiring in 2015 at age eighty-four. Over that time, he trained 12 National Collegiate Athletic Association (NCAA) champions, 10 All-Americans, and five Olympians. He served on the U.S. Olympic coaching staff in 1968, 1972, 1984, and 1988 and organized a number of national and international meets, including the first to invite African runners to the United States and a competition with the Soviets at the height of the Cold War. Buehler is a member of the U.S. Track Coaches Association Hall of Fame and recipient of the U. S. Sports Academy’s Jackie Robinson Humanitarian Award.

Buehler’s character is even more impressive than his accomplishments as a track coach. Known for living out his principles, Buehler invited the team from North Carolina Central University (NCCU), an all-black liberal arts college, to train at Duke in the 1950s. This was several years before the first African American undergraduates enrolled at Duke and segregation laws were still on the books. He and NCCU coach Dr. LeRoy Walker focused on different events with their combined teams. Buehler refused to participate in any meet that would not accept Walker. When Carlos Rogers and Tommie Smith were booed for protesting racial injustice on the winners stand at the 1968 Mexico City Olympics, Buehler supported the duo, telling them that they had made a genuine statement. He volunteered to drive them to the airport after they had been kicked off the Olympic team. Buehler trained female runner Ellison Goodall Bishop before Duke had a women’s team, and she went on to become an All-American. Later, he gave up his men’s track scholarships to help implement Title IX, the act aimed at bringing equality to women’s sports on college campuses. Every Sunday morning for thirty-five years, Buehler (described by his family as tone deaf) climbed a rickety ladder to play the bells at the church on Duke’s campus.

Buehler describes himself as a teacher who happened to specialize in track and field. With that in mind, he focused on the total student, not just on the individual’s athletic abilities.

Basically I am concerned with the overall development of my athletes and students. How high they jump or how fast they run is not nearly as important as what kind of person they turn out to be. I want them to be good husbands, fathers, wives, mothers, sons, daughters, and first-rate citizens.

Buehler used the race metaphor to help prepare his students for life. He asked them to remind themselves why they were doing what they are doing, to remember that they could survive challenges because they have done so before, and to stick to their race plan regardless of what happened. However, Buehler believes that finish lines aren’t just endings but also beginnings:

In my view of life, the finish line is a starting point . . . for dreams, for opening long-closed doors, for challenges, for change. Starting at the finish line also means carrying your principles and values forward beyond the finish line of any race or goal and into how you live your life.

Buehler made a lasting impression on colleagues, athletes, and students. Duke basketball coach Mike Krzyzewski calls him “the best example of a teacher-coach in intercollegiate sports.” Carl Lewis, Dave Wottle, Joan Benoit Samuelson, and other Olympic champions describe him as a mentor. When Buehler had a brain tumor removed, he received a constant stream of calls and notes from his former students. Seven-time National Basketball Association (NBA) all-star Grant Hill, who received encouragement from Buehler as a freshman, served as executive producer for a documentary on Buehler’s life; and another former student, Amy Unell, served as director. After the documentary aired for the first time, Buehler and Dr. LeRoy Walker received a standing ovation from hundreds of friends, students, and alumni.

Though retired, Buehler’s words of wisdom (which he shared with his teams every day) live on:

0 If you don’t follow your principles, then that’s being a phony.

0 Take good care of those you love.

0 By being true to yourself, you can generate a genuine enthusiasm that will motivate you and inspire those around you.

0 Turn your attention on those positive things that enable you to be the best you can be.

0 Take responsibility. Only you can determine the course of your life.

0 Take action, even when all the odds seem to be against you.

Discussion Probes

1. What virtues does Al Buehler demonstrate? What virtues does he hope to develop in others?

2. What does it mean to you to “start at the finish line?”

3. How does starting at the finish line compare to Covey’s second habit: Begin with the end in mind?

4. How does Buehler serve as a moral exemplar?

5. What can we learn from Buehler’s example and advice?Complete a poster for Andrew Johnson: assignment help online
Can you help me understand this History question?

For this assignment you will pick one person we have learned about in this course, and do some extra research. This can include authors who wrote our primary/secondary sources, or someone we met through readings/lectures.

Be creative! I’ve had students submit their poster by making their own take on an obituary, online dating profile, mock newspapers, prezi’s, interactive timelines, and slide shows.

Your poster must include:

1. Images- Poster should include images of the person (if available), of where the person was from, or images that detail information about the person’s life in other ways: uprisings they were involved in, their profession, their publications, their family, or images that demonstrate their connection to social movements etc.

2. Poster needs to explain: when they were born/died, who they were, where they were from, and other important details of their life.

3. Poster needs to situate this person within their historical context. Historically situating your person includes bringing in at least 2 assigned primary and/or secondary source readings from the term to incorporate them into your poster- you can use lecture material and assigned readings to contextualize your person by making statements about how your person is similar to/different from what we learn in the readings; how your person is representative of those who participated in a specific social movement etc.

4. Poster needs to make an argument about the historical significance of this person and why you think we need to remember them. (This should be your own unique and analytical argument).

5. Finally, this poster must reflect on the importance of studying 19th century American History using your subject as an entry point to discuss this material. (This is also your own unique argument).

You are encouraged to do additional internet research from academic sources (online archives, libraries, scholarly database and website projects etc). You must use citations within the text of the poster. Citations in text can be done using parenthetical citations, footnotes, or endnotes. Be sure to include a small works cited section somewhere on the poster that includes all source material with full Chicago-style citations.

File upload must be in a Word, PDF, or PowerPoint form for Canvas, however, if you prefer to do this as a blog or prezi you may supply the link to your online poster in a Word file so it is accessible from Canvas.

Keep in mind…
You need to incorporate lecture and assigned course reading to contextualize your historical figure to complete this assignment. You must use citations within the poster and create a space somewhere in your project for a works cited section. Your poster project needs to demonstrate an understanding of course material and show that time was spent thoughtfully researching.

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