In-what-ways-are-we-products-of-our-national-culture-environmental-science-homework-help

I need someone who can login with my StarID in D2L and help me with the discussion. Here is what the instructor is asking to do for the discussion.

In what ways are we products of our national culture? What specific devices (ideas, objects, practices, feelings) facilitate this? When does good ole fashioned nationalism or patriotism become xenophobia?

Make at least three postings on this topic to the entire group. The first should be a statement of your thoughts on the above posited topic/questions. The second and third should be in the form of reflections on or replies to someone’s else’s posting. You may engage in in-depth debate, i.e. you could all theoretically continue the conversation responding to one person’s initial posting.

What does it mean to say that human beings are susceptible to principles of reason? – Savvy Essay Writers | savvyessaywriters.net

Name your file: Paper Two Last Name, i.e. Paper Two Jones
Put your name on the actual document you are submitting.
Write out and answer the question. Check all spelling and grammar in MLA format.
Cite all sources, direct quotes or indirect ideas using elliptic giving author AND page numbers, i.e. (Soccio 26). Failure here could result in a 0%!
Include a Works Cited page at the end.
Make sure you submit the work in Turn It Inin a single Word document in doc. or docx. or richtext format.
Your essay is to be between 1000-1600 words. Extensive quotes (more than 20%) do not count toward this. If you cannot answer a question in these parameters, use another question. Minimum word count DOES NOT insure an excellent grade. Questions and Works Cited do not count towards the word count. You may not use Wikipedia as a source, nor recycle a previous paper from another class.

Chapter 8

Compare and contrast the classical worldview with the medieval. Be specific.
What does it mean to say that human beings are susceptible to principles of reason? Give examples of principles of reason. What is their connection to the origins of scholastic philosophy?
Explain what Augustine was getting at when he said “I was so blind to the truth that among my companions I was ashamed to be less dissolute than they were.” As part of your explanation, assess the role of struggle in Augustine’s life. What was struggling with what?
State the problem of evil, and explain how the traditional Judeo-Christian concept of God generates the problem of evil. How does Thomas solve the problem of evil? What do you think of his solution? Explain.
Can God make a rock so large He cannot lift it? Why is the question significant? Explain.
Is there any other explanation for motion besides an “unmoved mover”? If so, what is it? If not, is Thomas’s conclusion sound? Convincing? (page 231)
Discuss the cosmological argument. Is Thomas’s reasoning sound or not? Are you comfortable with the possibility that there is no “first cause”? If there isn’t, can we explain the existence of the universe at all? Discuss. (page 232)
Scholastic arguments often hinged on whether or not something was conceivable (clearly imaginable). One cardinal principle held that no one could even conceive of absolute nothingness. Do you agree? Explain. Whether or not you agree, do you find the argument from necessity convincing? Discuss. (page 234)
Do you have any sense of grades of being? Is there anything in your own experience that supports Thomas’s argument? Discuss the argument from gradation. (page 235)
Is order the same thing as design? Does the universe seem to be ordered and “intelligently” designed? Discuss. (For more on this intriguing topic, see Chapter 10) (page 236)
In 1999, the Kansas Board of Education attracted national attention when it ruled against mandating the teaching of evolution in science classes. This sparked an ongoing national debate concerning, among other things, the adequacy of explanations of the origins of life. Do you think distinguishing between explanations inside a system and explanations that account for the system as a whole could help avoid controversies regarding science versus religion in our schools? Why? (page 238)

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