An examination of the major ethical theories on what is morally right and wrong, and the meaning of moral concepts (e.g., the concepts of moral obligation, right, duty). Focus is upon ethical problems such as capital punishment, aid to the needy, treatment of animals and plants, etc.

Philosophy is part of a rational attempt to understand the world. In this class, you will be attacking some of the major questions throughout the past 2,500 years of Western philosophy in order to understand both the history of Western thought— important in its own right—as well as how to think honestly about things, how to be rational agents, and how to consider evidence and reject bad arguments. Those fundamental questions are, "What do we know?", "What is reality like?", and "What makes our actions good or bad?"

In addition, this course is designed to introduce some of issues relating to the philosophical areas of metaphysics (theories of reality), epistemology (theories of knowledge), and ethics (theories of value). We will read several historical and contemporary philosophical writings and will try to answer the following questions: Does God exist? What is the nature of human existence? Do we have free will? Is it possible for computers to think? What is the relation between the mind and the body? What are the criteria of knowledge? What is the basis of moral judgments?

Through critically analyzing various arguments regarding those topics, this course will help you improve your ability to read, write and think critically. You will be able to examine the given arguments’ strengths and weaknesses by identifying and evaluating the main argument, constructing objections, and finding possible responses to those objections; you will be highly encouraged and advised to develop your philosophical ideas.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:

Discuss how research involving human subjects is regulated
Summarize the processes of informed consent and debriefing
Explain how research involving animal subjects is regulated

Introducing public health ethics poses two special challenges. First, it is a relatively new field that combines public health and practical ethics. Its unfamiliarity requires considerable explanation, yet its scope and emergent qualities make delineation difficult. Moreover, while the early development of public health ethics occurred in a western context, its reach, like public health itself, has become global. A second challenge, then, is to articulate an approach specific enough to provide clear guidance yet sufficiently flexible and encompassing to adapt to global contexts. Broadly speaking, public health ethics helps guide practical decisions affecting population or community health based on scientific evidence and in accordance with accepted values and standards of right and wrong. In these ways, public health ethics builds on its parent disciplines of public health and ethics. This dual inheritance plays out in the definition the U.S. Centers for Disease Control and Prevention (CDC) offers of public health ethics: “A systematic process to clarify, prioritize, and justify possible courses of public health action based on ethical principles, values and beliefs of stakeholders, and scientific and other information” (CDC 2011). Public health ethics shares with other fields of practical and professional ethics both the general theories of ethics and a common store of ethical principles, values, and beliefs. It differs from these other fields largely in the nature of challenges that public health officials typically encounter and in the ethical frameworks it employs to address these challenges. Frameworks provide methodical approaches or procedures that tailor general ethical theories, principles, values, and beliefs to the specific ethical challenges that arise in a particular field. Although no framework is definitive, many are useful, and some are especially effective in particular contexts. This chapter will conclude by setting forth a straightforward, stepwise ethics framework that provides a tool for analyzing the cases in this volume and, more importantly, one that public health practitioners have found useful in a range of contexts. For a public health practitioner, knowing how to employ an ethics framework to address a range of ethical challenges in public health—a know-how that depends on practice—is the ultimate take-home message.

This course explores the fundamental principles of speaking in public situations and the preparation and delivery of informative and persuasive presentations. Subjects include: ethics in public speaking; audience analysis; selecting and researching speech topics; citing sources; constructing well-reasoned arguments; extemporaneous delivery; and peer evaluation. Students are expected to develop outlines and speaking notes, use visual aids, and improve on verbal and nonverbal delivery skills

Public Speaking: The Virtual Text is a free online public speaking textbook. Chapters appear in PDF format and may be printed in black and white or in color.

To provide instruction and dialog on practical ethical issues relating to the responsible conduct of human and animal research in the brain and cognitive sciences. Specific emphasis will be placed on topics relevant to young researchers including data handling, animal and human subjects, misconduct, mentoring, intellectual property, and publication.

This course is an introduction to the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will have the opportunity to be deepened by practice, including your analytical and critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and as a rhetorical critic (one who studies the art of rhetoric). Both write to persuade; both ask and answer important questions. Always one of their goals is to create new knowledge for all of us, so no endeavor in this class is a "mere exercise."

School law and ethics as they affect the policies, organization, and administration of public and private schools

I hope that you will find this course fun, interesting, and useful. No previous knowledge of education law or legal research is assumed. The course focuses on the legal framework of American elementary and secondary school policies at the federal, state, and local levels. By course's end, students will be able to:

meet all relevant national standards, below
articulate the structure of the American legal system as it relates to education law and ethics and to map legal material within that structure;
(3) identify and access law-related material from libraries and on-line;

(4) relate fact situations arising from practice to substantive legal/ethical areas including church/state issues; free expression and due process rights; special education; racial, national origin, and gender discrimination; and the federal Elementary and Secondary Education Act (currently ESSA);

(5) navigate educator/lawyer/policy-making relationships from the perspective of each discipline for mutual benefit; and

(6) apply legal and lobbying strategies to policy development and implementation.

A project of Macaulay Honors College and CUNY Advance, "Science Forward is a new type of undergraduate science seminar, helping students to see science as a lens on the world, a way of approaching questions and challenges. The course focuses on the critical thinking skills in use across the scientific disciplines, which we have summarized as the “science senses.” Starting with critical issues in the contemporary world, from climate change to the social and economic implications of artificial intelligence, the course encourages active learning and inquiry-based instruction."

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

The primary goal of this course is to provide a toolset for characterizing and strategizing how nonmarket forces can shape current and future renewable energy markets. The course approaches the exploration and explanation of key concepts in renewable energy and sustainability nonmarket strategies through evidence-based examples. Main topics for the course include: a sociological approach to markets, renewable energy markets, nonmarket conditions, complex systems analysis, and renewable energy technology and business environments. Because renewable energy costs are higher than fossil fuel cost per unit of energy, the main arguments in support of renewable energy, thus far, are functionally nonmarket in character, i.e., environmental (e.g., climate change), political (e.g., energy independence), and/ or social (e.g., good stewardship).

Survey of the history, industry practices, and controversies involved in the media of mass communication. Mainstream mass media of books, newspapers, magazines, film, radio, recordings, television, and the Internet. Analysis of news, entertainment, advertising, and public relations strategies, as well as media impact, legal issues, and ethics.

Analysis and discussion of ethical issues related to television, Radio and Emerging Media. Case histories and role playing provide value judgments concerning entertainment, information, and advertising functions of mass media.

This course is the same as Philosophy 3319.
This course is the same as Television, Radio and Emerging Media 3223.

" This course is the first subject in the Environmental Policy and Planning sequence. It reviews philosophical debates including growth vs. deep ecology, "command-and-control" vs. market-oriented approaches to regulation, and the importance of expertise vs. indigenous knowledge. Its emphasis is placed on environmental planning techniques and strategies. Related topics include the management of sustainability, the politics of ecosystem management, environmental governance and the changing role of civil society, ecological economics, integrated assessment (combining environmental impact assessment (EIA) and risk assessment), joint fact finding in science-intensive policy disputes, environmental justice in poor communities of color, and environmental dispute resolution."

Aspects of the tragic as a mode of literature and a quality of lived experience pursued in readings that extend from the warfare of the ancient world to the experiences of modern life. Authors include Aeschylus, Sophocles, Euripides, Shakespeare, Balzac, Tolstoy, Ibsen, Conrad, Dinesen, Faulkner, and Camus. Includes viewing of at least two films. "Tragedy" is a name originally applied to a particular kind of dramatic art and subsequently to other literary forms; it has also been applied to particular events, often implying thereby a particular view of life. Throughout the history of Western literature it has sustained this double reference. Uniquely and insistently, the realm of the tragic encompasses both literature and life. Through careful, critical reading of literary texts, this subject will examine three aspects of the tragic experience: The scapegoat; The tragic hero; The ethical crisis. These aspects of the tragic will be pursued in readings that range in the reference of their materials from the warfare of the ancient world to the experience of the modern extermination camps.

This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.