GETTING YOUR CAT TO EAT THE FOOD
One population of H. This involved combining stationary food sources such as fruits, grains, tubers, and mushrooms, insect larvae and aquatic mollusks with wild game , which must be hunted and killed in order to be consumed. For herbivores, conversely, the chewing action involving forward and backward and side-to-side movement of the lower jaw pushes food back and forth into the grinding teeth - with the help from tongue and cheek muscles. Doctrine must incorporate more aspects of innovation, creative and critical thinking and innovative leadership. That's when I surrender.
Can’t see the forest for the microbes
One set of difficulties relates to our ignorance of who they are. For not only do we lack information about the identity of future people, but we have neither knowledge of their conceptions of a good life, nor what technological advances they may have made. For example, why bother preserving rare species of animal or oil reserves if humans in the future receive no satisfaction from the diversity of life and have developed some alternative fuel source? Our ignorance of such matters makes it very difficult to flesh out the content of our obligations.
By way of reply to such problems, some philosophers have argued that while we do not know everything about future people, we can make some reasonable assumptions. For example, Brian Barry has argued that in order to pursue their idea of the good life - whatever that happens to be - future people will have need of some basic resources, such as food, water, minimum health and so on Barry, Barry thus argues that our obligations lie with ensuring that we do not prevent future generations from meeting their basic needs.
This, in turn, forces us to consider and appropriately revise our levels of pollution, resource depletion, climate change and population growth. This unfortunate fact points to a further problem that all future-oriented anthropocentric environmental ethics must face.
Just how are the needs and interests of the current generation to be weighed against the needs and interests of those human beings in the future? Can we justifiably let present people go without for the sake of future humans? Clearly then, the problems posed by just a minimal extension of moral standing are real and difficult. Despite this, however, most environmental philosophers feel that such anthropocentric ethics do not go far enough, and want to extend moral standing beyond humanity.
Only by doing this, such thinkers argue, can we get the beyond narrow and selfish interests of humans, and treat the environment and its inhabitants with the respect they deserve. If only human beings have moral standing, then it follows that if I come across a bear while out camping and shoot it dead on a whim, I do no wrong to that bear.
Of course, an anthropocentric ethic might claim that I do some wrong by shooting the bear dead — perhaps shooting bears is not the action of a virtuous individual, or perhaps I am depleting a source of beauty for most other humans — but because anthropocentrism states that only humans have moral standing, then I can do no wrong to the bear itself.
However, many of us have the intuition that this claim is wrong. Many of us feel that it is possible to do wrong to animals, whether that be by shooting innocent bears or by torturing cats. Of course, a feeling or intuition does not get us very far in proving that animals have moral standing.
For one thing, some people hunters and cat-torturers, for example no doubt have quite different intuitions, leading to quite different conclusions. However, several philosophers have offered sophisticated arguments to support the view that moral standing should be extended to include animals see Animals and Ethics.
Peter Singer and Tom Regan are the most famous proponents of the view that we should extend moral standing to other species of animal. While both develop quite different animal ethics, their reasons for according moral status to animals are fairly similar.
According to Singer, the criterion for moral standing is sentience: So, while Regan and Singer give slightly different criteria for moral standing, both place a premium on a form of consciousness. For Singer, if an entity possesses the relevant type of consciousness, then that entity should be given equal consideration when we formulate our moral obligations.
Note that the point is not that every sentient being should be treated equally, but that it should be considered equally. In other words, the differences between individuals, and thus their different interests, should be taken into account. Singer then feeds his principle of equal consideration into a utilitarian ethical framework, whereby the ultimate moral goal is to bring about the greatest possible satisfaction of interests. This means that such entities have a value of their own, irrespective of their good for other beings or their contribution to some ultimate ethical norm.
In effect then, Regan proposes that there are moral limits to what one can do to a subject-of-a-life. This position stands in contrast to Singer who feeds all interests into the utilitarian calculus and bases our moral obligations on what satisfies the greatest number. For example, imagine that it is proven that a particular set of painful experiments on half a dozen pigs will lead to the discovery of some new medicine that will itself alleviate the pain of a few dozen human beings or other sentient animals.
However, for Regan there are moral limits to what one can do to an entity with inherent value, irrespective of these overall consequences. But what does all this have to do with environmental ethics? However, extending moral standing to animals also leads to the formulation of particular types of environmental obligations.
For example, even if clearing an area of forest were proven to be of benefit to humans both in the short and long-term, that would not be the end of the matter as far as animal ethics are concerned. The welfare of the animals residing within and around the forest must also be considered.
However, many environmental philosophers have been dissatisfied with these kinds of animal-centered environmental ethics. Indeed, some have claimed that animal liberation cannot even be considered a legitimate environmental ethic Callicott, , Sagoff, For these thinkers, all animal-centered ethics suffer from two fundamental and devastating problems: As for the first point, it is pointed out that our concerns for the environment extend beyond merely worrying about individual creatures.
Indeed, the over-abundance of individuals of a particular species of animal can pose a serious threat to the normal functioning of an ecosystem. For example, many of us will be familiar with the problems rabbits have caused to ecosystems in Australia. Thus, for many environmentalists, we have an obligation to kill these damaging animals.
Clearly, this stands opposed to the conclusions of an ethic that gives such weight to the interests and rights of individual animals. The individualistic nature of an animal-centered ethic also means that it faces difficulty in explaining our concern for the plight of endangered species. After all, if individual conscious entities are all that matter morally, then the last surviving panda must be owed just the same as my pet cat.
For many environmental philosophers this is simply wrong, and priority must be given to the endangered species Rolston III, Animal-centered ethics also face attack for some of the implications of their arguments. For example, if we have obligations to alleviate the suffering of animals, as these authors suggest, does that mean we must stop predator animals from killing their prey, or partition off prey animals so that they are protected from such attacks Sagoff, ?
Such conclusions not only seem absurd, but also inimical to the environmentalist goal of preserving natural habitats and processes. Having said all of this, I should not over-emphasize the opposition between animal ethics and environmental ethics.
Just because animal ethicists grant moral standing only to conscious individuals, that does not mean that they hold everything else in contempt Jamieson, Holistic entities may not have independent moral standing, according to these thinkers, but that does not equate to ignoring them.
Moreover, the idea that animal ethics imply large-scale interferences in the environment can be questioned when one considers how much harm this would inflict upon predator and scavenger animals.
Nevertheless, clashes of interest between individual animals and other natural entities are inevitable, and when push comes to shove animal ethicists will invariably grant priority to individual conscious animals.
Many environmental ethicists disagree, and are convinced that the boundaries of our ethical concern need to be pushed back further. As noted above, numerous philosophers have questioned the notion that only conscious beings have moral standing. The thought experiment asks us to consider a situation, such as the aftermath of a nuclear holocaust, where the only surviving human being is faced with the only surviving tree of its species. If the individual chops down the tree, no human would be harmed by its destruction.
For our purposes we should alter the example and say that all animals have also perished in the holocaust. Would this individual be wrong to destroy the tree?
According to a human or animal-centered ethic, it is hard to see why such destruction would be wrong. And yet, many of us have the strong intuition that the individual would act wrongly by chopping down the tree. For some environmental philosophers, this intuition suggests that moral standing should be extended beyond conscious life to include individual living organisms, such as trees.
Of course, and as I have mentioned before, we cannot rely only on intuitions to decide who or what has moral standing. For this reason, a number of philosophers have come up with arguments to justify assigning moral standing to individual living organisms. One of the earliest philosophers to put forward such an argument was Albert Schweitzer. This, after all, would require some kind of conscious experience, which many living things lack. However, perhaps what Schweitzer was getting at was something like Paul W.
For Taylor, this means that living things have a good of their own that they strive towards, even if they lack awareness of this fact.
It is this value that grants individual living organisms moral status, and means that we must take the interests and needs of such entities into account when formulating our moral obligations.
But if we recognize moral standing in every living thing, how are we then to formulate any meaningful moral obligations? For example we need to walk, eat, shelter and clothe ourselves, all of which will usually involve harming living things. Of course, this simply begs the question: Taylor attempts to answer this question by advocating a position of general equality between the interests of living things, together with a series of principles in the event of clashes of interest.
First, the principles state that humans are allowed to act in self-defense to prevent harm being inflicted by other living organisms. Second, the basic interests of nonhuman living entities should take priority over the nonbasic or trivial interests of humans.
Third, when basic interests clash, humans are not required to sacrifice themselves for the sake of others Taylor, , pp. As several philosophers have pointed out, however, this ethic is still incredibly demanding. For some, this makes the ethic unreasonably burdensome. No doubt because of these worries, other philosophers who accord moral standing to all living organisms have taken a rather different stance.
Instead of adopting an egalitarian position on the interests of living things, they propose a hierarchical framework Attfield, and Varner, Such thinkers point out that moral standing is not the same as moral significance. So while we could acknowledge that plants have moral standing, we might nevertheless accord them a much lower significance than human beings, thus making it easier to justify our use and destruction of them. Nevertheless, several philosophers remain uneasy about the construction of such hierarchies and wonder whether it negates the acknowledgement of moral standing in the first place.
After all, if we accept such a hierarchy, just how low is the moral significance of plants? If it is low enough so that I can eat them, weed them and walk on them, what is the point of granting them any moral standing at all? There remain two crucial challenges facing philosophers who attribute moral standing to individual living organisms that have not yet been addressed.
One challenge comes from the anthropocentric thinkers and animal liberationists. For example, while plants may have a biological good, is it really good of their own? Indeed, there seems to be no sense in which something can be said to be good or bad from the point of view of the plant itself. In response to this challenge, environmental ethicists have pointed out that conscious volition of an object or state is not necessary for that object or state to be a good.
For example, consider a cat that needs worming. It is very unlikely that the cat has any understanding of what worming is, or that he needs worming in order to remain healthy and fit.
Similarly, plants and tress may not consciously desire sunlight, water or nutrition, but each, according to some ethicists, can be said to be good for them in that they contribute to their biological flourishing. The second challenge comes from philosophers who question the individualistic nature of these particular ethics. As mentioned above, these critics do not believe that an environmental ethic should place such a high premium on individuals.
For many, this individualistic stance negates important ecological commitments to the interdependence of living things, and the harmony to be found in natural processes. Moreover, it is alleged that these individualistic ethics suffer from the same faults as anthropocentric and animal-centered ethics: Once again, however, a word of caution is warranted here.
Often the equilibrium of these entities is taken extremely seriously See Taylor, , p. However, it must be remembered that such concern is extended only insofar as such equilibrium is necessary in order for individual living organisms to flourish; the wholes themselves have no independent moral standing. For Leopold, land is not merely soil.
Instead, land is a fountain of energy, flowing through a circuit of soils, plants and animals. While food chains conduct the energy upwards from the soil, death and decay returns the energy back to the soil. Thus, the flow of energy relies on a complex structure of relations between living things. For one thing, it seems that Leopold jumps too quickly from a descriptive account of how the land is , to a prescriptive account of what we ought to do.
What precisely is it about the biotic community that makes it deserving of moral standing? Unfortunately, Leopold seems to offer no answers to these important questions, and thus no reason to build our environmental obligations around his land ethic.
Baird Callicott has argued that such criticisms of Leopold are unfair and misplaced. According to Callicott, Leopold lies outside of mainstream moral theory. Thus, the question is not, what quality does the land possess that makes it worthy of moral standing? But rather, how do we feel about the land Callicott, ?
In this light, the land ethic can be seen as an injunction to broaden our moral sentiments beyond self-interest, and beyond humanity to include the whole biotic community. Of course, some have questioned whether sentiment and feelings are suitable foundations for an environmental ethic. After all, there seem to be plenty of people out there who have no affection for the biotic community whatsoever. In the search for more concrete foundations, Lawrence E.
Johnson has built an alternative case for according moral standing to holistic entities Johnson, Johnson claims that once we recognize that interests are not always tied to conscious experience, the door is opened to the possibility of nonconscious entities having interests and thus moral standing.
So, just as breathing oxygen is in the interests of a child, even though the child has neither a conscious desire for oxygen, nor any understanding of what oxygen is, so do species have an interest in fulfilling their nature. Without fail, I always get a look of bewilderment and skepticism, peppered with a touch of mild amusement.
Six weeks is much less than the standard pre-contest recommendations of weeks that you read about on the web or in muscle magazines catalogs. Bulking-up will not improve your physique; it will make you bulky.
So what do I consider ideal body fat standards for athletes? Which brings me back to six weeks: Mauro DePasquale, the five targets for fat loss are as follows DePasquale, If you hit all the targets, accelerated fat-loss will occur; if you miss a target your progress will hit a wall. Students study the Biblical and Talmudic attitude towards children and child-rearing as well as some sources from Medieval times and how contemporary traditional authorities approach the subject within the contemporary milieu.
Special attention is focused on understanding how children played a specific and unique role in various times of persecution as well as the influence of youth movements in more recent times with relation to the general Jewish society.
Students will also discuss contemporary challenges, particularly the problem of at-risk youth in the traditional community. This self-study course is designed to introduce students to research methods in psychology. Students learn the goals and processes of research and descriptive and correlational approaches to research. After learning about the basic principles of experimentation and the concepts of reliability and validity, students plan and conduct simple and complex experiments using between- and within-group designs, small-n designs, and quasi-experimental designs.
The unit objectives in this course are aligned with the American Psychological Association's Guidelines for the Undergraduate Major version 2. This proficiency examination assesses students' knowledge of the Ba'al Teshuva movement which began in the second half of the Twentieth century as Jews returned to Orthodoxy and includes the perceived socio-historic challenges which the movement overcame, as well as those socio-historic factors which supported its development.
At the completion of the course, students will be able to relate the entry points to the movement, such as synagogues and Ba'al Teshuva institutions of study, discuss the challenges of recruitment, describe how the Ba'al Teshuva tends to adapt to Orthodox culture and focus on which aspects pose special challenges, describe the cultural stigmas that the Ba'al Teshuva carries in the Orthodox community and how such stigma can be dealt with and explore the impact that the Ba'al Teshuva movement has had on the general Orthodox community.
The proficiency examination also evaluates students' knowledge of the history, meaning, and social nuances of the Ba'al Teshuva movement, as well as the sociological terminologies associated with explaining it.
This self-study course covers a variety of scientific disciplines that relate to the composition of Earth and its dynamic nature and position in space. Introduction to Chemistry covers a variety of subjects that relate to the study of matter.
The course deals with the impact of chemistry on daily lives. It focuses on the relationship of matter and energy and the structure of subatomic particles, atoms and molecules, which are the building blocks of matter. The course also focuses on compounds, bonds and chemical reactions and the characteristics of various types of molecules, such as acids, bases and organic compounds.
Because it is anticipated that most Coopersmith students taking this course are doing so as part of preparation for a career in a healthcare-related field, the course has been designed to focus on knowledge and skills necessary for those entering health-related careers.
The course uses a self-study format and asks students to prepare for the proficiency exam by completing a course of study that includes reading assignments and video assignments as presented in the course syllabus. This self-study course explores the study of the life processes of all organisms and the life processes of human beings.
It begins with some necessary background information about molecular and cellular structure and then moves into life processes, including nutrition, respiration, circulation, excretion and regulation and the maintenance of homeostasis, specifically in human beings. May - July This self-study of the human diet contains substantial elements of biology and chemistry as they relate to course topics.
Six classes of Nutrients Organic and Inorganic and their importance to a well-balanced diet, Sources of Important Nutrients and the value of obtaining these nutrients from certain foods, Impact of Physical Activity as it relates to Nutrition and Health, Nutrition-related diseases and disorders, Categories of people children and pregnant women and their need for special diets. An as additional requirement to textbook readings and study guide; students participate in the MyNutrition Lab with diet analysis for a period of two weeks and turn in the report generated by the system.
National College Credit Recommendation Service. Search Google Appliance Enter the terms you wish to search for. Search for an Organization: Search by Course Title: Overview Coopersmith Career Consulting , an NCCRS member since June , facilitates the preparation of nontraditional post-secondary students for careers that match their interests and abilities.
Spring Valley , NY Pathophysiology and Pharmacology SCI Fundamentals of Management BUS Introduction to Marketing BUS Introduction to Computers CIS Multimedia and the Web TCH Introduction to Baking CUL Foundations of Education EDU Early America to ENG Introduction to Statistics MAT Introduction to Psychology PSY Introduction to Sociology SOC Introduction to Chemistry SCI Business Exams-Coopersmith Career Consulting.
Culinary Exams-Coopersmith Career Consulting. Education Exams-Coopersmith Career Consulting. English Exams-Coopersmith Career Consulting. Mathematic Exams-Coopersmith Career Consulting. Miscellaneous Exams-Coopersmith Career Consulting. Nutrition Exams-Coopersmith Career Consulting. Science Exams-Coopersmith Career Consulting.
Various, distance learning format. June - Present. Various; distance learning format. September - Present. This self-study course examines fundamental management concepts and managerial responsibilities in both formal and informal organizational structures by providing students with a foundation of management principles.
This self-study course examines fundamental principles, problems, and practices of marketing by providing students with a foundation of marketing principles including product, price, placement, and promotion.
Special focus is on the functions of marketing and the relationship to the production and distribution of goods and services that are ultimately purchased by the consumer. Varies; self study; self-paced. December - Present. This self-study course focuses on designing functional Web pages and applications utilizing proper interface design techniques.
This course presents the important practical guidelines for good interface and screen design. The guidelines reflect a mix of human behavior, science, and art, and are organized within the context of the interface design process.
Varies self study; self-paced. January - Present. July - Present. Various, distance Learning format. This self-study course covers the most important functions and features of Microsoft PowerPoint for students of any skill level, beginning with an Introduction to PowerPoint's components. Students will learn how to create, save, and rearrange presentations.
This self-study course familiarizes students with the Microsoft Word program and provides a variety of features available in the application as well as strategies to maximize productivity.
By learning the essentials of the program, students learn how to produce, edit, format, view, display, and print documents such formal letters, business presentations, and research papers.
Varies; distance learning format. September — Present. May - Present. This self-study course is designed to give students a conceptual understanding of what is important in various genres of business writing and the ability to competently execute documents in those genres. Students learn how to plan, compose, and execute effective business documents according to current professional standards.
Major focus is on considerations of purpose, audience, organization, and style and provides both broad guidelines for composition and targeted strategies for specific kinds of documents. Special attention is given to the collection and analysis of data for use in reports and presentations.
This self-study course requires students to submit three graded written assignments and culminates with a final exam.
Additionally, there are fourteen reading assignments that focus on critical reading and visual rhetoric with critical commentary; informative essay; and rhetorical analysis.
This self-study course builds on the expository writing skills developed in English Composition I and helps students further develop critical writing and thinking skills through in-depth readings, analyses of literature, and translating thoughts across a range of disciplines.
Students read a variety of genres including fiction, non-fiction, drama, and poetry and develop their own interpretation with greater clarity and depth. Students also employ literary theories that distinguish between literal and figurative meaning as well as cultural, political, or philosophical underpinnings of particular literary pieces. Students research and address opposing views of critics' interpretations of literary works and assert their own positions.
This self-study course provides background on the great poetry of the Jews of Medieval Spain, background on the history of Jewish poetry and Jewish settlements and culture in Spain with special emphasis on the piyut liturgical poem as developed by the Spanish poets that still exist today.
This self-study course is designed to provide students with the basic principles of algebra, including mathematical expressions such as polynomials, exponentials, and logarithms and their manipulations. The course also covers functions, graphs, inequalities, linear equations and quadratic equations and their solutions through algebra and graphing.
November - Present. This self-study course is designed to provide students with the basic principles of geometry necessary for further college-level mathematics through textbook reading assignments, optional homework assignments, study guide, and both written and video lessons.
Students discuss concepts such as similarity and congruency, geometric proofs establishing relationships between figures, characteristics of triangles, quadrilaterials, higher order polygons, circles, three dimensional figures and properties of the sides and angles appurtenant to these figures, and graphing and coordinate geometry.
This self-study course explores how humans develop cognitively, emotionally, and socially as they age. From prenatal development through infancy, childhood, and adulthood, cognitive, moral, physical, emotional, and social development are discussed. The foundations of the discipline and its research methods are also explored.