Argue for a position related to any of the topics or readings covered Assignment | Get Homework Help

In 750–1500 words, argue for a position related to any of the topics or readings covered during weeks 4–6. Here’s a rubricPreview the document (note: it’s different from the other ones). Suggested essay questions: Is it possible to fairly use algorithms to make decisions about things like college admissions, job hiring, criminal risk assessments, etc.? Why or why not? Do tech companies have a social responsibility to reduce or eliminate biased algorithms, even if it is expensive to do so? Why or why not? Are social media companies responsible to design their products to benefit society? Why or why not? Can social media improve our lives? If so, how should we use social media so that it improves our lives? What dangers and risks do we need to avoid and how? Are recombination techniques like sampling, mashups, etc. inherently less artistic than completely original work? Why or why not? Can sounds, images, and words created entirely by a computer be considered music, painting, or poetry? Why or why not? Are technology-driven art forms (e.g. electronic music, video games, singing using voice synthesizers, acting using virtual actors, etc.) as artistic as their organic and analog counterparts? Why or why not? How does technology affect our aesthetic experience of the world and what should we do about it? Some examples worth considering: (a) how social media photo and video apps like Instagram and YouTube have affected not only the design of physical spaces but our behavior as consumers (b) Pokémon Go and other augmented reality apps/games (c) notifications and ads tied to geolocation data (d) cellular dead zones in remote locations, such as national parks. Make sure to include: A thesis that (a) takes a clear position and (b) offers a rationale for the position Claims, explanations, and examples that support the thesis A counterargument that contains (1) and (2) above A rebuttal that contains (1) and (2) above Suggestions Whenever you make a claim, always ask: what definitions, reasons, explanations, and examples support the claim? Use section headings Feel free to use images, tables, lists, formulas, etc. wherever appropriatePaper 3 Rubric
What you need to get an A
● Thesis : states a clear, interesting position with a clear rationale
● Argumentation : claims are appropriately defended with sufficient explanations (definitions and reasons) and examples (general and specific)
● Counterargument : presents a thoroughly developed opposing position that contains a thesis and strong argumentation
● Rebuttal : presents a thoroughly developed defense that contains a thesis and strong argumentation against the opposing position in the counterargument
Samples (Note: the samples for argumentation are for a single body paragraph. Also, notice that all of the content in the A-level paragraph defends a single claim stated in the first sentence.)
Thesis A
In primary schools in the U.S.,
the concepts of facts and
opinions are taught in an
incoherent way because they
contradict our intuitions about
what facts and opinions are
and they are taught as if they
are mutually exclusive when
they are not.
B
The current definitions of
facts and opinions taught in
primary school in the U.S. are
wrong because they’re
incoherent.
C
The current definitions of
facts and opinions taught in
primary school in the U.S. are
wrong.
D
I personally think that the
current definitions of facts and
opinions taught in primary
school in the U.S. are not the
best, but maybe there are
people who disagree.
F
Facts and opinions are taught
a certain way in the U.S.
Argumentation A
Although facts and opinions
are taught in American
primary schools as if they are
mutually exclusive, they
frequently overlap. Facts and
opinions overlap in cases
where someone has a
thought, belief, or feeling
about something that is true
about a subject and can be
tested or proven. There are
many cases where this
happens. For instance, beliefs
about events or beliefs about
one’s own mental states. I
could believe that today is
June 3rd, but that belief is
also something that is true
and can be proven. Similarly,
I could believe that I’m
thinking about how to teach
philosophical writing, and that
belief is true and can be
tested. Generating similar
examples for all kinds of
thoughts, beliefs, and feelings
is not difficult. Therefore,
given the vast number of such
cases where the two
definitions are compatible, we
should not think of them as
mutually exclusive.
B
Although facts and opinions
are taught in American
primary schools as if they are
mutually exclusive, they
frequently overlap. For
instance, beliefs about events
or beliefs about one’s own
mental states. I could believe
that today is June 3rd, but
that belief is also something
that is true and can be
proven. Generating similar
examples for all kinds of
thoughts, beliefs, and feelings
is not difficult. Therefore,
given the vast number of such
cases where the two
definitions are compatible, we
should not think of them as
mutually exclusive.
C
Although facts and opinions
are taught in American
primary schools as if they are
mutually exclusive, they
frequently overlap. I
personally believe that this is
detrimental to the growth of
young people both as
students and human beings.
For instance, this happens
with beliefs about events or
beliefs about one’s own
mental states. There are so
many examples like this.
Anyone could come up with
them, even a young child or a
random person off the street.
Therefore, given the vast
number of such cases where
the two definitions are
compatible, we should not
think of them as mutually
exclusive. It would be a
travesty to stubbornly persist
in teaching such
incomprehensible nonsense.
D
Although facts and opinions
are taught in American
primary schools as if they are
mutually exclusive, they
frequently overlap. There are
many cases where this
happens. For instance, beliefs
about events or beliefs about
one’s own mental states.
Given the vast number of
such cases, we should not
think of them as mutually
exclusive. Although, people
may disagree and there’s no
real answer.
F
Facts and opinions are critical
concepts we are all taught in
primary school. In most, if not
all, cases, students are
enriched with such knowledge
at various intervals as they
are educated on the path to
becoming full-fledged
members of society.
Needless to say, I learned
about them in the course of
my education, too. Alas, my
classmates and I never
challenged what we were
taught. Rather, we were
indoctrinated by the dogma
unilaterally deposited into our
psyches by educators, whom
we entrusted with our
impressionable young minds.
It is a tragedy on an epic
scale that pupils are deprived
of an opportunity to critically
dissect these concepts in
order to develop a more
sophisticated comprehension
of them. The sheer bravado
exhibited by those who teach
this content as if it were
indubitable truth signals the
intellectual bankruptcy of the
ideas themselves. Moreover,

the totality of my academic
career is built on deceptively
succeeding in obtaining
decent grades thanks to my
aptitude at utilizing a
thesaurus, a penchant for
long-meandering sentences
devoid of any real content,
and my teacher’s
insurmountable workload and
aversion to wading through
my hollow verbiage after
years upon years of being
pummeled again and again
into apathy and acquiescence
by bulky, blank, and boring
blocks of bunk babble. If I
were to identify a symbol of
my method, nothing would be
more fitting than male, bovine
waste.
Counterargument A
Despite the argument above
against the mutual exclusivity
of facts and opinions, the two
concepts are actually
mutually exclusive in an
important sense because of a
significant ontological
difference between them. The
difference is their ontological
status in terms of
mind-dependence. If
something is
mind-dependent, then its
existence or non-existence
depends on someone’s
mental states. In contrast, if
something is
mind-independent, then its
existence or non-existence
has no dependence on
anyone’s mental states.
Some examples of
mind-dependent things
include fictional characters
and theories, and some
examples of
mind-independent things
include animals and
chemicals. Slender man and
plate tectonics came into
existence through our
thoughts, whereas capybaras
and the noble gases exist
regardless of what our
B
Despite the argument above
against the mutual exclusivity
of facts and opinions, the two
concepts are actually
mutually exclusive in an
important sense because of a
significant ontological
difference between them. The
difference is their ontological
status in terms of
mind-dependence. If
something is
mind-dependent, then its
existence or non-existence
depends on someone’s
mental states. In contrast, if
something is
mind-independent, then its
existence or non-existence
has no dependence on
anyone’s mental states.
Given the binary nature of
mind-dependence and
mind-independence, they are
fundamentally mutually
exclusive categories. And it
happens that facts are
mind-independent and
opinions are mind-dependent.
Hence, while it may seem that
facts and opinions are not
mutually exclusive, they in
fact are mutually exclusive in
a deep, ontological sense.
C
Despite the argument above
against the mutual exclusivity
of facts and opinions, the two
concepts are actually
mutually exclusive in an
important sense. They are
ontologically different in terms
of mind-dependence. If
something is
mind-dependent, then its
existence or non-existence
depends on someone’s
mental states. In contrast, if
something is
mind-independent, then its
existence or non-existence
has no dependence on
anyone’s mental states. Facts
are mind-independent and
opinions are mind-dependent.
Hence, while it may seem that
facts and opinions are not
mutually exclusive, they in
fact are mutually exclusive in
a deep, ontological sense.
D
Despite the argument above
against the mutual exclusivity
of facts and opinions, the two
concepts are actually
mutually exclusive. One is
mind-dependent, and the
other is mind-independent.
Facts are mind-independent
and opinions are
mind-dependent. Hence,
while it may seem that facts
and opinions are not mutually
exclusive, they in fact are
mutually exclusive in a deep,
ontological sense.
F
Despite the argument above
against the mutual exclusivity
of facts and opinions, one
could argue that the two
concepts are actually
mutually exclusive because
facts are mind-independent
and opinions are
mind-dependent.

binary nature of
mind-dependence and
mind-independence, they are
fundamentally mutually
exclusive categories. And it
happens that facts are
mind-independent and
opinions are mind-dependent.
Like slender man and plate
tectonics, opinions only exist
in virtue of our thoughts. For
instance, someone’s opinion
that genuine friendships are
possible online only exists
because that person had
certain thoughts. If they never
had those thoughts, then the
opinion would never exist. On
the other hand, facts exist
completely independently of
our thoughts. My thoughts do
not make a difference as to
whether today is Thursday or
not. Hence, while it may seem
that facts and opinions are
not mutually exclusive, they in
fact are mutually exclusive in
a deep, ontological sense.
Rebuttal A
Although there are many
cases where facts are
mind-independent and
opinions are mind-dependent,
there are plenty of exceptions
that make it clear that facts
and opinions are not mutually
exclusive across these
categories. We know that the
existence of all kinds of facts
depend on mental states. For
instance, facts about whether
I’m sad or happy depend on
my mental states. Similarly,
facts about public opinion
regarding a current event
depends on the mental states
of the people in the society. In
both of these cases, we can
have an opinion about the
facts. It can be a fact that I’m
happy, and I could also have
the opinion that I’m happy.
Likewise, it can be a fact that
people are upset about a
pandemic, and those same
B
Although there are many
cases where facts are
mind-independent and
opinions are mind-dependent,
there are plenty of exceptions
that make it clear that facts
and opinions are not mutually
exclusive across these
categories. For instance, facts
about whether I’m sad or
happy depend on my mental
states. This case shows we
can have an opinion about a
fact. It can be a fact that I’m
happy, and I could also have
the opinion that I’m happy. In
this example, the fact and
opinion are mind-dependent,
and similar examples are
easy to find. Hence, facts and
opinions are not mutually
exclusive in a deep,
ontological sense along the
lines of mind-dependence
and mind-independence.
C
Although there are many
cases where facts and
opinions are mutually
exclusive, there are many
exceptions. We know that the
existence of all kinds of facts
depend on mental states. It
can be a fact that I’m happy,
and I could also have the
opinion that I’m happy.
Hence, facts and opinions are
not mutually exclusive in a
deep, ontological sense.
D
Although there are many
cases where facts and
opinions are mutually
exclusive, there are many
exceptions. It can be a fact
that I’m happy, and I could
also have the opinion that I’m
happy. Hence, facts and
opinions are not mutually
exclusive.
F
Although there are many
cases where facts are
mind-independent and
opinions are mind-dependent,
that is not always the case.
For instance, facts about what
we think. Therefore, facts and
opinions are not mutually
exclusive

people could also have the
opinion that people are upset
about a pandemic. In both
cases, the facts and opinions
are mind-dependent, and
similar examples are easy to
find. Hence, facts and
opinions are not mutually
exclusive in a deep,
ontological sense along the
lines of mind-dependence