8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

8 Character traits are a part of this unit. Each lesson is 30 minutes. There is a Google document on each trait that can be delivered directly to students. The student document contains items to read and videos to watch. The student document could be shown to an entire class or it could be viewed individually. Each character trait also has a teacher document titled as Discussion/Activity for use the following day in class.

This course introduces the theory and the practice of engineering ethics using a multi-disciplinary and cross-cultural approach. Theory includes ethics and philosophy of engineering. Historical cases are taken primarily from the scholarly literatures on engineering ethics, and hypothetical cases are written by students. Each student will write a story by selecting an ancestor or mythic hero as a substitute for a character in a historical case. Students will compare these cases and recommend action.

The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. The end of the ethics sequence addresses social justice, what it is for one’s community to be good. Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates the course of development into moral maturity

The core of this seminar will be the great sequences of English love sonnets written by William Shakespeare, Philip Sidney, Edmund Spenser, and Mary Wroth. These poems cover an enormous amount of aesthetic and psychological ground: ranging from the utterly subjective to the entirely public or conventional, from licit to forbidden desires, they might also serve as a manual of experimentation with the resources of sound, rhythm, and figuration in poetry. Around these sequences, we will develop several other contexts, using both Renaissance texts and modern accounts: the Petrarchan literary tradition (poems by Francis Petrarch and Sir Thomas Wyatt); the social, political, and ethical uses of love poetry (seduction, getting famous, influencing policy, elevating morals, compensating for failure); other accounts of ideal masculinity and femininity (conduct manuals, theories of gender and anatomy); and the other limits of the late sixteenth century vogue for love poetry: narrative poems, pornographic poems, poems that don’t work.

This is a sample syllabus for a moral reasoning course that will explore the historical life of Jesus of Nazareth, analyzing his role, influence, and teachings. We will look at examples of his impact on the lives of other famous historical figures and consider how his moral philosophy can apply to our contemporary life.The course is designed for students of all traditions, backgrounds, and lifestyles. All faith views will be invited and encouraged to share in civil interfaith dialogue.