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John F. Kennedy University
College of Undergraduate Studies
Humanistic Psychology, PYC 4203, Section 1
Fall 2015
College Mission: Our Mission is to provide high quality innovative learning opportunities
that integrate theory, practice, and life experience in a synergistic collegiate environment.
Program Mission: We transform your life so that you can transform the lives of others.
Instructor:
Charles Burack, Ph.D.
Telephone:
(925) 969-3589
Email:
cburack@jfku.edu
Office Hours:
Wednesdays, 4:00-6:00 p.m.
Class Days/Time:
Thursdays, 4:30-7:00 p.m., Oct. 8 - Dec. 17, 2015. Note that
week 8 has been rescheduled to November 21, 10:00 a.m. –
12:30 p.m. (due to Thanksgiving).
Classroom:
Pleasant Hill Campus, Room TBA
4 (3 units face-to-face, 1 unit online)
Units:
Minimum hours per unit:
(1) For each week for approximately 15 weeks for one semester unit, or for approximately
10-12 weeks for one quarter unit:
(a) One hour of instructional activity, either in the classroom, or online, or a combination
of classroom and online, and
(b) At least two hours of out-of-class student work,
OR
(2) The equivalent amount of work over a different amount of time.
For purposes of class meeting time, 1 hour is defined as 50 minutes. Please note that the
time spent on out-of-class student work (preparation activities and assignments) may
exceed 2 hours per course unit hour each week.
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Syllabus Policy
The course syllabus presented in this document will be followed as closely as possible.
However, the course syllabus, schedule, policies, and procedures are subject to change at
the discretion of the instructor or in the event of extenuating circumstances. This includes
the tentative dates listed. The instructor will announce changes to the calendar in advance
as/if possible. Since such announcements are typically made during class, it is the student’s
responsibility to clarify any of these changes that may have been made when the student is
absent.
Although the student will be responsible for all of the material in the assigned readings,
some of the information may not be covered in class. Therefore, if there is material that is
unclear to the student, it is highly recommended to discuss this material with the instructor
at an appropriate time (e.g., during office hours). It is the student’s responsibility to read
the syllabus and ask questions to gain a clear understanding of expectations. If the student
is unclear about any of the requirements/expectations, please set up a time to speak with
the instructor.
Course Description
This course explores the exciting field of humanistic psychology, often called the Third
Force in psychology. Influenced by humanism, existentialism, and phenomenology,
humanistic psychology is fundamentally interested in studying human capacities and
potentials and in furthering human health, growth, and wholeness. The field explores the
nature of self, love, creativity, spontaneity, play, warmth, ego-transcendence, autonomy,
responsibility, authenticity, meaning, transcendental experience, courage, and other topics
of vital human interest. Humanistic psychology helped to birth the human potential
movement and positive psychology. We will examine the major concepts, theories,
techniques, applications, and trends in the field. Some of the pioneering humanistic
psychologists and psychiatrists include Charlotte Buhler, Victor Frankl, Eric Fromm, Karen
Horney, Abraham Maslow, Rollo May, Carl Rogers, and Thomas Szasz. We will also examine
the work of contemporary theorists, researchers, and practitioners and explore how
humanistic psychology has influenced and been influenced by various postmodern
approaches.
Program Learning Outcomes
Students completing the BA Psychology program are expected to demonstrate proficiency in:
PLO1 – Knowledge Base of Psychology – Students will be able to identify, describe, and
communicate the major concepts, theoretical perspectives, empirical findings, and historical trends
in psychology.
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PLO2 – Research Methods in Psychology – Students will be able to design, implement, and
communicate basic research methods in psychology, including research design, data analysis, and
interpretations.
PLO3 – Critical Thinking Skills in Psychology – Students will be able to use critical and creative
thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and
mental processes.
PLO4 – Application of Psychology – Students will be able to apply psychological principles to
individual, interpersonal, group, and societal issues.
PLO5 – Values in Psychology – Students will value empirical evidence, tolerate ambiguity, act
ethically, and recognize their role and responsibility as a member of society.
Course Learning Outcomes:
 Demonstrate knowledge and understanding of theories, concepts, research
methods, growth techniques, and clinical applications developed by humanistic
psychologists
 Explain the historical and intellectual conditions that birthed humanistic psychology
 Analyze the influence of humanistic psychology on other fields of psychology
 Demonstrate self-awareness and ethical thinking
 Apply theoretical concepts to issues and questions that are personally meaningful to
daily life
 Demonstrate critical thinking and writing skills in evaluating psychological
principles, practices, and findings
Required Texts:
No course textbook is required. Weekly Online Readings are available on Blackboard in
Course Resources.
Teaching Methodology:
Lecture, discussion, and experiential exercises.
Assignments:
Weekly Question and Passage for In-Class Discussion:
 Each week, bring in one question on the assigned readings. Examples include
questions about: the meaning of a concept, sentence, or passage; the validity of a
concept, theory, or researching finding; the relationship between two or more
concepts, theories, or researching findings; the personal or social implications of a
theory, concept, or research finding. For each question, identify at least one
relevant passage from the reading.
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Weekly Question and Response for Online Threaded Discussion
 By Sunday at 11:59 p.m., post a question online that is different from the question you
brought to class. Identify at least one relevant passage from the reading, citing the
page number.
 By the following Wednesday at 11:59 p.m., respond to a question posted by one of your
classmates OR respond to one of your classmate’s responses (to a question). Your
response should be at least 150 words. Ideally, your response should indicate:
1) what your perspective is, and 2) why you hold that perspective (provide
evidence, assumptions, and analysis). You are also encouraged to indicate how your
perspective illuminates some aspect of contemporary society and/or your own life.
 Be sure to write in full sentences, to use proper grammar, punctuation, and
formatting, and to proofread your question and response.
Essay
 Typed, 750-1250 words (not including cover page and references), double-spaced,
APA format.
 Write an essay that discusses your personal view of what it means to be a highly
developed human being.
 Due Week 3. Late papers will be reduced one full letter grade for each class period
that has passed since the assignment.
Take-Home Mid-Term Exam:
 Typed, double-spaced, APA format.
 Short answer and essay questions.
 Will be handed out in class during Week 5.
 Due Week 7. Late exams will be reduced one full letter grade for each class period
that has passed since the assignment.
Take-Home Final Exam:
 Typed, double-spaced, APA format.
 Short answer and essay questions.
 Will be handed out in class during Week 9.
 Due Week 11. No late exams will be accepted unless prior arrangements are made
with the instructor.
Grading:
 25% in-class attendance/participation, including weekly question and passage
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



15% online discussion participation, including weekly posting of question and
response
15% essay
15% mid-term exam
30% final exam
Grading Criteria:
 A work: 1) Complete assignments on time; 2) Attend class and participate fully in
discussions and experiential processes; 3) Respond fully to the assignments; 4)
Express the purpose of each paper clearly and persuasively; 5) Present papers in
well-organized and unified fashion; 6) Provide adequate and specific supporting
document sources; 7) Correctly acknowledge and document sources according to
the Publication Manual of the American Psychological Association (5th Edition); 8)
Create written work that is free of errors in grammar, punctuation, word choice,
spelling, and format; 9) Maintain a level of excellence throughout, and show
originality and creativity in areas 2-6; and 10) Miss no more than one class.
 B work: Fulfill 1-9 completely and demonstrate overall excellence but may show
little or no originality or creativity.
 C work: Fulfill 1-9 adequately and demonstrate overall competence, but the written
work may contain errors in writing and thinking.
 D work: Not able to demonstrate some of the elements of 1-9 adequately. Papers
may, for example, look like a first draft and appear to be hastily conceived.
 F work: Does not follow through with assignments and unable to demonstrate
competency in areas 1-9.
Course Requirements:
 Attendance at all class sessions is expected. No more than 2 face-to face sessions
and 2 online threaded discussions can be missed.
 Participation in class discussions and experiential processes.
 Bring in weekly questions and relevant passages for discussion.
 Participation in weekly online discussions (post question and response)
 Completion of essay, mid-term exam, and final exam.
 To pass this course, you must satisfactorily complete all of the above.
Attendance
Excessive unexcused absences may affect the course grade.
As noted in the University catalog, students are expected to attend all class meetings of course in
which they are enrolled and comply with attendance requirements specified in the course syllabus.
Excessive unexcused absences will affect the course grade. Class starts promptly at the
designated time—be on time. The more students engage with the course material and their peers,
the more they will enjoy and learn from the class. Be mindful of your presence and impact on class
dynamics—share your thoughts briefly and let all voices have a chance to be heard. Read the assigned
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materials ahead of the class and come ready with reflections, questions, and comments. If a class
must be missed, communicate this promptly with the instructor via telephone and/or e-mail, and
arrange to learn from a classmate what you have missed. A total of 5 class hours may be
missed when absolutely unavoidable or when pre-arranged with and approved by the instructor;
any more class time missed will result in a failing grade. You will be given an F or NC for
excessive unexcused absences or lateness. Tardiness counts against the hours that may be
missed; for example, if a student is 15 minutes late, they will be allowed only 4 hours and 45
minutes more absentee time if you wish to receive credit for this course.
A third absence, excused or not, will result in a failing grade.
Learning Management System (LMS)
One or more units for this course may be taught online using Blackboard Learn. You will be
able to access your course(s) the day prior to the start date by going to MyJFKU at
https://my.jfku.edu/ics, logging on and clicking on the Blackboard (Bb) Learn icon.
To help familiarize you with Blackboard Learn, please take the Student Orientation Course
accessible through MyJFKU by clicking on the Bb Learn icon and clicking on the course link
found under “My Courses.” If you have any problems accessing MyJFKU, please contact our
helpdesk by calling 925-969-3464 or emailing helpdesk@jfku.edu. If you have technical
issues within Blackboard Learn, please email blackboard@jfku.edu or call 1-855-877-3949.
Blackboard will be used for our 1-unit online discussion each week.
Online Discussion Etiquette
Participating in online discussions as part of your coursework is different than blogging or
engaging in social media as the protocol is different between friendships and professional
relationships. Consider these guidelines for your contributions to online discussion:
● Please be mindful that online communication differs from face to face
communication. Without the ability to read body language and facial expressions,
online communication can be misconstrued. Therefore, care must be taken in online
communication.
● Be careful of informal tone. Sarcasm or joking can be interpreted as offensive or
mean-spirited online.
● Use proper punctuation and formatting. Capital letters online are the equivalent
of shouting in person. Proper capitalization and correct grammar will increase your
voice online by showing that you are educated, value what others think of you, and
that you value professionalism.
● Be honest and transparent; if you choose to use real-life examples, make sure that
they are real and check out under a bit of scrutiny, because people will check and
sometimes ask. If you are not honest and open, people will sense this and will not
trust you.
● Contribute to the conversation with relevant replies that show that you have
read, processed and taken seriously the ideas of others. Replying with useful
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information will encourage increased participation by others, and you will also gain
the reputation as someone who cares about others and the ideas that are important
to the entire group.
University Academic Policy, including Registration information, please click on the
following link to the current catalog.
http://www.jfku.edu/student-service/current-students/academic-catalog.html
Academic Honesty
Policies and procedures relating to academic integrity are outlined in the catalog. Check
also with your program for additional guidelines and rules. Academic dishonesty, including
cheating and plagiarism, will not be tolerated at JFK University.
Cheating includes any dishonest means of obtaining or attempting to obtain credit for
academic work, such as:
● Copying, in part or whole, from an other's examination, paper, research or creative
project.
● Submitting as one’s own work which has been purchased, borrowed, or stolen.
● Fabricating data.
● Employing a surrogate to take an examination, write a paper, or complete, in whole
or in part, an assignment.
● Helping another student to engage in activities that constitute academic dishonesty.
Plagiarism: Plagiarism is the presentation of words, ideas or views of someone else as if
they were one’s own. Plagiarism is intellectual dishonesty and, as such, is a serious
academic offense. The potential penalties for plagiarism range from an unsatisfactory grade
in the course (an “F” or “no credit”), a letter of sanction placed in the student’s permanent
academic file, or even dismissal from the university. Plagiarism includes:
● Representing an other's work as your own.
● Failing to give credit to your sources for the ideas, information, and words you have
borrowed from them.
● Not quoting when you use an other's exact words.
● Not changing the wording or sentence structure significantly enough when you
paraphrase a source.
SafeAssign: Using “SafeAssign” within Blackboard Learn, faculty can verify the originality of
work being turned in. SafeAssign checks if the work submitted by a student has been
submitted in other courses or has its origin in Internet or database articles. Students may
be required to submit a SafeAssign report as part of the assignment. In many courses,
students may be able to check their own work prior to final submission.
Institutional Review Board
Any research conducted by JFK University faculty, staff, or students that involves human
participants in any way must receive IRB approval before the research can be undertaken.
Also, any research that utilizes JFK University faculty, staff, or students as participants must
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be approved by the NU-IRB before the research can be undertaken. The Office of the
Institutional Review Board will only accept electronic protocol submissions via IRBNet
(www.irbnet.org ). All protocols (including revisions and renewals) must be submitted
electronically via IRBNet, and all review decision letters will be issued electronically via
IRBNet. Principal investigators, faculty sponsors and IRB members will be required to
complete human participant research training through the Collaborative Investigator
Training Initiative (CITI). JFKU programs that train students to conduct research have
courses identified in their curriculum where students are instructed on how to use the CITI
training and the IRBNet system.
Student Services
Information about Student Services is available on the JFKU website
(http://www.jfku.edu/Student-Service/Student-Services.html) and in the Academic
Catalog (http://www.jfku.edu/Student-Service/Current-Students/Academic-Catalog.html).
The following are among the many services available to students:
Academic Support Center (ASC)
The ASC provides individual instruction in writing, study skills, and APA citation style. The
instructors can act as a second pair of eyes on your paper, working with you to identify
your patterns and improve your abilities. Appointments can be held in person or via phone,
fax or email. All ASC services are free to registered students, faculty, and staff. Students can
make an appointment by calling (925) 969-3530 or emailing asc@jfku.edu.
NU Writing & Math Centers: All JFK University students have access to additional free
writing and math support through the National University System’s Writing & Math
Centers. Schedule an appointment with the NU Writing Center at
http://www.nu.edu/OurPrograms/StudentServices/WritingCenter/OnlineWritingCenter.h
tml or with the NU Math Center at
http://www.nu.edu/OurPrograms/StudentServices/mathcenter.html
Disability Services for Students
Services are provided for students who are in need of accommodations related to a
documented physical, learning, or mental health disability. This office determines
accommodations that allow students with disabilities to fully participate in all academic
programs. Please note that classroom accommodations cannot be made until you have
registered with Disabilities Services, received an Accommodation Letter, and provided a
copy to your instructor. For an appointment, contact ods@jfku.edu or call 925-969-3362.
Career Center
For information on career services, call (925) 969-3542 or email career@jfku.edu.
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Center for Veteran Student Success
Information about services for veterans via the Center for Veteran Student Success is at
http://www.jfku.edu/Admissions/Military-Admissions/Center-for-Veteran-StudentSuccess.html
Libraries & Learning Resource Centers
The JFKU Libraries & Learning Resource Centers include the Robert M. Fisher Library, Law
Library and Computer Lab in Pleasant Hill, and the Berkeley and San Jose Learning
Resource Centers. The Libraries’ collections include nearly 200,000 books, journals and
media titles, most of which are accessible online. It is our mission to support learning,
scholarship, professional development and student success. Librarians are available to
assist with your research needs by phone, email, online chat or in person. Please visit your
library or the library web site at http://library.jfku.edu for further information.
Course Evaluation
Prior to your last class session, you will receive a request to complete an evaluation of the
course and instructor. The evaluation is confidential. It asks you to rate the course (from
Strongly Disagree to Strongly Agree) in several areas. You are also encouraged to provide
comments to clarify your ratings. The College and instructor are only provided with a
summary of the evaluation results (including any comments submitted) and do not receive
individual evaluations. We appreciate the feedback you provide in the course evaluation.
We use that feedback as part of our ongoing program assessment and to inform possible
course and program changes. Please provide your feedback in a thoughtful and
professional manner.
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Course Schedule
(Assignments due on the day listed. The schedule is subject to change with fair notice.)
Date
Topic
Readings/Assignments
(to be completed before class)
Week 1:
Introduction
No required reading for today’s session.
By Sunday at 11:59 p.m., post a question online based
on the discussion on Monday.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Oct. 15
Historical Overview
and Scientific
Foundations
Read Week 2 Online Readings (in Blackboard).
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Week 3:
Gender and Creativity
Read Week 3 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Essay is due on Blackboard by noon on Thursday.
Oct. 8
Week 2:
Oct. 22
Week 4:
Oct. 29
Peak Experiences, Self- Read Week 4 Online Readings.
Actualization, and Self- Bring to class one question on this week’s assigned
Transcendence
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
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By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Week 5:
Existentialism
Read Week 5 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Take-home mid-term exam will be handed out in
class.
Personal Growth and
Interpersonal
Relationships
Read Week 6 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Humanistic
Psychotherapies
Read Week 7 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Take-home mid-term exam is due at noon,
Thursday, on Blackboard.
Phenomenology,
Neurophenomenology,
and Multiculturalism
Read Week 8 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
Nov. 5
Week 6:
Nov. 12
Week 7:
Nov. 19
Week 8:
Nov. 21
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Note that
this class
meets on
Saturday
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
10:00
a.m. –
12:30
p.m.
Week 9:
Nov. 30
Week 10
Dec. 7
Week 11
Dec. 14
Humanistic Education
and Postmodernity
Read Week 9 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Take-home final exam will be handed out in class.
Transpersonal
Perspectives
Read Week 10 Online Readings.
Bring to class one question on this week’s assigned
reading.
By Sunday at 11:59 p.m., post a question online that is
different from the question you brought to class.
By the following Wednesday at 11:59 p.m., respond to
a question posted by one of your classmates OR
respond to one of your classmate’s responses (to a
question).
Other Applications
Read Week 1 Online Readings.
Bring to class one question on this week’s assigned
reading.
Upload take-home final exam to Blackboard by
noon, Thursday. No late exams will be accepted
unless prior arrangements are made with the
instructor.
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Thesis
Organization
D/F
-Contains no
discernible thesis
-Lacks a clear
introduction
-Presents barely
discernible points/
claims/ reasons
-Ideas are haphazardly
arranged
and often digressive
-Lacks transition
-Lacks a clear
conclusion
Evidence/
Analysis
-Demonstrates
virtually no use of
sources or relies
almost exclusively on
sources for ideas
-Overlooks
distinctions
-Misses major content
areas
-Lacks awareness of
audience
-Depends on personal
narrative
-Poorly summarizes
and analyzes sources
Presentation
-Uses an
inappropriately
informal voice
-Contains numerous
grammar and
punctuation errors that
render essay
incomprehensible
-Fails to cite sources
-May contain
plagiarism
-Fails to use APA
format
-Diction, tone, and
style
demonstrate
unawareness of
audience
-Argument is not
discernible or is
confusing and
unpersuasive
-Does not respond to
most aspects of the
assignment
-Does not meet the
page requirements
Overall
Argument
Assignment
Essay Rubric
C
B
-Offers a vague or
- Presents an adequate but less
unclear thesis
than original thesis
-Poorly developed
-Introduction presents thesis and
introduction
forecasts discussion
-Few points/claims/
-Most of supporting points/
reasons are directly
claims/reasons are clear,
linked to thesis
effective, and in appropriate
-Points/claims/reasons
order
are ineffectively ordered
-Most supporting points/ claims/
-Contains awkward or
reasons are linked directly to
abrupt shifts within and
thesis
between paragraphs
-Most paragraphs have unity and
-Few paragraphs have
continuity
unity and continuity
-May have some minor
-May have significant
transition problems
digressions
-May have minor digressions
-Conclusion may be
-Conclusion may tend toward
perfunctory or absent
summary, rather than integration
-Provides few/inadequate
-Provides adequate evidence to
sources to support claims
support points/claims/reasons
-Barely distinguishes
-Distinguishes original ideas
original ideas from
from sources’ ideas
sources’ ideas
-Demonstrates generally
-Demonstrates basic
competent use of sources but
understanding of subject
may not consistently integrate or
matter
analyze sources
-Demonstrates superficial
-Demonstrates
or confused thinking
analytical/synthetic/
-Poorly summarizes and
interpretive/evaluative thinking
analyzes sources
-May not address counterarguments
- May present some evidence
that is insufficient for or
inconsistent with thesis
A
-Offers an original, focused, clear,
significant, and arguable thesis
-Introduction is engaging, offers
appropriate context/background, presents
thesis, and forecasts discussion
-Clear and effective supporting points/
claims/reasons in appropriate order and
linked directly to thesis
-Smooth transitions create fluency and
cohesion
-Strong paragraph unity and continuity
-No digressions
-By the conclusion, the reader is left with
a more sophisticated understanding of
thesis
-Conclusion integrates, rather than
merely summarizes, the main points
-Backs supporting points/claims/reasons
with persuasive evidence from credible
sources
-Clear distinctions are made between
original ideas and sources’ ideas
-Evidence is effectively introduced,
analyzed, interpreted, evaluated, and
integrated
-Analysis/synthesis/evaluation/
interpretation are well-developed,
consistent, and effective
-Effectively addresses counter-arguments
-No excessive quoting, summarizing, or
paraphrasing
-Writer’s voice and point of view are
clear throughout the argument
-Uses an inappropriately
informal voice
-Contains grammar and
punctuation errors that
hamper readability
-Cites sources using APA
format but has 3 or more
format errors
-Diction, tone, and style
demonstrate a poor sense
of audience awareness
-Presents a clear and effective
voice
-Contains some errors but not
enough to hamper readability
-Cites sources with APA format
but may have 1-2 format errors
-Diction, tone, and style
demonstrate a good sense of
audience awareness
-Offers a fresh and personal yet suitably
formal voice
-Sentence structure and word choice are
varied and appropriate
-Contains virtually no grammar and
punctuation errors
-Considers the appropriate
audience/implied reader
-References sources using proper APA
format
-Diction, tone and style demonstrate
excellent audience awareness
-Argument is unclear but
discernible
-Argument is persuasive but not
original
-Argument is original and persuasive
-Responds to most, but
not all, aspects of the
assignment
- Responds to all aspects of the
assignment
-Responds effectively to all aspects of
the assignment
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SUGGESTED ESSAY STRUCTURE
Introduction
Thesis Statement
Supporting Point 1
Evidence for Supporting Point 1
Analysis of Evidence for Supporting Point 1
Supporting Point 2
Evidence for Supporting Point 2
Analysis of Evidence for Supporting Point 2
Supporting Point 3
Evidence for Supporting Point 3
Analysis of Evidence for Supporting Point 3
Conclusion
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