Peer Evaluation and Self-Evaluation

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For this assignment, each student will submit a brief WORD document (double spaced) that contains two headings: Peer Evaluation and Self-Evaluation. For the Peer Evaluation section, address the following elements: (1) What group strategies are going well? Explain why these strategies are effective. (2) What specific improvements need to be made? For the Self-Evaluation section, address the following elements: (1) What individual strengths do you bring to the final project? (2) What is a challenge (growth edge) that you can improve upon in moving forward with the final project? (3) What can you do to improve your own contributions to the group’s goals and processes in the second half of the semester? The paper should be approximately one double-spaced page; address all of the criteria, and demonstrate clear and correct writing.

*PhD Student(s): Address the first two components for the Self-Evaluation PLUS one additional element (of your choice) that is relevant to your progress in developing the manuscript.

*Save/name the file according to instructions in the course syllabus.

Due Sun, Mar 12 @ 11:59 p.m. CST

Rubric

Excellent (10-9): Student addresses all of the criteria and demonstrates critical thinking. Student demonstrates clear and correct writing.

Above Average (8): Student addresses all of the criteria and mostly demonstrates critical thinking. Student mostly demonstrates clear and correct writing.

Average (7): Student may not clearly address all of the criteria. Critical thinking is average, and writing may contain more than a few errors.

Below Average (6 & Below): Student did not address all of the criteria. Critical thinking is below average, and writing may contain multiple errors. 

 

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The purpose of this assignment is to apply the concepts and skills you have learned during the semester for how to analyze works within the Humanities. 

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For your final project, you will choose a subject, find three expressions of that subject in three different Humanities disciplines, describe the three different presentations, and offer an analysis of each of your choices.

Due Dates

  • Part 1: Selection of Topic due at the end of Week 3
  • Part 2: Development of your topic due at the end of Week 6
  • Part 3: Paper due at the end of Week 8

Purpose

The purpose of this assignment is to apply the concepts and skills you have learned during the semester for how to analyze works within the Humanities.

Skills

This assignment will help you practice the following skills that will be useful to you in your professional and personal life beyond school.

  1. Research, select, and describe appropriate examples
  2. Organize materials around a specific theme
  3. Use concepts and skills learned in class to develop analytical skills
  4. Use appropriate and proper grammar, organization, and academic-style formatting in order to communicate

Knowledge

This assignment will help you become familiar with the following important content knowledge in the Humanities.

  1. Available online resources which contain examples of works in the Humanities
  2. Methods of analysis and interpretation within the Humanities

Part 1: Selection of Topic.

This part of the final project is your choice of topic.

Choose one of the following subjects or propose one of your own.

  • One particular emotion or state of mind such as anger, jealousy, fear, gratitude, confusion, etc.
  • One specific fairy tale, myth, fable, or classic story from any culture
  • One religious or spiritual lesson or belief such as humility, hope, enlightenment, renunciation, reincarnation, the Trinity, the eight-fold path, ahimsa (non-violence), etc.
  • One political or social theme such as social justice or injustice, social inequality, social progress, political conflict, etc.
  • One form of cultural/societal identity such as race, sexual-orientation, gender identity, ethnicity, or class, or you could combine two of these such as “black women,” or “Chinese-American fathers,” or “LGBTQ Native-Americans.”
  • A specific fictional character such as a character from a novel, play or film or a specific public personality such as a news anchor, a religious leader etc.
  • One natural force or element of the natural world, like a kind of weather (snow, rain, sun), an animal (cat, dog, horse), a kind of landscape (mountain, oceanic, desert), vegetation (trees, flowers, grass, rivers etc.).

Explain two reasons for your choice in a short paragraph of 4-5 sentences. Be sure to include the significance of your choice to your own thinking about the world and/or its cultural significance.

Due Date for Part 1: This submission is due during Week 3, with the final day of submission being the Tuesday of the third week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 2: Development of your Topic. 

This part of the final project is a summary of your ongoing work on the final paper; it should include three paragraphs, one covering each selected work. You should also make sure to re-state what your subject is.

Identify how the subject you chose in Part 1 appears in three different works, each from a different Humanities discipline (visual art, music, dance, poetry, prose, theater, film, religion). For instance, you could choose a poem, a painting and a scene from a film, all of which express and represent the theme of anger. Or, to be even more specific, if you choose the emotion of “love,” the final paper could analyze and discuss love as it is expressed in Shakespeare’s Sonnet 147 (literature), Boticelli’s Birth of Venus (visual art), and in the ballet Swan Lake (dance).

Write one short paragraph (3-5 sentences) about each of your selections in which you:

  1. Choose reliable and appropriate examples (a good-quality image, recording, video, etc.).
  2. Identify and cite the source, including the artist, creator etc as well as where you found the example.
  3. Explain why you find the example relevant for this assignment and mention one tool from the class materials and discussions you might be able to use to talk about it.

Due Date for Part 2: This submission is due during Week 6, with the final day of submission being the Tuesday  of the sixth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 3: Paper.

This part of the final project is the paper that presents your description and analysis of your selected works.

This part of the final project is the paper that presents your description and analysis of your selected works.

In a 750-1200 word essay:

  • Explain the subject you chose and why it’s worth exploring in the Humanities
  • Describe each of your selected examples, including 1) information about its creator; 2) its historical or cultural context (how it fits into a historical period’s or a specific culture’s attitudes, events etc. Think about what else was going on in the culture and history when the piece was created); and 3) link to the example or an embedded image with a citation in the paper where you write about each example.
  • Use at least one specific interpretative tool from the course to explain each of your selected examples. You should use a different tool for each example, so you should use at least three different tools in your paper.
  • Assess the effectiveness or impact of each representation. In other words, how well did the representation present the subject? How effective was it? What impact did this representation have? What specific elements of the representation lead you to your conclusions?
  • Provide a correctly formatted paper, complete and proper citations for any references you consult, using MLA format

Documentation Style: The paper is to be formatted and documented in the MLA format. For general assistance, see the links below to the UMUC Library.

STOP: Before you hand in your assignment, make sure to ask yourself the following questions:

  1. Have I included a paragraph that provides one to two logical, concrete, well-stated reasons that this subject is worth exploring within the Humanities?
  2. Have I included least two to three sentences for each example that clearly and concretely provide information about its creator, cultural/historical context, and where I found it-an image or link?
  3. Have I included at least one to three sentences that explains and applies a specific interpretative tool that is from the course’s learning resources or discussions to each example?
  4. Have I included at least one to three sentences that contains an assessment of the effectiveness of each example in representing the chosen subject?
  5. Have I provided a list of resources and do all of my citations conform to MLA 8th edition or APA guidelines?
  6. Have I proofread this assignment for grammatical, structural, and spelling errors?

Due Date for Part 3: This submission is due during Week 8, with the final day of submission being the Tuesday of the eighth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

I have attached all the weekly textbook to help you with this paper. Kindly let me know if you need any other thing. Thank you.

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If moral reasoning is largely about providing good reasons for moral claims, where do feelings enter the picture?

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After reading all of Chapter 3 (doing ethics 5th edition), please utilize the ideas, concepts, and information in the chapter to answer the following question in 250-500 words:

  • If moral reasoning is largely about providing good reasons for moral claims, where do feelings enter the picture? Is it possible to present a logical argument that you feel strongly about? If so, provide an example of such an argument.

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Moral Reasoning and Contemporary Issues

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D O I N G E T H I C S

‘’ Moral Reasoning and Contemporary Issues

Fourth Edition

Lewis Vaughn

BW. W. NORTON & COMPANY Independent and Employee-Owned New York . London

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W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees.

Copyright © 2016, 2013, 2010, 2008 by W. W. Norton & Company, Inc.

All rights reserved Printed in the United States of America

Editor: Peter J. Simon Project Editor: Rachel Mayer Assistant Editor: Gerra Goff Manuscript Editor: Barbara Curialle Managing Editor, College: Marian Johnson Managing Editor, College Digital Media: Kim Yi Production Manager: Ben Reynolds Media Editor: Erica Wnek Assistant Media Editor: Cara Folkman Marketing Manager, Philosophy: Michael Moss Design Director: Rubina Yeh Permissions Manager: Megan Jackson Permissions Clearer: Elizabeth Trammell Composition: Jouve International—Brattleboro, VT Manufacturing: RR Donnelley Crawfordsville

Permission to use copyrighted material is included as a footnote on the first page of each reading.

ISBN 978-0-393-26541-5

W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110-0017

wwnorton.com

W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London W1T 3QT

1 2 3 4 5 6 7 8 9 0

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iii

C O N T E N T S

‘’ P R E F A C E xvi i

PART 1: FUNDAMENTALS

CHAPTER 1 Ethics and the Examined Life 3

The Ethical Landscape 5

The Elements of Ethics 6

The Preeminence of Reason 6

QUICK REVIEW 7

The Universal Perspective 7

The Principle of Impartiality 8

The Dominance of Moral Norms 8

Religion and Morality 8

Believers Need Moral Reasoning 9

When Conflicts Arise, Ethics Steps In 9

CRITICAL THOUGHT: ETHICS, RELIGION, AND TOUGH MORAL ISSUES 10

Moral Philosophy Enables Productive Discourse 10

Summary 12

Exercises: Review Questions / Discussion Questions 12

READINGS

from What Is the Socratic Method? by Christopher Phillips 13

from The Euthyphro by Plato 16

CHAPTER 2 Subjectivism, Relativism, and Emotivism 20

Subjective Relativism 21

QUICK REVIEW 21

JUDGE NOT? 22

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Cultural Relativism 23

CRITICAL THOUGHT: “FEMALE CIRCUMCISION” AND CULTURAL RELATIVISM 24

Emotivism 28

Summary 30

Exercises: Review Questions / Discussion Questions 31

READINGS

from Anthropology and the Abnormal by Ruth Benedict 32

Trying Out One’s New Sword by Mary Midgley 35

PART 2: MORAL REASONING

CHAPTER 3 Evaluating Moral Arguments 41

Claims and Arguments 41

Arguments Good and Bad 43

CRITICAL THOUGHT: THE MORALITY OF CRITICAL THINKING 44

Implied Premises 47

QUICK REVIEW 47

Deconstructing Arguments 48

Moral Statements and Arguments 51

Testing Moral Premises 53

Assessing Nonmoral Premises 55

QUICK REVIEW 55

Avoiding Bad Arguments 56

Begging the Question 56

Equivocation 56

Appeal to Authority 57

Slippery Slope 57

APPEAL TO EMOTION 57

Faulty Analogy 58

Appeal to Ignorance 58

Á CONTENTSiv

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Straw Man 59

Appeal to the Person 59

Hasty Generalization 59

QUICK REVIEW 60

Writing and Speaking about Moral Issues 60

Summary 62

Exercises: Review Questions / Discussion Questions / Argument Exercises 62

PART 3: THEORIES OF MORALITY

CHAPTER 4 The Power of Moral Theories 67

Theories of Right and Wrong 67

MORAL THEORIES VERSUS MORAL CODES 68

Major Theories 69

Consequentialist Theories 69

Nonconsequentialist Theories 70

QUICK REVIEW 71

Evaluating Theories 72

Criterion 1: Consistency with Considered Judgments 73

CONSIDERED MORAL JUDGMENTS 73

Criterion 2: Consistency with Our Moral Experiences 74

CRITICAL THOUGHT: A 100 PERCENT ALL-NATURAL THEORY 74

Criterion 3: Usefulness in Moral Problem Solving 75

QUICK REVIEW 75

Summary 76

Exercises: Review Questions / Discussion Questions 76

CHAPTER 5 CONSEQUENTIALIST THEORIES: MAXIMIZE THE GOOD 78

Ethical Egoism 78

Applying the Theory 79

Evaluating the Theory 80

CONTENTS Á v

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CAN ETHICAL EGOISM BE ADVOCATED? 82

QUICK REVIEW 84

Utilitarianism 84

Applying the Theory 88

PETER SINGER, UTILITARIAN 88

QUICK REVIEW 89

Evaluating the Theory 89

Learning from Utilitarianism 93

CRITICAL THOUGHT: CROSS-SPECIES TRANSPLANTS: WHAT WOULD A UTILITARIAN DO? 94

Summary 94

Exercises: Review Questions / Discussion Questions 95

READING

from Utilitarianism by John Stuart Mill 96

CHAPTER 6 Nonconsequentialist Theories: Do Your Duty 102

Kant’s Ethics 102

CRITICAL THOUGHT: SIZING UP THE GOLDEN RULE 104

Applying the Theory 106

Evaluating the Theory 106

THE KANTIAN VIEW OF PUNISHMENT 107

Learning from Kant’s Theory 109

Natural Law Theory 109

Applying the Theory 111

QUICK REVIEW 111

CRITICAL THOUGHT: DOUBLE EFFECT AND THE “TROLLEY PROBLEM” 112

Evaluating the Theory 113

Learning from Natural Law 114

Summary 114

Exercises: Review Questions / Discussion Questions 115

Á CONTENTSvi

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READINGS

from Fundamental Principles of the Metaphysic of Morals by Immanuel Kant 116

from Summa Theologica by St. Thomas Aquinas 125

CHAPTER 7 Virtue Ethics: Be a Good Person 136

The Ethics of Virtue 136

CRITICAL THOUGHT: LEARNING VIRTUES IN THE CLASSROOM 137

Virtue in Action 138

Evaluating Virtue Ethics 138

CRITICAL THOUGHT: WARRIOR VIRTUES AND MORAL DISAGREEMENTS 140

The Ethics of Care 141

QUICK REVIEW 141

Learning from Virtue Ethics 141

FEMINIST ETHICS 142

Summary 143

Exercises: Review Questions / Discussion Questions 144

READINGS

from Nicomachean Ethics by Aristotle 145

The Need for More Than Justice by Annette C. Baier 153

PART 4: ETHICAL ISSUES

CHAPTER 8 Abortion 163

Issue File: Background 163

ABORTION IN THE UNITED STATES: FACTS AND FIGURES 164

MAJORITY OPINION IN ROE V. WADE 166

Moral Theories 166

ABORTION AND THE SCRIPTURES 168

QUICK REVIEW 169

Moral Arguments 169

CRITICAL THOUGHT: LATE-TERM ABORTIONS 170

Summary 174

CONTENTS Á vii

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READINGS

A Defense of Abortion by Judith Jarvis Thomson 175

On the Moral and Legal Status of Abortion by Mary Anne Warren 185

Why Abortion Is Immoral by Don Marquis 194

Virtue Theory and Abortion by Rosalind Hursthouse 205

Cases for Analysis 211

CHAPTER 9 Altering Genes and Cloning Humans 213

Issue File: Background 213

GENE THERAPY: SOME RECENT DEVELOPMENTS 216

Moral Theories 218

CRITICAL THOUGHT: LONGER LIFE THROUGH GENE THERAPY? 219

Moral Arguments 219

QUICK REVIEW 221

Summary 221

READINGS

Genetic Enhancement by Walter Glannon 222

Is Gene Therapy a Form of Eugenics? by John Harris 226

The Wisdom of Repugnance by Leon R. Kass 232

Cloning Human Beings: An Assessment of the Ethical Issues Pro and Con by Dan W. Brock 249

Cases for Analysis 260

CHAPTER 10 Euthanasia and Physician-Assisted Suicide 263

THE DEATH OF KAREN ANN QUINLAN 264

Issue File: Background 264

LANDMARK COURT RULINGS 266

QUICK REVIEW 267

Moral Theories 267

Á CONTENTSviii

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CRITICAL THOUGHT: DR. KEVORKIAN AND PHYSICIAN-ASSISTED SUICIDE 269

Moral Arguments 269

PUBLIC OPINION AND EUTHANASIA 271

Summary 273

READINGS

Active and Passive Euthanasia by James Rachels 274

The Wrongfulness of Euthanasia by J. Gay-Williams 278

From Voluntary Active Euthanasia by Dan W. Brock 281

Euthanasia by Philippa Foot 289

Killing and Allowing to Die by Daniel Callahan 304

Cases for Analysis 306

CHAPTER 11 Capital Punishment 310

Issue File: Background 310

Moral Theories 312

CRITICAL THOUGHT: MEDICATED FOR THE DEATH PENALTY 313

QUICK REVIEW 315

CRITICAL THOUGHT: BOTCHED EXECUTIONS 316

Moral Arguments 318

CRITICAL THOUGHT: DIFFERENT CASES, SAME PUNISHMENT 319

Summary 320

READINGS

The Ultimate Punishment: A Defense by Ernest van den Haag 321

from Justice, Civilization, and the Death Penalty: Answering van den Haag by Jeffrey H. Reiman 326

Against the Death Penalty: The Minimal Invasion Argument by Hugo Adam Bedau 332

In Defense of the Death Penalty by Louis P. Pojman 337

Cases for Analysis 347

CONTENTS Á ix

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CHAPTER 12 Drug Use, Harm, and Personal Liberty 350

Issue File: Background 351

DIVERSE VIEWS IN THE UNITED STATES ON USING MARIJUANA 352

Moral Theories 353

CRITICAL THOUGHT: DOES LEGALIZING MEDICAL MARIJUANA ENCOURAGE USE AMONG TEENAGERS? 354

Moral Arguments 354

QUICK REVIEW 356

Summary 357

READINGS

The Ethics of Addiction by Thomas Szasz 357

The Fallacy of the “Hijacked Brain” by Peg O’Connor 366

Against the Legalization of Drugs by James Q. Wilson 368

Cases for Analysis 377

CHAPTER 13 Sexual Morality 380

Issue File: Background 380

VITAL STATS: SEXUAL BEHAVIOR 381

Moral Theories 382

Moral Arguments 383

VITAL STATS: SEX AND RELATIONSHIPS 384

QUICK REVIEW 385

Summary 386

READINGS

Plain Sex by Alan H. Goldman 386

Sexual Morality by Roger Scruton 395

Sexual Perversion by Thomas Nagel 402

Feminists against the First Amendment by Wendy Kaminer 409

“The Price We Pay?”: Pornography and Harm by Susan J. Brison 416

Cases for Analysis 426

Á CONTENTSx

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CHAPTER 14 Same-Sex Marriage 429

Issue File: Background 429

Moral Theories 430

OPINION POLLS: SAME-SEX MARRIAGE 431

VITAL STATS: GAYS, LESBIANS, AND SAME-SEX COUPLES 432

Moral Arguments 432

QUICK REVIEW 433

Summary 433

READINGS

On Gay Rights by Richard D. Mohr 434

What Marriage Is For: Children Need Mothers and Fathers by Maggie Gallagher 442

Here Comes the Groom: A (Conservative) Case for Gay Marriage by Andrew Sullivan 446

Cases for Analysis 449

CHAPTER 15 Environmental Ethics 451

Issue File: Background 451

SOME MAJOR ENVIRONMENTAL ISSUES 454

Moral Theories 456

QUICK REVIEW 456

CRITICAL THOUGHT: SHOULD PANDAS PAY THE PRICE? 457

Moral Arguments 458

Summary 460

READINGS

People or Penguins by William F. Baxter 461

The Ethics of Respect for Nature by Paul W. Taylor 465

Are All Species Equal? by David Schmidtz 480

The Land Ethic by Aldo Leopold 488

Cases for Analysis 492

CONTENTS Á xi

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CHAPTER 16 Animal Rights 495

Issue File: Background 496

CRITICAL THOUGHT: SHOULD WE ABOLISH DOG RACING? 498

Moral Theories 499

CRITICAL THOUGHT: SHOULD WE EXPERIMENT ON ORPHANED BABIES? 501

QUICK REVIEW 502

Moral Arguments 502

Summary 504

READINGS

All Animals Are Equal by Peter Singer 505

The Case for Animal Rights by Tom Regan 515

Difficulties with the Strong Animal Rights Position by Mary Anne Warren 522

Speciesism and the Idea of Equality by Bonnie Steinbock 528

Cases for Analysis 535

CHAPTER 17 Political Violence: War, Terrorism, and Torture 539

Issue File: Background 539

CRITICAL THOUGHT: PREEMPTIVE WAR ON IRAQ 542

CRITICAL THOUGHT: TERRORISTS OR FREEDOM FIGHTERS? 549

Moral Theories 550

Moral Arguments 552

QUICK REVIEW 556

Summary 557

READINGS

Reconciling Pacifists and Just War Theorists by James P. Sterba 558

Against “Realism” by Michael Walzer 566

Can Terrorism Be Morally Justified? by Stephen Nathanson 577

The Case for Torturing the Ticking Bomb Terrorist by Alan M. Dershowitz 585

Cases for Analysis 594

Á CONTENTSxii

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CHAPTER 18 Equality and Affirmative Action 597

Issue File: Background 597

CRITICAL THOUGHT: ARE LEGACIES RACIST? 599

Moral Theories 600

CRITICAL THOUGHT: ARE WHITES-ONLY SCHOLARSHIPS UNJUST? 601

QUICK REVIEW 602

Moral Arguments 603

Summary 605

READINGS

Reverse Discrimination as Unjustified by Lisa H. Newton 606

The Case against Affirmative Action by Louis P. Pojman 609

Affirmative Action and Quotas by Richard A. Wasserstrom 622

In Defense of Affirmative Action by Tom L. Beauchamp 625

Cases for Analysis 634

CHAPTER 19 Global Economic Justice 637

Issue File: Background 637

Moral Theories 639

VITAL STATS: THE PLANET’S POOR AND HUNGRY 639

Moral Arguments 641

QUICK REVIEW 643

Summary 643

READINGS

On Justice by John Rawls 644

The Entitlement Theory of Justice by Robert Nozick 651

Famine, Affluence, and Morality by Peter Singer 660

Lifeboat Ethics by Garrett Hardin 665

Cases for Analysis 672

CONTENTS Á xiii

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G L O S S A R Y 674

F U R T H E R R E A D I N G 678

A N S W E R S T O A R G U M E N T E X E R C I S E S 684

I N D E X 685

Á CONTENTSxiv

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xv

This fourth edition of Doing Ethics brings another set of substantial improvements to a text that had already been greatly expanded and improved. The aims that have shaped this text from the begin- ning have not changed: to help students (1) see why ethics matters to society and to themselves; (2) understand core concepts (theories, principles, values, virtues, and the like); (3) be familiar with the background (scientific, legal, and otherwise) of contemporary moral problems; and (4) know how to apply critical reasoning to those problems—to assess moral judgments and principles, construct and evaluate moral arguments, and apply and cri- tique moral theories. This book, then, tries hard to provide the strongest possible support to teachers of applied ethics who want students, above all, to think for themselves and competently do what is often required of morally mature persons—that is, to do ethics.

These goals are reflected in the book’s extensive introductions to concepts, cases, and issues; its large collection of readings and exercises; and its chapter-by-chapter coverage of moral reasoning— perhaps the most thorough introduction to these skills available in an applied-ethics text. This latter theme gets systematic treatment in five chapters, threads prominently throughout all the others, and is reinforced everywhere by “Critical Thought” text boxes prompting students to apply critical thinking to real debates and cases. The point of all this is to help students not just to study ethics but to become fully involved in the ethical enterprise and the moral life.

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Genetics and Reproductive Risk: Can Having Children be Immoral

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Read the article “Genetics and Reproductive Risk: Can Having Children be Immoral?” by Laura M. Purdy, pp. 564–570. In

this article Purdy argues for the following thesis:
(T) It is morally wrong to reproduce when we know there is a high risk of transmitting a serious disease or

defect. (566)
She argues for this using the example of Huntington’s disease (HD), and in particular the following situation:

(S) A couple wants to have biological children, i.e., children produced from their DNA or their egg and sperm cells. They also know that one of them has the gene for HD, and therefore is at a risk of passing HD onto their biological children.

Specifically, Purdy supports the following application of (T) to (S):
(A) It is morally wrong for the couple in situation S to reproduce without trying to avoid passing HD onto their

biological children.

Answer the following questions, in enough detail to be understood by someone with no background in medical ethics.

  1. State why Purdy believes both (i) there are cases where we know there is a high risk of transmitting HD, and (ii) that HD is a serious disease or defect.
  2. Purdy says that Utilitarianism supports (T), but she does not give the argument in this article. Give the best Utilitarianism argument you can for (A). Use Mill’s version of Utilitarianism (the classic, hedonistic, act version): The right action is whatever produces the maximum total amount of happiness for everyone effected (i.e., produces greater total happiness than any other action would produce).
  3. Consider the principle of autonomy (a.k.a. the principle of respect for persons), which we have discussed in various versions and interpretations. This principle might be used to argue for (A) OR against (A), depending on which version or interpretation you use, and some of those arguments might be stronger than others. Give what you think is the strongest of these arguments. It can be either for (A) or against (A), but not both, and it should be whichever one you think is the strongest.
    (Note: You may interpret the principle of autonomy in any of the ways we have read in the book or discussed in class. Be clear and explicit about which way you are interpreting it, and in particular, be clear and explicit about what (if anything) the principle requires of us regarding possible future individuals.)
  4. State whether you believe (A) is true or false, and explain why you believe this. Provide at least one reason that goes beyond the arguments discussed in parts 2 and 3.

Notes:

  1. When identifying the author’s positions, be charitable: if there are multiple ways to interpret something, focus on the
    interpretation which makes their position strongest, or most plausible. Give them the benefit of the doubt, where you reasonably can. In other words, don’t ascribe any unreasonable claims or assumptions to them, unless the text provides pretty clear evidence that they accept them. (On the other hand, do not be overly charitable: do not substantially change their meaning, just to make their case stronger.)
  2. In this case, it’s easy to follow: Do not consult any other sources beyond the textbook or class. This is not a research paper, so you do not need to find or use sources. Any reliance on sources beyond the textbook will constitute plagiarism.
  3. Use the rubric as a guide. Check your own work against it. Make sure it will be obvious to your reader, and not just to you, that your essay meets the criteria.

Form:

  • Your essay should be about 2 pages, double spaced, with 12-point font and 1-inch margins.
  • It’s best to break your essay into four paragraphs, one for each part of the instructions above.

 

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Sensations and Brain Processes

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In “Sensations and Brain Processes” J.J.C. Smart considers the following objection to the identity thesis: “I can imagine myself turned to stone and yet having images, aches, pains, and so on” (152). In her essay “In Defense of Mind-Body-Dualism,” Brie Gertler transforms this objection into an argument for dualism.In a double-spaced, 750-word paper, explain:

  • how Smart responds to this objection (Tip: focus on the first paragraph of his reply to objection 7);
  • how Brie Gertler addresses Smart’s objection to conceivability arguments in revising premise 2 and premise 1 of her argument for dualism. (Tip: most of your paper should be spent on this).

THE ESSAY IS ALREADY FIXED JUST NEED HELP WITH CLEANING PLAGIARISM OUT OF IT

 

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Biblical Worldview PAPER INSTRUCTIONS

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Biblical Worldview PAPER INSTRUCTIONS

Rationale

The Biblical Worldview Assignment is course-embedded into every degree program in Liberty University’s School of Education (SOE). Its purpose is to carry out LU’s mission to provide an education with a solid Christian foundation and to ensure that every SOE program completer understands the implications of a biblical worldview for the field of education. While there are other assignments that require candidates to write a personal philosophy of education, that is not necessarily the intent of this particular assignment. The goal of this activity is for candidates to accomplish the following:

· Convey an understanding of what is meant by a biblical worldview.

· Support and illustrate this understanding by citing the Bible and other literature on the topic of biblical worldview.

· Apply principles of a biblical worldview to educational practice.

· Articulate key components of a Christian philosophy of education, citing from the Bible and other literature on the topic of Christian philosophy of education.

Because the SOE embeds this assignment into every degree program—i.e., bachelor, master, education specialist (Ed.S.), and doctorate (Ed.D)—it is likely that candidates who earn multiple degrees from LU’s SOE will be required to complete the assignment multiple times. Especially in the Ed.S. and Ed.D. degrees, the Biblical Worldview Assignment may be required for more than one course. Candidates who are required to complete the assignment more than once may resubmit the initial assignment but are encouraged to revise as needed. For example, expectations for undergraduate and graduate writing levels are different; therefore, the composition of the paper may need to be strengthened with the repeated submission. Also, check the assignment directions and rubric to ensure that you are meeting the present course’s specific requirements.

Mission of Liberty University: This assignment advances LU’s mission by promoting “the synthesis of academic knowledge and Christian worldview in order that there might be a maturing of spiritual, intellectual, social and physical value-driven behavior” and by encouraging “a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility and active communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal Savior.” Click on these links to learn more about LU’s Mission Statement and LU’s Doctrinal Statement.

Mission of LU’s School of Education: This assignment advances the School of Education’s mission, which is “to develop competent professionals with a biblical worldview for Christian, public, and private schools.” Click on this link to learn more about the SOE Conceptual Framework.

Directions

Write a 4-page paper in current APA format that conveys your understanding of what is meant by a biblical worldview and a Christian philosophy of education. Also, discuss the implications of these principles in their application to educational practice. Page length requirement begins with the introductory paragraph and ends with the conclusion; it includes neither the title page nor the reference page. An abstract is not required. In addition to the Bible, cite a minimum of four references that represent the body of literature supporting and explaining biblical worldview and Christian philosophy of education. No more than 10% of the paper is to include direct quotes; therefore, you should do much more summarizing and paraphrasing than quoting. Citations are required both for direct quotes and for summarized ideas drawn from references. The format of the paper is to include the sections below with headings that follow current APA format. Click on this link to view an APA Tips document with helpful hints for writing success.

· Title Page

· Introduction

Present a strong, clear thesis statement. The focus of this paragraph is to introduce the reader to the thesis statement. The remainder of the paper should support and illustrate the main point(s) of the thesis statement.

· Biblical Worldview

Based upon your readings of the Bible and literature on the topic of biblical worldview, convey a basic understanding of the elements of a worldview that is based distinctively on a perspective of life drawn from Judeo-Christian scriptures. Do not focus on the field of education in this section. A common error is for writers to neglect the discussion of a biblical worldview by focusing too much on the field of education, which is to be addressed in subsequent sections of the paper.

· Christian Philosophy of Education

Based upon your readings of the Bible and literature on the topic of Christian philosophy of education, convey a basic understanding of the elements of an educational philosophy that is based distinctively on a perspective drawn from Judeo-Christian scriptures. Address metaphysical and axiological issues. Metaphysical issues relate to questions of meaning and purpose. Axiological issues relate to questions of values. Minimize the discussion of practical application to the field of education in this section. A common error is for writers to neglect the discussion of a Christian philosophy of education by focusing too much on the implications for educational practice, which will be addressed in the subsequent section.

· Implications for Educational Practice

Discuss the implications of a biblical worldview and Christian philosophy for practical application to the overall field of education. Ensure that you discuss these implications for the field in general, but you may also proceed to specify implications for your particular area of interest. For example, if you are preparing to serve as a content area teacher, a special education teacher, an administrator, or a school counselor, you may—after addressing implications for the overall field of education—address implications for your area of service.

· Conclusion

An effective conclusion affirms the thesis statement and leaves the reader with a clear idea of how thoughts in the paper fit together to make a specific point.

· Reference Page

Cite the Bible in the body of the manuscript, but—per APA—the Bible and other classical or holy scriptures are not to be listed on the reference page. List here at least 4 references other than the Bible. One your references is to be the course textbook. Click on this APA Tips Document for details.

Submission: Submit the document both in Blackboard and in LiveText. It will not be graded until it is submitted in both locations. In Blackboard, it will be checked by SafeAssign for plagiarism. It will be graded in LiveText using the embedded rubric there.

References and Citations: See the APA Tips Document for details on how to cite the Bible in the body of the manuscript. Below are links to sources you might find helpful as you prepare:

· Articles and Websites 

o What’s a Christian Worldview? (Focus on the Family)

o Developing a Biblical Worldview (Foundations for Living)

o What Is a Christian Worldview (Israel Wayne)

o The Importance of a Christian Worldview (The Gospel Project)

o On Education (Francis Schaefer)

o Writings in Christian Education (Calvin College)

· Journals: Many journals on the topic are available via Liberty Databases.

o Christian Worldview Journal (BreakPoint: The Chuck Colson Center)

o Christian Education Journal (Biola University)

o Christian Perspectives in Education (Liberty University, School of Education)

· LU’s Jerry Falwell Library: Click this link to search Liberty Databases of academic sources. Recommended search terms: biblical Christian worldview, Christian philosophy of education.

· Bibliography: Books on Biblical Worldview and Christian Philosophy of Education

· Course Readings: Relevant readings from present and past courses may be incorporated as appropriate, e.g., textbooks and articles.

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Discuss and evaluate the reasons Socrates gives for not escaping jail even though he had ample opportunity to do so.

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Answer This Question 250 Words Min

Discuss and evaluate the reasons Socrates gives for not escaping jail even though he had ample opportunity to do so. What is the nature of the “social contract” here that Socrates is following?

Reply to these post 100 Words Min Each

1.   Socrates, as we know in our previous lesson of this class, was sentenced to death for allegedly corrupting the youth and refusing to acknowledge the Gods recognized by Athens. Socrates was not an expert in legal practice, but he represented himself as his own defense which was documented by Plato. Crito, a friend and wealthy Athenian, offered Socrates an opportunity to escape his punishment by bribing the jailors and providing a means of escape.

To understand the nature of the “social contract” that Socrates was following, you have to understand that even though Socrates was very outspoken and questioned those of the Athenian elite, he still respected the laws of the Athenian government. Some of the benefits of being an Athenian citizen, was that they had freedom of speech, which explains why Socrates was able conduct himself the way that he did with other Athenians. Another was that they were protected by the city of Athens from other invaders. As a result, Socrates understood that because of these benefits and being able to live to an advanced age, he respected the law and was comfortable with the result of his trial.

He felt that escaping his convictions would have also been contradictory to his beliefs. Socrates was dedicated to his city and believed that it was his duty, to contribute to the Society with his Socratic Method. He also believed that such an act would have been an immoral, which would been bad for his soul. He believed that it was better to suffer an injustice, than to commit one because injustice corrupts the soul.

2.  This week I am choosing to write about John Rawls idea of the “Veil of Ignorance”, I chose this because like all the other topics I have written about I find it very interesting. The purpose behind this idea is to explore life in a structural manner. So you and your personality can be hidden behind this “veil” and you find more or less the truth about things like justice and social status (there are others but these are the two that stuck out the most to me). As far as the idea and wealth, everyone needs money, people don’t need to be rich just have enough to live. In this sense if someone is in a bad spot then they would get money from people who are considered “rich” and that would put them in a better situation and it would not put the “rich” person in a bad situation so making it fair for everyone. The purpose of the veil is so that the person doesn’t have to show who they actually are. We can look at it like doing things online, you don’t actually know the person on the other side of the screen. They can hide their actual identity and thats the same for the veil. This is so ( in my opinion) you aren’t judge based on who you are. I think this is actually a good idea to a point but there are always negatives when things like this are brought up. Like how is it fair that we give to people in need, even though its not technically hurting the person giving but making someone else’s life better.

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ARISTOTLE’S NICHOMACHEAN ETHICS

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Consider the ethical systems that we have studied, and the political systems that we have studied.  Identify a connection between one Ethical theory and one Political one.  Argue for why your choice comprises the best way to organize people based on what you find is the most accurate way to view human nature and what lifestyle is good (Ethics).

**ONLY REFERENCE IS THE BOOK ATTACHED BELOW**

**NO OUTSIDE REFERENCES**

MLA FORMAT 12POINT FONT DOUBLE SPACED

3-5 PAGES

USE FOLLOWING CHAPTERS FOR ESSAY:

-ARISTOTLE’S NICHOMACHEAN ETHICS

-EPICTETUS

-HOBBES

-NIETZSCHE

-MADISON

 

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The Human Condition and The Basic Imperatives

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Write a one page (double spaced) paper describing and discussing the following The Human Condition and The Basic Imperatives found in Chapter 2. *** NOTE See ch 2 pages attached. It’s discuss Morals, Ethics, human nature, pain and happines.

➡️*****The Human Condition and The Basic Imperatives in “PHILOSOPHY” my classes is phi202.

➡️Read***NOT “The human condition and the basic imperatives of literature. It needs to be based on Philosophy.

➡️Use scenarios in your writing. The goal of this paper is to gain a level of understanding of both of the concepts (The Human Condition and The Basic Imperatives) that can then be put to use in the classes final project.

➡️Note*****please give scenarios that you come up with  do NOT  only provide scenarios that was found the internet.

➡️Please read****see attachment information about The Human Condition and The Basic Imperatives .

 

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