Revising The Theories Of Values
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Revising The Theories Of Values
- What does Little mean when she talks about revising our theory of values to accommodate an entity like a fetus rather than the other way around?
Revising our theory of values to accommodate an entity like a fetus rather than the other way round implies that the personhood of the fetus should be not emphasized right from the time of conception but instead, the fetus should be assigned a different value, perhaps different from the insistence on personhood.
- What does Little argue makes the fetus “natural” development unlike the development of most biological organisms?
What distinguishes the fetus natural development from the development of other biological organisms, according to Little, is that while the development of other forms of life like fish involves the egg stage which can be turned into any other organism through proper laboratory mechanization, the embryo cannot be held in the same esteem as a sperm or an egg.
- Why does Little say that an abortion cannot be a case of “wrongful interference?” Does that mean it cannot be wrong?
Abortion cannot be a case of wrongful interference because, in Little’s Opinion, terminating the gestation takes away from the ‘person’ what he/she would not have had without your assistance-their life. This is in contrast to killing an adult person who was having a happy life and a definite trajectory independent of your aid. However, that position does not mean that abortion cannot be wrong. It can be wrong, yes, but cannot be judged in light of the right against interference.
- Explain what you understand to be Little’s point about “authorship” in her discussion of “Intimacy, Pregnancy, and Motherhood.” Do you find it compelling?
Little’s point about authorship is that the mother is responsible for the existence of the fetus from the point of conception through voluntary intercourse. Since the author has the right to terminate the existence of whatever is created, the mother has the right to terminate the life of the fetus. However, I don’t find her position compelling because the right to terminate life is vested on a superior being, not mere human beings.
- What is the initial point of the example of the soldier who does not fall on the grenade, the woman who does not marry the suitor, and the woman who does not provide sexual services to the troops?
The example of a woman who turns down marriage proposal or refuses to have sex for several reasons which revolve around sharing her body with a fetus during gestation which obviously follow the consent to have sex or to get married altogether.
- Which of the examples in #5 does she later modify, and for what purpose?
The initial point of these examples is that all these people refuse to offer the services because they love themselves and not just because they do not love the subjects.
- Summarize what you believe Little means by “stewardship” (mentioned on p154, the central point of the her discussion of “Norms of Responsible Creation”). Cite a passage that illustrates what you believe she means, and comment on how strong of a point she is making.
Stewardship, as used by Little, implies the authority to take care of something on behalf of another person who is the owner thereof. The mother is, therefore, a steward of the fetus life and has dominion over it as part of the creative responsibility.
- What does Little think of the claim that having an abortion for the child’s sake is absurd? How does this relate to her suggestion that under some circumstances, continuing a pregnancy might violate “norms of responsible creation?”
Not all norms for creation are pro-continuity. Additionally, gestation itself is an endeavor of creation. Therefore, it is only the norms of respect and not morality that determines a person’s decision to continue pregnancy since personhood emerges therefrom.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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