Why does Macedo claim that cosmopolitan distributive justice “makes no sense”? Do you agree or disagree with him on this question?

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In a paragraph (150 words minimum), please respond to the following questions:

· Of the seven moral theories discussed

· Virtue Ethics – Aristotle (teleological) – Maintain a virtuous disposition. …

· Natural Law – Aquinas (teleological) – Base judgements on reason and logic. …

· Categorical Imperative – Kant (deontological) …

· Utilitarianism – Mill (teleological) …

· Theory of Justice – Rawls (deontological) …

· Prima Facie Duties – Ross (deontological)

· , which one do you consider to be the mostcompelling, and why?

· Which of the seven moral theories do you consider to be the least compelling, and why?

D2

In a paragraph (150 words minimum), please respond to the following question:

· Explain John Stuart Mill’s theory of higher and lower pleasures: Are there any problems inherent in the theory?

· Overall, does Mill’s idea of higher and lower pleasures make sense to you? Why or why not?

D3

In a paragraph (150 words minimum), please respond to ONE of the following questions:

· After reading the Gill essay, Discuss the logical point made by some opponents of PAS that it is impossible to be better off dead than alive. Even if the logical argument were sound, are there other reasons to claim that suicide for a terminally ill patient is morally justified?

· What worries does Velleman raise about appeals to dignity and autonomy in arguments over euthanasia? Do you agree or disagree with him on this issue? Why or why not?

D4

In a paragraph (150 words minimum), please respond to the following questions:

· Leopold suggests that economics should not be our only concern when it comes to the use of land. To what extent should economic considerations play a part in our treatment of nature and the environment?

· Are there any situations in which economic concerns might trump environmental ones? If so, could you give an example?

D5

In a paragraph (150 words minimum), please respond to the following questions:

· Do you relate more to the abolitionist or the retentionist position?

· What do you see as the two strongest supporting arguments for your position, and why?

D6

In a paragraph (150 words minimum), please respond to the following questions:

· Prior to reading the text, how would you have defined terrorism?

· What is your understanding of terrorism now?

· How would you account for the huge amount of terrorism in the 20th and 21st centuries?

· What do you see as the ethically proper response to acts of terror?

D7

In a paragraph (150 words minimum), please respond to ONE of the following questions:

· What do people spend money on that they either don’t need or rarely use other than those things mentioned by Singer? What things might people be most easily convinced to do without, and why?

· Consider and discuss whether the Kantian argument for helping the vulnerable is more or less convincing than the traditional utilitarian arguments. What kinds of arguments would be the most likely to persuade people to help those in need?

· Does Peter Singer’s greatest moral evil rule require that persons act in heroic ways or go above and beyond the call of duty as Arthur suggests? Explain your answer.

D8

In a paragraph (150 words minimum), please respond to ONE of the following questions:

· Macedo distinguishes two possible ways, which he labels “humanitarian assistance” and “distributive justice,” of seeking to improve the condition of the poor. Explain these two approaches to assisting the poor. Do you agree or disagree with them? Why or why not?

· Why does Macedo claim that cosmopolitan distributive justice “makes no sense”? Do you agree or disagree with him on this question?

Write the name of the art work being discussed, the artist’s name, the date, time, name of museum, size, description of the piece or composition, and the location. In the description, create a visual image with words. 

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  • Don’t forget to find a favorite piece anywhere inside or outside of the museum.  Collect the information to complete the critical review later.
  • The purpose of this review is to critically interpret and evaluate a work of art. (ACGM guidelines, 2015).
  • Based on student attendance a museum exhibition in their community
  • A critical analysis with personal reflection that demonstrates comprehension of event.
  • The date, place and time of the event will be cited as a source material
  • A minimum of 300 words, typed double-paced 12 point font
  • Measured with objective standards of Creative Thinking VALUE rubric
  • This critical review should be a minimum of 300 words, typed double-spaced 12-point font.   The assignment will be submitted via eCampus as instructed.

1.  Description of art object (100 words) up to 30% of points earned for assignment

  • Write the name of the art work being discussed, the artist’s name, the date, time, name of museum, size, description of the piece or composition, and the location. In the description, create a visual image with words.

2.  Analysis of the art object (100 words) up to 40% of points earned for assignment.

  • Based on the description provided in the introduction, analyze the artist’s intent or message within the work of art.  Provide notated research (inquiry) to further interpret the background of the artist and the era in which it was created.   The innovation and expression of ideas of the artist should be better understood through this research.  Discuss the Visual Elements and Principles of Design.  Which Visual Elements and Principles of Design are present in this work of art and give examples. (The visual elements and principles of design are listed and defined at the bottom of the worksheet.)
  • 3.  Interpretation of the art object (100 words)  up to 30% of points earned for assignment ________
  • Discuss the content of the piece.  Why was it created? Does it have a narrative or discuss social issues?  What emotional feeling is present?  Summarize your reaction to this art object.

4.  PROVIDE EVIDENCE OF YOUR ATTENDANCE AT THIS MUSEUM.  ATTACH OF PHOTO OF YOURSELF IN FRONT OF THE WORK OF ART IN THE MUSEUM, OR IF THIS IS NOT ALLOWED, IN FRONT OF THE MUSEUM SIGN.

Part 2:  TOUR OF MUSEUM— MUSEUM WORKSHEET, 125 points

NEW ACGM guidelines 2015:

1. Select 3 works of art in this museum.  Identify and describe these works of art based on their chronology (the time period they were created) and style, using the Visual Elements and Principles of Design as standard categories and terminology.

2. At least one of the objects you choose should allow you to investigate major artistic developments and significant works of art from the prehistoric period to the 14th century.

3. At least one work should reflect an understanding of intercultural values and ideas expressed by the creative artists. Write a critical analysis with personal reflection that will demonstrate comprehension of this event and its impact on the community.

4. Analyze the relationship of art to history by placing works of art within cultural, historical, and chronological contexts by comparing one piece you have selected from a particular period to another piece you have selected from the 15th century to the present.

Here’s a space for your notes to complete your MUSEUM WORKSHEET 125 POINTS ASSIGNMENT:

  • 1. Select 3 works of art in this museum. Identify and describe these works of art based on their chronology (the time period they were created) and style, using the Visual Elements and Principles of Design as standard categories and terminology.
  • 2. At least one of the objects you choose should allow you to investigate major artistic developments and significant works of art from the prehistoric period to the 14th century.
  • 3. At least one work should reflect an understanding of intercultural values and ideas expressed by the creative artists. Write a critical analysis with personal reflection that will demonstrate comprehension of this event and its impact on the community. Consider if the impact might be social responsibility in regard to political, religious or community presented in the imagery.
  • 4. Analyze the relationship of art to history by placing works of art within cultural, historical, and chronological contexts by comparing one piece you have selected from a particular period to another piece you have selected from the 15th century to the present.

WHICH 3 PIECES FROM THE TOUR ARE YOU SELECTING?

1. NAME OF PIECE from Prehistoric to the 14th Century

    DESCRIPTION OF PIECE

    DATE OF PIECE  

MAJOR ARTISTIC DEVELOPMENTS

2. NAME OF PIECE that reflects intercultural values and ideas

    DESCRIPTION OF PIECE      

    DATE OF PIECE AND CRITICAL ANALYSIS WITH PERSONAL REFLECTION THAT DEMONSTRATES COMPREHENSION OF THIS EVENT AND ITS IMPACT ON THE COMMUNITY.

3. NAME OF PIECE from the 15th century to the present

    DESCRIPTION OF PIECE

    DATE OF PIECE

     MAJOR ARTISTIC DEVELOPMENTS

 4. ANALYZE THE RELATIONSHIP OF ART TO HISTORY BY PLACING WORKS OF ART WITHIN CULTURAL, HISTORICAL, AND CHRONOLOGICAL CONTEXTS BY COMPARING ONE PIECE YOU HAVE SELECTED FROM A PARTICULAR PERIOD TO ANOTHER PIECE YOU HAVE SELECTED FROM THE 15TH CENTURY TO THE PRESENT.

What specific visual similarities do you observe in these three sculptures?

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By the due date assigned, respond to the assigned discussion questions and submit your responses to the appropriate Discussion Area. Start reviewing and responding to your classmates as early in the week as possible.

Question 1: Renaissance and Baroque Sculpture in Italy

The biblical hero David was a popular subject for sculpture and painting throughout the Renaissance and into the Baroque period. By studying, comparing, and contrasting sculptures of David created in the fifteenth, sixteenth, and seventeenth centuries, you can begin to see the stylistic changes that occurred across these centuries. In a minimum of 3 well-developed paragraphs, compare and contrast the following 3 sculptures of David:

  1. Early Renaissance: Donatello. David. 1446-1460.
  2. High Renaissance: Michelangelo. David. 1501-1504.
  3. Baroque. Gianlorenzo Bernini. David. 1623.

In your comparison, discuss:

  • What specific visual similarities do you observe in these three sculptures?
  • What specific differences do you see? Consider the representation of the figure, additional objects portrayed, and the role of the viewer for each sculpture
  • How has the attitude of David changed between these three representations?
  • How is each sculpture representative of the time period and style in which it was created?

Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.

Question 2: Dutch Baroque Painting

As we learned this week, Dutch Baroque art showed the influence of Protestantism and the middle-class merchants and traders who served as patrons. Dutch Baroque artists created portraits, still lifes, landscapes, and genre scenes of domestic life.

In a minimum of 2 well developed paragraphs, discuss how the following paintings reflect the social and historical context of sixteenth-century Holland. Consider the influence of religion, commerce, social structure, and/or patrons of the art in your response. Offer specific examples of how the subject of each painting reflects the society and culture in which it was created.

  1. Frans Hals, Officers of the Haarlem Militia Company of Saint Adrian, c. 1627
  2. Rembrandt van Rijn, The Anatomy Lesson of Dr. Tulp, 1632
  3. Johannes Vermeer, Woman Holding a Balance, c. 1664

Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.

Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar.

As soon as possible, review and comment on the work of two of your peers (click the rubric below to learn how to achieve the most credit). In your comments, consider areas you would suggest for expansion or clarification.

What do the sponsors of the proposed boycott hope to achieve with these resolutions?What evidence do the sponsors present that such tactics might prove successful?

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axation without Representation

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Overview 

One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week’s documents relate to the weekly module topic. This week’s documents relate to the weekly module topic of culture and cultural interaction. If you still need help prioritizing your questions of the document go to the Document Interpretation Tutorial Page. Use the questions below to learn how to analyze various types of sources and to become an historian yourself.

Directions

In this weekly discussion assignment you will need to:

  1. Choose one of the documents below to read.
  2. Write a 250-500 word initial post and and present your interpretation of the document and the material you have been introduced to in this module.This is due by: Thursday, 11:59 pm.
  3. Respond to at least 2 other classmates’ interpretations. Your response is due by: Sunday 11:59 pm.

 Peter Oliver; Origin and Progress of the American Rebellion: A Tory View (Links to an external site.)

  • What was Oliver’s opinion of the duties England imposed on the colonies?
  • How did Oliver describe the colonist who protested these measures? What kinds of adjectives did he use?
  • What is the point of the story at the end, about the horse and the sheep

Benjamin Franklin, Testimony Against the Stamp Act (Links to an external site.)

  • Where does Franklin lay the blame should violence emerge from the Stamp Act controversy? Why?
  • According to Franklin, what kinds of action are the colonist ready to take to pretest the levying of internal taxes by Parliament ?

James Otis,  The Rights of the British Colonies Asserted and Proved (Links to an external site.)

  • Some contemporaries of Otis interpreted this document as a radical challenge to the authority of the king and parliament.  Others saw it simply as a clear expression of the rights of British citizens in both Britain and the colonies.  With which side do you agree? Why?
  • What does Otis believe is the role of government?
  • Whom does Otis blame for the violations of American’s rights?

Slave Petition to the House of Representatives in Massachusetts Bay (Links to an external site.)

  • What were the multiple reasons the petitioners listed for ending slavery?
  • What are the specific references to the Declaration of Independence?
  • What, in your opinion, is the most convincing argument in the petition?

Virginia Nonimportation Resolutions (Links to an external site.)

  • What do the sponsors of the proposed boycott hope to achieve with these resolutions?What evidence do the sponsors present that such tactics might prove successful?
  • What analogy do the subscribers use to describe themselves should they submit to Parliament’s taxation?
  • Why is this analogy significant coming from Virginia?