Deontology is duty-based ethics. Deontologists propose that there are universal principles that undergird ethical actions and that humans are duty-bound to obey those principles. This week, you will examine primary and secondary sources that relate to deontological thinking from both theoretical and applied perspectives. The applied ethics topic for the week relates to the ethics of war and peace. You will interpret various military ethics topics through the lens of deontological theory. You will also complete the Week Three Assignment, which involves applying either deontological theory or utilitarianism to the ethical issue thesis that you created in Week One. To do this properly, it is important that you have a solid understanding of the theory, so be sure to read the course documents that relate to the theory you choose.   ( SEE ATTACHED FILE CHAPTER 6)

 

I HAVE ATTACHED MY PAPER FROM WEEK 1

Applying an Ethical Theory

 

Please read these assignment instructions before writing your paper, and re-read them often during and after the writing process to make sure that you are fulfilling all of the instructions. Please also utilize the assignment guidance and the outlined model provided.( SEE ATTACHED FILES GUIDANCE AND OUTLINE)

Overview
The following short essay assignment is designed to help prepare you for an important part of the Final Paper. In this essay, you will do the following:

• Use the same question you formulated and introduced in the Week One Assignment,
• Choose eitherutilitarian ordeontological ethical theory to apply to the ethical question.
• Explain the core principles of that theory.
• Demonstrate how the principles of the theory support a certain position on that question.
• Articulate a relevant objection to that position.

Instructions
Write a five-paragraph essay that conforms to the requirements below. The paper must be at least 1,000 words in length (excluding title and reference pages) and formatted according to APA style

The paragraphs of your essay should conform to the following guidelines:

• Introduction
  The introduction should clearly state the ethical question under consideration, and define the essential issues. Build upon the question and introduction you provided in the Week One Assignment. Your introduction should include a brief remark about the kind of theory you will be using to approach this question. The last sentence of the introduction should briefly summarize or position on the issue you think is best supported by this theory and succinctly state what the objection will be. Bear in mind that your essay will not be concerned with your own position on this issue, but what someone reasoning along the lines of the chosen theory would conclude; this may or may not be the position you took in the Week One Assignment.

 

• Body Paragraphs
  Each paragraph in the body should start with a topic sentence that clearly identifies the main idea of the paragraph.

 

• • Theory explanation
    Explain the core principles or features of the deontological or utilitarian theory and the general account of moral reasoning it provides.

    You must quote from at least one required resource other than your textbook that defends or represents that theory.

SEE ATTACHED FILE REQUIRED RESOURCES

• • Application
    Demonstrate how the principles or features of the deontological or utilitarian theory apply to the question under consideration and identify the specific conclusion that results from applying the reasoning characteristic of that kind of approach.

    Your application should clearly show how the conclusion follows from the main principles and features of the theory as addressed in the previous paragraph. Please see the associated guidance for help in fulfilling this requirement.

 

• • Objection
    Raise a relevant objection to the argument expressed in your application. An objection articulates a plausible reason why someone might find the argument problematic. This can be a false or unsupported claim or assumption, fallacious reasoning, a deep concern about what the conclusion involves, a demonstration of how the argument supports other conclusions that are unacceptable, etc. You should aim to explain this objection as objectively as possible, (i.e., in a way that would be acceptable to someone who disagrees with the argument from the previous paragraph).

    Note that this does not necessarily mean that the objection succeeds, or that the conclusion the theory supports is wrong. It may be an obstacle that any adequate defense of the conclusion would have to overcome, and it may be the case that the theory has the resources to overcome that obstacle. Your task here is simply to raise the objection or present the “obstacle.”

 

• Conclusion
  The conclusion should very briefly summarize the main points of your essay.

Resource Requirements

• You must use at least two resources to support your claims.
• At least one of the resources should be one of the Required or Recommended Resources that represent the theory you have chosen.
• The other source should pertain to the particular issue you are writing about and should be drawn from the required or recommended readings in the course, or be a scholarly source.
• You are encouraged to use additional resources, so long as at least two conform to the requirements above.
• The textbook does not count toward satisfying the resources requirement.
• To count toward satisfying the requirement, resources must be cited within the body of your paper and on the reference page and formatted according to APA style 

 

Running head: NON-VOLUNTARY ACTIVE EUTHANASIA RIGHTS 1

NON-VOLUNTARY ACTIVE EUTHANASIA RIGHTS 4

 

 

 

 

 

 

Non-Voluntary Active Euthanasia Rights

Kaleena Springsteen

PHI 208 Ethics and Moral Reasoning

Michael Larson

April 24, 2017

 

Non-Voluntary Active Euthanasia Rights

Should non-voluntary active euthanasia rights be allowed in certain specific cases, such as when a patient is terminally ill, but not in any other case?

Introduction:

Varelius (2016) notes an existing disagreement between the advocates of non-voluntary active euthanasia and physicians assisted suicide on when the procedure is permissible. Young (2007) describes euthanasia as the situation in which terminally ill or injured people or animals are killed to end further suffering. Non-voluntary active euthanasia is a euthanasia done when the explicit consent of the concerned individual is unavailable for instance in case the patient is a young child, or the patient is in a persistent vegetative state. Being active euthanasia, the killing is made by a medical professional in a painless manner. Non-voluntary active euthanasia is done using a lethal injection or by discontinuing life supporting systems. Non-voluntary active euthanasia has its advantages and disadvantages.

Position Statement:

To start with, euthanasia should be allowed for terminally ill patients to save them from pain. Young (2007) argues that the process saves a patient not only from pain and suffering but also from committing suicide, thus making the process beneficial to the patient. This is so because suicide may be a traumatic or even horrifying experience the patients loved ones. Euthanasia is considered as ways of saving resources such as money and hospital space, especially when the patient has no chances of recovering. Another point is that no matter precious life is, a person should not be forced to stay alive. If a person is in much pain from a condition he or she cannot recover from, such a person may have the right to his or her life to be ended. Trying to do anything possible to keep a terminally ill person as the law requires is not medically sound, wise or even compassionate. At such a point, all interventions should be targeted to alleviating pain for both the patient and the patient’s loved ones (Varelius, 2016).

Supporting Reason:

Everyone has the right to remain alive no matter what, however, no one has the right to endure pain, and especially the condition in which the person is cannot be recovered. Arguing basing on rights, a person has explicit right to die. On a libertarian argument, death is a private matter, and if it means no harm to others as well as the state, other people have no right to interfere with such a decision to die. The health resources are scarce; hence, using them to support a person who has no chance to recover is not prudent.

Opposing Reason:

People against non-voluntary active euthanasia argue that no one has the right to determine when the life of another person should end. They also argue that only God has the right to end the life of a person. The slippery slope argument is based on the issue that making euthanasia legal could lead to significant unintended changes in the society or health care system. For instance, very ill people may feel like a burden to the family or caretakers and feel pressured to consider euthanasia. The alternative argument is that mental health treatment and palliative care means that a person has no reason to feel that he or she is suffering intolerably. According to the argument, if a person is given the right care, in the appropriate environment, he or she has no reason not to have painless and dignified natural death.

 

References

Bloyd, S. (2009). Euthanasia (3rd ed.). San Diego, CA: Lucent Books.

Varelius, J. (2016). Active and Passive Physician-Assisted Dying and the Terminal Disease Requirement. Bioethics, 30(9), 663-671. http://dx.doi.org/10.1111/bioe.12282

Young, R. (2009). Medically assisted death (1st ed.). Cambridge: Cambridge University Press.

Assignment: Education Analyzed Through Nonfiction and Fiction

Perhaps you come from a long line of women who had access to formal education, or perhaps you are the first in your family to attend a university. Education is more than learning fundamental skills of reading, writing, and arithmetic. It is access to opportunity and choice that you may or may not take for granted. Although the value of formal education is inestimable, it does not replace or undermine what women have always had access to—their own knowledge, learned and shared with families and communities—gained through life experience.

In this week’s Assignment, you consider the styles of creative nonfiction and fiction to relay messages concerning women’s education experience.

To prepare for this Assignment:

• Review the brief biographies of Maya Angelou, Alice Walker, and Ntozak Shange in the Women’s Voices and Social Change timeline media piece.
• Review the Angelou and Walker readings from this week’s Learning Resources to uncover the authors’ perspectives on the value of education.
• Review the “Glossary of Terms and Techniques for Literature and Creative Writing” document for descriptions of creative nonfiction and fiction.
• How would you describe the difference between the two styles of writing? Do you have a preference? Why?
• Consider people in your life who may have a strong sense of mother wit—natural wit or intelligence or innate knowledge. What distinguishes people with this type of knowledge?

The Assignment:

Write a 2-page analysis of women’s educational experience as depicted in the works of Angelou and Walker. Include evidence of formal education and mother wit. How do these works support your understanding of formal education vs. mother wit?