(05.05 LC) How did the Reformation contribute to the birth o…
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(05.05 LC) Hоw did the Refоrmаtiоn contribute to the birth of the Enlightenment? (5 points)
Used аt the beginning оf а repоrt оr presentаtion, a clear "setup story" can ...
Tоpic A: The Gаmer's DilemmаQuestiоn 1:(40 minutes, ~400-500 wоrds)A new gаme called Revenge Simulator allows players to roleplay as victims of workplace discrimination who can then torture their former bosses in increasingly brutal ways. Players create their character's backstory (being passed over for promotions, enduring harassment, wrongful termination, etc.) and then capture and punish the perpetrators. The torture mechanics are detailed and realistic. The game has been praised by some for addressing workplace injustice and giving voice to the powerless, but criticized by others for glorifying torture of real-world people (bosses, managers, HR representatives).Using Luck's framework and at least TWO of the arguments we discussed (Arguments 1, 2, 3, or 5), analyze whether this game is morally problematic. Be specific about which principles apply and why.Question 2:(50 minutes, ~500-600 words)Assume Luck is correct that we cannot distinguish virtual murder from virtual pedophilia and virtual rape. You must now choose a position: either defend the Righteous Gaming (RG) principle (all are morally wrong), or defend the permissibility of virtual immoral actions (all are morally permissible).Develop your argument by:(a) Identifying the strongest objection to your position(b) Responding to that objection with specific reasoning(c) Explaining what your position implies for one specific game or game genre (such as Grand Theft Auto, Red Dead Redemption, Call of Duty, The Last of Us, etc.)Topic B: Sexual Consent & EthicsA jurisdiction that has adopted Pineau's "nonaggravated sexual assault" category is now debating what penalties should attach to it. Three positions emerge:Position 1: "Same penalties as standard rape, because non-consensual sex is non-consensual sex regardless of whether the perpetrator knew or should have known"Position 2: "Significantly reduced penalties (e.g., probation, mandatory education, community service) because the perpetrator may have genuinely believed they had consent"Position 3: "Tiered penalties based on level of recklessness: minimal penalty for 'negligent' cases (should have known better), moderate penalty for 'reckless' cases (ignored warning signs), approaching standard rape penalties for severe cases"Your Task:Part 1: Understanding Pineau's Framework (30 points)a) Purpose of the category: Explain WHY Pineau created the nonaggravated sexual assault category in the first place. What problem was it meant to solve?b) Addressing Roiphe: How does creating this category allow Pineau to take Roiphe's concerns about autonomy seriously while still protecting potential victims? What does Pineau concede to Roiphe, and what does she refuse to concede?c) Pineau's preferred penalties: Based on Pineau's overall goals (deterrence, "equalizing risk between the sexes," taking consent seriously), which position would she most likely prefer? Why?Part 2: Framework Application (35 points)a) Perverse incentive analysis: Explain why Position 2 might create a "perverse incentive" problem. What behavior might significantly reduced penalties inadvertently encourage? How is this similar to the "punish neither" policy problem in both-drunk cases?b) Dixon's enforcement concern: Dixon agrees that proceeding without valid consent is morally wrong. Explain what concerns he might have about Position 1 or Position 3 from a legal enforcement perspective. What "new injustices" might criminal penalties create even when moral wrongness exists?c) Error minimization: Using the false positive/false negative framework, explain what types of errors each position might produce. Consider both the error of punishing someone who genuinely believed they had consent AND the error of failing to deter/punish reckless behavior.Part 3: Your Position and Defense (35 points)a) State your position: Which position on penalties do you find most defensible? Or would you recommend something different from all three?b) Defend your choice: Explain what makes your preferred approach compelling. Consider the goals of deterrence, fairness, proportionality, and avoiding perverse incentives. Use course concepts to support your reasoning.c) Anticipate and respond to an objection: Identify the strongest objection to your position. This could come from:Roiphe (objecting to ANY criminal penalties for this category)Pineau (if you chose insufficient penalties)Dixon (if you chose penalties he'd consider difficult to enforce fairly)Explain the objection thoroughly and fairly, then respond to it. Show you understand why someone would object even as you defend your position.Topic C: Academic EthicsQuestion 1:Read the scenario below carefully. Apply course concepts about grading, extra credit, college functions, and fairness to analyze the situation. Your response should identify relevant ethical issues, explain which arguments from the course material apply, and recommend a course of action with justification. If you're unsure about a concept, explain your reasoning as best you can. Partial credit is available for thoughtful attempts. (400-500 words)Professor Thompson has a strict no-extra-credit policy based on Pynes' arguments. A student who has maintained a B+ average suffers a serious medical emergency three weeks before finals, missing crucial review sessions and performing poorly on the final exam, dropping to a C+ in the course. The student requests an extra credit opportunity to demonstrate mastery of the material after recovery. The professor must decide whether this situation justifies an exception to the no-extra-credit policy, and if so, whether this creates a slippery slope.Your task: Should Professor Thompson make an exception? If so, how can this be done without undermining the reasons for avoiding extra credit? Consider the alternatives to extra credit discussed in class and whether any would be more appropriate here.Question 2:Instructions: Choose ONE of the following prompts. Take a clear position, construct your best argument for that position, anticipate the strongest objection someone could raise, and respond to that objection. Then consider whether there's a remaining weakness in your position and address it. If you're unsure about a concept, explain your reasoning as best you can. Partial credit is available for thoughtful attempts. (400-500 words)Option A: The Priority QuestionPrompt: From society's perspective (not just as a student or future employee), should colleges prioritize their sorting function (identifying and certifying capable students) or their educating function (developing student abilities)? Take a position and defend it. Then anticipate and respond to the strongest objection to your view.Option B: The Effort vs. Achievement DebatePrompt: Should grades primarily reflect student effort or student achievement? Take a position and construct an argument that goes beyond "both matter" to identify which should be prioritized when they conflict. Anticipate the strongest objection to your position and respond to it.Option C: The Fairness StandardPrompt: Consider this claim: "Extra credit is unfair to high-achieving students because it diminishes the value of their accomplishments—it's a form of 'theft of credit.'" Do you agree with this characterization? Take a position, defend it with argument, anticipate a strong objection, and respond.Option D: The Credential Inflation Trade-offPrompt: Some argue that being generous with grades (through extra credit, curving, etc.) helps current students but harms past graduates and future students by making degrees less valuable. Others argue this concern is overblown and that we should prioritize helping students currently in our classes. Which consideration should matter more to professors when setting grading policies? Take a position, defend it, anticipate an objection, and respond.