A 3″ horizontal soil pipe may only have toilets on it, wher…
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Tоpic C: Acаdemic EthicsQuestiоn 1:Reаd the scenаriо 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.Your AnswerQuestion 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.Regarding the given situation and the current status of the student, whether they have made a full recovery or not, I believe the professor should reconsider their no-extra-credit policy base on Pynes' constructed argument, resulting in the extra credit opportunity being given to the student. Assuming this student is academically honest and has proven to be a hard-worker, I believe the student shouldn't be punished for underperforming when certain opportunities were unfairly stricken from him due to a circumstance that is beyond anyone's control. The scenario presented makes no mention of the student attempting to manipulate the situation or seeking unfair advantage, which suggests their request stems from genuine hardship rather than entitlement. According to Pyne's argument, extra credit often undermines fairness and academic integrity, for it rewards persistance over mastery, resulting in uneven opportunities to certain students being provided. Rather, in Pyne's own argument, an emphasizes is made on how fairness in grading must consider context and uphold the ethical principals of justice. In this case, I argue that applying a rigid policy without consideration of any form of exception could violate those very own principles.Colleges, or other institutions that provide a higher education, serve multiple different purposes. To say any of these institutions serve one sole function, providing a letter grade, is not only inaccurate, but undermining the foundation of education. Promoting an atmosphere where a student can begin developing their own skills and increasing their knowledge is one of the key functions of learning, and punishing the student when unforseen events, such as a medical emergency, disruptsa student's ability to demonstrate learning under standard conditions. I believe fairness does not always mean treating every student equally considering not every situation is fair.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.I do not agree with this sentiment, and believe it devalues...
Wоrk аuthоrizаtiоn cаn be classified under the function of: