“Managed accountability” provides which of these benefits to…
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"Mаnаged аccоuntability" prоvides which оf these benefits to authoritarian regimes?
Tоpic A: The Gаmer's DilemmаQuestiоn 1:(40 minutes, ~400-500 wоrds)A historicаl strategy game called Empire: Total Conquest allows players to roleplay as various historical empires. One controversial mechanic allows players to engage in "population management" - they can forcibly relocate, enslave, or exterminate ethnic and religious minorities in conquered territories for strategic advantages (increased loyalty, economic benefits, easier governance). The game presents this in sanitized strategic terms (clicking buttons, seeing statistics) rather than graphic violence. The developers defend it as "historically accurate" and argue that it helps players understand how atrocities happen. Critics argue it gamifies genocide.Using Luck's framework and at least TWO of the arguments we discussed (Arguments 1, 2, 3, or 5), analyze whether this game mechanic 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 state legislature is considering reforms to sexual assault law. The debate centers on what standard of evidence should be required for "nonaggravated sexual assault" cases (Pineau's proposed category for impaired consent situations).Proposal A: "Require the same high standard of evidence ('beyond reasonable doubt' with clear proof of refusal or incapacitation) for both nonaggravated sexual assault and standard rape"Proposal B: "For nonaggravated sexual assault, shift burden to the accused to show they had reasonable grounds to believe consent was valid (i.e., accused must prove they took adequate steps to ensure consent)"Proposal C: "For nonaggravated sexual assault, use a lower standard of evidence ('preponderance of evidence' in other words ‘more likely than not’) while keeping 'beyond reasonable doubt' for standard rape"Your Task:Part 1: Understanding the Framework (30 points)a) Pineau's nonaggravated assault category: Explain what "nonaggravated sexual assault" is and how it differs from "standard rape." Why does Pineau think creating this distinct legal category is important?b) Roiphe's objection to the category: How would Roiphe object to the very creation of this legal category, regardless of which evidence standard is used? What does she think happens to women's autonomy when we create special protections for impaired consent cases?c) Dixon's moral vs. legal distinction: Dixon agrees with Pineau that having sex when uncertain about consent is morally wrong. Explain why he might still worry about ANY of these proposals from a legal enforcement perspective.Part 2: Framework Application (35 points)a) False positive/false negative analysis: Apply Pineau's framework to explain why she might prefer Proposal B or C over Proposal A. What type of error is she most concerned about preventing, and why does she consider it more harmful than the alternative error?b) New injustices: Using Dixon's concern about creating "new injustices" through legal enforcement, identify a specific problem that might arise from Proposal B (shifting burden of proof) or Proposal C (lowering evidence standard). What could go wrong?c) Limiting cases check: Explain how the "Fraternity Gang Rape" case versus the "Regretted Sexual Encounter" case should be handled under the proposals. Which cases would fall under "nonaggravated sexual assault" versus "standard rape" versus "no crime"?Part 3: Your Position and Defense (35 points)a) State your position: Which proposal do you think strikes the best balance? Or should the legislature reject the nonaggravated assault category entirely?b) Defend your choice: Explain what makes your chosen approach compelling. Consider both the need to protect potential victims AND the need to protect against wrongful accusations. Use course concepts like perverse incentives, error minimization, or enforcement feasibility.c) Anticipate and respond to an objection: Choose one theorist (Roiphe, Pineau, or Dixon) who would object to your position. Explain their objection fairly and in detail, then explain how you would respond to it. Show that you understand the force of the objection even as you explain why your position is still defensible.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 Williams teaches an upper-level Economics course. She learns that students from wealthier backgrounds in her class have been hiring private tutors who essentially teach the entire course content one-on-one, giving these students a significant advantage. To level the playing field, she considers offering extra credit opportunities that don't require outside resources—things like attending free campus lectures, completing reflection assignments, or participating in study groups she organizes. Critics argue this doesn't solve the fundamental problem and creates new fairness issues.Your task: Would this extra credit policy address the inequality problem or create new problems? Apply course concepts about systematic injustice, fairness in extra credit, and alternatives to extra credit in your analysis.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.
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