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Instructions:
Individual Freedom and the Public Interest Worksheet
Read Chapter 3 of the text “Individual Freedom and the Public Interest” paying particular attention to the opening case-study and the concept of “Personal Liberty” and complete the following using the template.
The candidate is to provide a case summary, in a paragraph of between 150 – 200 words, describing the problem or dilemma of the opening case on pages 30 and 31?
The concept of Personal Liberty
Describe the primary purpose of chapter 3 of the text and specifically as evidenced by what two questions posed by the author? (See paragraph 2, page 33)
One of the critical distinctions, in this case, is the teacher’s public and private life. How does the author first suggest these terms, “public” and “private,” be defined? (Page 34; 4th paragraph.)
One of the key concerns here is the effect the teacher’s dancing as a stripper on her performance as a teacher (Job performance mentioned in 2nd paragraph on page 34 and 3 times in 2nd paragraph, page 35). Discuss this matter as to the “scope of her job,” not in terms of her preparation and presentation during and in class, but as to her influence on students. Also, is it part of her job to be a “good” influence on her students? (The word “influence” is mentioned eight times in the section of the text CONCEPT: PERSONAL LIBERTY. Look there. pp 34 – 37)
In paragraph 2 on page 34 and again on page 36, the author says, “. . . there are areas of a person’s life that should be held to be private even if they have an effect on the interests or welfare of others.” Explain this! (Privacy is mentioned in paragraphs 2 3,4, and 5, p. 34, and several mentions on pages 36 and 37.)
Analysis, The Nature of Moral Judgments – p. 37. On page 37 the author indicates, “One set of ideas that is important to the discussion of many moral issues is the difference between what we shall call facts, moral principles, and preferences (values).”
Explain and provide an example for the differences in these three terms; facts, moral principles, and preferences.
Of the three terms facts, moral principles, and preferences, how would you rank them in order of importance in making decisions about ethical cases and why?
Respond briefly (couple-three sentences each) to each of these “potentially relevant” issues or questions: These questions or prompts (3a – 3b) serve only to prompt the student’s thinking on this matter. There will be many varied responses to these questions/prompts. There will not be one particular correct answer for any of them.
Is there anything wrong with Miss Loring’s working as a topless dancer? (If so or if not, explain.)
Does her second profession as a topless dancer somehow make her unfit to teach? (If so, how and why?) (Expect many points of view here.)
Individual Freedom and the Public Interest Worksheet
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Individual Freedom and the Public Interest Worksheet |
Individual Freedom and the Public Interest Worksheet