SOC 331 ASH ENTIRE COURSE,SOC 331 ASH ENTIRE CLASS,SOC 331 ASH TUTORIAL,SOC 331 ASH ASSIGNMENT Flashcards
Ash SOC 331 Entire Course
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SOC 331 Week 1 Quiz
SOC 331 Week 2 Quiz
SOC 331 Week 3 Quiz
SOC 331 Week 4 Quiz
SOC 331 Week 5 Quiz
SOC 331 Week 1 DQ 1 Moral, Legal, and Religious Perspectives on Social Justice
Moral, Legal, and Religious Perspectives on Social Justice. In Chapter 1 of your textbook, justice is analyzed from three perspectives, each with its own set of relevant concepts. The text includes three case studies for consideration from each perspective. Select one (only one) of these case studies as the focus of your initial post in this discussion. Then analyze the selected case study from the justice perspective which accompanies it and answer the following questions.
If you select “Case Study 1.1 – Jacob Little and Walmart,” analyze it from the perspective of justice as a moral concept. Your analysis must address the following questions:
Did Walmart offer Jacob a just wage? Why or why not?
Was the alderman’s decision to let Walmart operate in the city just? Why or why not?
If you were the alderman, what would you do to more fully promote justice in the situation? Why?
If you select “Case Study 1.2 – Just Desserts?,” analyze it from the perspective of justice as a legal concept.
Was the court’s sentence for Mr. Allen just? Why or why not?
Was the court’s sentence for Mr. Brown just? Why or why not?
If you were the judge presiding over both of these trials, what would you do to more fully promote justice in them? Why?
If you select “Case Study 1.3 – Honor the Sabbath or Keep Your Job,” analyze it from the perspective of justice as a religious concept.
Did Chief Gerst treat Corporal Brown justly? Why or why not?
Did Corporal Brown act justly after his agreement with Chief Gerst? Why or why not?
If you were the Chief of TSU’s Police department, what would you do to more fully promote justice in the situation? Why?
SOC 331 Week 1 DQ 2 The Justice of Climate Change
The Justice of Climate Change. In Chapter 1 of your textbook, the author identifies the possible causes and consequences of global warming/climate change as emerging issues loaded with implications for justice. He also analyzes the concepts of distributive justice, commutative justice, and retributive justice and suggests their relevance to conversations about how individuals, businesses, and nations should respond justly to evidence of global warming. These conversations are made more difficult by acrimonious debates about the quality of the scientific evidence that supports global warming hypotheses as well as the motives and integrity of various scientists on both sides of the issue. “Case Study 1.4 – Getting Warmer?” illustrates this problem.
Familiarize yourself with the debate highlighted in Case Study 1.4 by reviewing the required resources for this discussion. Then apply concepts of distributive justice, commutative justice, and retributive justice to answer the following questions.
How should the concept of distributive justice influence the response of the United States to evidence of global warming? Why?
How should the concept of commutative justice influence your response, as an individual, to evidence of global warming? Why?
How should the concept of retributive justice influence governmental and individual responses to business activities which emit substantial amounts of carbon dioxide and other “greenhouse gases.” Why?
SOC 331 Week 2 DQ 1 Justice from Four Perspectives Family, Community, State, and Nation
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Ash SOC 331 Week 1 DQ 1 Moral, Legal, and Religious Perspectives on Social Justice
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In Chapter 1 of your textbook, justice is analyzed from three perspectives, each with its own set of relevant concepts. The text includes three case studies for consideration from each perspective. Select one (only one) of these case studies as the focus of your initial post in this discussion. Then analyze the selected case study from the justice perspective which accompanies it and answer the following questions.
a. If you select “Case Study 1.1 – Jacob Little and Walmart,” analyze it from the perspective of justice as a moral concept. Your analysis must address the following questions:
§ Did Walmart offer Jacob a just wage? Why or why not?
§ Was the alderman’s decision to let Walmart operate in the city just? Why or why not?
§ If you were the alderman, what would you do to more fully promote justice in the situation? Why?
b. If you select “Case Study 1.2 – Just Desserts?,” analyze it from the perspective of justice as a legal concept.
§ Was the court’s sentence for Mr. Allen just? Why or why not?
§ Was the court’s sentence for Mr. Brown just? Why or why not?
§ If you were the judge presiding over both of these trials, what would you do to more fully promote justice in them? Why?
c. If you select “Case Study 1.3 – Honor the Sabbath or Keep Your Job,” analyze it from the perspective of justice as a religious concept.
§ Did Chief Gerst treat Corporal Brown justly? Why or why not?
§ Did Corporal Brown act justly after his agreement with Chief Gerst? Why or why not?
§ If you were the Chief of TSU’s Police department, what would you do to more fully promote justice in the situation? Why?
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Ash SOC 331 Week 1 DQ 2 The Justice of Climate Change
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In Chapter 1 of your textbook, the author identifies the possible causes and consequences of global warming/climate change as emerging issues loaded with implications for justice. He also analyzes the concepts of distributive justice, commutative justice, and retributive justice and suggests their relevance to conversations about how individuals, businesses, and nations should respond justly to evidence of global warming. These conversations are made more difficult by acrimonious debates about the quality of the scientific evidence that supports global warming hypotheses as well as the motives and integrity of various scientists on both sides of the issue. “Case Study 1.4 – Getting Warmer?” illustrates this problem.
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Ash SOC 331 Week 1 Quiz
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Question : “War” comes from a German word that originally meant
Student Answer:
Concord
Accord
Discord
Order
2. Question : Some scientists claim that there is no need to worry about global warming. What is one argument made in support of this view?
Student Answer:
Alarmism will bring down taxes.
Carbon dioxide does not contribute to pollution.
Alarmism will reduce academic research on climate change.
Carbon monoxide is not a pollutant.
3. Question : What percentage of the world’s services can be delivered from anywhere, thanks to the Internet?
Student Answer:
40%
50%
60%
70%
4. Question : According to virtue theory, morality is a matter of
Student Answer:
Obeying a rule.
Acting from duty.
Habitually knowing the good and doing the good.
Producing the greatest good for the greatest number.
5. Question : Because of current communication and transportation technologies, migrant communities are getting
Student Answer:
Smaller, because it easier to keep track of migration.
Smaller, because it is easier to do business from a person’s original home.
Larger, because it is easier to keep track of migration.
Larger, because it is easier to travel between homes.
6. Question : In his concession speech in 2000, presidential candidate Al Gore claimed to accept the U.S. Supreme Court’s decision, because the Court is “the supreme law of the land.” This view is an example of
Student Answer:
Legal realism.
Legal positivism.
Natural law theory.
Strict constructionism.
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Ash SOC 331 Week 2 DQ 1 Justice from Four Perspectives Family, Community, State, and Nation
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In Chapter 2, the author urges students to “look at justice through the lens of reason” by developing “frameworks that permit careful analysis and evaluation of competing views” (Dreisbach, 2013, Section 2.1). He provides an example of such a framework by analyzing how the concept of justice varies when viewed from the different perspectives of family, community, state, and nation. In this discussion, you will apply this framework to analyze justice issues arising from demands for the legalization of a traditionally prohibited behavior in the United States – same-sex marriage. Before responding, carefully read the discussion question below:
According to the revised 2010 Census, in the United States there were 131,729 same-sex married couple households and 514,735 same-sex unmarried partner households. As of December 2012:
a. Thirty-eight states have state constitutional provisions or other laws restricting marriage to one man and one woman;
b. Nine states and the District of Columbia issue marriage licenses to same-sex couples;
c. One state recognizes marriages by same-sex couples legally entered into in another jurisdiction;
d. Eight states provide the equivalent of state-level spousal rights to same-sex couples (civil unions) within the state; and
e. Two states provide some state-level spousal rights to same-sex couples within the state (e.g., domestic partnerships, designated beneficiaries).
Consequently, in at least 30 states same-sex couples are denied the many legal and economic benefits that are available to married heterosexual couples. Additionally, in 1996 Congress enacted and President Bill Clinton signed the Defense of Marriage Act (DOMA) which:
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Ash SOC 331 Week 2 DQ 2 Justice and Socio-Economic Class Check this A+ tutorial guideline at http://www.assignmentcloud.com/soc-331-ash/soc-331-week-2-dq-2-justice-and-socio-economic-class In Chapter 2 of the textbook, the author describes meanings for the concept of socio-economic class and analyzes how perceptions of justice may be influenced by class distinctions in American society (see Section 2.4). He also references the related views of two provocative and thought-provoking contemporary scholars. Robert H. Frank provides an economic analysis, and Charles Murray offers a socio-cultural interpretation. In this discussion, you will summarize the perspective of one of these scholars and evaluate its relevance to understanding how class influences beliefs about justice. Review the questions below and select one (only one) of these scholars as the focus of your initial post. For more classes visit
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Ash SOC 331 Week 2 Quiz
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Question : A neighborhood covenant prohibiting homeowners from making changes to their property without permission is an example of Student Answer: Retributive justice Distributive justice Commutative justice Restorative justice
Question : For Aristotle, what was the most important political unit? Student Answer: The family The state The village The household
Question : Which of the following values does the feud between the Hatfields and the McCoys best exemplify? Student Answer: An excessive need for privacy. An excessive need for autonomy. Excessive hierarchy. Excessive loyalty.
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Ash SOC 331 Week 2 State vs Federal Marijuana Legalization
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For this assignment, you will again follow the suggestion to “look at justice through… frameworks that permit careful analysis and evaluation of competing views” (Dreisbach, 2013, Section 2.1). Again, you will apply his framework for analyzing how the concept of justice varies when viewed from the different perspectives of family, community, state, and nation. In this assignment, you will apply this framework to analyze justice issues arising from recent successful efforts to legalize recreational marijuana use in two states and medical marijuana in several other states. Before responding, carefully read the assignment prompt below. By the end of 2012, eighteen states and the District of Columbia had legalized medical marijuana use, under various circumstances, and two states had legalized recreational marijuana use. Legalization proposals are pending in other states. At the same time, the federal government’s Controlled Substances Act (CSA) bans the possession, production, sale, or distribution of marijuana, even when such activity is technically in compliance with state law. Moreover, the Supreme Court has affirmed the constitutionality of federal enforcement of the CSA against individuals who were in possession of or were growing marijuana for medical use in compliance with California law. Analyze the retributive, commutative and distributive justice of this complex situation from each of these different perspectives:
a. A recreational pot smoker who lives in a state that recently legalized growing, possessing, selling, and distributing, through state-regulated dispensaries, limited amounts of marijuana for medical use.
b. A parent living in the same state, concerned that her 12-year-old will be exposed to new and significant risks of addiction to pot that will be readily available in their community.
c. An HIV patient, also living in this state, whose doctor advises that smoking small amounts of marijuana will probably relieve some of his pain.
d. The Chief of Police of the city where these people live, who has urged the City Council to enact new local zoning and other regulations that will make it virtually impossible for medical marijuana dispensaries to operate in the city.
e. The state’s new Medical Marijuana Board, which is empowered to permit and regulate dispensaries but is without the power to withhold permits, merely because of local opposition in a particular community.
f. The President and Attorney General of the United States who are responsible for enforcing the CSA as well as upholding the nation’s obligations to implement anti-drug treaties that it has ratified.
From your analysis of these various perspectives, draw a conclusion about how to achieve the most just resolution to issues involving the availability of marijuana in American society.
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Ash SOC 331 Week 3 DQ 1 Distributive Justice Across the Generations
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In Chapter 3 of your textbook, the author discusses how demographic differences, such as age, influence understandings of distributive justice. He also reviews how libertarian, utilitarian, and egalitarian theories of distributive justice enter into conversations across demographic divides. The soaring cost of health care, the limitations of the economy in paying for health care, and the growing proportion of the population who are over age 65, have given rise to serious discussion, at times acrimonious, about the possible need to or the justice of rationing health care to that age group. A common definition of rationing is withholding some specific medical treatments for reasons other than a patient’s desire to have the treatment (e.g., Medicare not paying for certain treatments for very elderly patients). In your discussion, you must, from the perspective of distributive justice, summarize the major arguments on both sides (the pros and cons) of the issue of whether health care should be rationed to the elderly. You must also characterize these arguments according to whether they are primarily libertarian, utilitarian, or egalitarian in nature. Finally, you will evaluate these arguments from your view of distributive justice, explaining both how your personal life experiences and your own libertarian, utilitarian, or egalitarian views influence your evaluation.
To help you successfully complete this discussion, review the following required resources:
a. Callahan, D., &Nuland, S. B. (2011, June 19). The quagmire: How American medicine is destroying itself. The New Republic, 242(8), 16-18. Retrieved from the EBSCOhost database.
b. Rationing by any other name: Reasons for resisting the push to limit medical care
c. Should we ration end-of-life care? [Radio broadcast]
d. Rationing health care at end of life: Student handout 3
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Ash SOC 331 Week 3 DQ 2 Distributive Justice and Scarce Natural Resources
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In Chapter 3 of the text, the author calls attention to how struggles for scarce natural resources will pose increasingly difficult problems of distributive justice in the future, on both the local and global levels. “Case 3.4 – Fracking Friction” (in Section 3.4) explores this issue in the context of fracking for natural gas.
Suppose that the connection between fracking and adverse health effects is as yet an unproven possibility. Do individuals’ health interests outweigh the property interests of energy companies in withholding information about fracking chemicals, which they claim are trade-secrets? Why or why not?
Your initial post must, from the perspective of distributive justice, explain your response to the above questions as they relate to Case 3.4. Consider the issue from both sides (the pros and cons). Incorporate arguments that draw upon libertarian, utilitarian, and egalitarian views of distributive justice.
To help you successfully complete this discussion, review the following required resources:
a. Fracking secrets by thousands keep U.S. clueless on wells
b. Fracking: Abundant energy, but at what cost?
c. Is fracking making people sick? [Radio broadcast]
d. Fracking our food supply
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Ash SOC 331 Week 3 Quiz
Check this A+ tutorial guideline at http://www.assignmentcloud.com/soc-331-ash/soc-331-week-3-quiz 1. Question : Of the following, which is NOT an element in George McGovern’s “new definition of ‘defense’”? Student Answer: The quality of our education Military protection against terrorism The health of our people The strength of our transportation
- Question : Of the following, which is NOT a criticism of Utilitarianism?
Student Answer:
There is the threat of the tyranny of the majority.
People should promote the greatest good for the greatest number.
John Stuart Mill, an influential proponent of utilitarianism, incorrectly assumes that “desirable” and “desired” mean the same thing.
Utilitarianism is subjective and subjectivism renders moral debate meaningless.
3. Question : The question about who has the right to vote is a matter of \_\_\_\_\_\_\_\_\_\_\_\_\_\_ justice. Student Answer: Retributive Distributive For more classes visit
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Ash SOC 331 Week 4 DQ 1 Commutative Justice and Embryo Adoption
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In Chapter 4 of the textbook, the author examines commutative justice as arising from contractual relationships – a specific contract among particular parties or a broader social contract on which a community or nation is based. He also discusses how the interpretation or enforceability of a specific contract may be influenced by the principles and values that are part of the broader social contract.
At the end of 2012, more than 600,000 frozen embryos are being maintained in cryopreservation storage facilities in the United States. Some of them are the subject of agreements in which one party transfers one or more embryos to another party for implantation. Such agreements may be called “Embryo Adoption Agreements,” although there is controversy over the use of the term adoption since the legal status of an embryo is different from that of a living child. In recent years, there have been a number of legal disputes arising from these agreements. Cynthia Marietta describes one of these disputes, McLaughlin v. Lambert, in her article, Frozen embryo litigation spotlights pressing questions: What is the legal status of an embryo and can it be adopted?
First, carefully read this article. Then, in your initial post, analyze the issues of commutative justice in this case, and apply the principles discussed by both Marietta and the textbook (see Section 4.4). Be sure to consider whether values that are part of the broader social contract (e.g., the U.S. Constitution) may influence how the specific contract between the two couples in this case should be interpreted justly. Consider this case from both sides of the dispute as well as from the perspective of society’s interest in the status of frozen embryos.
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Ash SOC 331 Week 4 DQ 2 Commutative Justice and the National Debt
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In Chapter 4 of the text, the author examines commutative justice across the generations (see Section 4.5). This idea arises from the writings of British political thinker Edmund Burke (1790):
“Society is indeed a contract… a partnership in all art, a particular in every virtue, and in all perfection. As the ends of such a partnership cannot be obtained in many generations, it becomes a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born…”
(Reflections on the French Revolution, para. 165)
Burke’s idea of a social contract between generations is often cited in contemporary debates about the spiraling nation debt of the United States. What do young and old citizens living today owe, as a matter of commutative justice, to generations of citizens who are not yet born? Is it just for today’s citizens to demand policies (e.g., low taxes and high levels of government service) that create huge debts for future generations to pay?
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Ash SOC 331 Week 4 Quiz
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Question : With which of the following is commutative justice NOT concerned?
Student Answer:
Is the contract a legal document?
Is the contract moral?
Have all parties fulfilled their part of the contract?
Does the contract require distributing goods and services equally?
Question : Which of the following was NOT a reason given by Torry-Ann Hansen for returning her adopted son, Artem, to Russia? Student Answer: The Russian orphanage lied to her. She had a mental illness. The safety of her friends and family. Artem’s citizenship
Question : Which of the following is NOT one of the possible criteria for a valid contract? Student Answer: Promise Compromise Consideration Consent
Question : Which of the following is NOT true of the Ancient Roman Republic
Student Answer:
It had a constitution
It allowed all citizens to participate directly in public policy making
It had branches of government similar to the United States
It lasted longer than the Ancient Athenian democracy
Question : How did the World Association for Children and Parents respond to Torry-Ann Hansen when she returned her adopted son, Artem, to Russia?
Student Answer:
It suspended all adoptions.
It sued Torry-Ann for breach of contract.
It sued Torry-Ann for child support.
It suspended Russian adoptions.
Question : Which of the following is an argument against the possibility of intergenerational contracts?
Student Answer:
The modern welfare state.
The older party is not expected to give something back to the younger party.
The younger party is expected to work and to give something to those who came before them.
The benefits and the burdens of the contract must be reasonably foreseeable.
Question : Of the following, which is NOT one of the criticisms of social contract theory?
Student Answer:
It mitigates some of the problems of the state of nature.
It assumes all people are similar enough to agree on a contract.
The sovereign should be able to make the rules at will, without consulting the masses.
There is no evidence that an original social contract ever took place.
Question : Which of the following is NOT true concerning Pakistani Sabatina James and her experience with arranged marriages?
Student Answer:
As a resident of Pakistan, Sabatina was required to submit to the arrangement under Islamic law.
Her parents arranged her marriage despite her wishes.
She agreed to enter into the arranged marriage.
She converted to Catholicism to avoid the arrangement.
Question : Which of the following is an argument in defense of reparations?
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Ash SOC 331 Week 5 DQ 1 Retributive Justice and Mandatory Life Imprisonment for Juvenile Offenders
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In Chapter 5 of the textbook, the author examines retributive justice from the standpoint of the means of punishment (Section 5.2). He calls attention to the length of prison sentences and, in particular, the issue of mandatory life sentences for juvenile offenders.
In 2012, the U.S. Supreme Court declared laws that require judges to impose life-without-parole sentences for juveniles to be in violation of the Eighth Amendment’s prohibition of “cruel and unusual punishments.” The decision (Miller v. Alabama) was a 5-4 split in the Court – which is typical of many such decisions that apply the cruel and unusual punishment provision.
Your initial post must analyze the retributive justice issues of mandatory, life-without-parole sentences. Consider the facts of Miller v. Alabama: Defendant Miller, a 14-year old boy, with an accomplice beat the victim with a baseball bat and set his trailer on fire with the victim inside. Defendant Miller was tried as an adult for capital murder while committing arson.
Is a mandatory, life-without-parole sentence just in such circumstances? Remember that “just” may or may not be the same as “constitutional.” Summarize both the pros and the cons of your answer to this question, and critically evaluate these pros and cons, applying principles of retributive justice discussed in the text. Your evaluation must respond to the pros and cons, giving persuasive reasons why you agree with some and disagree with some.
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