Environmental Ethics assignmentEnviromental Ethics need completed. Look at the attachmentSee the attachments for detailsThanks
Choose one of the following (each question is worth 50% of your total grade):
1a) With reference to Leopold’s piece, (i) reconstruct Leopold’s position into clear premises and a conclusion; (ii) articulate two objections to Leopold’s piece (provide examples, provide at least one counter-objection to each objection advanced and attempt to respond to it/them, in turn); and (iii) articulate how one may come to cultivate the kind of attitude Leopold believes is necessary for his Land Ethic (provide detailed examples).
1b) With reference to Naess’s piece, (i) reconstruct Naess’s position into premises and a conclusion; (ii) articulate two objections to Naess’s piece (provide examples, provide at least one counter-objection to each objection advanced and attempt to respond to it/them, in turn); and (iii) articulate how one may come to cultivate the kind of attitude Naess believes is necessary for his deep ecosophy-T to thrive (provide detailed examples).
1c) With reference to the spirit of Hill, Jr.’s and Williston’s pieces, (i) elaborate upon either one individual practice (your eating practices, exercise practices, work ethic in a non-academic context, etc.) in which you partake or a collective practice in which you partake (your role in some club, your relationship to some person/people, etc.); (ii) attempt to delimit the extremes of the practice (to mimic the extremes of deficiency and excess) and provide an argument to justify your delimitation of these extremes (example: excess of eating=binge eating, deficiency of eating=self-induced starvation); (iii) articulate, given what you argue in (ii), to be the Golden Mean of the given practice; (iv) given the extremes of deficiency and excess defined by you in (ii) and the Golden Mean you establish in (iii), examine and elucidate which virtues attach to this practice and justify why you believe those virtues most closely associate with the practice; (iv) elucidate where you believe you fall in relation to the Golden Mean of the practice and its associated virtues; and (v) elaborate how you might implement a plan (develop phronesis) to more closely meet the Golden Mean of the practice in question.
Choose one of the following (each question is worth 50% of your total grade):
2a) With reference to the video on Dr. Shiva, (i) reconstruct Shiva’s position into premises and a conclusion; (ii) articulate two objections to Shiva (provide examples, provide at least one counter-objection to each objection advanced and attempt to respond to it/them, in turn); and (iii) defend Shiva’s position using examples not utilized in the video itself and explain why the examples you propound defend Shiva’s position.
2b) With direct reference from both Sioui’s and Morito’s articles, reconstruct (i) Sioui’s depiction of the “environmentally-friendly/concerned ‘Amerindian’s’” relation to Turtle Island (the land and other people (other indigenous peoples and “colonizers”, past and present)), (ii) Morito’s characterizations of the “noble savage”/”ignoble savage”/”the ecological Indian” and each of their relations to Turtle Island (the land and other people (other indigenous peoples and “colonizers”, past and present)), and (iii) elaborate upon three examples (of events, practices, etc. related to indigenous relations to the environment – past or present – to be researched, cited) not found in the textbook that lend credence to Sioui’s description and explain why the lend credence, and (iv) elaborate upon three examples (of events, practices, etc. of indigenous relations to the environment to be researched, cited) not found in the textbook that lend credence to Morito’s descriptions of the “noble savage”/”ignoble savage”/”ecological Indian” and explain why they lend credence.
*The same instructions and grading rubric/suggestions for writing Test 1 are applicable for Test 2.
Grading Rubric:
Grades for tests are based on depth of analysis, novelty of the content, whether the grammar is affecting the clarity of the claim that is attempting to be put across, the quality of a student’s inferential and step by step argumentation made explicit in their writing, ability to present examples/analogies to produce arguments, ability to anticipate counter-objections to positions/arguments and answer them (when appropriate). I also must take into account the presence and quality of all of these factors compared to the same work turned in by other students.
1) When providing an elucidation of an article’s argument, do not provide a sort of summary that is written in a kind of chronological sense. This is to say, do not write it as you might a book report. Instead, try to isolate the most pertinent concepts and claims and connect them together to produce an account of how the authors premises/reasons/claims are connected to produce a sub-conclusion/conclusion, or, where applicable, a series of sub-conclusions that lead to a final conclusion.
2) While elucidating, identify potential counter-arguments that the author(s) anticipates and how those counter-arguments are addressed.
3) Try as much as possible to put ideas/arguments into your own words in elucidating the article. If you are using the article’s words, you MUST quote and cite appropriately.
4) When creating arguments, try as much as possible to come up with these arguments on your own. You may borrow ideas here and there (and if so, cite), but overall, the arguments should be your own. Anyone can use google.
5) When borrowing words and ideas, if the words are exact, they must be in quotes and a citation must follow every sentence with borrowed words. There should not just be one citation at the end of the argument/paragraph.
6) When writing arguments, you must be as explicit as possible in outlining the reasons (premises) for your overall claim (argument). An argument is a set of reasons, connected (and explain how they are connected), that lead to a conclusion or final claim. Many of you left out parts of this recipe for an argument. An argument=series of premises, inferentially linked, which lead to a conclusion. By “inferentially linked”, I mean you must explain, explicitly, how your premises lead to the conclusion you advance.
7) Many of you write using unclear referents. If you see a comment to the effect of “ref?”, this means that the marker cannot tell to what some word or concept you have written is referring. For instance, many of you write ‘it’, ‘this’, etc. in ways that leave it open as to what these words stand for or to what they refer.
8) When producing arguments, consider a few possible objections and try to respond to them.
9) When producing arguments, use analogies or examples to bolster your arguments.
10) When I’ve indicated that you should advance arguments not already anticipated or addressed by the author(s) themselves, I really do mean it!
11) In the case of some of you, your grammar really does affect the reader’s ability decipher your claims. Please use spell check, the multiple free grammar checks that are available online, or have someone proofread your written work prior to submitting it.
12) As I have separated the “questions” with sub-numbering – i.e., (i), (ii), etc. – please include the sub-numbering in answering the test so that the reader can clearly and quickly identify which part of the “question” to which you are attending.
13) Try to make it clear where your are paraphrasing someone else’s view and where your view begins/ends.
AGAIN, IF YOU ARE USING EMPIRICAL DATA/BORROWING OTHERS WORDS/IDEAS, YOU MUST CITE AFTER EACH SENTENCE WHEREIN YOU ARE DOING SO. PLEASE SEE “ACADEMIC MISCONDUCT AND PROCEDURES IN THE SYLLABUS”.
YOUR TEST IS EXPECTED TO BE WRITTEN BY YOU ALONE AND NOT IN CONCERT WITH OTHERS. TEST ANSWERS WITH WORD FOR WORD EXACTNESS/UNREASONABLE SIMILARITY TO OTHER STUDENTS’ TEST ANSWERS MAY FALL UNDER THE AUSPICES OF ACADEMIC MISCONDUCT. PLEASE SEE “ACADEMIC MISCONDUCT AND PROCEDURES IN THE SYLLABUS.”
ACADEMIC MISCONDUCT IS A SERIOUS ISSUE WITH POTENTIALLY SERIOUS CONSEQUENCES. BETTER TO TAKE A LOWER GRADE THAN TO RISK YOUR UNIVERSITY CAREER BY USING OTHERS’ WORDS/IDEAS WITHOUT CITATION OR BY SUBMITTING IDENTICAL/UNREASONABLY SIMILAR TEST ANSWERS TO THOSE OF OTHER STUDENTS. TO ENSURE THE LATTER ISSUE DOES NOT HAPPEN, DO NOT SHARE WRITTEN TEST ANSWERS AND WRITE THE TEST ALONE.
I KNOW HOW TO USE GOOGLE, SHARING SITES, ETC. TOO!
***If you are using counter-objections/points/issues raised in the textbook (these are usually present in the textbook before or after a given reading) or from the internet (text or video), you must cite these sources in your test. However, I would advise you to avoid using counter-objections/points/issues raised in the textbook (before or after a reading) or internet sources unless you are going to develop or expand upon them significantly. Otherwise, you’ve shown very little of your own initiative towards thinking in answering the question. Your assigned grade for the test question will reflect this.***
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