Paper#2(medical ethics)

Hello,

in Paper #2, your task will be to summarize an article and then provide an argument in opposition. Much like Paper #1 you will need to correctly identify the main thesis, premises, and conclusion of the article. Once you have done this you will present your own argument in response, critically responding to the argument presented.

And the instruction is very important for the quality of paper that I will upload it immediately. Also, I will upload the required-reading article and course notes for your research.

In order to keep in pace, the paper #1 is needed to look through and make it paper #2 consistent with it.

If you have any question, please ask without any hesitation.

Thanks for your work.

Tina

LEARNING ACTIVITY

Try to state what exactly gives something moral standing, and why. What are the implications of your claims for a) the rights of animals b) the rights of fetuses, and c) the rights of humans in a persistent vegetative state (i.e. they are alive but will probably never regain consciousness)?

LEARNING ACTIVITY

Consider how a feminist might respond to Sumner’s moderate abortion policy (369b)? Sketch the feminist objection and any responses Sumner might make in his defence.

LEARNING ACTIVITY

Brainstorm as many reasons as you can why someone might want an abortion including both “good” and “bad” reasons. Classify these into cases of selective abortion (e.g. due to disability) and others (e.g. due to rape). Of the selective abortion cases, consider which seem objectionable and why.

LEARNING ACTIVITY

If you (and your partner) decided before getting pregnant that you would not terminate a pregnancy if you found out the fetus was disabled, would you choose to go ahead with prenatal diagnosis? There are risks involved with many of the procedures including the risk of miscarriage. Is the information important enough to face the risks if you have already decided you will not terminate? Why or why not?

LEARNING ACTIVITY

Brainstorm as many reasons as possible why someone might desire CPR even if it would mean only a few more minutes of conscious life. Now do the same for wanting CPR when life might be temporarily prolonged but consciousness would probably never return.

Could there be a value-free concept of futility?

LEARNING ACTIVITY

Canada is a multicultural society. When it comes to decisions about death, different religions and cultures are going to want different kinds of treatment. Many religions believe you cannot take any action to hasten the death of a loved one, even if they are on life support and non-responsive. When it comes to deciding when further care is futile, how might we approach patients who have different cultural/religious views? How far should we go to accommodate different beliefs? Is there a limit? Why or why not?

LEARNING ACTIVITY

Make a list of the arguments for and against euthanasia, and rank them by strength, from the least-convincing argument to the best. Now look for relationships between them; do any of these arguments work together in pairs better then separately?

 

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