Overview
Thomas Sullivan argues that Rachels has emphasized an impertinent distinction. This assignment has three parts:
(a) State the distinction and explain the reasons why it is impertinent. (b) According to Sullivan, what is the crucial distinction implied by the AMA statement regarding end-of-life assistance? (c) How does this distinction map onto the active vs. passive distinction?
Please complete the following elements:
1. a. What is the distinction Rachels discusses that Sullivan thinks is impertinent?
b. Why, acording to Sullivan, is that distinction impertienet?
2. a. What distinction does Sullivan think properly represents the AMA statement regarding end-of-life assistance?
b. Why, according to Sullivan, is this distinction the crucial one to be considered when interpreting the AMA statement?
3. How does the distinction from 2 map onto the AE/PE distinction? Hint: This mapping is discussed at length in the Sullivan lecture.
Elements 1 and 2 of Assignment 4 presented above amount to the reconstruction of specific pieces of Sullivan's view and are instances of how represent Sullivan's view related to the "Received View/Reconstruction" portion of the Final Paper assignment. Element 3 is analytical at bottom because it involves an attempt to map one theoretical distinction onto another. However, you are not required to figure out this mapping on your own since it is discussed in the Sullivan lecture. Here, for the purposes of A3, you are just required to recap the discussion of this mapping that is presented in the lecture.
A4 submissions will be assessed in accordance with the General Grading Rubric for Written Assignments presented in the Course Syllabus and the A4 Guidelines and Scoring Rubric (see below).
Assignment 4 Guidelines and Scoring Rubric
Assignment 4: Thomas Sullivan argues that Rachels has emphasized an “impertinent” distinction. Explain. According to Sullivan, what is the crucial distinction implied by the AMA statement regarding end-of-life assistance? How does this distinction map onto the active vs. passive distinction?
Scores: This assignment is worth up to 50 course points, where
50/50 is equivalent to 100%, i.e., A+; 48/50 is equivalent to 96%, i.e., A; 46/50 is equivalent to 92%, i.e., A-; 44/50 is equivalent to 88%, i.e., B+; 42/50 is equivalent to 84%, i.e., B; and 40/50 is equivalent to 80%, i.e., B-. 38/50 is equivalent to 76%, i.e., C; 36/50 is equivalent to 72%, i.e., C-; 34/50 is equivalent to 68%, i.e., D+; 32/50 is equivalent to 64%, i.e., D; 30/50 is equivalent to 60%, i.e., D-; and <30/50 is equivalent to <60%, i.e., F.
Scores will be assessed on the basis of nine criteria with criteria (1)-(5) being the major criteria.
- Presentation of distinction Sullivan thinks is impertinent;
- Explanation of why Sullivan thinks the distinction is impertinent;
- Presentation of distinction Sullivan thinks is implied by the AMA statement;
- Explanation of why the distinction from 3 is the crucial distinction to be considered;
- Clear discussion of how the “pertinent” distinction maps onto the active vs. passive distinction;
- Direct engagement with the text in your discussion of (1) - (5). The best responses for written assignments pertaining to assigned readings bring close attention to specific passages and wording given in the text. The best responses also engage with these passages and explain them and any technical terminology the text utilizes;
- Effective use of references. Please include a page reference, e.g., (Sullivan, 132), each time you use or mention words or ideas from the reading. Please, also, use a reference whenever using or mentioning the words or ideas from the film or the lecture, e.g., (Sullivan Lecture, Part II). And, in the event that you use or mention the words or ideas from any other sources (which is discouraged in this particular assignment), please include either a page reference similar to the one given above or as informative of a reference as is possible given the source being used or mentioned; and
- Inclusion of full bibliographical information for any work cited in-text at the end of your assignment in a list of works cited; and
- Sufficiently developed, clear, grammatically correct writing.