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Ethics Of Care

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Running Head: ETHICS OF CARE 1

Ethics of Care

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ETHICS OF CARE 2

Primarily, the ethics of care is of the assumption that benevolence or care as a virtue is

essential and foundational to any kind of moral action (Robinson, 2011). The theory is one of the

several normative ethical theories, which were developed and propagated by feminists in the 20

th

century. In the interview, Sheryl points out that women have often been left out in the decision-

making process that impacts the world. She alludes to the men and women having different

moral compasses when she says that men have always been the decision makers in the world,

and that has gotten us into a lot of trouble. She states that the men run every Industry and every

government in all countries, yet they do not have the caring perspective or care based morality,

that is necessary to make decisions that affect many people.

My own experiences prove Sandberg’s assumption to be true in the sense that women

have not been given an equal seat at the decision-making table. Even in class meetings, girls will

not see the need to air their views since they have gotten the impression that men are not

concerned in hearing them out. This means that the decisions made which affect the world do not

have the feminine touch that is comprised of caring perspective but is riddled with the men’s

touch, namely a perspective that is justice based. Women should thus be given an equal seat at

the table of decision-making so that they can bring their touch on board and thus help put a

caring perspective in the decisions that are made in the world. Women should also rally behind

each other since they have numbers and can bring change to the world.

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Running Head: ETHICS OF CARE 1 Ethics of Care Name Institutional Affiliation ETHICS OF CARE 2 Primarily, the ethics of care is of the assumption that benevolence or care as a virtue is essential and foundational to any kind of moral action (Robinson, 2011). The theory is one of the several normative ethical theories, which were developed and propagated by feminists in the 20th century. In the interview, Sheryl points out that women have often been left out in the decisionmaking process that impacts the world. She alludes to the men and women having different moral compasses when she says that men have always been the decision makers in the world, and that has gotten us into a lot of trouble. She states that the men run every Industry and every government in all countries, yet they do not have the caring perspective or care based morality, that is necessary to make decisions that af ...
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In the early works of the course, we see Nature presented in multiple ways. The elements, animals, and nature are mentione ...

In the early works of the course, we see Nature presented in multiple ways. The elements, animals, and nature are mentioned by the Iroquois as they outline their political process; “nature” has a very different meaning to Jonathan Edwards—a Puritan discussing philosophical and religious living— in A Divine and Supernatural Light and Sinners in the Hands of an Angry God; later, American writers present nature when discussing their spiritual beliefs and how to go about living in the world.In this assignment, you will compare and contrast the concept of “nature” from the earliest writings (The Iroquois League & the work of Jonathan Edwards) to the later American idea of nature found in the work of Emerson, Thoreau, and Whitman.This assignment should reflect your understanding of the works you’ve chosen to discuss, and explain—based on research—how the earlier work influences the later pieces, and analyze how the literature reflected the culture of the time. Historical context is discussed in the textbook, and can be used as supporting material in your paper.The Final Paper must include a thesis—this is a statement which you will be supporting throughout your paper.You will make claims and provide evidence to show those claims are true.Support your claims by citing research—quotes or ideas—from other authors.When citing an author, it’s best to explain how the quote supports your original idea, present the quote, and then show how that quote advances your claims. This paper should focus on the ideas, beliefs, values, images, and writing of the literature at hand in the context of the selected works.Your personal life experiences should not be used as evidence in making your claims.Keep your ideas rooted in the text.For sources other than the primary works found in the textbook, it is recommended you turn to the Recommended Readings, all found in JSTOR. Feel free to search for other articles in that database—they are all credible and recognized for academic integrity. ReferencesAbolitionist Movements, 1824-1834. Journal of Feminist Studies in Religion, 21(2), 31-59. Retrieved from http://www.jstor.org/stable/25002532. Benner Roach, H. (Apr., 1960). Benjamin Franklin Slept Here.The Pennsylvania Magazine of History and Biography.84( 2), 127 – 174.Retrieved from http://www.jstor.org/stable/20089285 C., H. (1987). Common Sense about Thomas Paine. The Acturial Radical, 67-77. Donne, J. (1573). Satire, Love, Poetry,Elergy and Sermons. Metaphysical Poetry, 12-27. Edwards', J. (1741). Sinners in the Hands of an Angry God. Retrieved from http://www.jonathan-edwards.org/Sinners.pdf Franklin, Benjamin. (2003). Fart proudly: writings of benjamin franklin you never read in school. Japikse, C. (Ed). Berkeley, CA: Frog, Ltd. Franklin, B., Woolman, J., & Penn, W. (1909). The Autobiography of Benjamin Franklin (Vol. 1). PF Collier. Hitchens, C. (1987). The Actuarial Radical: Common Sense about Thomas Paine. Grand Street, 7(1), 67-77. doi:10.2307/25007041 Retrieved from http://www.jstor.org/stable/25007041 Isaacson, W. (2003). Benjamin Franklin: An American Life. Simon and Schuster. Jadviga, N. (1980). Red Jacket: The Man and His Portraits. American Art Journal, 12(3), 5-20. Retrieved from http://www.jstor.org/stable/1594231. Jensen, T. B. (2000). The Imaginary Connection Between the Great Law of Peace and the United States Constitution: A Reply to Professor Schaaf. American Indian Law Review, 23(6), 125-208. McMichael, G. L., & Leonard, J. S. (2011). Concise Anthology of American Literature. Boston: Longman. Morgan, T. B. (2002). The League of the Iroquois (Vol. 2). New York, Corinth Books. Nunes, J. d. (1980). Red Jacket: The Man and His Portraits. American Art Journal, 5-20. Park, J. (2012). The Difference Between a Speech and a Sermon. Awkward Theological Moments, 1-17. Richter, Z. G. (2011). The Ordeal of the Longhouse: The Peoples of the Iroquois League in the era of European colonization. UNC Press Books. Rubin-Dorsky, J. (Dec. 1986). Washington Irving: Sketches of Anxiety. American Literature, 58(4), 499-522. Retrieved from http://www.jstor.org/stable/2926438 Rycenga, J. (Fall 2005). A Greater Awakening: Women’s Intellect as a Factor in Early Tooker, L. (2008). The United States Constitution and the Iroquois League. Ethnohistory, 605-636. Retrieved from http://www.jstor.org/stable/482139 http://xroads.virginia.edu/~drbr/iroquois.html

Sociology Social Class in the United States & Social Construction Q&A Discussion

Question 1 Social ClassFor this discussion, you must read Chapter 7 of the text, Sociology: Beyond Common Sense, and watc ...

Sociology Social Class in the United States & Social Construction Q&A Discussion

Question 1 Social ClassFor this discussion, you must read Chapter 7 of the text, Sociology: Beyond Common Sense, and watch the two videos, Social Class in America 1957 McGraw-Hill text-films (Links to an external site.) [Transcript] (an old video but great example) and How Class Works – Richard Wolff Examines Class (Links to an external site.). Then, review the document, Knowledge of Hidden Rules of Social Class. Read through the descriptions of daily activities and commonplace knowledge for lower, middle, and upper class people. Print it out and place an ‘X’ next to the things you know how to do [you can also just note your ‘X’ marks], and look to see how many ‘X’ marks you have in each category [If you don’t have children, use yourself and your siblings as a reference group.]. This will help you gain insight into the taken for granted or hidden knowledge you need to survive in various social classes. After completing these tasks, consider the following questions:Social Class in the USHow would you categorize the types of knowledge? How and where would someone acquire and learn this knowledge? How do you gain access to the people and places this can be learned? Is this access generally equal in the US?You as a Social BeingOn which questionnaires did you have the most and least marks? Were you surprised by the outcome? Do you have equal access to the people and places required to acquire knowledge you currently do not have?ConclusionsWhat conclusions can you make about the nature of the hidden knowledge necessary to be successful in each social class?Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Question 2 Social ConstructionFor this discussion, you must read Chapter 8 and Chapter 9 of the text, Sociology: Beyond Common Sense, the article The ‘Pink vs Blue’ Gender Myth (Links to an external site.), and watch the three videos, Social Construction (Links to an external site.),[Transcript] RACE: Are We So Different? (Links to an external site.), and A Girl Like Me (Links to an external site.) [Transcript]. [Note that A Girl Like Me uses words or language that are considered profane, vulgar or offensive by some viewers. Ashford University does not condone such content that may be objectionable; however, the video is being used due to its impact and education value in understanding social construction.] After reviewing these resources on varied perspectives of social construction, consider the following questions:What is social construction?Which example from the resources provided did you find most compelling in building your knowledge of social construction? Describe it and explain why you found it most useful.Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Required ResourcesTextDurkin, K. F., & Carrothers, R. M. (2015). Sociology: Beyond common sense [Electronic version]. Retrieved from https://content.ashford.edu/Chapter 7: Social StratificationChapter 8: Race and EthnicityChapter 9: Gender and SexualityArticlesHammond, C. (2014, November 18). The ‘pink vs blue’ gender myth (Links to an external site.). Retrieved from http://www.bbc.com/future/story/20141117-the-pink-...This resource is provided as an alternative and supplemental viewpoint to the text and provides greater detail in relation to the topic of social construction of gender.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)Payne, R. (2005). Knowledge of the hidden rules of social class: A questionnaire. Adapted from A Framework for Understanding Poverty (4th ed.). Denver, CO: Aha Process Inc.This resource is provided to complete discussion One and provides greater detail in relation to the topic of social class. This resource is available for download in your online classroom.MultimediaKnickerbocker Productions [shaggylocks]. (2012, August 14). Social class in America (propaganda from 1957) (Links to an external site.)[Video file]. Retrieved from The video depicts the historical view of social class which is still current and provides a visual interpretation of social class that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)mediathatmatters. (2007, May 4). A girl like me (Links to an external site.) [Video file]. Retrieved from Many sociologists agree that this documentary is impactful in understanding how social construction and depictions of race permeate society. The video depicts the views of young women and children of color and provides a visual interpretation of Social construction of race and ethnicity that is supplemental to the text. Note that A Girl Like Me uses words or language that are considered profane, vulgar or offensive by some viewers. Ashford University does not condone such content that may be objectionable; however, the video is being used due to its impact and education value in understanding social construction.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)RACE: Are We So Different? (2009, July 8). RACE: Are we so different? (Links to an external site.) [Video file]. Retrieved from This video depicts the history of race in America and provides a visual interpretation of the social construction of race and ethnicity that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)Social Images. (2008, September 16). Social construction (Links to an external site.) [Video file]. Retrieved from The video depicts social construction in various ways to help students with the concept in a more accessible way and provides a visual interpretation of social construction that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)theDossier.info. (2011, December 8). How class works – Richard Wolff examines class (Links to an external site.) [Video file]. Retrieved from The video depicts a modern view of social class and provides a visual depiction of social class that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)

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In the early works of the course, we see Nature presented in multiple ways. The elements, animals, and nature are mentione ...

In the early works of the course, we see Nature presented in multiple ways. The elements, animals, and nature are mentioned by the Iroquois as they outline their political process; “nature” has a very different meaning to Jonathan Edwards—a Puritan discussing philosophical and religious living— in A Divine and Supernatural Light and Sinners in the Hands of an Angry God; later, American writers present nature when discussing their spiritual beliefs and how to go about living in the world.In this assignment, you will compare and contrast the concept of “nature” from the earliest writings (The Iroquois League & the work of Jonathan Edwards) to the later American idea of nature found in the work of Emerson, Thoreau, and Whitman.This assignment should reflect your understanding of the works you’ve chosen to discuss, and explain—based on research—how the earlier work influences the later pieces, and analyze how the literature reflected the culture of the time. Historical context is discussed in the textbook, and can be used as supporting material in your paper.The Final Paper must include a thesis—this is a statement which you will be supporting throughout your paper.You will make claims and provide evidence to show those claims are true.Support your claims by citing research—quotes or ideas—from other authors.When citing an author, it’s best to explain how the quote supports your original idea, present the quote, and then show how that quote advances your claims. This paper should focus on the ideas, beliefs, values, images, and writing of the literature at hand in the context of the selected works.Your personal life experiences should not be used as evidence in making your claims.Keep your ideas rooted in the text.For sources other than the primary works found in the textbook, it is recommended you turn to the Recommended Readings, all found in JSTOR. Feel free to search for other articles in that database—they are all credible and recognized for academic integrity. ReferencesAbolitionist Movements, 1824-1834. Journal of Feminist Studies in Religion, 21(2), 31-59. Retrieved from http://www.jstor.org/stable/25002532. Benner Roach, H. (Apr., 1960). Benjamin Franklin Slept Here.The Pennsylvania Magazine of History and Biography.84( 2), 127 – 174.Retrieved from http://www.jstor.org/stable/20089285 C., H. (1987). Common Sense about Thomas Paine. The Acturial Radical, 67-77. Donne, J. (1573). Satire, Love, Poetry,Elergy and Sermons. Metaphysical Poetry, 12-27. Edwards', J. (1741). Sinners in the Hands of an Angry God. Retrieved from http://www.jonathan-edwards.org/Sinners.pdf Franklin, Benjamin. (2003). Fart proudly: writings of benjamin franklin you never read in school. Japikse, C. (Ed). Berkeley, CA: Frog, Ltd. Franklin, B., Woolman, J., & Penn, W. (1909). The Autobiography of Benjamin Franklin (Vol. 1). PF Collier. Hitchens, C. (1987). The Actuarial Radical: Common Sense about Thomas Paine. Grand Street, 7(1), 67-77. doi:10.2307/25007041 Retrieved from http://www.jstor.org/stable/25007041 Isaacson, W. (2003). Benjamin Franklin: An American Life. Simon and Schuster. Jadviga, N. (1980). Red Jacket: The Man and His Portraits. American Art Journal, 12(3), 5-20. Retrieved from http://www.jstor.org/stable/1594231. Jensen, T. B. (2000). The Imaginary Connection Between the Great Law of Peace and the United States Constitution: A Reply to Professor Schaaf. American Indian Law Review, 23(6), 125-208. McMichael, G. L., & Leonard, J. S. (2011). Concise Anthology of American Literature. Boston: Longman. Morgan, T. B. (2002). The League of the Iroquois (Vol. 2). New York, Corinth Books. Nunes, J. d. (1980). Red Jacket: The Man and His Portraits. American Art Journal, 5-20. Park, J. (2012). The Difference Between a Speech and a Sermon. Awkward Theological Moments, 1-17. Richter, Z. G. (2011). The Ordeal of the Longhouse: The Peoples of the Iroquois League in the era of European colonization. UNC Press Books. Rubin-Dorsky, J. (Dec. 1986). Washington Irving: Sketches of Anxiety. American Literature, 58(4), 499-522. Retrieved from http://www.jstor.org/stable/2926438 Rycenga, J. (Fall 2005). A Greater Awakening: Women’s Intellect as a Factor in Early Tooker, L. (2008). The United States Constitution and the Iroquois League. Ethnohistory, 605-636. Retrieved from http://www.jstor.org/stable/482139 http://xroads.virginia.edu/~drbr/iroquois.html

Sociology Social Class in the United States & Social Construction Q&A Discussion

Question 1 Social ClassFor this discussion, you must read Chapter 7 of the text, Sociology: Beyond Common Sense, and watc ...

Sociology Social Class in the United States & Social Construction Q&A Discussion

Question 1 Social ClassFor this discussion, you must read Chapter 7 of the text, Sociology: Beyond Common Sense, and watch the two videos, Social Class in America 1957 McGraw-Hill text-films (Links to an external site.) [Transcript] (an old video but great example) and How Class Works – Richard Wolff Examines Class (Links to an external site.). Then, review the document, Knowledge of Hidden Rules of Social Class. Read through the descriptions of daily activities and commonplace knowledge for lower, middle, and upper class people. Print it out and place an ‘X’ next to the things you know how to do [you can also just note your ‘X’ marks], and look to see how many ‘X’ marks you have in each category [If you don’t have children, use yourself and your siblings as a reference group.]. This will help you gain insight into the taken for granted or hidden knowledge you need to survive in various social classes. After completing these tasks, consider the following questions:Social Class in the USHow would you categorize the types of knowledge? How and where would someone acquire and learn this knowledge? How do you gain access to the people and places this can be learned? Is this access generally equal in the US?You as a Social BeingOn which questionnaires did you have the most and least marks? Were you surprised by the outcome? Do you have equal access to the people and places required to acquire knowledge you currently do not have?ConclusionsWhat conclusions can you make about the nature of the hidden knowledge necessary to be successful in each social class?Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Question 2 Social ConstructionFor this discussion, you must read Chapter 8 and Chapter 9 of the text, Sociology: Beyond Common Sense, the article The ‘Pink vs Blue’ Gender Myth (Links to an external site.), and watch the three videos, Social Construction (Links to an external site.),[Transcript] RACE: Are We So Different? (Links to an external site.), and A Girl Like Me (Links to an external site.) [Transcript]. [Note that A Girl Like Me uses words or language that are considered profane, vulgar or offensive by some viewers. Ashford University does not condone such content that may be objectionable; however, the video is being used due to its impact and education value in understanding social construction.] After reviewing these resources on varied perspectives of social construction, consider the following questions:What is social construction?Which example from the resources provided did you find most compelling in building your knowledge of social construction? Describe it and explain why you found it most useful.Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Required ResourcesTextDurkin, K. F., & Carrothers, R. M. (2015). Sociology: Beyond common sense [Electronic version]. Retrieved from https://content.ashford.edu/Chapter 7: Social StratificationChapter 8: Race and EthnicityChapter 9: Gender and SexualityArticlesHammond, C. (2014, November 18). The ‘pink vs blue’ gender myth (Links to an external site.). Retrieved from http://www.bbc.com/future/story/20141117-the-pink-...This resource is provided as an alternative and supplemental viewpoint to the text and provides greater detail in relation to the topic of social construction of gender.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)Payne, R. (2005). Knowledge of the hidden rules of social class: A questionnaire. Adapted from A Framework for Understanding Poverty (4th ed.). Denver, CO: Aha Process Inc.This resource is provided to complete discussion One and provides greater detail in relation to the topic of social class. This resource is available for download in your online classroom.MultimediaKnickerbocker Productions [shaggylocks]. (2012, August 14). Social class in America (propaganda from 1957) (Links to an external site.)[Video file]. Retrieved from The video depicts the historical view of social class which is still current and provides a visual interpretation of social class that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)mediathatmatters. (2007, May 4). A girl like me (Links to an external site.) [Video file]. Retrieved from Many sociologists agree that this documentary is impactful in understanding how social construction and depictions of race permeate society. The video depicts the views of young women and children of color and provides a visual interpretation of Social construction of race and ethnicity that is supplemental to the text. Note that A Girl Like Me uses words or language that are considered profane, vulgar or offensive by some viewers. Ashford University does not condone such content that may be objectionable; however, the video is being used due to its impact and education value in understanding social construction.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)RACE: Are We So Different? (2009, July 8). RACE: Are we so different? (Links to an external site.) [Video file]. Retrieved from This video depicts the history of race in America and provides a visual interpretation of the social construction of race and ethnicity that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)Social Images. (2008, September 16). Social construction (Links to an external site.) [Video file]. Retrieved from The video depicts social construction in various ways to help students with the concept in a more accessible way and provides a visual interpretation of social construction that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)theDossier.info. (2011, December 8). How class works – Richard Wolff examines class (Links to an external site.) [Video file]. Retrieved from The video depicts a modern view of social class and provides a visual depiction of social class that is supplemental to the text.Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)