Ethical Case Study Assignment Sheet
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Ethical Case Study Assignment Sheet
Select a case study you have not used in the discussion threads. Select one ethical system and one concept of justice and apply the ethical system and concept of justice to the case study you selected.
- Getting Started
- Outline your essay
- Make your decision
- Critically analyze the case, determine the potential courses of action, and — most importantly — take a clear and decisive position with respect to what you would do based on a particular ethical system if you were one of the lead characters in this case.
- Weigh pros and cons. Show pros outweigh the cons, from the perspective of the ethical system you selected.
- Mindset of the Paper
- If the case study you select does not indicate who you are in relation to the case, take the role of one of the lead characters in the case – this will allow you to write with authority on the topic.
- Assume the audience knows nothing about the case.
- View your paper as a “position paper.” Although it includes “explanation,” your task is to understand the context, to evaluate the evidence, and then to make a decision concerning the appropriate course of action based on the ethical system you select, which you support through arguments and counter-arguments.
- Take a clear and decisive position –what would you do if you were one of the lead characters in this case based on the ethical system you select?
- Answer the prompt:
- Select one ethical framework and one concept of justice. This should be the bulk of your paper. Almost all of your paper should be devoted to explaining the ethical framework underlying your decision, but you will use this particular case to explain that system.
- You should spend considerable time explaining the ethical system, elaborating on the ethical system, andapplying it to the particular case.
- Likewise, you should spend considerable time and space to explaining, elaborating on, and applying a concept of justice to this case.
- Remember that this is an ethics course. You should demonstrate that you understand the ethical systems and concepts of justice in depth.
- Identify the facts, including all parties involved and their rights and responsibilities. After identifying the facts objectively, state how that ethical framework and concept of justice would frame those facts.
- Identify the salient ethical issues of the case according to the ethical system and concept of justice you selected.
- Identify the relevant values, conceptual issues, social constraints, and any additional information necessary for an accurate understanding of the case from the perspective of the ethical system and concept of justice you selected.
- Formulate possible courses of action based on the ethical system and concept of justice you selected. Explain the possible courses of action appropriate for this ethical system and concept of justice.
- Evaluate the strengths and weaknesses of those actions according to the ethical system and concept of justice you selected, indicating which course of action the ethical system and concept of justice indicates you would choose and why.
- Provide your own evaluation; do not regurgitate others’ opinions. Use appropriate sources to support your position.
- Find at least TWOpeer-reviewed journal articles and incorporate the findings from those articles to support your position on this case.
- The peer-reviewed journal articles can relate: to cases or topics similar to this, to the ethical system you select, to the concept of justice you select, or to any other aspect that will help support your decision.
- Use your facts/sources to convince me of your ethicalpoint of view.
- Your sources can be used in different points throughout the paper, as they support your argument about the ethics of this case.
Cite your sources in the text and list in bibliography.
- Use Article Databases from the library:
- http://www.library.webster.edu/databases/index.html
- General and multidisciplinary databases:
- Academic Search Complete
- Quick Article Search
- Specialized databases:
- Philosopher’s Index: philosophy, ethics (under Religious Studies & Philosophy)
- PsychInfo: psychology, delinquency (under Psychology, Counseling & Social Sciences)
- SocINDEX: sociology, criminology, deviance (under Psychology, Counseling & Social Sciences)
- LexisNexis: legal, business, medical related issues (under Law, Political Science & International Relations)
Cite your sources in APA style
- APA style help:
- http://libguides.webster.edu/apastyle
- APA Formatting and Style: http://owl.english.purdue.edu/owl/resource/560/01/ (Links to an external site.)Links to an external site.
- The Basics of APA Style (tutorial): http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx (Links to an external site.)Links to an external site.
Technical Requirements
- 6-10-page essay double spaced (not including bibliography)
- 12pt font, Times New Roman
- 1” margins
- Page numbers on the bottom, right-hand side of each page
- Your last name in the footer (with the page number)
- The title of your paper in the header (appearing on every page except the first)
A Choice of Punishments
Pat is a seventeen-year-old high school junior with nothing to do during the summer. No job, no summer school, no camps, nothing. For some reason, public summer programs for youths like Pat are very scarce or nonexistent. It is the Fourth ofJuly, hot, and Pat is looking for some diversion. Pat’s friend, Al Schultz, comes by in his antique pick-up truck that he has spent the last six months rebuilding, and he invites Pat to a party that he will be attending at a friend’s apartment in the project. The friend’s parents are away for the day. Although Al is a few months older than Pat and dropped out of high school, he always seems to have money-not much, but some. Al tells Pat that he has to go by the grocery store to pick up a case of beer and also get some gas. Pat is impressed until Al drives up to a two-pump Quick Stop, parks beside a car that is filling up so he cannot be seen by the cashier, fills up, then jumps in the truck and drives off. The attendant made the mistake of letting the pump run without being able to see the vehicle being filled up. Pat is not too happy with this, but it was so slick, the way he edged up to the pumps behind the other automobile, that there seems to be little danger of getting caught. Next, Al drives to a grocery store for beer. He parks at the corner of the building, out of sight of the cashiers in the store, and asks Pat to watch the truck because he wants to leave the motor running. “Sometimes it is hard to start when it is hot,” explains Al. Pat waits patiently, and in a few minutes Al comes out the door of the grocery with a case of beer and drives off. Apparently, Al legitimately purchased a case of beer and Pat will be able to share it with him at the party. “Good friend, old Al,” Pat mutters to himself. The next day Pat’s mother tells him there is a police officer at the door with a warrant for his arrest. Not only did the Quick Stop clerk get a description and partial license plate number, but the manager of the grocery store followed Al and got the full tag number as well as a description of the occupants of the truck. Al has already been arrested and identified Pat as his companion. In their state, accessories to misdemeanors are 126 Ethics and Juvenile Justice 127 treated as principals, and Pat is one. Pat tells the police officers he was only a passenger. Yes, he helped drink the beer. All right, he rode in a truck with gas he knew was stolen, and he sat in the car when Al left it running to go get the beer, but he did not do anything illegal himselfand he had no knowledge that the beer had been stolen. After his conversation with the investigating officers, he is taken to the police station, booked for two counts of petty larceny, and released to his mother’s custody. He is to appear in city court to answer to the charges a week from Monday at 9:00 AM. Pat finally talks to Al, who apologizes for implicating him but says, “I had no choice.” Al suggests that Pat and he leave the state since the police will not come after them in another state just for a misdemeanor. Pat thinks about it, but he is in enough trouble as it is, and running away would not help anything. Pat had been into some vandalism once before and a couple of incidents of shoplifting, and nothing had happened other than he had to make restitution, so he decides to go to court and take his chances. Judge Ward, the city judge, has recently been elected to his post. He is a retired FBI agent who ran on a platform of “getting tough on crime.” Judge Ward has been said to not have allowed the phrase, “not guilty,” to pass his lips since elected. Hard, fair, incorruptible, and knowledgeable, Judge Ward is about to introduce Pat to a new experience. “I find you guilty,” thundered Judge Ward. This was the worst day of Pat’s life. The judge said he would defer sentencing until he received a r~port from the case worker. In the meantime, the case worker would interview Pat, his family, and some friends before making a recommendation to the judge. Pat could be looking at six months in jail, a $500 fine, restitution, community service, and maybe more. He cannot believe all this happened because he hooked up with Al on the Fourth of]uly. Pat decides to visit the public defender’s office. Although public defenders in his state are required only to deal with felony cases, Pat hopes that maybe he can get some advice. A legal intern in the public defender’s office tells him honesty is the best policy, and to cooperate with the case worker. He finds out that the case worker functions also as a probation officer. He does not trust this intern’s advice. “Say nothing, it is your constitutional right,” says Al. After an uncooperative interview, Pat received a summons to Judge Ward’s chambers. The case worker is there, too, and his report is thorough. It touches on Pat’s past arrests, his uncooperativeness, and his denial of guilt. Judge Ward has a number of options: the fine, jail time, restitution probation, public service, or a new military-style training program designed to motivate and teach young offenders respect for authority. This is a federally sponsored program located on a nearby National Guard base. What would you do if you were Judge Ward? 128 Section Four QUESTIONS FOR DISCUSSION 1. A “short, sharp shock” may sometimes be an effective deterrent, but is incarceration for minor offenses a cost-effective method of punishment from either an economic or a social point of view? What corrective measures are most likely to instill a sense of responsibility in this youthful offender? You have read the options. What do you think is the most effective way to adjudicate this case, and why? What would you hope for if you were the seventeen-year-old? If you were the seventeen-year-old’s parents? 2. If Pat had no knowledge of the crime of stealing the beer, is he legally culpable? Is he morally culpable in some way? What should he do? 3. What corrective measures are most likely to install a sense of personal responsibility and moral awareness in this youthful offender?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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