In 2020, the coronavirus disease (COVID-19) created a global pandemic. By 2021, vaccines were available; however, many people of color, particularly African Americans, refused to get vaccinated. The history of African Americans and health care in the United States contributed to the mistrust that carried into the 21st century.
Although Henrietta Lacks died in 1951 at the age of 31, the lawsuit surrounding the biotechnology company earning millions off her cells settled in 2023. As biotechnology advances, consider what safeguards are available for diverse people and those without health insurance to avoid what happened to Mrs. Lacks.
The idea to do no harm has been used in medical practice for years. For this assignment, create a biotechnology ethics policy. Consider a diverse workforce in your policy.
Address the following:
How would you expand on the principle of doing no harm to ensure that people of diverse populations (cultural, racial, and economic) are not subjected to the same conditions as experienced by Henrietta Lacks?
Develop 2 ways your policy will create safeguards for people in the face of biotechnological advance. Give examples of how the safeguards will work.
Discuss how the failure of upholding ethics can contribute to a similar situation such as the development of the HeLa cell.
Use 6–10 scholarly resources to support the provisions of your policy. Dictionaries and encyclopedias are not scholarly sources. Look at federal and state legislation and court cases.
Be sure to reference all sources using APA style.
Please submit your assignment.
For assistance with your assignment, please use your textbook and all course resources.
References
Martinez, I. (2023, August 1). Who was Henrietta Lacks? Here’s how HeLa cells became essential to medical research. PBS. https://www.pbs.org/newshour/science/who-was-henrietta-lacks-heres-how-hela-cells-became-essential-to-medical-research
Vibert, F. (2022, April 2). The ‘do no harm’ principle: So simple? So easy to misunderstand!. Oxford Global Society. https://oxgs.org/2022/02/04/the-do-no-harm-principle%EF%BC%9Aso-simple-so-easy-to-misunderstand/
GET SOLUTION FOR THIS ASSIGNMENT, Get Impressive Scores in Your Class on How would you expand on the principle of doing no harm to ensure that people of diverse populations (cultural, racial, and economic) are not subjected to the same conditions as experienced by Henrietta Lacks?
How would you characterize (explain) the main differences between these two, the Right to Life( PRO-LIFE) vs The Principle of Individual Freedom(PRO-CHOICE), different points of view?
Under present law Roe vs Wade decision, a human being is not considered a “PERSON” until after it is born, given our genetic scientific knowledge today, does this make sense?
Each person in a group should contribute equally to get the same grade. You have to mention the Percentage contribution of each person in your Project report.
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Rubrics /Grade breakdown:
Report (100pts)
Theory, Procedure, Data, Analysis, and conclusion
THEORY (10pts): Briefly explain the underlying physical principle and exactly what you want to test.
PROCEDURE (30pts): Explain what you did, at a level such that someone in your class could reasonably reproduce your results. Include at least one diagram.
DATA (20pts): Include data tables (can be LaTeX’d, word doc’d, excel’d, pictures of hand-drawn tables, etc – as long as they’re legible, we’re happy). Explain the meaning of any variable you introduce. Include uncertainties. (Note that having poor data and explaining what went wrong is much, much, much better than fudging your data. One is a reasonable thing to do, and the other is academic dishonesty.)
ANALYSIS (20pts): Explain how you got from your data to your result. No need to show every step of your derivations, but give enough explanation that a classmate could reproduce your results.
CONCLUSION (20pts): What did you find? Numbers should include uncertainties. What went wrong? What might have affected your results (sources of error)? How could the experiment be improved?
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Abstract:
Force and motion is a universal concept that applies to all matter in the universe. Motion is the changing of position or location which requires a force to cause that change. Forces influence objects that are at rest or that are already in motion. In the three laws of motion proposed by Isaac Newton, it involves the notion of inertia, mass, velocity, and momentum. These laws and factors contribute to the driving force that helps apply the concept of force and motion that we experience everyday. Using the online simulation provided by the Phet website, we will be conducting experiments involving force and motion.
Introduction:
In lecture as well as additional readings from our textbook, we have been introduced to the different aspects and rules that apply to the world of physics. There are three important notions that Isaac Newton proposed when he first studied and introduced the motion of objects. He stated that (1) a stationary object will remain stationary unless an external force acts on it, (2) the change in an object’s motion is proportional to the force acting on it, and (3) every force has an equal and opposite force.
By using the online simulation, we aim to demonstrate the concept of force and motion with the provided resource. The simulation should be able to provide results that would mimic the experiment if we were to do it in person. The data and calculations taken from the experiment will be able to showcase the theory behind force and motion and give us a better understanding behind it. With both concepts, we will learn all the factors that play a part in force and motion and it will give us a deeper understanding behind what is needed to put something into motion as well as what type of force and how much force is needed to create that motion.
Theory:
With respect to Newton’s Second Law of Motion, we can understand the significance of the relation between force, mass, and acceleration. Under the circumstances of the experiment and in real life situations, force is simply a push or pull that acts upon an object. Furthermore, force is a vector quantity, in which it accounts for magnitude and direction. Newton’s Second Law regards the function of such objects for which all prevailing forces are not balanced.
As forces become unbalanced – another vector quantity – acceleration emerges. Acceleration directly depends on the net force which is the sum of all forces acting upon an object. As the net force increases, so does the acceleration. As the net forces decrease, so does the acceleration. On the other hand, acceleration inversely depends on an object’s mass in which the acceleration decreases as the mass increases. If the mass were to decrease, then acceleration would increase.
As Newton’s Second Law may be expressed verbally, it can also be explained mathematically. As force has direction we may find different forces along the experiment, the first equation will be used to find the net force:
FNet = F1 + F2 + F3+…
The second equation will be used to find the weight of such object:
Fw = mg
The magnitude of the weight is equivalent to the magnitude of the normal force, this can be expressed in the equation:
Fn = Fw
We will not only be calculating with equations but also graphs. We will be using google excel to make graphs and the slope in the graph will identify the coefficient of friction (μ). In the case of using the equation (shown below) we can find static and kinetic friction:
(Static Friction) Fs = μsN
(Kinetic Friction) Fk = μkN
Experimental Apparatus & Setup:
Due to unfortunate circumstances of the COVID19 pandemic, our experimental setup was affected. Providentially, we were able to continue with the help and efforts of the Phet Colorado website. For this project, our experimental apparatus and setup consist of a virtual simulation from the website mentioned. This virtual simulation allows us to experiment and collect data that pertains to forces and motion, hence, the title of the project. In addition, we used our knowledge from this course, while applying “Chapter 4: Forces and Newton’s Laws of Motion” and “Chapter 5: Applications of Newton’s Laws.” The equipment needed to perform the experiment is all provided in the simulation.
Within the simulation setup, there are four selections to choose from:
The first selection is titled Net Force, in which the simulation consists of a “tug of war” between a number of figures. There are four blue figures and four red figures, with both colored teams having different sizes of figures. The number of figures that go on the left and right of the rope is adjustable, as it will eventually be the forces applied onto the object. The purpose of this simulation is to explain how objects will remain stationary unless external forces act on it.
The second selection is in regards to Motion, in which the figure model will be exerting force on an object that is mounted on a skateboard. The purpose of this simulation explains how the change in an object’s motion is proportional to the force acting on it with or without the application of mass(s) from the objects and figures provided.
The third selection focuses on friction. It’s similar to the Motion simulation, except that the crate isn’t mounted on the skateboard. Therefore, a friction force will affect the object in motion. The purpose of this simulation is to explain how an object’s motion is proportional to the force acting on it as well as how it can also come to terms with how every force has an equal and opposite force.
Finally, there’s an Acceleration simulation, where we can calculate the acceleration, based on the mass and friction that is applied on the crate. The figure model will push and launch the crate at a given amount of force, with and without applied mass on the crate, in which the acceleration will be given and calculated. The purpose of this simulation ties the whole notion of Newton’s Second Law of Motion together and explains the relationship between acceleration, mass, and all forces.
For all four selections of the simulations, we can insert various inputs to each simulation, such as a figure(s), a box, a trash bin, a gift box, a refrigerator, and a bucket of water, all providing different quantities in mass, speed, direction, and force.
Procedure:
Part 1
This part concludes Newton’s Second Law of Motion in which the concerning object will remain stationary unless external forces act on it. In this case, we add force to the right and left side of the cart to make it either move or remain stationary. We will find out how the forces affect the magnitude, the velocity, and the direction of the resultant force as well as the object (a cart).
Start the simulation by clicking on “Net Force”
Click on all the checkboxes on the upper righthand corner that indicate “Sum of Forces, Values, and Speed”
There are 8 stick figures located on the bottom; 4 blue figures and 4 red figures, drag the figures to the left and right side of the cart
After dragging the figures, make sure that the left rope has a force of 200N and the right rope has a force of 150N
Note the magnitude, direction of the resultant force and direction of where the car moved
Observe the velocity of the car, this can be found on the speedometer
Click on “Go” to start the simulation
Repeat steps 3-7, but this time, make sure that the left rope has a force of 200N and the right has a force of 200N
Part 2
This part concludes Newton’s Second Law of Motion in which the change in an object’s motion is proportional to the force acting on it. In this case, we are introducing mass and applying a force to the object (crate on skateboard) so it will start moving. We will find out how mass affects the motion of the object as it will cause it to either decelerate or accelerate.
Start the simulation by clicking on “Motion”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Values, Masses, and Speed”
There are objects with masses located on the bottom, drag such objects on top of the skateboard (we will be using a 50kg crate)
After dragging the object, set the “Applied Force” to 500N as it will start to push the crate on the skateboard
The simulation will start
Note the mass
Note the magnitude and the direction of the resultant force
Observe the velocity of the car, this can be found on the speedometer
Part 3
This part concludes Newton’s Second Law of Motion in which an object’s motion is proportional to the force acting on it. In this case, frictional force will be a part of the net forces. It can also come to terms with how every force has an equal and opposite force. In this case, friction force may be equal to the applied force. We will find out if frictional force is strong enough to either keep the object (a crate) at rest or moving.
Start the simulation by clicking on “Friction”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Sum of Forces, Values, Masses, and Speed”
There are objects with masses located on the bottom, drag such objects onto the simulation (we will be using a 50kg crate)
Apply force and increase it until it moves
Record the maximum force that keeps the object at rest
Record the force needed in order to make the box move
Note the masses, magnitude and direction of the forces and the resultant force
Part 4
This part concludes Newton’s Second Law of Motion in a similar way to all 3 parts above. We will be applying force and mass, as this experiment includes friction. We will find out how all these factors affect acceleration.
Start the simulation by clicking on “Acceleration”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Sum of Forces, Values, Masses, Speed, and Acceleration”
There are objects with masses located on the bottom, drag such objects onto the simulation (we will be using a 50kg crate)
Apply force and increase it until it moves
Record the maximum force that keeps the object at rest
Record the force needed in order to make the box move
Note the masses, magnitude and direction of the forces and the resultant force
Repeat steps 3-7, but add mass each time
Data:
One equation that is needed is one to find the resultant forces:
F = F1 + F2 + F3 . . .
Another equation used was one to find the weight:
Fw = mg
Another equation we used was to find the magnitude of the normal force:
Fn = Fw
To find the slope we used:
m = y2 – y1 / x2 – x1
The formula we used to find the forces of static and kinetic friction are:
Fs = ????sN and Fk = ????kN
This first table is the data of an object with certain mass values to start moving the object
Mass (kg)
Weight (N)
Normal Force (N)
Force of Static Friction (N)
50
491
491
126
90
883
883
226
130
1275
1275
326
150
1472
1472
376
180
1766
1766
451
This second table is the data of an object with certain mass values to keep the object moving
Mass (kg)
Weight (N)
Normal Force (N)
Force of Kinetic Friction (N)
50
491
491
94
90
883
883
169
130
1275
1275
244
150
1472
1472
281
180
1766
1766
338
Analysis: (Explain how we got the data)
Insert here
Conclusion:
In our lab experiment, there was definitely room for error. We used a website to conduct our experiment. Therefore, some of the things that may have gone wrong may occur due to technical, human, and instrumental error. An example of technical error would be how sometimes the object would move on its own without any force applied to it. A human error is not being able to read the results that we got or putting the right units. An instrumental source of error was that we could not see what speed our object was going. If this experiment was conducted in real life, an error would be how environmental factors such as the wind changes the direction or speed of the object.
In this experiment we explored the notions of Newton’s Second Law of Motion. The law formally states that acceleration occurs when a force acts on a mass and the greater amount of force on an object is needed when that mass of an object is greater. In our lab we conducted it into three parts; net force, motion, and friction. In terms of force, the experiment simply shows that if we move an object with force it will move. In terms of motion, the experiment explains with graphs, that if we put force over time the velocity would increase rapidly over the time. In terms of friction, the experiment illustrates in the graphs that friction increases when the object has motion; we can conclude that the opposing force is the friction force. Overall the results of the lab experiment exemplified the principles of Newton’s Second Law of Motion.
References
Phet Colorado simulation – Forces and Motion: Basics
WEB DEVELOPMENT (INTRODUCTION) WEDE5020/d ASSESSMENT TYPE: POE (PAPER ) TOTAL MARK ALLOCATION: 100 MARKS TOTAL HOURS: A minimum of 30 HOURS is suggested to complete this assessment By submitting this assignment, you acknowledge that you have read and understood all the rules as per the terms in the registration contract, in particular the assignment and assessment rules in The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the student portal. INSTRUCTIONS: • No material may be copied from original sources, even if referenced correctly, unless it is a direct quote indicated with quotation marks. No more than 10% of the assignment may consist of direct quotes. • Any assignment with a similarity index of more than 25% will be scrutinised for plagiarism. Please make sure you attach a similarity report to your POE if required. • Make a copy of your assignment before handing it in. • Assignments must be typed unless otherwise specified. • All work must be adequately and correctly referenced. • Begin each section on a new page. • Follow all instructions on the assignment cover sheet. • This is an individual assignment. Additional Instructions: 1. All tasks in this POE must be completed individually. Referencing Rubric ____ Providing evidence based on valid and referenced academic sources is a fundamental educational principle and the cornerstone of high quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our students in our commitment to achieve high academic standards. Poor quality formatting in your referencing will result in a penalty of a maximum of five (5) marks against the percentage mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action being taken in accordance with The IIE’s Intellectual Integrity Policy (0023). Required Subtract 1 Subtract 2 Subtract 3 Subtract 4 Subtract 5 • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. applied correctly • Only one or two minor mistakes in style made • All sources are accurately reflected and included in a reference list • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. applied correctly • Fewer than five minor mistakes made • More than 90% of the sources are correctly reflected and included in a reference list • Consistent in-text referencing style • Quotation marks, page numbers, years, etc. not always applied correctly • Not all paraphrased content referenced • At least 80% of the sources are correctly reflected and included in a reference list • Consistent in-text referencing style • Quotation marks used for direct quotes but page numbers missing • At least 70% of the sources are correctly reflected and included in a reference list • In-text referencing used but inconsistent • Paraphrased material cited but not referenced accurately or consistently in text • Quotation marks and/or page numbers for direct quotes missing • At least 60% of the sources are correctly reflected and included in reference list • Poor and inconsistent referencing style used • At least 50% of the sources are correctly reflected and included in reference list • Quotation marks and/or page numbers for direct quotes missing • May be referred for action in accordance with IIE 0023 Intellectual Integrity Policy Portfolio of Evidence (PoE) — Background ___ __ The need for organisations and businesses to have a responsive, well-designed website is critical to allow them to showcase their achievements, remain relevant and ensure competitiveness. Alongside this, organisations may also use their website to generate revenue. As you complete this POE, you will develop a website for an NGO, NPO or small/medium business of your choice. As your progress through each task, you will use knowledge gained in the different learning units and add in several features to your website. The outcome is to construct a welldesigned website which will provide the NGO, NPO or organisation with a web presence. The simplified process is as follows: • In Task 1, you will develop the basic structure of your website (using HTML5). • In Task 2, you will improve upon your work in the previous task and add in styling to your website (using CSS3). You will also finalise the content across all your pages and make your site responsive. • In Task 3, you will add a level of interaction by way of a web-form. This could could be implemented using Google Forms or any other suitable method. Whilst this POE does not prescribe a specific NGO, NPO or organisation for which you must develop the website, you are encouraged to go out and search for a real-world NGO, NPO or organisation that could benefit from your service. Alternatively, you may use a hypothetical, but realistic example. Your lecturer must sign-off an approval for your chosen organisation and a broad statement of the envisaged website. Remember to always be respectful of any copyrights and trademarks. Since each task builds on the previous tasks, it is essential that you work consistently and invest the necessary effort throughout the process. You are required to consult the rubrics at the end of this document to ensure that you submit all work that is required. It is recommended that you double-check that you have included everything. Lastly, the end-product of this POE may also add value to your CV as work experience. Instructions __ In order to successfully complete this POE, you will be required to conduct additional research and consult online resources. Links to some of these online resources have been included in your Module Guide but you will still need to consult other sources on your own. Please ensure that you attribute all code that you re-use from other sources in accordance with the IIE’s Referencing Guide. Task 1 — HTML5_________________ ____ (Marks: 100) In this task, you are required to develop the structure of your site in HTML5. Your site must incorporate the following features: • Your webpage title(s) must be appropriate. • Your website must include appropriate logos and branding. • Your website must have a working navigation menu. • Your website must include appropriate content including headings, text, images, tables and any other multimedia. • Your website must include an appropriate footer. • Whilst you do not need to incorporate CSS in this task, your website should have some basic styling in terms of fonts and colours. The website should incorporate a minimum of 6 webpages that contain several types of content. These are the minimum requirements: • A Homepage which welcomes users to the site and displays relevant information about the NGO, NPO or organisation. • An About Us page which discusses the organisation, its history, mission, and vision. • An Our Work page which outlines the work carried out by the organisation. • A Photo Gallery which showcases the organisation, its staff, its work and projects. For now, this may be a basic gallery which you will improve on in subsequent tasks. • A Get Involved page which contains a form that allows users to submit their details as a sponsor, volunteer or client. This form should collect information such as full name, email address, contact number and the enquiry that a user has. The form should also include submit and reset button. For this task, you need to build the form, but it does not need to be functional. • A Contact Us page which includes contacts details of the organisation (including physical address, telephone numbers, social media links, an embedded Google Map, and any other relevant details). Submission Create a NetBeans project which will contain the all files and folders which you will need for your website. Some of these folders may not include content now, but content will be added in upcoming tasks. You are required to submit the completed task electronically (including folders, subfolders and files). Place all your work in a zip file named WEDE5010_Task 1[Your Student Number]_[Your Name].zip. Task 2 — CSS and Responsive Design ____ (Marks: 100) In this task, you are required to develop the styling of your website and incorporate responsive design. These are the required features: • Improve upon the previous task, based on feedback from your lecturer. • Your website must be developed using HTML5 and styled using CSS3. • Your website must be styled consistently using a suitable combination of inline, internal and external style sheets. • Your styling must make your website responsive (i.e. automatically adjust to different screen and device sizes). You may also add in these optional features: • Embedding of social media feeds and YouTube videos, as necessary. Submission You are required to submit the completed task electronically (including folders, subfolders and files). Place all your work in a zip file named WEDE5010_Task 2 [Your Student Number] [Your Name].zip. POE — Final Submission__ __(Marks: 100) In this task, you are required to transform your website into a fully-functional interactive website which is ready to be hosted. These are the activities to be completed: • Improve upon the previous tasks, based on feedback from your lecturer. • Ensure that photo-gallery is now fully functional. • Extend your website to process form submissions. • Package the completed website ready to be hosted. • Complete a reflection on your learning experience – please see details below. Processing Form Submissions In the previous tasks, you developed an HTML5 form to allow visitors to submit their details to get involved. You need to add validation to this form. You are also required to create a second form which allows a user of the website to provide their email address to subscribe to a newsletter. To achieve this, you are required use Google Forms. Complete the following steps: • Visit Google Forms (https://forms.google.com) and build a simple Google Form which prompts the user to enter their email address to subscribe to a newsletter. • Embed this form into the Homepage of your website. • In Google Forms, include an add-on which sends an email to a webmaster’s email address when a user submits their email address. (Hint: there are several add-ons which can help you fulfil this). • Test your form. • Include screenshots of the submissions saved in Google Sheets and the email notification in your mailbox. Visit this link for guidance on creating and embedding Google Forms: https://support.google.com/docs/topic/9055404?hl=en&ref_topic=1382883 Reflection In your reflection of this module, you are required to reflect on what you have learnt in this course. Aspects which you could reflect on include: • What were the most and least beneficial aspects of this course? • How did each of the learning units contribute to your knowledge of web development? • How did the knowledge gained from each of the learning units assist you in completing the tasks in this POE? • Do you think you will use the skills in this course in your career? If yes, explain how. • If you were to rewind life one semester, what would you do differently in this course and what would you do the same? The length of this reflection should not exceed one page. Submission As part of your submission, you must include all folders, subfolders and files used throughout this POE. You are required to create a folder named WEDE5010_POE [Your Student Number] [Your Name]. The following must be included in this folder: • A folder named Task 1 – this must contain your original Task 1 submission. • A folder named Task 2 – this must contain your original Task 2 submission. • A folder named POE – this must contain: o A document outlining specific corrections that you made based on feedback from Task 1 and Task 2. o Your completed website incorporating all corrections and required features. o A reflection on your learning through this course. o You are required to zip this folder and submit it electronically. Appendix A Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: TASK 1 RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 1, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Development: NetBeans project created correctly with all required folders and subfolders. 5 3-4 1-2 0 File names: HTML files are appropriately named. 6 4-5 2-3 0-1 Navigation menu: appropriate links included. 6 4-5 2-3 0-1 Navigation menu: works correctly with no broken links. 6 4-5 2-3 0-1 Webpage: Footer included with appropriate content. 5 3-4 1-2 0 Webpage: Homepage included with appropriate content. 10 8-7 4-6 0-3 Webpage: About Us page included with appropriate content. 10 8-7 4-6 0-3 TASK 1 RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 1, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Webpage: Our Work page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Photo Gallery page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Get Involved page included with appropriate content. 10 8-7 4-6 0-3 Webpage: Contact Us page included with appropriate content. 10 8-7 4-6 0-3 Design: Organisational branding is evident. 3 2 1 0 Design: Basic styling applied appropriately. 4 2 1-2 0 Acknowledgement of sources. 5 3-4 1-2 0 TASK 1 SUBTOTAL /100 Appendix B Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: TASK 2 RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 2, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) CSS: Appropriate use of inline, internal and external style sheets. 5 3-4 1-2 0 CSS: Choice of elements, colours and fonts is user-friendly and appropriate for the chosen NGO, NPO or cause. 10 8-7 4-6 0-3 CSS: Style sheets are consistently applied across all pages. 5 3-4 1-2 0 Styling: Homepage content is styled appropriately. 10 8-7 4-6 0-3 Styling: About Us page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Our work page content is styled appropriately. 10 8-7 4-6 0-3 TASK 2 RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of Task 2, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Styling: Photo Gallery page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Get Involved page content is styled appropriately. 10 8-7 4-6 0-3 Styling: Contact Us page content is styled appropriately. 10 8-7 4-6 0-3 Responsive Design: Responsive design is implemented correctly. 15 11-14 6-10 0-5 Acknowledgement of sources. 5 3-4 1-2 0 TASK 2 SUBTOTAL /100 Appendix C Assessment Sheet (Marking Rubric) MODULE NAME: MODULE CODE: WEB DEVELOPMENT (INTRODUCTION) WEDE5010/d/p STUDENT NAME: STUDENT NUMBER: POE RUBRIC Levels of Achievement Feedback In order to be awarded full marks for these elements of the POE, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Photo gallery: fully-functional with navigation and captions. 10 8-7 4-6 0-3 Form processing: First form validation incorporated. 10 8-7 4-6 0-3 Google Form: Second Form created on Google Forms. 15 11-14 6-10 0-5 Google Form: Google Form embedded correctly. 15 11-14 6-10 0-5 Google Form: Screenshot of email notification sent on Google Form submission. 15 11-14 6-10 0-5 POE RUBRIC (CONTINUED) Levels of Achievement Feedback In order to be awarded full marks for these elements of the POE, you need to have: Excellent Good Developing Poor Score Ranges Per Level (½ marks possible) Google Form: Screenshot of captured responses provided. 10 8-7 4-6 0-3 Improvements: Student has provided evidence of improvements to previous tasks. 10 8-7 4-6 0-3 Reflection: Student has reflected deeply on their learning experience. 10 8-7 4-6 0-3 Acknowledgement of sources. 5 3-4 1-2 0 POE SUBTOTAL /100
According to the principle of determinism, every event that takes place in the world has a cause. Whether or not the event is snow falling, birds chirping or humans thinking, the determinist asserts that each and every event that occurs in the world has a cause, or series of causes, that makes the event, and everything connected to it, inevitable.
Now consider what this means for your thoughts at this present moment and for your forthcoming Module 3 Essay. Presumably, at this present moment, you are thinking very deeply about formulating a thesis that is interesting, compelling, specific and shows good understanding of the material. And, hopefully, these thoughts will lead to a high quality essay. However, if determinism is true (and, of course, there are very good reasons for thinking that it is), EVERY single thing that you are thinking at this present moment is the unavoidable product of your personality (e.g., brain state, genetics and upbringing), the situation that you find yourself in, along with basic laws of nature. The same goes for your forthcoming essay. In this way, the particular thesis that you will end up “choosing,” the quality of your essay and the words that you will employ, all would be inevitable and indeed predictable (in principle) from the moment of your birth. In such a case, would it make sense to say that you deserve the grade that you will get on your essay?
Notice that the same type of question can be posed for ANY human event for which we might be inclined to ascribe praise and blame. Did Mother Teresa deserve to be praised for her charitable acts? Did Hitler deserve to be condemned for his moral atrocities? Ultimately, the answer to these questions depends on one’s view of the complex relationship between determinism, freedom and moral responsibility.
Essay Question: Which theory best explains the true nature of moral responsibility and its relation to human freedom and determinism–libertarianism, hard determinism or compatibilism? In your answer, be sure to demonstrate an understanding of each of the three theories.
Instructions
View the “Essay Writing Guide” attached to this dropbox.
Write and submit a thoughtful, clear and succinct thesis writing assignment of 1000-1500 words, in direct response to the Module 3 assignment above.
Draw directly upon our assigned textbook readings for this Module in carefully crafting your detailed response.
In answering the essay question provided, carefully review, reflect upon, and attempt to integrate the textbook material covered in Chapter 2: Section 2.5-2.8.
Please double-space your submission, include your name at the top of its first page, and be sure to cite all sources quoted or paraphrased from (even if it’s only our textbook). Please take careful note of the above formatting instructions.
Don’t forget to include a bibliography or “works cited” page at the end!
*Note: I am using this book ((THE PHILOSOPHICAL JOURNEY, An Interactive Approach, Sixth Edition, William F. Lawhead))
*(please see the attached file).
*(please write 825 words ((do not count the references as included in the 825))
The Theory that Best Explains the True Nature of Moral Responsibility
In the past, if one would ask similar question regarding the theory that would best explain the idea of moral responsibility, then most definitely one would get a number of theoretical concepts. However, (Henslin, 2011) asserts that theoretical answers provide the basis for getting conceptual framework based on experiences and facts. In philosophy (determinism to be specific), in relation to moral responsibility, then most probably we could get an answer that offers theories based on personal experiences only. When one looks at the positions on hard-determinism, compatibilism or libertarianism, one finds that descriptions of an individual experiences are provided for what they think to be for the cases of morality, freedom and determinism. I find that the explanation for the true nature of moral responsibility and its relation to human freedom is best captured under the theory of determinism. I find the theory to be most comprehensive, with its particular assertions that determined mind, morals and human freedom exist. Determinism is real and this can be explained with the simple example of causes of one’s behavior. If one chose to sit down with one’s mother, father, behavioral therapist and an evolutionary biologist, then definitely one can trace the causes of their behavior. The causes of one’s past behavior can be examined and explained in detail when these individuals examines one’s decisions or why they behave in a particular manner. According to (Lawhead, 2014) the determinist theory posits that every event is casually determined. The author further asserts that human actions, thoughts, decisions and choices constitute events that are casually determined. A denial of this basic principle would amount to denial of the universal principle of causation that has been explained by the physicists, behavioral biologi…………………………………………………………………………………………………………………………………………………………………………………………………..
Please go to page 35 in the textbook. Please read Case Incident 2.1 very carefully. Then answer the four questions that are provided for assignment for this discussion board.
1) Do you agree with Richard? Why or why not?
2)Are the principels of scientific managent applicable in Today\’s organization? Explain your asnwer.
3) What are James Jr\’s reason for keeping things the way they are?
4) What kind of change do you think Richard would like to make?
