Adjusting to Labor-Saving Technologies Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Adjusting to Labor-Saving Technologies Assignment
This assignment is based on the following article: https://www.brookings.edu/blog/future-development/2017/02/15/three-reasons-for-universal-basic-income/ (Links to an external site.)
Your task is to identify the argument from the text below (not from the link, as we have pruned some content to make it more manageable), produce an argument diagram that shows the structure of sub-arguments and dependencies between premises, and finally to evaluate the diagram.
In your assignment, complete the following two tasks
Write the argument diagram, including only information that is part of the argument. You may NOT include any hidden information. Please use the statement numbers we provide below in your diagram. The argument is complex enough as it is, so let’s keep it simple. It might be helpful to put this argument into standard form, but we will not mark it. (6 points)
Evaluate the argument. Is this a good argument? Why or why not? (4 points)
Three reasons for universal basic income
(1) From Mongolia to Finland to India, we are seeing heightened interest in the idea of a universal basic income (UBI)—an unconditional cash grant given to every citizen, regardless of their employment status or wealth. (2) The idea is controversial, receiving criticism from many quarters including Future Development. (3) I happen to be an advocate. (4) To sharpen the debate, it’s useful to distinguish three separate arguments for UBI.
(5) Efficient use of natural-resource rents. (6) If the oil revenues are transferred directly to citizens, with government having to tax them to finance public spending, at least two changes happen. (7) First, citizens will now know the magnitude of oil revenues. (8) Second, they have a greater incentive to monitor how their tax money is being spent. (9) Even without these changes, a simple transfer of 10 percent of oil revenues could effectively eliminate poverty in several oil-exporting countries.
- (10) Improving the welfare of the poor. (11) Replacing these subsidies with cash transfers would ensure at the very least that the poor are getting the intended monetary benefit. (12) But it could also be empowering. (13) Subsidizing food or fuel or water implies that the poor have to consume these commodities, even if the quality is very low, to receive the benefit. (14) By contrast, a cash transfer means that the poor person can choose how to spend the money. (15) If the quality is poor, they have alternatives. (16) Finally, thanks to technology, these cash transfers can be implemented at low cost.
- (17) Adjusting to labor-saving technologies. (18) Advances in artificial intelligence, robotics, and other technologies have called into question the future of work. (19) The dilemma is that with these technologies productivity will increase but many people will lose their jobs (self-driving trucks are an example). (20) A system where part of the increase in productivity is taxed, and then distributed as cash transfers to all citizens, whether they are working or not, could help resolve some of the tension. (21) The programs being piloted or proposed in Finland, Switzerland, and New Zealand are essentially aimed in this direction. (22) They challenge the basic notion that you earn your income by working in a job. (23) We could envision a society where productivity is high enough that everyone receives a basic minimum income, and people choose to work on whatever they’re good at (including not working at all).
When three, separate arguments lead to the same conclusion, perhaps (24) universal basic income is an idea whose time has come.
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.
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