- Expert Academic and Article Professional Writing Service
- +1 323 471 4575
- support@essaysolver.com
Capstone Research Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Capstone Research Essay
Description/Paper Instructions
ETHC 101 Capstone Research Essay
Summary
The final assignment for ETHC101 is a capstone essay that brings all of the knowledge and skills developed in this course to bear on a single ethical issue. Each student will write a paper of 2200 to 2400 words (total, including the title page, table of contents, quotations, footnotes, and bibliography), in current Turabian format, that combines the insights and arguments of the third and fourth discussion boards into a single carefully-articulated work.
Content
Begin your paper with a brief introductory paragraph that clearly states what positions you are going to argue for. State what metaethical theory you will utilize, the issue in applied ethics to which you will be applying it, and the conclusion(s) on that issue that you want to defend.
Next provide a lengthy and detailed explanation of your metaethic. This will likely reflect the metaethic that you argued for in your Discussion Board Three (see Discussion Board 3: Virtue Ethics below) thread and the feedback that you received from the professor and/or classmates who responded to your thread. (see Virtue Ethics Response below)
Here you can go into much more detail than you could in the Discussion Board, which was limited to 600 words. If you use half of your paper to develop your metaethic, then it will contain approximately 1100 words, which means that it will be roughly twice as long as your Discussion Board thread was. As in Discussion Board Three, in your explication of your metaethic you must interact with the ethical theories that we have studied in this course.
Once you have fully explicated and argued for your metaethic, proceed to an application of that metaethic to the applied ethics issue that you discussed in your Discussion Board Four thread. (see Discussion Board 4: My Ethical Theory: Virtue Ethics below) This discussion may end up being twice as long as your discussion board thread was.
Add detail, nuance, and argumentation, providing a fairly complete and comprehensive argument for approaching the issue the way that you do. You may illustrate the issue with real-life examples, but please do not fill your paper with anecdotes. You should anticipate possible objections to your approach to the issue and respond to them in an objective and informed manner.
(For ideas on how others might object to your approach, a good place to begin would be your own imagination and the many books and articles that have been published on issues in applied ethics can provide a wealth of possible arguments relevant to every issue.)
Your final paragraph should reflect that you have accomplished your thesis. It should recap what you have accomplished and how you have accomplished it.
Research
This paper is not required to utilize any sources outside of those that were used in the class but use of additional resources is permitted and encouraged. At the minimum the paper should utilize the resources from the class.
All resources used must be listed in the bibliography and any resources quoted, paraphrased, or alluded to must be documented via footnotes formatted according to Turabian.
For this capstone essay both the footnotes and the bibliography count toward the word count. In other words, the 2400-word limit is all-inclusive. You will be penalized if you exceed the limit, so please do not.
Format
Your paper must begin with a title page that includes a paper title, your name, the date, and the course name and number. The second page of your paper must be a table of contents. The last page of your paper must be devoted to your bibliography.
The paper must utilize 12-point Times New Roman font, double-spaced, with one-inch margins. It must be double-spaced rather than triple-spaced between paragraphs and there should be only one space after the end of each sentence.
Any documentation in the body of your paper must be done via footnotes formatted according to Turabian. If you are not familiar with how to do this, simply look it up online. There are many websites that explain Turabian formatting. Footnotes should be single-spaced 10-point Times New Roman font.
Your paper must be submitted as a Microsoft Word document.
Format Example
Title Page
Table of Contents
Body of Paper:
- Introduction
- Metaethic
- Application
- Conclusion
Bibliography
Miscellany
Errors of spelling, grammar, syntax, and punctuation will affect your grade. This is a university-level writing assignment. Please write accordingly.
This will be checked by SafeAssign. This a program that checks for plagiarism.
Discussion Board 3
My Ethical Theory: Virtue Ethics
Top of Form
From the amount of time we have spent studying metaethics and examining the many ethical theories, I believe that some of better methodology to determine right from wrong for me would be the areteological approach, which is also known and listed in our assignment as Virtue Ethics.
I say this because, according to my understanding of Virtue Ethics, the right thing to do is to live within your virtuous capabilities. Or, at the very least, stay within the realm of the capabilities of a virtuous person, creating a set of norms. The goal in Virtue Ethics is to become virtuous ourselves and fulfill our purpose.
In Virtue Ethics, making a sound moral judgment is determined by one’s good habits and practices. When we are trying to figure out what the right thing to do is in a situation at hand, and we are unsure of our own abilities, we should seek out a virtuous person for guidance.
If you already have someone who’s virtuous abilities you admire you can also simply ask yourself, what they would do. One of the more common phrases in that regard, heard within the Christian community is: “What would Jesus do?”. Although this has also become a phrase used in a lot of humor, the meaning of it still holds true.
As Christians, our goal is to be seen as a good person in Gods eyes. To do this we have to make good ethical and moral decisions and some of those decisions may have already been made by a known virtuous person. “Those who take this approach think that good ethical decisions will be made by good people.” (Stivers, Gudorf, & Martin-Schramm, 2012)
By doing this we can then know our decision, if it is the same, will be a good one. An example of this would be reading the Bible and following the word of God. We know this alone is a good decision but by following the guidance within we can make many other good ethical decisions as well.
“An advantage of this approach is that life is complicated and often requires ethical decisions that have to be made quickly.” (Strivers, et al., 2012) By creating the set of norms I has mentioned earlier, a moral intuition will form. Having this moral intuition will help you in making quick ethical decisions.
One of the drawbacks to this is that it can become very subjective. There are many who may wear the mask of a virtuous person but are not actually virtuous themselves.
In the military, when questioning something you were doing, one would often hear the phrase: “Do as I say, not as I do.” I worked with a specific individual who commonly preached this. He would provide sound advice to many that any Christian would have seen as good or moral.
He himself, however, often did not follow is own advice. This often caused him to end up in difficult situations or make bad decisions himself. “The focus of virtue ethics is on cultivating one’s inner character.” (Jones, 2017, p. 38). This is similar what I stated earlier and I believe my friend simply lacked.
“If a truly virtuous person would not perform some act, then that act must not be moral.” (Jones, 2017, p. 40) This leaves me with a dilemma. Since my friend would often not follow the moral advice he gave, does this make him someone who is not virtuous? If so, does that mean that in reality his advice may not have been moral?
References:
Jones, Michael S. Moral Reasoning: An Intentional Approach to Distinguishing Right from Wrong. Dubuque, IA: Kendall Hunt, 2017.
Stivers, Laura A., Christine E. Gudorf, and James B. Martin-Schramm. Christian Ethics: A Case Method Approach. 4th ed. Maryknoll, NY: Orbis Books, 2012.
Discussion Board 3 Virtue Ethics Response
I can relate to your military experience and know very well the term “Do as I say not as I do.” Especially being an aviation mechanic, there were some short cuts to maintenance that didn’t follow the publication that you just pick up from the people you learn from.
As a brand-new naval aircraft maintainer, I worked under a guy that, whenever performing one of these short cuts he would say “Do as I say not as I do.” Then as he is performing the short cut, he would proceed to tell me the correct way to do it and would also tell me why this short cut won’t have a major effect on the aircraft. He would say it in a way that sounded like he was trying to justify to himself why he was doing the short cut.
In my opinion, any time you have to justify doing something to yourself, it is not morally correct. Having to justify something to yourself is your subconscious telling you that what you’re doing is wrong. When you said, “Having this moral intuition will help you in making quick ethical decisions.”
It stood out to me because my mentor at the time that was taking these short cuts didn’t have this moral intuition to help him make these ethical decisions. The ethical decision in that situation would have been to do exactly what the publication says to do. Also, when you said, “One of the drawbacks to this is that it can become very subjective.”
It made me think that maybe he did have the moral intuition but he was subjective like you said, and that doing that short cut, to him, was morally ethical. I believe that your moral ethics can be subjected to how you are raised. Everyone is raised differently and therefore not everyone will have the exact same moral ethics.
I also believe that society can also have a huge impact on your moral ethics as you grow up. I’ve used this example before however, an example of this is the movie Jojo Rabit. It is about a little boy who grew up in Nazi Germany. When he was a little boy, he wanted to become a Nazi mostly because he believed it to be the right thing to do due to the society, he grew up in. His mom, however, was able to subjectively teach him otherwise and he eventually does the right thing.
I believe now it is even easier for kids’ moral ethics to be subjective because of the ease of access to social media. Kids’ can just hop on their phones or tablets and watch a YouTube video about someone ranting on a moral ethic perspective of theirs and be subjected to their opinions.
This is especially in celebrities and social media influencers because they are looked up to. Of course, there are different situations for everyone to can change or influence someone’s moral ethics and I believe that some people can change from believing one thing is morally correct to believe in the complete opposite.
Discussion Board 4
Applying My Ethical Theory: Virtue Ethics
On discussion board forum 3, I explained my approach to metaethics. I believe that the methodology to determine right from wrong for me is the areteological approach. This approach is better known and listed in our last assignment as Virtue Ethics. In Virtue Ethics, making a sound moral judgment is determined by one’s good habits and practices.
The goal in this methodology is to become virtuous ourselves and fulfill our purpose. We achieve this by following the guidance of a virtuous person. As someone who has spent a significant amount of his life in the military and his entire life around the military, I wanted to apply my methodology to poverty.
I was raised to feel pity for those who are less fortunate than I. I was always told never to give money to the poor and instead volunteer at organizations that help them. My grandparents had taught me that by handing a homeless person money I am only placing myself one step closer to their situation while they take a step away from it.
My views changed very little as I grew older. I remember reading a book that mentioned how by handing someone who is homeless money, you are essentially paying them to be homeless. Since Virtue Ethics focuses on becoming a virtuous person, I certainly do feel a moral obligation to help those less fortunate.
I do what I can to specifically help veterans of our military. I know how difficult it is to work with the government when trying to receive help once you no longer serve. “Veterans make up 20 percent of people who are homeless, and about half of the people experiencing homelessness suffer from mental health issues.” (Stivers, Gudorf, & Martin-Schramm, 2012)
There is a plethora of reasons that lead to our veterans living in poverty. There are also various organizations that provide resources to help them in almost every way. I once volunteered to help a small organization build free homes for homeless veterans in Virginia.
There are others who provide food, education, clothing, and many more out there as well. In the Christian Standard Bible: Digital Reader Edition it says: “If there is a poor person among you, one of your brothers within any of your city gates in the land the Lord your God is giving you, do not be hardhearted or tightfisted toward your poor brother.
Instead, you are to open your hand to him and freely loan him enough for whatever need he has. (Deut 15:7-8) Having served, brother or sister, carries another meaning for me which is why this passage stood out to me. By helping my brothers and sisters, the ones that are less fortunate than myself, I believe I am on the right path to becoming a more virtuous person.
The Bible teaches us that helping others is the right thing to do. There are many examples of our Lord, a virtuous person, helping those living in poverty. I do my best to follow the Virtue Ethics methodology and base my decisions based upon good habits and practices I have developed from virtuous people over the years.
References:
Stivers, Laura A., Christine E. Gudorf, and James B. Martin-Schramm. Christian Ethics: A Case Method Approach. 4th ed. Maryknoll, NY: Orbis Books, 2012.
ETHC 101
Capstone Essay Grading Rubric
Criteria Levels of Achievement Content Advanced Proficient Developing Not Present Points Earned Thesis Statement 20 points First paragraph includes a thesis statement and final paragraph(s) reflect accomplishment of the thesis.
14 to 19 points Contains something that is close to a proper thesis statement and the conclusion basically reflects its accomplishment.
1 to 13 points Thesis statement is unclear and conclusion does not clearly reflect its accomplishment.
0 points No thesis statement and conclusion is unconnected to any thesis
Style 28 to 30 points Appropriately academic style of writing, free of slang, informalities, sermonizing, anecdotes, etc.
21 to 27 points Occasional lapses from academic style, such as slang, informalities, sermonizing, anecdotes, etc.
1 to 20 points Frequent lapses from academic style, such as slang, informalities, sermonizing, anecdotes, etc.
0 points Style is completely non-academic
Tone 28 to 30 points Appropriately philosophical tone: obvious care for objectivity and respectful consideration of multiple perspectives; nuanced and insightful discussion of positions and arguments.
21 to 27 points Occasional lapses into subjectivity; some one-sidedness; positions and arguments are painted with a broad brush, etc.
1 to 20 points Many lapses into subjectivity; consistent one-sidedness; positions and arguments lack detail and nuance, etc.
0 points No attempt at writing with a philosophical tone.
Understanding 28 to 30 points Discussion reflects detailed knowledge of the issues in metaethics taught in the course and very appropriate application of this knowledge to the applied ethics issue selected.
21 to 27 points Discussion reflects some knowledge of the issues in metaethics taught in the course and a reasonable attempt to apply this knowledge to a selected issue in applied ethics.
1 to 20 points Discussion reflects some but not much knowledge of metaethical issues, perhaps with some minor confusion, and some attempt to apply this to the chosen issue.
0 points Discussion reflects no knowledge of the metaethical issues taught in the course.
Argument 28 to 30 points Argumentation is logical (free of fallacies, including appeal to emotion).
21 to 27 points Argument is basically logical, though with some appeal to emotion, unsupported assertions, or other similar issues.
1 to 20 points Argument falls short of being logical by committing multiple fallacies, appealing to emotion, making unsupported assertions, or other problems of this sort.
0 points No argument is present
Structure Advanced Proficient Developing Not Present Points Earned Length 15 points Meets length requirement: 2100-2400 words (including footnotes, title page, table of contents, and bibliography).
10 to 14 points Word count exceeds 2400.
1 to 9 points Word count is less than 2100 words.
0 points Document is blank
Components 15 points Contains a title page, table of contents, footnotes, and bibliography.
10 to 14 points Some required components missing.
1 to 9 points Many required components missing.
0 points All required components are missing.
Format 15 points Body of paper is double-spaced with 1-inch margins and 12 pt. Times New Roman font; footnotes are single-spaced 10pt. Times New Roman; footnotes and bibliography are formatted according to Turabian.
10 to 14 points Some degree of deviation from the proscribed format.
1 to 9 points Considerable deviation from the proscribed format.
0 points Complete deviation from the proscribed format.
Proofreading 15 points Free of grammatical, syntactical, punctuation, spelling, and other such errors.
10 or 14 points Some grammatical, syntactical, punctuation, spelling, and other such errors.
1 to 9 points Many grammatical, syntactical, punctuation, spelling, and other such errors.
0 points Pervasive grammatical, syntactical, punctuation, spelling, and other such errors.
Total /200 Instructor’s Comments: Page 2 of 2
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
CLICK ON THE LINK HERE: https://essaysolver.com/orders/ordernow
You Can Also Place the Order In www.perfectacademic.com/orders/ordernow / www.essaysolver.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Capstone Research Essay
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Why Work With Us!!
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.
