Difference between revisions of "MAR 30"

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==19. MAR 30: Unit 5: Ethical Issues==
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==19: MAR 30==
  
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===Assigned Work===
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===Assigned===
  
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:*World's Largest Meat Producing Countries over time [https://www.youtube.com/watch?v=ZO2TggxxOmU]
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:*Tribe, Lawrence. "Deconstructing Dobbs" (2nd half, 9-17)
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:*Winders, "Introduction to Global Meat"
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:*Alfino, "Interpretation, Political Orientation, and the Basic Liberties in the Dobbs Decision" (12-end)
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:*[[Documentaries specific to Food Ethics and Animal Slaughter]]
 
  
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===In-Class===
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===In-class===
  
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:*Reports on documentary viewing. Reconciling reporting dates.
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:*Assign SW3: What are Basic Liberties?  Small group discussion on Personal information and family liberties.
  
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===Winders and Ransom, "Introduction to the Global Meat Industry"   ===
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===Tribe, "Deconstructing Dobbs" 2nd half (p. 8-12)===
  
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:*'''Intro'''
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:*Tribe thinks only a religious view of the embryo supports this view.  Note citation of Rawls Theory of Justice and article 4 of Constitution.  "Republican form of government" seems antithetical to a theocracy.  Other evidence that the court is reflecting a preference for Christian thought in reading the 1st amendement: 
 +
::*Tribe sees elements of a "tyranny of the minority" in Dobbs, but also in Kennedy v Bremmerton (religious fball coach).  He also thinks that the fact that 3 of the justices were appointed by a president who lost the majority vote is relevant.
 +
::*Tribe also feels the court Majority is being inconsistent in its interpretive theory in the case of Bruen, which treats the right to concealed carry of guns as grounded in the 2nd amendment, even though the types of guns did not exist in our "history and traditions". 
 +
:*In the remaining 2-3 pages Tribe extends his argument against the conservative court by objecting to other putatively radical decisions it has made.
  
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::*major concerns and questions: expansion of global meat industry makes several problems worse: environmental damage, effects on climate change, clean water, food insecurity, world hunger, consumer health, workers' rights and well-being, and (not least of all) the treatment of animals. 
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===More "language of basic liberties"===
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::*Note: the ethical case against meat is not limited to the problem of animal ethics.  Some of the non-animal ethics problems can be ameliorated by not participating in the industrial supply chain. 
 
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::*Paradoxically, increased meat production can create food insecurity for some. 2.
 
  
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::*Global meat industry is a product of gov't and industry collaborating:
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:*In addition to your liberty to control your body, bodily autonomy, and intimacy, we recognize (by statute and judicial opinion) basic liberties to control some personal information and to direct the upbringing of your children (parental rights) and other protections for family life. At a practical level, parental rights often involve schooling, which is local in our society. Still, cases reach the Supreme Court.  
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::*Overproduces food animals relative to population.  
 
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::*Creates dangers for environment and workers. (esp. from hyperslaughter)
 
  
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:*'''Global Meat Industry, 1960-2016'''
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:*Personal Information Examples
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::*A law requiring you to share your browsing history with the government. 
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::*A law requiring you to share your medical records with the government.
 +
::*A law requiring you to send a full frontal nude picture of yourself to the government every 5 years.
 +
::*A law allowing anyone to discover your bank account balances.
 +
::*A law requiring you to explain your reasons for divorce to a judge (before “no fault”divorce).
 +
::*A law conferring a “right to be forgotten” (to have internet information about you deleted).  This is a right guaranteed in the European Union.
  
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::*Per capita consumption doubled from 1960 to 2016: 20kg/person/year to 40.  Mostly in Global North.
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:*Family and Parental Rights Examples
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::*US has highest consumption by this data: 113.9kg/person/year (250 pounds a year! 4.8 pounds a week.)
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::*A law prohibiting parents from exempting their kids from some sex education programs.
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::*45 million metric tons (MMT) to 259 MMT.
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:::*But maybe not: A law allowing parents to exempt their kids from hearing basic public health information, including information about sexually transmitted diseases.
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::*$65 billion to about $400 billion.
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::*A law requiring family members to testify against each other.
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::*Note meat consumption increases occurred while population was also increasing. Population increase 1960-2016 3 billion to 7.4.
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:::*But maybe not: A law preventing the government from checking on child welfare and acting on serious problems, including removing children from their parents’ care.
 +
::*A zoning ordinance prohibiting grandparents from living with their families (actual controversy).
 +
::*A law prohibiting home schooling.
 +
::*A law prohibiting parents and their children from receiving gender affirming care.
 +
:::*But maybe not: A law allowing parents to keep their kids from formal schooling of any kind.
  
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::*Note that US has declined from peak consumption, also some Europeans, esp Denmark, Netherlands, and French. 
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===SW3: What are Basic Liberties (800 words)===
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::*Increases in numbers of animals: 270% for pigs and 900% for chickens. Over 1.4 billion cows and pigs.
 
  
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::*Meat exports: most from global north. Asian and emerging industrial countries big importers. ('''Meat consumption follows wealth increases'''.) p. 12: increases in China, for example, 3.5kg to 57.6kg, Mexico almost tripled, Russia doubled.  
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:*'''Stage 1''': Please write an 800 word maximum answer to the following question by '''Saturday, April 8, 2023, 11:59pm.'''
 +
::*Topic: Drawing on resources from this unit and your own research and reflection, devote the first half of your essay to these questions: What is your theory of basic liberties? What makes something a basic liberty and why are they important? (Use about 200-250 words for this.) Then, in rest of your essay, apply your view about basic liberties to the abortion question, taking into account our work in this unit. ''You should focus your analysis initially on the Dobbs decision'', showing how you would have decided it based on your view of whether abortion is a constitutionally protected basic liberty.
  
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:*'''How did global meat grow so much?'''
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:*'''Advice about collaboration''': Collaboration is part of the academic process and the intellectual world that college courses are based on, so it is important to me that you have the possibility to collaborate.  I encourage you to collaborate with other students, but only up to the point of sharing ideas, references to class notes, and your own notes, '''verbally'''. Collaboration  is also a great way to make sure that a high average level of learning and development occurs in the class.  The best way to avoid plagiarism is to NOT share text of draft answers or outlines of your answer.  Keep it verbal.  Generate your own examples.   
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::*Increases in feed grains.  Now more global feed grain production than food grain production (rice and wheat). Along with ag tech to put more land into production, GE corn and soybeans increased yields.
 
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::*Concentration of processing produced scaling up.  Read from p. 15.  (Recall Maureen Ogle's history chapter.)
 
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::*WTO - promotes free trade agreements for meat import/export.   
 
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::*former communist countries became markets.
 
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::*increased corporate concentration.  both production and processing.   
 
  
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:*'''Consequences of global meat for consideration'''
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:*Prepare your answer and submit it in the following way. '''You will lose points''' if you do not follow these instructions:
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::*1. Corporate concentration - Global food corporations exert significant power over farmers and national governments. Many poor countries with food insecurity export meat to wealthier countries. 
 
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::*2. Tension bt. cheap meat and food insecurity - Smallholder meat production in decline from competition.
 
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::*3. Social and environmental injustice. Many environmental effects of meat production fall disproportionately on poor countries and poor within rich countries.
 
  
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===Age of Slaughter vs. Natural Life Span===
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::# To assure anonymity, you must remove your name from the the "author name" that you may have provided when you set up your word processing application. For instructions on removing your name from an Word or Google document, [[https://wiki.gonzaga.edu/alfino/index.php/Removing_your_name_from_a_Word_file click here]].
 +
::# Format your answer in double spaced text, in a typical 12 point font, and using normal margins. Do not add spaces between paragraphs and indent the first line of each paragraph. 
 +
::# '''Do not put your name in the file or filename'''.  You may put your student ID number in the file.  Always put a word count in the file. Save your file for this assignment with the name: '''BasicLiberties'''.
 +
::# To turn in your assignment, log into courses.alfino.org, click on the '''"1 SW3 - Points"''' dropbox.
 +
::# If you cannot meet a deadline, you must email me about your circumstances (unless you are having an emergency) '''before''' the deadline or you will lose points.  
  
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:*In thinking about the research on animal awareness and consciousness, we are becoming more sensitive to the idea that animals are indeed aware of their lives, many form friendships, have strong individual preferences, and can understand more about what is going on around them than we used to think.
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:*'''Stage 2''': Please evaluate '''four''' student answers and provide brief comments and a score. Review the [[Assignment Rubric]] for this exercise.  We will be using the Flow and Content areas of the rubric for this assignment. Complete your evaluations and scoring by '''TBD, 2023, 11:59pm.'''
 +
 
 +
::*To determine the papers you need to peer review, open the file called "#Key.xls" in the shared folder. You will see a worksheet with saint names in alphabetically order, along with animal names.  Find your saint name and review the next four (4) animals' work below your animal name. If you get to the bottom of the list before reaching 4 animals, go to the top of the list and continue.
  
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:*Note that the more symmetrically you see animal and human interests, the more likely this information is to be problematic.
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::*Use [https://docs.google.com/forms/d/e/1FAIpQLSca2C-a7XJpi09qCt3wAd1jmi5gPJ2vR-6I3L8ZQDNQ4ZOQwA/viewform?usp=sf_link this Google Form] to evaluate '''four''' peer papers. Submit the form once for each review.
  
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:*Pigs: Slaughtered at 6 months old; Natural life span: 6 to 10 years  [https://www.youtube.com/watch?v=VI2q_GymU_Q Farmaggedon segment on China pig farms] [https://www.youtube.com/watch?v=NRpP7XyFOcs Outdoor pig farming] - this video has a neat historical segment.
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::*Some papers may arrive late.  If you are in line to review a missing paper, allow a day or two for it to show up.  If it does not show up, go back to the key and review the next animal's paper, continuing until you get four reviews. Do not review more than four papers.
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:*Chickens: Slaughtered at 6 weeks old; Natural life span: 5 to 8 years for those birds bred as "egg layers" such as Rhode Island Reds; 1 to 4 years for factory layer breeds such as leghorns; and 1 to 3 years for "meat" breeds.
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:*Hens lay eggs up to 6 to 7 years.   
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:*'''Stage 3''': I will grade and briefly comment on your writing using the peer scores as an initial ranking.  Assuming the process works normally, most of my scores probably be within 1-2 points of the peer scores, plus or minus. 
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:*Turkeys: Slaughtered at 5 to 6 months old; Natural life span: 2 to 6 years
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:*Ducks/Geese: Slaughtered at 7 to 8 weeks old; Natural life span: domestic ducks: 6 to 8 years; geese from 8 to 15 years.
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:*'''Stage 4''': Back-evaluation: After you receive your peer comments and my evaluation, take a few minutes to fill out this quick "back evaluation" rating form: [https://docs.google.com/forms/d/e/1FAIpQLSdgKCYITDTSOOHcvC3TAVNK-EZDsP4jiiyPj-7jdpRoNUsLPA/viewform?usp=sf_link]. '''Fill out the form for each reviewer, but not Alfino.'''  '''You must do the back evaluation to receive credit for the whole assignment.''' Failing to give back-evaluations unfairly affects other classmates.
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:*Cattle: “Beef” cattle slaughtered at 18 months old;
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:*Dairy cows slaughtered at 4 to 5 years old; Natural life span: 18 to 25+ years
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::*Back evaluations are due '''TBD, 2022, 11:59pm'''.
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:*Veal Calves: Slaughtered at 16 weeks old; Natural life span: 18 to 25+ years
 
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:*Goats: Slaughtered at 3 to 5 months old; Natural life span: 12 to 14 years
 
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:*Rabbits: Slaughtered at 10 to 12 weeks old; Natural life span: 8 to 12+ years
 
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:*Lambs: Slaughtered at 6 to 8 weeks old for “young lamb” and under 1 year for all other; Natural life span: 12 to 14 years
 
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:*Horses/Donkeys: Slaughter age varies; Natural life span: 30 to 40 years
 

Latest revision as of 19:21, 30 March 2023

19: MAR 30

Assigned

  • Tribe, Lawrence. "Deconstructing Dobbs" (2nd half, 9-17)
  • Alfino, "Interpretation, Political Orientation, and the Basic Liberties in the Dobbs Decision" (12-end)

In-class

  • Assign SW3: What are Basic Liberties? Small group discussion on Personal information and family liberties.

Tribe, "Deconstructing Dobbs" 2nd half (p. 8-12)

  • Tribe thinks only a religious view of the embryo supports this view. Note citation of Rawls Theory of Justice and article 4 of Constitution. "Republican form of government" seems antithetical to a theocracy. Other evidence that the court is reflecting a preference for Christian thought in reading the 1st amendement:
  • Tribe sees elements of a "tyranny of the minority" in Dobbs, but also in Kennedy v Bremmerton (religious fball coach). He also thinks that the fact that 3 of the justices were appointed by a president who lost the majority vote is relevant.
  • Tribe also feels the court Majority is being inconsistent in its interpretive theory in the case of Bruen, which treats the right to concealed carry of guns as grounded in the 2nd amendment, even though the types of guns did not exist in our "history and traditions".
  • In the remaining 2-3 pages Tribe extends his argument against the conservative court by objecting to other putatively radical decisions it has made.

More "language of basic liberties"

  • In addition to your liberty to control your body, bodily autonomy, and intimacy, we recognize (by statute and judicial opinion) basic liberties to control some personal information and to direct the upbringing of your children (parental rights) and other protections for family life. At a practical level, parental rights often involve schooling, which is local in our society. Still, cases reach the Supreme Court.
  • Personal Information Examples
  • A law requiring you to share your browsing history with the government.
  • A law requiring you to share your medical records with the government.
  • A law requiring you to send a full frontal nude picture of yourself to the government every 5 years.
  • A law allowing anyone to discover your bank account balances.
  • A law requiring you to explain your reasons for divorce to a judge (before “no fault”divorce).
  • A law conferring a “right to be forgotten” (to have internet information about you deleted). This is a right guaranteed in the European Union.
  • Family and Parental Rights Examples
  • A law prohibiting parents from exempting their kids from some sex education programs.
  • But maybe not: A law allowing parents to exempt their kids from hearing basic public health information, including information about sexually transmitted diseases.
  • A law requiring family members to testify against each other.
  • But maybe not: A law preventing the government from checking on child welfare and acting on serious problems, including removing children from their parents’ care.
  • A zoning ordinance prohibiting grandparents from living with their families (actual controversy).
  • A law prohibiting home schooling.
  • A law prohibiting parents and their children from receiving gender affirming care.
  • But maybe not: A law allowing parents to keep their kids from formal schooling of any kind.

SW3: What are Basic Liberties (800 words)

  • Stage 1: Please write an 800 word maximum answer to the following question by Saturday, April 8, 2023, 11:59pm.
  • Topic: Drawing on resources from this unit and your own research and reflection, devote the first half of your essay to these questions: What is your theory of basic liberties? What makes something a basic liberty and why are they important? (Use about 200-250 words for this.) Then, in rest of your essay, apply your view about basic liberties to the abortion question, taking into account our work in this unit. You should focus your analysis initially on the Dobbs decision, showing how you would have decided it based on your view of whether abortion is a constitutionally protected basic liberty.
  • Advice about collaboration: Collaboration is part of the academic process and the intellectual world that college courses are based on, so it is important to me that you have the possibility to collaborate. I encourage you to collaborate with other students, but only up to the point of sharing ideas, references to class notes, and your own notes, verbally. Collaboration is also a great way to make sure that a high average level of learning and development occurs in the class. The best way to avoid plagiarism is to NOT share text of draft answers or outlines of your answer. Keep it verbal. Generate your own examples.
  • Prepare your answer and submit it in the following way. You will lose points if you do not follow these instructions:
  1. To assure anonymity, you must remove your name from the the "author name" that you may have provided when you set up your word processing application. For instructions on removing your name from an Word or Google document, [click here].
  2. Format your answer in double spaced text, in a typical 12 point font, and using normal margins. Do not add spaces between paragraphs and indent the first line of each paragraph.
  3. Do not put your name in the file or filename. You may put your student ID number in the file. Always put a word count in the file. Save your file for this assignment with the name: BasicLiberties.
  4. To turn in your assignment, log into courses.alfino.org, click on the "1 SW3 - Points" dropbox.
  5. If you cannot meet a deadline, you must email me about your circumstances (unless you are having an emergency) before the deadline or you will lose points.
  • Stage 2: Please evaluate four student answers and provide brief comments and a score. Review the Assignment Rubric for this exercise. We will be using the Flow and Content areas of the rubric for this assignment. Complete your evaluations and scoring by TBD, 2023, 11:59pm.
  • To determine the papers you need to peer review, open the file called "#Key.xls" in the shared folder. You will see a worksheet with saint names in alphabetically order, along with animal names. Find your saint name and review the next four (4) animals' work below your animal name. If you get to the bottom of the list before reaching 4 animals, go to the top of the list and continue.
  • Use this Google Form to evaluate four peer papers. Submit the form once for each review.
  • Some papers may arrive late. If you are in line to review a missing paper, allow a day or two for it to show up. If it does not show up, go back to the key and review the next animal's paper, continuing until you get four reviews. Do not review more than four papers.
  • Stage 3: I will grade and briefly comment on your writing using the peer scores as an initial ranking. Assuming the process works normally, most of my scores probably be within 1-2 points of the peer scores, plus or minus.
  • Stage 4: Back-evaluation: After you receive your peer comments and my evaluation, take a few minutes to fill out this quick "back evaluation" rating form: [1]. Fill out the form for each reviewer, but not Alfino. You must do the back evaluation to receive credit for the whole assignment. Failing to give back-evaluations unfairly affects other classmates.
  • Back evaluations are due TBD, 2022, 11:59pm.
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