PERSONAL & MORAL RESPONSIBILITY: BIOETHICAL ISSUE OF ABORTION.

DESCRIPTION OF THE TASK:
Research and prepare the Catholic response to the bioethical of ABORTION.

(1) describe the bioethical issue of ABORTION
(2) Explain the teachings of the Catholic Church on the sanctity of human life
(3) Include references from SACRED SCRIPTURE to support your answer
(4) Include references from the CHURCH DOCUMENTS to support your answer (SEE BELOW)
(5) Link and define the issue to the Catholic understanding of CONSCIENCE

USE THESE RESOURCES TO PREPARE YOUR RESPONSE:

(1) CATECHISM: 2270-2275
http://www.vatican.va/archive/ENG0015/_P7Z.HTM#TV
(2) Declaration on Procured Abortion, 1974
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19741118_declaration-abortion_en.html
(3) Archbishop Coleridge on Abortion

OUTCOMES ASSESSED:
(1) Explains ways in which God is revealed in the world.
(2) Explains links between Christian life, fidelity to Church teaching, CONSCIENCE, and INSPIRING PEOPLE of faith
(3) Gathers and analyses INFORMATION about religion, independently and in teams
(4) identifies the role and impact of religion on SELF, others and the world

PERSONAL & MORAL RESPONSIBILITY: BIOETHICAL ISSUE OF ABORTION.

DESCRIPTION OF THE TASK:
Research and prepare the Catholic response to the bioethical of ABORTION.

(1) describe the bioethical issue of ABORTION
(2) Explain the teachings of the Catholic Church on the sanctity of human life
(3) Include references from SACRED SCRIPTURE to support your answer
(4) Include references from the CHURCH DOCUMENTS to support your answer (SEE BELOW)
(5) Link and define the issue to the Catholic understanding of CONSCIENCE

USE THESE RESOURCES TO PREPARE YOUR RESPONSE:

(1) CATECHISM: 2270-2275
http://www.vatican.va/archive/ENG0015/_P7Z.HTM#TV
(2) Declaration on Procured Abortion, 1974
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19741118_declaration-abortion_en.html
(3) Archbishop Coleridge on Abortion

OUTCOMES ASSESSED:
(1) Explains ways in which God is revealed in the world.
(2) Explains links between Christian life, fidelity to Church teaching, CONSCIENCE, and INSPIRING PEOPLE of faith
(3) Gathers and analyses INFORMATION about religion, independently and in teams
(4) identifies the role and impact of religion on SELF, others and the world

Think about if anyone actually looks at the publicly reported data, and can we tell what goes on in the hospital?

Use these websites: https://www.medicare.gov/hospitalcompare/search.html https://health.usnews.com/best-hospitals/area/tn/vanderbilt-university-medical-center-6521060/cardiology-and-heart-surgery look up Vanderbilt hospital, Tennessee and Compare it with Cleveland Hospital, Ohio for the treatment of “Cardiology & Heart Surgery” What is their data and parameters? Are there any differences? What can the public tell from this data? Think about if anyone actually looks at the publicly reported data, and can we tell what goes on in the hospital?

DESCRIBE A COLONIAL COLLEGE ORGANIZATION & ADMINISTRATION AND EARLY STUDENT LIFE.

Question #1:

Please briefly discuss the policy of toleration. In your opinion and based upon the literature, why was the policy of toleration unsuccessful? Please briefly discuss the significance of the Great Awakening and its influence, if any, on today’s postsecondary institutions. (7 points).

Question #2:

Please list and discuss some of the ways in which the social function of higher education changed in colonial colleges. What were some of the reasons for these changes? Why did parents agree to these changes? (7 points)

Question #3:

In your opinion, does modern higher education still fulfill any of the social functions that the literature discussed? If so, in what ways? (6 points)

DESCRIBE A COLONIAL COLLEGE ORGANIZATION & ADMINISTRATION AND EARLY STUDENT LIFE.

Question #1:

Please briefly discuss the policy of toleration. In your opinion and based upon the literature, why was the policy of toleration unsuccessful? Please briefly discuss the significance of the Great Awakening and its influence, if any, on today’s postsecondary institutions. (7 points).

Question #2:

Please list and discuss some of the ways in which the social function of higher education changed in colonial colleges. What were some of the reasons for these changes? Why did parents agree to these changes? (7 points)

Question #3:

In your opinion, does modern higher education still fulfill any of the social functions that the literature discussed? If so, in what ways? (6 points)

Do you believe that colleges continue to face similar challenges today, why or why not?

Discussion Forum (Summary then questions)

John D. Burton’s (Weschler et al., 2007) in-depth, descriptive account of campus life almost seems like de’ja-vu. Student riots and protesting the controls impacted colleges of that period. In the thirteenth century a tavern student riot provoked the townsfolk to murder and ended with the King of France imprisoning the provost (Weschler et. al., 2007 p. 9). Students challenged the status quo then as they do now.

Initially Students were protected by the school, and were required to abide by school behavioral guidelines. One differences seen in colonial colleges vs English colleges was that colonial colleges could only discipline at the will of the student, while their English counterparts had the judicial authority to control and discipline students (Weschler et al., 2007, P. 126). When students began to engage in behaviors that were viewed immoral such as public disturbances,drinking, engaging prostitutes, gambling, etc. institutions took a stronger stance and began working directly with the magistrates (Weschler et al., 2007, P. 130).

In the late 1700’s there was much turmoil on college campuses in the Americas. The unrest between the North and the South was beginning, and colleges were being impacted by these changes . The push to build colleges had increased the stock in physical structures, but the lack of students to fill them was also a problem. (Rudolph, 1990, P. 46). The civil war of course did not help, and families no longer wanted their children to leave home to attend school (Rudolph, 1990, P. 52). Battles between denominations also resulted. From this struggle emerged the self-made man, one who had had little formal education, but one who was gifted in becoming a foundational part of society. From this group came Benjamin Franklin, and from them new fields of study began to grow.
Question #1

Please discuss some of the reasons that colleges had to regulate or structure the college campus environment. Do you believe that colleges continue to face similar challenges today, why or why not?

Question #2

If given the opportunity to tutor in a colonial college, in which way would you engage your students in the learning process and what approach would you use to encourage student to follow the protocols of the institution?

Question #3

American colleges were challenged by the initial establishment of early universities using the European model. According to the textbook, President Phillip Lindsey of the University of Nashville questioned whether American people could sustain an institution comparable to the English universities… monolithic institutions of great wealth and influence (Rudolph, 1990 P. 49). Do you believe that statements like these changed the way in which universities were later established? Please explain why?

References

Rudolph, F. (1990). The American college and university. Athens, GA: The University of Georgia Press.

Weschler, H. S., Goodchild, L. F., & Eisenmann, L. (Eds.) (2007). The history of higher education (3rd ed.). Boston: Pearson Custom Publishing.

Do you believe that colleges continue to face similar challenges today, why or why not?

Discussion Forum (Summary then questions)

John D. Burton’s (Weschler et al., 2007) in-depth, descriptive account of campus life almost seems like de’ja-vu. Student riots and protesting the controls impacted colleges of that period. In the thirteenth century a tavern student riot provoked the townsfolk to murder and ended with the King of France imprisoning the provost (Weschler et. al., 2007 p. 9). Students challenged the status quo then as they do now.

Initially Students were protected by the school, and were required to abide by school behavioral guidelines. One differences seen in colonial colleges vs English colleges was that colonial colleges could only discipline at the will of the student, while their English counterparts had the judicial authority to control and discipline students (Weschler et al., 2007, P. 126). When students began to engage in behaviors that were viewed immoral such as public disturbances,drinking, engaging prostitutes, gambling, etc. institutions took a stronger stance and began working directly with the magistrates (Weschler et al., 2007, P. 130).

In the late 1700’s there was much turmoil on college campuses in the Americas. The unrest between the North and the South was beginning, and colleges were being impacted by these changes . The push to build colleges had increased the stock in physical structures, but the lack of students to fill them was also a problem. (Rudolph, 1990, P. 46). The civil war of course did not help, and families no longer wanted their children to leave home to attend school (Rudolph, 1990, P. 52). Battles between denominations also resulted. From this struggle emerged the self-made man, one who had had little formal education, but one who was gifted in becoming a foundational part of society. From this group came Benjamin Franklin, and from them new fields of study began to grow.
Question #1

Please discuss some of the reasons that colleges had to regulate or structure the college campus environment. Do you believe that colleges continue to face similar challenges today, why or why not?

Question #2

If given the opportunity to tutor in a colonial college, in which way would you engage your students in the learning process and what approach would you use to encourage student to follow the protocols of the institution?

Question #3

American colleges were challenged by the initial establishment of early universities using the European model. According to the textbook, President Phillip Lindsey of the University of Nashville questioned whether American people could sustain an institution comparable to the English universities… monolithic institutions of great wealth and influence (Rudolph, 1990 P. 49). Do you believe that statements like these changed the way in which universities were later established? Please explain why?

References

Rudolph, F. (1990). The American college and university. Athens, GA: The University of Georgia Press.

Weschler, H. S., Goodchild, L. F., & Eisenmann, L. (Eds.) (2007). The history of higher education (3rd ed.). Boston: Pearson Custom Publishing.