Final Project A Letter To Your State Representativeyour Final Project ✓ Solved

Final Project: A Letter to Your State Representative Your final project consists of two parts. The first part is the paper, which is a letter to your state representative. In this letter, you will discuss a social problem with which you are concerned, and you will discuss the ethical theory (or theories) that you learned about during this class that you think is the most important for confronting this social problem. The second part consists of a presentation, which will be a visual representation of your letter. You can use PowerPoint, Prezi, YouTube, etc.

Feel free to be as creative as possible! 1. Look back at your previous milestones/feedback and your discussion post for this week as preparation. 2. Your letter must include the following components: · Apply a Platonic, Aristotelian, Kantian, Utilitarian, Marxist or Nonviolent framework (you can apply more than 1 but have to at least apply 1 to the issue) to solving a social problem facing our society. · The social problem is your choice.

Some issues we discussed in class include wealth inequality, sexism/gender-based violence, racism, police brutality, heterosexism/homophobia, immigration issues, etc. You may use the social issue you used in Milestone 3 or 4, or you may use something different, just make sure you get it approved by your professor. · Explain which ethical theory you think is best suited to solving the issue you have selected. · You will need to demonstrate your understanding through clear and effective written communication and be detail-oriented in order to explain your proposed solution thoroughly. · You will cite at least one or two reliable sources when discussing the social problem you have selected to show that you have researched and thought about it. · You will cite at least one or two quotes from the course text of the thinker(s) you have selected to respond to the social problem. · Structure your letter in a persuasive manner. · Your paper needs to be 3-4 pages long, double-spaced, Times New Roman, 12 point font with maximum 1-inch margins.

3. Your presentation must be 5 minutes long and integrate creative visual art like photography, collage, painting, etc. to convey the contemporary moral issue you are focusing on and the philosopher you used. · You can use PowerPoint, Prezi, YouTube, etc. to display your visual/photograph ideas. Think about what images really exude the ethical theories and contemporary issues you are focusing on. · In your presentation you will: · Explain the issue · Explain why you are personally passionate about the issue · Describe the ethical perspective you think is most helpful to solving the issue and why you think it is most helpful · Lay out some recommendations you would make to solve the solution · For each presentation, be ready to answer at least one question 4.

Be sure to follow the letter format from Purdue OWL listed in your Materials. Example structure: 1. Intro: Address your representative, and explain who you are and what you have been learning about this quarter. 2. Tell your representative why you are writing.

What issue are you most concerned about? Describe the issue in detail, using a least one reliable source. 3. Tell your representative why you feel the way you do about this issue. Do NOT just give your opinion, but base your perspective on the ethical theory you think is most helpful to responding to this issue.

Describe the ethical theory in detail, citing the text we read in class at least once or twice. 4. Propose a solution to the social problem you are concerned with that is rooted in the ethical theory. Be as specific as possible? What should be done?

What will be the outcome? What will the world look like if your representative thinks about the issue from this new perspective? 5. Conclude your letter, thanking the representative for their consideration and signing off. Before leaving class Week 9: 1.

Your representative and their address 2. Your issue and one or two sources 3. Your thinker(s) and at least two quotes 4. Your tentative solution Helen of The Iliad and The Odyssey (kaila) The Trojan War is the subject of Homer's epic works The Iliad and The Odyssey. The first poem takes place near the end of the battle, while the second, set around ten years later, tells the story of Odysseus' perilous return home after the war.

Odyssey's female characters demonstrate the different ways in which women contribute to men's lives. These characters serve several purposes, from the goddess who aids them to the nymphs who deceive them. Ancient Greek women's significance is demonstrated in the Iliad by their prominence in a military-dominated civilization. One of these ladies was Helen of Troy, the daughter of Zeus and Leda, who plays a significant role in both of Homer's epic works. Helen appears to have a more complex image than other Greek women portrayed in Homer’s stories.

Nearly every time her name is referenced in The Iliad, it is in a bad light. Because of her constant self-blame for the war in conversations with Hector and other characters throughout the epic, she is shown to be conscious of her deeds. In The Odyssey, Homer seems to soften the blow of Helen's betrayal. In this story, Helen is married to Menelaus. However, she now freely acknowledges to him and other guests that her acts were inexcusable, nearly to the point of saying that what happened was uncharacteristic of her and that she is a great woman.

Menelaus also agrees and shows no hostility towards her. It is when Helen confesses to relishing Troy’s demise, reveling as the Trojan wives mourned their husbands, Homer reveals that she is still as treacherous and devious as ever. Helen sees herself as both the cause of the war and a mythical figure. This is displayed as she speaks with Hector, “…..on whom Zeus set a vile destiny, so that hereafter/ we shall be made into things of song for the men of the future†(Iliad 6.). Helen's role in the story of the Iliad goes far beyond that of just another person in this epic.

Instead, at times, she impersonates the poet and turns the physical nature of the Iliad into art that the reader can understand. Even though other characters in the Iliad would try to say that Helen didn't play a role in the events of the Trojan War, Helen places a lot of blame on herself for them. She refers to herself as a "slut" (Iliad 3.180) and a "nasty bitch evil-intriguing" (Iliad 6.344). Her guilt is amplified by her desire for death; “and I wish bitter death had been what I wanted, when I came hither/…/ It did not happen that way; and now I am worn with weeping.â€(Iliad 3.), and; brother by marriage to me, who am a nasty bitch evil-intriguing, how I wish that on that day when my mother first bore me the foul whirlwind of the storm had caught me away and swept me to the mountain, or into the wash of the sea deep-thundering where the waves would have swept me away before all these things had happened. (Iliad 6.343 – 348) Before her abduction from Sparta, Helen desires death because she believes herself responsible for what has occurred or is happening.

The other characters eliminate Helen's accountability while she is overwhelmed with guilt. Helen is one of the few female characters who appear in both the Iliad and the Odyssey, and she has a solid relationship to the story's progression. In Book 4, Telemachus travels to Sparta, where he meets Helen and her lawful husband, Menelaus, who is still mourning the war. Helen's personal narrative is still laden with guilt as she continues to think of herself in a bad light as the story progresses. Menelaus acknowledges what Helen sees, pointing out the similarities between the father and son.

Menelaus grieves over Odysseus' absence, and the men join him in weeping. Despite the fact that Helen is crying along with them, she finds a way to help them share stories by dosing their wine with drugs (Odyssey Book 3). While the males are drinking, Helen is the first to speak, narrating the story of Odysseus' espionage voyage into Troy. She describes how he disguised himself as a beggar and entered the city while Helen was the only one who knew who he was. As he departs the city, he slays many Trojans, and Helen remarks on how her heart yearns for her husband and home.

She praises Menelaus, describing him as a "man who lacked no endowment either of brains or beauty" (Odyssey 3.220 – 264). Helen is speaking in part to appease her husband, who still feels the pain of her elopement, and in part to convey her yearning to come home, which she expresses throughout the Iliad but is rejected. Her allegiance appears to be with her husband, yet his narrative undermines hers. "Yes, my wife, all that you have stated is fair and orderly," he begins his own account, but he continues with the story of Helen traveling by the Trojan Horse with Deiphobus, her husband after Paris, when she chooses to mimic the Achaeans' wives' voices. Some of the men are tempted to call out, but Odysseus stops them, allowing them to remain hidden (Odyssey 3.).

I think that this story contradicts Helen's previous story about her desire to return home and the longing she felt. It casts her as a villain instead of a victim or a person who wants to change their ways. In the Odyssey, Helen kept having a role in the story. She helped move it along and tried to change, or at least express, her involvement in the Iliad narrative. In one way, she helps the narrative move forward by giving the men drugs to help them move past their grief.

In another way, her husband's conflicting stories about the past make it hard for people to see how important she is to the story. Works Cited The Internet Classics Archive | The Iliad by Homer. Accessed 15 Mar. 2022. The Internet Classics Archive | The Odyssey by Homer.

Accessed 15 Mar. 2022. (Ethical Reasoning) Description of ethical issues and identification of how ethical principles inform decision-making and problem-solving. · Student describes the ethical issues present in prominent social and political problems and shows how ethical principles or frameworks help to inform decision making with respect to such problems. (Communicative Fluency) Clear, effective communication in both speech and writing, as well as listening and responding actively and constructively. · Student develops and presents cogent, coherent, and substantially error-free writing and speaking in communication to fellow classmates; and/or demonstrates effective interactive communication through discussion, i.e., by listening actively and responding constructively to their peers and through structured oral presentations with peers. (Content Mastery) Identification of core theories, practices, and terminology relevant to a field. · Student describes or identifies the scope of ethics, its core theories and practices, using philosophy-related terminology. (Integration and application of knowledge addressing unscripted problems) Student locates, gathers and organizes evidence to address a question often in a field-based venue and through collaboration. · Student analyzes and applies at least one significant concept or method in the field of ethics to social problems. (Problem-solving) Development of multiple solutions to a problem in order to demonstrate deep knowledge of the issue. · Student proposes one or more solution/hypothesis that indicates a deep comprehension of the political/social problem.

Solutions/hypotheses are sensitive to contextual factors as well as all of the following: ethical, logical, and cultural dimensions of the problem. (Critical Thinking) Analysis of all components of a problem, leading to the generation of creative solutions. · Student locates, gathers, and organizes evidence regarding a question in ethics beyond formal academic study and offers alternate approaches to answering it. (Detail-Oriented) Understanding and completion of the assignment as described, including all necessary components. · Students submits the assignment with all necessary components included and follows all directions. (Persuasive/Negotiation) Facilitation of conversations in order to bring others to a mutual agreement. · Student deliberates with logic, using positive language and active listening skills; and/or establishes agreement with others on a course of action in ethics.

Paper for above instructions

[Your Name]
[Your Address]
[City, State, Zip Code]
[Email Address]
[Date]
[State Representative Name]
[State Representative's Office]
[Office Address]
[City, State, Zip Code]
Dear [State Representative Name],
I am writing this letter as an engaged citizen and a student of ethical philosophies, having recently completed a course that delved into the intricacies of moral reasoning and its application to contemporary social issues. Today, I wish to discuss the pressing issue of gender-based violence in our society, a matter that has impacted millions and demands urgent attention and effective solutions.
Gender-based violence, as defined by the World Health Organization, includes "violence directed against a person because of their gender." According to their report, approximately one in three women worldwide has experienced physical or sexual violence, most frequently from an intimate partner (World Health Organization, 2021). This issue not only violates the fundamental rights of individuals but also perpetuates a cycle of fear and inequality, affecting the mental and physical health of victims and contributing to broader societal instability.
I am deeply passionate about addressing gender-based violence, fueled by the understanding that this issue reflects systemic inequality and the underestimation of women's rights and safety in many cultures. The ethical framework that I believe is best suited to approach this problem effectively is the Utilitarian theory developed by philosopher John Stuart Mill. Utilitarianism advocates for actions that maximize overall happiness and reduce suffering (Mill, 1863). By applying this ethical perspective, we can gauge the implications and outcomes of policies aimed at combating gender-based violence.
In the case of gender-based violence, the implementation of comprehensive educational programs that address this issue would not only raise awareness but also affect the larger population positively. Educating communities about gender equality, women’s rights, and empathy can foster an environment of respect and understanding, significantly reducing instances of violence. Furthermore, an emphasis on counteracting harmful stereotypes and reinforcing the message that violence is never an acceptable resolution will lead to a cultural shift toward non-violence.
Utilitarianism supports this approach because it recognizes the sum effects of violence on society at large—diminished trust, resultant trauma, financial implications in healthcare and law enforcement, and broader social tension. Mill illustrates this perspective by underscoring the importance of education and moral development in fostering progress: "All good things which exist are the fruits of originality" (Mill, 1863). By investing in education, we can nurture a society where gender-based violence ceases to be a product of ignorance or societal norms.
Moreover, the outcomes of effective educational programs are not merely theoretical; they have been supported by various studies indicating a significantly lowered prevalence of violence in communities that adequately address these issues through education (Heise, 2011). The broader societal impact will be the creation of safe atmospheres wherein individuals feel empowered, leading to increased participation in the workforce and overall community engagement—a net positive for our economy.
In order to propose concrete solutions based on these ethical principles, I urge you to consider advocating for the establishment of state-funded educational campaigns targeting gender-based violence. Such programs should be integrated into our school systems and community outreach initiatives and should involve collaboration with local organizations dedicated to empowering women and men alike to embrace respectful and equitable relationships. We should prioritize funding for safe reporting mechanisms, comprehensive counseling and support services for survivors, and community-based programs that engage men in discussions about consent and respect.
By implementing these strategies, your leadership can result in a profound societal shift, where gender equality is not merely an aspiration but a reality. As we work towards minimizing harm and fostering compassion, we can envision a future where all individuals—regardless of their gender—feel safe and empowered to thrive.
Thank you for considering this critical issue. Your support could help spearhead significant changes that will resonate not just within our state but could serve as a model for the nation. I look forward to your response and hope we can discuss how we can further these efforts collaboratively.
Warm regards,
[Your Name]
Works Cited
Heise, L. L. (2011). What Works to Prevent Partner Violence? An Evidence Overview. Stronger than Violence.
Mill, J. S. (1863). Utilitarianism. London: Parker, Son, and Bourn, West Strand.
World Health Organization. (2021). Violence Against Women Prevalence Estimates, 2018. Retrieved from [WHO Website](https://www.who.int/publications/i/item/violence-against-women-prevalence-estimates).
Sokoloff, N. J., & Dupont, I. (2005). Domestic Violence at the Intersections of Race, Class, and Gender: Challenges and Contributions to Understanding Violence Against Marginalized Women in Diverse Communities. Violence Against Women, 11(1), 38-64.
Davis, R. C. (1999). Impact of Gender-Based Violence: Implications for Research and Practice. Journal of Family Violence, 14(2), 145-160.
Pillay, A. L. (2019). Gender-Based Violence in the South African Higher Education Context: Exploring Resilience and Resistance. South African Journal of Higher Education, 33(5), 1-18.
Devries, K. M., et al. (2013). Global and Regional Estimates of Violence Against Women: Prevalence and Health Effects of Intimate Partner Violence and Non-Partner Sexual Violence. The Lancet, 382(9888), 1820-1834.
Tjaden, P., & Thoennes, N. (2000). Full Report of the Prevalence, Incidence, and Consequences of Violence Against Women: Findings from the National Violence Against Women Survey. U.S. Department of Justice.
UN Women. (2015). The World’s Women 2015: Trends and Statistics. United Nations. Retrieved from [UN Women Website](https://www.unwomen.org/en/digital-library/publications/2015/9/the-worlds-women-2015).
This letter outlines a comprehensive understanding of a social issue by applying an ethical framework to propose progressive solutions. By engaging with the representative, this approach encourages action toward a significant societal shift in attitudes and policies concerning gender-based violence.