SCS Final Exam Study PDF

SCS Final Exam Study 1. A) Labelling Minorities - Super cial Tolerance may label minorities by super cially accepting diversity by using stereotypes or categorizations that perpetuate prejudice. B) Segregation of Minorities - while appearing tolerant, there may be subtle segreg...

SCS Final Exam Study 1. A) Labelling Minorities - Super cial Tolerance may label minorities by super cially accepting diversity by using stereotypes or categorizations that perpetuate prejudice. B) Segregation of Minorities - while appearing tolerant, there may be subtle segregation, limiting true integration and fostering a sense of “otherness”. C) Scapegoating Minorities - Super cial tolerance may scapegoat minority by blaming them for societal issues, even if outwardly accepting diversity 2. - Breivik believed that Muslims would become the majority of the European population and the threshold would be reached around 2080. He argued they would “naturally” want to impose their governing ideals that aligned with their religion while also subjugating the Christians and Jews (MUSLIMS) - Breivik believed that his main targets (in two categories0 were the politicians who allowed Muslim immigration and “suicidal humanists”; aka, the ones who tolerated muslim’s presence in Norway. By killing the labour party youth, he hoped to eliminate a generation of tolerant politicians. (LIBERALS?) - He believed that multiculturalism was “anti-European” and facilitated islamization and islamic demographic warfare. These traitors were “killed in self defence” as a pre-emptive strike. He executed the traitors in order to prevent them from continuing to contribute in the ongoing process of “cultural and demographical genocide and extermination”. (MULTICULTURALISM) 3. Sanctity of Life - Life is inherently sacred and should be preserved at all costs. These include the beliefs of the opposition to euthanasia, suicide, and abortion based on the sanctity of life Quality of Life - Emphasizes the importance of the individual’s quality of life. This includes the beliefs of supporting the right to die, euthanasia, and decisions based on improving the quality of life (Which included abortions) 4. A) The origin of the sacredness of human life comes from religious beliefs, often tied to the concept of humans being created in the image of god B) 4 historical examples of Christians ignoring the sanctity of life: - Crusades: Instances of violence and loss of life in the name of christianity - Inquisition: Persecution and execution of individuals for religious reasons - Colonialism: Exploitation and Harm in icted on Indigenous populations. - Slavery: Cited biblical passages to legitimize the enslavement of African peoples, further exempli es the disregard of the sanctity of life. fi fi fl fi fi  5. Signi cance in the following cases of death/dying - Sue Rodriguez: Canadian assisted suicide challenging the prohibition (lost in BC) - Robert Latimer: Convicted for mercy killing of his disabled daughter - Nancy B: Important in debates on assisted suicide and end-of-life choices - Gloria Taylor: Constitutional challenge against laws restricting assisted suicide (Lou Gehrig’s disease) 6. Eras of Abortion issues from Conservative to Liberal - Lord Ellenborough’s Act (UK 1803): Any abortion you have after quickening (feeling the fetus inside) Will receive death penalty. One exception if the mother did not feel quickening and had a witness. - O ences Against the Person Act (1837): Life imprisonment to have an abortion before AND after quickening - Pope Pius IX’s Declaration (1869): Quickening became irrelevant, could not have abortion after conception as the baby existed when the sperm joined the egg. No exceptions to rape or incest. - The Infant Life Preservation Act (US 1929): One exception was added; if the mothers life was in physical jeopardy. - Rex vs. Bourne (1938): Second exception; if a woman was raped and became pregnant. - Criminal Law Amendment Act (CA 1968-69): 3 step process; Can get an abortion at a credited hospital, if you asked permission for an abortion from the Therapeutic Abortion Committee (3 doctor’s approval), and/or if your life was in jeopardy; social, economic, psychological, or physical health was at risk. - Roe v. Wade (US 1973): Women across America can have an abortion in the rst trimester for any reason. If the woman’s life is at risk in the second trimester, they can have an abortion. The state can stop the abortion in 3rd trimester because of its viability. - R. V. Morgentaler (CA 1988): He dismissed the previous Canadian abortion law because he thought it was unconstitutional. 7. A) Pro Choice: - Women should have primary bodily control, not he fetus - Women are the ones under the law, not the fetus - Used Verona Parkinson as an example. She wanted an abortion as a poor, black, single mother who barely understood English. Thought the abortion would help her life circumstances - Another example, Dorothea Palmer- Arrested in 1937 for illegally transporting contraceptives, Though she was performing a social good and won her case. Morgentaler believed he was doing an act similar to Palmer - All the abortions Morgentaler gave were needed to protect the mother’s health Pro Life: - Women are equal to the fetus - The fetus also has legal rights ff fi fi  - A testimony from Mrs. K said the abortion she got psychologically damaged her for the rest of her life - Bernard Nathanson believed he had to stop abortion procedures because he was committing a social evil - Pro life side believed it was impossible for all of Morgentaler’s abortions to save a woman’s health B) Badly Report: - Anyone who lived in Rural areas needed to be medically transported to hospitals to do procedures - Some hospitals refused to have Therapeutic Abortion Committees - Di erent communities had various policies based on personal or cultural biases, so hospitals around the country were not consistent in their criteria for an abortion 8. Ronald Weitzer and the di erence between these 3 paradigms: Empowerment Paradigm: Views sex work as a choice and a form of empowerment for individuals; emphasizing agency and autonomy. Sex positive feminists often align with this paradigm Oppression Paradigm: Regards sex work as a result of systematic oppression, coercion, and lack of visible alternatives. Radical feminists critical of the sex industry align with this paradigm Polymorphous paradigm: Recognizes a diversity of experience within sex work, acknowledging both empowerment and oppression. Intersectional feminists may nd elements of truth in this paradigm. 9. Di ering opinions of Polygamy: Stephen Kent ("A Matter of Principle") Polygamy as Harmful: 1. Exploitation of Children: Argues that fundamentalist polygamy leads to child abuse. 2. Violation of Human Rights: Claims that polygamous structures infringe on human rights. 3. Lack of Agency for Women: Suggests that women in polygamous settings lack agency and autonomy. 4. Cultural Relativism: Criticizes cultural relativism, urging universal human rights standards. 5. Legal Consequences: Advocates for legal consequences to deter harmful polygamous practices. Lori G. Beaman ("Who Decides?") Polygamy as a Personal Choice: 1. Adult Consent: Supports the idea that adults have the right to choose polygamous relationships. 2. Religious Freedom: Emphasizes the right to religious freedom and the autonomy of religious communities. ff ff ff fi 3. Privacy and State Intervention: Argues against state intervention in personal relationships, advocating for privacy. 4. Non-Coercive Polygamy: Supports the idea that polygamous arrangements can be consensual and non-coercive. 5. Balancing Individual Rights: Stresses the importance of balancing individual rights and societal interests. 10. Compare rights of Mormon women with Protestant women Mormon Women in Utah: Voting Rights: Some Mormon women had the right to vote in the late 19th century. Property Ownership: Enjoyed property rights and could own land. Religious Leadership: Some held leadership positions within the Mormon Church. Educational Opportunities: Had access to education in schools established by the Mormon community. Protestant Women in the United States. Limited Voting Rights: Many Protestant women did not have the right to vote. Property Rights: Faced restrictions on property ownership and inheritance. Limited Religious Leadership: Often excluded from formal leadership roles in Protestant denominations. Educational Opportunities: Access to education varied but was generally limited compared to men. Ironic how Mormon women in the 1800’s had more rights than any other woman at the time. 11. Judges Reasoning in the “Swingers Club” Case (R. v. Labaye 2005) A) Minority View (in dissent): Argued for a more restrictive interpretation of obscenity laws, focusing on potential harm and moral objections. B) Majority View (winning view): Emphasized the importance of freedom of expression, stating that consensual adult activities, even if unconventional, should not be criminalized without evidence of harm to others. 12. 5 characteristics that de ne a cosmopolitan mindset Respect for Diversity: Embracing cultural and ideological diversity. Global Citizenship: Identifying as a citizen of the world beyond national boundaries. Commitment to Human Rights: Valuing universal human rights principles. Open-mindedness: Willingness to engage with di erent perspectives. Ethical Universalism: Belief in common ethical values applicable to all humanity. fi ff