Running head ABORTION 1ABORTION 6Women’s Rights i.docx

Running head: ABORTION 1
ABORTION 6
Women’s Rights in Abortion
Students’ Name:
Course Title:
Instructor:
Date:
Ethical Question
Should a woman have the right to an abortion if we recognize
the fetus as a person?
Introduction
In this contemporary world, women’s’ sexual and
reproductive rights that also include the right to procure a safe,
legal and affordable abortion are finding resistance by the
policy makers and any other stakeholders in the position of
power (Sanger, 2016). In most areas across the world, abortion
is viewed negatively and it is associated with archaic beliefs
concerning the female gender and sexuality which are further
characterized by the discrimination, shame and overall
stigmatization of these women.
The belief that abortion is part of the elaborate
reproductive health care that women are supposed to receive has
further fueled the debate on whether women have the right to
terminate their pregnancy if they do not want to have a child at
that particular time due to reasons such as their financial status.
Other factors such as pregnancies out of unhealthy
relationships, the need to participate fully in ones employment
and civil life coupled with other important aspects within
society continue to lead the debate that women should be given

the opportunity to chose what will happen to the pregnancy they
are carrying.
Although abortion can be accessed in some states within
the United States jurisdiction, the lawmakers at the state and
federal levels have done everything they can to ensure the
process is done within medical service providers and is done for
the right reasons. Therefore, it is evident that the need to not
only protect but also expand the rights around the abortion
debate is more important at this moment than ever. The belief
that if the fetus cannot survive by itself, the individual, the
family and doctor should be allowed to make any decision
concerning it and the government relegated to the role of
providing safe and sound services to those that opt for the
process (McIntyre, Anderson, & McDonald, 2016).
Explanation of Ethical Theory
The ethical consideration of abortion provides a framework
through which moral decisions can be reached. The general
debate on abortion is basically trying to answer the question as
to whether it is morally right to bring a pregnancy to an
unexpected end before normal childbirth. Some people believe
that abortion is always wrong no matter the circumstances.
Others assume that abortion is only right when the life of the
mother is in danger, while there is a final group of thinkers that
feel and believe there are a number of circumstances that make
abortion morally legal (Kitcher, 2017).
According to the Deontology Theory by Immanuel Kant,
the morality of any given action should be anchored on whether
the action itself is right or wrong under a series of established
rules rather than the expected consequences of the said action
(Tenenbaum, 2017). With that said deontology represents an
ethical framework that is guided by predetermined sets of rules
and policies that are additionally meant to guarantee the proper
functioning of a system within the elaborate human
environment. It is like a checklist which must be adhered to
when doing certain things.
A number of perspectives highlight the scope of the

deontological approach. For instance, Kant argues that in order
for scope to act in a morally right way, they must act from duty,
and that it is not the general consequences of the action that
make them right or wrong, but the specific motives of any
individual that carries out a certain action. These notions are
grounded on the fact that nothing can be good without
qualification. There must be clear parameters that are used to
determine the moral uprightness of any give action in order for
it to be considered right.
Because consequence is unreliable in determining an
individual good will simply because people are inclined to move
towards positive consequences even if the actions they take are
meant to cause harm to another innocent person while others
might cause harm if they have nothing to gain, therefore, Kant
argues a person is believed to have good will when they act
only out of the respect they have for the moral law.
Application of the Ethical Theory
When it comes to the rights of women in abortion, the
deontological theory explains that any form of human behavior
is considered moral when the main objectives of that given
action are scrutinized and checked against a well-stipulated
structure or procedure. We cannot rely on the mere achievement
of set goals such as an abortion to qualify the moral actions of
the people (Hutter, 2016). Factors such as the true essence of
being human being depends on the decisions we make, actions
we take, our general behaviors and deeds are a true reflection of
the underlying ethical principles that we are meant to follow.
In states that allow abortion, the consequences are positive
given the fact that the government and other concerned
stakeholders have the responsibility of not only ensuring the
availability of the service, but also ensuring that it is safe and
sound for the willing participants. In jurisdictions that abortion
is prohibited on the other hand, abortion can attract severe
sanctions that ultimately lead to imprisonment and suspension
of medical licenses of the individuals and institutions that take
part in the process.

Therefore, it is apparent that since the parent has the duty
to care for the child and the fact that they should treat
everybody as an end in themselves and not a means of achieving
some personal goals, abortion is morally wrong (Everett,
Pizarro, & Crockett, 2016). We are to fulfill our duty no matter
the circumstances. Hence when a woman gets pregnant, it
becomes the duty of the family to take care and protect that
child. Since duties are responsibilities and not the choices we
make, by procuring an abortion a woman is not fulfilling her
mandate.
References
Everett, J. A., Pizarro, D. A., & Crockett, M. J. (2016).
Inference of trustworthiness from intuitive moral judgments.
Journal of Experimental Psychology: General, 145(6), 772.
Hütter, M., Friesdorf, R., Armstrong, J. B., Conway, P., &
Gawronski, B. (2016). Understanding responses to moral
dilemmas: Deontological inclinations, utilitarian inclinations,
and general action tendencies. In The social psychology of
morality (pp. 91-110). Routledge.
Kitcher, P. (2017). Immanuel Kant. The Blackwell Guide to the
Modern Philosophers: From Descartes to Nietzsche, 223-258.
McIntyre, M., Anderson, B., & McDonald, C. (2016). The
intersection of relational and cultural narratives: women's
abortion experiences. Canadian Journal of Nursing Research
Archive, 33(3).
Sanger, C. (2016). Talking About Abortion. Social & Legal
Studies, 25(6), 651-666.
Tenenbaum, S. (2017). Action, deontology, and risk: against the
multiplicative model. Ethics, 127(3), 674-707.
[THIS IS A FORMAT SAMPLE for doing Assignment 2 using
our ecree platform. The usual SWS form calls for double
spacing and a title page (so did APA)—but when we use ecree
(as in this HIS105 class), we won’t use double-spacing or a title

page. It will be important to write good quality, distinct
paragraphs and to organize the paper in the four-part structure
called for by the instructions. So, this “format sample” of
Assignment 2 has no title page and is single-spaced—except
between paragraphs and between source entries at the end. It
still has in-text citations (see third paragraph below) and it still
has the sources list at the end—you do need those. As required
by the instructions, the sources used in this sample are from the
REQUIRED list on the instructions sheet. This sample does not
really help you on content, but this gives you guidance on each
part of the paper—and illustrates the four-part set-up of the
paper and the sourcing. Regulations Helping our Economy is
the sample title here—and I put it with the first paragraph. (with
another thesis, you might choose Regulations Hurting our
Economy). Feel free to word your title to fit your thesis. ]
Regulations Helping our Economy-- PART ONE:
INTRODUCTION WITH THESIS Notice how this first line of
the paragraph and the heading can go together in this ecree
approach to the paper. The PART ONE heading is optional, but
probably useful for your own clarity while writing and my
clarity when I grade it. You have no worry here about indenting
or double-spacing; not needed or wanted for ecree. In terms of
content, a format sample like this does not provide that—this
sheet just shows the form and organization—and samples of
citing. And I provide a few tips here. Keep in mind the paper
mostly focuses on a long period—from 1865 to the 1930s; and
you will eventually need specific examples from four different
decades in that period (and one example MUST be from the
1930s). But, in this first paragraph, you will have an
introduction to your paper and you will also include your thesis
statement as the last sentence of the paragraph. Perhaps you
feel that overall the government interventions and regulations of
the era did prove beneficial to the overall economy and to
common workers. Or, perhaps you feel the government
interventions of the era, whatever their intent, usually hurt the

overall economy and the common workers. In the late 1800s
and early 1900s, most government economic regulations were
supported by the “Progressive” reform movements of the day—a
term you see much in chapter 19. But, by the 1930s (chapter
22), government economic interventions are associated with a
new label—Roosevelt’s New Deal, a wide-ranging program
attempting to address the problems of the Great Depression. As
you explore the class text for examples, chapters 16 through 22
may be reviewed. Keep in mind, you want FOUR EXAMPLES
from different decades—and one of them from the 1930s. How
do you view these things? Will your thesis statement be
something like this?: From the late 1800s to the end of the
1930s, increasing government interventions and regulations of
business tended to help the overall economy and the common
workers. Or, perhaps you will you take this position: From
the late 1800s to the end of the 1930s, increasing government
interventions and regulations of business tended to hurt the
overall economy and the common workers.
PART TWO—FOUR EXAMPLES: The second and third
paragraphs will cover your four SPECIFIC examples supporting
your thesis. Caution—don’t get bogged down in describing
long trends here, or events that don’t support your thesis. At
times the government got involved in stopping labor strikes
(Schultz, 1, p. 324). At other times it guaranteed the right to
form labor unions (Schultz, 1, p. 425). Leonard (2) describes a
progressive commission’s work in 1913-1916 that led many
states to adopt legislation on “minimum-wage, maximum-hour,
and working conditions” (p. 128), and many debate the benefits
of such mandates. Even as early as 1871, a report like that by
Whitaker (3) on unhealthy factory conditions might be used as a
reason for regulating the workplace. Government intervention
with the 18th Amendment made illegal the “manufacture, sale,
or transportation of intoxicating liquors” (Schultz, 1, p. 402);
we know thisby the term “Prohibition”. Besides choosing an
example, you also must determine whether or not you feel such

regulation was beneficial. Notice that in the lines above you
have illustrations of what SWS style in-text citations look like.
In each case, you see the number matches the number on the list
at the end. For a book like Schultz, you should always include
a page number as well.
EXAMPLES CONTINUED--In this part of the paper you really
start developing the topic and your position and evidence. It
normally takes two paragraphs to cover your four examples, but
stay focused on the examples and don’t get sidetracked from
supporting your thesis. Be concise. By the way, you can make
valid arguments for either thesis, and present an “A” paper in
doing so. The assignment requires you to use the Schultz
textbook and at least two other sources from the list on the
instruction sheet (don’t use other sources not listed). Since
those sources are listed in SWS form and also have a convenient
link with them, one can easily copy/paste the ones you use for
your sources list at the end. And, with the link, each source is
very easy to access.
PART THREE: OPPOSING VIEW This third section of
the paper involves some critical thinking on your part. How
might a reasonable person disagree with you and give a
different position or counter-argument? Keep this in mind---
they are opposing the THESIS you chose to argue for in your
paper. So, in effect, think of them as adopting the other
thesis—the one you did not choose. For example, perhaps you
argued that government interventions and regulations of
business tended to be beneficial in this period. The opposing
view would be that that government interventions of that period
tended to have negative effects. In this paragraph, then, you
would need to make the reasoned argument that they did have
benefits (pointing to evidence you gave) and to provide a very
short critique of the opposing view. Debate—but don’t be
dismissive. Normally, this part is not so much doing more
research or providing more examples. Instead it is about
suggesting what that different position might be, and then your

own logical rationale for favoring your own position instead. It
is just critical thinking on your part.
PART 4: LEGACY and IMPACT TODAY
(CONCLUSION)
This fourth and concluding paragraph of the paper does
not normally involve researching information. It does involve
some reflection about the issues covered in your paper and ways
those issues perhaps are still around (maybe in a different
form). In any profession that you are currently in or to which
you aspire, there are numerous government regulations. Are
they good? Are they burdensome paperwork for new businesses?
Safety rules, tax and pay records, hiring regulations and
records, standards on hours and wages, etc. Social security
withholding. As the seeds of such things were born in the era
studied in this paper, you should think of ways to connect the
modern situation to the history you have written about. Again,
this fourth part is normally a paragraph or so—lengthy
treatment not needed here. This fourth part should normally
serve as the conclusion of the paper. Be sure your paper ends in
some way that wraps up succinctly. FOR SOURCES--Then, in
ecree, click on the word “Conclusion” to add new paragraph
boxes below it that you can use for source entries—it works
best if you can get each source into its own paragraph box. As
below, each source must be numbered and should be in SWS
style (as can be copied from the instruction sheet). Just do your
best with ecree.
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. T. C. Leonard. Spring, 2009. American Economic Reform in
the Progressive Era: Its Foundational Beliefs and their Relation

to
Eugenics. http://libdatab.strayer.edu/login?url=https://search.eb
scohost.com/login.aspx?direct=true&db=bth&AN=36656984&si
te=eds-live&scope=site
3. J. Whitaker. 1871. The Impact of the Factory on Worker
Health. Retrieved
from http://college.cengage.com/history/wadsworth_978113330
9888/unprotected/ps/impact_factory.htm
[It is best if you can get each source into its own paragraph box.
As below, each source must be numbered and should be in SWS
style (as can be copied from the instruction sheet). ]
[Tip, if you upload a Word file of your paper to ecree, have the
Sources list very close to the end of your last paragraph—like
an inch or so below it. If you have a lot of space between the
last paragraph and the list, the upload not include the Sources
list.]
[LAST PART—try this on last part, but don’t worry if you can’t
get it just right. Your final essay paragraph will ideally be in
the box “Conclusion”. Once typed, then click on that word
“Conclusion and it will create a new box below with three dots.
Keep clicking “Conclusion” until you have 4 or more “three-
dot” boxes—one for the heading Sources and one for each
source entry on your list of sources. If you cannot quite get this
to work, don’t worry about it—just be sure you have a final
paragraph (Part 4—Conclusion—Legacy) followed by the list of
sources. Even if those boxes seem mislabeled, I will figure it
out ok in the grading. Don’t get worried about that.]

3
Assignment 2: Industrialization and the Rise of a Regulated
Economy
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 6 and worth 120 points. The formal deadline is
Monday at 9am Eastern Time, Feb. 11.
[NOTE ON ECREE: As you know from our first paper, the
university is adopting a tool, called ecree for doing writing
assignments in many classes. We are using the ecree program
for doing our papers in this class. Instructions on this tool have
been posted. You are welcome to type your paper in MS-Word
as traditionally done—and then to upload that file to ecree to
revise and finish it up. Or, as we suggest, you may type your
paper directly into ecree. When using ecree, you should use
CHROME as your browser. As posted: “Please note
that ecree works best in Firefox and Chrome. Please do not
use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: The United States went
through dramatic economic change during and after the Civil
War, as industrialization spread rapidly and changed society.
This transformation and some of the apparent abuses that
developed (monopolistic practices, work conditions, low wages,
arbitrary and oppressive expectations) led to an increased role
of the government in regulating businesses and society. This
role was heightened as government was viewed as the arbiter
between business and organized labor. One can explore these
developments from 1865 on through to World War II. Examine
the statement below and drawing from provided sources, present
a paper with specific examples and arguments to demonstrate
the validity of your position.
Statement—in which you can take a pro or con position:
· From the start of Progressive era of the late 1800s through the
New Deal period in the 1930s, increasing government
interventions and regulations of business tended to help the

overall economy and the common workers. (Or you can argue
that such interventions and regulations hurt the overall economy
and the common workers.) Use specific examples from
different decades—and be sure one of your examples is from the
1930s.
Here below are two sample Thesis statements—feel free to use
either. Make it the last sentence of your introductory
paragraph:
1. From the late 1800s to the end of the 1930s,
increasing government interventions and regulations of business
tended to help the overall economy and the common workers.
2. From the late 1800s to the end of the 1930s,
increasing government interventions and regulations of business
tended to hurt the overall economy and the common workers.
After giving general consideration to your readings so far and
any general research, select one of the positions above as your
position—your thesis. (Sometimes after doing more thorough
research, you might choose the reverse position. This happens
with critical thinking and inquiry. Your final paper might end
up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues with this
FOUR-PART organization:
1. The position you choose or something close to it—will be the
thesis statement in your opening paragraph. [Usually this is a
one paragraph introduction with your thesis statement being the
last sentence of the paragraph.]
2. To support your position, use four (4) specific examples from
different decades between 1865 and 1940. However, one (1) of
your four (4) examples must be from the 1930s. [This typically
takes two paragraphs; and probably will need to have in-text
citations in this part of the paper. Note—examples from
different decades—including one from the 1930s. Focus on
specific examples that support your thesis; you are not
summarizing broad trends and periods.]
3. Explain why the opposing view is weak in comparison to
yours. [The opposing view holds to the other thesis statement—

the one you did not choose. Don’t be dismissive. No new
research needed; just one paragraph of critical thinking
suggesting why your thesis/position is stronger than that
different view.]
4. Consider your life today: In what way does the history you
have shown shape or impact issues in your workplace or desired
profession? [This will work as the conclusion paragraph. Be
succinct. Many of these types of government economic
programs, laws, and regulations from this period became a
normative part of our economic structure. Most came from
“Progressive” reformers or later from “New Deal” leaders
addressing problems of the Great Depression. They had diverse
objectives, such as keeping a competitive environment for
businesses, protecting workers and product safety, helping
organized labor, shoring up financial institutions and deposits,
and providing or subsidizing jobs for the unemployed.]
After the fourth part concluding the paper, be sure you have the
numbered list of sources at the end.
Length: The paper should be 500-to-750 words in length. [This
word-count does not include any title page or sources list.]
Research and References: You must use a MINIMUM of three
sources; the Schultz textbook must be one of them. Your other
two sources should be drawn from the list provided below. This
is guided research, not open-ended Googling.
Source list for Assignment 2: Most primary sources [listed
below] can be accessed via direct link on the list. For others on
the list, they are accessible through the permalink at the end of
the source entry. Those sources (listed below)
have libdatab.strayer.edu as part of the URL—this is the
permalink to that source in our university’s online library. (The
link takes you to the library log-in; you then log in, and then the
source appears for you right away). Each source below is
shown in SWS form, so if you use it, you may easily copy the
entire entry onto your paper’s sources list. (On a paper, never
list an item as URL only.)
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST:

Volume 2: U.S. History since 1865. 5th ed.
Choose sources relevant to the topic and position you are
taking:
D. P. Del Mar. 1998. Region and Nation: New Studies in
Western U.S.
History. http://libdatab.strayer.edu/login?url=https://search.ebs
cohost.com/login.aspx?direct=true&db=a9h&AN=957156&site=
eds-live&scope=site
S. Gompers. 1914. The American Labor Movement: Its Makeup,
Achievements, and
Aspirations. http://wwphs.sharpschool.com/UserFiles/Servers/S
erver_10640642/File/bugge/Chapter%2021/Gompers.pdf
S. S. Harjo. 1996. Now and Then: Native Peoples in the United
States. http://libdatab.strayer.edu/login?url=https://search.ebsco
host.com/login.aspx?direct=true&db=eue&AN=507507152&site
=eds-live&scope=site
Helen Hunt Jackson. 1881. Helen Hunt Jackson’s Account of
Sand
Creek http://college.cengage.com/history/wadsworth_97811333
09888/unprotected/ps/helen_hunt_jackson_sand_creek.htm
S. M. Jacoby. Oct., 1983. Union Management Cooperation in
the United States: Lessons from
the 1920s. http://libdatab.strayer.edu/login?url=https://search.eb
scohost.com/login.aspx?direct=true&db=bth&AN=4462675&sit
e=eds-live&scope=site
R. La Follette. 1924. La Follette’s Progressive Platform.
http://college.cengage.com/history/wadsworth_9781133309888/
unprotected/ps/follette.html
T. C. Leonard. Spring, 2009. American Economic Reform in the
Progressive Era: Its Foundational Beliefs and their Relation to
Eugenics. http://libdatab.strayer.edu/login?url=https://search.eb
scohost.com/login.aspx?direct=true&db=bth&AN=36656984&si
te=eds-live&scope=site
H. D. Lloyd. June, 1884. The Lords of Industry from North
American Review, 331. In Modern History Sourcebook.
https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp

E. Rauchway. 2008. The Great Depression and the New Deal: A
Very Short Introduction. eBook.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.c
om/login.aspx?direct=true&db=nlebk&AN=218056&site=eds-
live&scope=site
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
L. Steffens. 1904. The Shame of the
Cities. http://college.cengage.com/history/wadsworth_97811333
09888/unprotected/ps/steffens.html
F. W. Taylor. 1911. The Principles of Scientific Management.
http://college.cengage.com/history/wadsworth_978113330988
8/courseware/ps/taylor.html
J. Whitaker. 1871. The Impact of the Factory on Worker
Health. Retrieved
from http://college.cengage.com/history/wadsworth_978113330
9888/unprotected/ps/impact_factory.htm
------------------
Your assignment must follow these formatting requirements
below. However, when using the ecree tool, some of the layout
issues below can be ignored—thus some words are crossed out:
· This course requires use of new Strayer Writing Standards
(SWS). The format is different than some other Strayer
University courses. Please take a moment to review the SWS
documentation for details.
· Be typed, double spaced between lines[single-spaced for
ecree], using Times New Roman font (size 12), with one-inch
margins on all sides; [font flexibility and margin flexibility
with ecree.]; citations and references must follow SWS format.
Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date.The cover page and[Title page and name info not needed
for ecree. You might make up a title—put it right at start of
first paragraph—as part of first paragraph.] The Sources page
is not included in the required assignment length.

The specific course learning outcomes associated with this
assignment are:
· Specify ways that women and minorities have responded to
challenges and made contributions to American culture.
· Examine how changes in social and economic conditions and
technology can cause corresponding changes in the attitudes of
the people and policies of the government.
· Summarize and discuss the ways that formal policies of
government have influenced the direction of historical and
social development in the United States.
· Recognize the major turning points in American history since
the Civil War.
· Use technology and information resources to research issues in
contemporary U.S. history.
· Write clearly and concisely about contemporary U.S. history
using proper writing mechanics.
[Grading Rubric on Next Pages]
GRADING RUBRIC for Assignment 2: Grading for this
assignment will be based on answer quality, logic / organization
of the paper, and language and writing skills, using the
following rubric. When using the ecree tool, some layout issues
like double-spacing can be ignored.
Points: 120
Assignment 2: Industrialization and the Rise of the Modern
State: The Creation of a Regulated Economy
Criteria
Exemplary100% A
Proficient85% B
Fair75% C
Meets Minimum Expectations65% D
Unacceptable0% F

1. Clearly introduce your paper with your thesis. Weight: 10%
Thoroughly and clearly introduced your paper with your thesis
statement chosen from the list provided.
Satisfactorily introduced your paper with your thesis statement;
chosen from the list provided.
Partially introduced your paper with your thesis statement.
Insufficiently introduced your paper with your thesis statement.
Poor or no introduction. No thesis statement used from those
provided.
2. Discuss four specific examples from different decades
(between 1865 and 1940) to support your thesis. One (1)
example must be from the 1930s. Be persuasive and coherent
with sound reasoning; have examples based on solid research.
Weight: 30%
Thoroughly and coherently discussed four
clear examples from the proper time frame. The discussion is
persuasive and with sound reasoning and good support.
Satisfactorily discussed four clear examples from the proper
time frame. Examples are based on good research and are
relevant to the thesis.
Partially discussed four examples from the proper time frame.
The examples might not be as relevant or as well researched as
they should be.
Insufficiently discussed four examples from the right time
frame. The examples might not all have clear relevance to the
thesis or strong support from research and reason.
Did not submit or incompletely discussed four examples from
the correct time period. The examples covered are not supported
by research and reason.
3. Explain clearly and persuasively why the opposing view to
yours would be in error or would be a weaker view.
Weight: 20%
Thoroughly and clearly explained why the opposing view to
yours would be in error or would be the weaker view. Used
persuasive reasoning or clear examples.
Satisfactorily explained why the opposing view to yours would

be in error or would be the weaker view.
Partially explained why the opposing view to yours would be in
error or would be the weaker view. The reasoning or examples
might be flawed.
Insufficiently explained why the opposing view to yours would
be in error or would be the weaker view. The reasoning or
examples might be flawed.
Did not submit or incompletely explained why the opposing
view to yours would be in error or would be a weaker view.
4. Discuss effectively the ways that the history you have
covered shapes or impacts issues in your workplace or desired
profession. Weight: 20%
Thoroughly and effectively discussed how the history you have
covered shapes or impacts issues in your workplace or desired
profession.
Satisfactorily discussed how the history you have covered
shapes or impacts issues in your workplace or desired
profession.
Partially discussed how the history you have covered shapes or
impacts issues in your workplace or desired profession
Insufficiently discussed how the history you have covered
shapes or impacts issues in your workplace or desired
profession.
Did not submit or incompletely discussed how the history you
have covered shapes or impacts issues in your workplace or
desired profession.
5. Used the MINIMUM of three references, drawing from the
list provided. The class text is one of the sources used.
References are listed at the end and matching in-text citations
are used.
Weight: 10%
Meets at least the minimum number of required references; all
references high quality choices. Sources are listed at the end
and also cited in the body of the paper. Solid research is
evident.
Meets minimum number of required references; most references

come from the list provided.
Does not meet the required number of references; some
references poor quality choices or not from the list provided.
Does not meet the required number of references; Insufficient
on the reference list or in-text citations.
No references provided
6. Writing and Presentation:
Used good grammar. Presentation shows clarity, reason, and
critical thinking with proper writing mechanics. SWS format is
used for reference entries, in-text citations, paper layout, and
organization. Instructions followed.
Weight: 10%
0–2 errors.
3–4 errors.
5–6 errors.
7–8 errors.
More than 8 errors present.
-----------------------
Running head: ABORTION 1
ABORTION 5
Women Rights in Abortion
Student’s Name: Keisha Thomas
Course Title: PHI 208 Ethics and Moral Reasoning
Instructor: Whitney Easton
Date: January 14, 2019
Ethic Question
Should a woman have the right to an abortion if we recognize
the fetus as a person?
Introduction

Abortion can be described as the process of ending a pregnancy
specifically terminating the embryo or fetus before it can be
able to survive outside the mother’s uterus. A miscarriage
represents an abortion that occurs spontaneously without the
influence of external factors, but when deliberate measures are
taken to end a pregnancy it is referred to as an induced
miscarriage or abortion.
There are different laws on the legality of abortions all over the
world and even in the United States of America. The creation of
regulations or what is referred to as “trigger laws” that keep
checks and balances on the real extent of abortion practices play
a major role in ensuring the process is carried out in recognized
institutions where safety is a major priority (Cornell, 2016).
The ongoing debate on whose decision it should still continue to
gather momentum as each party demands to be heard. Who has
more right on whether an abortion should take place or not?
This is the questions that experts are struggling to answer.
This study looks at the right of the woman if the fetus is
recognized as a person. Generally, it is against human nature,
religious prescriptions and even the laws of any country to end
another life. Therefore, there is a dilemma concerning the whole
subject of abortion. On one hand, there is a woman who will be
responsible for the pregnancy for the whole term, while on the
other hand are other parties such as the father and the laws are
regulations with clear notions on the importance of the human
life. At the end of the day, coming up with a uniform framework
that with concrete legislation on the subject will go a great deal
towards ensuring the process is procured for the right reasons
and with the support of each involved party (Manninen, &
Mulder Jr, 2018).
Position Statement
If the fetus is recognized as a person, a woman should not have
the right to an abortion.
Reasons in support of your statement
There are a number of reasons that should stop people from
procuring abortions. First and foremost, abortion is murder

since it involves the ending of human life, and since life starts
at conception, the unborn babies have a right to life. A lot of
religious views it as a way of going against the word of God,
abortion causes psychological damage such as the risk of
depression, and it reduces the number of babies that can be
adopted by people who cannot have children of their own (Shah,
Åhman, & Ortayli, 2014). Other reasons why abortion is wrong
when the fetus is recognized as a person include the fact that
doctors are bound by their Hippocratic Oath to protect human
life, it reduces the value of human life, and it can reach a point
where it is used as a contraceptive.
Opposing position statement
Abortion empowers women by giving them control over their
bodies.
Reasons in support of opposing the statement
The factors that promote abortion include the US Supreme
Court view on abortion as a “fundamental right”, the notion that
human life becomes viable only when the fetus can survive
independently outside the womb, fetus does not feel pain during
abortion processes, legal and professionally done abortions are
safe, abortion gives the mothers a choice especially when the
fetus has abnormalities and other financial disadvantages, and it
is a means of controlling populations (Hasan, & Ng, 2014).
References
Cornell, D. (2016). The imaginary domain: abortion,
pornography and sexual harassment. Routledge.
Hasan, K. S., & Ng, V. (2014). Why are you taking this stance?
identifying and classifying reasons in ideological debates. In
Proceedings of the 2014 Conference on Empirical Methods in
Natural Language Processing (EMNLP) (pp. 751-762).
Manninen, B. A., & Mulder Jr, J. (2018). Introduction. In Civil
Dialogue on Abortion (pp. 11-20). Routledge.
Shah, I. H., Åhman, E., & Ortayli, N. (2014). Access to safe
abortion: progress and challenges since the 1994 International
Conference on Population and Development (ICPD).

Contraception, 90(6), S39-S48.

Running head ABORTION 1ABORTION 6Women’s Rights i.docx

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