Ash SOC 331 Week 3 DQ 1 Distributive Justice Across the Generations

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Ash SOC 331 Week 3 DQ 1 Distributive Justice
Across the Generations

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  ations
• In Chapter 3 of your textbook, the author
  discusses how demographic differences, such as
  age, influence understandings of distributive
  justice. He also reviews how libertarian,
  utilitarian, and egalitarian theories of
  distributive justice enter into conversations
  across demographic divides. The soaring cost of
  health care, the limitations of the economy in
  paying for health care, and the growing
  proportion of the population who are over age 65,
  have given rise to serious discussion, at times
  acrimonious, about the possible need to or the
  justice of rationing health care to that age
  group. A common definition of rationing is
  withholding some specific medical treatments for
  reasons other than a patients desire to have the
  treatment (e.g., Medicare not paying for certain
  treatments for very elderly patients). In your
  discussion, you must, from the perspective of
  distributive justice, summarize the major
  arguments on both sides (the pros and cons) of
  the issue of whether health care should be
  rationed to the elderly. You must also
  characterize these arguments according to whether
  they are primarily libertarian, utilitarian, or
  egalitarian in nature. Finally, you will evaluate
  these arguments from your view of distributive
  justice, explaining both how your personal life
  experiences and your own libertarian,
  utilitarian, or egalitarian views influence your
  evaluation.To help you successfully complete
  this discussion, review the following required
  resources

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• a. Callahan, D., Nuland, S. B. (2011, June 19).
  The quagmire How American medicine is destroying
  itself. The New Republic, 242(8), 16-18.
  Retrieved from the EBSCOhost database.
• b. Rationing by any other name Reasons for
  resisting the push to limit medical care
• c. Should we ration end-of-life care? Radio
  broadcast
• d. Rationing health care at end of life Student
  handout 3
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