What does it all mean, By Nagel Essay Example

What does it all mean, By Nagel Essay What does it all mean by Nagel is often referred to as the little book of philosophy amongst critics. This is because the book gives the reader a compact overview of all the fundamental constituents of philosophy such as the dualism of the mind and the body and more complex topics such as the meaning of the existence of man and his consciousness. The attribute that differentiates Nagel’s work from other works on introductions to philosophy and its content is that Nagel uses language that welcomes the new student of philosophy in to the subject. We see this book as one that allows the layman to acquire a basic knowledge of what to expect in further studies into philosophy (Nagel, 1987). The introductory chapter allows for a gentle entrance into the world of philosophy and welcomes the reader to the nature of questions that are to follow in the study of philosophy. In â€Å"How Do We Know Anything?† the second chapter, Nagel states that the world around us is the reality because we can study it and substantiate it, and similarly all the constituents of the world and all the theories are true only if they can be studied and substantiated for their content. In the third chapter â€Å"Other Minds†, Nagel is of the opinion that if one person finds a particular external stimulus pleasant, it is not reasonable to conclude that the next person receives the stimulus with the same interest since the only way for the first person to have come to a conclusion regarding the stimulus is through experiencing it In Chapter 4, ‘The Mind-Body Problem’, Nagel presents to the reader the direct union between the mind and the human consciousness and concludes t hat in order for consciousness to experience an event, the brain has to receive a stimulus. In Chapter 5, Nagel talks about the perceptions of the words we use and the names we give to the elements of the world around us and if the words we use are truly of any significance or not. In Chapter 6, Nagel argues upon the free will that we exercise and whether or not our will actually is independent and if it is of any actual significance. In Chapter 7, ‘Right and Wrong’, Nagel criticizes the definitions of right and wrong that man uses to manage the day to day activities of his life and questions the legitimacy of those definitions. In Chapter 8, ‘Justice’, Nagel argues upon the justice and inequality of the universe that man dwells in that is beyond the control of man himself. He argues whether it is correct to oppose the occurrence of events of such uncontrollable nature. Chapter 9 discusses the bleakness of Death and the perception that we have for it and th e question of it really being that we believe it to be. In Chapter 10, ‘The Meaning of Life, Nagel hits on a chord that is the most sought after in all segments of society. Nagel argues over the reality of the meaning, existence and expectation of life. We will write a custom essay sample on What does it all mean, By Nagel specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What does it all mean, By Nagel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What does it all mean, By Nagel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nagel uses his trademark method of writing that inspires inquisition in the minds of the reader and allows the reader an opportunity to get a taste of the levels of realization that the subject has to offer and does so without confusing the reader through jargon.

The Conflict Between Palestinian Arabs and Jews Essays

The Conflict Between Palestinian Arabs and Jews Essays The Conflict Between Palestinian Arabs and Jews Paper The Conflict Between Palestinian Arabs and Jews Paper The conflict between Palestinian Arabs and Jews (Israeli-Palestinian) has been an ongoing dispute, which began around the turn of the 20th century. Although these two groups have different religions, religious differences are not the cause of the conflict. It is essentially a struggle over land. Until 1948, the area that both groups claimed was known internationally as Palestine. But following the war of 1948-49, this land was divided into three parts: the state of Israel, the West Bank (of the Jordan River) and the Gaza Strip. The Arabs possessed the majority of the mandate. The British decided to withdraw from the area thereafter, the United Nations partitioned it creating Arab and Jewish states. This arrangement was rejected by the Arabs causing tension within the region. This Review will attempt to answer the question: How and why did the Palestine and Israeli dispute start. Hypothesis Statement: The conflict between Israel and the Palestinian Authority was caused by border disagreements and the right to reside in the same land. Case Study/Findings: Jewish claims to this land are based on the biblical promise to Abraham and his descendants. Palestinian Arabs claims to the land are based on continuous residence in the country for hundreds of years and the fact that they represented the demographic majority. They reject the notion that a biblical-era kingdom constitutes the basis for a valid modern claim. In 1947 the United Nations attempted to resolve the issues between these two religious groups. The UN divided Palestine into two states, one Jewish, one Arab. The region of Jerusalem and Bethlehem would be left an international zone as this area was claimed by both regions (Judaism and Muslim). The division of land was attempted evenly, but the Jewish state acquired a larger portion of land. The split also left Jews living in the Arab state and Arabs living in the Jewish state. The division left Palestinians very upset with the arrangement; they had to give up something that was already 100% theirs. As part of the UN resolution Britain was given oversight of the two states. In May 1948 Britain evacuated Palestine. Once the British gave up their reign, Zionist leaders stepped forward and declared the state of Israel. This infuriated the Palestinians even more. From 1948-1949 he Israel and Arab state went to war. The end result was Palestine being separated into 3 separate states each with their own political rule: Israel, the West Bank controlled by Jordan, and Gaza strip controlled by Egypt. The Palestine that was envisioned by the UN never came to exist. Ironically, the state of Israel was now made of 77% of the land that was once Palestine. Today this conflict is still ongoing; a hallmark of the conflict has been the level of violence witnessed for virtually its entire duration. Fighting has been conducted by regular armies, parliamentary groups and terror cells. Casualties have not been restricted to the military, with a large loss of civilian life on both sides. The case study findings support the hypothesis that the Israel and Palestinian dispute was caused by border disputes and the right to occupy the same land.

5 Types of Conditionals

5 Types of Conditionals 5 Types of Conditionals 5 Types of Conditionals By Mark Nichol When crafting â€Å"If (this), then (that)† statements, note that several varieties exist, distinguished by tense and probability. This post describes, with examples, various types of conditional statements. â€Å"Zero conditional† pertains to things that occur in the natural course of events: â€Å"If a person stands out in the rain, he or she gets wet.† Both the main clause (â€Å"he or she gets wet†) and the subordinate clause â€Å"if a person stands out in the rain†) are written in the present simple tense. The first conditional is a form of sentences in which the first clause includes if and a present simple-statement, followed by a future-simple statement in the second clause. By comparison, a second conditional follows the past simple with would and the infinitive. The distinction is that first conditionals are likely but not certain to happen, as in â€Å"If I talk to him, I will remind him,† while a second conditional describes something unlikely to occur, as in â€Å"If he showed some initiative, he would get a raise,† or something that is impossible, as in â€Å"If I could go back in time, I would do things differently.† A third conditional, by contrast, uses the past perfect and the past participle to describe something that did not occur in the past and therefore will never happen (at least, that iteration of the occurrence will never happen, although a repeat attempt might succeed), as in â€Å"If she had remembered to set her alarm, she would have gotten to school on time.† Beware of writing conditional sentences in which an if statement posed in the present-simple tense is followed by a statement that is true regardless of the conditional established in the previous clause, as in â€Å"If you want to get a great burrito, my favorite taqueria is next to the movie theater downtown.† The writer’s favorite taqueria is in the stated location regardless of the desires of the recipient of the communication, so the conditional form is not appropriate here; it would be better to write, â€Å"If you want to get a great burrito, go to my favorite taqueria, next to the movie theater downtown.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsThe Four Sounds of the Spelling OUParataxis and Hypotaxis

Positive Train Control Term Paper Example | Topics and Well Written Essays - 2500 words

Positive Train Control - Term Paper Example Implementation of PTC is anticipated to range over the total rail track mileage of 70,000. PTC is basically a technology of train control that is processor or communication based meant to reduce the frequency of collisions between trains, derailments upon over-speeding, attacks into the defined zones of work, and a train’s improper movement through the main line switch. The systems of PTC are needed to execute various types of functions. There is a wide range of PTC systems that vary depending upon a number of factors that include but are not limited to the level of sophistication and complexity of the functionality and automation implemented by them, their wayside system which can be cab signaled, block signaled, or non-signaled, the kind of system architecture used, and the level of control they can achieve over the train. Use of the PTC system in the railroad industry has increased the safety of traveling by train manifolds. The Federal Railroad Administration (FRA) support s all rail carriers that are required to install and implement the PTC system as per law and others that implement the PTC system voluntarily, by means of a mix of project safety measures, regulatory reforms, funds, and technological development. The final rule encompassing the requirements of PTC was published by FRA on 15 January 2010, whereas the final rule amendments were published on 27 September 2010 and subsequently on 14 May 2012. 41 railroads initially deposited the plans of implementation that were reviewed by FRA but denied the approval of all prior to the statutory deadline of 90 days for review. Upon the resubmission of all 41 implementation plans, FRA finally approved 24 unconditionally, 1 conditionally, gave provisional approval to 14 implementation plans that were deposited with the Notices of Product Intent that were supposed to be resubmitted along with a development plan of PTC in 270 days, while 2 plans were disapproved. However, the staff of FRA sustained workin g with them to formulate approvable plans. Currently, FRA is collaborating with two more railroads that were not identified before in order to formulate and deposit successful plans of implementation. The fundamental idea in PTC is that the safety of train’s journey is enhanced by making it aware of its location and guiding it so that it stays on the right track. PTC achieves these functions by making use of networks of communication. â€Å"PTC systems are comprised of digital data link communications networks, continuous and accurate positioning systems such as NDGPS, on-board computers with digitized maps on locomotives and maintenance-of-way equipment, in-cab displays, throttle-brake interfaces on locomotives, wayside interface units at switches and wayside detectors, and control center computers and displays† (Poor, Lindquist, and Wendt, 2009). This prevents the train from making unsafe movements. PTC systems can work in both signaled and dark territories and may a lso use the GPS to guide the train. One of the main goals of FRA is, â€Å"To deploy the Nationwide Differential Global Positioning System (NDGPS) as a nationwide, uniform, and continuous

Employers nd Collective Bargaining Essay Example | Topics and Well Written Essays - 2000 words

Employers nd Collective Bargaining - Essay Example Th Europen ocial charter, convention for baic right nd freedom nd th number of work of convention from International 87,98 nd 151 nd 154 are mot importnt. Th traditional model of th ocial relation of public ervice however wa prone to deep chnge during th lat decade. Th tendency wa toward th collective bargain, put in parallel by decentralization by determining th term nd general term of employment, of a legal framework reembling that of th private ector nd th identification of th right of trade union nd th right to trike (Bach, 1999,21) n importnt matter in ocial relation of public ervice wa th point to which th collective bargain i centralized or decentralized. Th general tendency i the lat year toward decentralization. n importnt argument in favour of decentralization i that it leave more flexibility thn th ytem centralized in term of profeional ituation, regional nd local pecific of job market. (Boaert, 2001,22) while thi cn increae th effectivene nd th effectivene in public ervice, it cn alo lead to fragmentation (Dell 'Arringa, 2001; Farnham nd Horton, 2000). In practice, th collective bargain in public ervice neithr i completely centralized nor i completely decentralized in ny Member State within th EU. Centralization nd decentralization often go hnd in hnd. Th centralized apect often refer to a certain form of central order, uch a limit of budget impoed by th Britih treaure. In th countrie with ytem of public office of career, thre i a degree more raied of centralization thn in th countrie without uch ytem. However, in th majority of th countrie, of th combination of th centralized nd decentralized negotiation are found. Within th EU, three group of country cn be ditinguihed. Th firt group contain countrie where th collective bargain i mainly centralized nd decentralization i limited. Th econd group contain countrie with th decentralized collective bargain. nd th third group contain partially centralized/decentralized collective bargain, but where th mot importnt negotiation take place with ectoral or at th regional level. (Boaert, 2001,22) Centralied collective bargaining In Frnce, one centrally conclude Germny, Greece, Autria nd Portugal, pay rie for th whole public ervice. In Spain, although not truth for th civil ervnt, remuneration of th contractual employee i negotiated by each minitry or department within central adminitration. nd with RU, th wage for th public employee are mainly centrally given in th National ervice of Health (NHS) nd th local government. In Frnce, th ytem ued to determine th baic alary of th civil ervnt i th ame one for five million civil ervnt. In th French ytem, each poition in a category equalize a certain number of point on th index of wage (indicial of grill of). Th baic nnual alary of a civil ervnt cn be calculated by multiplying th index of th category of th civil ervnt with th money value of a point of index. Th negotiation of wage relate to primarily negotiation in increae in money value of th point, implying a general pay rie. (Dell 'Arringa, 2001,87) In Germny, th determination of wage for th civil ervnt alo i very centralized. Th Federal law

Critics of consequentialism Essay Example for Free

Critics of consequentialism Essay The paper discusses moral consequentialism and evaluates its criticisms. Critics of consequentialism argue that the latter doctrine requires us, under certain conditions, to do what seems intuitively to be the morally wrong act. The nature of this criticism originates from the widely accepted vision of consequentialism as too permissive and too demanding. The detailed analysis of the philosophic and moral assumptions renders a conclusion that both the permissiveness and demandingness of moral consequentialism are easy to argue and even deny. Whether moral consequentialism requires individuals to do what seems to be the morally wrong act depends on how they interpret these acts and in what conditions these acts are to take place. Briefly, this paper turns moral consequentialism into a conjunction of highly relative and subjective norms/ standards which change their meaning and leave no room for objective judgments. Keywords: moral consequentialism, permissiveness, demandingness, moral, philosophy. Moral Consequentialism Throughout its history, philosophy was always centered on the two major sides of the moral argument: deontological and utilitarian. Most of the time, philosophers found themselves torn between the need to follow the basic rules of the moral conduct and the need to achieve the greatest good for the greatest number of people. Today, deontology and utilitarianism/ consequentialism represent the two distinct lines of philosophic thinking and create a vision of continuous philosophic disintegration. Moral consequentialism is, probably, the major topic of the philosophic discussion and the principal object of philosophic criticism. Critics of consequentialism argue that the latter doctrine requires us, under certain conditions, to do what seems intuitively to be the morally wrong act. This criticism grows from the two most important philosophic assumptions about the permissiveness and excessive (almost extremist) demandingness of moral consequentialism. However, the detailed analysis of these arguments renders a conclusion that both assumptions are easy to deny: as a result, whether moral consequentialism requires individuals to perform acts that are intuitively wrong depends on how they themselves judge their actions and conditions in which these actions take place. Moral Consequentialism: A Flawed Theory of the Greatest Good Moral consequentialism argues that the need to promote the greatest good for the greatest number of people is the only moral factor that counts in the decisions, which individuals will take for or against particular acts (Kagan, 1998). The consequences of each particular action serve the basic criterion for judging its moral appropriateness. Contrary to deontology, which promotes and emphasizes the importance of rules and norms/ standards an individual is to follow, consequentialism seems to disregard these rules and sacrifices them for the sake of consequences. For this reason, moral consequentialism often becomes the primary object of philosophic criticism. Despite the relevance and importance of moral consequentialism in philosophy, its principles and assumptions are not without their flaws. More often than not, moral consequentialism is being criticized for the lack of adequate moral reasoning and the growing relativity of moral norms and standards, which individuals use to achieve the greatest good for the greatest number of people. McLean and Ellrod (1992) argue that â€Å"consequentialism is hardly a workable form of practical reasoning and calls into question the moral significance of its results† (p. 171). The problem with consequentialism is in that the need to promote the greatest good for the greatest number of people by all possible means fails to do full justice to the personal character of the moral duty (McLean Ellrod, 1992). Consequentialism often makes no difference who is to produce the maximum good and who is to become its beneficiary, while this difference is increasingly important and must count in any kind of moral judgments (McLean Ellrod, 1992). In this sense, consequentialism seems to operate in the atmosphere of the misplaced emphases and distorted views regarding morality, because morality is inherently personal and must focus on one’s moral identity. Consequentialism, however, denies the relevance of personal morality against the importance of the public good. The second problem with consequentialism is its functionality and its ability to lead individuals to the best moral conclusions. That consequentialism makes it difficult to arrive to objectively practical judgments is often considered as one of its major flaws (McLean Ellrod, 1992). Here, the two basic problems become obvious. First, the growing relativity of the moral norms and standards deny us an opportunity to judge what the maximum good for the greatest majority is and how we are to achieve it. Second, this very relativity of norms creates a number of conflicts in the process of choosing between several permissible alternatives: whether individuals are to choose the greatest good or the least evil is another point of philosophic argument (McLead Ellrod, 1992). However, even if these flaws are important and deserve attention, they only shape the basis for the profound philosophic analysis of consequentialism and its philosophic criticisms. Critics of consequentialism argue that the latter doctrine requires us, under certain conditions, to do what seems intuitively to be the morally wrong act. In this sense, two essential elements of moral consequentialism require attention: its overall permissiveness and moral demandingness. Critics of moral consequentialism claim the latter doctrine to be too permissive with regard to the acts and judgments individuals can make to achieve the greatest good for the greatest number of people. Others are confident that moral consequentialism imposes extreme (and even extremist) moral requirements on people, and they have but to comply with these requirements to maximize good for the greatest number of people. Moral consequentialism implies that individuals will have to overstep their moral convictions and perform acts that are intuitively wrong. The following sections analyze these two assumptions in more detail. Moral Consequentialism: Permissiveness and the Subjectivity of Judgments Critics of moral consequentialism claim that the latter doctrine may require individuals to do what seems the intuitively immoral act. In other words, moral consequentialism provides individuals with the absolute freedom to choose between acts which, although morally inacceptable, still lead them to achieve or to maximize the public good. â€Å"Because moral consequentialism accepts an inappropriately short list of normative factors, it permits acts that are not in fact morally permissible. [†¦] In short, consequentialism permits too much† (Kagan, 1984). For example, individuals may choose between killing a person and letting a person die simply because a murder or a death will save the lives of ten other people. Always immoral and intuitively wrong, the act of murder here is an excellent example of the permissiveness which moral consequentialism promotes and defends. To make the case more comprehensible, it is interesting to refer to the case of Chuck which Kagan (1998) describes in his book Normative Ethics. Kagan (1998) describes the case of the five patients, each of whom faces equal chances to die unless he can timely obtain an organ transplant. According to Kagan (1998), one patient needs a heart, two other patients need kidneys, one patient needs new lungs, and the fifth patient is in need for a new liver. Because of medical problems and because their tissues are incompatible, these five patients can hardly become donors for each other (Kagan, 1998). Yet, there is Chuck, a young man who comes to the hospital for a regular medical observation and has all organs necessary for the five patients to survive (Kagan, 1998). A surgeon thus faces a dilemma: to kill Chuck and to use his organs or to leave Chuck alive and to let the five patients die. This is the case which emphasizes the inherent permissiveness of moral consequentialism. Moral consequentialism justifies the decision to kill Chuck for the sake of saving the lives of the five patients. In case of killing Chuck, the surgeon will, most likely, achieve the maximum good for the greatest number of people: one does not need sophisticated knowledge of mathematics to understand that five lives are more than one. Regardless of the immoral character of murder, the holy goal of saving five lives will overweigh the terrible act of murdering one single person. This is where consequentialism justifies an act which seems to be intuitively wrong but which, nevertheless, helps individuals to achieve the maximum benefit for the greatest number of people. The question is, however, in whether moral consequentialism is always permissible and morally blind and whether the assumption about the moral permissiveness of consequentialism is always objective and justified. It appears that whenever individuals engage in activities that seem intuitively wrong but help them to achieve the maximum good for the greatest number of people, all they need is to reconsider and reframe the conditions in which these actions take place, to make them meet the basic requirements of morality. For example, the surgeon may find out that all Chuck’s organs are perfectly healthy and fit all five patients – in this way, he will meet the maximum benefit requirement (Kagan, 1998). The surgeon may kill Chuck secretly, to make his death look like the result of medical complications – in this way, he will avoid difficulties associated with the fact of murder (Kagan, 1998). Finally, the surgeon may pretend that the results of Chuck’s routine medical examination require immediate surgical intervention and that the life of Chuck is under threat – Chuck’s murder will thus look like a moral obligation the surgeon had to fulfill to save Chuck from physical suffering. If that is the case, the surgeon’s decision to kill Chuck will no longer seem intuitively wrong, and moral consequentialism will no longer look too permissive. The question is in whether it is worth killing one healthy person to save the lives of the five patients who, due to their health condition, will still die very soon. What are the chances that the value of their five lives will overweigh the value of Chuck’s life? These are the questions which one can answer only in particular circumstances and conditions. As a result, whether moral consequentialism requires that individuals perform acts that seem to be morally wrong depends on how they themselves judge their actions and in what particular conditions these actions take place. Moral Consequentialism, Demandingness, and the Value of Denial Critics argue that in particular conditions, moral consequentialism requires that individuals perform acts which seem to be morally wrong. This criticism originates from the assumption that moral consequentialism is inherently demanding and imposes too many moral obligations on individuals, even if the former go against the basic moral principles and individual convictions. Actually, moral demandingness of consequentialism is the notorious topic of discussion. Critics of consequentialism assume that moral consequentialism obligates people to make sacrifices that go beyond the limits of commonsense morality (Baier, 1958). For example, societies tend to believe that rich and better off society members are morally obliged to give up a share of their wealth to support those in need. Others are confident that, under the influence of consequentialism, individuals must make the largest possible contribution to the overall good regardless of the sacrifice such a contribution may incur (Kagan, 1984). Kagan (1984) even claims that â€Å"there is no limit to the sacrifices that morality can require; and agents are never permitted to favor their own interests at the expense of the greater good† (p. 239). Mulgan (2001) calls these claims as extremist and admits that at times the overall demandingness of moral consequentialism will make individuals perform acts that seem morally wrong. In his book The Demands of Consequentialism, Tim Mulgan (2001) provides a short tale: Clare, Amy, and Bob are sitting in the living room when a space alien enters their apartment in the striving to devour Clare (p. 154). The only way the company can save Clare from the tragedy is to cut away Amy’s arm and to throw it into the alien (Mulgan, 2001). The act will distract the alien and will give Clare more time to escape; meanwhile, Bob will find his weapons and will vaporize the newcomer (Mulgan, 2001). For Amy, who is to sacrifice her arm to save the lives of her friends, the decision will, naturally, seem inacceptable and intuitively wrong. However, because this is the only way for her to save the life of Clare and to achieve the greatest good for the greatest number of people, Amy will be pressured by the moral requirement to sacrifice her arm. The moral unacceptability of the decision to chop off Amy’s arm will become even more obvious in case Bob is the one to make it for her. If Amy is not obliged to sacrifice her arm but is only permitted to do so, Bob can readily become the one responsible for the mission of cutting off Amy’s arm and saving his company from the alien. Mulgan (2001) recognizes that in this case, Bob is allowed to chop Amy’s arm, to save his own and the life of Clare, even if this act seems morally wrong to him. In this case, the demandingness of moral consequentialism will reach the point, where individuals have the right to force other individuals to make sacrifices if they decide to refrain from such actions (Mulgan, 2001). Here, moral consequentialism becomes both permissive and demanding, and makes individuals engage in actions which seem to be intuitively wrong. Again, the extent to which this sacrifice is suboptimal is difficult to define. Whether the decision to chop off Amy’s arm is intuitively wrong will depend on a number of circumstances. It will depend on how the person himself judges his own actions and decisions. For example, there is always a distinction between subjective expectations and objective probabilities that particular actions will lead to specific consequences (Mulgan, 2001). Bob may believe that his decision to chop off Amy’s arm will cause her unbearable pain and will thus refrain from cutting off her arm. In reality, however, Amy may accept the need to get rid of her arm for the sake of saving the lives of her friends. In a similar vein, Bob may choose to interpret the decision to chop off Amy’s arm as the action with the lowest probability to cause harm to Clare and which also causes the least evil compared with other alternatives. Based on whether Bob views his decisions as the greatest good or the least evil, moral consequentialism will look more or less demanding. As a result, whether moral consequentialism requires that individuals engage in actions that are intuitively wrong depends on how they themselves judge their actions and in what conditions these actions are to take place. Conclusion In broad terms, moral consequentialism claims that the need to promote the greatest good for the greatest number of people is the only moral factor that counts in judging the righteousness and moral acceptability of each particular action. Critics often argue that moral consequentialism requires that individuals engage in actions which are morally wrong. The nature of this criticism originates from the assumptions about the excessive permissiveness and demandingness of moral consequentialism. However, the current analysis confirms that whether moral consequentialism pushes individuals to perform actions that are intuitively wrong depends on how they themselves judge their actions and in what conditions these actions are to take place. Despite relative demandingness and permissiveness, moral consequentialism always leaves much room for subjectivity and provides individuals with an opportunity to change their opinions and the opinions of others about the moral character of their actions and decisions. References Baier, K. (1958). The moral point of view: A rational basis of ethics. Ithaca: Cornell University Press. Kagan, S. (1984). Does consequentialism demand too much? Recent work on the limits of obligation. Philosophy and Public Affairs, 13(3), 239-254. Kagan, S. (1998). Normative ethics. Colorado: Westview Press. McLean, G. F. Ellrod, F. E. (1992). Philosophical foundations for moral education and character development: Act and agent. CRVP. Mulgan, T. (2001). The demands of consequentialism. Oxford University Press.

The Adventures of Nigel and Corky :: essays research papers

The Adventures of Nigel and Corky †¦ They were on a rickety old plane that looked like I could’ve been flown sometime during the fifties, everyone was snickering and making comments about it when all of a sudden the engines started to sputter and die. The engines went out and the pilot was forced into attempting a crash landing, he dint do too good and the only survivors were Nigel Frumpton, a world famous explorer and professional treasure hunter and Corky, the pilots assistant, see Corky was a little slower than normal and the only reason he worked for the pilot is because the pilot felt sorry for him.   Ã‚  Ã‚  Ã‚  Ã‚  As they gathered all the supplies that were salvageable Nigel was trying to come up with some sort a plan. After they were ready Nigel explained to Corky that they were going to continue with the expedition while looking for some sort of civilization where they could get a hold of someone to come help them. It didn’t really look too likely for a while because they were stranded deep in the middle of the thick jungles of South America.   Ã‚  Ã‚  Ã‚  Ã‚  They started walking north figuring they would run into something after a while but they found something all too soon. Before Nigel knew he could hear Corky yelling for help about thirty feet away from him. Corky had wandered off a little bit and walked right into a big puddle of quicksand and was slowly sinking helplessly. Nigel had the think quick so he looked for something to throw Corky, he noticed long sturdy looking vines hanging off of a tree nearby and ran over to cut a vine down to toss to Corky as a makeshift life saver. In his rush to help he didn’t pay much attention to what vine he was grabbing, when he reached up and grabbed onto the closest vine to him he heard a very intimidating hiss from very close. As he looked down to see what was hissing he noticed the â€Å"vine† he grabbed wasn’t a vine at all it was a vine snake! Vine snakes are notorious for blending in with the vines of a long tree and striking on unsuspecting victims , releasing their extremely venomous poison into the victim killing them almost instantly. Nigel being the expert he was didn’t over react to the situation and calmly let go of the snake and at the same time quickly cut off a nearby vine from the tree and ran over to Corky, by this time he had sunk to his waistline and was getting pretty impatient with Nigel.

Explain the Sequence and Rate of Each Aspect of Development That Would Normally Be Expected in Children and Young People from Birth to 19 Years Old?

|Name |Mickala | |Date of Plan |27. 03. 13 | |Assessor |Shahnaz Scully | |Qualification |Level 5 Diploma – Management Pathway | Units |Assessment & Feedback Plan | | | | | |Hello Mickala | |MU5. |This plan will guide you through this unit which I am sure will expand on your existing knowledge and | |Understand children and |understanding of how children and young people develop between the ages of birth to 19 years. Within this | |young person’s development|unit you will also be looking the actions you should take if there are differences, and also what the | | |potential effects of transitions could be on children’s development. | |This is a knowledge based unit and therefore I suggest that you use a variety of research material so that you| | |are able to address the assessment criteria for this unit. A good starting point will be the LASER lessons | | |which include activities and suitable reading material if you wish to reinforce your learning and to gai n | | |extra knowledge. | | | | |Explain the sequence and rate of each aspect of development that would normally be expected in children and | | |young people from birth -19years. (chart attached) | | |Explain different theories (for example cognitive, sychoanalytic, humanist, social learning, operant | | |conditioning, and behaviourist) and frameworks including social pedagogy that support the development of | |MU52. 11 |children and young people. MU53. 11 | | |Explain the potential impact on your provision of different theories, approaches and frameworks and how they | | |influence current practice.Give examples please of how these are used in your setting. MU53. 12 | | |Critically analyse the move towards outcome based services for children and young people. MU53. 13 | | | | | |Analyse the difference between sequence of development and rate of development and why the distinction is | | |important. | | | | | | | |Analyse the reasons why children and young people’s develop ment may not follow the pattern normally expected. | | | | | |Analyse how children and young people’s development is influenced by a range of personal factors which include| | |health status, disability, sensory impairment and learning difficulties. | | | | |Analyse how children and young people’s development is influenced by a range of external factors including | | |poverty and deprivation, family environment and background, personal choices, looked after/care status and | | |education | | | | | |Analyse the importance of early identification of development delay | |MU52. 23 | | | |Explain the potential risks of late recognition of development delay. Can you give any examples from your | | |practice? | | | | |Evaluate how multi agency teams work together to support all aspect of development in children and young | | |people. Again if you have had any experience of this please use it in your evidence | | | | | |Explain how play and leisure activities can be used t o support all aspects of development of children and | |MU52. 12 |young people.Please give examples from your setting. | | | | | |Explain how different types of transitions can affect children and young people’s development. Again please | | |write about how you deal with transitions in your setting to add to your evidence. | | | | |MU52. 13 |Explain the importance of children and young people having positive relationships through periods of | | |transition. | | | | |Evaluate the effectiveness of positive relationships on children and young people’s development | |MU52. 21 | | | |Explain different methods of assessing, recording and monitoring children and young people’s development. The | | |methods include assessment frameworks, observation, standard measurements and information from carers and | | |colleagues. | | | | |MU52. 2 | | | | | | |Explain how and in what circumstances different methods are used for assessing, recording and monitoring | | |children and young people’s development in the work setting. Please include as many different methods as you | | |can. | | | | |MU52. 31 |Explain how different types of interventions can promote positive outcomes for children and young people where| | |development is not following the pattern normally expected. | | | | |Evaluate the importance of accurate documentation regarding the development of children and young people | |MU52. 32 | | | |Submission date: 15. 04. 13 | | | | | |Best wishes, | |MU52. 3 |Shahnaz | | |07920 427 284 | | | | | | | | | | |MU52. 34 | | | | | | | | | | | | | |MU52. 41 | | | | | | | | | | | | | | |MU52. 2 | | | | | | | | | | | |MU52. 43 | | | | | | | | | | | |MU52. 1 | | | | | | | | | | | | | | | | | | | | | | | | | | |MU52. 52 | | | | | | | | | | | | | | | | |MU52. 53 | | | | | | | | | | | | | | |MU52. 54 | |

Discourse Analysis Features of Context

Name: Duong Hong Anh Group: 06. 1. E1 Date: 01/02/2010 —————————————————————————————————— Discourse Analysis Assignment 1 Text: [pic] [pic] Features of context 1. Addressor: a BBC journalist 2. Addressee: the US readers 3. Audience: online readers 4. Topic: US to resume shortly Haiti medical evacuation flights 5. Setting: place: in a column of online BBC newspaper; time: February 2nd, 2010 6. Channel: writing 7. Code: Standard American English 8. Message-form: journal article . Event: BBC news 10. Key: informative, updated 11. Purpose: to inform about actions of the USA government to help Haiti and some other related issues. ———————– US to resume shortly Haiti medical evacuation flights The Unit ed States will resume within hours emergency evacuation flights for critically injured Haitian quake victims, the White House has said. The airlifts stopped last Wednesday because of what Washington described as â€Å"logistical issues†. Doctors warned scores of people would die if the flights did not resume soon. Meanwhile, some of the Haitian children identified as orphans by a group of Americans who were taking them abroad may have parents, it has emerged. Haiti imposed new controls on the movement of children following the 12 January earthquake that killed up to 200,000 people. Officials fear that orphans are now particularly vulnerable to being abducted and sold for adoption. Also on Sunday, the UN's World Food Programme (WFP) began a large-scale aid distribution at 16 sites across Haiti's capital, aiming to feed two million people. Only women will be allowed to collect the 25kg (55lb) rice ration, enough to feed a family for two weeks. ‘On track' White House spokesman Tommy Vietor said in a statement on Sunday evening: â€Å"Having received assurances that additional capacity exists both here and among our international partners, we determined that we can resume these critical flights. † â€Å"The flights are on track to resume in the next 12 hours. Patients are being identified for transfer, doctors are making sure that it is safe for them to fly, and we are preparing specific in-flight paediatric care aboard the aircraft where needed. Mr Vietor said the US government had worked with international partners, NGO's and US states to increase capacity to treat the Haitian patients. Hundreds of patients with spinal injuries, burns and other wounds have been flown on US military planes to America since the quake. Most of them have been treated in Florida. But the US halted the so-called mercy flights o n Wednesday. A White House spokesman told the BBC the move was due to â€Å"logistical issues†, not over medical costs as had been reported earlier. Last week, Florida Governor Charlie Crist warned President Barack Obama's administration that the state's â€Å"healthcare system is quickly reaching saturation, especially in the area of high-level trauma care†. Mr Crist also asked the federal government to activate the National Disaster Medical System, which usually pays for victims' care in domestic disasters. ‘Hungry and dehydrated' On Sunday, SOS Children's Villages international charity said at least one of the 33 Haitian youngsters whom the Americans had tried to take out of Haiti, a little girl, insisted her parents were alive. Charity spokesman George Willeit told journalists the girl said she had believed she was being taken to a boarding school or summer camp. Mr Willeit also said many of the children had been found to be in poor health, hungry and dehydrated. One of the smallest – just two or three months old – was so dehydrated she had to be taken to hospital, he added. Haitian authorities said none of the children had documentation or proof they were actually parentless. ‘Mistake' The 10 Americans, who are now in police custody in Port-au-Prince, said they were taking them to an orphanage in neighbouring Dominican Republic. The five men and five women, from Idaho-based charity New Life Children's Refuge, were stopped while travelling on a bus with the children on the border with neighbouring Dominican Republic. They said the youngsters had all lost their parents in the quake. Laura Silsby, the group's leader, said the arrests were the result of a mistake. â€Å"Our understanding was that we were told by a number of people, including Dominican authorities, that we would be able to bring the children across,† she said. The mistake we made is that we didn't understand there was additional paperwork required. † But the BBC's Rupert Wingfield-Hayes, in Port-au-Prince, says the regulations are very clear – each case of child adoption must be approved by the government. Even before the earthquake, he adds, child-smuggling was a massive problem in Haiti, with thousands of children disappearing each year. (Source: http://news. bbc. co. uk/2/hi/americas/8490469. stm, retrieved on Feb 2nd 2010)

How to Write a Research Essay in Economics Detailed Guide

How to Write a Research Essay in Economics Detailed Guide Writing a research essay in Economics – a good research essay – takes time. By good, we don’t mean an A+ essay since a lot of essays get A’s, but they aren’t necessarily of the finest quality. By a good research essay, we mean a project that fulfills its potential, complies with the demands of the tutor, and, what is more important, communicates with the intended readers. In your Economics courses, you might be required to write research essays. You may be required to review the literature or a book on a particular topic; you may be asked to take a certain position and defend it or to take someone else’s viewpoint and assess its weak and strong points. You may be required to pose an interesting question in the field, research, and answer it, or to explain some real-life situation with the help of economics concepts and theories. Regardless of the task, it may be helpful to think of your research essay as having three key parts: the beginning, the middle, and the end. In the beginning section, you’re required to introduce your topic, as well as give the purpose of the essay. Researching Economics Topics An integral part of writing a research essay in Economics is researching the topics available in the field. The reality is that the way in which you research your topics sheds a lot of light on the way in which this type of papers is written. Regardless of the topic that interests you, it is important first to become aware of the literature available on the subject, and the estimation techniques and models employed. What are the most popular issues today? Why are they important? What issues have previous researchers encountered? Are the research results consistent from project to project, or are they mixed? Where exactly is more thorough research required? You may have your Economics topic assigned, or you may be given an opportunity to write on the issue of your choice. If you’re given the research topic in Economics, think if it should be a general overview of the issue or a specific analysis. Narrow your topic down if necessary. If you haven’t been given a topic, you have some work to do. At the same time, this opportunity also provides you with the advantage to pick a subject that is relevant or interesting to you. First, think about your purpose. Is your research to persuade or just to inform? Once you’re done with this stage, you will have to do some research on the chosen topics. Finally, evaluate all the options that you have. If your task now is to educate your readers, pick an issue that you have already studied in your Economics course. If you’re going to persuade, select a subject that you’re passionate about. Whatever the key mission of your research, ensure that you’re interested in the issues that you work with. Below, you will find some of the popular topics to use for the research essay at any academic level: Economies of the New World: The Growth of Early Canada; The Effect of Purchasing Local Produce on the Economy; Pricing as a Risky Choice: Uncertainty in a Monopoly Market; The Future of Economic Systems in Former USSR Republics; The Trade Balance as an Endogenous Variable; The Role of Institutions in a Country’s Growth and Development; The Advertising Problems Behind the Closure of a Company; International Economic: Balance of Payments and Trades; Relationship Between Mature Industries Dominating Small Towns and Their Local Cultural Factors; The Crash of Wall Street in 2008: Main Causes and Lessons Learned; Measures a Business Can Takes to Survive an Economic Crisis; Comparative Research of the Economies of the US and China; Exchange Rate Implications of Border Tax Adjustment Neutrality; The Financial and Non-Financial Support of Family in Successful Entrepreneurship Development; The Pros and Cons of a Private Health Care System; The Role of the International Monetary Fund in the Financial Success of Asian and European Countries; How Ecology and Nature Are Assimilated Into Business; Direct/Indirect Impacts of Liberal Immigration Policies on the Inflow of Multinationals in the United States; Consumption and Social Integration: Empirical Evidence for Migrant Workers from China; Ways of Prevention of Global Imbalances in Economics; The Role of Social Media Marketing Play in Stimulating Supply; The Role and Contribution of Social Entrepreneurship in the United Kingdom; Economic Instability and Macroeconomic Policy; Gender Differences and Difficulties in the Labor Market; The Impact of Nike and Its Products on Ecology. Organization of the Research Essay When organizing your research essay in Economics, keep in mind that your readers are impatient and busy. A lot of readers never read the whole thing from start to finish. They do skim. Thus, your task here is to make it easy for them to skim. Most readers are eager to know your basic result. Only a few of them do care about how your research differs from the other Economics experts have to say. For that reason, you have to make sure your research essay is not just a list of facts, terms, figures, and hundreds of things that you’ve tried in your research. Instead, make sure your content flows smoothly and does not include unknown or blurred terms. The Introduction Section The introduction of the research essay in Economics should start with what the writer does in the project, i.e., the major contribution. Once you mention that, feel free to tell something unexpected to your readers. They will be much more motivated to read the rest of your research essay if you challenge their intuition from the get-go. The point is that your audience has much more interesting things to do than read your research essay in Economics. So, make them interested in your thesis statement and convinced of the importance of your research in the introductory section. The first sentence is usually the most difficult to produce. Don’t begin your introduction with philosophy, ‘The field of economics has changed dramatically over the past two decades.’ It’s a waste of both your time and paper space. Instead, begin your introductory paragraph with your central contribution: ‘Slavery was the engine for the economic growth of the United States for much of the country’s history. The capital for western railroads and canals came from the North, whose wealth – in shipping, banking, textiles, and insurance – was in turn created on the basis on the slavery-based economy even after the authorities put an end to slavery in some states.’ A good idea for the research essay introduction is to puzzle or surprise your intended reader’s intuition so that s/he would be curious to read the rest of the project. For instance, ‘There isnt a single economic theory that can explain the success of Singapores economy. The latter is quite complex since it combines extreme features of socialism and capitalism.’ The Body The body of the research essay in Economics describes, researches, explains and argues your topic. Each main idea that you have will turn into a separate section within the essay body. The first body paragraph of your research essay contains your strongest argument unless you have something more obvious to say. The first sentence is called the topic sentence, and it related directly to the examples that you’ve mentioned in your introduction. Keep in mind that the body paragraph containing only one sentence that cites the words of Abraham Lincoln or any other VIP person is not enough, no matter how wise their saying is. Instead, explain to the reader, in detail, why the example is important and, more importantly, in what way the example is related to your research question. Writing the Conclusion When it comes to the final part of your research essay in Economics, it is important to keep in mind that your concluding segment should work in tandem with the introductory part. In a way, your conclusion is the so-called upside-down version of your intro: whereas in your opening paragraph, you move towards the thesis statement, in the concluding section, you start with it. Conclusions in the research essays in Economics are typically brief. Usually, they recap what you have already said in your text. You may also use your concluding section to restate your research purpose/question, as well as restate each of your principal findings. Feel free to talk about the policy implications of the research results and point out the ways in which your research can be either improved or extended. If you write a research essay on ‘Brexit as a Reason Behind the Economic Growth Slowdown of the UK,’ a perfect way to round up your paper would be, ‘There is significant uncertainty around who would lose or gain domestically from Brexit, again depending on whatever new economic governance framework replaces the membership in European Union. The outcome will most likely differ according to region, social group, locality, or employment sector among the potential cleavages. There are, however, indications that Brexit could draw attention to inequality: for instance, the results of our research insist that the burden of Brexit would 99% fall more heavily on the households with low income.’ Professional writers recommend reading your intro and conclusion side by side. In case of the research essay in Economics, these two segments should be consistent with each other: the research question, thesis statement, and the conclusion that you state in your introduction part should be the same you give in your conclusion. However, the concluding part should be not just a reflection of your introduction. Keep in mind that whereas the research essay intro speaks to the components of the project that are about to come, the final part should speak to the issues that go beyond your research. In other words, when you check the essay that you’ve just accomplished, the concluding part should also look ahead. Choose Your Sources Wisely Fortunately, there are resources in Economics that will help you with your research, especially when you have tough questions on the list. There are some Economics encyclopedias, for instance, that comprise various entries that are usually reviews of the literature. Among the most useful, pay attention to The New Palgrave Dictionary of Economics and the International Encyclopedia of the Social and Behavioral Sciences. Besides, it’s recommended to regularly consult sources like the Journal of Economic Perspectives and the Journal of Economic Literature. The articles in both sources are published by the authors of the American Economic Association and contain articles on all possible Economic subjects. Add the Finishing Touches When you’re done with the writing stage, you might think that you’re ready to submit the piece. Wrong. Before you even think that your research essay is a finished paper, pay attention to the smallest things. Check the paragraphs’ order. Make sure the strongest points go first and at the end of the body, with the rest of the details falling in the middle. Besides, you need to ensure the order of your paragraphs makes sense. If you’re working on the research essay on the Economics strategy of Dubai, make sure that the paper includes the following information: the creation of Dubai, economic profile, why western investors choose Dubai, future development predictions. Consult the requirements of your research essay, if any. Many tutors and college professors provide different formats of instructions, which is why you have to make sure your paper complies with the desired format. Finally, review what you have created. Read and re-read your research essay in Economics to see if your thoughts and ideas connect with your topic. Check your text for spelling and grammar mistakes. If you’re looking for a good spell and grammar checker, consider using Language Tool or Grammarly to detect any incorrectness in your work.

Bootstraps and Bootstrapping

Bootstraps and Bootstrapping Bootstraps and Bootstrapping Bootstraps and Bootstrapping By Maeve Maddox In the literal sense, bootstrap is a loop attached at the top back of a boot to make it easier for the wearer to pull on the bootif, that is, he is sitting down. On a woman’s bootin the days when women wore skirts to ride, the bootstrap looped round the boot to hold down the lady’s skirt. In the 19th century the expression â€Å"to lift oneself by one’s bootstraps† was used as an expression of the impossiblelike pigs flying, or hell freezing over. Early in the 20th century, the expression gained a popular new meaning: â€Å"to achieve financial independence by one’s own unaided efforts.† The epitome of this extraordinary accomplishment of the impossible feat of lifting oneself by the bootstraps was the Horatio Alger hero who goes from rags to riches aided by nothing more than honesty and hard work. Today’s politicians are especially fond of the metaphor: Despite the fact that Democrats and Republicans see themselves as having competing views about America, the theme of bootstrapping, or lifting oneself up the social and economic ladder through individual effort, hard work and personal responsibility, have taken center stage for both parties. They all either bootstrapped themselves up the economic ladder or benefitted from the bootstrapping of their parents and grandparents.Noliwe M. Rooks, Time Ideas, Sept. 7, 2012. Politicians, journalists, news commentators, social reformers, and even athletic coaches seem to find in the expression an irresistible metaphor, although not everyone who uses the term sees it as positive, or even as meaning the same thing. Now, in Texas, we believe in the rugged individual. Texas may be the one place where people actually still have bootstraps, and we expect folks to pull themselves up by them.Julian Castro, Sept. 4, 2012 The Poor have no Boostraps to pull up. –Tom Whitby As the U.S. auto industry pulls itself up by its bootstraps, the gloves are starting to come off.book review So well just have to regroup, pick ourselves up by the bootstraps and get ready for Tuesday and North Carolina.football coach But tomorrows a new day, the sun will probably come up and weve got to pull up our bootstraps and get going.hockey coach The high cost of gas is just one thing forcing the nations school districts to tighten the bootstraps this year. journalist writing about education In addition to its social applications, the word bootstrapping has taken on new meanings as occupational jargon. In computing, bootstrapping is â€Å"the procedure of using a fixed sequence of instructions to initiate the loading of further instructions and ultimately of a complete program (esp. the operating system).† It is this type of â€Å"bootstrapping† that gives us the verb â€Å"to boot,† in the sense of turning on a computer. The idea is that the first program pulls up all the others. In statistics, bootstrapping is a type of resampling in which a small sample is repeated numerous times in order to build up data. As happens with all overworked expressions, the original wording tends to break down. One commenter says he heard the following on CNN twice in one week: â€Å"[He needs to] pull up his boot straps.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Bare or Bear With Me?Yay, Hooray, Woo-hoo and Other AcclamationsPrepositions to Die With

Gender Equity in the Classroom Essay Example | Topics and Well Written Essays - 500 words

Gender Equity in the Classroom - Essay Example The role of an educator in an intercultural classroom is to ensure the each and every student in the classroom is able to communicate and amicably work with people from other cultures with tolerance, understanding and respect. The educator has to not only impart information about his / her subject to the student, but they must do so in such a way that every student, irrespective of cultural background can understand what is being taught and does not feel left out or belittled. One aspect that is often left unnoticed in education is gender inequality, which can definitely leave certain students feeling left out or neglected. Whether they are aware of it or not, there is always some discrimination based on gender in every school and by every teacher. Each person has a stereotypical idea of the behavior that should be exhibited by boys and girls and this idea influences their interaction with their students. Numerous studies have revealed that boys are encouraged to be straightforward a nd unreserved and are praised more often for academic performance than girls. A girl is expected to be good at studies while boys do not have the same level of expectations from their teachers. This assumption of a non-physical distinction in their abilities is exactly the bias that needs to be rooted out of educational institutions. A girl is criticized for speaking loudly, while a boy is excused for doing so.