Is The Threat Of International Security - 1141 Words

Is ISIS a threat to international security? ISIS is a threat to international security because they attack, murder, torture and slaughter innocent people, villages and cities. ISIS sees itself as the Islamic Caliphate and controls lots of land in western Iraq and eastern Syria. They also pledge allegiance from different radical Islamic groups around the world. ISIS started from U.S. invasion of Iraq in 2003. Saddam Hussein fighters were left without a job, and they were furious. Al Qaeda chose to capitalize on their anger and established al Qaeda in Iraq, to wage an insurgency against U.S. troops in Iraq (Saddam was secular, but his intelligence and military supporters were able to make common cause with the jihadis of al Qaeda).†¦show more content†¦Ã¢â‚¬Å"By late 2014, the Pentagon was claiming that over 20,000 ISIS supporters had been killed by its air war. If this estimate is remotely accurate, then ISIS should be very badly affected and in retreat from much of the terri tory it holds.†(Par 3). Although many ISIS fighters are being killed from air war, they ve yet to retreat from land where they are getting hit from. â€Å"Fighting the terrorist group ISIS from the air is coming at a high price for US taxpayers — about $11 million per day, according to the latest Defense Department Data. The air war has cost the US about $5.5 billion total since it began in August 2014. The Military Times noted that the daily cost of the war has jumped about $2 million since June.†(Par 12 from Business Outsider). Although the repetitive airstrikes on ISIS may be costly, they are necessary in the fight to let them know we won t stand down and we will keep fighting. â€Å"My testimony today will focus on comparing Al Qaeda and the Islamic State. I argue that Al Qaeda and its affiliates remain a threat to the U.S. homeland, while the Islamic State’s danger is more to the stability of the Middle East and U.S. interests overseas. Much of their rivalry involves a competition for affiliates, with both trying to spread their model and in Al Qaeda’s case to ensure its operational relevance. For now the Islamic State’s focus is primarily on Iraq and Syria and to a lesser degree on otherShow MoreRelatedNational And International Security Threats896 Words   |  4 PagesNational and international security threats are typically perceived as conflict between nations or populations of people and are addressed with military strategies. However, as security is defined as †¦ (Define security) not all threats emanate from nations in conflict. The environment, for example, can threaten the safety of people, and therefore becomes and national security issue. 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Is Isis A Threat - 899 Words

Ishank Tandon GS163: International Relations Dr. Terence Casey July 14, 2015 Is ISIS a Threat to United States? ISIS stands for Islamic State of Iraq and Syria. It is referred as a terrorist group by the United States, whereas ISIS considers themselves to be an army instead. ISIS has been responsible for many gruesome attacks all over the world one of them being the execution of Jordanian pilot Moaz al-Kasasbeh. They originated from Al-Qaeda in Iraq but they had big ambitions by kicking America out and setting up an Islamic state. To this date hold their land there unlike other groups like Al-Qaeda and Taliban. They have a huge support from people as their count being over 30,000 soldiers and followers. They are heavily armed, can fund themselves, have an organized infrastructure, and can cause a lot of damage. Later in 2006, their brutality lost them the support of Iraqi Sunnis who partnered with US forces to help push them out of the country. 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Egoism and Altruism free essay sample

The term â€Å"meta† means after or beyond, and, consequently, the notion of metaethics involves a removed, or bird’s eye view of the entire project of ethics. We may define metaethics as the study of the origin and meaning of ethical concepts. When compared to normative ethics and applied ethics, the field of metaethics is the least precisely defined area of moral philosophy. It covers issues from moral semantics to moral epistemology[-gt;0]. Two issues, though, are prominent: (1) metaphysical issues concerning whether morality exists independently of humans, and (2) psychological issues concerning the underlying mental basis of our moral judgments and conduct. a. Metaphysical Issues: Objectivism and Relativism Metaphysics is the study of the kinds of things that exist in the universe. Some things in the universe are made of physical stuff, such as rocks; and perhaps other things are nonphysical in nature, such as thoughts, spirits, and gods. The metaphysical component of metaethics involves discovering specifically whether moral values are eternal truths that exist in a spirit-like realm, or simply human conventions. There are two general directions that discussions of this topic take, one other-worldly and one this-worldly. Proponents of the other-worldly view typically hold that moral values are objective[-gt;1] in the sense that they exist in a spirit-like realm beyond subjective human conventions. They also hold that they are absolute, or eternal, in that they never change, and also that they are universal insofar as they apply to all rational creatures around the world and throughout time[-gt;2]. The most dramatic example of this view is Plato[-gt;3], who was inspired by the field of mathematics. When we look at numbers and mathematical relations, such as 1+1=2, they seem to be timeless concepts that never change, and apply everywhere in the universe. Humans do not invent numbers, and humans cannot alter them. Plato explained the eternal character of mathematics by stating that they are abstract entities that exist in a spirit-like realm. He noted that moral values also are absolute truths and thus are also abstract, spirit-like entities. In this sense, for Plato, moral values are spiritual objects. Medieval philosophers commonly grouped all moral principles together under the heading of â€Å"eternal law† which were also frequently seen as spirit-like objects. 17th century British philosopher Samuel Clarke described them as spirit-like relationships rather than spirit-like objects. In either case, though, they exist in a sprit-like realm. A different other-worldly approach to the metaphysical status of morality is divine commands issuing from God’s will. Sometimes called voluntarism (or divine command theory[-gt;4]), this view was inspired by the notion of an all-powerful God[-gt;5] who is in control of everything. God simply wills things, and they become reality. He wills the physical world into existence, he wills human life into existence and, similarly, he wills all moral values into existence. Proponents of this view, such as medieval philosopher William of Ockham[-gt;6], believe that God wills moral principles, such as â€Å"murder is wrong,† and these exist in God’s mind as commands. God informs humans of these commands by implanting us with moral intuitions or revealing these commands in scripture. The second and more this-worldly approach to the metaphysical status of morality follows in the skeptical philosophical tradition, such as that articulated by Greek philosopher Sextus Empiricus, and denies the objective status of moral values. Technically, skeptics did not reject moral values themselves, but only denied that values exist as spirit-like objects, or as divine commands in the mind of God. Moral values, they argued, are strictly human inventions, a position that has since been called moral relativism[-gt;7]. There are two distinct forms of moral relativism. The first is individual relativism, which holds that individual people create their own moral standards. Friedrich Nietzsche, for example, argued that the superhuman creates his or her morality distinct from and in reaction to the slave-like value system of the masses. The second is cultural relativism which maintains that morality is grounded in the approval of one’s society – and not simply in the preferences of individual people. This view was advocated by Sextus, and in more recent centuries by Michel Montaigne and William Graham Sumner. In addition to espousing skepticism and relativism, this-worldly approaches to the metaphysical status of morality deny the absolute and universal nature of morality and hold instead that moral values in fact change from society to society throughout time and throughout the world. They frequently attempt to defend their position by citing examples of values that differ dramatically from one culture to another, such as attitudes about polygamy, homosexuality and human sacrifice. b. Psychological Issues in Metaethics A second area of metaethics involves the psychological basis of our moral judgments and conduct, particularly understanding what motivates us to be moral. We might explore this subject by asking the simple question, â€Å"Why be moral? † Even if I am aware of basic moral standards, such as don’t kill and don’t steal, this does not necessarily mean that I will be psychologically compelled to act on them. Some answers to the question â€Å"Why be moral? † are to avoid punishment, to gain praise[-gt;8], to attain happiness, to be dignified, or to fit in with society. i. Egoism and Altruism One important area of moral psychology concerns the inherent selfishness of humans. 17th century British philosopher Thomas Hobbes[-gt;9] held that many, if not all, of our actions are prompted by selfish desires. Even if an action seems selfless, such as donating to charity, there are still selfish causes for this, such as experiencing power over other people. This view is called psychological egoism[-gt;10] and maintains that self-oriented interests ultimately motivate all human actions. Closely related to psychological egoism is a view called psychological hedonism which is the view that pleasure is the specific driving force behind all of our actions. 18th century British philosopher Joseph Butler[-gt;11] agreed that instinctive selfishness and pleasure prompt much of our conduct. However, Butler argued that we also have an inherent psychological capacity to show benevolence to others. This view is called psychological altruism and maintains that at least some of our actions are motivated by instinctive benevolence. ii. Emotion and Reason A second area of moral psychology involves a dispute concerning the role of reason in motivating moral actions. If, for example, I make the statement â€Å"abortion is morally wrong,† am I making a rational assessment or only expressing my feelings? On the one side of the dispute, 18th century British philosopher David Hume[-gt;12] argued that moral assessments involve our emotions, and not our reason. We can amass all the reasons we want, but that alone will not constitute a moral assessment. We need a distinctly emotional reaction in order to make a moral pronouncement. Reason might be of service in giving us the relevant data, but, in Hume’s words, â€Å"reason is, and ought to be, the slave of the passions. † Inspired by Hume’s anti-rationalist views, some 20th century philosophers, most notably A. J. Ayer, similarly denied that moral assessments are factual descriptions. For example, although the statement â€Å"it is good to donate to charity† may on the surface look as though it is a factual description about charity, it is not. Instead, a moral utterance like this involves two things. First, I (the speaker) I am expressing my personal feelings of approval about charitable donations and I am in essence saying â€Å"Hooray for charity! † This is called the emotive element insofar as I am expressing my emotions about some specific behavior. Second, I (the speaker) am trying to get you to donate to charity and am essentially giving the command, â€Å"Donate to charity! † This is called the prescriptive element in the sense that I am prescribing some specific behavior. From Hume’s day forward, more rationally-minded philosophers have opposed these emotive theories of ethics (see non-cognitivism in ethics[-gt;13]) and instead argued that moral assessments are indeed acts of reason. 18th century German philosopher Immanuel Kant[-gt;14] is a case in point. Although emotional factors often do influence our conduct, he argued, we should nevertheless resist that kind of sway. Instead, true moral action is motivated only by reason when it is free from emotions and desires. A recent rationalist approach, offered by Kurt Baier (1958), was proposed in direct opposition to the emotivist and prescriptivist theories of Ayer and others. Baier focuses more broadly on the reasoning and argumentation process that takes place when making moral choices. All of our moral choices are, or at least can be, backed by some reason or justification. If I claim that it is wrong to steal someone’s car, then I should be able to justify my claim with some kind of argument. For example, I could argue that stealing Smith’s car is wrong since this would upset her, violate her ownership rights, or put the thief at risk of getting caught. According to Baier, then, proper moral decision making involves giving the best reasons in support of one course of action versus another. iii. Male and Female Morality A third area of moral psychology focuses on whether there is a distinctly female approach to ethics that is grounded in the psychological differences between men and women. Discussions of this issue focus on two claims: (1) traditional morality is male-centered, and (2) there is a unique female perspective of the world which can be shaped into a value theory. According to many feminist philosophers, traditional morality is male-centered since it is modeled after practices that have been traditionally male-dominated, such as acquiring property, engaging in business contracts, and governing societies. The rigid systems of rules required for trade and government were then taken as models for the creation of equally rigid systems of moral rules, such as lists of rights and duties. Women, by contrast, have traditionally had a nurturing role by raising children and overseeing domestic life. These tasks require less rule following, and more spontaneous and creative action. Using the woman’s experience as a model for moral theory, then, the basis of morality would be spontaneously caring for others as would be appropriate in each unique circumstance. On this model, the agent becomes part of the situation and acts caringly within that context. This stands in contrast with male-modeled morality where the agent is a mechanical actor who performs his required duty, but can remain distanced from and unaffected by the situation. A care-based approach to morality, as it is sometimes called, is offered by feminist ethicists as either a replacement for or a supplement to traditional male-modeled moral systems. . Normative Ethics Normative ethics involves arriving at moral standards that regulate right and wrong conduct. In a sense, it is a search for an ideal litmus test of proper behavior. The Golden Rule is a classic example of a normative principle: We should do to others what we would want others to do to us. Since I do not want my neighbor to steal m y car, then it is wrong for me to steal her car. Since I would want people to feed me if I was starving, then I should help feed starving people. Using this same reasoning, I can theoretically determine whether any possible action is right or wrong. So, based on the Golden Rule, it would also be wrong for me to lie to, harass, victimize, assault, or kill others. The Golden Rule is an example of a normative theory that establishes a single principle against which we judge all actions. Other normative theories focus on a set of foundational principles, or a set of good character traits. The key assumption in normative ethics is that there is only one ultimate criterion of moral conduct, whether it is a single rule or a set of principles. Three strategies will be noted here: (1) virtue theories, (2) duty theories, and (3) consequentialist theories. . Virtue Theories Many philosophers believe that morality consists of following precisely defined rules of conduct, such as â€Å"don’t kill,† or â€Å"don’t steal. † Presumably, I must learn these rules, and then make sure each of my actions live up to the rules. Virtue ethics[-gt;15], however, places less emphasis on learning rules, and instead stresses the importance of developing good habits of character, such as benevolence (see moral character[-gt;16]). Once I’ve acquired benevolence, for example, I will then habitually act in a benevolent manner. Historically, virtue theory is one of the oldest normative traditions in Western philosophy, having its roots in ancient Greek civilization. Plato emphasized four virtues in particular, which were later called cardinal virtues: wisdom, courage, temperance and justice. Other important virtues are fortitude, generosity, self-respect, good temper, and sincerity. In addition to advocating good habits of character, virtue theorists hold that we should avoid acquiring bad character traits, or vices, such as cowardice, insensibility, injustice, and vanity. Virtue theory emphasizes moral education since virtuous character traits are developed in one’s youth. Adults, therefore, are responsible for instilling virtues in the young. Aristotle[-gt;17] argued that virtues are good habits that we acquire, which regulate our emotions. For example, in response to my natural feelings of fear, I should develop the virtue of courage which allows me to be firm when facing danger. Analyzing 11 specific virtues, Aristotle argued that most virtues fall at a mean between more extreme character traits. With courage, for example, if I do not have enough courage, I develop the disposition of cowardice, which is a vice. If I have too much courage I develop the disposition of rashness which is also a vice. According to Aristotle, it is not an easy task to find the perfect mean between extreme character traits. In fact, we need assistance from our reason to do this. After Aristotle, medieval theologians supplemented Greek lists of virtues with three Christian ones, or theological virtues: faith, hope, and charity. Interest in virtue theory continued through the middle ages and declined in the 19th century with the rise of alternative moral theories below. In the mid 20th century virtue theory received special attention from philosophers who believed that more recent approaches ethical theories were misguided for focusing too heavily on rules and actions, rather than on virtuous character traits. Alasdaire MacIntyre (1984) defended the central role of virtues in moral theory and argued that virtues are grounded in and emerge from within social traditions. . Duty Theories Many of us feel that there are clear obligations we have as human beings, such as to care for our children, and to not commit murder. Duty theories base morality on specific, foundational principles of obligation. These theories are sometimes called deontological, from the Greek word deon, or duty, in view of the foundational nature of our duty or obligation. They are also sometimes called nonconsequentialist since these princi ples are obligatory, irrespective of the consequences that might follow from our actions. For example, it is wrong to not care for our children even if it results in some great benefit, such as financial savings. There are four central duty theories. The first is that championed by 17th century German philosopher Samuel Pufendorf, who classified dozens of duties under three headings: duties to God, duties to oneself, and duties to others. Concerning our duties towards God, he argued that there are two kinds: a theoretical duty to know the existence and nature of God, and a practical duty to both inwardly and outwardly worship God. Concerning our duties towards oneself, these are also of two sorts: duties of the soul, which involve developing one’s skills and talents, and duties of the body, which involve not harming our bodies, as we might through gluttony or drunkenness, and not killing oneself. Concerning our duties towards others, Pufendorf divides these between absolute duties, which are universally binding on people, and conditional duties, which are the result of contracts between people. Absolute duties are of three sorts: avoid wronging others, treat people as equals, and romote the good of others. Conditional duties involve various types of agreements, the principal one of which is the duty is to keep one’s promises. A second duty-based approach to ethics is rights theory. Most generally, a â€Å"right† is a justified claim against another person’s behavior – such as my right to not be harmed by you (see also human rights[-gt;18]). Rights and duties are related in su ch a way that the rights of one person implies the duties of another person. For example, if I have a right to payment of $10 by Smith, then Smith has a duty to pay me $10. This is called the correlativity of rights and duties. The most influential early account of rights theory is that of 17th century British philosopher John Locke[-gt;19], who argued that the laws of nature mandate that we should not harm anyone’s life, health, liberty or possessions. For Locke, these are our natural rights, given to us by God. Following Locke, the United States Declaration of Independence authored by Thomas Jefferson recognizes three foundational rights: life, liberty, and the pursuit of happiness. Jefferson and others rights theorists maintained that we deduce other more specific rights from these, including the rights of property, movement, speech, and religious expression. There are four features traditionally associated with moral rights. First, rights are natural insofar as they are not invented or created by governments. Second, they are universal insofar as they do not change from country to country. Third, they are equal in the sense that rights are the same for all people, irrespective of gender, race, or handicap. Fourth, they are inalienable which means that I ca not hand over my rights to another person, such as by selling myself into slavery. A third duty-based theory is that by Kant, which emphasizes a single principle of duty. Influenced by Pufendorf, Kant agreed that we have moral duties to oneself and others, such as developing one’s talents, and keeping our promises to others. However, Kant argued that there is a more foundational principle of duty that encompasses our particular duties. It is a single, self-evident principle of reason that he calls the â€Å"categorical imperative. A categorical imperative, he argued, is fundamentally different from hypothetical imperatives that hinge on some personal desire that we have, for example, â€Å"If you want to get a good job, then you ought to go to college. † By contrast, a categorical imperative simply mandates an action, irrespective of one’s personal desires, such as â€Å"You ought to do X. † Kant gives at least four versions of the categorical imperative, but one is especially direct: Treat people as an end, and never as a means to an end. That is, we should always treat people with dignity, nd never use them as mere instruments. For Kant, we treat people as an end whenever our actions toward someone reflect the inherent value of that person. Donating to charity, for example, is morally correct since this acknowledges the inherent value of the recipient. By contrast, we treat someone as a means to an end whenever we treat that person as a tool to achieve something else. It is wrong, for ex ample, to steal my neighbor’s car since I would be treating her as a means to my own happiness. The categorical imperative also regulates the morality of actions that affect us individually. Suicide, for example, would be wrong since I would be treating my life as a means to the alleviation of my misery. Kant believes that the morality of all actions can be determined by appealing to this single principle of duty. A fourth and more recent duty-based theory is that by British philosopher W. D. Ross, which emphasizes prima facie duties. Like his 17th and 18th century counterparts, Ross argues that our duties are â€Å"part of the fundamental nature of the universe. † However, Ross’s list of duties is much shorter, which he believes reflects our actual moral convictions:  ·Fidelity: the duty to keep promises Reparation: the duty to compensate others when we harm them  ·Gratitude: the duty to thank those who help us  ·Justice: the duty to recognize merit  ·Beneficence: the duty to improve the conditions of others  ·Self-improvement: the duty to improve our virtue and intelligence  ·Nonmaleficence: the duty to not injure others Ross recognizes that s ituations will arise when we must choose between two conflicting duties. In a classic example, suppose I borrow my neighbor’s gun and promise to return it when he asks for it. One day, in a fit of rage, my neighbor pounds on my door and asks for the gun so that he can take vengeance on someone. On the one hand, the duty of fidelity obligates me to return the gun; on the other hand, the duty of nonmaleficence obligates me to avoid injuring others and thus not return the gun. According to Ross, I will intuitively know which of these duties is my actual duty, and which is my apparent or prima facie duty. In this case, my duty of nonmaleficence emerges as my actual duty and I should not return the gun. c. Consequentialist Theories It is common for us to determine our moral responsibility by weighing the consequences of our actions. According to consequentialism[-gt;20], correct moral conduct is determined solely by a cost-benefit analysis of an action’s consequences: Consequentialism: An action is morally right if the consequences of that action are more favorable than unfavorable. Consequentialist normative principles require that we first tally both the good and bad consequences of an action. Second, we then determine whether the total good consequences outweigh the total bad consequences. If the good consequences are greater, then the action is morally proper. If the bad consequences are greater, then the action is morally improper. Consequentialist theories are sometimes called teleological theories, from the Greek word telos, or end, since the end result of the action is the sole determining factor of its morality. Consequentialist theories became popular in the 18th century by philosophers who wanted a quick way to morally assess an action by appealing to experience, rather than by appealing to gut intuitions or long lists of questionable duties. In fact, the most attractive feature of consequentialism is that it appeals to publicly observable consequences of actions. Most versions of consequentialism are more precisely formulated than the general principle above. In particular, competing consequentialist theories specify which consequences for affected groups of people are relevant. Three subdivisions of consequentialism emerge:  ·Ethical Egoism: an action is morally right if the consequences of that action are more favorable than unfavorable only to the agent performing the action.  ·Ethical Altruism: an action is morally right if the consequences of that action are more favorable than unfavorable to everyone except the agent. Utilitarianism: an action is morally right if the consequences of that action are more favorable than unfavorable to everyone. All three of these theories focus on the consequences of actions for different groups of people. But, like all normative theories, the above three theories are rivals of each other. They also yield different conclusions. Consider the following example. A woman was traveling through a developing country when she witnessed a car in front of her run off the road and roll over several times. She asked the hired driver to pull over to assist, but, to her surprise, the driver accelerated nervously past the scene. A few miles down the road the driver explained that in his country if someone assists an accident victim, then the police often hold the assisting person responsible for the accident itself. If the victim dies, then the assisting person could be held responsible for the death. The driver continued explaining that road accident victims are therefore usually left unattended and often die from exposure to the country’s harsh desert conditions. On the principle of ethical egoism[-gt;21], the woman in this illustration would only be concerned with the consequences of her attempted assistance as she would be affected. Clearly, the decision to drive on would be the morally proper choice. On the principle of ethical altruism, she would be concerned only with the consequences of her action as others are affected, particularly the accident victim. Tallying only those consequences reveals that assisting the victim would be the morally correct choice, irrespective of the negative consequences that result for her. On the principle of utilitarianism, she must consider the consequences for both herself and the victim. The outcome here is less clear, and the woman would need to precisely calculate the overall benefit versus disbenefit of her action. i. Types of Utilitarianism Jeremy Bentham[-gt;22] presented one of the earliest fully developed systems of utilitarianism. Two features of his theory are noteworty. First, Bentham proposed that we tally the consequences of each action we perform and thereby determine on a case by case basis whether an action is morally right or wrong. This aspect of Bentham’s theory is known as act-utilitiarianism. Second, Bentham also proposed that we tally the pleasure and pain which results from our actions. For Bentham, pleasure and pain are the only consequences that matter in determining whether our conduct is moral. This aspect of Bentham’s theory is known as hedonistic utilitarianism. Critics point out limitations in both of these aspects. First, according to act-utilitarianism, it would be morally wrong to waste time on leisure activities such as watching television, since our time could be spent in ways that produced a greater social benefit, such as charity work. But prohibiting leisure activities doesn’t seem reasonable. More significantly, according to act-utilitarianism, specific acts of torture or slavery would be morally permissible if the social benefit of these actions outweighed the disbenefit. A revised version of utilitarianism called rule-utilitarianism addresses these problems. According to rule-utilitarianism, a behavioral code or rule is morally right if the consequences of adopting that rule are more favorable than unfavorable to everyone. Unlike act utilitarianism, which weighs the consequences of each particular action, rule-utilitarianism offers a litmus test only for the morality of moral rules, such as â€Å"stealing is wrong. Adopting a rule against theft clearly has more favorable consequences than unfavorable consequences for everyone. The same is true for moral rules against lying or murdering. Rule-utilitarianism, then, offers a three-tiered method for judging conduct. A particular action, such as stealing my neighbor’s car, is judged wrong since it violates a moral ru le against theft. In turn, the rule against theft is morally binding because adopting this rule produces favorable consequences for everyone. John Stuart Mill’s version of utilitarianism is rule-oriented. Second, according to hedonistic utilitarianism, pleasurable consequences are the only factors that matter, morally speaking. This, though, seems too restrictive since it ignores other morally significant consequences that are not necessarily pleasing or painful. For example, acts which foster loyalty and friendship are valued, yet they are not always pleasing. In response to this problem, G. E. Moore [-gt;23]proposed ideal utilitarianism, which involves tallying any consequence that we intuitively recognize as good or bad (and not simply as pleasurable or painful). Also, R. M. Hare proposed preference utilitarianism, which involves tallying any consequence that fulfills our preferences. ii. Ethical Egoism and Social Contract Theory We have seen (in Section 1. b. i) that Hobbes was an advocate of the methaethical theory of psychological egoism—the view that all of our actions are selfishly motivated. Upon that foundation, Hobbes developed a normative theory known as social contract theory[-gt;24], which is a type of rule-ethical-egoism. According to Hobbes, for purely selfish reasons, the agent is better off living in a world with moral rules than one without moral rules. For without moral rules, we are subject to the whims of other people’s selfish interests. Our property, our families, and even our lives are at continual risk. Selfishness alone will therefore motivate each agent to adopt a basic set of rules which will allow for a civilized community. Not surprisingly, these rules would include prohibitions against lying, stealing and killing. However, these rules will ensure safety for each agent only if the rules are enforced. As selfish creatures, each of us would plunder our neighbors’ property once their guards were down. Each agent would then be at risk from his neighbor. Therefore, for selfish reasons alone, we devise a means of enforcing these rules: we create a policing agency which punishes us if we violate these rules. 3. Applied Ethics Applied ethics is the branch of ethics which consists of the analysis of specific, controversial moral issues such as abortion, animal rights, or euthanasia. In recent years applied ethical issues have been subdivided into convenient groups such as medical ethics, business ethics, environmental ethics[-gt;25], and sexual ethics[-gt;26]. Generally speaking, two features are necessary for an issue to be considered an â€Å"applied ethical issue. † First, the issue needs to be controversial in the sense that there are significant groups of people both for and against the issue at hand. The issue of drive-by shooting, for example, is not an applied ethical issue, since everyone agrees that this practice is grossly immoral. By contrast, the issue of gun control would be an applied ethical issue since there are significant groups of people both for and against gun control. The second requirement for an issue to be an applied ethical issue is that it must be a distinctly moral issue. On any given day, the media presents us with an array of sensitive issues such as affirmative action policies, gays in the military, involuntary commitment of the mentally impaired, capitalistic versus socialistic business practices, public versus private health care systems, or energy conservation. Although all of these issues are controversial and have an important impact on society, they are not all moral issues. Some are only issues of social policy. The aim of social policy is to help make a given society run efficiently by devising conventions, such as traffic laws, tax laws, and zoning codes. Moral issues, by contrast, concern more universally obligatory practices, such as our duty to avoid lying, and are not confined to individual societies. Frequently, issues of social policy and morality overlap, as with murder which is both socially prohibited and immoral. However, the two groups of issues are often distinct. For example, many people would argue that sexual promiscuity is mmoral, but may not feel that there should be social policies regulating sexual conduct, or laws punishing us for promiscuity. Similarly, some social policies forbid residents in certain neighborhoods from having yard sales. But, so long as the neighbors are not offended, there is nothing immoral in itself about a resident having a yard sale in one of these neighborhoods. Thus, to qualify as an applied ethical issue, the issue must be more than one of mer e social policy: it must be morally relevant as well. In theory, resolving particular applied ethical issues should be easy. With the issue of abortion, for example, we would simply determine its morality by consulting our normative principle of choice, such as act-utilitarianism. If a given abortion produces greater benefit than disbenefit, then, according to act-utilitarianism, it would be morally acceptable to have the abortion. Unfortunately, there are perhaps hundreds of rival normative principles from which to choose, many of which yield opposite conclusions. Thus, the stalemate in normative ethics between conflicting theories prevents us from using a single decisive procedure for determining the morality of a specific issue. The usual solution today to this stalemate is to consult several representative normative principles on a given issue and see where the weight of the evidence lies. a. Normative Principles in Applied Ethics Arriving at a short list of representative normative principles is itself a challenging task. The principles selected must not be too narrowly focused, such as a version of act-egoism that might focus only on an action’s short-term benefit. The principles must also be seen as having merit by people on both sides of an applied ethical issue. For this reason, principles that appeal to duty to God are not usually cited since this would have no impact on a nonbeliever engaged in the debate. The following principles are the ones most commonly appealed to in applied ethical discussions:  ·Personal benefit: acknowledge the extent to which an action produces beneficial consequences for the individual in question.  ·Social benefit: acknowledge the extent to which an action produces beneficial consequences for society.  ·Principle of benevolence: help those in need. Principle of paternalism: assist others in pursuing their best interests when they cannot do so themselves.  ·Principle of harm: do not harm others.  ·Principle of honesty: do not deceive others.  ·Principle of lawfulness: do not violate the law.  ·Principle of autonomy: acknowledge a person’s freedom over his/her actions or physical body.  ·Principle of justice: acknowledge a person’s right to due process, fair compensation for harm done , and fair distribution of benefits.  ·Rights: acknowledge a person’s rights to life, information, privacy, free expression, and safety. The above principles represent a spectrum of traditional normative principles and are derived from both consequentialist and duty-based approaches. The first two principles, personal benefit and social benefit, are consequentialist since they appeal to the consequences of an action as it affects the individual or society. The remaining principles are duty-based. The principles of benevolence, paternalism, harm, honesty, and lawfulness are based on duties we have toward others. The principles of autonomy, justice, and the various rights are based on moral rights. An example will help illustrate the function of these principles in an applied ethical discussion. In 1982, a couple from Bloomington, Indiana gave birth to a baby with severe mental and physical disabilities. Among other complications, the infant, known as Baby Doe, had its stomach disconnected from its throat and was thus unable to receive nourishment. Although this stomach deformity was correctable through surgery, the couple did not want to raise a severely disabled child and therefore chose to deny surgery, food, and water for the infant. Local courts supported the parents’ decision, and six days later Baby Doe died. Should corrective surgery have been performed for Baby Doe? Arguments in favor of corrective surgery derive from the infant’s right to life and the principle of paternalism which stipulates that we should pursue the best interests of others when they are incapable of doing so themselves. Arguments against corrective surgery derive from the personal and social disbenefit which would result from such surgery. If Baby Doe survived, its quality of life would have been poor and in any case it probably would have died at an early age. Also, from the parent’s perspective, Baby Doe’s survival would have been a significant emotional and financial burden. When examining both sides of the issue, the parents and the courts concluded that the arguments against surgery were stronger than the arguments for surgery. First, foregoing surgery appeared to be in the best interests of the infant, given the poor quality of life it would endure. Second, the status of Baby Doe’s right to life was not clear given the severity of the infant’s mental impairment. For, to possess moral rights, it takes more than merely having a human body: certain cognitive functions must also be present. The issue here involves what is often referred to as moral personhood, and is central to many applied ethical discussions. b. Issues in Applied Ethics As noted, there are many controversial issues discussed by ethicists today, some of which will be briefly mentioned here. Biomedical ethics focuses on a range of issues which arise in clinical settings. Health care workers are in an unusual position of continually dealing with life and death situations. It is not surprising, then, that medical ethics issues are more extreme and diverse than other areas of applied ethics. Prenatal issues arise about the morality of surrogate mothering, genetic manipulation of fetuses, the status of unused frozen embryos, and abortion. Other issues arise about patient rights and physician’s responsibilities, such as the confidentiality of the patient’s records and the physician’s responsibility to tell the truth to dying patients. The AIDS crisis has raised the specific issues of the mandatory screening of all patients for AIDS, and whether physicians can refuse to treat AIDS patients. Additional issues concern medical experimentation on humans, the morality of involuntary commitment, and the rights of the mentally disabled. Finally, end of life issues arise about the morality of suicide, the justifiability of suicide intervention, physician assisted suicide, and euthanasia. The field of business ethics examines moral controversies relating to the social responsibilities of capitalist business practices, the moral status of corporate entities, deceptive advertising, insider trading, basic employee rights, job discrimination, affirmative action, drug testing, and whistle blowing. Issues in environmental ethics often overlaps with business and medical issues. These include the rights of animals, the morality of animal experimentation, preserving endangered species, pollution control, management of environmental resources, whether eco-systems are entitled to direct moral consideration, and our obligation to future generations. Controversial issues of sexual morality include monogamy versus polygamy, sexual relations without love, homosexual relations, and extramarital affairs. Finally, there are issues of social morality which examine capital punishment, nuclear war, gun control, the recreational use of drugs, welfare rights, and racism.

Jason Essays - Canada, United Kingdom, United States, Edwardian Era

Jason We alone can not go down and get close enough to explore the Titanic. We now have the technology to build robotic machines to explore the ocean floor like Jason or Jason Jr. They are smaller than a submarine, actually a lot smaller, almost like a remote control car. The Titanic sank in the north Atlantic in 1912. Jason Jr. is very handy, it can reach as deep as 4000 meters. The reason they do not have Jason Jr. any more is because it got lost in 1991 off the Galapagos Island and was found 9000 feet down in the water, so it was replaced by Jason. They use remote controls like Jason and Jason Jr. because divers can not get in as close as Jason can. There also is a risk of a diver getting caught on something or getting stuck in the Titanic. Someone could die if something went wrong so if they use underwater vehicles like Jason they are not taking a risk of someone dying, but they cost about one million dollars which requires they still be careful. Jason is a somewhat small vehicle with about four fans. Jason has two special headlights that could withstand underwater pressure to about 4000 meters and a video camera and also a small 35mm still camera. Jason Jr. gave the world the very first look at the Titanic so that we can see what they are looking at and where the are going. It has a 91-meter cord attached to it from Alvin. Alvin is a little submarine that fits one person and he is the controller of Jason. Titanic disaster was said to be one of the worst maritime disasters in history. The British luxury liner Titanic on its voyage from Liverpool to New York City struck an iceberg about 95 mi. south of the Grand Banks of Newfoundland just before midnight on April 14, 1912. Of the more than 2220 persons aboard about 1513 died including the American millionaires John Jacob Astor Benjamin Guggenheim, 1865-1912, and Isidor Straus. The ship was said to have been unsinkable because of its 16 watertight compartments but the iceberg punctured five of them, one more than had been considered possible in any accident. The Titanic sank in less than three hours which seems like a long time, but not for a huge ship like that. Scientist found that the ship had been moving too fast in unsafe waters and that lifeboat space had been provided for only about three-fourths of the passengers and crew. I really found this topic interesting about how a huge ship like that could sink and how they were able to go down and investigate the Titanic after so long. I think Jason and Jason Jr. were very smart ideas so they could see what really happened and investigate the ocean floor. Bibliography none Science Essays

Are You Better at the ACT or SAT Find Out For Sure!

Are You Better at the ACT or SAT Find Out For Sure! SAT / ACT Prep Online Guides and Tips Because colleges accept both the ACT and SAT, it can be had to figure out which test to take. The changes to the SAT in 2016 made the two tests more similar than ever, although there are still some significant differences in content and format between the two tests. So how can you tell if you'll do better on the SAT or ACT? Drawing on my experience as a 99 percentile scorer on both the SAT and ACT, I'll give you a surefire way to figure out which test will result in the best outcome for you. The Gold Standard of Deciding Between the ACT and SAT There are enough differences between the ACT and the SAT that, empirically, it is difficult to predict beforehand if you'll be better at one than the other. The method I'm going to describe is the best way to be sure of seeing how you'll do on the SAT or ACT. You can use this information in many ways: to figure out what test to study, to see which scholarships you should apply to, and so forth. Once you've used this method, you don't have to guess. What's the method? It's to take both a real practice SAT and a real practice ACT. Who Should Use This Method? Taking practice tests is called the gold standard for a reason - it gives super precise information about which test you'll perform better on. However, taking two full-length practice tests is also time consuming. You should definitely use this method if one of the following applies to you: #1: You're Studying for 40+ Hours If you're going to focus on studying seriously, especially for more than 40 hours, it make sense to make sure you're spending it studying for the right test. Conversely, if you have fewer than 40 hours left (for example, only 20 hours), you should probably not spend 8 hours figuring out what test to take. #2: You're Willing to Invest Time and Energy in Studying If you care about your scores and are generally willing to invest the effort to get the best score, then taking a realistic practice SAT and a realistic practice ACT is a must. This method is not only good for telling if you're better at the ACT or SAT, but is also good practice in and of itself. If you're serious about the SAT or ACT, it would be a mistake not to do this. How Do I Find Out Whether I'm Better at the ACT or SAT? Step 1: Take a Full Practice SAT and a Full Practice ACT Get a real ACT practice test and a real SAT practice test (you can click on the links to get three of each for free). Make sure to choose one that you have not already used. Also, ideally, you should create a realistic testing environment with a timer, calculator, watch, and a quiet room. Now schedule four hours on two separate days to take the practice tests. You want to take them on separate days so that you're not more rested for one than the other. Most important of all, make sure your testing environment is similar on both days. The comparisons will not be valid if you take one at 10AM in a quiet library with plenty of sleep, and another at 8PM in a noisy house after eating a heavy meal. Step 2: Convert Your ACT Score to an SAT Score Now that you have both scores, use our ACT to SAT score conversion tools and tables to convert your ACT score to its SAT equivalent. Example: Mary got a 29 on her practice ACT. She uses the table linked above to convert this to1340. Mary got a 1200 out of 1600 on her SAT. Step 3: Compare Your Scores and Make the Call If your score difference ismore than 100 pointsin either direction, then you have a clear winner. You have done substantially better on one test than the other. You know which one you are better at! Moreover, a 100-point difference is substantial, and colleges will reward you for the better score. Continuing from the example above, Mary's ACT score is equivalent to a 1340 SAT score, while her SAT score is 1200. This means her ACT score is 140 points better than her SAT. She is definitely better at the ACT. If your score difference isless than 100 points, then you don't have a natural disadvantage on either test. The point difference is likely due to chance, and you could study for and score equally well on either test. Now you know how to precisely figure out whether you are better at the SAT or ACT! What’s Next? Get free offical practice SATs and official practice ACTs from us. Download and save them now and use them whenever! Don't have time to use the gold standard? Use our quick method to find out if you're better at the SAT or ACT. Read about the nitty gritty technical details about differences between the SAT and ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Medina Surname Origin and Meaning

Medina Surname Origin and Meaning The surname Medina, which ranks 30th among  most common Hispanic last names,  has several possible origins: Dweller at or near the market; one who had returned from the marketA locational or geographical name originating from the city of Medina in western Saudi Arabia, the second most holy city of Islam, or from one of the other places called Medina. According to the Instituto Genealà ³gico e Histà ³rico Latino-Americano, the Medina surname originated principally in the Spanish areas of Burgos and Andalusia. Today, the Medina surname is most frequently found in use in Argentina and Spain according to the World Names Public Profiler. Because most last names originate in multiple areas, the best way to learn more about your Medina last name is to research your own specific family history. If you are new to genealogy, try the steps to begin tracing your family tree. If youre interested in learning more about the Medina Family Crest, then learn more about how the family coat of arms arent what you think.Surname Origin:  Spanish, PortugueseAlternate Surname Spellings:  MEDENA, DE MEDINA, DE MEDENA Famous People With the Medina Last Name Gabriel Medina - Brazilian professional surferBenny Medina - Music producer and record executiveAnn Medina - American-born, Canadian television journalistJosà © Medina (Josà © Alfredo Medina Andrade) - Olympic track and road cyclist from ChileHenrique Medina de Barros - Portuguese painter Genealogy Resources for the Medina Last Name 50 Common Hispanic Surnames Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 50 common Hispanic last names? The Medina last name ranks 30th on this list. How to Research Your Hispanic Family TreeLearn how to start your Hispanic research at home, and then branch out to research in country-specific records, organizations, and other resources for Spain, Latin America, Mexico, Brazil, the Caribbean, and other Spanish speaking countries. The Medina DNA ProjectThis Y-DNA testing project is open to all families with the Medina last name and variations, from all locations. The purpose of the project is to help members use a combination of  yDNA  testing, paper trails, and additional research to identify common Medina ancestors. Medina Family Genealogy ForumSearch this popular genealogy forum for the Medina last name to find others who might be researching your ancestors, or post your own Medina query. FamilySearch - Medina GenealogySearch and access records, queries, and lineage-linked online family trees posted for the Medina surname and its variations. FamilySearch features almost 2 million results for the Medina last name. Medina Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Medina surname. DistantCousin.com - Medina Genealogy Family HistoryExplore free databases and genealogy links for the last name Medina. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

The Power of Organizational Vision Essay Example | Topics and Well Written Essays - 250 words

The Power of Organizational Vision - Essay Example One should also pick a time frame since visioning works best when one goes beyond the present day problems. You should write a draft of the vision, review it, and rewrite it if necessary to ensure it meets the needs of the organization. Moreover, you should seek for input from other individuals that you respect and trust, particularly those who have insight, experience, and expertise that is applicable to your vision (Collins & Pollas, 2011). Lastly, you should share your vision with all individuals who are responsible for implementing it to ensure that they help to achieve the vision. A leader plays a major role in creating a vision for a company. As such, he or she should accept the role of making the firm a place where employees work in unison rather than operating independently. As such, a leader should make sure that the vision is linked to the reality of the firm. A leader should also ensure that the statement of purpose, operating values, and vision are integrated to ensure that they work help to meet the daily operations of the firm (Collins & Pollas, 2011). An example of a compelling vision statement is one by Teach for America which stipulates â€Å"One day, all children in America will get a chance to realize an excellent

Market Reaction Paper Essay Example | Topics and Well Written Essays - 250 words

Market Reaction Paper - Essay Example I could see that all kinds of vegetables and meat products were available at this market with fair pricing policies. I visited the market twice to observe how its vendors work and perform their duties. Once I went there in the morning. Citarella market usually remains open from 10am to 6pm. I went there at 10am, right at the time and I could see the vendors were decorating their baskets with vegetables, fruits and other products. On the corner side of the market, a mini-bakery shop was full of rush. I could not even believe that this market is going to be crowded with people so early but it was. The people were mostly buying breakfast items from the mini-bakery. I loved to spend most of my time among the vendors who were raising their voices to attract the people for the purpose of selling their items. Then I left the market at 12pm and again came here at 4pm. Only two hours were left before this market could shut down. I decided to spend the two hours wandering into the adjoining streets. The market is surrounded by residential area so I could easily find various restaurants, houses and business buildings around. It was a nice time to spend at Citarella market and I loved the way its vendors and sellers deal with buyers. Mostly the buyers were Asians, as the market is situated in the hub of the town where Asians

Properties of Gases Essay Example for Free

Properties of Gases Essay Purpose: The purpose of this experiment is to examine different properties of gases in order to be able to identify them in a laboratory setting. I will be using Hydrochloric acid, mossy zinc, Bromothymol blue, limewater, Manganese, and Alka Seltzer, to test different properties of gases formed by chemical reactions. In order to extract the gas I will use several household products such as vinegar, baking soda, water, and hydrogen peroxide in order to create the gases to be tested. Materials: Student Provided 1 Match 1 Toothpicks (or wooden splints) 1 Pie tin or similar 1 Marker pen 1 Household white vinegar 1 3% Hydrogen peroxide (H2O2) 1 Measuring spoons 1 Drinking straw 1 Tissue paper 1 Baking soda (sodium bicarbonate) From LabPaq 1 Goggles-Safety 1 Test Tube (5), 13 x 100 mm in Bubble Bag 1 Well-Plate-24 Auxiliary Supplies Bag Auxiliary Supplies Bag- CK1 1 Gas Assembly; copper/plastic tubing in #00 Stopper 1 Pipet, Empty Short Stem 1 Rubber stopper, #00, 1 hole, Pipet tip w/plastic Gas delivery tube Experiment Bag Properties of Gases 2 Alka Seltzer ® (1/4 tablet) in Bag 2 x 3 1 Bromothymol Blue, 0. 04% 4 mL in Pipet 1 Hydrochloric Acid, 2 M 20 mL in Dropper Bottle 1 Limewater (Calcium Hydroxide, Saturated) 6 mL in Pipet 1 Manganese Metal Pieces 4-6 Pieces in Bag 2 x 3 3 Pipet Bulbs, Wide-Neck with 1/4 Stem 1 Zinc, Mossy 4-6 Pieces in Bag 2 x 3 Procedure: 1) Hydrogen a) I placed a small amount of ZN( mossy zinc) in the test tube containing HCL b) I then capped the test tube with the small cap that allowed gas release from the top and placed it in one of the 24 well plates. I wedged the test tune in with a bit of toilet paper. c) I then filled the large stem pipet with water and placed it atop the rubber stopper. d) I placed the well plate in a pie tin to prevent the overflow from getting everywhere. e) After the water was replaced entirely with hydrogen I removed the wide mouthed pipet and placed my finger over the opening to prevent any gas from escaping. f) I lit a match and while holding the pipet about 1cm away from the flame blew the gas onto the flame, and recorded my observations in the table. g) With a marker I marked the wide-neck pipet on the outside into three parts h) I filled the bulb with water and set it on the test tube as before. i) Once the bulb was 2/3 full of gas I removed it and placed it aside, still inverted, for later use j) I then disassembled and rinsed the tools and threw away the ZN. 2) Oxygen A) I placed a few pieces of Mn (Manganese) into the second test tube. B) I filled the test tube to within 1cm of the top with hydrogen peroxide. Afterwards I placed the rubber stopper on the test tube and the test tube in the well plate. . C) I then filled another wide-neck pipet completely with  water and placed it on the top of the stopper in the test tube. D) After the water was displaced I removed the pipet and placed my finger over the opening to prevent any gas from leaking. E) I lit a match and extinguished it. While the match was still glowing I placed it inside the pipet and recorded the reaction. 3) Hydrogen and Oxygen Mixture A) I took the pipet from part 1 that is partially filled with hydrogen and placed it on the generation test tube from part 2. B) I let the bulb fill until the water was completely displaced. The mixture was about 2/3 hydrogen and 1/3 oxygen C) I removed the bulb and placed my finger over the open end to prevent any gas from escaping D) I lit a match, held the pipet horizontally about 1cm away from the flame and squeezed the gas onto the flame. E) I recorded my observations in the table. F) I disassembled the test tube washed the contents down the drain and rinsed the tools. 4) Carbon Dioxide A) Part I a) I placed approximately .5 ml of limewater in one well of the 24 well plate. b) I placed  ½ a teaspoon of baking soda in the generation test tube. c) I filled a pipet halfway with vinegar and added it to the baking soda. Immediately after the two stopped reacting I placed the rubber stopper with the copper and plastic gas delivery tube on the top of the test tube. d) I placed the open end of the tube into the well with limewater and recorded the reaction. B) Part II a) I placed approximately .5ml of Bromothymol blue in one of the wells. b) I thoroughly rinsed the gas generation test tube with water and set up another test with baking soda and vinegar as in part 1. c) After putting the stopper in place I inserted the open tube into the Bromothymol blue. d) I removed the stopper from the generation tube. e) I lit a match and inserted the flame into the upper part of the test tube. f) I recorded my observations. C) Part III a) I poured the chemicals down the sink and flushed with water. b) I put approximately .5 ml of limewater into another well. c) I crumbled the small piece of Alka Seltzer into a test tube d) I added one pipet full of water to the test tube and immediately inserted the stopper with the gas delivery tube. e) I placed the open end of the tube into the limewater well. f) I washed the test tube and well thoroughly with water. D) Part IV a) I put approximately .5 ml of limewater into a test tube. b) I inserted a straw and blew for a few seconds. c) I recorded my observations d) I washed the tools and flushed the limewater down the sink. Results: Gas Flame reaction Glowing splint Limewater reaction Bromothymol blue reaction Hydrogen Loud sound, flame went out n/a n/a n/a oxygen n/a Light up quickly dissipated and glowed for around 10 seconds n/a n/a Hydrogen oxygen Popping sound and flame went out n/a n/a n/a Carbon Dioxide n/a n/a Changed the color of the limewater from clear to nearly milky, bubbled rapidly. Bubbled rapidly, changed colors slightly to green Alka Seltzer n/a n/a Lots of pressure in the test tube, color change in limewater from clear to nearly milky, rapid small bubbles Breath n/a n/a Very large bubbles, color change from clear to nearly milky. n/a A) Give two reasons why we fill gas generator test tubes almost to the top with chemicals. First we do this because maximizing the pressure in the tube will maximize gasses. Secondly because this causes there to be a shorter distance for the gases to traveled B) What happens to the zinc in the hydrogen generation experiment? The mossy zinc causes a reaction with the HCL to form hydrogen gas. C) What happens in the oxygen generation experiment? The manganese reacts with the hydrogen peroxide to form oxygen. D) Write a balanced equation for the reaction between O2 and H2. 2H2 +O22H2O E) What is the function/purpose of the Bromothymol blue in the CO2 experiment? The Bromothymol blue in the CO2 experiment is used to indicate how much CO2 is in the solution. It indicates this with a color change. F) Bromothymol blue is blue in the presence of basic solutions and yellow in the presence of acidic solutions. If your solution is a murky green, what  might you assume about the solution I would assume the solution was neutral. Conclusion: In conclusion, I learned that properties of gases vary vastly in their reactions with flame, and other substances. I also learned how to create such gases in a controlled environment for future experimentation. The effect of these reactions put into perspective how dangerous gases can be and how their proper storage and transportation is a vital essential in our daily lives. Seeing the different reactions will make me more cautious of the way I materials.

The Battle Against Obesity Essay -- Overweight Weight Obese Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Obesity is a disease that affects nearly one-third of the adult American population, or approximately 60 million Americans. The number of overweight and obese Americans has continued to increase since 1960, a trend that shows no sign of subsidence. Today, 64.5 percent, or about 127 million adult Americans are categorized as being overweight or obese. Each year, obesity causes at least 300,000 excess deaths in the U.S., and healthcare costs of American adults with obesity amount to approximately $100 billion. Obesity is characterized by increased body weight and is caused by the excessive accumulation of fat. By taking in more calories than are burned on a daily basis, the excess is then stored in your body as fat. Doctors and scientists generally agree that men with more than 25 percent of body fat and women with more than 30 percent of body fat are considered to be overweight. However, it is difficult to measure body fat precisely. The body mass index (BMI) has b ecome the most common method used in medical standard today. Among several factors such as diet and exercise, there are five main causes that contribute to the growing number of obese people in America: environmental factors, psychological factors, genetic or hereditary factors, underlying physical factors, and medication factors.   Ã‚  Ã‚  Ã‚  Ã‚  Our environment plays a huge part in many cases of obesity. Environmental factors include lifestyle behaviors such as what and how much a person eats and how active they ten...

Truman Outline

Ferretti Apus p4 23 March 2013 Truman Outline 1. Potsdam Conference  (1945) – A meeting was convened which included Clement Atlee, Stalin, and Truman at Germany to hold trials for Nazi leaders and send messages to Japan to warn them to surrender or else†¦ 2. San Francisco Conference  (1945)- A charter was drafted for the United Nations, in San Francisco, with the help of the 50 nations within in the UN. 3. Employment Act  (1946)- This act created the Council of Economic Advisors to aid Congress and the President with the promotion of national economic welfare. 4.National Security Act  (1947)- In lieu of the War Department, the National Security of Defense was created to unify the workings of the Army, Navy and Air Force. 5. New Presidential Succession Act  (1947)- When the president is unable to do his presidential duties, the Vice President will take over and made a line of succession. 6. Taft-Hartley Act  (1947)- The act controlled the power the growing unio ns had. Unemployed workers no longer needed to be a part of a union to be hired. 7. Marshall Plan  (1947)- The plan, proposed by George Marshall, was intended to aid European economies while simultaneously strengthening the US government. . Truman Doctrine  (1947)- In order aid the â€Å"free people† of Greece and Turkey being suppressed by totalitarian regimes, Truman requested 400 million dollars from congress. 9. Displaced Persons Act  (1948)- After World War II, displaced Europeans were given permission to take up residence in the US for a limited amount of time. 10. Selective Service Act  (1948)-aka Eltson Act, it revised the Articles of War of the United States. It also established the current of the Selective Service System. Harry S. Truman was the 33rd president of ‘Merica.His term took place during the World War II. He famously known for deciding to drop an atomic bomb in Japan – twice. Truman was able to organize the United Nations which is stil l an essential part of the international governing of people. Truman also enacted the Marshall Plan. The plan, proposed by George Marshall, was intended to aid European economies while simultaneously strengthening the US government. His plan was successful and helped the US economy. He also implemented the National Security Act.In lieu of the War Department, the National Security of Defense was created to unify the workings of the Army, Navy and Air Force. Although Truman attempted to make peace within the United Nations he ironically thousands of innocent people and his choice still continues to affect people today. He dropped two huge – no, gigantic – no, humongous bombs on them. Nbd. Truman gets a 4 because he is a meanie. And seriously 2 BOMBS?!?! Okay the first one was justifiable because they attacked us first and it was unexpected so we get them back but the 2nd was totally uncalled for.

History of God Essay

1. Why you selected the particular book? The diverse religious activities and the differences in faith and belief have divided men into different denominational groupings. For several centuries, religious groupings have engaged in physical and verbal combat in an attempt to spread its faith. However the most fundamental conflict stems from an opposing belief coupled by a summary of socio-cultural differences. These differences have ushered in conflicts that escalated into atrocities and bloodshed. Other conflicts have made religious differences as the organizing point to justify their own superior ambitions. Armstrong however stressed on a comparative history of the three monotheistic religions and exposed the frailty in each belief. Her insistence on the monopoly of truth committed by Christianity, Islam and Judaism as superior to other sects has developed an idea of a supreme being with human similarities. The idea of a personal supreme being has been supported by these religions which condemns and marginalize others. Suc h idealistic behavior of presenting God as a bigger version of man retreats and spins man away from the virtue that the faith teaches. In our present era, God has been adapted to meet the demands of the fast-changing ideas. Armstrong believes that some religions would eventually die out while others would gain strength or change direction. This has actually seen proof in people changing their religious affiliations. Her book is an interesting read that awakens us to the struggle for a religious meaning to an aggressive and extreme personalized stance that totally erases the ethical proportions that embodies that teaching of God. Further in Armstrong’s book, a well-balanced critical perspective on how the Western faith catered to the rise of atheism is clearly presented. It exposed how atheism evolved not merely on the basis of disproving the religious scriptures but as a result of the theological excesses committed in the past years. 2. What is the author’s purpose in writing the book? In our own century, the idea attached to God has been revised several times to meet the demands of the present population. Armstrong believed that when religious ideas cease to be effective, they fade away (376). After so much tribulations and conflicts, the thought that religious roots may cease to exist provides a comforting scene for Armstrong who has seen a drastic shrinkage of religious denominations as common views changed. The reading public’s response in a book with Armstrong’s magnitude has indicated the public’s hunger a theological change. For her, God has been remade to portray a vision that endorses the history and supremacy of the strong to work for their cause. Religion thereby has a social purpose and the idea of God according to Armstrong serves a function for a culture to survive. People have always resisted any type change unless the proposed change fits in with their social and cultural order and lifestyle. This is what Armstrong has continued to stress in her book. Further this book Armstrong aims to express in her history that traditional society practiced spirituality. Men sought nature and use these forces to work for him. Somehow this was depicted in Genesis that was also suggested by Armstrong that Abraham’s God was El (14). Myths evolved around Abraham’s God that was not supposed to be taken literally according to Armstrong. However when behavior or actions of â€Å"God† enabled people to show their best and perform effectively, the concept became highly accepted. The Koran according to Armstrong also taught that God had created Adam in his own image which is why he ordered the angels to bow down and worship the first man (229). Armstrong’s work however signifies that God is either personal or transcendent. He can â€Å"encourage perpetual immaturity,† or be â€Å"essentially subjective and personal enlightenment† which Armstrong stresses can be a very good thing. She means to relay the message th at a transcendent God, when not planning a revolution, is subject to the manipulations of mankind. He could be a racist or a revolutionary depending on our personal views which has been mirrored after man’s own image to portray a supreme being. For modern religion, she stressed that Christianity is faced with atheism which evolved as a rational choice after the Reformation. She also exposed the limitations that Islam has also struggled in order to reconcile religious views with their economic and political position. Modern Islam seeks to either pattern their behavior from western views which altogether eased their strict sanctions over traditional religious practices like Iran and Turkey. The Jews after seeing the horrors of the century have lost forbearance and instead focused on a political battle over the Israeli state. One thing however continues to become a mundane search for everyone which is to seek the truth throughout the long history of God’s existence. 3. Review of the ideas presented The understanding presented in Armstrong was Christianity, Islam and Judaism’s belief that a one true God and religion would evolve (151). Armstrong presented that any conflict should have been erase as they all share a certain similarity existing along the same line of conflict. Biblical evidence according to Armstrong has suggested that the leader Moses convinced his people El and Yahweh were one and the same (21). For her, the call for a one true God is a call for unity among religion. This unity hopes to recognize the aspiration of others but will seemingly focus on a true worship. Additionally, excessive intellectualism is frowned upon which is damaging to the faith. Armstrong provided that is God is not to become an indulgent endorsement of our own egotism, religious experience must be informed by an accurate assessment of its content (205). She stressed a repeated warning against making God into an endorsement of egotism. The Koran is likewise clear that there is to be no compulsion in religion (155-6). God is love as further endorsed in Armstrong’s work which is positively effective in the history of monotheism which speaks of a God who is on the side of the impotent and the oppressed (20). Further she stressed that God would live in a loving brotherhood, and not in a stone temple (71).   Ã‚  It follows then that each human being is a unique epiphany of the Hidden God, manifesting him in a particular and unrepeatable manner (237). But the human mind has conceived concepts that go beyond reticence requiring considerable skill and mental balance when certain symbols emerged. Armstrong has established the roots of atheism were founded on the discovery of biblical errors. Mark’s gospel, which is the earliest of its kind to dismiss Jesus as a god, presents that Jesus was a perfectly normal man, with a family that included brothers and sisters (80). Although the reliability of Mark’s gospel is in question nevertheless Armstrong also insisted that Paul did not believe that Jesus was God incarnated and perfectly adding that the doctrine of incarnation developed only later (83). Christianity is heavily contradicted with atheism as a rational choice against the stringent doctrines of the Christian religion. 4. Analysis and evaluation of the author’s work History of God is a comparative study of monotheistic religions and their experience of the divine throughout history. Armstrong has capitalized that making God to suit one’s personal needs has been practiced all throughout history. The fame of this book certainly banks on how Armstrong seeks to diminish the faith of those who seek to live in within the doctrines of their faith. God comes out as callous, self-righteous and entirely lacking in the compassion and coherence to be worthy of veneration. The best seller status that Armstrong’s book has gained in England is a clear indication though that the public has a hunger to know the truth which has been hidden or concealed. Her apparent endorsement that persons of the cloth and religion might as well be dead serves to instigate lambaste against a belief that she had abandoned. Her distaste for Christianity is riddled by misleading statements that build up certain theories as an indubitable fact. God in Exodus was presented as an example for the people of Midian whom Moses lived in exile. She refused to present that scholars have discredited this belief and continued to bloat the theory as a fact. Theologians have also debated over the compression of several thousand years of history into over four hundred pages of Armstrong’s book. Everything is fast paced that endorsed the acceptance of non-western culture and frown upon the western culture. 5. Personal reaction and conclusion This book produces disorienting yet eye-catching effects as a reading inspires an uprising in history that proclaims God as a God of revolution. Given this build-up, her discussion over the mystical tradition leaves a void for she has nothing else to say after promoting immanence. While projecting religions, she does emphasize a tolerance for Islam and Judaism while castigating the western tradition of Christianity that she grew up in. These profound averments against â€Å"western† religion has created inattention and laxity on greater issues that passed off unscrutinized leaving the reader in midair like Armstrong’s lack of discussion over Newton’s obsession with the Book of Revelations. In conclusion, Armstrong’s book could have provided a better skill is balance was exercised in handling the three monotheistic religions of Judaism, Islam and Christianity. Her condescending tone reflects how she used the deity into a form that best suits her interest. Although she has exposed the struggles of Islam as it tries to suit to western behavior and the Jewish focus on a political status of Israel, the search for the truth prevails. Further she has reflected that a huge amount of strong adherence against excessive intellectualism is damaging to the faith. Her assessment and endorsement of how atheism evolved during the Reformation period is spun over a rational clamor for truth over the long history of God’s existence.

Single Adoption essays

Single Adoption essays Should Single Individuals be Allowed to Adopt There are some conflicts concerning whether or not single individuals are capable to adopt. This paper discusses why singles have the need to adopt. It also discusses some issues they may encounter when considering adoption. In addition, provided is my personal opinion as to why I believe single parents should be able to adopt. The desire to raise a family and nurture a child is common among both married couples and singles. Single individuals may wish to adopt a child in order to fulfill their need to nurture. They may feel as though their life may be incomplete and therefore consider adopting a child. One single commented I had a stable job and could give a child many benefits. (About.com, 2000) Children are placed in orphan homes due to various reasons. Such reasons may include abuse, abandonment, neglect, homelessness or death. There is an extremely high amount of children who are in need of a stable home. For example, in 1998 there were 42,000 children in the New York City foster care. Of those 42,000, 6,500 children had parental rights terminated and were in pre-adoptive placements. Five hundred of those children had rights completely terminated and were in the need of a home. Approximately 8,000 children were expected to have their parental rights terminated. Therefore, they would become eligible to be put up for adoption. Many single individuals have an awareness that these children have needs and feel that they can provide a better life for them. A teacher commented, Because I continually saw children in my special education classes who live in institutions or went from foster home to foster home, I decided that even as a single parent I could do more for a child. (About.com, 2000) (About.com, 2000) (Feeney, 1998) There are many conflicts that singles face when they decide that they wish to adopt a child. These conflicts a...

How to Write a Teaching Interview Thank You Note

How to Write a Teaching Interview Thank You Note Congratulations! You just completed your teaching job interview. But, you are not done yet. It is essential that you write a thank you letter immediately after. While a thank you note wont get you hired, not sending one could cause you to move further down the potential employee list.  A thank you letter is your last chance for the school to learn about you, and why should be chosen for the job. Obviously, you should focus on thanking the person or persons with whom you talked. However, it should also make it clear why you are qualified for the job. It is a good idea to have everything ready for your thank you note before the interview even happens including the address and the stamp. This way, you may make any last minute corrections to e-mail addresses or the spelling of names. Being prepared in this way can also help you be familiar with names in advance. As soon as you can after the interview, sit down and try to recall the questions that were asked. Think about how you answered, and what points you did or may not have  included.   This letter can be a perfect opportunity to reiterate your educational philosophy in a succinct manner or to clarify any question you think may be necessary. You may want to point out any qualifications that were not mentioned in the interview itself that you feel are important. Writing a thank you letter can also help to assuage your concerns that you forgot to mention, for example, your proficiency with technology, or that you are willing to work as a coach after school. All this reflection immediately after the interview is why you should not draft your note in advance. An effective thank you note must be based on what actually happened in the interview. Finally, be sure to send your thank you letter as soon as possible, no later than two business days. Tips and Advice for Writing a Wonderful Thank You Letter Following are some excellent tips and hints that you can use to help you write great thank you letters. In most instances, it is best to type your thank you letter. It is also acceptable to send your letter as an email. This allows the letter to get there quickly.  If you were interviewed by more than one person, you should make the effort to write a letter to each person involved.Do check out the format of thank you letters, such as the examples on the Purdue Owl Writing Lab website.Make sure to directly address the interviewer in the greeting of the letter. Never use To Whom It May Concern.Include at least three short paragraphs, but keep the letter to one page. You may consider the following outline:​The first paragraph should be dedicated one to thanking the interviewer.Use the second paragraph to talk about your skills.Use the last paragraph to repeat your thanks, and let them know you are looking forward to hearing from them soon.Avoid using a thank you template directly from books or the internet as these can be too generic. You do not want your interviewer to think tha t you are only sending the thank you because you are supposed to. Your thank you letter needs to be specific to the job (grade/subject) for which you interviewed. If you say that you are qualified for the job, back it up with a specific reason from your own resume. You can also reiterate points that you made in the interview to back up your claims. This can help the interviewer remember specific aspects of your interview.Keep your tone confident in the letter. Do not mention any weaknesses that you are afraid you might have revealed during the interview.Do not send a gift with your thank you note. This can make you seem desperate and will most probably have the opposite effect of what you hope.Do not put pressure on the interviewer about when you need to hear back by. In almost all cases, you are not in the power position, and this will make you seem pushy.Avoid outright personal flattery in your letter.It is truly important that you carefully proofread your letter. Check spelling and grammar. Make sure that you have the correct spelling of the interviewer. Nothing could be worse than sending an email to someone with their name spelled incorre ctly.

Old advertising and marketing vs. effective new media campaigns Essay

Old advertising and marketing vs. effective new media campaigns - Essay Example Both Fordism and post-Fordism have to do with the organisation of businesses, but they are normally extended to include political and social spheres (Tuten, 2008). Fordism was the accepted process and practice in the industrialisation of nations in the past. It was focused on delivering effectiveness in the processes of mass production. Post-Fordism, on the other hand, is applied in modern definitions of industrial progress as the previous grew less efficient in handling the new technical innovations (Ioannides and Debbage, 1997). The fundamental values of Fordism were the establishment of big processing production facilities that were characterised by inflexibility in a procedure that was supervised by a hierarchical and bureaucratic executive system. A partially-skilled workforce was engaged to function in repetitive as well as highly specialised operations. The dominant political and societal constituent of Fordism was that it was centred on shielding the national market (Boynton and Milazzo, 1996). It aimed to preserve jobs within borders with the aim of selling principally to the populace of the local market. Fordism, which got its name from Henry Ford, proposed the design of central control, homogeny and the capacity to cultivate and meet the requirements necessary for the mass consumption of products and services market. Post-Fordism, on the other hand, has to do with the era of technical advancements which have altered the entire procedure of production. The extensive, bureaucratic business establishment that characterized Fordism is no longer relevant. The post-Fordist model is evident in the reorganisation of the administrative structures of organizations. In such corporate structures, there are fewer employees, as well as the specialization of all operations. Post-Fordism is interested in consumer preferences, and market segmentation (Kompare, 2006). The basic doctrines of post-Fordism would be making use of more flexibility, and ensuring that the la bour force is only constituted of specialists, with blue collar skills being subcontracted to other companies market. There is a greater stress on individual consumer tastes and distinctiveness instead of the perception of the consumer force as a joint homogenised unit. Another critical disparity between post-Fordism and Fordism is that the former sees the economy in international terms, having given up its domestic interests that were characterised by the Fordist glory days after World War II (Ioannides and Debbage, 1997). Both post-Fordism and Fordism are widely used in many industries in developing as well as developed nations in the world (Boxall and Purcell, 2008). The technology division has clearly espoused the principles of post-Fordism, but the Fordist principles are still used by many corporations. The bigger the business and the more conventional its manufactured goods, the more it is inclined towards observing the Fordist values of organisation. Moreover, the post-Fordis t method of conducting business is quickly gathering momentum, and is the obvious practice of the future (Boxall and Purcell, 2008). Post-Fordism has complicated the conventional Marxist connection between the employee’s labour time and the extent of her or his misuse (Hutchison, 2008). As work becomes more dematerialised and the distribution of labour in business production declines, investment not only takes precedence in the working hours in which commodities are produced, it uses up all of the employee’s time, and thoughts. Goods are formed not to be used up directly, but as a type of new communication, language, and knowledge (Grainge, 2008). The purpose of consumption these days is not just the creation of products, but the duplication of new variations as well as conditions for the manufacturing process (Grainge, 2008). The operations of the immaterial businesses become the creation of subjectivities that are creative as well as cultural categories, and not fina ncial ones. Consumption