Utilitarianism Essays (1230 words) - Utilitarianism,

Utilitarianism When faced with a moral dilemma, utilitarianism identifies the appropriate considerations, but offers no realistic way to gather the necessary information to make the required calculations. This lack of information is a problem both in evaluating the welfare issues and inevaluating the consequentialist issues which utilitarianism requires be weighed when making moral decisions. Utilitarianism attempts to solve both of these difficulties by appealing to experience; however, no method of reconciling an individual decision with the rules of experience is suggested, and no relative weights are assigned to the various considerations. In deciding whether or not to torture a terrorist who has planted a bomb in New York City, a utilitarian must evaluate both the overall welfare of the people involved or effected by the action taken, and the consequences of the action taken. To calculate the welfare of the people involved in or effected by an action, utilitarianism requires that all individuals be considered equally. Quantitative utilitarians would weigh the pleasure and pain which would be caused by the bomb exploding against the pleasure and pain that would be caused by torturing the terrorist. Then, the amounts would be summed and compared. The problem with this method is that it is impossible to know beforehand how much pain the bomb exploding or how much pain would be caused by the torture would cause. Utilitarianism offers no practical way to make the interpersonal comparison of utility necessary to compare the pains. In the case of the bomb exploding, it at least seems highly probable that the bomb exploding would cause a greater amount of pain, at least in the present. This probability suffices for a quantitative utilitarian, but it does not account for the consequences, which create an entirely different problem, which will be discussed below. The probability also does not hold for Mill's utilitarianism. Mill's Utilitarianism insists on qualitative utilitarianism, which requires that one consider not only the amount of pain or pleasure, but also the quality of such pain and pleasure. Mill suggests that to distinguish between different pains and pleasures we should ask people who have experienced both types which is more pleasurable or more painful. This solution does not work for the question of torture compared to death in an explosion. There is no one who has experienced both, therefore, there is no one who can be consulted. Even if we agree that the pain caused by the number of deaths in the explosion is greater than the pain of the terrorist being tortured, this assessment only accounts for the welfare half of the utilitarian's considerations. Furthermore, one has no way to measure how much more pain is caused by allowing the bomb to explode than by torturing the terrorist. After settling the issues surrounding the welfare, a utilitarian must also consider the consequences of an action. In weighing the consequences, there are two important considerations. The first, which is especially important to objectivist Utilitarianism, is which people will be killed. The second is the precedent that will be set by the action. Unfortunately for the decision-maker, the information necessary to make either of these calculations is unavailable. There is no way to determine which people will be killed and weigh whether their deaths would be good for society. Utilitarianism requires that one compare the good that the people would do for society with the harm they would do society if they were not killed. For example, if a young Adolf Hitler were in the building, it might do more good for society to allow the building to explode. Unfortunately for an individual attempting to use Utilitarianism to make for decisions, there is no way to know beforehand what a person will do. Furthermore, without even knowing which building the bomb is in, there is no way to predict which people will surely be in the building. A subjectivist utilitarian would dismiss this consideration and would examine only what a rational person would consider to be the consequence; however, even the subjectivist utilitarian must face the question of precedent setting. Utilitarianism considers justice and humane treatment to be good for society as a whole and therefore instrumentally good as a means to promoting happiness. Utilitarianism considers precedent to be important, but does not offer any method of determining exceptions. It is impossible to determine how much effect on precedent any given isolated action will have. In the case of determining whether or not to torture the terrorist, one must consider whether it is good for society to allow torture to be used as a method of gaining information. If

Adolescents essays

Adolescents essays Attention Deficit Hyperactivity Disorder "Robert daydreamed so much that he was pulled out of school. Frank went into such trancelike dreams that one had to shout at him to bring him back. Equally problematic were Sam's restlessness and verbal diatribes. Virginia, too, demonstrated a tendency to talk on and on. Thomas experienced school problems, in part because of his high energy. Nick's tendency to act without thinking caused him to have several scrapes with death and near-tragedies, such as plunging to the earth from the roof of a barn, clutching an umbrella (Cramond). These are examples of situations that are common to many children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD tend to have creative and unique was of thinking, and many problems focusing on one task, especially in school situations. Today children with this disorder are frequently prescribed medications to control their attention and/or hyperactivity. But are we doing what is in the best interest for children, or making it easier on the adults who have to deal with these children daily? In the previous stated examples we can see how the concentration, hyperactivity, and unique ways of thinking, and behaving that were exemplified by Robert Frost, Frank Llyod Wright, Samuel Taylor Coleridge, Virginia Wolf, Thomas Edison, and Nikola Tesla. All of these individuals faced school problems, dark diagnoses, or worse. These are example of creative individuals whose behavior could also be interpreted as the inattention, impulsivity, and hyperactivity of Attention Deficit Hyperactivity Disorder (Cramond). The truth is within the past two generations a phenomenon has taken place in connection to children across this country. Today one and a half million children take medication to focus attention and control hyperactive behavior (Freed 216). Most of these children have been diagnosed with Attention Deficit Hypera...

Ich bin ein Berliner-The Jelly Doughnut Myth

Ich bin ein Berliner-The Jelly Doughnut Myth German Misnomers, Myths and Mistakes  Ã‚  Myth 6: JFK Did President Kennedy Say He Was a Jelly Doughnut? When I first read that there was a persistent claim that JFKs famous German phrase, Ich bin ein Berliner, was a gaffe that translates as I am a jelly doughnut. I was puzzled as there was absolutely nothing wrong with that sentence. And just like me, when Kennedy made that statement in a West Berlin speech in 1963, his German audience understood exactly what his words meant: I am a citizen of Berlin. They also understood that he was saying that he stood by them in their Cold War battle against the Berlin Wall and a divided Germany. No one laughed at or misunderstood President Kennedys words spoken in German. In fact, he had been provided help from his translators who obviously  knew the German language well. He wrote out the key phrase phonetically and practiced it before his speech in front of the Schà ¶neberger Rathaus (town hall) in Berlin, and his words were warmly received (Schà ¶neberg is a district of West-Berlin). And from a German teachers point of view, I have to say that John F. Kennedy had a pretty good German pronunciation. The ich very often causes English speakers serious trouble but not in this case. Nevertheless, this German myth has been perpetuated by teachers of German and other people who should know better. Although a Berliner is also a type of jelly doughnut, in the context used by JFK it could not have been misunderstood any more than if I told you I am a danish in English. You might think I was crazy, but you wouldnt think I was claiming to be a citizen of Denmark (Dnemark). Here is Kennedys full statement: All free men, wherever they live, are citizens of Berlin, and, therefore, as a free man, I take pride in the words, â€Å"Ich bin ein Berliner.† If you are interested in the transcription of the full speech, youll find it here at the BBC.    How did that myth evolve in the first place? Part of the problem here stems from the fact that in statements of nationality or citizenship, German often leaves off the ein. Ich bin Deutscher. or Ich bin gebà ¼rtiger (native-born)  Berliner   But in Kennedys statement, the ein was correct and not only expressed that he was one of them but also  emphasised  his message.And if that does not convince you yet, you should know that in Berlin a jelly doughnut is actually called ein Pfannkuchen, not ein Berliner like in almost all the rest of Germany. (In most of Germany,  der Pfannkuchen  means pancake. in other regions youd have to call it a Krapfen.) While over the years there must have been many translation or interpreting errors with U.S. public officials abroad, but luckily  and clearly this wasnt one of them. In my eyes the persistency of this myth also shows that the world really needs to learn more German and the world also certainly needs more Berliners. Which kind I leave to you. MORE   Previous Myth  |  Next Myth Original article by: Hyde Flippo Edited on the 25th of June 2015 by: Michael Schmitz

The endings of the films Essay Example | Topics and Well Written Essays - 500 words

The endings of the films - Essay Example However, her colleagues had been threatened to be sacked in case they failed to do so. Sandra decided to approach each one of them to secure her fate. Most of her friends’ preferred the bonus, but through her suffering and emotional character, she managed to secure her job. The plot is about a troubled abandoned teenage boy by the name Cyril who was left by his father and was later forced to live in a foster home. After escaping from the house to look for his father and his lost bicycle, he coincidentally manhandles a young woman by the name Samanatha. Samanatha later discovers the boy was emotionally disturbed due to lack of parental love. She decides to care for him and even help him locate his father; but after finding him, his biological father rejects him. Faced by disbelief, Cyril cries uncontrollably showing different emotions like anger, emotional imbalance and total muteness. Samantha carried away by his troubles, decided to help him both emotionally and psychologically, despite numerous betrayal from Cyril. Cyril at different points neglected her and joined a gang group where he robbed a certain father and his son some money. They later avenged the incidence and nearly killed Cyril. Cyril with emotional guidance he got form Samantha, takes his bike and walks away without doing anything to them. There is no satisfying resolution between the two endings. In Two days, one night; Sandra worn the case by securing her job but her boss did not want her back. Her boss blackmailed her colleagues in order to sack her from work. In The kid with a bike, Cyril never died and even though there were suspicions to bury his whereabouts, he decided not to revenge and went away. In the two movies, the lead casts found themselves in involuntary situations where they are abandoned and left on their own, despite their psychological challenges. It shows how people suffer for the problems they found themselves in. The two lead casts are

Introduction to the Special Section on Dramatic Play Essay - 1

Introduction to the Special Section on Dramatic Play - Essay Example Dreams can occur in any of four stages of sleep. But the most memorable and flamboyant dreams occur in REM sleep or last stage of sleep. Sleep cycle reiterates itself about four to five times on average per night, but can be repeated as many as seven times. Therefore, one can imagine why people have different dreams during one night. But, mostly people only remember the dreams that happen during the time they are about to wake up. People don’t remember those dreams don’t mean they never happened. Some people think that they don’t dream at all but in reality, they do but just don’t remember what they dreamt about (Porter, 1987). How did Freud use dreams to help people understand their behaviors? What evidence did he use to support the contention that dream analysis is a valid way of treating mental illnesses? Did the evidence he provide support his claims?   Psychotherapy is a way that the dream material is examined clinically. It is vital to realize that dream is never used by you itself. When you are telling someone about your dream, it is not possible to portray the images you supposed while you were sleeping. Putting dream into words is a flawed endeavor to explain what you witnessed. Freud advised that dreams may reproduce our unconscious and unrecognized desires and fears. He said that person’s dreams are interpretations of psychological well being. He suggested that the unconscious disturbances in the thoughts of people are depicted in dreams and mental health is enhanced by interpreting the dreams (Zimbardo, Johnson & McCann, 2009). The idea that Freud brought about dreams harvest little bolster within modern psychology. His overuse and use of the symbolization occurring within dreams, and the symbols was representative of sexual organs which bore little credence at that time and even lesser psychoanalysis that had that

Program, curriculum development and instructional strategies Essay Example for Free

Program, curriculum development and instructional strategies Essay I. Programs Bridges Learning System: This program uses five step processes involving submit, evaluate, outline, extend, success to develop the students aptitudes and talents that are very important in the classroom through evaluating test results and constructing a profile each student skills and abilities. By then, students’ necessities are known and a particular program will be developed for its learning exercises needs (Brock, 2003). Cognitively-Guided Instruction (CGI): This model is a product of research of students thinking that teachers able to restructure their knowledge and understanding to what the students need. This done through direct-modeling actions, reasoning to the problem, and moving to other strategies that are needed for the improvement of the students (Carpenter, 2003). Four Blocks Literacy: The four blocks represents four different approaches to directed comprehension, self-selected comprehension, inscription and working with terms. Through this students don’t just learn, at the same time they provided with the needed instruction according to the personality of the student. These blocks are multi-level depending on the performance and needs of the student (Cunningham, 1989). Spalding Method: This method is a total language arts approach in spelling, writing, listening and reading comprehensions. This approach is very effective to both regular and special education (Christie, 2000). II. Curriculum Development and Instructional Strategies. Cooperative Learning: Through optimistic interdependence, driven interaction, and personal responsibility, mutual efforts could be a useful tool to promote the groups’ objectives and success rather than viable and personal efforts (Stefl-Mabry Powers, 2005). Direct Instruction: Learning is hastened up through comprehensive presentations, ruling out misconceptions, and assisting generalizations. Students are properly monitored to evaluate the performance, periodically assessed for perceptions and immediately corrected for their errors (Oregon, 2003). Mastery Learning: Learning is centered on the methods of mastering rather than the content but it works best with the conventional substance-centered curriculum through distinct objectives and varieties of instructional techniques and suitable series of results (University, 2004). Modeling Instruction: This method of instruction is done through creating scientific models and providing primary theoretical apparatus for modeling intended to appreciate the physical world and to familiarize and develop the students’ insights on how scientific knowledge fits with the real world (Wells Hestenes, 2003). These programs, curriculum and instructional instructions are developed and evaluated by Arizona K-12 Center’s Technical Review Council and found to be effective in meeting the instructional and educational needs of diverse student population. References Brock, B. (2003). Bridges Learning Systems ® [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Carpenter, T. (2003). Cognitively Guided Instruction (CGI) [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau.edu/bestpractices/recognizedprograms/. Christie, B. (2000). Topic teamwork: A collaborative integrative model for increasing student-centered learning in grades K-12. Journal of Physical Education, Recreation Dance, 71(8), 28-32. Cunningham, P. (1989). Four Blocks Literacy [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Oregon, E. (2003). Direct Instruction [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Stefl-Mabry, J. , Powers, J. G. (2005). Collaborative, Problem-Based Learning: University and K-12 Partnerships. Knowledge Quest. ProQuest Education Journals, 33(4), 14-16. University, N. A. (2004). Instructional Strategies and Commercial Programs [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Wells, M. , Hestenes, M. (2003). Modeling Instruction [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/.

Isengard Biography :: essays research papers

ISENGARD Biography Isengard was formed during October 2002 by the two guitarists Ramy Sidky and Wael Sameh †¦Their aim was to create and develop artful and innovative melodic music . After a short period of time , the bassist Abdalla , who had been jamming with the guitarist Ramy Sidky for a long time , joined the band . Then an intensive seek for a drummer and a vocalist took place by the band members until the drummer Ahmed Abdelsalam joined the band . Knowing that power metal vocalists are rare species! The vocalist Yehia Khamees joined the band after a long search for one †¦ The band was completed then , and started working on some covers for Iron Maiden , Iced Earth and Manowar (these great bands are our heroes and teachers!) . No originals were done at this period . After nearly a month , the drummer Abdelsalam left the band as he was totally uninterested in this music . The band then had to look for another drummer quickly , as we were in a stage of growth †¦During this time , Foad Ahmed was appointed as an organizer for the band . This period was a period of inactivity for the band , as the band stopped jamming and rehearsing for a long time , especially when the bassist Abdalla left the band . That period was so bad for the band and the rest of the band members (Ramy Sidky , Wael Sameh , Yehia Khamees and Foad Ahmed) started looking for a bassist and a drummer . Many bassists and drummers were tried during this period and none of them was fixed in the band line-up †¦At that time , no new covers were done and the band was in a state of inactivity and just concentrated on getting a bassist and a drummer . Continuous search took place , until the drummer Moataz Rashad , who had also been jamming with the guitarist Ramy Sidky for a long time , was added to the band . After a very short period of time , the bassist Tarek , who played in Nemesis , joined the band †¦ This created a sort of ambition and enthusiasm for the band members , which lead to intensive