Famine Affluence And Morality By Peter Singer Summary

Famine Affluence And Morality By Peter Singer Summary
The article, Famine, Affluence, and Morality by Peter Singer highlights the death and suffering that occurred in East Bengal in 1971 due to lack of
food, shelter, and medical care (Singer 231). The author points out that poverty, civil war, and a cyclone all combined to make the situation worse for
about nine million people inhabiting the area at the time, but if the richer nations came in and provided assistance, further suffering would have been
alleviated. This essay provides an argument as to why famine victims should be given aid and explains how doing so affects our understanding of the
distinction between charity and duty. It also offers a critique of Singer's argument based on John Arthur's idea of "just deserts" from his article entitled
Famine relief and the Ideal Moral Code.
Why we should aid famine victims Singer's main argument in Famine, Affluence, and Morality, is that the manner in which we conduct ourselves
morally needs to change. The author holds that if it is within our power to prevent a bad event from taking place without sacrificing anything else of
moral importance, or without causing something equally bad to happen, then we are morally obligated to react and prevent it (Singer 231). According
to him, we all have the power and the means to prevent bad situations from affecting people across the world no matter how helpless we feel. Singer
provides an example where a person is placed in a situation where they can prevent something bad from happening
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The Pros And Cons Of Factory Farming
William's paper addresses the moral risk that is posed when people decide to intentionally remain ignorant to avoid a possible ethical crisis. She then
elaborates on how this choice manifests itself in four different types of affected ignorance. She bases her belief that factory farming is wrong using
deontology and utilitarianism because animals deserve respect as well as the ability to exist without pain that is atypical from a natural life. Her
argument is that when we chose affected ignorance, we then become subject the possibility of "moral risk" if we identify that factory farming is morally
wrong and continue to support it. I agree with her argument, but believe that it could be strengthened by developing the idea of how affected
ignorance is a symptom of being weak willed.
Williams begins with the idea that we do not ask questions about what happens with factory farming and that therefore makes us culpable for the
disrespect that is administered to the animals while harvesting the products. The choice of remaining "in the dark" puts the person at fault due to the
fact that animals in factory farming are also subjected to pain for the purpose of "cheap meat" to speed up the process. She defines the act of staying
in "the dark" as affected ignorance and identifies four different ways that affected ignorance manifests itself in our lives. The first, being the refusal to
acknowledge the moral impacts imposed on the animals in the factory farming business. The second

Omelas Utilitarianism
The Omelas' behavior is considered moral through utilitarianism. In the textbook, utilitarianism is defined as "the sum of individual pleasures and
pains. It is not my pleasures or pains that matter–but the cumulative happiness of a number of people" (MacKinnon 93). Under this, it is just for the
Omelas to make one child suffer to maintain the happiness of the society. Utilitarianism is better explained and supported by the trolley problem, a
hypothetical case where you have the power to allow a trolley to kill five workers or one worker by pulling a switch. According to utilitarianism,
"you would not only be permitted, but required to pull the switch, which would result in one death and five lives saved" (MacKinnon 100). By losing
one life

The Moral Judgment On Human Behavior
Everyday we come across situations where we have to make decisions. When we are in engaged in the decision–making process, we often rely on our
morals. One's moral judgment on something is a reflection of what they believe is right versus wrong, good versus bad, and just versus unjust in
regards to human behavior. Their morals are essentially shaped by their upbringing and their personal experiences. For example, social norms that
society labels as acceptable, cultural practices that one is engaged in, along with religious beliefs are all things that can shape ones morals and help
create ones ethical judgment. It is a personal and custom map that each person follows in order to distinguish, consciously after evaluating a situation or
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However, this moral principle challenges the MCM because it does not level the playing field in regards to comparison amongst various cultures or
political situations.
Ethical Subjectivism "is the idea that our moral opinions are based on our feelings and nothing more. There is no such thing as "objective" right or
wrong. " (Rachels 33). The general population believes that the racial–hating actions of the Ku Klux Klan are irrational and immoral. However, since it
is solely based on feelings and not objectivism, the Ku Klux Klan feels that their actions are completely moral. The key flaw here with this moral
principle "is that it does not account for moral truths and falsehood" and "it cannot account for the place of reason in ethics" (Buscani). By not
supporting reasoning and impartiality, Ethical Subjectivism challenges the MCM.
Divine Command Theory revolves around the nature of right and wrong. "In Judaism, Christianity and Islam, God is conceived as the lawgiver and
we choose to accept or reject his commandments", so "if we are to live as we should, we should follow God's laws" (50). This theory ties morality to
religion. However, there are complications with this principal. Atheists would not accept this because they do not believe in a God, so other things
shape their morals. Additionally, you cannot pick and choose what rules you want to follow. This principle only works if all of the rules are followed.
It is evident that difficulties exist for

Unjust Laws In Martin Luther King's Letter From A...
Rules and regulations govern almost every public activity in the United Sates. These are laws created and enforced by legal authorities to safeguard
order, justice, and security in society. Laws help mediate the relationship people and groups have with one another, and outlines a general code of
conduct, defining what good law–abiding citizens ought to do, according to society. Laws are universally applicable, and carry with them certain
punishments and restrictions for violations or misuse. In places where laws either do not exist or are minimally enforced, then insecurity and chaos are
the norm. Despite the benefits of laws, there are instances when they fail to advocate equally for all members of its society. These are unjust laws,...
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An example of this inconsistency was famously described by Martin Luther King, Jr., in his "Letter from a Birmingham Jail" in 1963. While in jail for
having committed an act of non–violent protest, King invokes these principles to defend his actions and appeal to the Southern white clergy, courts
and citizens to stand behind civil rights protests and fight against injustice. In his response, King calls the laws that oppress black citizens through
legal segregation, fear and violence as unjust and his duty to disobey. For King, "An unjust law is a human law that is not rooted in eternal law and
natural law (King)." The laws King fought to change did not have any of the characteristics Aquinas outlined. They expressed the whims of the white
citizens and their desires to remain segregated. The laws forced on black citizens were also created without their input and unjustly applied with
disregard to their well–being and humanity. The philosophy of natural law allowed King to resist and disobey unjust laws, and instead advocate for the
common good. Without his example of civil disobedience, it may have taken longer to achieve a substantial shift in civil rights and equality, affecting
the happiness and well–being of many people across the United

John Dewey : Moral Behavior And Good Works
John Dewey was born October 20, 1859 in Burlington, Vermont. He was born to Archibald Dewey and Lucina Artemisia Rich and was the third of
four children. His father loved literature and his mother was very stern and based most of her parenting on Calvinism (a religion in which one 's faith
is expressed through moral behavior and good works). John Dewey attended two different universities, the first university was the University of
Vermont which he attended at age fifteen and graduated second in his class with a bachelor degree in philosophy. After receiving his bachelor degree,
he began teaching, he taught for two years in Oil City, Pennsylvania at a high school and a year of elementary school in Charlotte, Vermont. Later on he
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The couple survived off of Roberta's inheritance and John Dewey's book royalties. The two were only married six years before John Dewey died
from pneumonia on June 1, 1952 at the age of ninety–three.
John Dewey's philosophy of education was influenced by William James' "me" self "I" self theory, and Jean–Jacques Rousseau's all children are born
inherently good theory. However, most of Dewey's theory came from his personal life when his children's schooling had bored him. He thought it was
a "passive way of learning forced on children by the pervasive lecture–recitation method of that time" (Walker, 1997). John Dewey stated children
should not be treated as mini adults, they are their own person and have their own rights. Many people began to question his parenting style,
because he allowed his children to actively play in the same room as the adult guest, run around without wearing shoes or stockings, and they were
even allowed to be there during the birth of their youngest sibling Morris while their mother explained the entire birthing process. He believed that
children learn best from personal and hands on experiences. Dewey also stated that the teachers' number one priority was to support and encourage
the children as well as be involved with their learning. He also believed kindergarten was a social setting and "real objects and real situations within
the child's own social setting" should be used. (pg. 19)
John Dewey had a huge influence on how

The Boy Who Cried Wolf and The Tortoise and the Hare
"Fables"
Introduction:
Now I know a little bit about fables, after doing a little bit of research in my English class. I know that fables are short stories that center upon
animals. Fables also all have morals at the end, stated outright, or inferred. These morals are sometimes called Aesops, after the original creator of
fables. Aesop was a Greek slave who wrote a lot of fables. "The Boy Who Cried Wolf" and "The Tortoise and the Hare" are two of the most famous
Aesops in America. Aesops are primarily short stories; they can range from a few sentences to a page. No matter how short they are, the moral message
still gets conveyed to the reader when he or she reads a fable.
I have chosen to write about Aesops because they interest ... Show more content on Helpwriting.net ...
A fable is a short story about talking animals with a moral at the end ("Fable," par.1). Fables were developed over centuries, absorbing tales from
many different sources. Although fables are commonly attributed to the Greek writer Aesop, he didn't write most of them (Bottigheimer, par. 2).
Fables go back a very long time with some fables being traced back to 250 C.E (Bottigheimer, par. 4). One of the most well know fables "The
Tortoise and the Hare" has one of the best known life lessons, that being, perseverance will let you get through difficult times. Another fable that is
less well known but still has a good message is, "The Peacock and Juno." In this fable, a peacock asked the Goddess Juno, Queen of the Gods, for
a wonderful singing voice in addition to his beauty. The Goddess refused, and when the peacock persisted she told him "one cannot be the best at
everything" ("The Peacock and Juno," par. 1). Fables have been a staple for children over many centuries and will continue to be so because of their
moral messages and because their brevity makes them an easy read.
Fables are known for their brevity and typically contain only two to three animal characters. "Fables are always short in length in order to clearly
convey the lesson of the story to the reader" ("The Components of a Fable," par. 3). The length of the fable and the lack of many characters is one of
the biggest

Reflection About The Fables
Short, meaningful, and rather entertaining, fables are stories that have been around for years. Fables consist of many literature elements. The most
important thing I know about a fable is that they teach a lesson and consist of a moral. Even though they are small in length, they cut to the point and
and are useful in bringing life long messages to hold onto. In the tales I realized that the fables are lessons that tend to correspond to humans. In
fables, animals are depicted with characteristics that humans have making it easier for the reader to relate to. Fables can be happy and sad, but all
fables have the goal of creating a story that is easy to empathize with. Fables are important to human history. For most, they play a key role in ... Show
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In Aesop's Fables they contain life long morals about kindness, since humans are naturally cruel Aesop teaches lessons of kindness to counter this
cruelty. From years ago to now, humans are born innately cruel. However, even though fables are juvenile because they consist of talking animals,
they do a really good job of using personification to fully convey a message for us to relate to. Digging deeper into the history of fables, it has has been
said that "Aesop's Fables are the world's best known collection of morality tales" (Horgan). It is undeniable that Aesop was hoping to give people
meaningful principles to live by. These morals stick with someone for a lifetime. It is interesting that when speaking to my mom about fables, the most
important lesson she understands from them is "to show kindness and to be grateful" (Gould). From a young age till now, being able to remember
teachings my parents taught me from Aesop's Fables has stuck with me for

Children's Ethical Reasoning Correlate With Their Moral...
In the study conducted by Baird and Astington (2004), their purpose of their two studies was to answer two questions. The first question was asking
when do children mentally understand an individual's actions and how that child considers that individual's beliefs, desires, and intentions. The second
question was whether and how children's motivated–based moral reasoning correlates with their moral behavior.
In study one, the researchers wanted to address whether children can evaluate identical actions differently when considering another person's
motivation. The children's ages range from four, five, and seven years–old. Each participant heard six stories and the two characters in each story
performed identical actions, but each person had a different motivation for performing the action. The two characters in the story had two different
kinds of moral quality, one having a good motive and the other having a bad motive. The researchers were interested in seeing how the participants
would differentiate between the good and bad motives the characters had in each story. The researchers measured the participant's moral judgement in
two ways, the first being the act evaluation measure and the second being the punishment measure. The act evaluation measure assesses if participants
could evaluate the ... Show more content on Helpwriting.net ...
The participants in the punishment measure were also in the act evaluation measure. Participants were also asked whether each character should be
punished for performing the action. Once the participant answered the question he or she then had to elaborate on their response. The measurement
was originally codded on a three–point scale but the participants did not take advantage of it. The punishment measurement was coded on a two–point
scale (0 = no trouble, 1 = a little trouble or a lot of

Ethics And Moral Standards On Student Behavior
"Is it ethical to evaluate teachers based on student behavior?"
The education field represents the one of the largest industries in the United States. Due to the enormous capacity of professionals, many supervisors
and managers intend to set clear standards for every educator. Therefore, teachers embody the strict guidelines to accept the recognition of an
exceptional educator. Teaching symbolizes effort, care, and knowledge, characteristics that exemplify a small portion of every educator. Along with
great accomplishments, responsibility and ethics impact an educator's action. As a result, ethics and moral standards influence future generations at a
higher level every time.
Although ethical and moral standards change over time, the ... Show more content on Helpwriting.net ...
The presence of confusion in a situation, causes differences and disputes leading to ethical dilemmas. In a perfect, ideal society nothing could possibly
encounter arguments, but in a realistic world common ground in disputes, the result from two or more opposing sides compromising to find a solution.
In order to avoid and eliminate excessive ethical dilemmas in the education industry, many professionals establish certain ethical standards to prevent
work environment issues. Contrary to the set standards, many educators explain the unfairness in which teachers receive evaluations.
So, is it ethical to evaluate teachers based on student behavior? The problem lies in the grading process. The teachers are commonly evaluated
everywhere in the world. Sometime the way teachers are evaluated, lacks the complete capacity of the teacher. Although multiple evaluations are taken
during the school year, even some of the observations are not as clear as the teachers. Since the evaluations are somewhat unexpected, teachers have no
way of controlling the way their class will act. Therefore taking into consideration the student's behaviors may cause a misinterpretation.
For example would it be okay to finalize the teacher's grade based on the way the students' behave? Since the evaluations are at least twice a year, it is
very likely that the teacher will not score as high as the demanding rubric of most of the evaluations. But teachers need to be

Character Of My Last Duchess
The situation seems ludicrous to the reader, because smiling at people does not seem a good enough reason to be killed. This is a clear indication to
the reader that the narrator is mad, and thus unreliable. The portrayal of the duchess in the duke's words is also an important part of the poem, but the
main goal of My Last Duchess is the exploration of the mind of the speaker. The description of the duchess makes clear that the duke is obviously not in
his right mind. He does not gain any self–knowledge by the end of the poem: he blames others for their mistakes to disguise his own. The duke avoids
self–examination and refuses to look at his faults, or even admit that he has faults. The painting of the duchess portrays her as a sweet and innocent
young woman, which contrasts with the personality of her husband. The duke likes to ... Show more content on Helpwriting.net ...
It turns the duchess into an object; she becomes something which he can dominate completely and which will not embarrass or upset him. His life is
care–free with only the painting in his life, but still he needs a wife. The duke seeks happiness in the ideal marriage, but it does not go as planned.
What Browning is doing in My Last Duchess is making a case for an immoral position. The dramatic monologue is the perfect instrument for this,
because of the tension between sympathy and moral judgment. Those immoral positions are an act of free will of the characters. The fact that there is
a split between moral judgment and sympathy allows the reader to read the poem from the point of view of the speaker, and even sympathies with
him or her, but the reader does not have to adopt that point of view or to agree with it.
So one could conclude that the duke is a character the reader prefers to identify him– or herself with, because he is such a refined, powerful man, even
though he is not that refined

Raymond Bamhart Definition Of Ethics Essay
What is Ethics
Ethical behavior, an action a human may find challenging to balance in one's life. One is encompassed with daily decisions to choose right from
wrong. For example, being late for work, one may decide to speed to get to work on time, knowing if you're late for work again you could lose your
job. So one may decide to get to work on time, regardless of the consequences of possibly getting a ticket, causing an accident and putting the lives of
others in danger which could be one's worst nightmare. How does one define ethics?
Raymond Baumhart, a sociologist gave insight on what Ethics means in his viewpoint. He had mentioned that when feelings are put into the equation,
it can have drawbacks of doing what is morally correct. Also, putting Religion in an Ethical review can undermine the one's that do not believe or have
different beliefs. Religion will give some people inner peace, and it may give the foundation to think morally, but religion and ethics are not equivalent.
Furthermore, laws are put into place to maintain some structure of what is acceptable in the eyes of the law, ... Show more content on Helpwriting.net ...
Having a foundation of supporting and morally correct role models will instill the values to act with good intentions. Also, ethics to me is acts of
kindness and compassion. I strongly believe to treat others how you want to be treated. However, there will always be situations where one will have
to make the choice of choosing one decision over the other to protect what you think is morally correct at the time. For example, a doctor might think
he has a medical moral obligation whereas the family may override the Doctor's moral dilemma and deal with the consequences. Some people may feel
intimidated by one's status, but if one is taught strong values at the beginning of life, deciding the right thing to do, may just be second nature to

The Importance Of Sports In Sports
Several studies have been done in the field of childhood sports effect on adults. Many believe that participation in sports can teach morals. According
to Reuben B. Frost's speech, "values can be developed through sport, but such development is not automatic." (Frost, Development of Human Values
through Sports) There are many debates on who actually teaches morals to players better. Many people believe that coaches actually teach morals more
than others. (JOPERD journal, 2001) According to Marcel Pomohaci, Sopa I. Sabin, and the Journal of Physical Education, student athletes get more
moral value from coaches than their own parents, However according to Thomas Wandzilak, he believes that teachers have a better influence on the
students than their coaches. (Wandzilak 176–185) Florence Darnis–Paraboschi said that verbal instructions are better for a more beneficial impact on
student athletes. (Darnish–Paraboschi, 14) There are also some people like Francesca Danioni who believe that parents teach morals better than any
sport team every would. The most popular sports parents put children in are baseball, soccer, tennis, football, and dance. (Mayo clinic, 2016) To judge
and diagnose certain things psychologically damaged within these children football players we use a sports psychologist which is a proficiency that
uses psychological knowledge and skills to address optimal performance and well–being of athletes, developmental and social aspects of sports
participation, and

Animals Exhibit Moral Behavior?
Animals exhibit moral behavior. However, is it out of remorse, for example, or is it because of their owners' display of disappointment
(anthromorphism) – no answer is as definite as it seems (Horowitz and Bekoff; Rosenstand). Even when some animal researchers, such as
primatologists, seem convinced that some primates (such as chimpanzees, elephants) share empathic capacity (that is, manifest understanding of others'
pain and joy), research evidences are neither generalizable to the whole of animal population (Rosenstand). Nevertheless, what exactly is animal
morality? Are animals a little bit lower, in comparison to humans; concerning their feelings (not to mention their reason) of what is right or wrong,
good or bad, among other things? Do animals have reasoned morality, moral compass, moral sense, let alone moral common sense – or do they just
follow rules that make sense to them? Is what laypersons and animal scientists consider as animal moral behavior simply an instinctive behavior and
that there is no human morality involved, but purely animal responses to stimuli? In this paper, I will provide a detailed background, clear explanation,
and definition of the problem regarding animals having moral behaviors, or not. I will conclude this paper by making a position about animals having
moral behaviors being somewhat analogous or metaphorically quite a bit akin to humans.
II. Body Let us start from the beginning of time, in where animals of all types freely roamed the

Character Interactions In The Palace Thief By Canin
People interact with each other on a day to day basis, often times revealing more about who they are about a person and what they believe to be right
and wrong. The author of "The Palace Thief", Canin, strategically uses character interactions to evolve a central idea. Morals are a debatable subject
because not everyone has a moral code and not everyone follows their moral code as closely as they think they do. The environment in which
people grow up and live in for a long period of time affects how strictly they follow their morals, if some people grow up never following their
morals, in the future they also aren't going to follow their morals. Canin utilizes character interactions to support the overall central idea that
whether or not we have a moral code, it is set early on in life. People who don't follow a moral code don't really show much care for other people
and don't think twice about doing the wrong thing. The interactions Sedgewick has with Hundert demonstrate that Sedgewick has no morals,
which also supports the central idea. Based off what Hundert describes about the interactions between the two, it appears that Sedgewick either
didn't recognize he was doing the wrong thing or didn't care that it was the morally wrong thing. Upon getting caught, Sedgewick states quite
snarkily, "I knew you saw," and the way he says it, along with the context of the statement, makes it seem like he shows no regret, and wouldn't
think twice about doing it again. (Canin, pg. 171, para. 4). After Hundert had caught sight of Sedgewick's puerile behavior and thinks back on it he
believed that because of the student's depravity he already known "what an act of corruption," he had committed, and that was "especially chilling"
to Hundert because of his rigid code of morals. (Canin, pg. 172, para. 1). The interactions between the two characters provide aid to the localized
central idea because the way that Sedgewick behaves and speaks to Hundert exhibit the qualities of a person without morals. People who don't know,
or more often, don't care whether what they are doing is wrong don't have a moral code which they follow on a day to day basis. Characters who
have a moral code but don't follow it with strict precision

A Good Man Is Hard To Find Essay examples
Flannery O'Connor's short story collection A Good Man is Hard to Find has many elements of a southern gothic work. Images of ancient castles with
sliding panels create suspicious themes and settings that lead the readers into the dark and gloomy world of the southern United States. With all of the
violence, horror, and dismal surroundings presented in O'Connor's stories there is too a moral message given. Later gothic work did not always explain
horror like this, holding little moral value to contrast their grotesque images (notes, November 1). O'Connor's stories do include a strong moral
element, frequently in the form of religious explanations. The characters within A Good Man is Hard to Find are usually... Show more content on
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If Sammy is not a good man is he evil? Could he represent Satan, Red Sammy is a fitting parallel name. Sammy then states that "a good man is
hard to find." Could this be forewarning to the grandmother's confused values of what is right or wrong (good or bad)?
Soon the family is on their way again but the grandmother forces her way by using the children. Getting the kids exited enough to annoy their father
so much that he breaks down and changes the route and seeks out the old gothic house. We soon learn that the grandmother has made a geographical
mistake thinking Georgia for Tennessee. Her ignorance starts a chain of events which will result in all their deaths: Brining the cat along even though
she knew it wold not be allowed, forcing her will even when unsure if it was right (O'Connor, 2, 11). The grandmother's uncertainty of geography could
be read as mirroring her spiritual uncertainty.
After the car crashes we see that the grandmother is self–serving. She uses gender roles ("you wouldn't shoot a woman") and religious
images to try and save herself and to make the Misfit to look well upon her (O'Connor, 14–19). This plea seems very self–serving. Why not ask–
"you wouldn't shoot a family, would you?" The argument of religion as a reason to be good is rejected by the Misfit (O'Connor, 21). By
dismissing Christ's history the Misfit also rejects the grandmother's self–serving values.

The Theory Of Moral Behavior
The statement claims that no question can ever be neutral. This means that all questions are leading questions, that we always have a notion of the
knowledge we find. The definition of 'neutral' in the English dictionary is: 'not supporting either side in a conflict, disagreement: impartial'1. It means
being detached and impersonal to situations, questions or judgements. Mathematics, as an area of knowledge is said to be a subject that already exists
in the natural world, only that we discover its marvellous phenomena rather than invent them. The discoveries may require neutrality in our thinking,
but the proofs need prior knowledge, because each formula is built from an aggregate of different unique formulas. In the same way, in ethics,... Show
This leaves me to wonder if discoveries, even in mathematics, are never discoveries– because the outcome of any research is anticipated before the
actual final result.
When I ask someone a question, I as the inquirer, will usually expect a certain type of answer, or there will be a particular type or model of answer
expected for that question. For queries, question or any uncertainties, the world almost always has a stipulated answer, that if not correct, is at least
widely accepted–the majority rules! An inquirer tends to have a bias towards his or her questions. Logic and rational thinking are involved before the
answer is given. Even the essay I am writing right now has specific criteria, which indirectly, points out wrong or right responses. I would say that
almost every question requires public knowledge, or knowledge by description, before we can incorporate any private opinions or knowledge by
acquaintance. We tend to 'know that' before we 'know how'; Most students are taught the circumference of a circle is equal to pi times diameter
earlier in about class six or seven, before they know how this came about, and maybe may never even know or understand. So if someone asked me
what the area of a circle is, and I said it was radius squared, omitting the pi, this would be wrong, and almost no teacher would even take a second look
about why I have I have given this answer. Using empirical knowledge, I would see no pi around the circle, and that is why I would

Example Of A Hero Of Brunhild
Sigurd is an example of a hero who follows a strong moral and ethical code. The most prominent example of this occurs after he has rescued
Brunhild from her castle for the second time while he is disguised as his friend Gunnar. At this point in the story, Sigurd no longer remembers his
love for Brunhild because of a potion he was given. Therefore, he agrees to take the form of his friend so Gunnar can marry Brunhild. Sigurd
clearly cares very much about doing the right thing and keeping the promise he made to Gunnar. In fact, Sigurd makes sure to place his sword
between him and Brunhild when they sleep together. It can be argued that Sigurd was willingly being deceptive towards Brunhild, but this situation
does show Sigurd's inner desire to be honorable by helping others and fulfilling his promises. Additionally, when Sigurd is able recall the fact that he
loves Brunhild, it is his honor and recognition of the fact that she is someone else's wife that prevents him from acting on his feelings. Bakaridjan
Kone is another example of a hero who takes pride in his moral and ethical code. He is even willing to die so that he may act in accordance with it. In
the myth, Bakaridjan Kone makes the imprudent decision to boast that "I am so strong that if I were to stamp one foot, so much earth would give
way that the entire kingdom of Segu would be swallowed up! But the people would have nothing to fear, for I could pull out all of Segu with one
finger! But if I were to fall into

Macbeth In Animal Farm And George Orwell's Animal Farm
How can tyranny be prevented? The founding fathers, according to Federalist Paper 51, specifically designed a system in which tyranny would be
prevented. They believe in a government where ambition would check ambition. If one's ambitions are not checked, however, it gives a lot of
power to one person which can lead to tyranny. Napoleon, in George Orwell's Animal Farm, is an abide example of an ambitious leader who abuses
his power. When Old Major dies, Snowball and Napoleon both wanted to take his place as leader. Napoleon, in order to secure his seat as ruler, has his
opponent Snowball exiled. A tyrant will stop at nothing to promote his ambitions, even if that means compromising his ethics. In Shakespeare's
Macbeth, it is evident that Macbeth's ambition of being king overrides his morality. However, some scholars are under the impression that Macbeth has
no moral compass. Macbeth is amoral and, therefore, there is nothing to override. Howard Felperin, a Ph. D. from Harvard University and renowned
author, argues, in his article "A Painted Devil: Macbeth" from William Shakespeare: The Tragedies, that Macbeth was not a good person, rather he
was a very corrupt person. Someone who is not basically good cannot have any sense of morality, and is only motivated by his pride and ambition
(158). Throughout history, there has been authoritative figures who have had no sense of morality.Adolf Hitler, for one, is someone who does not have
a moral compass. He is responsible for

Social Behavior In Piaget's Theory Of Moral Development
Amara has difficulty adapting to social situations at home. At age eight, I occasionally caught Amara cheating at games and she believed it was
something she could get away with. When I confronted her about the issue, she got upset and did not want to play the game anymore. Her reaction
following the confrontation was most likely caused by her acknowledging that what she did was wrong, however, she did not want to be punished for
her actions. According to Piaget's Theory of Moral Development, Amara is demonstrating the behavior of a five–to–seven–year–old (K. S. Mooney,
PSYCH 215 lecture, November 27, 2017). Ultimately, this behavior makes me think that she has yet to grasp the idea that rules are in place so that
people could get along smoothly.
At age six, in social situations outside of the home, Amara was showing some alarming behavior. She was the leader of a "gang" at school that
occasionally got into trouble with the teachers. She has always shown slight aggression, but when she started kindergarten, she mentioned that the kids
at school were mean to her. I think that this experience pushed her to be more aggressive and the aggressive behavior drew in friendships with other
aggressive kids (Kail, 2015, p.376). Therefore, this could insinuate how she became the leader of the small "gang" at school.
Similarities Between the Child and Parent Additionally, at age six, Amara began to show similar behavior to me as she lacked the interest in playing
sports and

Relativist, Contextualist, Absolutist
Relativist, Contextualist, Absolutist Relativist "is the concept that points of view have no absolute truth or validity, having only relative, subjective
value according to differences in perception and consideration." (Slick, 2015) Moral relativism goes off a person's moral principles, where principles
and ethics are observed as valid in only limited situations. There are many forms of relativism which vary in their degree of disagreement; also known
as truth relatives. (Slick, 2015)
Contextualism describes a collection of views in philosophy which emphasize the context in which an achievement, exclamation, or countenance
occurs, and argues that, in some importance can only be understood by the context in which it is used. "Contextualist ... Show more content on
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Utility is defined in various ways, but is usually related to the well–being of sentient entities." (Act and Rule Utilitarianism, 2015) Jeremy Bentham was
the founder of Utilitarianism, he defined utility as" the aggregate pleasure after deducting suffering of all involved in any action." Later in time a man
by the name of John Stuart Mill extended the concept of utility to include not only the quantity, by focusing on rules, instead of individual moral
actions. Utilitarianism is a form of consequentialism, which states that actions between right and wrong have consequences. Some believe that one's
intentions are also ethically important. (Act and Rule Utilitarianism,

Confucianism
What is the ideal person supposed to be or do? In any religious system, this is always the paramount question. Confucianism itself is not a religion, per
se, but a set of first principles of social organization and behavior, so there are no larger otherworldly implications to the Confucian plan for humanity.
For Confucius, life consists of ethical principles: the central problem with humanity is anything which exacerbates human tendencies towards social
disharmony. The Confucian system is one in which social order is paramount: Douglas Soccio defines Confucius not as a religious figure or
philosopher per se, but as "the social sage" (Soccio 33). Confucius offers no prescriptions about deities or the afterlife, but instead gives rules of
conduct in essence a manual of etiquette, which manages to raise etiquette to the level of a Kantian moral imperative which results in the larger set of
ethical precepts that comprise the teachings of Confucius. For Confucius, the goal for every human being is to live in greatest harmony within society,
which means adhering to specifically–defined social roles. In some sense, Confucianism is not a religion but it places its most reverent attitudes
towards the idea of education Confucius himself is presented as no more than a teacher (of right behavior, of rules of conduct, more than a teacher of
moral inquiry) and good education is central to the Confucian concept of good behavior and for its fairly circumscribed sense of any the larger

Cognitive Psychology: What Is Moral Behavior?
life skills. Rehabilitation techniques aim toward the inner minds of criminals in the hopes of modifying future criminal behavior.
Cognitive psychology is divided into multiple categories, but it can be divided into two different groups: morals training and reasoning training.
Cognitive psychologists study cognitive skills and can identify faults and limitations. Next, those psychologists design a treatment program to correct
those criminals. Morals training suggests that criminals can be taught to act less immorally. However, there is no exact answer to show "what is moral
behavior". Morals training continues under the logic that there are some more or less decided upon moral outline that is be used on individuals. The
evidence does recommend ... Show more content on Helpwriting.net ...
DARE is an anti–drug education program presented mainly to 5th and 6th graders by uniformed police officers at school. In these anti–drug
presentations the children learn about the social problems of consuming drugs, strategies to overcome those problems, and the costs of drug use. In
addition, children who attend theses presentations are educated on alternatives for drug use, responsible decision making, and self–esteem issues. The
Drug Abuse Resistance Education program has many components to their curriculum. Some key components to their curriculum are: responsibility,
decision making, drug information, risks and consequences, peer pressure, and

Moral Behavior Video Analysis
I do believe that Kohlberg's stages of moral development are well developed, but I also believe that no every single individual goes through these
stages sequentially; we are all different, and we all have different moral development meaning that one thing can be right for me, but totally wrong
for you. As the video stated, it is moral reasoning that determines the stage of moral development, and universal sequence of moral development and
that each person develops his own degree of morality in the same consistent and unchanging ways. I do believe that some adults will ever actually
attain level six of morality, because I would have been one of those adults in not reaching level six of morality. I think that every person will react to
every

Virtue is not Different for a Man and a Woman as Plato...
When I read Meno and how Plato talks about virtue being different for different people. I agree with his statement to a certain degree, according to
Oxford Dictionaries virtue means "a quality considered morally good or desirable in a person." I can see why Plato would say that virtue is different
based on a person's quality to be taught. But for him to say that it is different for a man and a woman I do not agree with this statement. Plato is making
virtue being different due to gender. But either person, male or a female have a biological state or disposition obtaining virtue. I think that virtue is
different for some people due to learned behavior in their upbringing. A person can acquire virtue by the values and morals being taught or a sense
of behavior, and habits are being formed whether they are good, bad, right or wrong as children. Many of us have formulated our views based on
what we have heard, seen, or were taught to believe. I feel that Social class and culture has a great deal to do with some of the displaced morals
and values such as ethical subjectivism according to Jean Jacques Rousseau "what a person feels is right is right, and what a person feel is wrong is
wrong" (rousseau p.223). In the article on Ethical Subjectivism written by Jean Jacques Rousseau stating that each person determines what is morally
right. She gives an example of Emily and Jorge; Jorge steals Emily's lap top and he feel as though it is okay due to the fact that his lap top

Inhibit Moral Behavior
A moral inhibitor is a condition that hinders our moral behavior and leads to acting irrationally. It arises when the right thing to do, and the action
that is being performed are not the same. In the next 600 words, I will present and explain a heuristic that inhibits moral behavior. I will then speak of
a situation that is an example of a heuristic. I will also describe what steps to take in the described situation to help ensure moral behavior. Moral
behavior is an aspect of our humanity that is essentially learned at a very young age. Our moral behavior is sculpted based on our culture and our
surroundings. It is responsible for the actions we choose to commit. When our moral behavior is inhibited, we stray away from the right thing to do and
act in ways that would seem malicious and cruel to a rational bystander. Social and situational context can explain what induces moral people to act in
heinous ways. A heuristic is a mental shortcut that readily comes to mind and simplifies cognitive tasks. The solution itself is not perfect or guaranteed
to be optimal, but it is enough to satisfy the immediate goals (1). A heuristic affects moral behavior by invoking automatic evaluations, which strongly
influence judgements and actions and can ... Show more content on Helpwriting.net ...
Every public zoo has in their possession, sedatives for the animals. Sedatives that could have bought some time and take control of the situation, and
regain the sense of our moral behavior. A trained zookeeper, one whom Harambe is very familiar with, could have gone into the enclosure to calm
Harambe and retrieve the boy. Heuristics need to be recognized as departures from normative theories of ethical decision

Moral Behavior In Cahn's 'Happiness And Goodness'
In the novel 'Happiness and Goodness' the authors Cahn and Vitrano argue that moral behaviour is not necessary in order to obtain happiness in life. I
agree with this argument and will defend it by referring to an example presented in the early introduction of the book. On page 25, and 26 Vitrano and
Cahn present a theoretical example of a man who engages in immoral behaviour in order to reduce the likelihood of him suffering from devastating
consequences in the future. 'Fred' is a married man who has devoted his life to gaining fame, wealth, and reputation, so when the physician attempts to
end his affair with a flight attendant he met, she threatens to expose him to the world and risk him losing his career. Therefore the physician... Show
The example involves the decision between an ethical and moral decision that may hinder or flourish Kate and Joan's academic careers expansion. If
one says yes regardless of the repercussions they will be rewarded for this decision. If one says no they may not be offered the opportunities for high
faculty positions. Joan was interviewed for a first–rate school, during her interview the dean assured her that the job could be hers, as long as she
agreed to pass all of the varsity athletes in a future class of hers with passing grades, unless their work was utterly disappointing. Joan rejected this
position having cared more about academic integrity, than money, or prestige. On the other hand, Kate was then offered the same position as Joan
and instead decided to accept the offer given by the dean. Kate was later awarded with a very successful career, became a popular teacher and a
renowned researcher, while Joan was forced to purse a path that didn't satisfy her because she was never again offered a faculty position, she
continued living her live unhappily. In the end, Kate would occasionally look back at her original decision and view that she was had no choice but to
make accept if she wanted to embark on her path to a wonderful

Ethical And Moral Behavior And Christian World View
This is a study about one's ethical and moral behavior and Christian World View as related to personal and professional growth and development.
This study examines my personal views of moral behavior and Christian World View as it relates to my expectation of what a manager in a leadership
position should posses and why. Growing up in a African–American Baptist church and ultimately landing in a diverse Christian Church has shaped my
life and viewpoint when it comes to values and beliefs. There are 5 characteristics that I believe a Manager should possess: Authenticity,
transparency, empowering, trustworthy and competence. These five characteristics help to build rapport and trust in a manager, which are good
qualities to possess when leading a team. Ethic Introspection Paper In a professional environment it is important as a manager to have a specific
viewpoint and guideline when it comes to leading a team. Managers are leaders who must know their moral viewpoint and stance before taking on
the task of being a leader. This paper will discuss my ethical viewpoint on how managers should lead a team along with the five characteristics I
believe a manager should possess and why. "A Worldviews give faith
–based answers to a set of ultimate and ground– ing questions. Everyone operates
on the basis of some worldview or faith–based understanding of the universe and persons– examined, or unexamined, implicit or explicit, simplistic or
sophisticated. One way or

Moral Behavior: Aquinas and Aristotle vs. Kant
Moral Behavior: Aquinas and Aristotle vs. Kant
When comparing between the philosophies of St. Thomas Aquinas/Aristotle and those of Immanuel Kant when regarding moral behavior, there are
some very fundamental differences. On one hand, you have Kant's autonomous perspective on behavior morality, in which you give the law to
yourself. On the other hand, you have the heteronomy views of Aristotle and Aquinas which concludes that one can measure their conduct against an
external force. Kant's views can very shortly summarized as always acting in such a way so as to other rational people as an end and never as only a
means. Aquinas and Aristotle believed that moral behavior was that which is compromised of the nature of the act, its... Show more content on
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Duty is what motivates the individual and guides them towards doing good acts. Lastly are the categorical imperatives, which are the rational and
moral obligations that are universal and non–situational. They are to which duty is subservient. To understand Thomas Aquinas and Aristotle on their
views of moral behavior, the first idea that must be grasped is to what ends are moral acts taken? According to Aquinas, happiness was considered
to be the highest goal of mankind, to which moral behavior guided the individual. More specifically, perfect happiness was the ultimate goal which
only came from God since his very nature his happiness is infinite. In Right and Reason, Fr. Austin Fagothey elaborates, "God] alone can fully
satisfy all man's desires. Therefore God alone is the object which can give man all the happiness he craves, and hence is man's objective last end
(78)". To achieve infinite happiness through morality, one must begin to understand what actions affect the morality of an act. First off is the very
nature of the act itself, which can be either morally good or bad. While an act that is initially morally good can be made bad by other factors soon to
be discussed, a morally bad act remains always morally bad with no factors being able to change its nature. Secondly, there is the motivation for the act,
which is the intention that the individual hopes to achieve by the act beyond the act itself. Third and

Inherit The Wind Moral Analysis
Morals are everywhere in the movie Inherit The Wind and in everyday life. Morals are always changing and there are different kinds of beliefs
everywhere. Merriam– Webster describes morals being of or relating to principles of right and wrong in behavior and a belief as a state or habit of
mind in which trust or confidence is placed in some person or thing. Beliefs and morals go hand in hand when you think about it. Each one of the
billions of people on this earth has different morals depending on who they and where they are. Our morals are challenged every day and we,
ourselves, question them every hour of the day if they are right or wrong; should we defend our morals or change them?. In the movie characters
beliefs are challenged and... Show more content on Helpwriting.net ...
When put to trial his beliefs are put to the test and at one point he was willing to give up. In the end, Cate's stood his ground and fought for what he
believed in. When Cate's is said to be guilty he responds "I've been convicted of violating an unjust law. I will continue in the future as I have in
the past to oppose this law in any way I can." He once wavered but now he stood for what he believed in becoming strong with his morals.
Challenges for morals were very high in the movie, especially for dear young Rachel. She believed her morals were just like her father's the priest
of the town but wanted to help her lover, Cates, despite his opposite beliefs. She admits in the movie that she fears her father, later in the film he
damns her to hell for associating with Cates. She fears if Cates doesn't follow everyone else's beliefs she'll lose him, so she tells him to basically
follow the townspeople like a good little sheep so they don't get more in trouble. Through the rest of the movie, she battles herself of what she
believes in almost losing it. At the end, she comes to grasp herself and figures out what she wants. She became a stronger person now that she knows
her own morals letting go of her fear of her cursing damnation father. She finally finds what her own morals are not what other's want her to believe in
as she stands with her lover proud. We fight, but truly, who is right we only know that we have different

Mental Deterioration In Macbeth
Macbeth's Mental Deterioration
Mental deterioration is when one's mind begins to over–analyse, breakdown, and start to do things a healthy brain would not normally do. Symptoms
may include memory loss, apathy, anxiety, inhibition, and mood changes. Power goes to Macbeth's head, causing him to lose his sense ofempathy, and
eventually his mentality. In Act I, scene 2Macbeth is described as brave, relentless and savage. At first glance, he appears to be a brave soldier. He is
named Thane of Cawdor as a reward for his "bravery". After this, the witches predict wealth, estate, and that someday he will become king. This
information results in Macbeth having thoughts of murder (Act 1, scene 3 lns 130–142). After Duncan announced that his son, Malcolm, will be heir
to the throne Macbeth states that there is one more man in his way of becoming king. In the article "When Power Goes To Your Head, It May Shut
Out Your Heart", a neuroscientist named Sukhvinder Obhi says that power fundamentally changes how the brain operates. The mirror system neurons
become active when you or someone else squeezes a ball. Similar to when you pick up a cup of coffee, hit a baseball, or fly a kite. Humans learn by
observing and examining other humans. Mirror neurons help humans understand how to imitate the learned trait. It somewhat places you in another
person's head. Feeling power causes a boost in the mirror system. When given power, people have a harder time getting inside someone's head.

Moral Disengagement And Bullying Behavior In Adolescents
Moral development is how an individual differentiates from right and wrong actions. This can be influenced in many ways and by many people such
as an individual's own personal experience, looking at another's perspective, through parents, peers, society, cultural values, or moral stories, to name
a few. Lawrence Kohlberg developed six stages that reflect the growth through moral development. The levels and stages describe the ideas of right
and wrong can change as one grows. However, Kohlberg mentioned that because of the differences in cognitive functioning, not every individual will
progress through the changes within his stages and levels (Crain, 2011, pg. 168). Kohlberg's main curiosity went beyond the answers of 'yes' and 'no.' He
... Show more content on Helpwriting.net ...
Department of Health and Human Services, 2015). The Stop Bullying websites list factors within children who are perceived to bully others. Some
factors are of being dominate, concerned about their popularity, have social power, are usually easily irritated along with aggressiveness, and have
friends who also bullies. Those that are being bullied can be discriminated because they may be not as popular, may look different through appearance
such as weight, type of clothing, being new to the school, or not having the "cool" items (U.S. Department of Health and Human Services,

How Entertainment Has Ruined Society Essay
In every sense, "ruined" is a relative term. On his third birthday, my cousin Collin received a bright red toy fire truck, which promptly broke after a
mere hour of playtime, summoning a myriad of tears from the young boy. In my eyes, a broken wheel on a toy was not the end of the world, after all,
Collin could still push it around with only three wheels. To me, the toy was still decently functioning, therefore I didn't consider it to be ruined.
However, to Collin, who could not see past the fact that right at that moment his fire truck had fewer wheels than was acceptable, his truck was
unusable; it was ruined. By the same token, the definition of ruined varies from person to person, as the term relates to the condition of... Show more
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Now more than ever, we are susceptible to the influence of these atrocities and we choose to let them over power the glimmer of dignity that those
with morals cling to. This became exceptionally clear to me when on the way to church camp, our driver began to sing along to one of these
over–sexed songs. There's nothing quite like hearing the woman who would later lead your Bible study wailing "blow my whistle" to open your eyes
to societal ruin. With the ideas and behaviors hinted at in movies, music, and television filling the gaping holes where the traditional values of previous
generations once solidly stood, it's implausible to honestly say that there is nothing wrong with state of humanity. According to some, thismoral
turpitude found in so much of today's entertainment and its influence can be ignored, and thus, is not a significant contributor to societal ruin. Most
of the time, this is true if one takes the path less traveled and stays strong in the morals that so few have. However, Patsy Byers and William Savage,
who were shot by the copycat killers inspired to murder by the movie "Natural Born Killers," would beg to differ. Before the crime was committed,
both victims might have been great people who completely secluded

Analysis Of Consent, Sex, And Moral Behavior
Sufficiently Less Than Enough: Consent, Sex, and Moral Behaviour
Consent is uniquely argued position within philosophical analysis of moral and immoral behaviours, especially in regards to positions refuting
consents ability to be sufficient enough to legitimize moral behaviour. We must remain critical in our analysis of consent, and ways that it may, or may
not legitimize moral behaviours. At first glance, one might assume that; the consent of two people is enough to constitute moral behaviour. Upon
further investigation, we become aware of another's ability to consciously consent and engage in acts that will degrade and cause some form of harm to
the other, usually for their own mental or physical pleasure, inducing the fact that ... Show more content on Helpwriting.net ...
To assume that consent procures this universal narrative, would be a gross underestimation of the subjective nature of human desires and ways that
desires illicit immoral behaviours at the expense of others. In this paper I will argue that consent is certainly a necessary component of legitimate moral
behaviour, however, consent alone is not sufficient because it fails to embody the complex and sometimes dark nature of human desires that may
subject individuals to dehumanizing desires benign to their happiness or well–being. However, the counter argument fails to imply Seiriol Morgan's
Dark Desires produces an excellent account for arguing consent as necessary, but not sufficient in validating sexualmorality. Morgan draws on
arguments previously presented by German philosopher, Immanuel Kant. Morgan describes the concept self conceit as a self–deceptive attitude
responsible for driving human competition and envy of others, often leading to the use of others as instruments to our ends, supporting notions of
superiority over others. He concludes that self–conceit is an unsociable motive that can be used to empower and individual through the domination of
another through consensual sex (Morgan, 2001). Consensual sex can often be just that, consensual in which both parties have agreed to participate for
some kind of

Speech On Moral Values
First of all, Moral was invented by human beings as a way to live in certain harmony and to cooperate and taking care of each other, and there is no
limit for moral and there is no clear definitions about moral. Morality is totally subjective, everyone sees it differently refers to personal or social or
cultural that differentiate between 'right' and 'wrong' in the human society, but there is no objective 'right' andMoral are actions or values that are
positive and good to the society and individual, classified as such because they are thought to cause benefit or harm. They are basic things such as not
killing, not stealing, not lieing or cheating, not starting fights or causing chaos, that involve either empathy or social normativity. Everyone ... Show
actually , we all are born with roughly the same kind of moral sense, but that sense of moral are really basic then they strengthen their sense of morality
by observing and learning from around them, from parents, people, from school, movies, books, TV and video games etc. But mostly started from their
parents until they old enough that they can interact or join with the society, then they may learn and introduce socially acceptable morals no matter
their parents agree or not agree with those moral views. Every kid knows about honesty and sharing and love.
Moral values means how a person like to exist for them self and for others in life, and the building blocks of our character. The moral values is
learn when you practice it and live with it each day. Moral values hold importance from the point of personal, social and spiritual development.What
our feeling of purpose of life. What is life for us. What we can do for others, are we gone out of selfishness.Do we feel value of humanity, society and
world. Values are the motivation power behind the purpose of action.
Moral topics can be found everywhere Moral is affected by ones growing background. morals will influence by other personality traits as

Moral Distress And Avoidance Behavior
In the article ВЁMoral Distress And Avoidance Behavior In Nurses Working In Critical Care And Noncritical Care Units," by Mary Jo De Villers,
she states ВЁit has been predicted that there will be a shortage of 500,000 nurses in the United States by 2025.ВЁ This counts for the United States
alone. Many articles state that more and more research is being done on moral distress relating to nurses all around. This leaves researchers
wondering, could this be the main reason for the shortage of nurses? Moral distress comes into play dramatically with specific nurses such as pediatric
intensive care, neonatal intensive care, and intensive care unit. Many of the nurses have to deal with life–or–death situations on a daily basis working
in those units. Dealing with that dilemma daily makes it harder for this medical staff to go back to the hospital. All nurses deal with some kind of
moral distress, but critical care nurses suffer from a more intense level of distress. There are many factors that play into the shortage of nurses. In
Anthony Tuckett's study, he discovers reasons why nurses are leaving the profession. In attempt to understand, he interviewed nurses and asked for
their opinion on the lack of physicians assistant. Overall, Tuckett concluded that the primary reasons for this are no manager support, co–worker
support, and the fact that business policies are put before caring for the patient (364). New nurses feel belittled when entering the profession and old
nurses feel as

Famine Affluence And Morality Peter Singer Summary
In Peter Singer's article, Famine, Affluence, and Morality, he proposes the question: "What are the moral implications of a situation like the one in
Bengal (230)?" In order to answer this question Singer presents at least two arguments which involve what one ought to do and the moral consequences
of not acting or pursuing our moral obligations. His first and central conclusion is that we "ought" to behave in such a way as to decrease suffering
and death as a result of lack of food, shelter and medical care. Assuming that the aforementioned events are "bad" Peter singer argues that we are
morally obligated to help "relieve great suffering of the sort that occurs as a result of famine or other disasters" as long as "we can without sacrificing
something else of comparable moral importance" (238). In fact, he goes so far as to present an additional conclusion that not acting or pursuing our
moral obligation to help is unjustifiable and wrong and we must then change our moral schema about the obligations we have to others.
In order to evaluate the validity of this argument ... Show more content on Helpwriting.net ...
By doing this I think he strengthens his argument. He not only provides the reader with insight into his moral character but also engages the reader in
what he thinks we ought to do for the "goodness" of all less fortunate. The appeal to ethos is exemplified, too, in his acknowledgement of
counterarguments. As far as I can tell, he does not resort to any type of logical fallacy (i.e. ad hominem, appeals to authority, straw man, etc.) which
would discredit the opposing side. Instead, he presents arguments against his claim and acknowledges them professionally and provides pragmatic
solutions. The way he deals with those in opposition illustrates something important about the author's character and background that seems to be
pleasantly welcomed by the

Moral Code And Standards For Improving Individual Behavior
I grew up without a mother and father and did not have moral principles instilled in me to help develop my moral code and standards for maximizing
my utility in life. For example, some children are taught to show respect to parents, teachers, and elders. Respecting parents, teachers, elders, and other
people within society can help to enhance relationships. The better the relationship, the better coexistence between people. Good moral principles
allows a person to make the right decisions and improve their interactions with other people. These principles can help in improving individual
behavior, inspiring respect, and enriching relationships of others.
With that being said, life is important and guiding values and principles help ... Show more content on Helpwriting.net ...
This appears to make perfect sense for most, but the Marines stress the "75% solution" to help rapidly make decisions. In other words, you are to do
your best to gather as much information as you can until you have approximately seventy–five percent of the data and facts. Then, use your knowledge,
skill, and perception to fill in the remaining twenty–five percent. The Marines view is that it is always better to make a decision and execute
aggressively with partial information, than it is to wait and make a "perfect" decision that may be too late and lead to undesirable results. You are
taught to rapidly estimate a situation and make a solid decision based on that estimation. There is no room for reluctance to make a decision. If there is
reluctance, then you revise it. The rapid decision–making process has taught me to not be afraid to make a decision and learn from my mistakes and to
respect the leader who corrects mistakes immediately and owns up to it.
The second principle that I acquired from the Marines was the spirit of determination and commitment. In the Marines, you will endure and sacrifice
for your fellow Marine. It certainly was not fun to work your butt off to only pay for someone else's mistake. It is easy to complain, but instead, you
go help the weaker Marine in your unit and teach them how to become faster and grow stronger. Marines that complain are thinking about themselves
and their own welfare. As a Marine, you are

Is It Morally Permissible To Eat Meat Essay
Introduction
Is it morally permissible to eat meat? Much argument has arisen in the current society on whether it is morally permissible to eat meat. Many virtuous
fruitarians and the other meat eating societies have been arguing about the ethics of eating meat (which results from killing animals). The important
part of the dispute is based on the animal welfare, nutrition value from meat, convenience, and affordability of meat–based foods compared to
vegetable–based foods and other factors like environmental moral code, culture, and religion. All these points are important in justifying whether
humans are morally right when choosing to eat meat. This paper will argue that it is morally impermissible to eat meat by focusing on the ... Show more
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Like humans, animals also exhibit such reactions when killed. This evidence disputes the notion that animals do not feel pain. It follows that no animal
would be willing to terminate its life for another animal's survival; that is, an animal will not kill itself for the benefit of another animal. According to
this argument, meat–eating humans should understand that it is not morally permissible to exterminate other animals for their survival. Additionally,
some societies argue that the pain that a human would experience is no equitable to the pain animals experience. This is a misleading statement since
all creatures experience pain when killed. Thus, "meat eating is not ethically accepted since it causes a lot of pain to animals" (Singer and Mason, 2007).
Morals
It is crucial to apprehend the difference between moral agents and moral patients because this difference is a foundation to the upcoming discussion.
Moral agents have the ability to identify what morally ought to be done hence, the ability to act or fail to act morally. In contrast, moral patients lack
the ability control their behavior (Singer and Mason, 2007). Owing to the fact that moral agents have the capacity to make moral judgments, they
should be accountable for their actions. The community requires all animals to make ethical choices yet, animals are incapable of making such
decisions. Therefore, several people argue that

Famine Affluence And Morality By Peter Singer Summary

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Famine Affluence And Morality By Peter Singer Summary