9.5 Moral Theories
All moral claims are grounded in some moral theory. It is the nature of such claims that they are based on a system of beliefs about what is right and wrong, just and unjust.
The table below lists a handful of the moral theories you are most likely to encounter in ethical arguments today. It’s important to note that each one has its own strengths and weaknesses.
Moral theories give you general guidelines, but you still usually have to apply moral reasoning in individual cases to test them out. For example, none of these theories explicitly claim that killing is wrong. The theories are more about how you would ground your claim that killing is wrong.
Moral theories are also not mutually exclusive. The argument that killing is wrong could be grounded in all of these theories.
Whether they know it or not, everyone has a moral theory. It is inescapable. Even if their moral theory is that there are no morals, that still represents a moral theory. But not all moral theories are equal—some hold up to critical thinking better than others.
You may see wisdom in all of these perspectives, or you may strongly identify with a single one. Regardless, it's important for you to recognize the potential weaknesses in any moral theory you favor, and it's helpful for you to understand why others find legitimacy in the moral theories they employ.
Theory
Criticisms
Kantian Ethics
· Immanuel Kant put forth the categorical imperative, which states that you should only act on moral principles that you would be willing to turn into universal laws mandating that everyone act the same way.
· This is a version of the question, “How would you like it if everyone did that?”
Any two people who want to get married should be able to.
· This theory is so absolute that it sometimes goes against moral common sense.
It’s wrong to kiss my spouse because I would not like it if everyone kissed my spouse.
Utilitarianism
· The morally right course of action is the one that will produce the greatest amount of happiness for the greatest number of people.
· The only thing that matters is the consequences of the action, not the intentions behind the action (the ends justify the means).
· Ignores people’s rights, duties, and intentions.
· Could be used to justify an act that most would consider morally wrong because it inflicts harm on one person unjustly, even if it brings great happiness to many others.
It’s okay to steal money from my neighbor and take my family on a vacation, because then my whole family would be happy, and only my neighbor would be harmed.
Ethical Egoism
· Doing whatever is best for your own interests or would make you happy.
· This is not necessarily the same thing as doing whatever you want in the moment, because that might not be in your best interests in the long term.
· Can be used to justify terrible actions.
Ethical Altruism
· Doing whatever is best for others or would bring the greatest amount of happiness to people besides yourself.
· Some.
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
Chapter 1 Introduction to Ethics and Social Responsibility F.docxtidwellveronique
Chapter 1
Introduction to Ethics and Social Responsibility
Five arms linked by fists wrapped around wrists.
Don Klumpp/The Image Bank/Getty Images
Learning Objectives
At the end of this chapter, you should be able to:
•Explain why it is important to study ethics and engage in ethical debates.
•Describe the roles of argument and emotion in ethics.
•Describe the function of logic in an argument and characterize an effective ethical argument.
•Explain how ethical theory can be applied to moral questions.
•Discuss how individual decisions can have consequences in the broader society.
•Identify the three dominant ethical theories in Western philosophy: utilitarianism, deontology, and virtue ethics.
•Identify the influential ethical theories that have been proposed as alternatives to classical theories.
People have worried about ethical questions—most simply stated, what is right and wrong—since the earliest of days. From the most basic, everyday concerns to the most important challenges a society can face, we confront these basic ethical questions all the time. In the following pages, we will look at many such moral problems, as well as some of the ethical theories philosophers have offered to solve them.
The study of ethics can be frustrating at times, largely because the problems dealt with rarely lead to a result that satisfies everyone. Hence, the arguments continue, new points are raised, old views are discarded, and we seem to go nowhere. But some of this frustration can be alleviated when we realize that as long as people debate questions of right and wrong, these disagreements will persist. At the same time, however, we will discover that our understanding of those disagreements can be deepened and our abilities to reason about them improved. We may not solve all the ethical problems we confront, but we can make progress by solving some of them, and making clearer what is at stake in the problems themselves.
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavior you think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit for work that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether our response is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known as ethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That people consider what is r ...
Explain why relativism and egoism pose a challenge to the possib.docxkendalfarrier
Explain why relativism and egoism pose a challenge to the possibility of rational discussion in ethics. Using the readings in our text and my Weekly Comments, show how these doctrines might be challenged.
Feminist Care Ethics might be seen as a challenge to Kantian Ethics. Explain with reference to the readings in our text and my Weekly Comments.
Feminist Care Ethics might be seen as a form of Virtue Ethics with the major difference being a disagreement about the nature of human excellence and the virtues necessary for acting ethically. Explain with reference to the readings in our text and my Weekly Comments.
Explain the Trolley problem and the differences in the ways that utilitarianism, Kantian deontology, and Virtue Ethics would address the problem. Base your answer on the readings in our text and my Weekly Comments.
Both Utilitarianism and Kant's deontological ethics sometimes lead to morally horrendous actions related to the sanctity of human life. Kantian ethics is able to avoid the morally horrendous actions that can be justified using Utilitarianism, while Utilitarianism can avoid the morally horrendous actions that accord with Kantian ethics. Virtue ethics, though, would not have the same sorts of problems addressing issues discussed in the text, such as torturing terrorists if it were necessary to save lives, the Trolley Problem, killing an innocent person to save the lives of others, lying or making a false promise to save the lives of others. Explain with reference to the readings in our text and my Weekly Comments, using specific examples of the types of cases that would provide problems for each of the theories.
Week 2: Ethical Relativism
Ethical Relativism is the claim that moral views are relative to the culture in which one lives or to the individual (also called Subjectivism). Many people declare themselves to be ethical relativists, but very few actually believe it to be true in practice. Often people are simply trying to avoid getting into an argument when they say that their ethical positions are just opinions. If it was true that you should avoid arguments about ethical issues, you would have to believe that there are good moral or possibly prudential reasons for not getting into arguments with others, that it was good for everyone to avoid conflict about controversial issues, which means that it is simply correct to be tolerant, making you opposed to relativism. Since you would be claiming that tolerance is a virtue that everyone should accept. In other cases, you may be concerned with ethnocentrism, the practice of imposing your views on others. But then, you would have to believe that being ethnocentric is morally wrong and that there are good moral reasons for not being ethnocentric. All of the people in the class took tolerance to be a moral virtue, some claiming that it is a result of cultural relativism. But you can’t derive a universal value from cultural relativism. And Daesh (ISIL, ISIS) and the Taliban .
Final Project In this two-phased final assignment, students wil.docxAKHIL969626
Final Project:
In this two-phased final assignment, students will select a topic from the Unique Ethical Issues from weeks 3, 5, and 7, research the topic and discuss the ethical dilemma in detail.
Phase 1:
In week 4, students will submit to the Assignment Folder a brief one page paper that identifies the unique ethical issue, the ethical dilemma and the traditional theories that will be used to suggest potential resolution of the dilemmas.
Phase 2:
Required Elements of Final Project:
· Using the information from Phase 1, students will thoroughly research the topic and define the ethical concerns in detail.
· Using two of the traditional theories from week 2, suggest potential resolutions to the dilemma(s)
· In the discussion of the resolution, include the impact that ethical relativism and globalization may have upon the suggested dilemma resolution.
· Select the best resolution and explain in detail why.
Required Formatting of Final Project:
This paper should be double-spaced, 12-point font, and six to eight pages in length excluding the title page and reference page;
Title page;
Introductory paragraph and a summary paragraph;
Use headings to demarcate your discussion;
Write in the third person;
Use APA formatting for in-text citations and a reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Theories from Week 2
TELEOLOGICAL - This describes an ethical theory which judges the rightness of an action in terms of an external goal or purpose. So, according to a teleological theory, consequences always play some part, be it small or large, in the determination of what one should or should not do. Not all teleological theories are consequentialist. John Rawls' theory of justice is teleological, but not consequentialist because it claims that consequences are only part of what must be considered when determining what policy is morally just. (Rawls)
Benefits - 1. There is room in some theories for good intentions, even if the action didn’t active the desired end. 2. Active attempt to connect morality with the “real” world. 3. By allowing for the consideration of consequences, teleological theories can adapt to different circumstances and situations. (Also see “utilitarianism”)
Problems - Depends on the theory. See “utilitarianism” for an example.
CONSEQUENTIALIST - Under a consequentialist theory, the consequences of an action determine its moral value. A key question in consequentialist theory is how to measure the moral worth of the consequences. Consequences can be good, neutral, or evil. Another relevant question is which consequences count (intended or actual). If only actual consequences count, then do all consequences count? Consequences can be distinguished by direct/indirect, individuals/objects affected, influence of complicating factors, etc.
All of these conside ...
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
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1.1 Why Study EthicsYou are standing in line at the movies, and.docxpaynetawnya
1.1 Why Study Ethics?
You are standing in line at the movies, and someone cuts in front of you. Your child is sent home from school because what is written on her t-shirt is considered "inappropriate." You discover that your best friend is cheating on his wife. You are forced to pay taxes to support behavioryou think is wrong. Your commanding officer punishes you for something you didn't do. Your boss promotes a co-worker who took credit forwork that was, in fact, done by you. You have a little extra money and, on your way to play the lottery, pass a homeless woman with her child.
These situations illustrate some of the ethical situations we may confront that would force us to consider what we should do, and whether ourresponse is good or bad, right or wrong, moral or immoral. The study of those problems constitutes the discipline of philosophy known asethics. The study of ethics is ancient and can be found across all cultures and in all times that humans have lived in social groups. That peopleconsider what is right and wrong, and what they ought to do, is fundamental to living in communities. Thus, another way of thinking aboutethics is that it is the study of "oughts" and "shoulds"—what ought I do, what should others do, what ought society do. Even though our focusin this text will be on the subject of ethics itself, we will also explore the long history of ethics and some of its important relationships withreligious traditions and legal and political doctrines before we reach the conclusion of our readings. Recognizing how our philosophical concepts—particularly ethical concepts—inform and clarify our understanding of religion, the law, and politics is important.
At the same time, we all have what philosophers call moral intuitions. Intuitions, in the philosophical sense, are views that we hold, and sharewith others, without any specific argument or reasoning involved. They tend to be immediate and spontaneous. Perhaps you see an animalbeing treated with great cruelty, and you immediately and spontaneously object to that treatment. This reflects your intuition that such crueltyis wrong; you don't hesitate to consider the evidence and arguments involved—you simply react. Such intuitions are often correct, and thestudy of ethics can help support them by providing deeper reflection on the issues involved and developing sophisticated arguments thatsupport these intuitions. It is also possible that such intuitions may be wrong, or at least may be considered by many others to be wrong. Aperson's intuitions may tell him any number of things: that stealing is sometimes okay, that violence can sometimes solve problems, thatwomen or people of other races or religions are inferior. Many of us may object to these intuitions. The study of ethics puts us in a strongerposition to be able not just to say that we disapprove, but also to explain why we disapprove and why such intuitions may both be wrong andlead to other immoral results. As we shall see, s ...
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
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Final Project:
In this two-phased final assignment, students will select a topic from the Unique Ethical Issues from weeks 3, 5, and 7, research the topic and discuss the ethical dilemma in detail.
Phase 1:
In week 4, students will submit to the Assignment Folder a brief one page paper that identifies the unique ethical issue, the ethical dilemma and the traditional theories that will be used to suggest potential resolution of the dilemmas.
Phase 2:
Required Elements of Final Project:
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INTRODUCTION:
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***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
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1.1 Why Study Ethics?
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Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
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· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
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· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
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· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
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Zia 2
Do You Choose to Accept?
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Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
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Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
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Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
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Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
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Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
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· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
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Threats
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Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
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· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
Zero trust is a security stance for networking based on not trusting any users, devices, or applications by default, even those that are already on the network. The zero trust model uses identity and access management (IAM) as a foundation for an organization’s security program. For this assignment:
Research the zero trust model.
Write a report that describes the following:
The purpose of zero trust and what differentiates it from other security models
An overview of how zero trust works in a network environment
How zero trust incorporates least privilege access through role-based access control (RBAC) and/or attribute-based access control (ABAC)
Need 2 pages around 600 words
.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
Zero plagiarism4 referencesLearning ObjectivesStudents w.docxransayo
Zero plagiarism
4 references
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and
submitted
in
Week 4
.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the
Diagnostic and Statistical Manual of Mental Health Disorders
, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature.
.
Zero Plagiarism or receive a grade of a 0.Choose one important p.docxransayo
Zero Plagiarism or receive a grade of a 0.
Choose one important police function: Law enforcement, order maintenance or service, etc.
OR
Choose one important police strategy: Traditional Policing, Community Policing, Data Driven Policing, etc.
Write a research paper describing the strateugy or function in detail and discussing the significance of the strategy or function with respect to the roles in society.
Format: Title Page, Outline, Text, and References
Must have 3 sources
You can use your textbook: Cox, Steven M., et al. (2020). Introduction to Policing. Fourth Edition. Thousand Oaks, CA: SAGE Publications, Inc.
Paper must by 6 pages long
APA Style
.
ZACHARY SHEMTOB AND DAVID LATZachary Shemtob, formerly editor in.docxransayo
ZACHARY SHEMTOB AND DAVID LAT
Zachary Shemtob, formerly editor in chief of the Georgetown Law Review, is a clerk in the US District Court for the Southern District of New York. David Lat is a former federal prosecutor. Their essay originally appeared in the New York Times in 2011.
Executions Should Be Televised
Earlier this month, Georgia conducted its third execution this year. This would have passed relatively unnoticed if not for a controversy surrounding its videotaping. Lawyers for the condemned inmate, Andrew Grant DeYoung, had persuaded a judge to allow the recording of his last moments as part of an effort to obtain evidence on whether lethal injection caused unnecessary suffering.
Though he argued for videotaping, one of Mr. DeYoung’s defense lawyers, Brian Kammer, spoke out against releasing the footage to the public. “It’s a horrible thing that Andrew DeYoung had to go through,” Mr. Kammer said, “and it’s not for the public to see that.”
We respectfully disagree. Executions in the United States ought to be made public.
Right now, executions are generally open only to the press and a few select witnesses. For the rest of us, the vague contours are provided in the morning paper. Yet a functioning democracy demands maximum accountability and transparency. As long as executions remain behind closed doors, those are impossible. The people should have the right to see what is being done in their name and with their tax dollars.
This is particularly relevant given the current debate on whether specific methods of lethal injection constitute cruel and unusual punishment and therefore violate the Constitution.
There is a dramatic difference between reading or hearing of such an event and observing it through image and sound. (This is obvious to those who saw the footage of Saddam Hussein’s hanging in 2006 or the death of Neda Agha-Soltan during the protests in Iran in 2009.) We are not calling for opening executions completely to the public — conducting them before a live crowd — but rather for broadcasting them live or recording them for future release, on the web or TV.
When another Georgia inmate, Roy Blankenship, was executed in June, the prisoner jerked his head, grimaced, gasped, and lurched, according to a medical expert’s affidavit. The Atlanta Journal-Constitution reported that Mr. DeYoung, executed in the same manner, “showed no violent signs in death.” Voters should not have to rely on media accounts to understand what takes place when a man is put to death.
Cameras record legislative sessions and presidential debates, and courtrooms are allowing greater television access. When he was an Illinois state senator, President Obama successfully pressed for the videotaping of homicide interrogations and confessions. The most serious penalty of all surely demands equal if not greater scrutiny.
Opponents of our proposal offer many objections. State lawyers argued that making Mr. DeYoung’s execution public raised safety concerns..
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Zeng Jiawen ZengChenxia Zhu English 3001-015292017Refl.docxransayo
Zeng
Jiawen Zeng
Chenxia Zhu
English 3001-01
5/29/2017
Reflective Essay
Becoming a good writer is a challenging and continuous process that need to constantly improving your writing skills in different area as same as constructive reflection for identification of both progress and directions for further development. My writing competence has improved significantly during the ten weeks of English 3001 Writing Proficiency course in such areas as grammar, use of verb tenses, and content quality.
The most serious problems I faced in writing process previously were grammar issues and poor content of the essays. To be more precise, I used to lack empirical competence in proper use of verb tenses. My confusions of tense forms destroyed all the sense of the essay, and often improper sentence structure made the result of the writing process insufficient to meet the University Writing Skills Requirements. Initially, when I tried to improve my skills in the given area, I only paid attention to the highlighted mistakes and comments of the tutor. Nonetheless, I realized it was not enough. Therefore, I changed this strategy to a more constructive one. To be more precise, I started reading more books in English and wrote essays diverse topics apart from the course tasks. It was an effective type of training since in several weeks my essays revealed particular progress which I took into consideration and continued.
I realize that it does not suffice to finally meet the University Writing Skills Requirements since this is only a fraction of real competence in writing. The next step of self-improvement the given sphere is editing that also has numerous issues and challenges to be dealt with. It means that there are two domains within the notion of writing competence, and both of them have no limits and require constant self-improvement. Therefore, my goal to meet academic requirements is only one more step in the course of acquisition of linguistic competence and capacity to master English in terms of writing essays and academic papers.
Moreover, I know that currently I need to focus more on content issues, persuasive capacity and proper use of diverse materials employed to support evidence which are crucial elements of writing papers per University requirements. On the other hand, I see that all the core problems with linguistic competence which I have faced earlier, are solved, which means that I need to focus on further self-improvement and keep constructive work in order to achieve my next targets in the field of concern. Furthermore, I have considerable progress in such important dimensions of academic paper construction as thesis development, use of testimony and personal observations, and alignment of different ideas into a coherent, justified and credible academic entity. Now I do not permit run-ons, excessive use of articles or comma splices to emerge in my works. It means that flaws of basic and medium level are dealt with, and further self-de.
zClass 44.8.19§ Announcements§ Go over quiz #1.docxransayo
z
Class 4
4.8.19
§ Announcements
§ Go over quiz #1
§ Practice listening quiz
§ Lecture on social organization of Hindustani music
z
Announcements
§ Aashish Khan recital on April 28
§ Assignment #1 will be posted this week
§ Summer course on Indian rhythm
z
Practice listening quiz
z
Terms
§ Socio-musical identity – the connection of social rank to musical
status; prevalent throughout musical communities in South and
Central Asia
§ Soloist – the lead musical role
§ Accompanist – the supporting musical role(s)
§ Heterophony – style of music in which a melody is closely
imitated by another instrument or voice
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Questions to keep in mind
§ What does social class have to do with music performance?
§ How is authority created and controlled?
§ How is it challenged?
§ What is the relationship between soloist and accompanist?
§ How does this affect music performance?
§ What is the relationship between student and teacher?
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Social class and caste in South Asia
§ Societies were stratified in a social hierarchy
§ High caste – rulers, priests, elite
§ Low caste – manual laborers
§ Dalits – “untouchables”
§ Caste specialization of artisan trades common among Muslim communities
§ Carpentry, pastoralism, leather making, jewelry making, and music!
§ The community to which you were born determined your social rank and the
opportunities that would be available to you
§ People could ”change” their class through certain strategies
§ Marriage, contesting the hegemony of the upper classes
z
Organization of specialist knowledge
§ Music is a practice of specialized communities
§ Music is your life!
§ No word for “musician”
§ Rather, terms denoting the specialty of the performer are used
§ This categorization indicates musical identity (the instrument one
performs) as well as that person’s social rank and roles
z
Organization of specialist knowledge
§ Dhrupadiya – singer of dhrupad
§ Gawaiya – vocalist
§ Binkar – bin (veena) player
§ Khayalia – singer of khyāl
§ Sitariya – sitar player
§ Sarodiya – sarod player
§ Tabliya – tabla player
§ Sarangiya – sarangi player
§ Rubabi – rubab player
§ Qawwal - singer of Qawwali
z
Instrument association
Soloist
Vocal
Sitar
Rudra veena
Sarod
Dance
Rubab
Surbahar
Bansuri
Accompanist
Sarangi
Tabla
Harmonium
z
Social roles and ranks
§ Relationship between occupation and social identity is very
close
§ Soloists are venerated and have great prestige
§ Accompanists have lower social and musical status
§ They are subservient to soloists in both roles
z
Performance structure
§ Soloist (Dhrupad, khyāl, thumri, ghazal
§ Vocal
§ Instrumental
§ Accompanist
§ Melodic
§ Sarangi
§ Harmonium
§ Student
§ Heterophony
§ Rhythmic
§ Tabla
§ Dholak
§ Drone
§ Tanpura
z
Social roles and ranks
§ Soloists and accompanists belonged to different social class
§ Never intermarried
§ Cousin marriages
§ Soloist class – kalawant
§ Accompanist classes – mirasi, dhari (dhadhi).
zClass 185.13.19§ Announcements§ Review of last .docxransayo
z
Class 18
5.13.19
§ Announcements
§ Review of last class
§ Finish lecture on Qawwali, begin intro to Pakistan
z
Announcements
§ Keshav Batish senior recital, June 5 – Extra credit
§ Exam #1 results posted
§ 2 perfect scores, 25 A’s, 46 B’s, 37 C’s, 17 D and lower
§ Summer course on Indian rhythm (second session)
§ Learn tabla and dholak!
§ Enrollment open now!
z
Last class review
§ Qawwali – “Food for the soul”
§ Sufi devotional poetry set to music
§ Performed at dargah
§ ‘Urs
z
Terms
§ Mehfil – small, intimate gatherings that involve entertainment of
various sorts, including music, poetry, dance etc.
z
Tum Ek Gorakh Dhandha Ho
§ “You are a baffling puzzle”
§ Written by Naz Khialvi (1947-2010)
§ Pakistani lyricist and radio broadcaster
§ Popularized by Ustad Nusrat Fateh Ali Khan (1948-1997)
z
Tum Ek Gorakh Dhandha Ho
kabhi yahaan tumhein dhoonda
kabhi wahaan pohancha
tumhaari deed ki khaatir kahaan
kahaan pohancha
ghareeb mit gaye paamaal ho
gaye lekin
kisi talak na tera aaj tak nishaan
pohancha
ho bhi naheen aur har ja ho
tum ik gorakh dhanda ho
At times I searched for you here,
at times I traveled there
For the sake of seeing You, how
far I have come!
Similar wanderers wiped away
and ruined, but
Your sign has still not reached
anyone
You are not, yet You are
everywhere
You are a baffling puzzle
z
Bhar Do Jholi Meri
§ Traditional song
§ Popularized in movie “Bajrangi Bhaijaan” (2015)
z
Bhar Do Jholi Meri
Tere Darbaar Mein
Dil Thaam Ke Woh Aata Hai
Jisko Tu Chaahe
Hey Nabi Tu Bhulata Hai
Tere Dar Pe Sar Jhukaaye
Main Bhi Aaya Hoon
Jiski Bigdi Haye
Nabi Chaahe Tu Banata Hai
Bhar Do Jholi Meri Ya Mohammad
Lautkar Main Naa Jaunga Khaali
They come into Your court
clenching their hearts
Those people whom You desire to
see , O Prophet!
I’ve also come to Your door with
my head bowed down
You’re the One who can fix
broken fates, O Prophet!
Please fill my lap, O Prophet!
I won’t go back empty handed
z
Ustad Nusrat Fateh Ali Khan
(1948-1997)
§ Pakistani vocalist
§ Sang classical (khyāl) but more famous as a Qawwali singer
§ Brought classical performance techniques to Qawwali
§ Visiting artist at University of Washington from 1992-93
§ Legacy carried on through his nephew, Rahat Fateh Ali Khan
z
Introduction to Pakistan
Badshahi Mosque, Lahore
Built in 1671 by Emperor Aurangzeb
z
Pakistan
§ Prominent Bronze Age (3000-1500BCE) settlements of Mohenjo
Daro and Harrapa along Indus River Valley
§ Hinduism widespread during Vedic Age (1500-500BCE)
§ Ruled by series of Hindu, Buddhist, and eventually Muslim
(Persian) dynasties
§ Islam introduced by Sufi missionaries from 7th to 13th centuries
§ Ethnically and linguistically diverse
z
Indus Valley civilization
z
Pakistan ethnicities
z
Modern India and Pakistan
§ By the end of 19th century British rule was in effect over much of
old Mughal Empire territory
§ The Hindu and Muslim divide among this territory was be.
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9.5 Moral TheoriesAll moral claims are grounded in some moral th.docx
1. 9.5 Moral Theories
All moral claims are grounded in some moral theory. It is the
nature of such claims that they are based on a system of beliefs
about what is right and wrong, just and unjust.
The table below lists a handful of the moral theories you are
most likely to encounter in ethical arguments today. It’s
important to note that each one has its own strengths and
weaknesses.
Moral theories give you general guidelines, but you still usually
have to apply moral reasoning in individual cases to test them
out. For example, none of these theories explicitly claim that
killing is wrong. The theories are more about how you would
ground your claim that killing is wrong.
Moral theories are also not mutually exclusive. The argument
that killing is wrong could be grounded in all of these theories.
Whether they know it or not, everyone has a moral theory. It is
inescapable. Even if their moral theory is that there are no
morals, that still represents a moral theory. But not all moral
theories are equal—some hold up to critical thinking better than
others.
You may see wisdom in all of these perspectives, or you may
strongly identify with a single one. Regardless, it's important
for you to recognize the potential weaknesses in any moral
theory you favor, and it's helpful for you to understand why
others find legitimacy in the moral theories they employ.
Theory
Criticisms
Kantian Ethics
· Immanuel Kant put forth the categorical imperative, which
states that you should only act on moral principles that you
would be willing to turn into universal laws mandating that
everyone act the same way.
· This is a version of the question, “How would you like it if
everyone did that?”
2. Any two people who want to get married should be able to.
· This theory is so absolute that it sometimes goes against moral
common sense.
It’s wrong to kiss my spouse because I would not like it if
everyone kissed my spouse.
Utilitarianism
· The morally right course of action is the one that will produce
the greatest amount of happiness for the greatest number of
people.
· The only thing that matters is the consequences of the action,
not the intentions behind the action (the ends justify the means).
· Ignores people’s rights, duties, and intentions.
· Could be used to justify an act that most would consider
morally wrong because it inflicts harm on one person unjustly,
even if it brings great happiness to many others.
It’s okay to steal money from my neighbor and take my family
on a vacation, because then my whole family would be happy,
and only my neighbor would be harmed.
Ethical Egoism
· Doing whatever is best for your own interests or would make
you happy.
· This is not necessarily the same thing as doing whatever you
want in the moment, because that might not be in your best
interests in the long term.
· Can be used to justify terrible actions.
Ethical Altruism
· Doing whatever is best for others or would bring the greatest
amount of happiness to people besides yourself.
· Sometimes it’s hard to figure out what is best for everyone
involved.
Authoritarian Moral Theory
· Doing whatever an authority figure (a teacher, your boss, the
president, etc.) tells you is the right thing to do.
· You’re sacrificing your critical thinking skills when you
blindly follow what someone else says without scrutinizing it.
Religious Absolutism
3. · Doing whatever your religion, deity, or sacred text says is
right.
· Like the authoritarian moral theory, it can be dangerous to
blindly follow any authority.
· There is enduring controversy over which religion is the
“correct” one.
· Historically, religion has been used to justify many actions
generally considered immoral.
Moral Relativism
· Believing that morality is completely subjective and each
person decides for themselves what they think is right.
· Implies that you can’t pass judgment on anybody for anything,
assuming they’re doing what they believe is right.
· Becomes contradictory—what if you believe an action is
wrong and another person believes the same action is right?
According to moral relativism, the action would then seem to be
both right and wrong.
Cultural Relativism
· Believing that whatever your culture approves of is the right
thing for you to do.
· Has the same problems as moral relativism.
· How do you determine what counts as a culture or group? And
what if there is disagreement within that group?
Religious Relativism
· Believing that whatever your religion approves of is the right
thing for you to do.
· Has the same problems as the other relativism theories.
9.1 Ethical Claims
Both ethics and morals involve considerations about what’s
right and wrong. The term “ethics” derives from the Greek
word ethos, meaning character, while “moral” comes from the
Latin word moralis, meaning ethical. So the words “ethics” and
“morals” are often used interchangeably.
For most of this text, we’ve been exploring the ways that people
4. provide support that a claim is true. But now we’re exploring
something quite different: how people provide support that a
claim is right—not “right” in the sense of being accurate but
“right” in the sense of being the morally correct thing to do.
Not everything has a moral dimension. Some things, like
arithmetic, are amoral. The equation 2 + 2 = 4 is neither good
nor bad, it’s just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it we
will need to construct an argument (i.e., provide sound
reasoning to support this conclusion). So we’re still dealing
with claims and arguments, fallacies and sources, and so on, but
we’ve completely left the realm of science, with its observable
phenomena and replicable experiments. We’re in the land of
ethics now.
We learn ethics like we learn everything else: through a mixture
of personal experience and shared knowledge. Every society
possesses a sense that some things are right and others are
wrong. Generally speaking, we believe that it is good to help
other people and bad to hurt them. We learn this from our own
reactions to things as we grow up and develop our sense of self.
And these lessons are reinforced by parents, teachers, friends,
and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual’s
actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a
given situation.
Justification: an argument claiming that violating some moral
principle is actually the right course of action in a given
situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing
someone else.(justification)
Moral dilemma: a situation in which there is not an obvious
5. ethically right or wrong answer, often because there are two
moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It’s wrong to kill.
Should I kill him to keep him from killing others?