The Utilitarianism ethics theory Essay Example for Free

The Utilitarianism ethics theory Essay Utilitarianism, virtue theory, and deontological ethics are major approaches to normative ethics. They share differences and similarities and also with ethics and morality. Values, virtues, and moral concepts also share a relationship with each other. The Utilitarianism ethics theory suggest that an action is morally correct when it maximizes the total utility to produce more good than bad, or more happiness than suffering. Utilitarianism does not relate to morality nor ethics because these are actions are taken in order for the most usefulness, no matter the outcome or end result. Also if we do not know the end result of something we cannot determine if it is ethical or not. The Virtue theory of ethics is known to be different from utilitarianism and deontological theories because they use ones desires and inclinations that are applied to morality. Virtue theory focuses on one’s characteristics instead of looking at an action that someone is or has taken. Virtue theory relates to ethics because it looks at one’s personal virtues on how to live a good life as well as it takes reason an emotion into account. The Deontological ethics theory is similar to and relates highly to morality. Both morality and deontological ethics refers to how we make choices morally no matter if they are required permitted, forbidden. This theory is the complete opposite of virtue theory. This theory can relate to ethics only because it determines if an action is right or wrong; however, it does not leave room for questions. Virtue, values, and moral concepts all show a relationship to each other that apply more to the virtue theory of ethics. Virtue means to do what is right; values is do what is right based on another person , group, or set of principles; and moral concepts is the rules of right or wrong, and making good, or bad judgment choices. The Virtue theory shows a bigger relationship because this is based on the morals and ethics of building’s one’s character and the following of rules to build better character and morals to live a better life. I too believe I follow the virtue theory of ethics because my moral decisions are based on my own person values, virtues, and moral concepts that are also a reflection of my religion and how I was brought up. For instance, I was brought up following the Catholic Church, and we were to make moral decisions based on the beliefs of the church and was also told to build our character to make us a better person, and to reflect this on others. Reference: Boylan, M. (2009). Basic Ethics, 2nd Edition, Chapter 6, 10, 11. Prentice Hall.

Skepticism and the Philosophy of Language in Early Modern Thought Essay

Skepticism and the Philosophy of Language in Early Modern Thought ABSTRACT: This paper discusses the importance of skeptical arguments for the philosophy of language in early modern thought. It contrasts the rationalist conception of language and knowledge with that of philosophers who adopt some sort of skeptical position, maintaining that these philosophers end up by giving language a greater importance than rationalists. The criticism of the rationalists' appeal to natural light is examined, as well as skeptical arguments limiting knowledge such as the so-called 'maker's knowledge' argument. This argument is then seen as capital for favoring a positive interpretation of the importance of language for knowledge. The revival of ancient skepticism in early XVIth century has been considered one of the major forces in the development of modern thought, especially as regards the discussion about the nature of knowledge and the sciences. Richard Popkin in his History of Skepticism from Erasmus to Spinoza (1979) has shown that skeptical arguments were influential in the attack against traditional scholastic conceptions of science, opening the way to the development of the new scientific method. The dispute between those who embraced skepticism and those who tried to refute or surpass it was central to the philosophical scene well into the XVIIIth century. However, the importance of the discussion of the nature and role of language in this process and its relation to skeptical arguments has scarcely been examined. My objective in this paper is to extend Popkin's analysis of the role of skepticism in the formation of modern thought to the consideration, in general lines, of some of the main features of early modern theories a... ...ld,A. et Nicole, P (1981). Logique, ou l'Art de Penser, Paris, Vrin. Descartes,R., (1996) RÃ ¨gles pour la direction de l'esprit, Principes de la Philosophie, in Ouevres, Paris,Vrin,. Kant,I. (1952) Critique of pure reason, Great Books of the Western World, Chicago, Encyclopedia Britannica. Jolley,N. (1988) The light of the soul, Oxford, Clarendon Press. Lennon, T. (1993) The battle of gods and giants, Princeton Univ.Press. Montaigne,M. (1952) Essais, Great Books of the Western World, Chicago, Encyclopedia Britannica. Perez-Ramos,A. (1988) Francis Bacon's idea of science and the maker's knowledge tradition, Oxford Univ.Press. Popkin,R. (1979) The history of scepticism from Erasmus to Spinoza, Berkeley & Los Angeles, Univ.of California Press. Zagorin, Perez (1984) "Vico's Theory of Knowledge: A Critique," Philosophical Quarterly, vol.34, no.134.

A Rose for Emily & the Lottery

Thuan Nguyen Dr. Robert Janusko English II 2/17/13 A Rose for Emily & The Lottery Many short stories use a technique where they conceal the ending of the story while preparing the reader for the ending. In order to do that, the author uses methods of point of view and foreshadowing. In â€Å"A rose for Emily† written by William Faulkner and â€Å"The Lottery â€Å"written by Shirley Jackson, the authors use both methods. The point of view used by William Faulkner in â€Å"A Rose for Emily† is in 1st person narration where the narrator is the observer of the protagonist.In Shirley Jackson’s â€Å"The Lottery† she uses 3rd person point of view in which the narrator is not involved in the story. Like most stories, â€Å"A Rose for Emily† and â€Å"The Lottery† both use a literary device known as foreshadowing in which both of the authors give clues and hints throughout the story that lead the reader to upcoming happenings in the story and prep are the reader for the ending. In â€Å"A Rose for Emily†, the narrator is the observer of Emily Grierson who is the protagonist of the story.Narration in 1st person point of view keeps the reader wondering what is going to happen next because it controls the perspective which allows for more surprises. The author also uses foreshadowing in which hints and clues are given throughout the story to prepare the reader for expectations in the story. An example used in the story is how Emily Grierson was in denial and refused to admit that her father is dead. The story also says how Emily’s father was really protective of her and didn’t allow Emily Grierson to date any men because no one was good enough for her.Another example given was that the person that Emily Grierson has been dating, Homer Barron was a Northerner and Emily Grierson knew that her family would not approve of her dating a northerner. Both of these examples gives the reader the hint that the reason E mily Grierson had killed Homer Barron was because she needed a male in the house with her to protect her which is why she did not give up her father for three days. Also, the fact that she loved Homer Barron but felt guilty that he was a northerner because her family would not approve of her dating a northerner.The author also concealed the ending when he threw the reader off by telling the reader that while Homer is out of town Emily bought a poison known as Arsenic. This caused the reader to expect that she was going to kill herself because Homer Barron left her even though he was only going out of town for a few days. Then the narrator went on to tell the reader how Emily bought men’s items and a toilet set with Homer Barron’s initial on it to distract the reader away from the poison. This distraction was the author’s method of trying to conceal the ending while preparing the reader for the ending.The story also hint how there is a smell of decay in and aroun d her house which usually means a dead corpse. At the end of the story Emily Grierson dies and up in the locked up second floor was a skeleton which was Homer Barron’s body. Next to Homer’s Body was a pillow with an indentation of a head and a strain of Emily’s hair. It was obvious that Emily had killed Homer Barron because Arsenic, which Emily purchased earlier, has side effects of edema. In â€Å"The Lottery†, Shirley Jackson writes the story in a 3rd person point of view which allows the reader to understand the situation from all sides.Since the story was in 3rd person point of view not all of the villagers thoughts were not revealed, which the reader eventually learns from the villagers’ argument that this is not something the people of the village would want to win. If the story were in 1st point of view from Mr. Hutchinson’s perspective then the narrator would have to explain how Mr. Hutchinson felt about the lottery, easily giving aw ay the ending that someone was going to get stoned. Third person point of view allows the narrator to give bits of information though the actions and discussions of the villagers and not give away the ending.An example of this is when the narrator said â€Å"Bobby Martin had already stuffed his pockets full of stones†. The information given could most likely mean anything or just something meaningless. They could be playing a game with the rocks that he stuffed in his pockets. The story then reveals that the rocks were used to stone someone to death at the end. Some other clues and hints given in the stories was the saying by Old man Warner â€Å"Lottery in June, Corn be heavy soon† and the story also mentions a ritual. The saying â€Å"Lottery in June, Corn be heavy soon† is saying that population control is needed because Old an Warner also mentioned how there would be trouble if this tradition stopped due to lack of supplies. The term â€Å"Ritual† usu ally could mean death. The story was then easily given away that someone was going to be stoned when Tessie Hutchinson argued against her own husband for winning the lottery. It wouldn’t make sense to argue with your own spouse if they would win the lottery. Again, the story keeps you wondering what is going to happen next when they had to redraw the card and ends with Tessie Hutchinson being stoned to death.In conclusion, the authors used different points of views and also foreshadowing to conceal the ending while preparing the reader for the ending. â€Å"A Rose for Emily† used 1st person point of view effectively and only allowed the reader to be the observer of Emily Grierson instead of being in her point of view which helped conceal the ending of the story. â€Å"The Lottery† used 3rd person point of view effectively and concealed the ending by not revealing the villager’s thoughts.

The No Child Left Behind Act - 895 Words

What is the No Child Left Behind Act? The article â€Å"Do states have the right to ignore federal laws that they do not want to follow,† have followers that disagree that states need more authority to avoid the federal government from commanding policies they go up against; the Tenth Amendment presents a constitutional foundation for affirming that power. Today, opponents dispute, that federal power has decreased to weak levels, threatening individual liberties and making state rights that much more vital as an necessary defense to federal misuse of power. Opponents, meanwhile, dispute that such an liberal understanding of states rights is not supported by a secure understanding of the Constitution, mainly, the supremacy clause of Article VI, which appoints the federal Constitution, laws, and treaties as the supreme law of the land, and the protection clause of the Fourteenth Amendment, which prevents states from depriving any United States civilian of basic rights. A strong federal government is essential to make sure that all states follow the same federal laws. Without well-built federal power to join the country together, they will compete against each other, and each state could follow totally diverse sets of laws, causing confusion. Texas must discover other methods to assist and find solutions to No Child Left Behind. Texas does not have the right to overlook federal government commands related to No Child Left Behind. Every child in Texas must perform at his or her ownShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that th e schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could