John Stuart Mill Essay Example for Free

John Stuart Mill Essay â€Å"Actions are right in the proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.† John Stuart Mill utilitarianism, 1863 Utilitarians founder Jeremy Bentham has a famous formulation that is know as the â€Å"greatest-happiness principle†. The definition of this is â€Å"the ethical principle that an action is right in so far as it promotes the greatest happiness of the greatest number of those affected†. Central Beliefs: There are seven thoughts guiding them. These are 1.They want to think about the future 2.They want to leave the part of land they live on the same or even better than before 3. They want a better world where everyone is happy and think if themselves on how to make themselves happy and also how to make other people happy 4.They want right and wrong to be a bit easier. They do not want list to rule their lives. They say that if the Ten Commandments should only be obeyed if it increases their happiness and if they don’t they will not obey them 5.They do not want to talk to much about whether certain prefences are better than others eg. Opera vs. mud wrestling, or homosexuality vs. heterosexuality. 6.They will think of their own happiness, but other people’s happiness counts greatly. They would sacrifice their own happiness if they have to make someone else happy. 7.Do not limit their thinking to human ‘people’. Seek for a happier world where the satisfied preferences of humans and animals are maximised. â€Å"Utilitarianism is a way of facing moral issues without God† Gene Edward Veith, JNR. â€Å"Universal happiness keeps the wheels steadily turning; truth and beauty can’t† Aldous Huxley Objections that has being raised. Which have Christian roots 1.Utilitarianism can be unjust 2.Can be irresponsible 3.Can miscalculate 4.Can become shortsighted 5.Can lose their ‘integrity’ 6.Can be self-deceiving 7.Consequentialism destroys trust 8.Can be cruel and empty Consequentialism is rejected outright. These limits include such things as: 1.Christian Fellowships must not be damage (1 Corinthians 3:16-17) 2. Certain lifestyles are always wrong (1 Corinthians 6:9-10,18) 3.Sneaky methods of evangelism are unacceptable (2 Corinthians 4:2,6:3) 4.Worship of false gods is never an option (1 Corinthians 10:14; 2 Corinthians 6:16) 5.Truth must never be violated (2 Corinthians 13:8) ‘Utilitarianism is a teleological or consequentialist moral theory, holding that rightness of actions is a function of the consequences, â€Å" the greatest good for the greatest number.†Ã¢â‚¬â„¢ There are many types of utilitarianism here are some 1.Hedonistic- â€Å"advocating the maximization of pleasure and avoidance of pain.† 2.G.E Moore’s agathistic utilitarianism, ‘promoting but refusing to anyalyze â€Å"the good† 3.Eudaimonistic utilitarianism, â€Å"maximizing happiness.† 4.Rule utilitarianism â€Å"concerns itself with general moral rules that you should follow when making decisions.† 5.Act utilitarianism or Case utilitarianism, â€Å"requires each case to be taken individually and appropriate calculations made for each one of them.† 6.Two-level utilitarianism, â€Å"Level one is using Rule Utilitarianism (based on our intuitions) because it is efficient (in both time and effect). Level two however is using Act Utilitarianism when a situation requires more thought and more critical reflection.† Their have a calculus in order to objectively calculate the more moral action in a given situation. The calculus requires you to calculate and rank the following 7 criteria out of a maximum value 1.Intensity – â€Å"how much happiness will result out of the action.† 2.Certainty – â€Å"what is the likelihood that the pleasure will actually arise.† 3.Duration – â€Å"how long will the pleasure last for.† 4.Purity – â€Å"what is the probability that any resulting pain will lead to more pain?† 5. Extent – â€Å"how many people will the pleasure affect?† 6. Fecundity – â€Å"what is the probability that any resulting pleasure will lead to even more pleasure?† 7.Propinquity – â€Å"how far off is the pleasure?† [6. and 7. were added by later philosophers]

White Attitudes Towards Nature Essay -- Racial Relations, Indian, Whit

In Luther Standing Bear’s â€Å"Nature† and Louis Owens’s â€Å"The American Indian Wilderness†, the authors dictate differences in Indian and white relationships with nature. They stress how Indians see nature, their balanced relationship with it, and how they know wilderness is just a European idea. Though agreeing here, Standing Bear focuses on the Lakota view of how Indians truly lived while Owens reveals both sides and thinks white views can shift with time. Standing Bear thinks the difference in how whites and Indians see nature stems from childhood. He believes Indian children are aware of nature because they have been taught to â€Å"become conscious of life† and spend time just observing the wild things around them (9). By seeing the world this way, their love and respect for it flourishes (Standing Bear 10). This appreciation sharply contrasts to ignorant whites who foolishly play as children, ignoring everything but each other, and grow up disregarding the knowledge nature gives and viewing it only as something to use. He says whites are bored with nature because they do not have the â€Å"Indian point of view† (11). This distance whites have from nature harms their relationship with nature and humans, making them less compassionate when they do not see that â€Å"man’s heart, away from nature, becomes hard† (12). Similarly, Owens says whites see nature differently because of childhood experiences. Instead of growing up in nature daily, white children go on sporadic vacations camping, and thus view nature as a tourist attraction instead of a second home. He states Indians embrace nature because it has a stronger family significance to them that whites do not see. Indians call the Cascades the â€Å"Great Mother† because of stories they have hear... ...e two races â€Å"could not understand each other† (Standing Bear 12). On the other hand, Owens has hope for whites because he did not grow up with Indian traditions. He has seen whites preserving nature when he was sent to burn the shed, so even though they do not yet understand it he has hope that they can one day appreciate it. Indians understand and value nature more than whites and these authors recognize that. They believe the trouble with white attitudes is they do not truly see nature or form a harmonious relationship with it, and whites think they can be separated from their idea of wilderness. Although Standing Bear is critical of whites and believes they will never change, Owens thinks they will if they continue to redefine how they view nature. Overall, both authors want whites to respect the Indian view of nature and aspire to see it that way also.

Scientifc Method Lab 1

3/22/2013 Lab 1- The scientific method In this lab I am learning about the steps of the scientific method and how it can be applied to daily life. In my first exercise I analyzed data presented to me in a table (table 2) on fish population in relation to the amount of dissolved oxygen ( ppm ) in the water. The patterns indicate that when more dissolved oxygen (ppm) is present in the water, the number of fish observed increases. In developing a hypothesis for this theory, I have decided that if the amount of dissolved oxygen (ppm) is added to the water, then more fish we be observed, than water without adding dissolved oxygen to the water.My approach would be to devise an experiment in which the amount of dissolved oxygen (ppm) can be changed in a controlled manner, then measure and record the changes. My independent variable would be the amount of dissolved oxygen (ppm) in the water, while the dependent variable would be the amount of fish present. The control I would use in this spe cific experiment would be the temperature of the water. I would graph this data using a bar graph because the results I am comparing are not representative in a continuous series, and doesn’t include dates, or days that samples are taken.The results are independent from each other. When presenting the data from table 2: Water Quality vs. fish Population, I would use a bar graph using the number of fish observed on the horizontal, and the amount of dissolved water (ppm) vertical. Such as in the graph presented in figure 4: Top speed for cars. The data presented in my graph would show that when higher amounts of dissolved oxygen (ppm) are present, the higher the quantities of fish are observed. In exercise 2 , I have determined that number 1,5 and 10 are testable, while 2,3,4,6,7, and 9 are not testable. . When a plant is placed on a window sill, it grows faster than when it is placed on a coffee table in the middle of the living room. Hypothesis: If the plant is placed on the window sill and getting more sunlight, then I will grow faster than the plant placed on the coffee table in the middle of the living room where it receives less sunlight. Null Hypothesis: If I place the plant on the window sill, it will grow at the same rate as the plant on the coffee table. My approach would be to create an experiment where the amount of sunlight can be changed in a ontrolled manner, then measure and record the results. The independent variable would be the amount of sunlight the plants are exposed to, while the dependent variable would be the amount of growth of the plants. My controls could be the amount of water given to each plant, the humidity, or the time of day, to name a few. I would collect my data by recording the amount of time each plant is exposed to sunlight, and measuring the amount of growth each day. The data would then be presented using a line graph, representing growth in height, by day, Day 1, day 2, day 3 and day 4. separate lines will represe nt each plant. One line with sun light and another line without sunlight. My data will then be taken and analyzed from the tests, documentation and recordings done daily. Then I would use the data to support or nullify the hypothesis. 5. When Sally eats healthy foods and exercises regularly, her blood pressure is lower than when she does not exercise and eats fatty foods. Hypothesis: If Sally eats healthy foods and exercises, then her blood pressure will be lower than if she does not exercise and eats fatty foods.Null hypothesis: If Sally eats healthy foods and exercises her blood pressure will be the same as if she does not exercise and eats fatty foods. My approach would be to record blood pressures for one week while not exercising and eating fatty foods. Then I would record blood pressures the following week while exercising and eating healthy food. The dependent variable will be blood pressure while the independent variable will be exercise, what kind of food eaten such as heal thy versus fatty.The control variable would be the intensity of exercise and the time of day eating the foods. I would collect my data by keeping a log of daily blood pressures. Also I would log the amount of exercise and what food is being eaten. In presenting the data I would use a graph showing the blood pressure trends. Analyzing the data with given results of the tests, and other support or nullify the hypothesis. 10. Ice cream melts faster on a warm summer day than on a cold winter day. Hypothesis: If it is a warm summer day then ice cream will melt faster than it would on a cold winter day.Null hypothesis: If ice cream melts on a warm summer day, then it will melt just as fast on a cold winter day. My approach would be to record the amount of time it takes for ice cream to melt on both warm summer days and on cold winter days. The dependent variable would be the amount of time it takes for ice cream to melt, while the independent variable would be the type of day, warm summer day, or cold winter day. The control would be the amount of ice cream and the type of ice cream.I would collect my data by recording the type of day and the amount of time it takes for the ice cream to melt. I would then present it by using a bar graph to compare. Analyzing the data is achieved by using all the data collected and either support or nullify the hypothesis. An example of using the scientific method to an everyday problem would be saving money on a utility bill. Unplugging all unused appliances and turning off lights when not in use to cut back on the bill. I could test this by using the scientific method and performing experiments to support or nullify my hypothesis.

Strong and Weak Vowels in Spanish

Vowels in Spanish are classified as either weak or strong, and the classification determines when combinations of two or more vowels are considered to form a separate syllable. Key Takeaways: Spanish Vowels The strong vowels of Spanish are a, e, and o; the weak vowels are i and u.When two strong vowels are next to each other, they form separate syllables; in other combinations, the vowels are in the same syllable.Two vowels next to each other form a diphthong; three vowels next to each other form a triphthong. Two Types of Vowels The strong vowels of Spanish — sometimes known as open vowels—are a, e, and o. The weak vowels — sometimes known as closed vowels or semivowels—are i and u. Y often serves as a weak vowel as well, functioning in the same way and sounding the same as i. The basic rule of vowel combinations and syllables is that two strong vowels cannot be in the same syllable, so that when two strong vowels are next to each other, they are considered to belong to separate syllables. But other combinations — such as a strong and a weak vowel or two weak vowels — form a single syllable. Be aware that in real life, especially in rapid speech, two strong vowels, such as in the words maestro and Oaxaca, often slide together to be pronounced in a way that may sound like a single syllable or very close to it. But they are still considered separate syllables for writing purposes, such as when dividing words at the end of a line or for the use of accent marks. Keep in mind that vowel sounds in Spanish tend to be purer than they are in English. In English, for example, the word boa (a type of snake) often sounds something like boh-wah, while in Spanish boa sounds more like boh-ah. This is because English speakers often pronounce the long o with a slight ooh sound at the end, while Spanish speakers do not. Diphthongs When a strong and a weak vowel or two weak vowels combine to form a single syllable, they form a diphthong. An example of a diphthong is the ai combination in baile (dance). The ai combination here sounds much like the English word eye. Another example is the ui combination in fui, which to the English speaker sounds much like fwee. Here are some fairly common words that include diphthongs (shown in boldface): puerto (port), tierra (earth), siete (seven), hay (there is or there are), cuida (care), ciudad (city), labio (lip), hacia (toward), paisano (peasant), cancià ³n (song), Europa (Europe), aire (air). In some words, a strong and weak vowel or two weak vowels dont merge together but instead form separate syllables. In those cases, a written accent over the weak vowel is used to show the distinction. A common example is the name Marà ­a. Without the accent mark, the name would be pronounced much like MAHR-yah. In effect, the accent mark turns the i into a strong vowel. Other words where an accent mark is used to keep a weak vowel from becoming part of a diphthong include rà ­o (river), heroà ­na (heroine), dà ºo (duet) and paà ­s (country). If there is an accent over the strong vowel, it doesnt destroy the diphthong. For example, in adià ³s, the accent merely indicates where the spoken stress goes but doesnt affect how the vowels work together. Triphthongs Occasionally, a diphthong can combine with a third vowel to form a triphthong. Triphthongs never have two strong vowels in them; they are formed by either three weak vowels or a strong vowel with two weak vowels. Words that have triphthongs include Uruguay (Uruguay), estudià ¡is (you study) and buey (ox). Note that for purposes of the written accent, the y is considered a consonant even if it is functioning as a vowel. Thus the final syllable of Uruguay is what gets the stress; thats where the stress goes on words ending in a consonant other than n or s. If the final letter were an i, the word would need to be spelled Uruguà ¡i to maintain the pronunciation.