In Support Of Human Cloning Essays - Cloning, Human Cloning, Dolly

In Support Of Human Cloning Essays - Cloning, Human Cloning, Dolly In Support Of Human Cloning Human cloning is inescapable. As a feature of the advancement of science, human cloning will occur paying little heed to who contradicts it. In this paper I will clarify what human cloning is, a portion of the moral and good issues with it, some health advantages it could serve, what various religions consider cloning people, and at last why I feel this would be valuable to our general public. So as to comprehend the complaints and the capability of human cloning, one must know precisely it is and how it is finished. So as to clone a living being (creature or human), researchers start with an egg (ovum) of a grown-up female. Ladies by and large produce just a single every month except can be synthetically animated to create more. Analysts expel the DNA-containing core from the egg. Cells from the subject to be cloned are gotten by different techniques including a scratching within the cheek, and the DNA-containing core is expelled from one of these. Next the grown-up cell core is embedded into the egg with a modern atomic exchange, and the egg is animated (electrically or synthetically) to fool it into isolating simply like an undeveloped organism. At the point when the incipient organism arrives at the fitting stage, you embed it into the uterus of the lady who will bring forth it. After incubation, the clone is conceived in the ordinary way (Eibert, standard. 2-5). The youngster that is conceived because of cloning would be almost hereditarily indistinguishable (the egg holds some mitochondrial DNA that may possibly adjust the new DNA somewhat) to the subject cloned. The clone should seem to be like the grown-up it was cloned from, yet that is the place the likenesses would end. The clone would have a totally extraordinary arrangement of life encounters. It would be raised by various guardians, experience childhood in an alternate time and diverse area, and have various conditions transpire en route. It wouldnt be a similar individual it was cloned from; it would be its own exceptional person who coincidentally had a similar DNA. The qualities of an individual (physical just as social) are initiated by arbitrary decisions on the DNA. An individual has twenty-three chromosomes from their mom and twenty-three from the dad. Regardless of whether an individual has blue eyes is an arbitrary pick from the two arrangements of chromosomes. Indistinguis hable twins are additionally very not the same as one another: their fingerprints are unique, now and then one twin will be hefty and one not, and in some cases one is gay and one isn't. It is these arbitrary initiations that we cannot control, and these irregular actuations might be distinctive in a clone than they were in the first person.(Eibert, standard. 40). So what is society so terrified of? For what reason is the subject of human cloning practically no-no? I think most of the populace imagines cloning as a type of mass-advertise where one can arrange a child or make a great many indistinguishable individuals. This was a similar kind of dread that in-vitro preparation (IVF, unnaturally conceived children) made when it was begun during the 1970s, and, in principle, this couldnt be all the more off-base. One of the fundamental issues that the vast majority have with cloning of people is they accept that trying to make someone else there will be numerous ineffective endeavors. There is a dread that in framing undeveloped organisms there will be numerous that are disfigured, crushed, or in any case investigated for logical increase. Marc Zabludoff writes in Fear and yearning that to get one effective birth, numerous infants would need to bite the dust in bombed techniques a totally unsatisfactory practice (6) It has been broadly promoted that in making Dolly, the cloned sheep, it took 277 attempts. This isnt very obvious. What it took to clone Dolly was 277 eggs with an intertwined core. Just 27 of them isolated past the 2-cell stage. Just 13 of these shaped incipient organisms and were embedded into a sheep uterus; of these 13, just 1, Dolly, was conceived. It wasnt that any of the sheep undeveloped organisms were twisted or controlled, the grown-up sheep essentially neglected to imagine, much like an ineffective test-tube origination (Eibert, standard. 12). So this dread of disfigured or

Macbeth Tragedy Or Satire Essays (1935 words) -

Macbeth: Tragedy or Satire? Macbeth: Tragedy or on the other hand Satire? William Shakespeare composed four extraordinary catastrophes, the remainder of which was written in 1606 and titled Macbeth. This disaster, as it is considered by cultural pundits of yesterday's abstract world, examines the detestable element of contention, offering a dull and miserable environment of a world ruled by the forces ofdarkness. Macbeth, more so than any of Shakespeare's other appalling heroes, needs to confront the controls and choose: would it be a good idea for him to capitulate or would it be advisable for him to stand up to? Macbeth gets it the purposes behind opposing underhandedness but then he continues with an unfortunate arrangement, induced by the predictions of the three Weird Sisters. In this manner we should inquire the inquiry: If Macbeth is following up on the driving forces invigorated by the predictions of his destiny, is this Shakespearean masterpiece actually a Tragedy? Aristotle, perhaps the best man in the history of human idea, deciphered Tragedy as a kind planned to introduce an uplifted and agreeable impersonation of nature, and, specifically, those parts of nature that touch most intently upon human life. This I think Macbeth achieves. Be that as it may, Aristotle includes a couple of conditions. As per Aristotle, a catastrophe must have six sections: plot, character, phrasing, thought, scene, and melody. Most significant is the plot, the structure of the occurrences. Disaster is not an impersonation of men, yet of activity and life. It is by men's activities that they gain bliss or trouble. Aristotle expressed, in light of Plato, that catastrophe creates a fortifying impact on the human character through a katharsis, a legitimate purgation of pity and dread. An effective disaster, at that point, adventures and requests toward the beginning to two fundamental feelings: dread and pity. Disaster manages the component of wickedness, with what we least need and most dread to confront, and with what is dangerous to human life what's more, values. It additionally attracts out our capacity to identify with the unfortunate character, feeling a portion of the effect of the malicious ourselves. Does Macbeth prevail at this level? Can the peruser have sympathy and fear for Macbeth? Or on the other hand does the peruser feel that Macbeth himself is just a branch from the base of all malicious and not poor people, spurned, destiny indented man, concurring to Aristotle's concept of catastrophe, he should depict? Can the readerpurge his feelings of pity and dread by putting himself in the chains of destiny Macbeth has been detained in? Or then again does he feel the force and covetousness whereupon Macbeth flourishes, thrives, lastly falls? I accept the last is the almost certain response, and that the peruser considers Macbeth to be a trouble maker, having practically zero sympathy for him. Aristotle likewise demands that the principle character of a disaster must have a terrible blemish. Most catastrophes come up short, agreeing to Aristotle, because of the rendering of character. To permit the character to just be a survivor of capricious and undeserved cataclysms would damage the total, independent solidarity of activity in the disaster. On the off chance that that is in this way, and on the off chance that we expect that the gathering of three witches is a reasonable probability, at that point isn't Macbeth such a casualty? Does he truly merit the adversity that is brought him by his fortune? All things considered, Macbeth is acquainted with the peruser as a genuine and humble pioneer. His destiny, once having been uncovered to him, drives him to covetousness, raises his desire for force, and coins a prideful and misinformed trust in his apparently unceasing mortality. Phrasing, the declaration of the importance in words, is close to consummate in Macbeth, basically on the grounds that it is composed by William Shakespeare, the designer of immaculate lingual authority. Thought- - the assignment of saying what is conceivable and appropriate in the conditions of the play- - can not be contested. Scene and Song are the impacts that feature the play, and are appropriate in giving a passionate fascination. Such components are handily found in Shakespeare. Macbeth is composed with the style and beauty that no one but Shakespeare could give. In this way, these components of grievous show can not be tested in this contention. While we have to think about that Macbeth endeavors on power, and in doing so loses his estimations of quietude and mankind, it ought not be overlooked that Macbeth does, at specific occasions, feel regret for things he has done. In Act 2, Scene 2, Macbeth trusts in Lady Macbeth after the homicide of Duncan: But wherefore wouldn't I be able to articulate So be it? I had most need of gift, and So be it Stuck in my throat. also, Methought I heard a voice cry Rest no more! Macbeth murders rest, the honest rest, Rest that sews up the raveled sleave of

Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business

Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (and earning the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. Carr also serves as director of the NYU Stern Fashion and Luxury Lab, which was launched in 2017. He was formerly the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tools. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 16 other top-ranked business schools, check out our free  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose an MBA program, but the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tool s. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (and earning the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. Carr also serves as director of the NYU Stern Fashion and Luxury Lab, which was launched in 2017. He was formerly the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tools. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 16 other top-ranked business schools, check out the free  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tool s. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 16 other top-ranked business schools, check out the free  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school at attend, but the educational experience itself is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for over a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  (“International Marketing,” “Marketing Management,” and “Strategic Management”)  joined Stern’s full-time faculty in 2007. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has quickly garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tools. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tool s. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school at attend, but the educational experience itself is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for over a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award), Jeffrey Carr  (“International Marketing,” “Marketing Management” and “Strategic Management”)  joined Stern’s full-time faculty in 2007. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has quickly garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc. and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tools. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides.   Share ThisTweet New York University (Stern) Professor Profiles Blog Archive Professor Profiles Jeffrey Carr, NYU Stern School of Business Many MBA applicants feel that they are purchasing a brand when they choose a business school. However, the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we profile  Jeffrey Carr  from  New York University’s (NYU’s) Leonard N. Stern School of Business. Having taught at Stern for more than a decade as an adjunct associate professor (earning him the 1996 Stern/Citibank Teacher of the Year Award),  Jeffrey Carr  joined Stern’s full-time faculty in 2007 and is now a clinical professor of marketing and entrepreneurship. He served formerly as the executive director of the Berkley Center for Entrepreneurship Innovation and has garnered a reputation as one of the school’s most respected marketing experts, featured by such major news outlets as NBC and the  New York Times. Carr is president of Marketing Foundations Inc. and has worked on projects for such companies as Booz Allen Hamilton, IBM, General Electric, Pfizer, Kodak, Time Inc., and Unilever. As one first year we interviewed said of his experience at Stern, “So far, the most impressive class has been ‘Marketing’ with Jeff Carr,” adding, “He’s super engaging and makes you think more about the consequences of your actions in marketing than simply teaching you the tool s. The class structure is very informal, but all of the students are learning a ton.” For more information about NYU Stern and 15 other top-ranked business schools, check out the  mbaMission Insider’s Guides. Share ThisTweet New York University (Stern) Professor Profiles

Utilitarianism Or Deontology - Free Essay Example

Sample details Pages: 9 Words: 2575 Downloads: 1 Date added: 2019/08/08 Category Ethics Essay Level High school Tags: Utilitarianism Essay Did you like this example? Moral theories evaluate morality typically on the following factors: the agent, or the persons reasoning behind the action; the action and whether the action is good or bad; or the consequences, or results of the action. Moral theories can evaluate one, two, or all three of the optionsit is all up to the theory itself in what it evaluates. Consequentialism is a broad theory that evaluates morality based on the consequences of our actions (Shafer-Landau, 122). Don’t waste time! Our writers will create an original "Utilitarianism Or Deontology" essay for you Create order Utilitarianism is like a branch on the tree of consequentialism, or a much more specific sub-theory of consequentialism (Shafer-Landau, 123). John Stuart Mills classic form of Utilitarianism aims for the greatest amount of good for the greatest number of people. Utilitarianism focuses on actions being good if they are for the greater good; if they bring about the most possible happiness for the greatest amount of people. (Shafer-Landau, 123). The Principle of Utility is the only moral principle that utilitarians judge ethical matters with. The Principle of Utility states that actions are right if and only if they bring about the greatest amount of happiness for the greatest amount of people, and they are wrong if they do not (Shafer-Landau, 123). In Utilitarianism, the end justifies the means. Utilitarianism does not care what the action is or what your intentions were for the action. This means that no matter what action you took, your actions morality only depends on the results (Shafer-Landau, 126). According to utilitarianism, you can use whatever means to get to an end that benefits the greater good. It looks at the consequences of your actions, not the actions and not the reasoning behind your actions; only at the results. If the results are good, then it was a morally good choice. If your results are bad, then it was a morally bad choice. This means that if you set out to murder an innocent person but missed your a im and killed a terrorist that was about to set a bomb off in a building and kill fifty people, then your action was morally good. It also means that if you tried to save someones life who was drowning, but both of you ended up dying, then your actions would be morally wrong. The result is what matters in Utilitarianismif the results of your actions bring about a greater good, then you are doing the right thing. That means that you can use whatever you wanteven peopleas a means to an end, as long as that end brings about good results that promote the most well-being of the most people. (Shafer-Landau, 126). The ethical issue here is Iceland claiming to have cured Down Syndrome. Of course, any claim to have cured Down Syndrome will draw much attention. If you investigate the claim, though, youll realize that Iceland has requiring expectant mothers to be informed about the option to screen their unborn babies for Down Syndrome and other genetic disordersand giving her the option to abort the baby if she wishes, and upwards of eighty percent of women make the decision to do so (CBS News, What Kind of Society do You Want to Live in?). This has stirred up controversy on two sidesthose who think it is morally acceptable for babies with Down Syndrome to be aborted, and those who think it is morally unacceptable for babies with Down Syndrome to be aborted. For those who are utilitarians, they believe it is morally acceptable to abort babies with Down Syndrome. Utilitarianists justify their standpoint by listing some positive aspects to aborting babies with Down Syndrome. With Down Syndrome bein g at the top of the list of the ten most expensive diseases, and Icelands pride in their state-funded health care, the abortions of unborn babies with Down Syndrome is seen to save resources and money (American Magazine, Iceland Isnt Eliminating Down Syndrome). Doing so saves limited and valuable resources, spares the parents from having to raise children with genetic disorders and saves the time, money, and energy of the parents. It also gives the mother the right to do as she wishes with her own body and life (Iceland Magazine, Fact Check). Aborting babies screened positive also avoids people with Down Syndrome living low quality lives and spends less money from healthcare and insurance. The arguments against aborting babies with Down Syndrome are that it denies babies with genetic disorders the right to life and could be a gross violation of human rights. This makes it comparable to genocide, or the targeting of removing specific groups of people from the world (Psychology Today, Iceland ?Cures Down Syndrome). Some argue that it isnt an actual cure (Psychology Today, Iceland ?Cures Down Syndrome). Another argument is that it violates Gods command of protecting innocent life and being commanded to not commit murder, though pro-abortionists argue that it is not murder. Aborting babies with Down Syndrome also reduces the status of the unborn baby, or unborn person, to the that of an item, or a thing that has ended. (The Washington Post, Whats the Real Down Syndrome Problem). While Utilitarianism does consider happinessthe happiness of all, to be specificas a part of ethics, Deontology doesnt include happiness in the evaluation of morality (Shafer-Landau, 126). Deontology is the study of moral duties, or moral commands (Shafer-Landau, 160). In Deontology, the aim is not happiness, making others feel good, doing good because it feels good to help others, etc. The aim of Deontology is to do good because it is good (Shafer-Landau 169). Deontologys moral duties are unconditional, which means that doing the right thing for the right reasonbecause it is a good thing to dois the only acceptable reason to do something (Shafer-Landau 169).. This means that if you save someones life because it makes you feel good, because you would want someone to save your life someday, etc.; then youre not making the right moral decision, because you arent doing it for the right reason. The only acceptable reason that makes an action morally good or acceptable is if youre doing something simply because its the right thing to do. Weve covered that in Deontology, our moral duties must be treated as ends in themselves. But what does Deontology say about people? People must be treated as ends in themselves as well, and never as a means only (Shafer-Landau, 176). The Principle of Humanity explains this in detail. According to the Principle of Humanity, we can only use people as a means to an end if they are aware of it and consent to it (Shafer-Landau, 176-177). An example of this would be asking someone if you can borrow five dollars from them and they agree to it only if you pay them back later. However, if you steal five dollars from someone, then that would be using them only as a means to an endtreating them as an item, an ATM machineand it would therefore be immoral. The Principle of Humanity states that people are not thingspeople are people and should be treated as so, worthy of respect and inherent dignity. In other words, people are ends in themselves and should not be used as items or reduced to the status of an item. Deontology has a very opposing moral view compared to Utilitarianism on the ethical issue of Down Syndrome abortions in Iceland being claimed as a cure. According to Deontologists, it would be morally wrong to abort the unborn baby for having Down Syndrome because it would be using the unborn baby as a means to an end. Some positive aspects of the Deontology standpoint are: first and foremost, it protects all human l ife, innocent life, and doesnt violate human rights to life. It makes it clear where the line is drawn for who is qualified for human rights to lifewhich is everyone. Deontologys ethical reasoning in this situation avoids future psychological pain parents could endure like regret, guilt, anguish, or loss (CBS News, What Kind of Society do You Want to Live in?); and physical pain or complications from abortion procedures that parents could endure. Deontology, while not on a religious level, also obeys Gods commands to protect innocent life and to not commit murder. Another positive aspect of this standpoint is that it doesnt target a specific group of people. Deontology allows the unborn baby a chance to life without others deciding for them. However, there are some negatives to Deontologys standpointit violates womans right of doing as she wants with her own body (Iceland Magazine, Fact Check), which is a controversial issue when it comes to abortion as some will argue that it is not only her body involved but also another humans. While parents are allowed to make choices medically for their own children until the child is a certain age, but pro-abortion arguments justify this by calling the unborn baby a fetus and reducing it to be an item: which brings the argument back around to where the line is drawn in Utilitarianism. Not aborting the unborn baby uses more resources, and forces parents to raise an unwanted child, result ing in more time, money, and energy on the parents and taxpayerss part. The child could have also had a low quality of life from the different health issues and treatments they may receive (The Washington Post, Whats the Real Down Syndrome Problem). Lastly, more children could end up for adoption or in the foster home system if less children are aborted. Iceland, while screening for babies with Down Syndrome and aborting them, may not be forcing the parents or mother to abortbut giving her the option could be persuading enough to compromise the autonomy of the patient. (CBS News, Behind the Lens). The first issue here is the autonomy of the patientsthe pregnant mother and the unborn child. Kacy Cherry emphasizes that, That question alone, according to Ingadottir, pushes women to view Down Syndrome negatively, as something to be screened out (CBS News, Behind the Lens). If the mother is in any way being persuaded â€Å"with the option of being able to have the screening for her baby, or by being told that most women do it (CBS News, What Kind of Society do You Want to Live in?)the autonomy of one of the doctors patients could be under some influence. Also, the baby does not have any choice or voice for itself and its rights to l ife when it comes to abortion under current laws and medical procedures. Wouldnt having a right to live be better than having no life at all? Some argue that it would avoid misery and a low quality of life for people with genetic disorders to be aborted. But how are we to judge the quality of someone elses life? Quality of life varies from person to person, no matter the circumstances. Not to mention, the Average life expectancy is now around 60 years, up from around 25 years four decades ago, when many Down Syndrome people were institutionalized or otherwise isolated, denied education and other stimulation, and generally not treated as people (The Washington Post, Whats the Real Down Syndrome Problem). We cannot judge someone elses life and the amount of happiness they have in it, only our own life. Aborting unborn babies with genetic disorders draws a very shaky line of the rights of human life and who is qualified for those rights. The rules of abortion should be very clear and consistent. The unborn human should have the same rights to lifeand their own bodyas the mother does. Aborting unborn humans on certain conditions could also qualify as genocide, targeting a specific group of people (Psychology Today, Iceland Cures Down Syndrome). Using Deontology protects innocent life for the right reasonbecause it is the right thing to do. Deontology treats human beings as human beings, regardless of age, gender, genetic abnormality, etc. Deontologys standpoint on the ethical issue going on in Iceland is one that I can agree withthat all human beings are inherently valuable. While I agree with Deontologys standpoint on an ethical level all by itself, I also agree with this on a moral l evel from my own personal beliefs and religion. Firstly, I agree with the view of human beings having inherent value because every person should have the right to life. Deontologys moral theory protects any future children I may have and protects all of the people around me from being killed, aborted, or screened out (CBS News, Behind the Lens) of society. It protects my personal life decisions and medical situations from being manipulated by any doctors or government parties. With this standpoint, I am denied the right to have an abortion. In this situation specifically, I side with Deontology because it prevents unnecessary and grey area abortions, though I do disagree on all abortion being ruled out completely. In my view, abortion should only be allowed if it is a survival situation in which both the mother and child could die or the mother could die if she continues her pregnancy. Deontology does have some negatives for me as well. Out of the two, I would be happy to oblige with its rules because I feel it is the lesser of tw o evils. My viewpoints on this are also from a Christian perspectiveGod has told me that I should never commit murder. As Deontology clearly defines what or who qualifies as a human, I have a clear understanding that by doing the right thing and valuing human life inherently, then I am morally doing the right thing. God has also assigned inherent value to human life, and by following Deontologys perspective, I am not only doing the right thing because it is the right thing to do but also following my religion and the commandments of God. God has given us free will to make whatever choices we want in life, but he wants us to make the right choice because it is the right thing to do. In the Bible, there is a passage that I feel explains my previous sentence much more solidly, I have set before you life and death, blessings and curses. Now choose life, so that you and your children may live. (Deuteronomy 30:19). There is a wide variety of opinions and beliefs in any culturally diverse society. According to Deontology, women would not be permitted to have an abortion period. I find this a better option than allowing women to decide whether their childanother human beingshould have the right to live or not. However, there is some shaky ground hereI do believe that women should have the right to abortion if her life is in danger. Deontology does not give us this option, but overall, I find Deontologys theory a much better approach for everyones moral evaluation than Utilitarianisms theory as Deontology protects all human lives. We all have a secure right to live. No one would be allowed to use anyones life as merely a means to an end. It protects all innocent lives and unborn lives. Lastly, Deontology protects the autonomy of patients without doctor or government influence. These are all matters that should be respected no matter a persons age, gender, race, religion, disability or not, etc. Ul timately, when deciding between Deontology and Utilitarianism, Deontology is the lesser of two evilsand in the long run, it protects all of us, no matter our age, gender, race, religion, whether we have a disability or not, etc. for the long run, and grants us more solid rights that cannot be bent against others opinions.

Graduation Speech By Maya Angelou - 1566 Words

Deshanna Glenn Professor Juliet Green Eng. 1310-014 February 18, 2016 Graduation Graduation is a ceremony that almost every single person is familiar with, thus building the connection of the reader. Graduation is an important transition in one’s life. It represents an accomplishment and signifies moving on to something better, more important and the pathway to use one’s knowledge to achieve one’s life goals. It calls for a celebration along with a grand commencement among family, friends, and peers. Maya Angelou’s, â€Å"Graduation†, is about a young African American girl, who is excited and proud of her academic achievements. She strives to bring the reader into her world, while looking forward to her grand commencement. There is no doubt that Maya Angelou is a fantastic writer and by her standards, â€Å"Graduation† is an amazing piece of writing and what Angelou does best is evoke feelings and empathy from her readers. By relating to them and detailing her emotions for everyone to see, she emphasizes her sense o f being wronged Angelou’s graduation was a pivotal moment in her life. She led the readers through her graduation as if they are sitting alongside her. Angelou’s method of telling her story is through imagery; Angelou describes the graduates, â€Å"Like travelers with exotic destinations on their minds†¦Ã¢â‚¬ (pg10) â€Å"everyone said I looked like a sunbeam.† (Pg. 13) These give the readers a true picture of what was going on and imagery vision of how broadly the kids wereShow MoreRelatedRhetorical Analysis Of Maya Angelou s I Know Why The Caged Bird Sings 1036 Words   |  5 PagesFily Thiam English 002 Mrs. Vilato 9 April 2015 Rhetorical Analysis on â€Å"Graduation† by Maya Angelou In Graduation, a chapter in her autobiography â€Å"I Know Why the Caged Bird Sings†, Maya Angelou talks vividly about her middle school graduation in the segregated South. Graduation is an important milestone in most people’s life, as they get a degree and move on to their next level, something better and more important, with the hope that they can use their new knowledge to achieve their life goals andRead MoreAnalysis Of Graduation By Maya Angelou960 Words   |  4 PagesEssay on â€Å"Graduation† by Maya Angelou Racial segregation was very dominant in the United States in the mid nineteen hundreds. This is the time that Maya Angelou was graduating from the eighth grade in Stamps Arkansas. The theme of racial segregation is well shown by the how different the schools of the African-Americans was compared to that of whites in the essay â€Å"Graduation† by Maya Angelou. In the essay the Angelou points out that Lafayette County Training School didn’t have a lawn, hedges, tennisRead MoreFrederick Douglass And Maya Angelou Essay1624 Words   |  7 Pagesand large amounts of discrimination toward their culture. 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Although common belief states words have no power, words have the power to influence an audience. WordsRead MoreGraduation by Maya Angelou Critique1386 Words   |  6 Pages121 SL May 9, 2012 â€Å"Graduation† Critique â€Å"Graduation† was written by Maya Angelou in 1969. Angelou was born in Missouri, but after her parents divorced, she was sent to live with her grandmother in Stamps, Arkansas. While in Arkansas, Angelou attended the Lafayette County Training School. The school is the setting for her essay â€Å"Graduation.† Angelou graduated from eighth grade at Lafayette with top honors and went on to graduate from high school. After high school, Angelou wrote over thirty playsRead Moremaya Angelou Graduation1259 Words   |  6 Pagesï » ¿09/19/2014 Maya Angelou - Graduation Graduation is an important transition time in every person’s life. It is about moving on to something better and more important and to use your knowledge to achieve life goals. This is what the children attending the grammar school believed as well, including Maya Angelou. Given from her point of view, the story Graduation has ethos because as an African American girl, she shared the same thoughts and feelings as everyone standing on the stage or inRead MoreMaya Angelou Response Essay717 Words   |  3 Pageshistory since colonial times. In her essay â€Å"Graduation,† Maya Angelou recollects the experience of her eighth grade graduation in the 1930s to examine the personal growth of humans caught in the adversity of racial discrimination. Through narrative structure, selection of detail, and use of imagery, Angelou encourages young blacks to follow their ambitions with pride, despite what the â€Å"white man† thinks of them. Through her narrative structure, Angelou aspires for young black students to maintainRead MoreAn Essential Factor For African American1636 Words   |  7 Pagescentury. Separation became the new motto for all of America even years after the end of slavery. With the contribution of Martin Luther King Jr., Maya Angelou, and Malcolm X, equality for blacks was made possible. It is invariably true that persistence is demonstrated in the works: â€Å"Letter from Birmingham Jail† by Martin Luther King Jr., â€Å"Graduation† by Maya Angelou and â€Å"A Homemade Education† by Malcolm X despite the oppositions these writers faced while trying to accomplish goals of racial equality toRead MoreThe Quotation Of Maya Angelou1066 Words   |  5 Pagesrazor that threatens the throat† (Angelou 4) Speaker: Maya Angelou Significance: Maya was supposed to give her Easter speech in a beautiful dress she imagined would make her look like a white movie star. Instead, it was an ugly hand me down and too long for Maya’s liking. Maya was disappointed in her dress because not only was it not what she expected, but she realized she will never look or be treated like a white movie star. The quotation shows that Maya Angelou was aware of the difficulties ofRead MoreMalcolm X And Maya Angelou And A Homemade Education1791 Words   |  8 PagesJr., â€Å"Graduation† by Maya Angelou and â€Å"A Homemade Education† by Malcolm X, the authors discuss their experiences and fight against inequality. Martin Luther King Jr., Malcolm X and Maya Angelou were just a few of the hundreds of thousands of blacks who restlessly fought for civil rights. Martin Luther King Jr., Malcolm X and Maya Angelou showed that in the face of adversity to persevere you must always remain strong and steadfast if you wish to succeed. Even with Malcolm X and Maya Angelou facing

Secularism Essay - 1486 Words

Secularism The world today is filled with a variety of religions. Different religions cause conflict because of the dissimilar beliefs as with secularism. Secularism is the indifference to or rejection or exclusion of religion and religious considerations according to the dictionary. The religious civilization acknowledges secularism as any movement in society directed away from the otherworldliness to life on earth. No matter which way it is defined the main point is that God is excluded from all human affairs. There is no God in secularism. It is just the world and nothing else. If there is some form of a God, then it is perceived to be too far for our understanding. Modern cultures have changed a lot in the world in which we stand,†¦show more content†¦It is much easy to understand and believe secularism than to try to fathom or comprehend something or someone that no one can see. Improvement of life by only material means, it is good to seek and do good no matter what it is, and sc ience is the existing Providence of man, are the three most essential ‘laws’ of secularism that are to be followed. The origination of secularism can be referred back to many well known names; as well as, articles, magazines, and a variety of either publication. â€Å"The Counsellor†, which was later transformed into the â€Å"National Reformer†andâ€Å"The Secular World and Social Economist, are just some of the titles of these well known magazines. The articles would consist of anything from secularization being taught in public education to the disestablishment of the church. Not only could secularism be found anywhere, but some very famous philosophers are too connected to this belief. Rene Descartes was a philosopher back in the early sixteen hundreds who based his whole belief of the world on his own capacity to think. He was famous for the quote â€Å"I think, therefore I am†. He later took this saying and used it to apply to the existence of God and man. Descartes way of thinking wiped out an entire era and started a new one. In addition to Descartes, Charles DarwinSh ow MoreRelatedReligion vs. Secularism2082 Words   |  9 Pagesnot the Separation of Church and State nor the legitimacy of the American democracy (though each issue has been raised in reaction to the prevalence of religion in government), but it calls into question the soundness of any democracy that claims secularism as an intrinsic value but whose laws and elections are shaped and influenced by religious beliefs. Because religion is the type of institution in which citizens hold unwavering belief, whereas politics and government require open-mindedness andRead MoreThe Folly Of Secularism By Jeffrey Stout1305 Words   |  6 Pagesthe secular state that is France. 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However, secularism may also mean a complete vanishing of religion from the everyday life of society, and this is obviously not the caseRead MoreGeneral Introduc tion And Scheme Of Religion1564 Words   |  7 PagesOF STUDY 1.1 TITLE 1.2INTRODUCTION India forces us to think sometimes in tragic moments, of the function of religious thought within secularism. This is again a challenge for the times. If you look around the world today this is a very important issue; this particular kind of sometimes fundamentalist, of other times religious orthodoxy erupting within secularism, not simply in opposition to it.

Intended and Unintended Consequences System †MyAssignmenthelp.com

Question: Discuss about the Intended and Unintended Consequences System. Answer: Introduction: The unintended consequences bring in those actions or results that are often overlooked. The three types of unintended consequences-the perverse result, unexpected benefits and unexpected drawback will be highlighted in the report. The measures that must be taken to protect against the unintended consequences will be showcased in the report. The unintended consequences are associated with artificial intelligence and machine learning will be discussed in the report. Along with that the AI safety measures that must be adopted to prevent the adverse consequences of artificial devices will be detailed. Unintended consequences or the unforeseen consequences are those actions which result in outcomes that are often foreseen. The unintended consequences can be classified into three groups and they are a perverse result, unexpected benefits and unexpected drawback. The perverse result is the negative outcome which was not intended at all. Generally, the perverse result is termed as backfire (Dahler-Larsen 2014). The unexpected benefit is the basically the positive feedback which is termed as the luck, sometimes serendipity. The unexpected drawback deals with the occurrence of the incidents that were expected positive while something negative has occurred. There are various causes behind which are responsible for the occurrence of unintended consequences, the causes are- ignorance, error, immediate interest, self-defeating prophecy and the basic values (Cicmil et al. 2017). However, there are ways to prevent those unintended consequences. The ones who will conduct the project must gather information about the topic, they must acknowledge the issues associated with the topic beforehand (Hornstein 2015). The ones who will carry out the project must have complete knowledge about the topic and must stay updated all the time. The team members who have made the draft of the project must scrutinise the project, again and again, must find out loopholes in the project. The loopholes will guarantee that the project can fail and can lead to disaster. The team members must remain attentive all the time, must mitigate the loopholes created (Collins et al., 2013). The team member should put themselves in the position of the clients, this can help them in solving the queries that can incur, can be mitigated. The team member must consider the project from the perspective of the opponents, in this way they can know the vulnerabilities of the project, thus the unintended consequences can be checked. After preparing the project, the team member should make it verified by the other team member. In this way, the flaws residing within the project can be known (Gustavsson and Hallin 2014). The other member can verify whether the messages they are trying to convey are understandable or not. The team member should discuss with the agency thoroughly before proceeding with the project. The team members should be aware of all the aspects, all the demands of the agencies, based on the requirements and the demands of the agencies the team members must work upon and must complete a draft (Vigneau, Humphreys and Moon 2015). The agencies must analyse the draft and must give an acknowledgement that everything is fine. The team members then can work on the final assignment. After finishing the final work the agencies cannot claim anything extra and even cannot put their own agenda, in this way the unintended consequences regarding agencies unethical claim can be prevented. The team members should welcome feedback from the agencies or the clients end. The clients must analyse the draft pretty well beforehand and must give accordingly (Boudon 2016). They have demands; they may have knowledge about the topic, so the team members should listen to them carefully before proceeding on to complete the project. The team members must take clients inputs seriously and sincerely and must work upon it (Krcken 2014). Working on the clients input can protect them from any issues or unintended consequences. The unintended consequences must be prevented and for this reason, the team members must be attentive all the time. Therefore, it can be concluded we are not overreacting; we must focus on the key objectives that must be met. The perverse result must be prevented. The unintended consequences may be positive or negative, however, measures should be taken to mitigate the risks occurring due to the perverse result or the negative result. Lack of knowledge: The team members should be knowledgeable about the project all the time. The lack of knowledge can take the time can delay the project, can lead to the failure of the project. This lack of knowledge can be one kind of unintended consequences (Crabtree 2013). The team members must understand the project well, must be knowledgeable of all the project requirements. The team members must consult with the clients if required to gain knowledge all the time. Taking right decision at the right time: The team manager must take the right initiative and that must be within the right timeframe, the draft must be sent to the clients and after the verification of the draft, the team manager must start working according to the requirements set (Reyns et al. 2013). The clients if raise any issues must be listened to and the manager must ensure the client's everything is going all right. The clients must encourage the team members and the team members must work proactively. Revaluation of the task: The project tasks must be evaluated, again and again, must stay cautious all the time (Hughes, Voros and Moreau-Gaudry 2016). The tasks associated with the project must be assessed by the team members all the time, the loopholes must be examined and initiatives must be taken to mitigate the risks. Thus it can be said that the team members must take initiative to detect the unintended consequences and we are not overreacting, the unintended consequences must be detected and prevented (Jacobsen 2015). The perverse consequences can be devastating for any organisations. The organisation can face huge losses, can lose a huge amount of money due to this. The possible unintended consequences in the development of machine learning and AI, and the possible options to protect against such unintended consequences There are possible unintended consequences associated with the development of machine learning and artificial intelligence (AI) (Reyns et al. 2013). The primary unintended consequence that is associated with the machine learning, as well as artificial intelligence, is that the employees can lose a job with the rise of artificial intelligence devices. Autonomous weapons are the artificial weapons that have the capability to take ones life. If the weapons are handed over to the wrong person, the consequences can be disastrous. The unintended consequences can affect the entire country probably the entire world (Wigan and Clarke 2013). The weapons are autonomous and so they are hard to turn off, for this reason, humans can quickly lose control of the situation. The AI programmed device can be beneficial as well as destructive. For instance, the AI programmed car can lead to road accidents and thus it can prove to be fatal for the humans to use it. The devices can malfunction and can bring some adverse effects. Another unintended consequence that can occur is the loss of jobs. The robots powered by AI are capable to perform automatically and the robots can perform the same programs like human beings. Many factories have appointed the robots and the robots have the functionality to work more efficiently compared to the humans. The robots perform activities that are error free and also take considerably less time compared to the humans (Brggemann, Hitz, and Sellhorn 2013). The highly intelligent robots can be deadly dangerous to the human beings. The robots can outperform the human beings and can rule the planet as well. They can control the entire human race and thus this is the unintended consequence that can lead to disaster. There is another unintended consequence associated with the machine learning and AI devices are hackers attack. The AI devices are IoT devices and they can be hacked by hackers or intruders. The hackers can attack the robots by internet activity and can take control of them, thus the hackers can conduct any malicious activities using those robots. The unintended consequences related to machine learning and artificial intelligence can only be prevented by AI safety research. The tech gurus and the policymakers and the researchers must research and take safety measures to prevent the malicious effect brought about by unintended consequences (Wigan and Clarke 2013). The artificial intelligence must be implied ethically so that it can benefit the humans. Thus the best possible way will be concentrating on accelerating the advancement of the human race rather than focussing on impeding the artificial intelligence devices. It can be concluded from the above discourse that the unintended consequences- the perverse result, unexpected benefits and unexpected drawback can be prevented by adopting ethical measures. The report has highlighted the unintended consequences associated with the artificial intelligence and machine learning. The measures that must be taken to prevent the perverse effect of unintended consequences have been highlighted in the report. The artificial devices can prove to be beneficial; however, the same artificial device can prove to be detrimental to the wrong use of those devices. The report has concluded that AI safety research must be conducted to ensure the ethical use of the artificial devices. References Boudon, R., 2016.The unintended consequences of social action. Springer. Brggemann, U., Hitz, J.M. and Sellhorn, T., 2013. Intended and unintended consequences of mandatory IFRS adoption: A review of extant evidence and suggestions for future research.European Accounting Review,22(1), pp.1-37. Cicmil, S., Cooke-Davies, T., Crawford, L. and Richardson, K., 2017, April. Exploring the complexity of projects: Implications of complexity theory for project management practice. Project Management Institute. Collins, R.D., de Neufville, R., Claro, J., Oliveira, T. and Pacheco, A.P., 2013. Forest fire management to avoid unintended consequences: A case study of Portugal using system dynamics.Journal of environmental management,130, pp.1-9. Crabtree, R.D., 2013. The intended and unintended consequences of international service-learning.Journal of Higher Education Outreach and Engagement,17(2), pp.43-66. Dahler-Larsen, P., 2014. Constitutive effects of performance indicators: getting beyond unintended consequences. Public Management Review,16(7), pp.969-986. Gustavsson, T.K. and Hallin, A., 2014. Rethinking dichotomization: A critical perspective on the use of hard and soft in project management research.International Journal of Project Management,32(4), pp.568-577. Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), pp.291-298. Hughes, C., Voros, S. and Moreau-Gaudry, A., 2016. Unintended Consequences of Sensor, Signal, and Imaging Informatics: New Problems and New Solutions.IMIA Yearbook, pp.159-162. Jacobsen, K.L., 2015.The politics of humanitarian technology: good intentions, unintended consequences and insecurity. Routledge. Krcken, G., 2014. Higher education reforms and unintended consequences: a research agenda.Studies in Higher Education,39(8), pp.1439-1450. Reyns, B.W., Burek, M.W., Henson, B. and Fisher, B.S., 2013. The unintended consequences of digital technology: Exploring the relationship between sexting and cybervictimization.Journal of Crime and Justice,36(1), pp.1-17. Vigneau, L., Humphreys, M. and Moon, J., 2015. How do firms comply with international sustainability standards? Processes and consequences of adopting the global reporting initiative.Journal of Business Ethics,131(2), pp.469-486. Wigan, M.R. and Clarke, R., 2013. Big data's big unintended consequences.Computer,46(6), pp.46-53.