Argument from moral equivalence Essay Example | Topics and Well Written Essays - 250 words

Argument from moral equivalence - Essay Example Once there cannot be condemnation, then it cannot be said that a given cultural sect, morals or values are better or worse. As far as cultural relativism is concerned, it is important for people not to compare their cultural differences with what prevails in other cultures but learn to be tolerant towards all other cultures. In reference to the video, which clearly shows distaste for the Iranian culture of Sharia Law, it could be said that this claim is valid. The video is indeed relevant to the topic of cultural relativism because it outlines the extent to which social and human right groups come together to condemn some of the core values and codes in given cultures. As much as possible, these human right and social groups would want the fundamental human rights of people to be upheld while going about cultural diversity. To this extent, any cultures’ moral values and codes that defeat the ideas of fundamental human rights, such as making a woman suffer death for the offence of adultery is seen as worse. In conclusion therefore, it can be said that the world has come to such a time when cultural relativism is seen as

Money Over Power Beyond its Fate Essay Example for Free

Money Over Power Beyond its Fate Essay Money is the root of all evil. It is the most powerful thing in the world besides love. Sometimes money can ruin love in a friendship, relationship, or even worse family. Money can even decide the fate of a human’s life. â€Å"There is so much about my fate that I cannot control, but other things do fall under the jurisdiction. I can decide how I spend my time, whom I interact with, whom I share my body and life and money and energy with. I can select what I can read and eat and study. I can choose how Im going to regard unfortunate circumstances in my life-whether I will see them as curses or opportunities. I can choose my words and the tone of voice in which I speak to others. And most of all, I can choose my thoughts.† (Elizabeth Gilbert). In the movie, â€Å"No Country for Old Men,† A character by the name of, Llewelyn Moss, is caught in the cross fires of money, his actions, his thoughts, and most of all his own fate. Throughout the movie he is in a constant rat race with a man who goes by the name of, Anton Chigurh, who is a hit man that was hired to get the money that moss had stumbled upon and taken. Ofcourse Moss did not have to take this money and if he didn’t he wouldn’t be dealing with money, power, or the very predetermined fate of himself throughout the movie. Chigur also acts an officer of fate making up his own rules as he sees fit. Although Moss’s character may represent free will he also represents the fate that people make on their life after making one poor decision. Not only does this money ruin the fate of moss but it always toys with the fate of Moss’s wife, the owner of the gas station, and the children who were paid off to keep quiet. Some may say that it is not money that is the root of all evil but it is power. So does money and power go hand in hand? With money you have the power to control whatever you want, and with the most power you gain fear in others as well as continue to gain money from those who fear you. In â€Å"No Country for Old men† there is a constant battle between the power money holds on oneself as well as the fate of a life through money. The first time money determines a person’s fate is  during the coin flip at the gas station. When Chigurh realizes that the man working at the counter knows where he is from, he now becomes a witness of who Chigurh is and where he may be from. Maybe if the man would have just been quiet in the first place instead of trying to use the small talk and be friendly Chigurh would have never even have to have the thought of killing the man in the first place. But because the man is the person he is and just wanted to help â€Å"time pass† it pulled a spark and brought the whole conversation in another direction. Chigurh then begins to question the man. What time do you close? Do you stay out back? What time do you go to sleep? The Owner knew he was in some type of trouble and quickly tries to hurry the man out of his store so that he can reach some type of safe zone between him and Chigurh. The conversation continues and that’s when it starts to get a little interesting. Chigurh finds out that the man was married into the business. He didn’t want it nor did he save his earnings but fate brought him to that gas station and Fate would determine his life in a coin toss. â€Å"It is interesting, however, to note the way Chigurh and the Proprietor discuss the stakes of the game. The Proprietor is no doubt aware of the danger hes in, but is carefully trying to determine the nature of the danger. They both avoid talking about the stakes of the game directly the Proprietor, because if he says it, it might happen; Chigurh, because he considers himself an agent of Fate. Discussing it directly would make him responsible, and hes not; the evil swirling through the film is bigger than this one man† (goodreasonblog.blogspot.com). Fate had played a life saving role in this man’s life but so did money. The flip the coin would determine his fate and that is when we right back on the subject of how which played a bigger role? The coin had all the power, although it was an instrument of the fate the man would determine on his own it still had the power. So can we really say that his fate was the reason this man is still alive? In the owners good graces he won the coin coin flip and his life was spared. But what if he had lost that coin flip? Do you really think Chigurgh would have killed an innocent man just because he noticed where he was from? Well that question could have been answered at the end of the movie when Chigurgh shows up at Moss’s wife, Carla Jean’s, house. Carla Jean finds herself seated across from the emotionless Chigurh. Chigurh had promised Moss that he would allow Carla Jean to live if the money was returned to Chigurh. He  assures Moss that it is the best deal he has to offer. Moss would have died either way but Chigurh promises Moss that he would not harm his wife as long as Moss listened to him. But of course determining the fate of himself and his wife Moss chooses not to listen to Chigurhs orders. It is really heartbreaking at this point in the movie because we all know Carla Jean is going to die. The power money has on a person is quite disgusting in this movie because we see that Moss truly chose his money over his wife. Chigurh tells Carla Jean that Moss could have saved her but the power of money had taken over Moss’s mind and moss made a decision for them both to suffer. â€Å"You don’t have to do this† Carla jean tells Chigurh. Chigurh then chooses to offer her the same coin flip option that he had previously offered the lucky old man at the gas station. Unlike the old man, Carla Jean refuses to call it when asked, even after the coin had been flipped and was just waiting to be called â€Å"The coin don’t have no say in it – it’s just you.† Chigurh again points out that he â€Å"got here the same way as the coin did.† Fate brought him to her house because of her husband and the power of money is what would kill Carl Jean in the end. Not only doe Chigurh try determining the fate of others, He also tries to determine the fate of himself. At the end of the movie when Chigurh is hit he pays a boy to keep quiet and act like nothing ever happened. Why would Chigurh do this? He is using his money to determine his fate. Chigurh knows that the lower his profile the less chances he will have of getting caught and going to prison for the illegal activity he has had going on. All in all none of these people had to do what they did. These were the choices they made and because of that, fate had a new twist on their life. Moss did not have to steal the money but he knew with more money came the happiness him and his wife had been working for. Maybe he did it out of love or maybe he was just being greedy we will never really know. Even Chigurh had the choice to not kill all those people because of Moss. All of those people who had died was a predetermined fate that was out of their control. Fate, in this movie, obviously came in more than one sub category. The money meant power and the power controlled ones fate. â€Å"Every moment in your life is a turning and every one a choosing. Somewhere you made a choice. All followed to this. The accounting is scrupulous. The shape is drawn. No line  can be erased. I had no belief in your ability to move a coin to your bidding. How could you? A persons path through the world seldom changes and even more seldom will it change abruptly. And the shape of your path was visible from the beginning.† (coen 259) http://goodreasonblog.blogspot.com/2010/01/no-country-for-old-men-coin-toss-scene.html http://www.goodreads.com/quotes/tag/fate

flagstone :: essays research papers

Flagstone is used for many different things such as ornamental decoration and paving walkways. Flagstone is a type of sandstone. It comes in random shapes or it is cut rectangular. Some of the colors that it comes in are beige, tan, yellow, and red. Before the flagstone deteriorates or dulls it can be sealed with porous stone sealer, which can be ordered from Aldon Chemical. These seals can increase how long the sandstone lasts. These seals can create gloss, change the color tints, and help resist from the absorption of water into the flagstone which can harm it. To also increase the life span of flagstone a person could used grout or flagstone mortar between the pieces of flagstone for another type of seal. Flagstone or sandstone are siliciclastic sedimentary rocks that are mainly consisted of sand-size grains bonded together by chemical cement or compaction. The different types of flagstone are characterized by color, pattern or shape. Some kinds or flagstone include Tennessee san dstone, rainbow, cherry Log, dark orchard, and dove gray. If it is characterized as â€Å"irregular† than it comes in different shapes. If it is characterized as â€Å"pattern† then it comes in rectangular form. The texture of this flagstone depends on the size and sorting of the detrital grains, and the roundness of these particles. This characteristic depends on how the sediment is dumped. Environments that could harm the hardness or the maturity of the flagstone are places with water such as a river flood plain or swamps. Mature flagstone are clay free and well sorted with a nearly uniform particle size. Super mature flagstone are those that are clay-free, well sorted with well-rounded or smooth sand particles. This type of stone is usually found in sand dunes where wind is able to smooth the sand particles. The prices of flagstone vary between the different types but not that much. A person can by flagstone from a number of places and one major seller is Luck Stone . Flagstone comes in 3000-pound bundles and other large orders like we had in our garden, which is about sixty dollars from Luck Stone. Flagstone is commonly used in gardens, murals and other places like it everywhere. Flagstone can create beautiful sites with mortar, grout, or plants and flowers in between the different stones. Flagstone has other uses also such as building retainer walls or waterfalls. Flagstone is shown though all these different source to be a resource that is valuable to our garden and building society. flagstone :: essays research papers Flagstone is used for many different things such as ornamental decoration and paving walkways. Flagstone is a type of sandstone. It comes in random shapes or it is cut rectangular. Some of the colors that it comes in are beige, tan, yellow, and red. Before the flagstone deteriorates or dulls it can be sealed with porous stone sealer, which can be ordered from Aldon Chemical. These seals can increase how long the sandstone lasts. These seals can create gloss, change the color tints, and help resist from the absorption of water into the flagstone which can harm it. To also increase the life span of flagstone a person could used grout or flagstone mortar between the pieces of flagstone for another type of seal. Flagstone or sandstone are siliciclastic sedimentary rocks that are mainly consisted of sand-size grains bonded together by chemical cement or compaction. The different types of flagstone are characterized by color, pattern or shape. Some kinds or flagstone include Tennessee san dstone, rainbow, cherry Log, dark orchard, and dove gray. If it is characterized as â€Å"irregular† than it comes in different shapes. If it is characterized as â€Å"pattern† then it comes in rectangular form. The texture of this flagstone depends on the size and sorting of the detrital grains, and the roundness of these particles. This characteristic depends on how the sediment is dumped. Environments that could harm the hardness or the maturity of the flagstone are places with water such as a river flood plain or swamps. Mature flagstone are clay free and well sorted with a nearly uniform particle size. Super mature flagstone are those that are clay-free, well sorted with well-rounded or smooth sand particles. This type of stone is usually found in sand dunes where wind is able to smooth the sand particles. The prices of flagstone vary between the different types but not that much. A person can by flagstone from a number of places and one major seller is Luck Stone . Flagstone comes in 3000-pound bundles and other large orders like we had in our garden, which is about sixty dollars from Luck Stone. Flagstone is commonly used in gardens, murals and other places like it everywhere. Flagstone can create beautiful sites with mortar, grout, or plants and flowers in between the different stones. Flagstone has other uses also such as building retainer walls or waterfalls. Flagstone is shown though all these different source to be a resource that is valuable to our garden and building society.

Life of Pi: Use of a Unreliable Narrator Essay

â€Å"An unreliable narrator can draw you into his or her worldview and perhaps even make you take sides before a writer reveals a broader perspective, one that he/she has missed or omitted. Even if a story is written so you doubt the narrator from the beginning, an unreliable narrator is still the one taking you through the story, so you hang on to their words. Perhaps a certain dialogue or an event will uncover details the narrator does not realize and expose that as an unreliable narrator, their word can no longer be trusted†. (Jada Bradley). In the book Life of Pi, Pi reveals himself as an unreliable narrator. Although Pi defines himself as an unpredictable narrator through the final events in the story, Pi gives hints of false information throughout the book. As a reader, you hang on to his words because he is the one taking you through the account of his epic journey. Pi in the final scene of the story after his journey across the Pacific, tells the Japanese Oceanic Authorities contradicting stories. â€Å"Pi: So, you didn`t like my story? Mr.Okamoto: No, we liked it very much. Didn’t we , Atsuro? We will remember it for a long, long time. Mr.Chiba: We will. [Silence] Mr.Okamoto: But for the purposes of our investigation, we would like to know what really happened. Pi: What really happened? Mr. Okamoto: Yes. Pi: So you want another story? Mr. Okamoto: Uhh†¦no. We would like to know what really happened.† Pi leads you to believe that he is only making up the second account to satisfy the two men`s disbelief in his first story. However, if you reexamine the book you find that the second report could actually be a true account. Now you see that there are two valid stories, and the reader must choose which story is accurate based on their own conclusions about Pi. Throughout Pi`s journey there are doubtful events that hint at his unreliability as an narrator. These incidents can influence your choice on which story you find factual, like sketchy witnesses in a crime investigation. For instance, during his voyage, Pi encounters another blind castaway who jumps on Pi`s boat to kill him but, is killed by Richard Parker. This event is extremely unrealistic, for the possibility of two blind castaways encountering each other in the world`s largest ocean is simply far-fetched. You may sense some disbelief in this occurrence yet, you still trust his word. For Pi hasn`t yet given the reader a reason to disbelieve him as the narrator. Pi`s story from the boat sinking and the loss of his family, to his terrible journey across the Pacific Ocean is a horrible tragedy. You mourn for him and his horrible situation and through this sorrow you don`t realize that he could be making this all up. Usually when you read stories you want the main character to have a happy ending. However, in Life of Pi, when you discover you can no longer trust Pi`s account, you lose your remorse for him and his predicament. Crossen states this plainly in her Wall Street Journal article on unreliable narrators, â€Å"Unfortunately, to point out that a book has an unreliable narrator is to spoil the thrill of losing your innocence.† Cheering for the main character becomes vile when you have lost trust in their word. Pi`s first account of a boy and a Bengal tiger surviving a journey across the Pacific Ocean is fantastic tale but somewhat believable. However, by the end of the novel our perception of Pi as the storyteller has been tainted. Our perspective of anyone`s account of their lives depends on our own experiences and knowledge. As David Fromkin states in The Way of the World, †Life is a story that each of us tells to his or her self; and it therefore is a tale told by an unreliable narrator.†

The Staff Development

This paper will review the characteristics of a teaching program for a critical care department in a local community hospital. This will include a review of teaching strategies that focus on the adult learner based on their development stage. A teaching program for the critical care department would entail small group and student-centered teaching strategies that focus on communication enhancement and core skill competency development among learners. This teaching approach emphasizes more autonomy in the clinical care setting and encourages the teacher to consider learner characteristics among clinical and professional workers. The educational program described will be offered in hospital and other generic health care organizations where proactive team building skills and communication skills development are necessary to ensure a multi-disciplinary approach to learning and care giving. The teaching program provided will include a team approach to healthcare education encouraging participants to learn and adopt strategies for conversing and communicating with diverse populations including other professionals, students, clinical workers, patients, families and community members. Teaching Program for Critical Care Department Foundation Learner characteristics for employees in a critical care work setting are unique. Adult learners generally have specific characteristics that require use of effective strategies for learning and teaching the adult learner (Huttly, Sweet & Taylor, 2003). Studies suggest that multiple approaches may be more effective for helping critical care staff develop, including a â€Å"team healthcare approach† which educators can adopt and simulate in an educational setting â€Å"through interprofessional education and vertical integration of student years† (Huttly, Sweet & Taylor, p. 5). Teaching strategies must be based on learner characteristics and the place of employment students intend to pursue their career to be successful. Teaching strategies that are varied are most likely to be successful, and may include information technology training in skills development and writing genres and education about working in a multidisciplinary health care setting where a depth and range of activities and problems solving skills are nurtured among future healthcare practitioners (Biggs, 1999; Huttly, Sweet & Taylor, 2003). Teaching strategies must incorporate multiple aims including improving adult critical care workers perceptions and experiences of their education and learning environment and supporting learners at varying developmental levels (Curzon, 2000). Among the skills necessary include improving communication skills in a patient centered manner; this may require that educators focus on assessing the student practitioner and providing information based learning in small groups that emphasizes problem based and problem solving learning (Huttly, Sweet & Taylor, 2003). Many support teaching strategies that incorporate good communication, skills and core competency training and specialist options that are student based and emphasize group study skills to support ongoing learning at each development stage among adult learners; further research suggest that the ability of adult learners to discover information and understand subject matter in a clinical setting depends in part on their ability to uncover information about subjects important to them and their professional careers (Huttly, et al. 2003; Wilby, 2001). It is important that teachers adopt strategies that allow them to act as â€Å"agents of change† in the classroom, drawing on their own educational experience to provide students with a learning environment that is â€Å"condensed but focused† (Huttly, Sweet & Taylor, 150). The clinic provides an adequate learning environment for all medical students, and teaching strategies in this environment should focus on providing students with skills, knowledge, expertise and professional ability to treat patients correctly and efficiently (Huttly, Sweet & Taylor, 2003). Teaching strategies that tend to work well in a clinical environment reflect learner characteristics, are generally subject-centered, consider student's pre-clinical ability and education and enable students to tackle â€Å"problem-oriented, practical experiences† geared toward their developmental level (Townsend, et al. 1997; Huttly et al. 2003). Small group learning is also considered â€Å"the most meaningful learning experienced by adult learners† and useful for all curricula including medical, particularly when characterized by â€Å"active participation of all group members† (Huttly, Sweet & Taylor, 101). Further small group experiences can enhance learning by involving them in various processes including â€Å"relating, applying, generating ideas and recognizing and resolving problems† (Huttly, Sweet & Taylor, 101). It is a more active than passive form of teaching that provides students with more stimulating methods of interaction and developing, enabling better responsibility for learning among students, helping develop generic clinical skills and promoting all adult learning characteristics and styles (Biggs, 1999; Huttly, Sweet & Taylor, 2003). Particularly in clinical education student centered modes of teaching including small group work allow students to adopt more active and autonomous roles better preparing them to function as team members in their medical communities at later dates and times (Huttly, Sweet & Taylor, 2003). There is ample evidence supporting the role of active learning in the clinical environment. There is also ample evidence suggesting that student centered approaches to teaching help clinical student learn to communicate better in a team environment and help develop more comprehensive communication and problem solving skills, important attributes within the medical profession (Huttly, Sweet & Taylor, 2003). This compared with more teacher centered approaches, strategies that in the past have proven less successful among adult learners with varying learning characteristics, particularly those learning in a clinical environment where it is important that students adopt transferable and generic skills (Huttly, Sweet & Taylor, 2003).

The Great Depression Hoover and Roosevelt essays

The Great Depression Hoover and Roosevelt essays When the Great Depression hit the nation was turned inside out. Presidents Hoover and Roosevelt each took a turn at working toward its demise. While their attempts were different their goal was the same. They each wanted it to end. Herbert Hoover reacted to the Great Depression with determination. He believed providing public work positions would be able to assist in the regrouping of Americans. He urged state senators to increase public construction and use the unemployed for the labor. He believed this would provide jobs as well as continue to improve the He spent a significant amount of time lobbying not only politicians to support his public works ideas, but also civic organizations including the Elks Lodges nation wide. He opposed the Wagner employment bill and worked to reduce immigration while the nation was in the throes of unemployment by those already living here(The Depression Papers of geocities.com/mb_williams/hooverpapers/employment.html). Even though he supported various efforts and attempts to deal with unemployment he focused for the most part on the public works programs that he believed were the answer to turning the nation's woes around. When Roosevelt was elected he took an entirely different approach. While Hoover focused on one program, Public Works, Roosevelt took the attitude that a wide variety of changes were the answer to the Great When he "took office in 1933, he feverishly created program after program to give relief, create jobs, and stimulate economic recovery for the U.S. These programs were called "alphabet soup" as well as the bergen.org/AAST/Projects/depression/successes.html)." ...

Comparison Between Frank Fischer and Brian Martin essays

Comparison Between Frank Fischer and Brian Martin essays There are many ideas on how much influence experts have on a society and how much influence society has on the expert. Without one or the other, neither would exist. Either that, or this world would be quite different if it was made up of only experts or only the common citizen. If the world were made up of only the common citizen, everyone would be taking care of his or her own. Nobody would be working for the expert, voting for the expert, criticizing the expert, looking up on the expert, or even preparing to be an expert himself or herself. But without the common citizen, the expert would have nobody to impress, nobody to influence, nobody to work for, and nobody to guide, or even nobody to get feedback from. In the book Citizens, Experts, and the Environment, by Frank Fischer, the author writes about the relationship between the citizen and the expert. In the book, Confronting the Experts, by Brian Martin, the author also writes about the relationship between the citizen and the expert and the conflicts between the experts vs. the expert. He also includes a few case articles from different individuals who wrote about their experiences with experts. Another well-known author is Thomas Kuhn, who came up with the term paradigm, which deals with shaping how you deal with things. Kuhn described it as a collection of beliefs shared by scientists, a set of agreements about how problems are to be understood. In Fischers book, Fischer focuses on public policy. He questions the role of citizens, whether citizens are knowledgeable enough to participate in a world where technology is way over our heads, or have the expert make the decisions for everyone because after all, they are the experts. He adds that citizen participation is low and that it can have some kind of impact on democracy. He defines citizen participation as deliberation on issues affecting ones own life . So ...