An Overview of the Anheuser-Busch Company

For generations, Anheuser-Busch has been at the top of the beer industry, but they are being threatened by new brewers and the hard liquor market.   To counteract that problem, the company is in midst of globalizing and entering the hard liquor market.   Their standard concept is fresh beer done traditionally.Now it is morphing into a tailor-made brew for a region while staying true to the traditional brews.   The changes are being enacted because the company has been losing market share to new competition and consumer preferences Anheuser-Busch Inc. 2007.Budweiser is a value for its customers because the process is an old technique, yet the company considers Budweiser as a new American Classic Lager.Customers experience a crisp taste, combined with a clean, smooth, very drinkable beer.   Budweiser beer is also made with all natural ingredients to give it a crisp taste with clarity and brilliance Anheuser-Busch Inc. 2007.At the helm of Anheuser-Busch’s management team is Patrick T. Stokes, the Director of Anheuser-Busch.   W. Randolph Baker is the CEO and Vice President of Busch Properties, Inc.   August A. Busch IV is the Director, CEO, Chairman of the Board, and President of Anheuser-Busch Inc.   Douglas J. Muhleman is the Group Vice President of Brewing Operations and Technology of Anheuser-Busch Inc.August A. Busch III is the Director.   The management is not balanced financially and it could pose a threat for the company with so much power in shares held within a small concentration of people.Their salaries range from $919,000 to $4,399,516. Once a person adds in stock options, it is plain to see that the management’s salaries are broken down by seniority, with the senior management executives 60 years old or older making an average salary of $40,090,155.Compare that to the other two executives profiled here (Busch IV & Muhleman) and they receive a paltry $6,438,116.   It is obvious who wields the power within Anheuser-Busch Accelerize New Media Inc. 2007.   The problem is if there is a misstep, it falls on one person, not the board .There is a lot of power concentrated within the management sector, but the company is meeting the goals they set forth to accomplish to the shareholders Anheuser-Busch Inc. 2007.   They were honest in their assessment of their market being taken over by newer brewers and the hard liquor market taking some of their market share.They counteracted that starting in 2006, when they notified shareholders that their demographics were changing; to stop that, they would issue beer based on regional tastes, growing their core brand, and interest in expanding their portfolio with high growth, high margin products Anheuser-Busch Inc. 2007.They did reach their objectives in their Letter to the Shareholders.   On April 20, their stock was trading at 52.61 a share, close to their 52 week high of 53.32.   It is obvious that their projections and assessments about where their marke t share was going was correct Investor Guide 2007.The company’s strategy is where it needs to be for the future.   Their measures have enabled them to re-establish their competitive position as the premier beer producer in the world.   If one analyzes their stock over the past year, he or she will see that every time their stock suffered a loss, it came back even stronger Investor Guide.com 2007.   Anheuser-Busch is definitely a stock to invest in.Works CitedAccelerize New Media Inc.   22 Apr 2007 Anheuser-Busch Inc.   22 April 2007 Investor Guide.com 20 April 2007   

The Game That Went Wrong!

It was 9. 00pm on a dark and cold night. Michael, Simon, Steffanie and Gemma were walking through the woods. â€Å"God it's a bit dark here init! † said Steff as they were trudging through the dirt and the tall, dark trees. â€Å"God you're a wimp! † said Mike as he came up behind her and scared her half to death. Steff grabbed his hand so tightly you could nearly see his face turn purple. â€Å"Guys†¦..! † shouted gem a few feet behind them, â€Å"I think we've lost si! † â€Å"What do you mean LOST him? † â€Å"He was right behind us! † said a scared and worried steff, â€Å"you know si, he's probably just being stupid† â€Å"yeh well it isn't very funny is it! Si, Si, give it up now, it isn't funny† They kept walking while shouting him. â€Å"Guys, he's bin gone for nearly an hour now, where is he? † gem said! They kept walking and finally came to the end of the woods; Steff was really worrying about him now. â€Å"I thought I said to stick together but no†¦ That's too much to ask isn't it! We can't do anything without someone going missing or something going wrong! † â€Å"Try his mobile† gem pulled out her mobile and started ringing him, â€Å"it's switched off! † â€Å"Great†¦ just bloody great! † â€Å"Si! † screamed steff. It was at this point that everyone was starting to get worried. What if something has happened to him? † â€Å"Will you shut up; you're giving me a headache! Look he said he was going to hide in the woods and try and scare you but he's been gone way too long now! † â€Å"Be careful, the last thing we need is to loose another one of us! † â€Å"Ill b fine! † Mike set off back inside the woods. It was even darker now as 2 hours had nearly passed. â€Å"What happens if we never see him again, I mean he could have been killed or anything! † â€Å"Steff!!!! Will you shut up, he will be fine, he's very much alive just lost or something! Stop exaggerating and calm down! † Mike came walking back towards us; there was no sign of Si! â€Å"Well†¦ where is he? Please tell me you found him! † â€Å"No, ive looked everywhere but there was no sign of him, all I found was this! † he put his hand in his jacket pocket and pulled out Si's phone and wallet! â€Å"Oh my god! † â€Å"Something must have happened to him,† â€Å"He will turn up, don't worry, you know what Si is like! † â€Å"Its getting late, we gota tell someone! † â€Å"Look†¦ I aint leaving until we have found him! † â€Å"Im not giving up, he wouldn't give up on us! † It was at this point that everyone was panicking and didn't know what to do. Ring his mum; ask her if she's heard from him! † Gem pulled out her phone and started to ring, there was no answer, â€Å"I think they must be out or something because they aren't answering. † We've got half an hour to find him! † â€Å"If he doesn't turn up we'll just have to hope he's turned up at home or something! † They all stayed together and kept searching but they didn't find him, it was now 11. 30pm and to it was too dark and too late to keep looking for him. â€Å"I think we should get going† They all started walking up the street â€Å"I will try ringing his parents again when I get in, if I hear anything I will let u know! Mike said as he was walking down his drive, â€Å"ok†¦ I hope he is ok! † â€Å"See ya tomorrow! † It was a very long night for everyone, they didn't have a clue where Simon was or where he had gone, Steff was all up night as she couldn't sleep as she was too worried about Simon. Every time she looked at the clock just an hour had passed, 2 o'clock, 3 o'clock, 4 o'clock and yet still no one had heard anything about Si. The next day Steff rang Mike to see if he had heard anything. â€Å"No I haven't, I rang his parents again this morning and they said they haven't heard from him and he never came home last night! they thought he had they said that they were worried so they have rang around and nobody has seen him so they rang the police to file a missing persons report so I think they have gone out looking for him! † â€Å"What exactly did you say to them, how did they take it? † â€Å"Well I spoke to his mum and I told her we were just messing about and we were just playing, then we lost Si and we went looking for him but couldn't find him, she was pretty upset, she started crying and I didn't know what to say, She said that if he's not found by within the next few hours could we give in a statement so I said yes? â€Å"Oh my god, what happens if we never see him again, it's my entire fault! † â€Å"Steff just calm down, we don't know what's happened yet, we just got to wait and see, it isn't your fault, it isn't any of our faults, we just got to stay calm and stick together! † â€Å"I hope he's ok or I will never forgive myself! † â€Å"Look I'm really sorry but I've got to go now, a police car has just pulled up outside my house! † â€Å"Ok, what are you going to say? † â€Å"I'm gonna be honest and tell them everything! † â€Å"Ok ring me later and tell me how it's gone, tra! Mike opened the door to the two police officers and they came in and sat down. With the look on the officers faces, Mike started to worry, â€Å"Were very sorry to deliver this news to you but I'm afraid we found Simons body! † â€Å"We found it in a black bag amongst some bushes deep in the woods, were very sorry! † Mike paused and didn't say anything, he was completely taken back. â€Å"God!! I didn't think he was dead, when did you find him, we were only having a bit of fun!! † â€Å"Were very sorry! † â€Å"I think his parents may want to speak to you shortly! † â€Å"Err err yeh that's ok! † the police officers got up and walked out! â€Å"

Comparison Between Beowulf the Epic and Beowulf the Film Essay

Contrast and Similarities between Beowulf and â€Å"Beowulf† Beowulf, an epic written down in the year 1060 by the Beowulf Poet, is the epitome of what true writing is, defining the standard of the epic itself. The more modern film of â€Å"Beowulf†, produced in 2007, is an attempt to do justice to the Beowulf Poet’s masterpiece. The poem and film have several key similarities and differences which influence the reader/viewer. Important similarities between the two include the heroic characteristics of Beowulf and the severing of Grendel’s arm; however, the movie does have some drastic differences from the text such as Beowulf’s seduction by Grendel’s mother, and how the product of this sin is his son the dragon, while in the text this beast is regarded as a rogue monster. Similarities between the text and the movie are established to stay true to the theme of Beowulf, a theme in which a hero conquers great odds and shows what the epitome of humanity can achieve; this theme is essential to the development of any true epic. The most prominent similarity between the two is the characteristics granted to Beowulf, the key trait being arrogance. Arrogance is an important trait of any epic hero, in the film this arrogance is established in Beowulf’s tale of swimming in the ocean during which he states he slew several sea monsters, however in the background his followers can be seen stating that the original number was much smaller than Beowulf has stated. This arrogance is mirrored in the text when Beowulf is proclaimed as â€Å"†¦the strongest of the Geats – greater and stronger than anyone anywhere in this world† (Beowulf Poet 110-111), while in truth it is unlikely that he was the greatest warrior of the time, making this a very boastful statement. This arrogance is again mirrored when Beowulf refuses to fight Grendel with any weapons or armor, in the film he simply strips before sleeping and in the text he states that â€Å"†¦My Lord Higlac might think less of me if I let my sword go where my feet were afraid to, if I hid behind some broad linden shield: my hands alone shall fight for me, struggle for life against the monster.† (Beowulf Poet 169-174). This arrogance is persevered in the film to demonstrate the characteristics of a hero. At the time heroes were people who had such a boastful attitude, thus the film writers made sure to impart this narcissism onto the viewer to show Beowulf’s strength of attitude. The film establishes a second similarity to the text by  illustrating Beowulf’s fight with Grendel. Beowulf is displayed grappling around with Grendel and eventually removing his arm, claiming it as a sign of â€Å"The Victory, for the proof, hanging high from the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all† (Beowulf Poet 356-358). This â€Å"prize† is an important object that is established in both the text and the film to display both the epic struggle between Beowulf and once more show how strong Beowulf truly was, further establishing him as an epic hero. During the course of the film, there are some artistic liberties taken which change the plot from that of the text; these changes were made to display a more unified tale between that of the younger Beowulf and the older Beowulf. These differences begin immediately following the death of Grendel, coming to head when Beowulf confronts Grendel’s mother. In the text, Beowulf is seen to fight with Grendel’s mother until â€Å"Her body fell to the floor, lifeless, the sword was wet with her blood† (Beowulf 523-524). This is a drastic difference from the film, where Grendel’s Mother is shown seducing Beowulf promising him a long life and a successful reign if he gives her a son along with the golden horn he received for killing Grendel. This change was made to make a smooth transition between the two parts of the epic, the first concerning Grendel, the second concerning the dragon. It is at the end that the second change, and the product of the transition, is sh own. This product is the dragon, who is shown to be the son of Beowulf and Grendel’s Mother. This further differs from the text where Beowulf fights a â€Å"dragon hiding in his tower† (Beowulf 610) that has been terrorizing the country side, not his own offspring. These changes are made to make a connection between the two parts of the epic tale of Beowulf. In the text, the tales of the dragon and Grendel are completely unrelated thus may be viewed with some confusion by the reader. However, when the dragon is shown to be Beowulf’s son who comes back for revenge, the death of Beowulf is that much more conclusive showing him wrapping up the mistakes of his life and fully concluding his tale. The differences and similarities between Beowulf and â€Å"Beowulf† are precisely placed in order to retain what makes Beowulf an epic tale, while the  differences help to establish a smoother transition and backstory between Beowulf and his fight with the dragon. Similarities between the two include Beowulf’s epic characteristics and his fight with Grendel; while the key differences are Beowulf’s failure to slay Grendel’s Mother and his fight with his own son, the dragon. In the end, the stories effectively conclude the tale of Beowulf and demonstrate how effective both similarities and differences can be at changing ones viewpoint.

Baroque and Architecture Essay Example | Topics and Well Written Essays - 2000 words

Baroque and Architecture - Essay Example Wren’s first baroque design for this cathedral was rejected and considered as not practical and too foreign. The crowning dome was taken from that design and since three centuries the dome of the cathedral has been a major attraction in the city. The dome was designed by Wren not only to express the foreign architecture influence on his work but also to uncover the love he had for mathematics. Wren is known as the best architecture for his designs of buildings. He was also known as a leading mathematician and through his combination, he mastered in the shapes and arches of domes. He applied several theories through which he created historic monuments and recorded history’s best used mathematical sciences in architecture. The St Paul’s cathedral was known as the world’s first cathedral with a triple-dome. It was also the first cathedral which was completed in the lifetime of the architect. Wren had designed the cathedral so originally and furnished it with true British furniture that it was hard to believe how easily he did it. He adopted the characteristics of the baroque architecture which consisted of repeated styles and techniques used in buildings and structures. He was an aesthete and the love for art led him to design beautiful churches. As he was also an engineer, he designed and built structures that were acoustically pleasing. St Paul’s Cathedral marked the beginning of the shaky baroque architecture in England. This architecture was further elaborated in the 18th century.

Report on the Current Financial Crisis Essay Example | Topics and Well Written Essays - 1000 words

Report on the Current Financial Crisis - Essay Example They explain that increasing liquidity and increasing nontraditional mortgages which were deceptive and beyond the ability of borrowers to pay was another trigger of financial crisis. Another trigger of financial crisis was the failure in securitization and credit rating which made poorly performing mortgages into bad financial assets. Security markets and stakeholders brought down credit quality in mortgages they securitized even as credit-rating organizations erroneously rated such securities as viable investments (Bancel and Usha 179). The buyers did not carry out due diligence thereby leading to losses. The financial crisis had various impacts on the global economy and the financial markets. The crisis led to reduction in the gross domestic product in most countries. The decline in GDP in some European countries in 2009 ranged between 5 and 8 percent and the decline was highest in countries that had their financial systems highly leveraged and the credit growth was high before th e onset of the crisis. The financial crisis also led to increased rates of inflation in countries especially in countries where the financial sector has not been adequately regulated (Bancel and Usha 183). The rates of unemployment globally went up following the financial crisis. Unemployment increased due to slowed production and sales in most economic sectors thereby constraining the job opportunities. The financial crisis also led to a decline in global trade with the less developed countries suffering from huge deficits of trade. The other effect of the financial crisis was negative impacts on the exchange rates of most currencies (DLA Nordic 1). Most import dependent countries experienced a sharp decline in the value of their currencies as compared to other countries thereby disadvantaging importers. Systematic risk refers to the possibility of the whole financial system collapsing in contrast to the collapse of a single group or component. Systematic risk has spread throughout the globe due to integration of the globe in trade, markets and finance. Technology has enhanced integration thereby making the world a global village (Tchana Tchana 1). The other factor that led to the spread of systematic risks throughout the globe is regulation. Systematic risks cause increased flow of investment in different countries. This is because as the investors seek to diverse their profits and mitigate the negative impacts, they choose to invest in countries that have low risk levels. Additionally, the systematic risks caused by financial crisis causes reduction in investments as the banks lack adequate resources to loan out for capital investment. Consequently, long term investments become slowed. The financial crisis had two effects on credit such as bonds (Bancel and Usha 183). The first effect was a reduction in the number of creditors given that only those creditors able to issue good quality bonds could get to the market thereby increasing their credit ratings. Ad ditionally, average systematic risks of creditors also increased dramatically (Bancel and Usha 183). The Federal Reserve has implemented several short and long term measures to prevent the domino effects (Reddy and Joellen 1). The main aim for Fed’s involvement was to enhance liquidity given that during the period the liquidity was low. Fed offered improved liquidity via open

E_Week4DQ Essay Example | Topics and Well Written Essays - 750 words

E_Week4DQ - Essay Example The money transfer is done without exposing the account details of the sender to the buyer. On purchase, the money is transferred directly from the buyers account to the sellers account. The transaction can be monitored by the buyer through logging into the Micropay account. In the event of any loss, Micropay refunds the cost of the purchased item and the cost of the initial postage value. This mode of payment offers Privacy, integrity, and non-repudiation and the authorizing entity, in this case Micropay issues the users against any losses. Micropay facilitated payment of large values as well as small values. The cash value accumulated in the Micropay account is transferable to banks and internationally. The system is easy to use and allows users to login and transact business from different locations and computers. One has to register with both EBay and Micropay to be able to utilize Micropay services (Hsiao-Cheng, Kuo-Hua, & Pei-Jen, 2002). How Micropay works Micropay does not pro vide a different way of banking but is just a middleman in the transactional processes. Credit and debit cards transactions travel on different networks. When a merchant a transaction to be made through Micropay, they will do so by paying a small fee which is normally 2 percent of the transaction. There is also an interchangeable fee that is charged for all the companies that take part in the transactions. The fee is universal and is charged for any company that is involved in the process. The part that Micropay comes in is in that both the buyer and the seller deal with Micropay after they have provided their banking details. Micropay then handles all the transactions that will take place between all the banks that will be included and will pay the interchange fee. They will recover the money that they pay for the interchange from the fee they charge for receiving the money. They also get it from the interest they get from the money they left in their accounts (Han Zhang & Haizheng , 2006). I am sure that Micropay will assist us in our e-commerce project in the fact that it will help us to get payments done to various clients. It will also help us secure our money and trust. Their security is trustworthy and we are able to bank on it getting payments and making payments. References Han Zhang & Haizheng, L 2006, Factors affecting payment choices in online auctions: A study of e-Bay traders, Springer, New York. Hsiao-Cheng, Y, Kuo-Hua H, & Pei-Jen K 2002, Electronic payment systems: An analysis and comparison of types, Chiao-Tung University, 1001 Ta-Hseuh Road, Hsinchu 30010, Taiwan IBM Taiwan, Taipei 100, Taiwan Technology in Society. In a 3 to 4 paragraph essay with support from the text theory discuss the following:Â   As a customer, what is your biggest security nightmare and how to you expect the site to protect you? My biggest security nightmare is having our online account hacked and all the funds transferred to other accounts. This will mean that all ou r money for undertaking the e-commerce shall have been lost. Micropay will be of great help in the sense that the online transactions will be secured. Due to the nature of Micropay in the sense that it has all the personal information of many users on the Internet, it has an extra layer of security for the purpose of securing the data it handles on the Internet. The details that it handles include bank account numbers, addresses and credit card numbers. With other online transaction

The Original Milgram Experiment 1961 Essay Example | Topics and Well Written Essays - 250 words

The Original Milgram Experiment 1961 - Essay Example the subjects to any actual risk, except exposing them to a moral pain, which was temporary and in a way necessary to the very nature of the experiment. 3. Though the Burger’s study was conducted 50 years later and was in compliance with the prevalent ethical standards, still he found the obedience rates to be almost identical to what the Milgram found in 1961. This indeed points towards the existence of an essential instinct in the humans to be subservient to the commands of the authority figures, even when those commands tend to be contrary to their moral beliefs. The Burger’s results do open a new area for research in the sphere of human psychology. 4. I personally feel that the researchers also need to focus on the mindset of the subjects who refused to comply with the dictates of the experimenter. The Milgram study makes it essential to understand as to what stops certain people from adhering to the commands of the authority figures, if they are contrary to their moral beliefs. The conclusions drawn in this context could open up immense possibilities in the area of modern

Global Trade and Distribution Strategy Coursework

Global Trade and Distribution Strategy - Coursework Example In some cases, imported goods are of low quality hence they have cheap prices which make people shun products that are locally manufactured. 2. The target market for the Achilles kids shoes mainly include the parents who have young kids. The kids themselves are dependent on their parents for all their clothing needs. The company ought to identify factors such as levels of income of the targeted group. In order to cut costs, distribution strategy that would work for this target market is that the company performs the distribution of the products itself. After the products have been manufactured, the company ought to identify the channels through which the products will be distributed. The products should be sold through company operated stores since this helps to attract many customers. More importantly, this helps to reduce costs since other suppliers may charge more money for performing the same task of distributing the finished

Prostitution in the United States Research Paper

Prostitution in the United States - Research Paper Example By identifying the most important factors surrounding the problem of prostitution, further research can be done to address each issue in more detail. This study will use the definition of prostitution provided by Murphy: â€Å"the exchange of sexual services for economic compensation† (775). To better understand the historical context and contemporary situation of prostitution in the U.S., a general review of the literature was conducted. Who becomes a prostitute? Anyone could become a prostitute, and yet the women that do tend to have some common traits. Their childhoods are often as problematic as their adulthoods, and women who choose prostitution have often suffered from specific and predictable childhood experiences. Valera et al. report that almost half of a sample of prostitutes reported experiencing unwanted sexual contact on the part of an adult during their childhood. In the same sample, 39% of women also reported having been abused by a guardian to the point of inju ry (Valera et al.). Edwards, Halpern, and Wechsberg describe both a history of child abuse and the presence of psychological distress as predictors of prostitution. In another study by Farley and Barkan, 57% of prostitutes reported suffering sexual assault during childhood and 49% reported having been physically assaulted. Clearly, the childhood experiences of these women have a staggering impact on them that is long-lasting. Unfortunately, childhood abuse is not the only abuse prostitutes experience, even if it is the first. Many prostitutes have suffered abuse and exploitation from men their entire lives, first through family members and later from pimps and clients (Carter and Dalla). These and the previously described factors seem to point toward a connection between childhood abuse and adult prostitution, so that some intervening response process to the earlier abuse puts these women at a greater risk for prostitution. There are several identifiable socioeconomic factors at wor k in the histories of women who become prostitutes (Burnette et al.). Women who become prostitutes have lower rates of education and higher rates of homelessness when compared to non-prostitutes (Burnette, Schneider, Ilgen, and Timko). Of course, without economic necessity or a drug habit, these women would not be motivated to engage in prostitution (Murphy). Given other resources for economic support, these women would not need to turn to prostitution. Socioeconomic conditions that may contribute to a woman’s continuing engagement in prostitution include a poor economy with a job shortage. Women interested in leaving prostitution and pursuing mainstream employment may be hindered by the contemporary economic climate and its shortage of new jobs. There are other attributes that can predict whether or not a woman is likely to become a prostitute. For example, women who are addicted to drugs are much more likely to become prostitutes than women without substance abuse problems (Burnette et al.). As they sink deeper into drug abuse, their ability to gain or maintain traditional employment is hindered. Through prostitution, they can continue the cycle of their addiction and make money to continue buying more drugs. They may even meet a drug dealer who is also a pimp, and get involved with prostitution through his design. Drug addicts are more

Public Safety Debate Essay Example | Topics and Well Written Essays - 1750 words - 1

Public Safety Debate - Essay Example In the novel, The Prince, Machiavelli implies that the state holds all authority. This Machiavellian perspective explicitly argues that all morality, power and natural law should be controlled by the rulers of the state, in the interests of national security and the continuance of the rulers’ power. In the essay, â€Å"On Liberty† John Stuart Mill suggests that â€Å"The only purpose for which power can rightfully be exercised over any member of a civilized community against his will is to prevent harm to others† (John Stuart Mill in Hart, 1963:4-5). Could the purpose of law be as simply stated as: a set of rules to protect society and the individuals within it, and always the safety of the society is more important than that of the individual? In the world’s largest democracy, where human rights principles are constitutionally entrenched, the prioritization of the community over the individual can undoubtedly be seriously questioned. Whether there is moral justification for a law or a security-related need for a law, there has to be widespread agreement within a community or society which recognizes that law (Hart, 1994: 258). Individuals within a society must recognize, acknowledge the validity of, and agree to abide by a law. In the debate over whether public safety is more important than civil rights in the United States of America (US), such questions about the nature of the law, the validity of laws, and the need for community security of the population must be addressed. In at least four instances, forming the basis of the thesis of this paper, the conflict between civil rights and laws enacted to promote national security is notable. In the light of democratic principles, is it justifiable to remove one person’s rights for the presumed greater good? At any given time, certain acts may be seen as immoral, or threatening to the greater good.

Cultural Assimilation Essay Example for Free

Cultural Assimilation Essay With globalization and people’s living quality advancing dramatically, every year, American universities welcome tens of thousands of international students from all over the world. The land of freedom and justice has opened its doors to those who seek new options and better opportunities and sometimes it asks for certain changes and adjustments fir those who come to study aboard. When these international students pursues higher education in US, fulfilling their life experience and learning something new from American culture, they too bring with them elements of international experience to an American university. Taking up a considerable portion of student population in the university, international students face difficulties to assimilate with local students, particularly in terms of linguistic and cultural differences. International student struggles to become one with the world around him. Some popular cultural studies experts believed it is best for students from all over the world who come to the United States and lose their cultural identity and â€Å"melt† into or assimilate into the American culture. Assimilation occurs in many different ways in our universities, and it is unfortunately, a part of life that we all international students have to learn to accept, no matter the consequences. According to various critics, the process of assimilation occurs in two distinct forms: Language and Culture. My paper will demonstrate the distinction between these two types of assimilation, arguing that language assimilation is necessary, but cultural assimilation can be problematic or damaging. I, being an international student feel that most important aspect of assimilation that an international student faces is language. In American society, learning to speak English properly is a crucial factor and is a form of assimilation. However, people who have decided to come to America to study have found it rather difficult to assimilate into American society for several reasons. International students are forced into an English – speaking classroom and expected to assimilate to the local language with very little help of the educators. The educators are not be blame, the demand for teachers is extremely high and the teachers we have fill the gaps, whether they share a language with their students or not. Linguistic assimilation is important for international students but they should keep in mind that they should not completely melt in other language, which results in eradication of their cultural language. This situation is perfectly portrayed by Salman Rushdie in his essay â€Å"‘Commonwealth Literature’ doesn’t exist† that discusses the conflicts in India over the English language. Salman Rushdie in his essay â€Å"‘Commonwealth Literature’ doesn’t exist† discusses the conflicts in India over the English language. Some in India see English as the language of British imperialism and believe that it shouldn’t be used. Others disagree because the language that is proposed to replace English in everyday use is Hindi, which has strong connections to religion, which are not universally accepted. Rushdie states that this ideological divide is mostly between the north and south of India. He sums up his position by saying, â€Å"†¦it is completely fallacious to suppose that that there is such a thing as a pure, unalloyed tradition from which to draw† (pp. 2541). Rushdie believes that language is an essential part of expr essing culture. He explains that, though Indian and British literature are written in English but they are distinct from one another and that just because they share a common language doesn’t diminish the value of the Indian culture. Rushdie acknowledges the growing importance of global trade and that English is well suited to serve as its communication medium. There is essential technical and scientific vocabulary that is used regularly in international exchanges that have no analog in local languages, such as Hindi. He believes that India needs to continue to embrace English, in order to remain competitive in the global community. Rushdie’s idea of embracing language that is common in the society perfectly exemplifies that international students should embrace a common language which is common in the university in order to stay in competition with home students and communicate their ideas. I have personally experience this situation in my university. So, in order to express thoughts, we (international students) will have to learn a common medium of communication. But learning a different mode of communication should not result into extinction of their cultural language. Rushdie tries to portray that international students should not completely evaporate into the new language and forget about their own mother tongue. We should assimilate into new language but should always respect their cultural language more then other Languages, as according to him â€Å"language is an essential part of expressing culture†. Linguistic assimilation as Rushdie shows often comes from coercion and force from outside, but can be necessary for simple survival. This argument is perfectly exemplified by Ngugi Wa Thiong’o in his essay â€Å"Decolonizing the mind† (1986) who tells us of when he was a grade school student in Kenya. The British declared marshal law over the country in the middle of the last century and in an attempt to curb the rebellion and insurgency, they decreed that English was to the sole language spoken. Suddenly Ngugi had to learn English and couldn’t speak the language of his people at school. These experiences shaped Ngugi opinions about the role that language fills. He is of the opinion that language serves two distinct purposes. One is for communication (Pg. 3). He gives the example of how the different cultures in eastern Africa use Swahili to communication with among each other but use their own language when communicating among their own kind. The other role it fills is that of a medium to express ones culture. Different culture tailors different language to convey and pass down its traditions (Pg. 4). Ngugi argument about Language serves two distinct purposes is true for International students as they use â€Å"English† language as a common medium of communication whereas use their â€Å"mother tongue† as a medium of expressing their culture. â€Å"What a common language does for one person, it does for all society†, this is perfectly illuminated in an article from international journal on Minority and group rights. According to article, â€Å"Effective participation in politics as well as the market economy requires t he development of common vernacular expressions, the free flow of information, and established codes of communication. All of these exchanges are enhanced when individuals speak the same language†. The critic of the article, Chih-Yu Shih says that if fixed proportion of population does not speak the common language, the reach of the state and the market will, in turn, shrink. This is both because communication from one language to another can translate into different meanings and because different language structures themselves reflect diverse perspectives proportion of the population cannot speak the national language, the reach of the state and the market will, in turn, shrink. This is both because communication from one language to another can translate into different meanings and because different language structures themselves reflect diverse perspectives of modernity. To learn a different language is to learn a different lifestyle., international students will have to learn different languages in order to be in reach of state. International Students studying and competing with the local will need to communicate with them, which is only possible if they have a common mode of language. So, in order to remain in touch with the local students and professor, students will have to learn language, which is common. After going through the essays of Rushdie’s, Ngugie and Chih-Yu Shih, we could say that language assimilation makes sense but authors like Ada Maria Isasi-Diaz and Richard Rodriguez says that cultural assimilation is also important. They think that cultural assimilation is very important part of linguistic assimilation as â€Å"Language express cultural†. According to them, one’s traditions such as cultural traditions also have an effect on the willingness and on the degree to which one assimilates. Few international students have found that certain customs like social behaviors which may surprise, offend or offend others; eating food which may seem heavy or bland compared have not been accepted in American culture and might even be condemned. A student who has different traditions than Americans may be frowned upon and may be discriminated against because of the difference. I had experienced this situation as I was discriminated in my folklore class by my follow student. After experiencing this, a question came in my mind that why on a practical level it’s useful to assimilate but on an ethical level, it’s questionable? Sacrificing one’s traditions is a problematic concept even if it means that someone could blend into mainstream culture. International students will have to stick to there own cultures and tradition while assimilating. But this is not the case every time! Some students while assimilating forget about his own cultures and traditions and easil y jolt into others cultures. Ada Maria Isasi-Diaz states a similar situation in her essay â€Å"Hispanics in America†. She reveals the social position of the Hispanics in American society. She says that instead of letting Hispanics follow their own culture and traditions, they are forced to follow the lifestyles of Americans. As only an â€Å"American way of life† existed, Hispanics had to follow the same path of that of the white folks, but also were rarely competing with the dominating white race. Though the Hispanics are the biggest minority group in American society today, their native language and other cultural aspects were scornfully ignored according to Isasi-Diaz, which made assimilation a difficult task for Hispanics. Similarly argument is state by Richard Rodriguez who discusses about culture in America. Rodriguez says, â€Å"I am in favor of assimilation. I am not in favor of assimilation. I recognize assimilation. By making these statements, Rodriguez is saying that he accepts what is happening in regards to culture in America. While he isnt completely for or against what is goin g on, and he isn’t even trying to change it, he is accepting it and working with it. While saying this he doesn’t mean that racial and ethnic distinctions do not matter anymore in America, he thinks that differences are becoming a part of everyday life and they are just so common now that it really isnt such a big deal†. In this essay, Rodriguez states, â€Å"I do think distinctions exist.† Throughout the rest of the essay, Rodriguez goes into great detail of how he understands distinctions exist and how it is changing America. So, this is evident from both the essay that international students will have to blend into America culture in order to compete with American folks in the universities. But blending should not mean that completely giving up their original culture. It means that assimilating into different culture with maintaining the same love for original culture. In conclusion, it is wise to note that both forms of assimilation is adopted by international assimilation in some or the other way. Few international students have over years adopted their â€Å"host† culture’s language, while maintaining their own traditions, customs and values. This common form of communication can also present more opportunities for cross-cultural understanding. International students get to learn many things if they can communicate in a common language. In terms of bilingual education: bilingual education provides the opportunity for a student to use the language that they have grown up with in school while learning another. This permits the student to retain and embrace their language and by extension the culture associated with it. As an old Czech proverb states, â€Å"learn a new language and get a new soul†.

A Hard Life is No Excuse for Poor Academics Essay Example for Free

A Hard Life is No Excuse for Poor Academics Essay All too often people treat community college students are inferior to students of large universities, even believing that community college students are expected to be less successful. Doing this lowers students’ morale and makes them feel they are unworthy of obtaining gainful employment or even raising their own standards. Though this lowers morale, having a hard life absolutely is no excuse for having excessive absences, rewrites, late papers, plagiarized work, or instructors with low standards who do not require the students to adjust as needed to succeed. As a community college student, the education I am working so hard to gain has been scoffed at and even mocked. Once while having a casual conversation with a co-worker, he asked what college I attend. I told him Spartanburg Community College and he replied â€Å"that isn’t a college, it’s a technical school.† This is a prime example of how students from community colleges are treated as inferior to students of a large university. Students from every institution can suffer hardships and handle their hardships in their own way. I have seen a student who was battling cancer and still holding a B average. On the other hand, there are also students who are just lazy and that lackadaisical attitude shows in their academics. In the article â€Å"The Myth of Inferiority† T. Allen Culpepper stated: At both kinds of institutions, I have also found students who manage to complete a full load of classes successfully while working three jobs, rearing multiple children alone, caring for elderly relatives, and coping with chronic illness or disability, as well as students who take a relatively light load of courses and don’t do much else (except illicit drugs) but still manage to fail all their classes, despite considerable intelligence and ability. (330) What this all comes down to is how hard a student is willing to work on their education. The more students see instructors accepting lackluster work from lackadaisical students, the more the attitude spreads. This is where the instructor comes in. Accepting students’ excuses and excessive absences, allowing rewrites, late papers, and plagiarized work gives the instructor and in turn the institution a bad reputation. With the world literally at everyone’s finger tips, thanks to the internet, no one has the excuse that they weren’t able to at least attempt to complete and submit assignments on time and without plagiarism. Thankfully, there are instructors who don’t believe this is helpful. If asked why he would do well as a community college instructor Culpepper said he would reply, â€Å"I have learned to maintain high standards, expect students to meet them, and do whatever I can to help students meet those expectations.† After which he goes on to explain, â€Å"To lower our standards is to accept the false assumption that students â€Å"here† are inferior to students â€Å"there.†(331) In any college, students may have to adjust to a different form of learning than they are familiar with, but to change a teaching style to appease students is ridiculous. â€Å"In my experience, most students respond favorably to professors who teach well and respond negatively to professors who teach badly, regardless of the teaching methods employed.†(331) Treating someone as though they are beneath you is disrespectful and, if in a position of power, may be considered discriminatory. Though negative words don’t leave visible scars they do leave emotional scars that can turn a once successful student into a struggling, hopeless student. We are all equal and should treat each other as we would like to be treated. The sooner the world as a whole practices this, the sooner bias and discrimination can become a thing of the past. Works Cited Culpepper, T. Allen. â€Å"The Myth of Inferiority.† The Norton Mix. Ed. Judy Sieg. New York; Norton, 2012. 327-31. Print.

What Is Ethics And Its Types

What Is Ethics And Its Types Ethics are principles of professionals conduct. Ethics is broader than what is stated by law, customs and public opinion. For example, accepting gifts from father in law might be socially acceptable but not ethically. Ethical behaviour may differ from society to society for example: birth control is mandatory in communist societies but not in catholic Christian society. Ethical standards are ideals of human conduct. Defining ethical standards is not an easy task. Ethics is the study of standards of conduct and moral judgment; moral philosophy, a treatise on this study. Thus we say that ethics is the system or code of morals of a particular person, religion, group, profession, etc. Ethics, according to VSP RAO (2004) is defined Ethics as: a body of principles or standards of human conduct that govern the behaviours of individuals and groups. Ethics arise not simply from mans creation but from human nature itself making it a natural body of laws from which mans laws Ethics has been applicable to economics, politics and political science, leading to several different and unrelated fields of applied ethics, including Business ethics and Marxism. Ethics has been applied to family structure, sexuality, and how society views the roles of individuals; leading to several distinct and unrelated fields of applied ethics, including feminism. Ethics has been applied to war, leading to the fields of pacifism and nonviolence BUSINESS ETHICS Business ethics can be defined as blueprints of principles and values that governing decisions and actions within a company. In the business world, the organizations culture sets standards for ascertaining the difference between good and bad decision making and behaviour. A definition for business ethics boils down to knowing the difference between right and wrong and choosing to do what is right. The phrase business ethics can be used to describe the actions of individuals within an organization, as well as the organization as a whole. WHAT IS ENGENEERING ETHICS? Engineering ethics course is not about preaching virtue rather, its objective is to increase your ability as engineers to responsibly confront moral issues raised by technological activity. CODE OF ETHICS FOR ENGINEERS Engineers Uphold and advance the integrity, honour and dignity of the engineering profession by: I. Analysing their knowledge and skill for the enhancement of human welfare; II. Being honest and impartial, and serving with fidelity the public, their employers and clients: III. Making efforts to increase the competence and prestige of the Engineering profession FUNDAMENTAL CONNONS FOR ENGINEERING ETHICS 1. Engineers shall hold paramount the safety, health and Welfare of the public in the performance of their Professional duties. 2. Engineers shall perform services only in the areas of their competence. 3. Engineers shall issue public statements only in an Objective and truthful manner. 4. Engineers shall act in professional matters for each Employer or client as faithful agents or trustees, and shall avoid conflicts of interest. 5. Engineers shall build their professional reputation on the merit of their services and shall not compete unfairly with others. 6. Engineers shall act in such a manner as to uphold and enhance the honour, integrity and dignity of the profession. 7. Engineers shall continue their professional development throughout their careers and shall provide opportunities for the professional development of those engineers under their supervision. WHAT IS ENVIRONMENTAL ETHICS Environmental ethics determines classical ethics to a breaking point Environmental ethics involves high risk. Environmental ethics requires risk. Environmental ethics help in ascertaining poorly charted terrain, where it is easy to get lost. One must hazard the kind of insight that first looks like foolishness. Some people see environmental ethics with a positive frame of mindexpecting rights for rocks and chicken liberation, misplaced concern for chipmunks and daisies. Elsewhere, you think, ethicists deal with sober concerns: medical ethics, business ethics, and justice in public affairs, questions of life and death, peace and war. Environment ethics aims at appropriate respect for life. But we do not just need a humanist ethic applied to the environment, analogously to the ways we have needed one for business, law, medicine, technology, international, or nuclear disarmament. Respect for life demands an ethic concerned about human welfare, like the others and now concerning the environment. But environmental ethics in a broader sense stands on a frontier, as radically theoretical as it is applied. . 1.2 IMPORTANCE OF ETHICS IN ORGANIZATION Ethical consideration in business is important to managers as individuals personals life and business life cannot be neatly separated with respect to moral judgements. A lot of factors contributed for ethical consideration becoming a primary concern for todays organizations. Some factors are discussed below: 1: If organization does not behave in accordance with the social system expectation, it might not merely lose its market share or face another piece of legislated control but might lose its very right to exist. 2: Even if the manager insist on a narrow definition of his role as merely a producer of goods, it is essential that he take these intangibles into consideration since they are the real motivating force in an organization. 3: The public is insisting that business leaders are, in fact responsible for the general social welfare that the managers responsibility go far beyond those of running the business. 4: Ethics play a crucial role in organization as without ethics organization may go hay why from its ultimate goal and as a result the real sense for existence remain undercover . 5: Ethics are the backbone of the organization. In absence of this backbone the organization would not be able to maintain healthy relations between employee and employee, employee and employer, employer and managers etc. 1.3 BREIF SUMMARY OF ASSIGNMENT The assignment on ethics clearly states what are the moral values, beliefs, thinking etc. which are socially acceptable. This assignment helps to give a clear picture about what is accepted and what is not accepted, what is ethical and what is unethical, what is good and what is bad etc. It also help in understanding that ethics do differ from people to people moreover from society to society(birth control is mandatory in communist societies but not in catholic Christian society) This assignment describe the definition of ethics, its important both in society and in organization. Thus we say that this assignment help one to understand the insight of the prevailing conditions stating what is accepted and what is not. WHAT IS ETHICAL DILEMMAS? Ethical dilemma is also known as moral dilemmas. An ethical dilemma is a situation or problem in which each available and possible course of action breaches some otherwise binding moral principles to decide what is ethical and what is unethical. Thus we say that moral dilemmas refer to a situation which involves conflict between moral requirements. These situations have very apparent conflict between moral imperative IS NUCLEAR ENERGY SAFE? Yes nuclear energy is safe because we know nuclear energy is useful, clean and effective because, at present, 137 nuclear reactors are generating more than one-third of Western Europes electricity and 440 in all are supplying one-seventh of the worlds electricity Earlier some people misunderstood the by-product of nuclear energy i.e. Radiation as deadly. But radiation is part of our natural environment and we can survive with it. All of us are exposed to natural radioactivity every minute, mainly from rocks and soil. The radiation bombarding us increases up to 10% when we sleep next to another human. Nuclear power is a gift from nature. It can be harnessed cleanly and safely. NUCLEAR ENERGY ENVIRONMENTFRIENDLY The nuclear energy is environment friendly as it is safe and it could be explain via example. 1: The Exelon Corporation runs 17 nuclear power plants all over the country and shows how these plants help reduce climate change. 2: The Electric Power Research Institute (EPRI) is a non-profit group, which works to reduce climate change through methods of nuclear energy production. These are one of those groups working to create new technologies that will make nuclear power a safer and more environmental friendly source of energy because they believe it is a necessary source for controlling climate changes. Perhaps Nuclear energy has the lowest impact on the environment including flora, fauna, air, land, and water. It produces no harmful greenhouse gases, isolates its waste from the environment, and requires less area to produce the same amount of electricity as compare to other sources. NUCLEAR ENERGY COST EFFECTIVENESS The nuclear energy is not at all cost effective because the biggest financial crunch with nuclear power is the time period it takes to build the reactor. Large and heavy construction together with the various public notices and enquiries and legal procedure makes it an expensive process. Moreover Construction alone will take 5-6 years. During this time interest must be paid to the creditor without any return since no electricity will be produced till construction work is complete. NUCLER ENERGY USEFUL TO UKS SOCIETY AND PUBLIC Nuclear energy is useful UKs society and public due to certain reasons which are discussed below: 1: POWERING OUR ECONOMY: Through nuclear energy the United Kingdom generates a fifth of the countrys electricity (19.26% in 2004). The Nuclear Installations Inspectorate oversees all nuclear power installations and, as of 2006, the United Kingdom operates 24 nuclear reactors. The country also uses nuclear reprocessing plants, such as Sell afield 2: DEVELOPMENT: Nuclear energy in playing an important role in development as in year 2007, there have been some significant developments towards nuclear fusion being implemented to solve the predicted energy crisis, most significantly and recently the drawing-up of plans to build one fusion power station, that will supply power to the National Grid within. 3: REDUCTION IN POLLUTION: The major cause of pollution is the burning of fossil fuels. Nuclear energy plants produce electricity through the fission of uranium, not the burning of fuels. Consequently, nuclear power plants do not pollute the air with nitrogen oxides, sulphur oxides, dust or greenhouse gases like carbon dioxide etc. MAP SHOWING NEW NOMINATED NUCLEAR SITES IN ENGLAND HOW TO SOLVE ETHICAL DELIMMAS There are certain things that make ethical dilemmas particularly difficult to solve is that they often involve conflicts between two or more deeply held beliefs. Consider the example given below: A friend of yours just had a baby. Hes the most homely baby youve ever seen. While holding her new baby boy in her arms, your friend asks, Isnt he the best looking baby youve ever seen? Now you value honesty. But you also believe you shouldnt needlessly hurt someones feelings. You have an ethical dilemma! According to my analysis and conception ethical dilemmas could be sought out in three ways: 1: KNOW YOUR VALUES: There are certain values about which society agrees. For example, we tend to value honesty. Our discussion here isnt designed to change your values instead, its about applying them. Before you can apply them, you have to know what they are. 2: SELECT A MODEL: According to the analysis, Moral Issues in Business, ethical theories can be divided into two classifications: consequential theories (the formal term for these is teleological theories) and non-consequential theories (formal name is deontological theories). As a result a proper model is must. 3: USE A PROBLEM SOLVING PROCESS: Now you know your values and you have a model with which to apply them. The remaining piece is to follow an orderly process to solve the problem, because not all ethical dilemmas are as simple as your friend and her baby that we discussed in the previous example. ETHICAL RESONING: Ethical reasoning is a type of reasoning directed towards deciding what to do and, when successful. And it comes into play when various individuals enter into relationships with mutual obligations. Ethical reasoning involves weighing of values held by the individuals to result in some course of action or outcome. In short it is a deciding factor determining what is ethical and unethical. 3.1 MORAL VALUES: Moral values is a combination of moral (i.e. what is ethical) and values (i.e. social principles) MORAL+VALUES. Moral values are essentially what society views as acceptable, or fundamentally right. Moral values often originate from religious views and understanding. Morals can be things that arent necessarily dictated by laws, example, its may not be illegal to have an affair, but is it morally right? Moral views can also be reflected in the laws passed, such as the proposition at concerning the sanctity of marriage. You could view the moral value of the public as shifting, seeing how a proposition like that is even necessary. 3.2 ALLERNATIVE TO NUCLEAR ENERGY At present there are large numbers of alternatives which are available for nuclear energy. But the alternative I am giving is based on my conception and theory which is discussed below: Just select a particular land suitable for cultivation only by natural means in order to maintain the fertility so that the soil is unaffected. Plant more trees. Within the duration for the growth of the trees construct some turbines and equipments just nearer to the cultivated lands. Cut half of the plants and burn it so that the steam is used to drive turbines from which we can produce electricity. The merit is that the Carbon di-oxide liberated will be consumed by the trees itself. So it is eco-friendly and non-polluting. As bio manures are used the fertility of the soil is maintained. Itll be an efficient method. May it is modest now but definitely when compared to hazardous wastes in nuclear energy its better. 3.3 ANALYSIS ON NUCLEAR ENERGY Unlike every coin has two aspects A NEGATIVE AND A POSITIVE similar is the case with nuclear energy it has positives as well as negatives. 4. My recommendation to the UK government would be to attain a perfect balance between use of nuclear energy and use of other alternative (renewable) sources like solar, dams, wind power etc. Because To generate nuclear energy uranium fuel is used, use an isotope of uranium which is then subjected to nuclear fission. And it leads to radiation as a result it leads to saviour diseases like cancer etc. So the UK government should be cautious regarding nuclear energy and should operate within the limits aiming at a perfect balance with other alternatives. 4.1 HUMAN CENTERED ETHICS It is also known as anthropocentrism The anthropocentric belief is that human beings are the sole bearers of intrinsic value or possess greater intrinsic value than non-human nature. It is therefore acceptable to employ the resources of the natural world for only human ends. Anthropocentric ethics is adequate to the task of grounding care for the natural environment. The human involvement in ethics play a very crucial role thus we say that anthropocentrism focus on human ethics. 4.2 SCIENTIFIC CENTERED ETHICS The term scientific ethics may refer to the ethics of doing science. Scientific ethics is a branch of applied ethics. Scientific ethics is a subset of professional ethics, the special rules of conduct adhered to by people engaged in those pursuits called professions. It is distinct from, but consistent with, both ordinary morality and moral theory. The codes of professional ethics derive from the two bargains that define a profession: the internal code of practice and the external bargain between the profession and society. 4.3 BIOCENTRIC ETHICS Bio centric ethics refer to any theory that views all life as possessing intrinsic value is known as bio centric ethics. Bio centric ethics represents a significant departure from classical and traditional ethical thinking. I.e. it focuses on attitude and character rather than moral values. 4.4 ECOCENTRIC ETHICS The term eco centric ethics was propounded by Aldo Leopolds according to him Any ethics that places an emphasis on ecological wholes and moves away from individual plants and animals; value is placed on these ecological systems as wholes. Thus we say that ecocentric ethics are the holistic ethics rather than the individualistic ethics. Ecocentric ethics appeals to ecology in one way or another for help in explaining and defending its conclusions. REFERNCES: DR SS KHANKA, S CHAND, AHMED NAZIMUDDIN AND SS JHA, AHMED SALMAN, AUSTIN NANCY, Ackerman, GOOGLE, B.A. and R.B. Stewart (1988) Reforming Environmental Law: The Democratic Case for Market Incentives, Colombia Journal of Environmental Law, 13: 171-199. Baron, J. (2006) Against Bioethics, Cambridge MA: MIT Press. Bekesy, S.A., B.A. Winkle, M. Colvin, B. Langford, D.B. Lindenmayer, and H.P. Possingham (forthcoming) The Biodiversity Bank Cannot is a Lending Bank, Ecological Economics. Burgman, M.A. (2005) Risks and Decisions for Conservation and Environmental Management, Cambridge: Cambridge University Press. Capoor, K. and P. Ambrosi.(2007) State and Trends of the Carbon Market 2007. Retrieved December, 2007, from http://carbonfinance.org/docs/Carbon_Trends_2007- _FINAL_-_May_2.pdf. Colyvan, M. (2007) Environmental Philosophy: Beyond Environmental Ethics, Arts, Vol. 29: 95-104. Colyvan, M., D. Cox, and K. Steele, (forthcoming a) Modelling the Moral Dimension of Decisions, Noà »s. Colyvan, M., J. Justus, and H.M. Regan, (to appear) The Natural Environment is Valuable but Not Infinitely Valuable. Colyvan, M., S. Linquist, W. Grey, P.E. Griffiths, J. Odenbaugh, and H.P. Possingham, (forthcoming b) Philosophical Issues in Ecology: Recent Trends and Future Directions, Ecology and Society.

Process Of Processing :: essays research papers

The Process of Processing   Ã‚  Ã‚  Ã‚  Ã‚   How do you process film? Well you're about to find out. The three main steps in processing film are rolling, developing, and fixing. Not many people know exactly how black and white thirty five millimeter film is processed. So if you don't, read this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  First you start by rolling the film. You do this by turning out all the lights so it is completely dark in the room. Then you carefully smash the end of the film canister to release the actual film. Taking a spool from the counter, you gently thread the base of the spool with the end of your roll of film. Squeezing the film to give it a convex shape, you rotate the spool till all the film is on metal. That's the end of the first step.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Second, you go get a liquid canister and place your roll in it closing the lid tightly. This must all be done without turning on the lights. If any light is released by anything in the room your film will be blurred. The main part of the next step is the first actual step of processing. Without removing the top of the can, fill the can with D-76, your processing chemical. The timer will be set for the correct length of time depending on the temperature of the room. Agitate for the first thirty seconds and then five seconds for every thirty seconds until the set time is up. Pour the D-76 into the sink. Do not pour it back into the original container.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Third, grab the fixer your second and final processing chemical. Fill the canister with it and repeat the agitation method in step number two for four minutes. Fixer is a chemical which coats film to give it a resistance to light. Without this there would be no point in steps one and two. After each agitation slam the canister on the counter to remove all bubbles from the film. Bubbles will cause your film to be splotchy. This would be bad. After your four minutes, pour fixer back into the container it came from.

Ada :: Computers Language Technology Essays

Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries. Ada :: Computers Language Technology Essays Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries.

Ernest Hemingway: Allegorical Figures In The Sun Also Rises Essay

Ernest Hemingway: Allegorical Figures in The Sun Also Rises Thesis: Hemingway deliberately shaped the protagonists in The Sun Also Rises as allegorical figures. OUTLINE I. The Sun Also Rises A. Hemingway's novel. B. Hemingway's protagonists are deliberately shaped as allegorical figures. C. Novel symbolizing the impotence after W.W.I. II. Jake Barnes. A. Wound. 1. Damaged genitalia. 2. Can't make love. 3. Feels desire. B. Wound is symbol of life in years after W.W.I. C. Wound from accident. 1. Accidents always happen. 2. Can't prevent accidents. 3. â€Å"It was like certain dinners that I remember from the war. There was much wine and ignored tension, and a feeling of things coming that you could not prevent.† D. Condition represents a peculiar form of impotence. E. Restrained romantic. F. Private grief with Cohn's public suffering. G. Strongly attracted to Pedro Romero. H. Later, when Barnes says that he hates â€Å"homos† and wants to hit them. III. Lady Brett Ashley. A. First appears with a group of homosexuals. B. Wears man's hat on short hair. C. Refers to men as fellow â€Å"chaps†. D. All complete distortion of sexual roles. E. The war has turned Brett into the equality of a man. F. This is like Jakes demasculation. G. All releases her from her womanly nature. H. â€Å"Steps off of the romantic pedestal to stand beside her equals. IV. Robert Cohn. A. Women dominate him. B. Old fashioned romantic. C. Lives by what he reads. D. To feel like a man. 1. Boxes. a. Helps him to compensate for bad treatment from classmates. b. Turns him into an armed romantic. 2. Likes authority of editing and honor of writing, but is a bad editor and a poor novelist. E. Looks for internal strength in outward signs and sources. F. Willing to suffer publicly and to absorb insults for sake of true love. G. He is ready to fight for his lady and knocks down his opponent like a knight. 1. When he goes against Pedro for Brett. a. Brett tells him off. b. Pedro won't fall. c. Brett stays with Pedro. d. Cohn is left alone. 2. Romantic hero met his match. 3. Shows difference between physical and moral victory. a. Pedro fights for dignity and his spirit is untouched by Cohn. b. Cohn's spirit is crushed. H. Cohn based his manhood on skill at boxing or on a woman's love, not on internal strength. V. Pedro Romero. A. Manhood stands without women. B. Reason Barnes is attracted to him. C. â€Å"Cohn and Pedro are... ...eration are weighed. From this point, Pedro can   Ã‚  Ã‚  Ã‚  Ã‚  be seen as the real hero, man whose code gives meaning to a   Ã‚  Ã‚  Ã‚  Ã‚  world where love and religion are defuncts, where the proofs   Ã‚  Ã‚  Ã‚  Ã‚  of manhood are difficult and scarce, and where every man   Ã‚  Ã‚  Ã‚  Ã‚  must learn to define his own moral condition and then live   Ã‚  Ã‚  Ã‚  Ã‚  up to them (Bloom, 1985, p. 118).   Ã‚  Ã‚  Ã‚  Ã‚  Hemingway purposely shaped the main characters in The Sun Also Rises as allegorical figures. Jake Barnes and Brett Ashley were two lovers desexed by the war. Robert Cohn was the false knight who challenged their despair. Pedro Romero personified the good life which will survive their failure. References Baron's Educational Series, Inc. (1984). The Sun Also Rises- The   Ã‚  Ã‚  Ã‚  Ã‚  Story. [WWW]. URL http://www.kidzone.com:/ecc/sunalso3.htm Bloom, H. (ED.). (1985). Modern Critical Views: Ernest   Ã‚  Ã‚  Ã‚  Ã‚  Hemingway. New York: Chelsea House Publishers Hemingway, E. (1926). The Sun Also Rises. New York: Charles   Ã‚  Ã‚  Ã‚  Ã‚  Scribners' Sons

Leadership and Teamwork

I used to be a varsity player in high school and as in every group or team, we have our set of arguments as well. One time, two of my team mates were arguing about â€Å"being too irresponsible of not passing the ball to the other† versus â€Å"not passing the ball because the other one usually loses the ball in passing†, consequently leading to countless turnovers, as well as, losing the opportunity to make points of course. Our game was already about to start but still they were still arguing over our previous games and the mistakes that we committed. Nobody would just give in, so I took the opportunity to lead them to a good, nice, and smooth conversation. I assisted them in communicating well instead of scolding them both. I told them they should be achievement-oriented and focus on our current game instead of going over the past time and again. I also portrayed a very good example when the situation was incontrollable and one is most likely to get mad. They saw this and realized they should not have done what they did. These two people are extremely good players if only their emotions will not affect them. We won that day simply because their arguments were settled soon enough because of the influence of a very good leader. We also won because there was ‘teamwork’. Personal Sense of Leadership and Teamwork I have a â€Å"sense of teamwork†, of course. This is where roles are established, meaning functions, authority, accountability, and priorities are extremely considered and focused on making it easy to attain goals effectively (Teamwork, n.d.). No doubt, I have a â€Å"sense of leadership† as well. I strongly believe that a leader should be exceedingly good in communication (Clark, 1997). A classic example of a leader who happens to be extraordinary and brilliant in terms of communication is someone: 1) who speaks to people as they are; 2) who shows originality instead of emulating someone else’s style; 3) who presents himself as his/her own person; and 4) who does his/her best to understand what others say, meaning, he/she who also try to walk in someone else’s shoes, instead of merely listening to how people articulate things (Clark, 1997). Yet another example is this: A leader will listen and try to understand an employee’s explanation as to why he/she was absent, instead of just merely listening but will not try to be considerate and punish the employee immediately after (Clark, 1997). Allow me to reiterate that, â€Å"Communication is one of the most needed characteristic if one is to become a leader† (Clark, 1997). For instance, † If you exhibit rudeness to your members/subordinates, for sure, you will never have the credibility that you ought to have to be respected and if you do not know how to communicate properly, you will never be able to attain being a leader† (Clark, 1997). This is why when I lead I articulate myself properly and never in a rude manner (Clark, 1997). I also believe that a leader should consistently guide the team members (Clark, 1997). For example, I should guide the members to become achievement-oriented as well (Clark, 1997). It may be carried out through the following: 1) I should set challenges for followers to pursue; 2) I should show confidence in the   members’ ability to meet their expectation and perform at their highest level; 3) I should guide a member who suffers from a lack of job challenge; 4) I should provide followers an idea as to what are expected of them and how to perform their tasks especially if the member of the team asked for it; 5) I should be approachable and accommodating enough to enhance the confidence of members etc; as well as 6) I should incorporate the member’s suggestions, if any, into the final decision (Clark, 1997). I keep myself aware of the importance of having the heart to be open to my followers (Clark, 1997). In addition to the aforementioned, I also believe that I should inspire trust instead of being dependent on â€Å"control† (Clark, 1997). I should know that â€Å"a group leader, for instance, should not always direct his or her member on what to do, he or she should have full confidence on the members and will just get back to them when they are ready with the results instead of supervising members from time to time and nagging them on what is morally wrong or right or even what systematic process to choose etc† (Clark, 1997).Trust, is a very important characteristic of a leader, this way the members of the team will be more inspired to work as a group since their leader has full confidence on them (Clark, 1997). References Clark, D. (1997). Leadership. Retrieved October 5, 2007 from http://www.nwlink.com/~donclark/leader/leadchr.html Teamwork. (n.d.) Retrieved October 5, 2007   

GCSE Dance Extended Notes

I chose this piece of music because of the clear-cut and established structure, which helped mark certain moments of my dance and distinguish each section from one an other. Instead of the background music being accompanied by actual words, after the main build up of the song a woman can be heard singing strange hypnotic noises. I think this compliments the idea of freedom in the second part of my dance, because now my persona is free of oppression they can express themselves in whatever way they want to, like the woman singing in the piece of music. It is noticeable that before, and including the build up to the singing woman that the music is very repetitive. When played along to my dance, I thought it represented the monotony of a slave's life. However, what could be also heard in the build up was a glimmer of endearing hope, because even though the music represented sadness, the tone stayed bright throughout. In the first section of the dace I wanted to show snippets of the slave's usual day. I also wanted to keep the energy in the dance gentle and keep a minimum amount of strong energy in it. This is because I waned the audience to relate to the feeling of being confined and ordered around. Also, it mainly focuses on the idea of freedom being in the form of hope inside the personas head, rather than freedom being expressed in movements which would be associated with such an idea. I begin at centre stage on the floor curled up in a ball to symbolise the small space the slave is kept in, then ease myself of the floor in a swift manner, keeping my head in front of the rest of my body. This shows the audience that the slave is being dragged out of bed in a hostile manner. I began to inject the fear the slave has on their master into the dance by covering my face with my hands, as one would usually do if they are trying to hide or if they are anticipating physical aggression. I start to travel to downstage right taking large strides and stumbling with every step to show the slave being pushed towards the fields to work. I kept the levels in which I was performing low which emphasises the slave's inferiority when compared to their master. After three or so strides I immediately begin to use a repeated gesture, which gives the impression of the slave being forced into labour on the field. I right raise my left arm and when that arm reaches its peak height I bring my opposite arm up in the air to meet and bring them back down towards the ground whilst lurching forwards. This represents the slave working in a field with some sort of tool, which I envision to be a tool for picking at soil. In addition, the heavy lurch forward helps me to symbolise the constant presence of oppression. For the part in the first section where the slave tries to retaliate, I wanted to use movements which would put importance on the levels used in this particular section. This is because it defined the relationship between the slave and their master, and this was especially important as the audience could not see the master's actions for themselves-this had to be portrayed in the movements of the slave. In this moment in the dance the slave tries to fight for freedom. I use gestures such as a clenched fist to show my persona is willing to fight oppression, and rise on the tip toes to create a high level, which symbolises rising against the master. However, I soon cover my face with my hands again and leap backwards in recoil as the slave is overcome with the power of the master. After unsuccessfully trying to stick up of oneself, the slave drops to the floor, to a low level. This new level, lower than the audience has seen the slave before helps to emphasise how lowly the slave is thought of by themselves and their master. I then raise my arms and then bring them back down to my chest resting my flat palms against the other, and this represents the hope the slave still feels even after being beaten by their master. I keep my body shape compressed into an angular shape whilst lying down on the floor, which shows my persona resting before quickly reaching up with their hands to the sky but then being pushed back down to the floor. I repeat this movement several times to convey the idea of perseverance coming from the slave. I also included some movement pieces such as twisting my body around so my stomach faced upwards, and also sliding my body across the floor. After these movements I swivel around into a kneeling position and clench my fists again and then punch them into the floor below me. This is again to convey perseverance and to let the audience understand, the slave has not given up their fight for freedom. The transition from section A to section B is very clear as the music transforms into a free drifting melodic chime with violin ___ in the foreground. Here, in this transaction, is where I tried to convey the journey to emancipation. I used a lot of space in this travelling sequence by running around in a circular pathway, because I wanted to show the slave trying to break free of their master's strict reign. Whilst running through my circular pathway, I held my right arm out to convey the idea of the slave trying to make the most of the new found space around them. In section B I wanted to mainly use movements that symbolised freedom instead of the daily routines of the slave. After running around in the circular pathway, I lurch forward at the build up of the dance making a fist with my hand, as here I wanted to include one of my dance motifs. For another one of my movements I stand on my tip toes and make a v shape with my arms to represent my persona basking in the space all around them. I have experimented with a number of movements in the next parts of the dance, because I wanted to show that my persona is free to try out new things and be themselves. I leap onto the floor which is supposed to represent a giddy action of joy and then soon return to a standing position. I further try new moves which the audience hasn't seen before. For example, I bend into a hunched position and then jump whilst swinging my arms past my legs. I finish the dance with a final lurch forward and repeat one of my dance motifs with a raising of my arms in a v shape. Key positions 1. Fighting- This position is very varied through my dance throughout my whole dance, and can consequently go unnoticed just like the inner strength of a person-which can't always be seen by others. The position represents the perseverance of my persona, and their unwillingness to give up fighting oppression. In section A of the dance, this position can be seen when my persona stands up to their master and also when they are crouching down on a low level and they slam their fists down to the floor. I wanted to use this a reminder that even though my persona has been beaten many times, they are not going to give up their search for freedom. Prayer- This position also varies throughout the dance to show hope and faith, and this also ties with my first motif 3. Freedom- This is my main motif which has been developed with different levels and dynamics. The main meaning of this position is the act of embracing freedom. I performed this gesture relatively weakly in terms of dynamics, in section one. The reason for this was because my persona, the slave couldn't fully embrace freedom under the rule of a master. To make this move effective in the first section, I used a range sad facial expressions in order to increase my projection to the audience. It was important, this movement stood out to the audience as it fully represents one of the fundamental ideas behind my dance idea whim is emancipation. In the final section, this movement is seen very differently. For example, the pace in which the movement is performed is quicker and at times, at a higher level. For example, when the music reaches is climax and I break into the freedom movements; I rise up on my tip toes performing the movement with a strong energy. This is because I wanted to show the audience how exhilarating freedom feels my persona. Also, I wanted the developed motif to juxtapose against the one I used in the first section. Evaluation I decided to create my dance around the original motifs I came up with, these were mainly gestures which represented frustration, desperation, hope and of course, freedom. The movement materials I came up with next derived from my original starting point which was the diary of a slave who was involved in the West Indian Slave Trade. Once I was happy with my ideas I listened to the music I intended to dance to and let my mind create possible moves in the dance. I interpreted my music to have three sections, the first is the base, the second is the build up and the final section I labelled the pinnacle part of the piece. I fit this in with my dance having the first section as the one where my persona is being oppressed and calling this section A, having the second section of the music transform into a transition between the previous section and the one to follow, and finally having the last section of the music as my section B, where the slave is at last emancipated. I think the movements I used in section A informed the audience of my dance idea more than the movements in section B. I think this because, in section A, I used more realistic movements whereas in section A my dance material was more towards the abstract spectrum in order to communicate the feeling and idea of freedom rather than what one might do if they were free. This was effective in my point of view, because it broke up the dance and I thought it was refreshing to watch a piece that was both slightly surreal and realistic at the same time. It also kept my imagination flowing as I was never bored when concocting the next part of my dance, as I could use a new or different dance technique that I had not used before. I was very pleased with how section A turned out, because I think it communicated the hardships of being a slave, and already, so early in the dance I could see the personality of my persona coming through. I used all of my main movements in the beginning without crowding the first section or overcrowding other movements. Section B was a slight struggle for me as I wanted to use large, strong, dramatic movements but the ones I had created in my head were hard to physically perform. For example, the leaps I wanted to do were not doable in my range of skill. However, I overcame this by performing small leaps but with the maximum amount of energy I could exert into it. If I could work on this dance further I would love to explore my persona actual journey to emancipation in much more detail; I feel their story had to be cut short due to time and I think their is a lot more that could be told. Another reason for this is that I want to delve deeper into the hardships fighting for freedom brings, as I think I definitely skimmed over that aspect in my dance. Also, I would like to edit the music, as it is too long for my dance. Overall, I think I communicated the main idea of my dance clearly. Aided by my motif developments, I think the movements I used reflected the emotions of persona as well.

Critical Analysis of Kant’s Moral Philosophy Essay

The most essential motive of moral philosophy in Kant’s view is to â€Å"seek out† the introductory principle of metaphysics of morals. Kant explains this project through the first two chapters of the Groundwork. He advances by analyzing and explicating commonsense thoughts about morality. The purpose is to come up with a clear-cut statement of the opinion on which all of our regular moral judgements are based. The judgement in a question is supposed to be acceptable by any normal human being. In recent times, Kant is regarded as an overly optimistic with regards to the depth and reach of moral agreement. See more: how to write a critical analysis essay step by step But he is good in drawing moral views which is extensively shared and which contains general judgements that are profound. He does not appear as someone who populates the works of moral philosophers or someone who needs a reason to act morally or someone whose reactions have moral motive because of some rationale. For instance, in the third and final chapter of the Groundwork, Kant takes up his second elementary endeavour, to â€Å"establish† this foundational moral principle as a demand of each person’s own rational will, his conclusion falls short of answering those who want a proof that we really are bound by moral requirements. He bases this second project on the point that we possess self-sufficiency. The argument of this project does not propagate a metaphysical fact about our wills. This has led some readers to a conclusion that he is trying to validate moral requirements by alluring to a fact that even a moral disbeliever would have to identify. The most justifiable points of his dispute to establish the basic belief of morality rest on an assertion that will not stir a true disbeliever, that the self-sufficiency of our wills is a supposition of any realistic point of view. Moral requirements project themselves as being completely essential. But an a posteriori method seems unsuitable in establishing what we must do; it only tells us what we actually do. So an a posteriori method of seeking out the belief that generates such requirements will not carry the appearance of moral ‘oughts’ as necessities. Kant argued that experimental observations could only convey conclusions about the comparative benefits of moral actions in various situations. Such researched would not support the absolute necessity of moral requirements. It would view them as demands for which conformity is not necessary. Thus, Kant argued that if moral philosophy is to protect against deterioration of the necessity of obligation in defence of moral thought, it must be carried out entirely a priori. Although these are the two fundamental aims of moral philosophy, they are not, the only aims. Moral philosophy addresses the question, ‘What ought I to do? ’ and an answer to that question requires much more than delivering the basic belief of morality. A satisfying answer to the question of what one should do would have to take into account any political and religious requirements. Moral philosophy should emphasize on the ultimate end of human endeavour, the Highest Good, and its connection to the moral life. In the Critique of Practical Reason, Kant argued that this Highest Good for Humanity is complete moral virtue together with complete joy. Unfortunately, Kant noted, virtue does not assure well being and may even conflict with it. Further, there is no real possibility of moral excellence in this life and only few of us are lucky enough to experience the happiness. There are certain aims for which some methods need to be employed. These methods of moral philosophy are questioned time and again by Kant. One a fundamental principle is sought, and then the facts drawn from experiences and the conclusions can be considered to determine how best these methods can be applied. The Groundwork appeals repeatedly for pragmatic facts based on practical principles. Kant analyses the commonsense ideas and he says that the only good things any qualification is a ‘good will’. ‘The good will’ is not an ordinary notion and Kant says that the idea of a good will is closer to that of a ‘good person’ or a ‘person of good will’. This idea of ‘good will’ is a vital touchstone that Kant keeps revisiting throughout his work. The basic idea is that what makes a person good. It is his possession of a good will that determines the goodness, or the way he makes decisions on the basis of moral law, and how he holds that decision morally taking into considerations all the moral aspects. This sort of temperament is something that is highly valued. Kant believes that we value it without restraint or any qualification. By this Kant believes that there are two things that matter. First, that unlike anything else, there is no possible circumstance in which we regard our own moral goodness as worth giving up simply in order to obtain some desirable object. There is no hidden limitation to the outcome that a purpose to give moral considerations decisive weight is worth honouring, but only under certain circumstances. Second, maintaining one’s moral integrity is the most important condition under which anything else is worth accessing. Intelligence and pleasure are worth having only if they do not require giving up one’s fundamental moral convictions. The value of a good will cannot secure certain valuable ends. Kant points out that a good will must be good in itself and not in virtue of its relationship to other things. In Kant’s terms, a good will’s decisions are entirely determined by moral demands. Kant has called this as a Moral Law. Human beings view this law as a constraint on their desires. A will in which the Moral Law is crucial is motivated by the thought of duty. It is the existence of desires that makes goodness in human beings a constraint, independent of prevalence of morals. This is an indispensable element of the idea of ‘duty’. So in analyzing unqualified goodness we are investigating the idea of being motivated by the thought that we are constrained to act in certain ways that we might not want to. Kant asserts this by contrasting motivation by duty with other motives, such as motives of self-interest, self-preservation, sympathy and happiness. He argues that a submissive action from any of these motives, does not express a good will. Assuming an action has moral worth only if it expresses a good will, such actions have no genuine ‘moral worth’. The conventionality of one’s action to duty in such cases is only related by accident to content of one’s will. Kant’s views in this regard have understandably been the subject of much controversy. According to Kant, what is remarkable about inspiration by duty is that it consists of respect for lawfulness. What logically comes to mind is that duties are created by rules or laws. City and state laws establish the duties of citizens. Thus, if we do something because it is our ‘civic’ duty, our motivation is respect for the code that makes it our duty. Thinking we are duty bound is respecting certain laws pertaining to us. The difference between being motivated by a sense of duty in the ordinary sense, and being motivated by duty, in Kant’s sense is, that motivation by duty is motivation by our respect for whatever law it is. Our respect for the laws guiding us is qualified, in the sense that the law gives us a duty is compelling only if there is no law we respect more that conflicts with it. The missing line of argument reveals a characteristic of Kant’s approach, his account of the content of moral requirements and the nature of moral analysis. It says that it is based on the unique force moral considerations that have reasons to act. Since they retain their reason-giving force under any situation, they have universal authority. So, whatever else may be said of moral requirements, their substance is universal. Only a universal law could be the content of a requirement that has the reason-giving force of morality. This brings Kant to a introductory formulation, ‘I ought never to act except in such a way that I could also will that my maxim should become a universal law’. This is the principle which motivates a good will, and which Kant holds to be the fundamental principle of all of morality. Works Cited http://plato. stanford. edu/entries/kant-moral/ http://www. press. uchicago. edu/presssite/metadata. epl? mode=synopsis&bookkey=41315