Frankfurt The Principle Of Alternative Possibilities (...

Zhiyuan Li Philosophy 3000 Frankfurt Without Counter-Examples: An Alternative Possibility Harry Frankfurt (1969) argues that the principle of alternative possibilities (PAP): (PAP) a person is morally responsible for what he has done only if he could have done otherwise (829) is false, because there are cases where a person is morally responsible for what she has done even if she could not have done otherwise (835-6). Call such cases Frankfurt-style cases. A lot of literature thereafter has been targeted on these Frankfurt-style cases, particularly whether it’s really possible to construct them. Among critics of Frankfurt, David Widerker (2003) takes one step further and he grants, for the sake of his argument, that it is possible to construct Frankfurt-style cases ; however, he argues that even so, Frankfurt’s argument still fails because there are counter-examples to Frankfurt-style cases, which are in favor of PAP (60-2). This paper is a defense of Frankfurt. Having said that, however, I think Widerker has developed a very strong criticism of Frankfurt which in some sense takes away his prima facie intuition. Therefore, it seems to me not enough for defenders of Frankfurt to respond by just refuting the counter-examples Widerker provides against Frankfurt-style cases – they must somehow bring their intuition back. This is exactly what I want to pursue in this paper. I will argue that Frankfurt’s argument may be reconstructed in an alternative way, which does not dependShow MoreRelatedThe Principle Of Alternate Possibilities1210 Words   |  5 Pagesshe could have done otherwise. This is the Principle of Alternate Possibilities (PAP). For any person and any action, that person is morally responsible for performing or failing to perform that action if and only if she had a genuine alternate possibility open to her at the time. An alternate possibility is simply another option that an agen t has at the time that he or she acts. This principle may hold in part because of the Ought Implies Can principle, which states that a subject ought to do somethingRead MoreThe Importance Of Moral Responsibility For Something We Do1427 Words   |  6 PagesIn this essay I will argue that moral responsibility for something we do does require that we have alternate possibilities in some sense. I will explore the criticisms of this from Frankfurt, with the suggestion that Frankfurt cases are not as damaging as they seem. Finally, I will attempt to show that it is philosophically safer to adopt Otsuka’s slight revision of alternate possibilities. It has long been taken for granted that for an agent to have moral responsibility for an action, they mustRead MoreMoral Responsibility and Harry Frankfurt1286 Words   |  5 Pagesdeterminism is true or false. Harry Frankfurt thinks even though the requirement of alternative possibilities in order to be held morally responsible for our actions seems intuitively plausible, it is a questionable premise in the argument provided by incompatibilists. Frankfurt calls the premise that â€Å"a person is morally responsible for what he has done only if he could have done otherwise† the principle of alternative possibilities or PAP (Frankfurt, 829). He argues that PAP is false and a person can beRead MoreReflection Paper On Frankfurt, Despite Appearances Essay1122 Words   |  5 PagesI will begin, as Frankfurt does, by defining what he means by PAP (principle of alternate possibilities): â€Å"a person is morally responsible for what he has done only if he could have done otherw ise† (167). In this paper, I will argue that Frankfurt, despite appearances, does not employ a counterexample in his refutation of PAP. To illustrate how he fails to do so, I will first review how counterexamples operate. Next, I will explore the basis of Frankfurt’s argument in the context of the Jones4Read MoreDavid Hume : Free Will And Determinism1261 Words   |  6 Pagesin his essay â€Å"Of Liberty and Necessity† that free will and determinism are compatible ideas, and that they can both be accepted at the same time without being logically incorrect. Alike Hume, 20th century author Harry G. Frankfurt concludes in his essay â€Å"Alternate Possibilities and Moral Responsibility† that the two major concepts are compatible. These two authors are among the most famous of Compatibilists (hence the fact that they believe free will and determinism are compatible ideas) in philosophicalRead MoreThe Metaphysical Issue Of Free Will1368 Words   |  6 Pag esthen are we responsible for them? The importance of free will then is made more salient when the concept of moral responsibility is introduced. These moral obligations can reflect on how we blame, praise or judge certain courses of action. Harry Frankfurt debates the issue concerning moral responsibility without the presence of free will. However, his hypothetical demonstration cannot exist, therefore his account does not adequately address the problem with free will. The metaphysical issue is inRead MoreThe Dilemma Of Moral Responsibility From A Universe With Causal Law And Freedom1590 Words   |  7 PagesFrankfurt distinguishes between acting freely and having a free will. Are both of these compatible with determinism? How does our freedom relate to causation? In this essay, I will initially address an incompatibilist approach towards free will and decipher why it is illogical and contradictory. In turn, I will address why Frankfurt’s definitions regarding freedom of action and free will is more appropriate and evaluate why they are both synonymously compatible with determinism. Following on fromRead MoreProject Managment Case Studies214937 Words   |  860 PagesAutomotive bought out another tier-one supplier, Pelex Automotive Products (PAP). PAP also had a good project management reputation and also provided quality products. Many of its products were similar to those provided by Lakes Automotive. Because the employees from both companies would be working together closely, a singular project management methodology would be required that would be acceptable to both companies. PAP had a good methodology based on five life-cycle phases. Both methodologies had

Eco365 Supply and Demand Simulation Paper Free Essays

Supply and Demand Simulation ECO/365 Supply and Demand Simulation In the University of Phoenix simulation (2003), students are taken through the supply and demand of two-bedroom apartments in a city called Atlantis. The simulation itself is used as a tool to learn about the demand and supply curves as well as equilibrium. Other key learning points are the factors that affect supply and demand, the effect that a price ceiling has on the quantity demanded and the quantity supplied. We will write a custom essay sample on Eco365 Supply and Demand Simulation Paper or any similar topic only for you Order Now Throughout the simulation, students determine the rental rates or how many apartments are rented out for a given month. A microeconomic principle that stood out at the beginning of the simulation was the use of the word â€Å"monopoly†. The simulated management organization has a monopoly in the rental field within Atlantis. I considered it to be a microeconomic principle in that it was limited to a certain region. On a macroeconomic scale, it would not hold true because of the fact that there are numerous rental management organizations throughout the world. The second microeconomic principle from the simulation was the scenario in which the student is to determine a monthly rental rate that will remove the imbalance between quantity demanded and quantity supplied at the rental rate of $1550 (University of Phoenix, 2003). I consider this to be a microeconomic concept because each industry or field has its own norm for quantity demanded which definitely affects how much is supplied. An example of this is that of exotic cars. There is a limited number of these vehicles in demand which results in the manufacturers of these cars to build only a limited amount. A macroeconomic principle that showed through in the simulation was that for any product, more quantity is demanded at a lower price, other things remaining constant. To apply that to a microeconomic scale using the simulation as an example, when the rental rate was reduced, more individuals were willing to rent apartments which led to a lower vacancy rate. As the rental rate is lowered, revenue first increases, reached a maximum at a particular rate and quantity demanded, and decreases. The second macroeconomic principle from the simulation was the supply curve demonstration. The student is tasked to identify correctly, the rental rate that the company would charge if it were to lease out all of the apartments. For any supplier, production costs normally increase for each additional unit of the product. In the case of the simulation, it was maintenance costs that were added for each unit rented out. This added cost meant that the rental rate had to increase as well. When the rental rate increased, the number of apartments that management was willing to lease out increased. This was a basic demonstration of how the supply curve works. At one point within the simulation, there is a shift in the demand curve. This is because there was an increase in the population in the city. At any given rental rate, more people rented apartments. This resulted in an increase in demand but the supply remained the same. As a result, the demand curve shifted to the right. The new equilibrium price is now higher than before and the number of apartments demanded and supplied increases. The change in expectations of management caused the supply of two-bedroom apartments to decrease. The expectation was that more individuals would prefer to live in a condo vice the two-bedroom apartment. It also eventually occurred and as a result, this factor caused the supply curve to shift to the left or decrease because there was not only a decrease in the demand for the two-bedroom but also a decrease in the supply. Since the shift in supply was greater than the shift in the demand, the price of rent increases. Had it been the other way around, the rental rate would have declined. Through this simulation, I was able to understand the affect of price ceilings. In the case of the simulation, while tenants could only be charged up to a certain amount, they might be subjected to make up a portion of the difference by higher deposits in order to lease. Price ceilings could also lead to discrimination in the form of choosing tenants on the basis of race, socioeconomic status, etcetera because the number of units that are available far exceeds the number of units the company is able to rent out due to costs. References University of Phoenix. (2003). Applying supply and demand concepts [Multimedia]. Retrieved from University of Phoenix, ECO365 website. How to cite Eco365 Supply and Demand Simulation Paper, Essay examples

Philip Levine Essays (575 words) - Margaret, Margaret Bourke-White

Philip Levine Margaret Bourke- White Kelly Van Sickle Margaret Bourke- White never thought she would be a famous photographer. In 1921, when Margaret was 17, she went to college to study herpetology, or the study of snakes and reptiles. That same year her father died leaving her family with little money. To stay in college Margaret got a job taking and selling pictures of the college campus using her father's broken camera. That summer she got a job as the photographer and counselor at a summer camp. Even though she liked taking pictures, for Margaret, photography was still a hobby. But architects and other photographers were impressed with her photographs and encouraged her to use her talent. When she graduated in 1927, Margaret turned down a position at the Museum of Natural History and went to Cleveland to open her own photography studio. Margaret had courage and talent from the beginning. At first she did advertising work for schools and other businesses but never stopped working on her artistic skills. For example, as she was walking by she noticed a preacher speaking in a square with only a group of pigeons to hear. Margaret wanted to take his picture but she didn't have her camera with her. She ran into a camera store and asked to rent or borrow a camera. The picture became one of her first works of art and the owner of the store became one of her best friends. One of Margaret's early dreams was to photograph the inside of a steel mill but women weren't allowed inside. Being a woman didn't stop her and the pictures were a success. Her shots were published in magazines all over the country and got Margaret her first big job, at Fortune magazine in New York. With Margaret's photos Fortune became one of the leading photography magazines. The magazine had also made her a star but Margaret still kept her studio, which had grown to a staff of eight and moved to the Chrysler building. In 1930 Fortune sent Margaret on one of her biggest assignments, to Germany to capture foreign industry. Curious about the Soviet Union she wanted to extend her trip but very few foreigners were allowed into the country. As she once said, nothing attracts me like a closed door. Margaret never gave up and, after impressing Russian officials with her portfolio, was admitted into the country. She made a total of three trips and gained a reputation for being and expert on Russian industry. In 1931 she wrote her first book, Eyes on Russia. During World War II Margaret was sent Europe to cover the war. She got pictures of her own ship being torpedoed and became the first woman in a bomber. She also went with General Patton's troops to be one of the firsts to photograph a concentration camp. When she returned to the U.S. she wrote another book about the war, Purple Heart Valley. In 1950 Margaret was awarded an American Women of Achievement award but only seven years later she would no longer be able to hold a camera. She was diagnosed with Parkinson's disease but at first refused to believe the diagnosis. Margaret Bourke- White died in 1971, at 67 years old. Margaret was one of the greatest photographers but also one of the greatest women. She paved the way for many women in all professions, not just photographers, with her courage and determination. Poetry Essays

Free Essays on Weapons Of World War 2

â€Å"Necessity is the mother of all invention†, and so it was taught and learned throughout all of World War 2. During World War 2 weaponry had to be upgraded and revised to fit every situation. The engineers of the war had to constantly develop new and better weaponry. Much like the engineers, the generals and officers were required to develop new ways of outsmarting their enemy. Today most everything is computerized for battle situations, and much is known about all other foreign defenses, but during the period of World War 2 there were many secrets, and a constant distrust of some allies. Tanks were a huge aspect of ground fighting during the war. One of the first tanks used was the Italian M 13/40, which was unreliable and slow at best, therefore this tank did not last long in battle. Axis forces dubbed this tank the mobile coffin for its weak armor plate and all other small tanks defeated it. Allied forces later came to depend on the British Matilda. It had a 2-pound turret gun and a top speed of 15 mph, which was certainly considered quite fast for a tank in 1941. The British Matilda also had a 78mm armor plate and could stand most heavy fire. This tank ruled the grounds, but Axis engineers were busy developing a better tank. Soon after the Axis forces developed the Panzer to end the Matilda era. The Panzer was preeminent when desert fighting came about in 1942. These Panzer tanks were the primary ground force in North Africa, because of their power, speed, and agility. This Panzer model did not last long because the U.S. soon created the General Sherman, which could defeat the Panzer in most cases. While the General Shermans were holding the desert the axis forces were creating a new, far improved Panzer model. The Panzer II and the General Sherman were generally equivalent, and could both take on all other tanks. These tanks were the primary ground force for both Axis and Allied forces for about a yea... Free Essays on Weapons Of World War 2 Free Essays on Weapons Of World War 2 â€Å"Necessity is the mother of all invention†, and so it was taught and learned throughout all of World War 2. During World War 2 weaponry had to be upgraded and revised to fit every situation. The engineers of the war had to constantly develop new and better weaponry. Much like the engineers, the generals and officers were required to develop new ways of outsmarting their enemy. Today most everything is computerized for battle situations, and much is known about all other foreign defenses, but during the period of World War 2 there were many secrets, and a constant distrust of some allies. Tanks were a huge aspect of ground fighting during the war. One of the first tanks used was the Italian M 13/40, which was unreliable and slow at best, therefore this tank did not last long in battle. Axis forces dubbed this tank the mobile coffin for its weak armor plate and all other small tanks defeated it. Allied forces later came to depend on the British Matilda. It had a 2-pound turret gun and a top speed of 15 mph, which was certainly considered quite fast for a tank in 1941. The British Matilda also had a 78mm armor plate and could stand most heavy fire. This tank ruled the grounds, but Axis engineers were busy developing a better tank. Soon after the Axis forces developed the Panzer to end the Matilda era. The Panzer was preeminent when desert fighting came about in 1942. These Panzer tanks were the primary ground force in North Africa, because of their power, speed, and agility. This Panzer model did not last long because the U.S. soon created the General Sherman, which could defeat the Panzer in most cases. While the General Shermans were holding the desert the axis forces were creating a new, far improved Panzer model. The Panzer II and the General Sherman were generally equivalent, and could both take on all other tanks. These tanks were the primary ground force for both Axis and Allied forces for about a yea...

Understand What Normality Means in Chemistry

Understand What Normality Means in Chemistry Normality is a measure of concentration equal to the gram equivalent weight per liter of solution. Gram equivalent weight is the measure of the reactive capacity of a molecule.  The solutes role in the reaction determines the solutions normality. Normality is also known as the equivalent concentration of a solution. Normality Equation Normality (N) is the molar concentration ci divided by an equivalence factor feq: N ci / feq Another common equation is normality (N) equal to the gram equivalent weight divided by liters of solution: N gram equivalent weight / liters of solution (often expressed in g/L) or it may be the molarity multiplied by the number of equivalents: N molarity  x equivalents Units of Normality The capital letter N is used to indicate concentration in terms of normality. It may also be expressed as eq/L (equivalent per liter) or meq/L (milliequivalent per liter of 0.001 N, typically reserved for medical reporting). Examples of Normality For acid reactions, a 1 M H2SO4 solution will have a normality (N) of 2 N because 2 moles of H ions are present per liter of solution.For sulfide precipitation reactions, where the SO4- ion is the important part, the same 1 M H2SO4 solution will have a normality of 1 N. Example Problem Find the normality of 0.1  M H2SO4 (sulfuric acid) for the reaction: H2SO4 2 NaOH → Na2SO4 2 H2O According to the equation, 2 moles of H ions (2 equivalents) from sulfuric acid react with sodium hydroxide (NaOH) to form sodium sulfate (Na2SO4) and water. Using the equation: N molarity x equivalentsN 0.1 x 2N 0.2 N Dont be confused by the number of moles of sodium hydroxide and water in the equation. Since youve been given the molarity of the acid, you dont need the additional information. All you need to figure out are how many moles of hydrogen ions are participating in the reaction. Since sulfuric acid is a strong acid, you know it completely dissociates into its ions. Potential Issues Using N for Concentration Although normality is a useful unit of concentration, it cant be used for all situations because its value depends on an equivalence factor that can change based on the type of chemical reaction of interest. As an example, a solution of magnesium chloride (MgCl2) may be 1 N for the Mg2 ion, yet 2 N for the Cl- ion. While N is a good unit to know, its not used as much as molarity or molality in actual lab work. It has value for acid-base titrations, precipitation reactions, and redox reactions. In acid-base reactions and precipitation reactions, 1/feq is an integer value. In redox reactions, 1/feq may be a fraction.

The Cost of War How Government Can Strategically Reduce the Cost of Essay

The Cost of War How Government Can Strategically Reduce the Cost of War - Essay Example Now, it has been unanimously concluded that wars do much damages than it do the goods. The huge costs involved in wars put heavy strain on the state’s finances and jeopardize the future prosperity. The only solution to reduce the number of wars, if not stop wars at all, is to create an environment of global peace and tranquility. In this regard, all the parties involved, such as the governments and the global populations have to unitedly play a proactive role to spread the message of peace and universal brotherhood. The history of human civilization is replete with innumerable wars, many of which were indeed colossus in nature and were incredibly costly. Though many wars waged earlier are credited with many remarkable developments for the humankind such as the rise of capitalism, breaking out from the oppressive rulers, creation of administrative state, repossession of own territory, class struggle etc., but at the same time these brutal wars have had imprinted their indelible adverse impact on the mankind also. The huge monetary costs apart, these wars resulted into loss of invaluable human lives, which cannot be measured or consoled through money. Wars also result into inestimable demand on the scarce resources of the country. In modern times, it is believed in some quarters that wars benefit the economies of the first world countries which are rich to begin with, or countries which initiated the war. Again, it is believed in some other quarters that wars do not necessarily benefit the develo ped countries, rather wars can sometimes make these countries worse off. Whatsoever, it is undeniable that wars involve some costs such as the cost of servicing army / military, costs of rebuilding destroyed areas, human costs, environmental costs, etc. It is not easy to quantify these costs involved in wars, but the states can definitely adopt some

Proof reading Essay Example | Topics and Well Written Essays - 750 words

Proof reading - Essay Example There are select set of questions to assess the teaching of the course. This term may refer to the form and completed survey or a summary of the response to questionnaires. They are meant to produce recommendations that are useful to teachers that schools can use to improve the quality of teaching and learning. The process (data collection) shows the impact of teaching and student learning. Analysis and interpretation of data, and the response and display are valuable for several reasons (David et al, 2005). They are useful because teachers can examine the different interpretations and how to improve teaching. This information is used by administrators with more input in summative decision making (e.g. decision support management of salary increases, awards etc.) (Dunegan et al., 2003). Generally, these assessments include the evaluation ofpeers, supervisor evaluation and student test scores to create an overview of effective teaching. The objective of the evaluation is to assess how successful and effective the program has been in achieving the claimed benefits and offers recommendations for future programs (Neil et al, 1994). 3. Economy: to promote the use of broad questionnaires that need to brief a number of small scales which are reliable and simple in terms of reviewing the study of large groups and with the aim to develop questionnaires that could be completed by a group of students in about fifteen minutes. 6. The ability to identify perceptions of students in different subjects, in other words, students should learn the same curriculum in the same format and meaning as a whole but recognition of courses may vary between courses. The instruments of course evaluation used in this experiment were a questionnaire, the rating scale with 5 levels, an open-ended form, and a closed-end form. Accoridn to Leonie (1989), there are 9 parts in the questionnaire. High scores indicate that students perceived the teaching staff in the