The Mill Would Disagree With Rawls Interpretation...

Mill would disagree with Rawls interpretation utilitarianism. Mill states that actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the opposite of happiness. (Mill 23-24) Mill states the principle of utility should not be used to create justice but to reserve or increase the happiness of the population. Mills states that the principle of utility should solely be used as mediation, such as moral quandary. Mill states on to say that we should solely abide by the principle of utility when faced with a moral dilemma. For example, if I were to be in the presence of a fellow peer being robbed it would my duty, in the name of the principle of utility, to stop and apprehend that robber in order to protect my neighbors’ utility and bring justice to the assailant. Mill would agree to this example, he would state that my actions were permissible because my desires were filled with virtues. Mill would maintain his argument by stating, we would choose without question to protect by deception or from witnessing an unjust act. For one to strictly understand Mill, one must take into account the many characteristics of happiness that are presented by Mill. In the first part of the second principle of justice proposed by Rawls, he states that the inequalities faced in society are to be organized so they are to the advantage of everyone; in accordance to the difference principal. The difference principle is comprised of two standards. First, thatShow MoreRelatedJohn Rawls and Utilitarianism2033 Words   |  9 PagesJohn Rawls and Utilitarianism Heath C. Hoculock The social contract theory of John Rawls challenges utilitarianism by pointing out the impracticality of the theory. Mainly, in a society of utilitarians, a citizens rights could be completely ignored if injustice to this one citizen would benefit the rest of society. Rawls believes that a social contract theory, similar those proposed by Hobbes, Locke, and Rousseau, would be a more logical solution to the question of fairness in any governmentRead MoreEthics and Moral Theory3716 Words   |  15 Pagesaccordance with what they think or feel is right).à  This shows the key flaw in moral subjectivism -- probably nearly everyone thinks that it is legitimate to object, on moral grounds, to at least some peoples actions.à  That is, it is possible to disagree about moral issues.   à  (2) Cultural Relativism Right and wrong is determined by the particular set of principles or rules the relevant culture just happens to hold at the time. Cultural Relativism is closely linked to Moral Subjectivism.à  It impliesRead MoreThe Universal Declaration Of Human Rights3323 Words   |  14 Pagesinjustice and oppression, in contemporary politics they are used to create power relations, and implicitly, inequality. This will provide a good basis for the second part in which I will look at the incompatibilities within the theory- religion versus Rawls consensus based theory. Analysing the multitude of frameworks with their different ways of approaching and grounding rights underlines and reinforces the fact that there can t be a universal foundation for human rights. The third part will dealRead More2074 Final Notes Essay6510 Words   |  27 Pagesmakes exchange works, if we do not trust others, nothing would ever het done. We may be self interested, but we should also advocate trust because thatâ €™s what it takes to make money. / In butcher-brewer-baker case, if trust cannot be established, neither party will feel good about producing products for others unless they can trust them to pay. / Prisons Dilemma - Two men have the option of ratting each other or remaining silent. Prisoners would naturally want to improve their own condition, the bestRead MoreJurisprudential Theories on IPR13115 Words   |  53 Pagesby his/her body. Appropriating these products is viewed as unjust. Although Locke had never explicitly stated that natural right applied to products of the mind,[34]  it is possible to apply his argument to intellectual property rights, in which it would be unjust for people to misuse anothers ideas.[35]  Lokeans argument for intellectual property is based upon the idea that laborers have the right to control that which they create. They argue that we own our bodies which are the laborers, this right

The Supply Chain Risk Management Essay - 1484 Words

The Supply Chain Risk Leadership Council defines supply chain risk management as, â€Å"the coordination of activities to direct and control an enterprise s end-to-end supply chain with regard to supply chain risks.† (MITRE, n.d.) It aims to not only do damage control such as in the case of political unrest or natural disasters, but also to promote continuity while mitigating events the would interrupt a normal work day. Companies ranging from very small local shops to global companies have an element of risk in common that must be managed. Its importance is unprecedented. There are several threats to the supply chain; they include but are not limited to: volatility, material shortages, supplier financial issues, failures, and natural and man made disasters. (Rouse, 2016) Special software for supply chain risk management and strategies aid in alleviating these issues, enabling in the business s flexibility so that they can adapt to the disruptions quickly and efficiently. What is important to keep in mind when implementing the supply chain risk management strategies is that the business does not section strategies off according to their specific area; it should be approached holistically. (Genco, n.d.) All aspects of the supply chain are connected. To address the areas that affect the entire company, risk management focuses on four principles in order for the processes to be implemented: leadership, governance, change management, and â€Å"the development of a business case.†Show MoreRelatedThe Risks Of Supply Chain Management1354 Words   |  6 PagesIntroduction When it comes to supply chain management all business must be aware of the risk and best practices to prevent problems with their product. Neither the seller or buyer is immune to the risks of bad supply chain management. When it comes to cybersecurity, companies must be sure that their products do not have vulnerabilities that they are unaware of. This can lead to reduced sales, damaged reputation, and cost a significant amount of money in remediation. Supply Chain Risks As with all other industriesRead MoreSupply Chain Risk Management3861 Words   |  16 PagesSUPPLY CHAIN RISK MANAGEMENT Scope and definition of the assignment problem Methodology Introduction Why are supply chains becaming vulnerabiles? Definition of risk Supply risk dimensions Perception of supply risk Supply chain risk management 8.1. How to avoid 6 management pitfalls Conclusions Bibliography 1. SCOPE AND DEFINITION OF THE ASSIGNMENT PROBLEM The aim of this paper is to describe and analyse the supply risk management in the field of strategic purchasing. Starting givingRead MoreSupply Chain Risk Management3278 Words   |  14 PagesMGT 650 Term Paper Risks Associated with Supply Chain Management I. Introduction Companies face a myriad of risks throughout their supply chain. To properly manage these risks, companies must be able to clearly identify them in order to accurately manage and mitigate their impact. Broadly defined, risks can be divided into two general categories: general risks, which are faced by most companies regardless of the nature of the industry in which they operate or the nature of the goods orRead MoreSupply Chain Risk Management6330 Words   |  26 PagesBusiness Services White Paper Supply Chain Risk Management: A Delicate Balancing Act A multi-faceted view on managing risk in a globally integrated enterprise Risk Management IBM Global Business Services Page  Table of Contents Risk and Consequence: Tales from the Industry Supply Chain Risk Categories Disruptive Events, Uncertainty and Impact Models and Methods for Supply Chain Risk Management Example of Risk Management for IBM’s Product Supply Chains An Approach for Measuring theRead MoreSupply Chain Risk Management Analysis1521 Words   |  7 Pages Uta Jà ¼ttner, (2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. Supply chain risk management is an intersection of supply chain management and risk management. For this we need to understand the benefits and as well as the limitations of both the concepts. Supply chain risk is about any threat of interruption in the order of workings of the supply chain. This Risk is generated as result of risk ‘drivers’ that are internal or externalRead MoreSupply Chain Risk Management Performance1422 Words   |  6 PagesDemand management performance, referring to the extent to which a firm is capable to fulfill its customer’s orders efficiently and effectively, has become one important indicator of a firm’s overall performance (Cachon and Fisher 2000; Heikkila 2002; Xu et al.2003). The demand management process is concerned with balancing the customer’s requirements with the capabilities of the supply chain. This includes forecasting demand and synchronizing it with production, procurement, and distribution capabilitiesRead M oreSupply Chain Risk Management Plan1299 Words   |  6 Pages(2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. â€Å"Supply chain risk management is the process of identifying, assessing and controlling threats to an organization s capital and earnings that are caused by the organization s Supply Chain.  Companies with supply chain risk management plans in place typically place a chief risk office(CRO) in charge of overseeing the effectiveness of the organization s supply chain management strategyRead MoreSupply Chain Risk Management Analysis Essay3068 Words   |  13 Pages SUPPLY CHAIN RISK MANAGEMENT Intro: It is too difficult to give one and distinctive definition of Supply Chain Risk management (SCRM). Indeed, Sodhi, Son, and Tang (2012) begins their findings with the similar fact that ‘there is no clear consensus on the definition of SCRM (because some restrict the scope of SCRM to rare but large impact events while other authors believe that SCRM is about demand-supply uncertainties. 1/3rd of their analysis did not just show that respondents took a probabilisticRead MoreRisk Management : A Global Supply Chain1796 Words   |  8 Pages Research Paper: Risk Management in a Global Supply Chain Week 7 Research Paper/TLMT441 D001 Sum 14 Jerry King/Student ID: 4074738 Professor Little â€Æ' Abstract Risk management is a critical component to the success of any supply chain, yet this is still an area that sees little forward movement. In many organizations, risk management is viewed more as a reactive department, only becoming operational when a significant disruption arises in contrast to being an active and continual departmentRead MoreThe Risk And Benefits Of Outsourcing Supply Chain And Risk Management Essay961 Words   |  4 Pages The Risk and Benefits of Outsourcing Supply Chain and Risk Management. How Boeing 787 Supply Chain Issues Affected Other Industries? Debates between business professionals regarding risk and benefits of outsourcing is becoming increasingly heated with particular focus on risks as unanticipated costs, potential for setbacks, integration difficulties, quality or benefits as minimize overall cost, focus on other business area, meet customer demand and flexibility. However, being prepared, done

Biography of Dr Grace Murrary Hopper Free Essays

Dr. Grace Murray Hopper was born on December 9, 1906. As a child Grace Hopper enjoyed learning about machines, technology and other countries cultures. We will write a custom essay sample on Biography of Dr Grace Murrary Hopper or any similar topic only for you Order Now Following her mother†s love for mathematics and her father†s love for literature, Grace had high expectations for herself. Family life was large influence as she grew up, from the close relationship she had with her grandfather, a surveyor in New York City, she learned about real life at a young age. Her father, Walter Fletcher Murray, was a successful insurance broker, also taught Grace the importance of a good education to succeed in life. Her mother, Mary Campbell Horne Murray, perused a career in geometry by special arrangement even though it was not an encouraged job for women at this time. Grace’s great-grandfather, Alexander Russel, inspired her interest in the Navy. Russel had been a rear admiral for the US Navy, a position Grace also filled in her lifetime. Grace’s parents were progressive in their views of education for females, firmly certifying Grace’s pursuit of higher learning. Her father believed that Grace deserved a college education as much as his son did, and, with the coming of the depression, he thought it overbearing in order to secure a job in desperate economic times. To that end, Grace attended Vassar College in 1924, and quickly distinguished herself there in the disciplines of science, specifically mathematics and physics. She graduated in 1928 with Phi Beta Kappa honors and a Vassar College Fellowship, and with that scholarship financed continued graduate study in math at Yale University, earning there an MA in 1930 and a Ph. D. in 1934, as well as two Sterling Scholarships and an election to Sigma Xi. It was also during that time that Grace married Vincent Hopper, an English teacher from New York University. After the outbreak of World War II, Grace enlisted in the Navy, despite the disapproval of female cadets. With a Wanting to follow her Grandfathers footsteps Grace perused a naval career even though she did not meet the weight and height requirements to join WAVES (Women Accepted for Voluntary Emergency Service). But Grace received a weight and height waiver and took a leave of absence from Vassar College to join the Navy, even though the government thought that Grace’s mathematics skills would be better used at home. But she overcame this obstacle too and joined the Midshipman†s School for Women. Grace graduated first in her class as Lieutenant Junior Grade Grace Murray Hopper. From there Grace was assigned to work at the Bureau of Ordnance Computation Project, at Harvard University, to work with computers. Hopper worked under Commander Howard Aiken, and helped work with the Mark I, the first computer automatically sequenced to calculate the angles for the naval guns when the weather is bad. Hopper continued to work on the Mark II and the Mark III. For her achievements with this series she was given the Naval Ordinance Award in 1946. After the War many of the WAVES went back to their normal lives, but Grace, having just divorced her husband Vincent Foster Hopper, wanted to stay in the Navy. But Grace had just turned forty and the maximum age was thirty-eight, so Grace had to leave. She stayed at the Harvard Computational Lab, still being a member of the Naval Reserves. In 1966, the Navy asked Hopper to retire again, but after seven months, they found they couldn’t work without her and asked her return. Grace was asked to return to work for six months, but she ended up staying indefinitely. Upon graduating, Grace was assigned to the Bureau of Ordinance Computation at Harvard University. There she was greeted by Commander Howard Aiken who introduced her to Mark I as â€Å"a computer engine†. After coming acquainted with the device, Grace received her first mission from Aiken, which was â€Å"to have the coefficients for the interpolation of the arc tangents by next Thursday†. Officers Robert Campbell and Richard Bloch assisted her in the design of her computer program, which consequently made her the third person ever to program the first large-scale automatically sequenced digital computer in the world. When Grace was programming it, Mark I was being used to calculate the angles at which naval guns were to be aimed. A plethora of calculations were needed because the angles depended on weather conditions. Creating programs for the machine was similarly tedious for Grace and the company. â€Å"The coding sheets we used had three columns on the left [for code numbers] and we wrote comments on the right which didn’t go into the computer,† as she said. The values were translated to punch tape, which was subsequently input into the computer. With the accustomed problems associated with the Mark development and the inherent difficulty in its programming, results were slow achievements. One of their many problems was the proverbial computer bug, except that this time it was a literal problem. During the building of the Mark II, the predecessor of the former computer engine, the computer suddenly and for no apparent reason stopped. Upon inspection of the computer, Grace and her team found a moth, which had flown into a relay from an open window. The moth had been pulverized by the relay and consequently had caused the device to fail. The term â€Å"bug† was thus popularized to signify any system malfunction. A new machine BINAC was soon developed programmed in the more effective C-10 language, which according to Grace, â€Å"has been the basis for most codes since. A was add, M was multiply, B was bring, C was clear; it was a beautiful code. † Performed in octal, the programs forced Grace to teach herself octal arithmetic, which she eventually mastered with great proficiency. She subsequently realized a need to simplify the computing process, to make it more layperson friendly. Grace pursued different avenues to achieve this goal. Grace created her first compiler with the Sperry Corporation in 1952. Known as the A-0, the system was a set of instructions that translated mathematical code into machine language. Later the A-1 and A-2 systems evolved under her direction, and became the forerunner to modern programming languages. She pioneered the integration of English into programs, as well, with the B-0 compiler, later to be known as the FLOW-MATIC. Targeted for business applications, Grace’s machine were effectively using FLOW-MATIC to understand English phrases. By 1957 three major languages existed for computers: APT, FORTRAN, and FLOW-MATIC. Each language, however, could only operate on a specific platform, and with the proliferation of disparate languages the use of a single, uniform format came into demand. The universal language to remedy this problem was COBOL, and even though she was not involved in the project, much of which was based on Grace’s FLOW-MATIC. Throughout Grace Hopper’s life she achieved many awards that other women had never been recognized for. In 1964 she was awarded the Society of Women Engineers, SWE Achievement Award. Many people think of the Computer Sciences â€Å"Man of the Year Award† her greatest achievement. When she received this award in 1969, she was the first person ever assigned this award, and the first women to be presented any award by the Data Processing Management Association. Grace was the first woman to be inducted into the Distinguished Fellow British Computer Society in 1973. Grace also achieved many awards from the Colleges and Universities that she attended and taught at, such as the Upsilon Pi Epsilon, Honorary Member from Texas AM; Honorary Doctor of Engineering, Newark College of Engineering; Wilbur Lucius Cross Medal and Yale University. Grace taught at many colleges and universities in her life and gave many motivational speeches, her favorite teaching aid was a piece of wire that was the length of a nanosecond (about one foot), the maximum distance electricity can travel in wire in one-billionth of a second. She would then compare the nano-second to the microsecond that was over a thousand feet long. On January 1, 1992, Grace Hopper died at the age of 85. Even after her death Grace continues to influence many peoples lives. The impact she had on the world of programming has changed computers forever. She also influenced the naval and other military services through her perseverance and her plans for the future. She refused to let anything get in the way of her success. How to cite Biography of Dr Grace Murrary Hopper, Essay examples

Child centred approach free essay sample

Reflect on the importance of a child centered approach in early years setting A child-centred curriculum offers children the opportunity to make choices about what, how and who they want to play with. It enables children to progress and develop at their own pace. Good practice in an early setting will consider the child’s needs, likes and dislikes and adapt the planning of learning. It enhances the child’s growth and development and also makes them feel valued. It gives the child the right to freedom as well as learning alongside play. Practitioners need to make sure they put the child central as it encourages the child to progress. Practitioners need to make sure that they recognise the child’s voice and capture their ideas so they can achieve. To make sure that they are putting the child first, they shouldn’t use ideas from craft books or anything that may interest the practitioner, for example rabbits, not all children like rabbits so practitioners should put the child’s interest first. We will write a custom essay sample on Child centred approach or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is important that practitioners let the children be creative because it helps ‘children express and cope with their feelings’, (http://www.pbs. org/wholechild/parents/play. html, 23/11/12) for example if a child is angry then they will express their feelings through painting or drawing. The child-centered approach is important so that the children have positive attitudes towards learning, for example, if a teacher didn’t listen to the child and never planned around their interests, then the child would have a negative attitude towards learning whereas if the teacher put them central, then the child will be more positive as they have been valued. Children concentrate better if they are interested in something and children that have been listened to gain high self-esteem. Observing children in the setting is important to understand the child’s progression and understanding, it also shows what their likes and dislikes are and the EYFS supports this- ‘observe children to find out about their needs, what they are interested in and what they can do’ (principle into practice, enabling environments, observation, assessment and planning, 3.1) so that the practitioners can adapt their planning towards the needs of the child. At Bracebridge Heath Pre-school, practitioners will always carry around with them a jotter to write down their key child’s learning progression. Observations are there to identify their next steps. For example, child A at the setting didn’t like to touch the play dough, she would observe others but encouragement meant that she sat down and started to feel it. One way in which the setting doesn’t use the child centred approach is by using themes. The setting has created an autumn board for the children to decorate, but child B doesn’t like paint therefore he can’t engage in the activity. If a child centred approach was used this would benefit the child because the child would be interested in the activity, and if a child is interested, there is more opportunity for the child to learn something new. A negative aspect of the child centred approach is that the setting may not have enough resources or space for every child’s interests to be put forward and there may not be enough money to provide lots of resources. High Scope always get ‘children to  plan  their own activities (planning is choosing with intention)’(http://www. highscope. org/Content. asp? ContentId=410) meaning that they tell a practitioner what they want to do and they go and do it. Then afterwards the children then reflect on their planning, what they have done, what went well and what didn’t go so well. More nurseries are introducing High Scope as well as EYFS as they believe children learn and gain experiences better. This is important as children will learn to understand the differences from what went wrong in an activity and what was successful. If a practitioner explains to a child what they have done well, then the child is more likely to do the same thing again, this is called positive reinforcement. Vygotsky’s theory of a child’s development is completely different to the EYFS and High Scope. Vygotsky believed that children needed input from a ‘more knowledgeable other’ (http://psychohawks.wordpress. com/2010/11/03/theories-of-cognitive-development-lev-vygotsky/, 23/11/2012) such as a teacher or a parent. This means that children are going to learn more through the input of an adult rather than learning by themselves. Other theories believe that children learn at their best through play, whereas Vygotsky believed that children ‘learn from instruction’ (http://psychohawks. wordpress. com/2010/11/03/theories-of-cognitive-development-lev-vygotsky/, 23/11/ 12). Word Count – 660