Is a philosophical science of metaphysics, such as Descartes, still Essay

Is a philosophical science of metaphysics, such as Descartes, still possible after Humes Enquiry concerning Human Understanding - Essay Example There are certain things which can be studied through physical sciences but things which are only based upon human understanding and rationality are discussed and studied under the branch of philosophical science called metaphysics. Rene Descartes is one of the renowned scholars of modern philosophy. He is specifically known for his book ‘Meditation on First Philosophy’ in which he presented his in-depth views about metaphysics. The three most important aspects discussed in his philosophical debate are the mind, body and the existence of God (Descartes). The concepts of metaphysics presented by Descartes were widely acknowledged for a long time period because the book raises questions regarding God and the soul while seeking logical answers and truth on the basis of reasoning (Descartes). However, in 1748 another philosopher named David Hume published his book ‘An Enquiry Concerning Human Understanding’ which proved to be a remarkable addition in the field of philosophy (Hume). This is primarily because of the fact that Hume’s work challenged Descartes. However, until today Hume’s work could not reduce the worth of Descartes’ philosophies. This paper aims to argue that the philosophical science of metaphysics such as the one presented by Descartes is still possible after Hume’s Enquiry concerning Human Understanding. Here, it is important to comprehend that ever since the time period of Descartes the field of philosophy is distinguished on the basis of rationalist and empiricist. On one hand rationalists are more concerned about metaphysics and questions related to God, nature of substance, matter, soul etc. (Descartes). They primarily try to answer these questions through reasoning but on the other side empiricists have been more interested in epistemology. This is further associated with the idea of experiencing different things and gaining substantial knowledge regarding the world. It

My Sisters Keeper Essay Example for Free

My Sisters Keeper Essay I am discussing the movie, â€Å"My Sisters Keeper,† the moral dilemma in the movie is not revealed until the end; Kate has put her sister Anna up to suing her parents for the rights of her own medical decisions so that in actuality Kate can die in peace; in essence voluntary passive euthanasia. The dilemma described in the movie is immoral based on the Categorical Imperative by Immanuel Kant. Immanuel Kant’s Categorical Imperative rejects the view that a person’s actions are good or bad based on solely on the consequences of those actions; Kantians emphasize that a person is praised or blamed for their actions based on the intentions with which they act. This film explores the medical, legal, ethical and moral issues related to long term illness and discusses some of the bioethical issues around the experimental technique known as pre-implantation genetic diagnosis. It presents many ethical dilemmas when a couple chooses to genetically engineer a baby to create a bone marrow match for their terminally ill daughter. That creation is Anna Fitzgerald, who is beginning to wonder about her place in the world and questions her on going donations in order to save her sister’s, Kate’s life. Anna feels that her existence is defined by her ability to save her sister. That type of knowledge of such form of conception must have some sort of psychological ramifications upon a growing child. If I knew that I was a test tube baby, it would make living a little less extraordinary because it takes away the romance of creating life. â€Å"Most babies are accidents. Not me. I was engineered, born to save my sisters life. †Those opening words are spoken by Anna Fitzgerald, an 11-year-old girl who was conceived in vitro as a genetic match for her leukemia-stricken older sister Kate. Whenever a part of Kate’s body fails, Anna’s parents Sara and Brian immediately offer up the needed part of Annas body for donation.

Discrimination Of Ethnic Minorities

Discrimination Of Ethnic Minorities Racial conflict is defined as societal controversies related to variances in ethnic, cultural, or national affiliation. Specifically, racial conflict is the result of one dominant cultures control of differing cultures through economics, politics, social policy, and law. In the U.S. juvenile and criminal justice systems, the term racial conflict can be used to refer to discriminatory practices by those who work in the juvenile and criminal justice systems against minority persons (Akers Sellers, 2004). Recent literature expanding the racial conflict concern to include U.S. policy, murder as the result of identity internalizations, and merchant-consumer relationships is not discussed here (Walker et al., 2004). Instead, this paper examines the literature depicting racial conflict as a systemic and controversial topic in the juvenile and criminal justice systems. Body Historical accounts of violent racial conflict have existed since before the 1800s and up to the present day. Likewise, the relationship between racial conflict, crime, and minority processing has been examined (Baldus, Woodworth, 1998). In addition to its explaining why some people commit crime, racial conflict has also been linked to disparate decision-making practices at both the arrest and the punishment stages for ethnic minorities. Specifically, African American males represent the most prevalent minority group at each of these stages. Empirical findings show that disproportionate minority confinement exists partly as the result of police discretion to arrest. Accordingly, minorities, particularly African Americans, find themselves at a disadvantage in the criminal justice system. Recent accounts of racial conflict in the criminal justice system came to the fore during the 1992 riots after a verdict of not guilty was returned for the officers involved in the Rodney King incident in Los Angeles, California. More recently, in 2005, racial conflict was linked to the governments response and policies after Hurricane Katrina in New orleans, Louisiana (Spohn, 2002). Specifically, victims of this natural disaster were outraged at the lack of governmental support and the assignment of the label refugee to American survivors in this largely minority populated area. To some, the use of the term refugee was symbolic of the perception that the survivors were outsiders to begin with. This was seized on by the national media, and the survivors were quickly recast as evacuees. Similar to disparities in the adult justice system, minority disparities in the juvenile justice system exist. Specifically, African American youth, similar to their adult counterparts, are disproportionately represented throughout the system. on one hand, criminologists argue that ethnic and racial minorities commit more crimes than their White counterparts and thereby have greater representation in the system. on the other hand, criminologists and sociologists argue that racial conflict in American society acts interchangeably with the law as a method to control minority power. Thus, as a result, disparities are found in arrest, charge, and confinement of African American youth when compared to White youth who commit the same serious and violent criminal acts. The larger implication here is consistent with the belief that racial conflict is supported and maintained by actors in the juvenile and criminal justice systems (Walker et al., 2004). Racial Conflict and Justice Research on the relationship between racial conflict and crime commission has examined interracial killings, economic and power competition, and disparities within the criminal justice system (Zatz, 2000). Racial conflict has been linked to delinquent behavior by juveniles and has been linked to school violence, juvenile homicide, gangs, theft, and other serious and violent crimes. one of the more engrossing questions facing criminologists and indeed our nation is whether the two justice systems are impartial. Criminologists have studied the relationship between judicial processes and discrimination, and some evidence suggests that ethnic minorities are overrepresented at arrest and, when compared to White offenders, are punished more severely. Similar results were found in examinations of pretrial processes where racial injustices in jury selection and judge bias against minorities were present. Whether or not African Americans and other ethnic minorities are overrepresented in the criminal justice system is not a question here, as official data provide a clear depiction of this disparity (Spohn, 2002). The concern here is, however, focused on why racial disparities continue to exist in the juvenile and criminal justice systems. The existence of conflicts between police and racial/ethnic minorities has historically been related to riots that are often the result of racial conflict. Many researchers argue that juvenile and adult processing of ethnic minorities as the result of racial conflict continues and is maintained by the continuous cycle of analyses, recommendations, and inaction that have resulted in ineffective identification and reduction of racial disparities. Contrary to this argument, other researchers point out that racial disparities exist largely as the result of serious and violent offending patterns of ethnic minorities. Conclusion The literature is filled with options for reducing racial conflict in the criminal justice system. The argument is made that to effectively address racial conflict, research should be conducted at each stage of processing so as to increase the level of accountability of officials and agencies within jurisdictions where racial disparities continue to exist. others stipulate that researchers must identify the problem, change and create policies that effectively address the real concerns, and implement and fund programs dependent upon evaluative measures. At the theoretical level, many criminologists recognize that extensive changes within both the juvenile and the criminal justice systems are needed to address prejudices in the system that exist as the result of policies and practices. Hence, the argument of racial conflict and discrimination in the criminal justice system remains unresolved. Conflict theorists believe racial conflict is the reason for minority differences in criminal and even juvenile justice processing. Even so, differing arguments are presented stipulating that the empirical nature of racism is not measurable and thus is questionable. While there are two dominant opinions, it remains evident that many researchers hold the view that racial disparities as the result of racial conflict continue to exist and should be addressed in juvenile and criminal justice processing.

Chemical Bonding :: essays research papers fc

Chemical reactions involve the making and breaking of bonds. It is essential that we know what bonds are before we can understand any chemical reaction. To understand bonds, we will first describe several of their properties. The bond strength tells us how hard it is to break a bond. Bond lengths give us valuable structural information about the positions of the atomic nuclei. Bond dipoles inform us about the electron distribution around the two bonded atoms. From bond dipoles we may derive electronegativity data useful for predicting the bond dipoles of bonds that may have never been made before. From these properties of bonds we will see that there are two fundamental types of bonds--covalent and ionic. Covalent bonding represents a situation of about equal sharing of the electrons between nuclei in the bond. Covalent bonds are formed between atoms of approximately equal electronegativity. Because each atom has near equal pull for the electrons in the bond, the electrons are not completely transferred from one atom to another. When the difference in electronegativity between the two atoms in a bond is large, the more electronegative atom can strip an electron off of the less electronegative one to form a negatively charged anion and a positively charged cation. The two ions are held together in an ionic bond because the oppositely charged ions attract each other as described by Coulomb's Law. Ionic compounds, when in the solid state, can be described as ionic lattices whose shapes are dictated by the need to place oppositely charged ions close to each other and similarly charged ions as far apart as possible. Though there is some structural diversity in ionic compounds, covalent compounds present us with a world of structural possibilities. From simple linear molecules like H2 to complex chains of atoms like butane (CH3CH2CH2CH3), covalent molecules can take on many shapes. To help decide which shape a polyatomic molecule might prefer we will use Valence Shell Electron Pair Repulsion theory (VSEPR). VSEPR states that electrons like to stay as far away from one another as possible to provide the lowest energy (i.e. most stable) structure for any bonding arrangement. In this way, VSEPR is a powerful tool for predicting the geometries of covalent molecules. The development of quantum mechanics in the 1920's and 1930's has revolutionized our understanding of the chemical bond. It has allowed chemists to advance from the simple picture that covalent and ionic bonding affords to a more complex model based on molecular orbital theory. Chemical Bonding :: essays research papers fc Chemical reactions involve the making and breaking of bonds. It is essential that we know what bonds are before we can understand any chemical reaction. To understand bonds, we will first describe several of their properties. The bond strength tells us how hard it is to break a bond. Bond lengths give us valuable structural information about the positions of the atomic nuclei. Bond dipoles inform us about the electron distribution around the two bonded atoms. From bond dipoles we may derive electronegativity data useful for predicting the bond dipoles of bonds that may have never been made before. From these properties of bonds we will see that there are two fundamental types of bonds--covalent and ionic. Covalent bonding represents a situation of about equal sharing of the electrons between nuclei in the bond. Covalent bonds are formed between atoms of approximately equal electronegativity. Because each atom has near equal pull for the electrons in the bond, the electrons are not completely transferred from one atom to another. When the difference in electronegativity between the two atoms in a bond is large, the more electronegative atom can strip an electron off of the less electronegative one to form a negatively charged anion and a positively charged cation. The two ions are held together in an ionic bond because the oppositely charged ions attract each other as described by Coulomb's Law. Ionic compounds, when in the solid state, can be described as ionic lattices whose shapes are dictated by the need to place oppositely charged ions close to each other and similarly charged ions as far apart as possible. Though there is some structural diversity in ionic compounds, covalent compounds present us with a world of structural possibilities. From simple linear molecules like H2 to complex chains of atoms like butane (CH3CH2CH2CH3), covalent molecules can take on many shapes. To help decide which shape a polyatomic molecule might prefer we will use Valence Shell Electron Pair Repulsion theory (VSEPR). VSEPR states that electrons like to stay as far away from one another as possible to provide the lowest energy (i.e. most stable) structure for any bonding arrangement. In this way, VSEPR is a powerful tool for predicting the geometries of covalent molecules. The development of quantum mechanics in the 1920's and 1930's has revolutionized our understanding of the chemical bond. It has allowed chemists to advance from the simple picture that covalent and ionic bonding affords to a more complex model based on molecular orbital theory.

Buddhism and Siddhartha Gautama Essay

Buddhism is a spiritual tradition that focuses on personal spiritual development and the attainment of a deep insight into the true nature of life. There are 376 million followers worldwide. Buddhists seek to reach a state of nirvana, following the path of the Buddha, Siddhartha Gautama, who went on a quest for Enlightenment around the sixth century BC. There is no belief in a personal god. Buddhists believe that nothing is fixed or permanent and that change is always possible. The path to Enlightenment is through the practice and development of morality, meditation and wisdom. Buddhists believe that life is both endless and subject to impermanence, suffering and uncertainty. These states are called the tilakhana, or the three signs of existence. Existence is endless because individuals are reincarnated over and over again, experiencing suffering throughout many lives. It is impermanent because no state, good or bad, lasts forever. Our mistaken belief that things can last is a chief cause of suffering. The history of Buddhism is the story of one man’s spiritual journey to enlightenment, and of the teachings and ways of living that developed from it. The Buddha Siddhartha Gautama, the Buddha, was born into a royal family in present-day Nepal over 2500 years ago. He lived a life of privilege and luxury until one day he left the royal enclosure and encountered for the first time, an old man, a sick man, and a corpse. Disturbed by this he became a monk before adopting the harsh poverty of Indian asceticism. Neither path satisfied him and he decided to pursue the ‘Middle Way’ – a life without luxury but also without poverty. Buddhists believe that one day, seated beneath the Bodhi tree (the tree of awakening), Siddhartha became deeply absorbed in meditation and reflected on his experience of life until he became enlightened. By finding the path to enlightenment, Siddhartha was led from the pain of suffering and rebirth towards the path of enlightenment and became known as the Buddha or ‘awakened one’. Schools of Buddhism There are numerous different schools or sects of Buddhism. The two largest are Theravada Buddhism, which is most popular in Sri Lanka, Cambodia, Thailand, Laos and Burma (Myanmar), and Mahayana Buddhism, which is strongest in Tibet, China, Taiwan, Japan, Korea, and Mongolia. The majority of Buddhist sects do not seek to proselytise (preach and convert), with the notable exception of Nichiren Buddhism. All schools of Buddhism seek to aid followers on a path of enlightenment. Key facts Buddhism is 2,500 years old There are currently 376 million followers worldwide There are over 150,000 Buddhists in Britain Buddhism arose as a result of Siddhartha Gautama’s quest for Enlightenment in around the 6th Century BC There is no belief in a personal God. It is not centred on the relationship between humanity and God Buddhists believe that nothing is fixed or permanent – change is always possible The two main Buddhist sects are Theravada Buddhism and Mahayana Buddhism, but there are many more Buddhists can worship both at home or at a temple The path to Enlightenment is through the practice and development of morality, meditation and wisdom.

The Relationship between Owen Meany and Johnny Wheelwright

Lana Sobh Mrs. Malik ENG 3U1-06 April 20, 2013 The Relationship between Owen Meany and Johnny Wheelwright In the novel A Prayer for Owen Meany, John Irving explores the themes of friendship and faith. Friendship is one of the most important things in one’s life. Friendship is the divine feeling of knowing there is someone there. As the saying goes, â€Å"friends are flowers in the garden of life†. As flowers add beauty to a garden, friends add beauty to one’s life. Friendship always begins with a seed of trust that is nurtured with laughter and tears, growing into loyalty and love.The friendship between Owen Meany and Johnny Wheelwright has been maintained since they were young to the last second they were together. Faith can be viewed in many different ways. Faith can be described as faith in God or as a conviction. Faith is a sacred, deep and emotionally involved kind of trust. Faith is like the wind, it cannot be seen, but it can be felt. Owen enabled Johnny t o find faith in his life in a religious and convictional way. The friendship between Owen and Johnny clearly showed a positive relationship.Owen always kept Johnny’s desires in mind, he was always there for Johnny, and he led Johnny to a true faith. First, to maintain their positive relationship, Owen always kept Johnny’s desires in mind. Owen always thought about Johnny and what he can do to make Johnny feel better. Owen went ahead and wrote a play for Johnny’s father, in order for them to find out who Johnny’s father actually is. â€Å"Just suppose there was such a play†¦ And we called the play either The Orange Grove or The Lady in Red – don’t you suppose that your father would come to see that play?And don’t you suppose we could recognize him then? † (Irving 360). Owen took the effort to write a play, in order to find Johnny’s father. He always wanted to make sure that Johnny’s desires were fulfilled. The relationship between him and Johnny shows to what extent their relationship is true. Their relationship allows Owen to go ahead and help Johnny with his family problems, even though he has nothing to do with it. This shows how much Owen cares for Johnny and wants to help him uncover the truth on who his father is. This is very important in showing how strong the relationship between Owen and Johnny is.When Johnny was a kid, he had trouble with reading; yet Owen was there to help him improve his reading skills. This is made clear when Tabitha, Johnny’s mother, tells Owen to keep helping Johnny, â€Å"I hope you never stop helping Johnny with his homework, Owen. † (24). When they were young, Owen had promised Tabitha, that he would always help Johnny with his homework. Throughout the years at school, Owen had kept that promise and was always there to help Johnny. This clearly shows how much Owen cares about Johnny and how much he wants to help him.The death of Tabitha d id not have any effect on the choice that Owen had made when he promised that he would always help Johnny with his homework. Johnny suffered from dyslexia and was in need of help, so, Owen helped him with reading and his homework. With Owen’s help, Johnny grows up to be an avid reader and teaches literature at a prep school. Moreover, Owen had helped Johnny with many things other than homework and finding Johnny’s father. Owen had helped Johnny with not going to Vietnam and fight in the war. â€Å"He’d cut off my finger to keep me out of Vietnam† (585).Johnny had his finger, the trigger finger, amputated in order for him not to be able to go to the war. Owen had come up with the idea of cutting off Johnny’s finger. Without Owen being caring towards Johnny and not wanting Johnny to go to Vietnam against his will, Johnny would have gone and fought in Vietnam. Owen had saved Johnny from the draft. Through this action, Owen is trying to get Johnny to p repare Johnny for life without him. He cares so much about Johnny that he is preparing him, so that when Owen passes away, he would be able to continue his life in Canada without him.Owen always wanted to help Johnny satisfy his needs, so he helped him in many ways. Furthermore, Owen was always there for Johnny. In times of sadness and despair, Owen was there. In times of laughter and happiness, he was there. This clearly shows how positive their relationship was and how true of a friend he is. During the Christmas Carol play, Own fainted. Later, it was told that Owen had seen his own name on the grave. When Johnny went to ask Owen what date Owen saw, Owen does not end up telling him, instead he tells him that there was no date at all. ‘There was no date,’ Owen said. I wanted to cry- not because I believe a single thing about his stupid ‘vision,’ but because it was the first time he had lied to me. † (255). This shows how heartbroken Johnny is, he is devastated that Owen was hiding something from him. But then again Owen did not want Johnny to feel sad if he told him the date. Owen really cares about Johnny, he is not trying to hurt Johnny, he is trying to protect him. Owen must have felt the need to protect Johnny since he might think that Johnny would interfere with his fate and result in the death of Johnny.Owen cared a lot about Johnny. When they were young, Johnny was asked to repeat the ninth grade. So, Owen being the nice and caring friend he is, decided to repeat the ninth grade with Johnny. Owen tells everyone that he is going to stick by Johnny's side. â€Å"Owen announced his decision to attend the ninth grade at Gravesend High School, too. He would stay with me; he would enter the academy the following year-he could have skipped a grade, yet he volunteered to repeat the ninth grade with me! † (267).After Tabitha’s death Johnny had needed a high degree of support, which came from Owen. Owen had promised Tabitha to help Johnny with his homework and in order for that to happen, they found that Johnny and Owen needed to be in the same grade. Owen tells everyone that he is going to stick by Johnny's side. This clearly shows the loyalty Owen has towards Johnny. This shows the true friendship there is between them. Owen’s decision was a surprise to all because no one would have thought that Owen was that caring and loyal to Johnny.