Is Killing And Letting Die The Same Thing?

Is Killing And Letting Die The Same Thing? It should be clear, I think, that kill and let die are too blunt to be useful tools for the solving of this problem  [1]  . The problem he is referring to is we tend to think that killing and letting have completely different perceptions. Thomson tries to give more details and explanation that killing and letting die might be the same thing whether we wish to believe it or not. She tries of explains this using the trolley problem, which raises the issue of killing and letting die. The distinction between killing and letting die appears to be a specific case of the more general distinction between doing harm and allowing harm. But this is not quite right; most cases of killing involve doing harm, and most cases of letting die involve allowing harm. However, there are cases in which death is not harm, and therefore in which killing does not involve doing harm. There is case in which a continued life involves overwhelming suffering; death may be benefit to the sufferer. It follows that even if doing harm is morally worse, in itself, than allowing harm. And the question arises from the trolley problem whether you should kill one person or kill five persons. Most people would agree that killing one persons and letting five live is more rational. While others would think that they should not do anything, which is let the trolley go through and kill five workers. The most significant argument on this would be towards the deontological position which says that every person is an end in it self and not just a mean to an end. But it can be insulting to consider the one person on the track as a mean to an end, which in this case to save five lives. For argument sake let us agree that killing is worse than letting die; and also let us say that if you allow someone to die, you could have prevented it from happening, you are not responsible for the death of that one person. In this case, it wouldnt be considered insulting to allow five people to die; it can also assume that they were going to die anyway, and you are not the cause of their dea ths. But on the other hand, it would be disrespectful to kill that one person to save the lives of five individuals, because you are causing the death directly. Given the scenario, it is not clear whether killing is worst that letting die, it can even be seen as being the same thing, allowing harm and killing. Given the example about our feeling about killing and letting die changes, one is not worse than the other; they seem now like the same thing. Let us assume that in the case of killing and letting die, they are equivalent and they are in the same scenario as the one before. If you have the ability to prevent a death but refuse to do so, you are just as responsible for the death, as in the case if you had killed the person yourself. And in this scenario, you are responsible for the death of five people even if you didnt cause their directly, but because you could have prevented it from happening. It can be seen that, the trolley problem is somewhat confusing since no matter which option you choose, you would be responsible for the death of at least one person. So It can clearly been seen that, it does not matter what you do because either option you would be treating someone as a means rather than an end. It can also be argued that it is better to be respectful to a larger amount of rational beings than to fewer, therefore you can kill one rather than let five die, everything else is the same in bother instances. Considering our moral duty, whether in the case of letting die is considered the same as killing. In the scenario with the bystander Thompson states to come to a solution with solving the Trolley problem we should focus on the concept of rights, focusing on the relationship between the bystanders and the one he would harm in his efforts to save the five. Basically, she is recommending that despite the fact the bystander is going to be treated wrongfully the persons life she is about to be sacrificed. Whichever way the bystander chooses to intervenes to save the five lives by hitting a switch and diverting the trolley which is violating the rights of the other person. If the bystander decides to take part in the action, she is not considered a bystander according to Thomsons, more like becoming actively involved. While the bystander may become hero for saving the five workmen by hitting the switch, at the same time she might be an assailant in respect to the person being sacrificed. Therefore, why wouldnt it be morally allowable for the one person to protect himself against any da nger that is threatening his life? Thomson states if are in a position, if you do not kill someone, it they will bring about your death instead, it can justifiable in killing them first whether they are going to kill you knowingly, purposely, or cruelly. Thompson said, once we agree that he is about to violate your right and that you can prevent this only by killing him it seems right to conclude that he no longer has a right that you not kill him. In concluding, Thomson solution to the problem says the workman would be justified if he shot and killed the bystander at the switch if it became clear that she was going to divert the trolley. But if justified self-defense requires a potential impermissible rights and the workman is justified in defending himself from the decisions and actions of the bystander, then it follows that the bystanders decision to sacrifice the lone workman is impermissible after all. In the case of being the conductor of the trolley providing the elements of the scenario remains the same killing five is worse than killing one. In addition she also states that if a person is faced with a choice between doing something here and now to five, by the doing of which he will kill them, and doing something else here and now to one, by the doing of which he will kill only the one, then (other things being equal) he ought to choose the second alternation ration than the first.  [2]  

Oedipus and Creon: Leaders of Thebes Essay

In the plays Oedipus the King and Antigone Sophocles portrays two characters, Oedipus and Creon, as rulers of Thebes. After the murder of Laius, former King of Thebes, Oedipus became leader when he successfully solved the riddle of the Sphinx. Some time later, Creon became King of Thebes as the result of his nephews deaths. â€Å"Oedipus is a good ruler in spite of his defects. Creon is a bad ruler in spite of his virtues.† This essay will discuss Oedipus and Creon as rulers of Thebes. In the eyes of the townspeople, Oedipus is seen as a good leader. He demonstrates the qualities any good leader possesses. When Oedipus learned of the plague that had spread through the town he immediately took action before the town confronted him with their fears. Upon meeting with the town, he notified them of his actions and his understanding of their concerns regarding the outcome of Thebes. Oedipus says, â€Å"You can trust me. I am ready to help, I’ll do anything. I would be blind to misery not to pity my people kneeling at my feet† (Sophocles 159). We see that Oedipus is sympathetic to their needs and concerns and dependable as he had already sent his brother-in-law to gain information from the oracle Upon Creon’s return from the oracle, Oedipus demonstrates his honesty, truthfulness, and determination as leader. Creon states, â€Å"If you want my report in the presence of these people†¦I’m ready now, or we might go inside† (Sophocles 163). Oedipus responds by asking Creon to report right then and there suggesting that he has nothing to hide and only truth to share with Thebes. The news from the oracle suggested that the only way to end the plague was to remove the source of Laius’s death, either by banishment or murder. Oedipus immediately seeks out to uncover the murderer of the former king. These qualities are those admired in a leader, like Oedipus, but hard to find in Creon. Creon, unlike Oedipus, is seen as a poor leader of the town, Thebes. The qualities with which he rules are unlikable. Creon immediately instills a sense of fear as he acknowledges the absolute power he possesses in his initial speech as ruler of Thebes. â€Å"Whoever refuses to adopt the soundest policies but fearing someone, keeps his lips locked tight, he’s utterly worthless. And whoever places a friend above the good of his own country, he  is nothing† (Sophocles 67). Furthermore, Creon issues a decree to his people that anyone who provides Polynices with a proper burial will face death. By enforcing the decree, Creon lacks sympathy for the beliefs of his town and his blood relatives, Antigone and Ismene. When the sentry enters with a message for the King we learn that Creon’s rule focuses on threats and violence. The sentry hesitates to relay this message to Creon fearing that he would react harshly. Creon then demands that the sentry tell all that he knows. The sentry informs Creon that someone has defied the decree and given Polynices proper burial. Creon irrationally accuses the sentry; although he has spoken several times that he is not to blame. The king threatens the sentry saying, â€Å"Well now, you just be clever about your judgments – if you fail to produce the criminals for me, you’ll swear your dirty money brought you pain† (Sophocles 75). Terrified by the King’s word, the sentry quickly leaves to keep watch of Polynices and later returns with news that Antigone is the culprit. We find that Oedipus is a good leader because he is honest, sympathetic, dependable and determined. On the other hand, Creon fails to sympathize with the citizen. The fear and violence of his absolute power became detrimental to his leadership. Despite these differences between Oedipus and Creon, the leaders did share some qualities that influenced the way they ruled. Oedipus and Creon both ruled with pride. Each individual was proud of their actions and the way they lead the people of Thebes. At times they were so proud that they failed to believe what was being told to them. Tiresias proclaims to Oedipus, â€Å"You are the curse, the corruption of the land† (Sophocles 179). Oedipus refuted the truth, â€Å"Aren’t you appalled to start up such a story? You think you can get away with this?† (Sophocles 179) Tiresias warned Oedipus of his family curse and the he was the cause of the plague, but he failed to see this. Similarly, Creon was warned by Tiresias in Antigone of the trouble that was to result from his injustice. â€Å"If he tried to make amends, however low he’s fallen, and stops his bullnecked ways. Stubbornness brands you for stupidity-pride is a crime† (Sophocles 112). Creon failed to accept the information told to him by Tiresias,  instead his pride prevailed until he admitted his wrongdoings at the end of the play, at which it was too late. The town of Thebes was also ruled by both with stubbornness. Once they had an idea set in their minds nothing could change it. Each had a firm belief in what they thought. Creon sentenced Antigone to death, since she was the individual who gave her brother, Polynices, a proper burial. Despite warnings from the town and Tiresias, Creon carried out the sentencing of his niece by sealing her in a cave. His stubborn character led to defiance of the Gods, which led to his downfall as King of Thebes. In Oedipus the King, Oedipus goal was to save his people from the plague by removing the murderer, who was present in the town. Oedipus was stubborn and refused to see the clues which revealed the source of the plague. Eventually, Oedipus overcame his stubbornness and accepted the truth that he was indeed the source of the plague by murdering his father and marrying his mother. Oedipus, being a good leader, remained true to his word and banished himself from Thebes. In conclusion, Sophocles portrays two rulers of Thebes in his plays Oedipus the King and Antigone. Oedipus and Creon share similarities and differences that characterize them as leaders of Thebes. Oedipus is seen as a good ruler due to the fact that he possesses the qualities the town seeks in a leader. Creon is deemed a bad ruler. He places himself above the state, people, and gods therefore being a feared and intimidating leader. Works Cited Sophocles. The Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. New York: Penguin Books, 1984. Works ConsultedMcManus, Barbara. â€Å"Background for Antigone.† CLS 267 Topic Page. 1999. The College ofNew Rochelle. 20 April 2005 Mitchell-Boyask, Robin. â€Å"Study Guide for Sophocles’ Oedipus the King.† Department ofClassics. 2002. Temple University. 22 April 2005

The Most Popular Essay Topics for High Schoolers

The Most Popular Essay Topics for High Schoolers The Death of Essay Topics for High Schoolers The standard of your topic will find out the grading of the paper. There is not anything wrong with you deciding to seek out help when you will need to compose a paper in literature. Every student should know that writing isn't an easy job, which explains why they will need to be especially attentive when writing a descriptive essay. Every student who would like to execute a great academic paper can use mentioned subjects and example argumentative essay to do an exceptional work. Definitions of Essay Topics for High Schoolers Arguments always happen in a particular context. Deciding on the correct topic for a persuasive speech may be not such an easy issue to do as it might seem. Deciding on your topic isn't that easy. Morality Essay Topics Morality is a topic that's near and dear to lots of individuals. It Must Be Spesific When choosing an essay subject, you need to make sure that you obviously comprehend everything. Curriculum proposal topics is a means to try. The Fight Against Essay Topics for High Schoolers Bear in mind, the point of the essays is to demonstrate the admissions officers something they can't garner from the remainder of your application. Despite the topic you made a decision to approach, it is better that you share your work with the class or teacher, however scary it can be. The liberty of topic choice can become a true challenge for students. Instead, the student should present different faces of the matter with the advantages and disadvantages. Whatever the topic that you're exploring in your argumentative essay, following principles of the structure ought to be maintained to have a decent level. It is a kind of academic paper that requires profound knowledge of anal yzed problem and a big list of personal opinions and facts. Overall, you can observe that writing a persuasive essay isn't a brain surgery. Writing a research essay is an essential part of study life, though it may appear difficult. The Unexpected Truth About Essay Topics for High Schoolers Normally, having three big arguments to demonstrate your point is sufficient for a convincing paper. The ideal thing is to decide on a topic that will provide you with an opportunity to present new ideas or a fresh perspective on a problem. You should develop a notion and offer some evidence. It is very important to mention that the idea doesn't need to be a good one. Lies You've Been Told About Essay Topics for High Schoolers Your tutor won't be pleased to see this kind of assignment, and that is going to reflect on your grade. You will have to choose something to major in, and most schools may want to understand what you like to learn in your spare time. A problem solution essay see ms to be something which not only college students may get assigned. You will certainly speak about it should you appreciate science. Introducing Essay Topics for High Schoolers The introduction should offer general information which will be included in the write-up. At the conclusion of these list, you will discover links to a variety of argumentative paragraphs and essays. This information will be beneficial. To collect such info, a detailed principal research is needed. Getting the Best Essay Topics for High Schoolers Standard essay morality topics are always a thriving choice because it's simple to evoke a great deal of interest and curiosity in the reader when you use any of them. It is crucial to understand what themes to prevent. At length, a narrative isn't only a very simple story. Well-written narratives figure out ways to involve the reader rather than simply retelling the events. Just pick a niche or category you wish to write in, like health, social circums tances, games, etc. and then consider something that you want to write about. It is impossible to create an actual friend online. If you are searching for tips about how to compose a descriptive essay, you've come to the correct location. If you choose to compose a persuasive essay about sports, you own a lot of room for ideas. The One Thing to Do for Essay Topics for High Schoolers A proposal essay is quite easy to comprehend. When writing an informative essay, you ought to be proficient in the chosen topic and just deliver reliable details. Below, you can pick a topic for an informative essay. The ideal topic for your essay is one which is aligned with your subject of study. The reason why lots of students choose to tackle descriptive essay topics is because they are simple to handle. To compose a terrific argumentative essay the students first must investigate several. Remember your essay is about solving problems, thus a solution ought to be a highlight of the essay. In this kind of situation, it's more convenient to discover ready-made essays and use them as an example. Locating good essay topics you might discuss effectively and create powerful argumentative essays is a tricky work.

Effect of Colonization in Kenya - 1159 Words

Yahya Bello World studies 2nd period The effect of colonialism in Kenya This essay analyses the effect of colonialism in Kenya. It explains the depth of colonialism within Kenya’s context and analyses the impact of colonial conquest, the imposition of international and local administrative boundaries. It also examined further the lasting consequences of colonial economic and social policies concerning colonialism in Kenya. This essay gives more explanation that has to do with British colonialism in Kenya. Colonialism developed from imperialism, which can be referred to as the highest stage of capitalism. Capitalism, imperialism and colonialism share†¦show more content†¦Internally African, Indian and European settler interests were also at variance. More often than not European settlers had the ear of pro-settler governors. Moreover, in the interest of capital these policies were anchored on partial dissolution and restructuring of pre-colonial structures. It was also in the interest of capital to place the market under the colonial state’s control. This was done with greater enthusiasm during the post-Second World War period more popularly known as the second colonial occupation. Colonial commodity production, because of inappropriate practice, led to widespread environmental degradation. Forest concessions, which were granted to individuals and companies led to massive deforestation. Colonial enterprises destroyed local industries. Generally the colonial economic policies in Kenya were instrumental in incorporating the pre-capitalist communities into the colonial and international economic systems. This persisted into the post-colonial period. Similarly, Christian missionary activities destroyed African culture through the gospels of salvation, obedience and work. Through Western education, which they dominated despite the colonial state’s role, Christian missions preached against African cultures. 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