Utilitarian principle

According to the utilitarian principles described in lines 13-19, we should... 

Accurate temperature measurements in real-life situations are difficult to make using the KTTS. Most easily used thermometers are not thermodynamic that is, they do not operate on principles of the first and second laws. Most practicable thermometers depend upon some principle that is a repeatable and single-valued analogue of temperature, and they are used as interpolation devices of practical and utilitarian temperature scales which are themselves... 

The economy is in principle inhabited by sellers and buyers. These buy and sell on a market. They are all utilitarian, which basically means that a moral good is to maximize pleasure/happiness. A moral bad is to minimize pleasure/happiness [7, 8]. When related to economic and political decision making, pleasure/happiness is often translated into utility [9]. So what is the decision rationale for the buyer and seller And how does the market function ... 

Rawls (1971) and utilitarians such as llarsanyi <1951 ) have in common the assumption of a very thick veil of ignorance, but they differ with respect to the principles of choice they impute to rational individuals behind the veil. Dworkin (1981) differs from either in stipulating a thinner veil. 

Allocation of scarce resources can be decided in a number of ways, for example by the principles of utilitarianism (such as by using medical criteria to select those most likely to benefit) or by random choice. 

No course in chemistry can be considered as complete without including some practical work in it. The practical work is to be carried out by individual in a chemistry laboratory. Most of the achievements of modern chemistry are due to the application of the experimental method. At school stage practical work is even more important because of the fact that we learn by doing scientific principles and applications are thus rendered more meaningful. It is a well known fact that an object handled impresses itself more firmly on the mind than an object merely seen from a distance or in an illustrations. Centuries of purely deductive work did not produce the same utilitarian results as a few decades of experimental work. Practical class room experiments help in broadening pupil s experience and develop initiative, resourcefulness and cooperation. Because of the reasons discussed above practical work forms a prominent feature in any chemistry course. 

The editors of this book believe that, given its utilitarian and cultural importance, the place of chemistry in opportunities for both formal and informal education must be reasserted. Existing provision needs to be reformulated whilst new provision must be devised. This book is intended to support these processes. It is based on three principles. First, that all aspects of chemical education should be clearly associated with research. Second, the development of opportunities for chemical education should be both continuous and be linked to that research. Third, the professional education and training of all those associated with chemical education should make extensive and diverse use of that research. 

Some information must remain empirical and will never become a generally accepted first principle. After all, there can only be a small number of fundamental principles (according to the presiding conceptual framework of science). Empirical information is useful nonetheless, especially in the designs of utilitarian devices to be used with living systems. Designs of artificial kidney machines, bioreactors, automobiles, hospital ventilators, and even light bulbs are based on empirical information that serves to produce better products. 

Experience with students enrolled in the chemistry course who had not yet taken any mathematics at the university revealed that a mathematics prerequisite (algebra) was necessary. This requirement is currently being invoked. Moreover, although the students enjoy the labs, they retain little of value unless they arc required at the end of the lab sessions to answer questions, in written form, about the experiments. Finally, the students possess utilitarian attitudes. They want to learn only that which will be of immediate use in the elementary classroom. This translates into doing lab experiments that can be used later as classroom demonstrations, relating principles imm ately to everyday phenomena, and focussing on the very basics of chemistry. A partial list of the laboratory activities is reproduced in Figure 4 to show the tenor of the chemistry section. 

The tendency of these reflections is that attempts to justify a professional ethics on other grounds than ordinary morality, do in the end often fall back on principles of everyday ethics. This is not to deny that there may be rules or expectations that are specific for professionals. However, in the cases where these rules or expectations differ from what would be used for lay people, the basis for these deviations seems to rest on principles that are accepted in very common ethics too the obligations that are created by making a promise, the responsibility that results from having the capacities to help - especially in situations where people are dependent and vulnerable -, or the pursuit of an important societal good, where - it is true - a mle-utilitarian approach may lead to other conclusions than act-utilitarianism. Claims for very specific rights or duties that would be linked to the idea of professionalism, deserve to be examined very critically. 

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