Obligation

Wand(1979) expounds on Hume ethical theory in relation to moral obligation is a theory of good and evil rather than one of duty and obligation- , according to Wand (1956:55):”this statement is quite erroneous’ for Hume does not merely wish to discover the foundation of our moral actions”. Hume account of how motives prompt men to moral actions is quite complex, but Wand (1979) also asserts that Hume distinguishes between two basic type of action to make it more understandable. The first type are

family, and romantic partners, and those made to oneself in terms of projects. These differ from other types of commitments, such as promises, since the obligation to keep a promise exists only because promises invite others to develop expectations (76). The commitments Chang discusses create internal obligations rather than moral obligations because, according to her, they need not cause expectations in others (although they often

Obligations The definition for obligation is “Something by which a person is bound or obliged to do certain things, and which arises out of a sense of duty or results from custom, law, etc.” Obligation comes in many different forms, like how soldiers are obligated to fight for their country. This exact example can be seen morally and socially in the novel The Things They Carried by Tim O’Brien where he tells many stories from his time in or related to the Vietnam War and tries to make the reader

consumption of the world’s material, economic, and cultural resources. In this paper, I will argue that the primary long-term moral obligation the world’s over-privileged have to the underprivileged is to provide those in need with the means necessary to develop a foundation for fair future interactions. This will lead to the idea that a necessary part of the long-term obligation to the underprivileged, in addition to the redistribution of economic and material resources, is the redistribution of ideas

regardless of the age or skill level, should have a qualified coach lead it. In fact, many would argue there are a moral and a legal obligation to have qualified coaches at all levels. There is a legal obligation because unqualified coaches are more likely to teach improper skills and techniques, which puts athletes at risk for injuries. Further, there is a moral obligation, as qualified coaches are more apt to understand and address the psychological and physiological developmental needs for each athlete

can be morally accepted among applied ethical issues. This essay will be split into two main parts, consisting of two intertwining reasons followed by my reasoning for justification of this moral stance. I will argue that - regardless of moral obligation - I believe that we are more justified to care for people closer by, this will be the primary argument of this essay. A reason one might give to only helping someone close, with my assumption that ‘close’ means people within the same society or

alternative, renewable, sustainable, efficient and cost-effective energy sources with lesser emissions” (Nigama, P, S., & Singhb, A., 2011). In order to reduce carbon emissions from vehicles the UK parliament enacted the Renewable Transport Fuels Obligation (RTFO) in 2007 (UK,

ISSUE: Should LOI recognize an asset retirement obligation for each of the categories of warehouses with asbestos? BRIEF BACKGROUND OF COMPANY Lack of Information (LOI) owns and operates 50 warehouses throughout the country. As part of LOI’s efforts to identify potential asset retirement obligations, LOI’s internal audit group held interviews with all 50 of the warehouse managers and also performed site visits at each of the 50 locations. KEY CONSIDERATIONS INVOLVED IN THE ACCOUNTING QUESTIONS

This paper explores Peter Singer’s argument, in Famine, Affluence, and Morality, that we have morally required obligations to those in need. The explanation of his argument and conclusion, if accepted, would dictate changes to our lifestyle as well as our conceptions of duty and charity, and would be particularly demanding of the affluent. In response to the central case presented by Singer, John Kekes offers his version, which he labels the and points out some objections. Revisions of the principle

crucial part of society for the past centuries. Some believe that our education is a privilege. Some believe that our education is a right. Some believe that our education is an obligation. The only obligation we might have towards education is to treat it as a privilege as well as a right, but certainly not an obligation to have an education. Education has been the basis for the success we see in our parents, our teachers, and more importantly, ourselves. Over time, people have considered