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Personal Skills (0) A garrison of 3300 men has provisions for 32 days, when given at a rate of 850 grams per head. At the end of 7 days reinforcement arrives and it was found that now the provisions will last 8 days less, when given at the rate of 825 grams per head. How, many more men can it feed?
1 1493Two people X & Y walk on the wall of a go down in opposite direction. They meet at a point on one side and then go ahead. X after walking for some time, walks in opposite direction for 15 mtrs.Then again he turns back and walks in the original direction. What distance did Y walk before they met again, if X walks 11 mtrs by the time Y walks 8 mtrs.
1 12461/3 rd of the contents of a container evaporated on the 1 st day. 3/4 th of the remaining contents of the container evaporated the second day. what part of the contents of the container are left at the end of the second day.
1 132013_46_8_180_210_75 = 64 . Use + and – in the empty places to make the equation holds good. Take m = number of + and n = number of – . Find m – n?
1 1276500 men are arranged in an array of 10 rows and 50 columns according to their heights. Tallest among each row of all are asked to fall out. And the shortest among them is A. Similarly after resuming that to their original podsitions that the shortest among each column are asked to fall out. And the tallest among them is B . Now who is taller among A and B ?
1 1374A car is traveling at a uniform speed. The driver sees a milestone showing a 2-digit number. After traveling for an hour the driver sees another milestone with the same digits in reverse order. After another hour the driver sees another milestone containing the same two digits. What is the average speed of the driver.
1 1230A chain is broken into three pieces of equal lengths containing 3 links each. It is taken to a blacksmith to join into a single continuous one. How many links are to to be opened to make it ?
1 1470A chain is broken into three pieces of equal lenths containing 3 links each. It is taken to a backsmith to join into a single continuous one . How many links are to to be opened to make it ?
1 1524A hotel has 10 storeys. Which floor is above the floor below the floor, below the floor above the floor, below the floor above the fifth.
1 1912A man collects cigarette stubs and makes one full cigarette with every 8 stubs.If he gets 64 stubs how many full cigarettes can he smoke.
1 2009A person with some money spends1/3 for cloths, 1/5 of the remaining for food and 1/4 of the remaining for travel. He is left with Rs 100/- . How much did he have with him in the beginning ?
1 1437Albert and Fernandes have two leg swimming race. Both start from opposite ends of the pool. On the first leg, the boys pass each other at 18 m from the deep end of the pool. During the second leg they pass at 10 m from the shallow end of the pool. Both go at constant speed but one of them is faster. Each boy rests for 4 seconds at the end of the first leg. What is the length of the pool?
1 1622
1. Profit and loss problem.. Two mercants sold a good of worth Rs 1000 from which one merchant A got profit from selling prices and merchant B got profit form cost price and profit for both is 25% what is difference amount.? 2.5lts solution bottles in which 4 lts of solution is filled in which 15 % of salt is mixed,1.5 lits solution is fell out and it is filled with water how much of salt content is present..? 3.Square of 21 cms and bull was tied at corner with rope of 7 cms how much area it can graze... 4.A and B can do a work 15 and 20 days respectively form which A as done half of the work and then b joind then it done 1/20th work how much many days in which a complted work which left by B.
When u loved someone and he/she is trying to throw a grenade in crowed place. What you will do ? you will kill him/her ? For this sentence we need to write an essay altest 1 page.Please help me in this by posting the answers to sruthi_53@yahoo.co.in
If one always ought to act so as to produce the best possible circumstances, then morality is extremely demanding. No one could plausibly claim to have met the requirements of this "simple principle." . . . It would seem strange to punish those intending to do good by sentencing them to an impossible task. Also, if the standards of right conduct are as extreme as they seem, then they will preclude the personal projects that humans find most fulfilling. From an analytic perspective, the potential extreme demands of morality are not a "problem." A theory of morality is no less valid simply because it asks great sacrifices. In fact, it is difficult to imagine what kind of constraints could be put on our ethical projects. Shouldn't we reflect on our base prejudices, and not allow them to provide boundaries for our moral reasoning? Thus, it is tempting to simply dismiss the objections to the simple principle. However, in Demands of Morality, Liam Murphy takes these objections seriously for at least two distinct reasons. First, discussion of the simple principle provides an excellent vehicle for a discussion of morality in general. Perhaps, in a way, this is Murphy's attempt at doing philosophy "from the inside out.". . . Second, Murphy's starting point tells us about the nature of his project. Murphy must take seriously the collisions between moral philosophy and our intuitive sense of right and wrong. He [must do so] because his work is best interpreted as intended to forge moral principles from our firm beliefs, and not to proscribe beliefs given a set of moral principles. [Murphy] argues from our considered judgments rather than to them. . . For example, Murphy cites our "simple but firmly held" beliefs as supporting the potency of the over-demandingness objection, and nowhere in the work can one find a source of moral values divorced from human preferences. Murphy does not tell us what set of "firm beliefs" we ought to have. Rather, he speaks to an audience of well-intentioned but unorganized moral realists, and tries to give them principles that represent their considered moral judgments. Murphy starts with this base sense of right and wrong, but recognizes that it needs to be supplemented by reason where our intuitions are confused or conflicting. Perhaps Murphy is looking for the best interpretation of our convictions, the same way certain legal scholars try to find the best interpretation of our Constitution. This approach has disadvantages. Primarily, Murphy's arguments, even if successful, do not provide the kind of motivating force for which moral philosophy has traditionally searched. His work assumes and argues in terms of an inner sense of morality, and his project seeks to deepen that sense. Of course, it is quite possible that the moral viewpoints of humans will not converge, and some humans have no moral sense at all. Thus, it is very easy for the moral skeptic to point out a lack of justification and ignore the entire work. On the other hand, Murphy's choice of a starting point avoids many of the problems of moral philosophy. Justifying the content of moral principles and granting a motivating force to those principles is an extraordinary task. It would be unrealistic to expect all discussions of moral philosophy to derive such justifications. Projects that attempt such a derivation have value, but they are hard pressed to produce logical consequences for everyday life. In the end, Murphy's strategy may have more practical effect than its first-principle counterparts, which do not seem any more likely to convince those that would reject Murphy's premises. 1) The author suggests that the application of Murphy's philosophy to the situations of two different groups: a) would help to solve the problems of one group but not of the other. b) could result in the derivation of two radically different moral principles. c) would be contingent on the two groups sharing the same fundamental beliefs. d) could reconcile any differences between the two groups. 2) Suppose an individual who firmly believes in keeping promises has promised to return a weapon to a person she knows to be extremely dangerous. According to Murphy, which of the following, if true, would WEAKEN the notion that she should return the weapon? a) She also firmly believes that it is morally wrong to assist in any way in a potentially violent act. b) She believes herself to be well-intentioned in matters of right and wrong. c) The belief that one should keep promises is shared by most members of her community. d) She derived her moral beliefs from first-principle ethical philosophy. 3) The passage implies that a moral principle derived from applying Murphy's philosophy to a particular group would be applicable to another group if: a) the first group recommended the principle to the second group. b) the moral viewpoints of the two groups do not converge. c) the members of the second group have no firmly held beliefs. d) the second group shares the same fundamental beliefs as the first group. 4) According to the passage, the existence of individuals who entirely lack a moral sense: a) confirms the notion that moral principles should be derived from the considered judgments of individuals. b) suggests a potential disadvantage of Murphy's philosophical approach. c) supports Murphy's belief that reason is necessary in cases in which intuitions are conflicting or confused. d) proves that first-principle strategies of ethical theorizing will have no more influence over the behavior of individuals than will Murphy's philosophical approach. 5) Which of the following can be inferred about "doing philosophy from the inside out?" a) Murphy was the first philosopher to employ such an approach. b) It allows no place for rational argument in the formation of ethical principles. c) It is fundamentally different from the practice of first-principle philosophy. d) It is designed to dismiss objections to the "simple principle." 6) A school board is debating whether or not to institute a dress code for the school's students. According to Murphy, the best way to come to an ethical decision would be to: a) consult the fundamental beliefs of the board members. b) analyze the results of dress codes instituted at other schools. c) survey the students as to whether or not they would prefer a dress code. d) determine whether or note a dress code has ever been instituted in the school's history.
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