Ethics in Religion free essay sample

â€Å"If there is no God, then everything is permitted† – Dostoyevky If there is no God, then surely everything is permitted and there will be situation of moral chaos. This is because people will try to define what is moral by themselves and people somehow will define it differently according to their internal and external factors. Without God, there is no good and evil, there are only subjective opinions that we then label â€Å"good† and â€Å"evil. † RELIGION MUST BE THE BASIS FOR MORALITY. No doubt religion must be the basis of ethics and it is undeniable. Why it is because religion is the most solid basis to explain morality. All religions have moral components and religious approach to ethical issues supported by divine teaching. With the clear guidelines that has been underline in holy books, revelations that mostly come from supernatural and divine teaching is not something man-made. For example, divine book of Islam Al-Quran lays the principles that help Muslims achieve salvation, become better individuals and useful members of society. We will write a custom essay sample on Ethics in Religion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The book has underlined almost everything from how one should serve Allah to even how to do business. Next, God’s law is not only meant to create harmonious environment but also to test His believers’ upon their loyalty. Most religions always discuss about life after death. Human are accountable to all their action during their lifetime and it will be paid in hereafter. The concept of paradise and hell in Islam can be a motivational and sanction factors to Muslims to perform a good and avoid bad conducts. The concept of God’s existence will make belief that everything that you do will be paid, definitely. For example, the concept of karma in Buddhism and the concept of Judgement Day, Paradise and Hell in Islam. Besides that, the reason why religion is must be the basis of morality is because there will be no conflict of interest in defining what is right or wrong. The secular point of view on what can be classified as a moral conduct is based on only motive, act and consequences, which is somehow, may be biased. It only depends on the result and consequences of their conduct such as the famous quote by Machiavelli – â€Å"the ends justify the means†. What is morally right to do is based on what they think is right eventhough they may discriminate other people. For instance, the apartheid issue in United States is the question of moral. The forth reason why religion must be the basis of morality is that the view of God commands is good and what has been prohibited is evil. It has been explained by Divine Command Theory. The Divine Command Theory is the view on morality that what is right is whatever God commands. We know the sets of what is good and what is bad through religion, and their content are whatever our religion says it is. The believers hold that values come from some higher power or supernatural being. It shows that the determinant of what is good or bad is not based on normal human thinking by themselves as what has been practise by atheist but rather by some higher power or supernatural being. For example, the Universal Declaration Of Human Rights by United Nation that uphold the concept of LGBT is contradict with Islam that surely will lead to destruction of mankind. Lastly, no doubt that religious sanction has harmonious relationship between reasons and revelation. Most religions have certain sanction to their believers and the relevance of the sanctions is definitely has solid reasons. The atheists may argue with this sanctions but what they don’t understand is the ultimate reason it been introduced. Through the concept and belief in the existence of God, the believers will follow those sanctions for the reasons of their God will watch and judges every action and there will be rewards and punishments. For example, in pre-Islamic Arabia killing of female infants was very common and very often, the moment a female was born, she was buried alive. However, after the spread of Islam in Arabia, this evil practice has been discontinued for a good reason. CONCLUSION The argument that does we need to subscribe to a religion in order to be a good person is never ending. Obviously, people can certainly maintain ethical perspectives and subscribe to ethical principles and behaviour without engagement in religious or spiritual beliefs, institutions, or practices. Religious engagement and practices encourages and supports clean living. Research has consistently found that religious people are less likely to engage in criminal behaviour, marital infidelity, alcoholism, unprotected sexual activity as well as being more likely to engage in good social behaviours such as volunteerism and charity. REFERENCES * Stephen Satris, CLASHING VIEWS IN MORAL ISSUES, McGrawHill * Regina Wentzel Wolfe, ETHICS AND WORLD RELIGIONS, Orbis Books. * Joe Jenkins, ETHICS AND RELIGION, Heinemann.

Renato Poggioli The Concept of a Movement The Theory of the Avant

The subtleties of language are not lost on Renato Poggioli. In his mind, â€Å"language is our greatest historical revealer† [p. 17].Advertising We will write a custom essay sample on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde specifically for you for only $16.05 $11/page Learn More The Concept of a Movement is the chapter that Poggioli devotes to defining avant garde art. Herein, the author details a crucial distinction between the avant garde and other historical periods of artistic practice, not only in terms of old versus new, but also how the artists named their practice. Artists that align themselves to a school, in Poggioli’s mind, comprise an altogether different breed than those that identify with a movement. Most significantly, how the artists thought about their practice, for Poggioli, reveals their category. Art that derives from a school owes its origin to some form of official endorsement or aff irmation, which it requires as a necessary element of its creation. School art must be sanctioned, and depends more or less on historical as well as mainstream acceptance. For Poggioli, â€Å"the school notion presupposes a master and a method, the criterion of tradition, and the principle of authority† [p. 20]. Conversely, â€Å"the followers of a movement always work in terms of an end immanent in the movement itself† [p. 20]. Said end need not be sanctioned, accepted, affirmed, valued, or even understood, by those outside the movement. Where the school presupposes disciples consecrated to a transcendent end, Poggioli believes, the movement holds multiple paths for multiple participants who may or may not arrive in the same location [p. 20]. Art based in the school form also has a qualitatively different energy than that which originates as part of a movement. â€Å"The school [art] is preeminently static and classical, while the movement is essentially dynamic and romantic† [p.20]. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Innovation remains muted in the school, since it carries the weight of historical precedence, and its proponents produce work in a somewhat limited field, hamstrung by the need for permission. Movements, on the other hand, remain free of precedent, thus, its participants remain free to germinate and generate based on the present moment and their own experience. Poggioli also points to the conceptual difference between the two camps, with an emphasis on diverging views in the artists’ understanding of culture. The school is inconceivable outside the humanistic ideal, the idea of culture as a thesaurus. The movement, instead, conceives of culture not as increment but as creation – or, at least, as a center of activity and energy [p. 20]. This distinction in thought bears scrutiny. Particularly, Poggioliâ €™s use of the term â€Å"thesaurus† to describe culture produces a lightning rod [p. 20]. Essentially, artists belonging to a school will always be creating synonyms of the work of their forbearers, in Poggioli’s mind; thus, the work looks backward, and endlessly repeats, reinvents, and rehashes. Artists in the school therefore do not experience time in the present moment, but continually live and create in the past. Artists who adhere to a movement, on the other hand, not only live in the present moment, but understand culture as a social agreement, one that is constantly in flux. Culture endlessly transforms according to individual epoch and contemporary events. Thus, these artists create work that reflects their own selves in their own times, times that always change. Therefore the artists of a movement, and their artistic products, more closely resemble the actual experience of life and art: dynamic, fluid, and live. Poggioli moves on to discuss the differenc e in purpose between reviews of work that comes from the school and those that emanate from the movement.Advertising We will write a custom essay sample on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde specifically for you for only $16.05 $11/page Learn More The school does not aim to discuss; it intends only to teach [p. 24]. [T]he school prefers to create new variants of traditional poetics and rhetoric, normative or didactic simply by nature [p. 25]. Reviews of avant garde work, conversely, engage in the vital task of affirm[ing] in words the uniqueness, particularity, or exceptionality of its own theoretical and practical achievements. [Avant garde reviews and reviewers] more faithfully bear witness to divergence and exception: they operate in closer proximity to the sources of the work, closer to the creative process and the experimental phases [p. 25]. Ostensibly, Poggioli challenges avant garde reviews and reviewers to disseminate the conceptual framework of the movement, and become artists themselves in the process. For Poggioli, the avant garde movement breaks down into four discrete aspects or moments: activism, antagonism, nihilism, and agonism [p. 25-26]. Activism refers to the movement’s propensity to take shape and agitate for no other end than its own self, out of the sheer joy of dynamism, a taste for action, a sportive enthusiasm, and the emotional fascination of adventure [p. 26]. Antagonism names the movement’s tendency to rail against something, be it the school, tradition, or authority [p. 26]. Nihilism labels the urge of the movement to indulge in wholesale destruction, and advocate a cultural fire sale of sorts. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Agonism, finally, describes the element of the movement that produces artistic martyrs, participants who â€Å"accept self-ruin as an obscure or unknown sacrifice to the success of future movements† [p. 26]. Poggioli delineates further within the four aspects to attach activism and antagonism to rational pursuits, and nihilism and agonism to the irrational. The avant garde, as defined by Poggioli, exists as a social force, as well as an artistic one. It differs from the art formed by a school in that it seeks to live in the present moment, and express itself to the public from a shared psychological, physical, and emotional space, indicative of a particular time, culture, and zeitgeist. The avant garde movement hunts large scale engagement and involvement, both from its members as well as the public, and creates its own end. The school, on the other hand, seeks to teach, and wishes only to reveal its teachings to a select group of converts who will in turn learn, and eventua lly continue the tradition and teach. Art from a school therefore can remain isolated from the public, and may or may not choose to engage with it. Reference List Poggioli, Renato. 1968. The Concept of a Movement. Cambridge, MA: Harvard University Press. This essay on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde was written and submitted by user Maia H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Text to speech essays

Text to speech essays Text to speech devices is "a talking device () that inputs text and converts it automatically to synthetic speech"[1]. These type of technologies have suffered constant and continuous improvements in the last couple of years and there are several companies specialized in this area. The Internet text-to-speech devices are similar to a traditional browser (it does everything the usual browser does), but the recent trends and development have increased the initial only browsing availability. IBM, for example, has improved its text-to-speech software so as to include and provide "greater access to e-commerce operations and improved Internet Recent trends show new developments in the e-commerce and e-business areas with the appearance of special browser designed for these kinds of activities, as well an ever increasing number of languages that are available (if in the beginning there were only few languages available, like French or Japanese, we can now have text-to-speech solutions in One of the software solutions used for text to speech is Read-e, produced by Artificial Relevance. It works on any PC with Windows 98, ME , NT (with SP6), 2000, or XP operating systems and requires Internet Explorer 6.0, as well as TTS voice. A professional sound card may prove useful. It reads text from the web on mouse over and has a multi-sensory user interface. Additional features include read text from word processors, databases and organizers, as well as a spell checker with the Global User Dictionary. When of the main advantages of this program is that it has a free license, in exchange for a link or feedback. Babel Technologies[3] has specialized in text to speech software and the company provides several such solutions, among them the Infovox products (Infovox Desktop and Infovox 310) and BrightSpeech. The Infovox ...

Sweden and German gender inequalities in employment Essay

Sweden and German gender inequalities in employment - Essay Example The EU notes that, â€Å"across Europe women earn on average 17.8% less than men†, meaning that Sweden is slightly above the median and Germany is almost 4.5% below it. The inclusion of a EU-wide average facilitates comparability. In large measure the gender pay gap directly expresses that women do not receive equal pay for work of equal value. However, it still does not adequately explain the nuances of the gender pay gap and inequality in employment. (EC, 2010) The existence of a 'glass ceiling' barriers and limits to promotions is also a factor. If women are denied access to the highest paying (and most influential) management positions this will manifest itself in an aggregate gender pay gap. Similarly, if a country's pregnancy and parental leave programs are inadequate and family causes women to interrupt their career path this will be reflected in the gender pay gap. Simply put, inequality in employment influences more than only equal pay for work of equal value. This pa per will examine key laws and policies aimed at promoting gender equality in employment in Sweden and Germany. It will identify and account for similarities and differences in the development and implementation of gender equality policies in these two countries. History and type of welfare regime in Sweden and Germany Throughout the 1990s in Sweden the gender pay gap remained relatively static at approximately 17.5%. According to the European Industrial Relations Observatory (EIRO) â€Å"Comparative study on gender pay equity: The case of Sweden†, â€Å"the trend is that lately, over the last ten years, with some smaller fluctuations, the wage differences between men and women are about the same. There is a decrease of the gap shown in some years, next year there is a small increase.† Throughout this period, â€Å"females earned an average of 83% of male wages.† (EIRO, â€Å"Sweden†, 2002) The statistics for Germany were much more dynamic in this period. However, they are also incomplete and difficult to work with as the period included the reunification of the two Germanies. However, they parallel Sweden with little change and a slightly higher level of the gender pay gap. (EIRO, â€Å"Germany†, 2002) Philosophically there are more profound and apparent differences between the social welfare systems in the two countries. Mandel and Shale have developed a typology for social welfare regimes that is useful in this situation. They characterise European social welfare systems as conservative, liberal or social democratic. The differences between the three are predicated on the three roles the social welfare system can play. According to Mandel and Shalev (2009), â€Å"Scandinavian social democracy is associated with patterns of intervention that exemplify all three roles: the state substitutes for Source: Mandel and Shalev, 2009. functions otherwise performed by markets or families and it does so with a distinct emphasis on ser vice provision (as opposed to income maintenance), which turns it into a massive employer.† It decommodifies and defamilializes social welfare. This is the model that Sweden exemplifies. The second country under consideration, Germany, is characterised as 'conservative' by Mandel and Shalev. â€Å"Germany, France and Spain form a second cluster which is made up of conservative countries that are less

Global Recession And Its Impact On Organizations Essay

Global Recession And Its Impact On Organizations - Essay Example Motor vehicle industry was one of the worst hit by the crisis. Some firms such as the General Motors in the US had to shut down some of its branches. According to Dullien, Herr, and Kellermann (2009), Organizations have been affected heavily by the world economic crisis. This has seen the organizations lose key players in the industry. Some firms have been forced to close down due to reduced sales. Epstein, Grabel, and Jomo (2004) give an example is the motor industry sector that recorded a decrease in sales compelling some firms to minimize branches. This other than low-profit margins result from the economic crisis which boils down to individuals rather than organizations alone. The effects of economic recession extended all over the world with the most vulnerable being the gas exporters to the United States. According to Flassbeck and Spiecker (2007), this owes to reduced trade levels such as real estate and gas and banking sector. The banks in the US decided to reduce loans available for individuals due to lack of confidence in the assets that they own. According to Ratha, and Xu (2007), what followed was panic and mistrust development in organizations. G-20 (2009) argues that the governments of affected states have made effort in making sure that corrective mechanisms are implemented with mitigation measures put in place KEA (2006) has details of organizations worst hit by the recession includes the large incorporate houses in the United Arabs Emirates where real estate sector became a victim of the circumstances. Construction and value chain were sectors that were no exemption from the crisis. ECA and APF (2008) demonstrate that tourism and hospitality recorded a significant level of reduced customers as compared to the previous years.

All About Vertical Motion Essay Example for Free

All About Vertical Motion Essay Hey! I know the vertical motion model can be hard, but once you get the hang of it, it’s a piece of cake. Math is all about using your prior knowledge, plugging it into what you know, to solve for what you don’t know. The vertical motion model is made up of the velocity, and height. The equation is -16t2 + vt + h. V is equivalent to the velocity, and h is equal to the height. The vertical motion falls under the influence of gravity. As the force due to gravity may be opposite to the direction of motion, there exists the possibility that the body under force of gravity reverses its direction. It is, therefore, important to understand that the quantities involved in the equations of motion may evaluate to positive or negative values with the exception of time (t). We must appropriately assign sign to various inputs that goes into the equation and correctly interpret the result with reference to the assumed positive direction. Further, some of them evaluate to two values one for one direction and another of reversed direction. The problem I created was based on Hope Solo and her soccer skills. Hope kicks the ball back at an initial height of 3 feet, and a vertical velocity at 20 feet per second. The equation to this problem would be h(t)= -16t2 + 20t + 3. This shows how 20 would be the velocity, and 3 would be the initial height. The problem would ask us for the equation, time the ball would hit the ground in seconds, time the ball was in the air at 5ft, and the maximum height of the ball. In order to find at what time the ball would hit the floor, we need to find zero in the calculator. First step into solving this problem is plugging in the equation into the calculator. You will the need to find zero under the x-axis, in trace zero. The calculator will ask you for left and right bound. The ball would then hit the ground at 1.4 seconds. Next, the problem asked for the time the ball hit 5 ft. The steps to make in the calculator is trace, value, and x=5 ft. The calculator would then find the time in seconds when the ball was 5 feet in the air. The ball was at 1.14 seconds when the ball hit 5 feet in the air. The problem also asked for maximum height. In order to find maximum height, you must go to trace, maximum, and the calculator would then ask you for left and right bound. If instructions are don’t correctly, the maximum height would be 9.25 feet. DeVon hits a baseball into the air with an initial vertical velocity of 60 feet per second and an initial height of 3 feet. Will Devon’s baseball clear a 60-foot brick wall 2 seconds after the ball was hit? In order to solve this problem, we must find the height the ball reaches at 2 seconds in the air. In order to do that, we must hit trace, value, and enter x=2. It then came to show that the ball reached 59 feet in 2 seconds. This proved that the ball will not pass 60 feet at 2 seconds. This makes sense because I know that the maximum height the ball reaches is 59.2 feet. 59.2 feet is lower than 60 feet. Therefore, the ball reaching 59 feet at 2 seconds does make sense. The ball was to go over the brick fence at 60 feet, but its highest peak is at 59.2. So, at no point in time will the ball reach over the 60 foot fence. In conclusion, Math is all about using your prior knowledge, plugging it into what you know, to solve for what you don’t know. The vertical motion model is made up of the velocity, and height. The equation is -16t2 + vt + h. V is equivalent to the velocity, and h is equal to the height. The vertical motion falls under the influence of gravity. As the force due to gravity may be opposite to the direction of motion, there exists the possibility that the body under force of gravity reverses its direction. It is, therefore, important to understand that the quantities involved in the equations of motion may evaluate to positive or negative values with the exception of time (t). We must appropriately assign sign to various inputs that goes into the equation and correctly interpret the result with reference to the assumed positive direction. Further, some of them evaluate to two values one for one direction and another of reversed direction. The vertical motion model is real life sci ence and math. it works for any object that is effected by gravity. Michelle Villanueva G.R.A.S.P Goal; height at 2 seconds in the air Required; h(t)= -16t2 + 60t + 3 Analyze; value; 2 seconds X min; -10 Y-min; -50 X-max; 10 Y-max; 90 scl; 1 scl; 10 Solve; The ball will not reach 60 ft. at 2 seconds. It will reach 59 ft. at 2 seconds. Paraphrase; The ball will not reach 60 ft. at 2 seconds because the maximum height is 59.2. Therefore, if the ball’s highest point is 59.2, it can never reach 60 ft.

Clara Wieck Schumann and the Struggle for Equality in Nineteenth-Centur

Clara Wieck Schumann and the Struggle for Equality in Nineteenth-Century Germany The place of women before and during the nineteenth century is well summarized by a Bavarian statute book, which states that â€Å"by marriage, the wife comes under the authority of the husband and the law allows him to chastise her moderately† (Gay 177). These ideas are similarly echoed in the Declaration of the Rights of Man and of the Citizen and the writings of Jean-Jacques Rousseau. The former did not afford women any of the rights provided for men, such as liberty, property, resistance to oppression, voting, free speech, etc.; the latter reasoned that because women were the weaker sex, they should not (and moreover could not) be a part of society outside of the family. Although dominated by her father in the early years of her life, the pianist and composer Clara Wieck Schumann broke through the societal barriers inhibiting women’s success and independence, forming a reputable and commendable career during a time when women’s lives were predetermined by a male-dominated consciousness and society. An investigation into the mindset of citizens in the nineteenth century and the obstacles every woman faced — especially concentrating on Germany — followed by a description of the life and musical career of Clara Schumann will create greater recognition of the upward battle she (and all women) faced at that time, as well as the notability of her career as wife, mother, and musician. Before delving into the life of Clara Schumann, a description of the world surrounding her must be made in order to understand the magnitude of her accomplishments. Among the positive factors of this time were changes in society from the late eighteenth century, su... ...tita. Concerto: The Glowing Story of Clara Schumann. New York: The Bobbs-Merrill Company, 1961. Moraze, Charles. The Triumph of the Middle Classes. Cleve land: The World Publishing Company, 1966. Nauhaus, Gerd, ed. The Marriage Diaries of Robert & Clara Schumann. Boston: Northeastern University Press, 1993. Reich, Nancy B. Clara Schumann: The Artist and the Woman. Ithaca: Cornell University Press, 1985. Schumann, Clara Wieck. Secret Whispers: Three Romances for violin and Piano. Kym Amps, Soprano; Erica Deaaring, violin; Joanna Borrett, cello; David Carhart, piano. Meridian Records 1996. Susskind, Pamela. â€Å"Clara Shumann.† The New Grove Dictio nary of Music and Musicians. Vol. 16. London: Macmillan Publishing Limited, 1980. Thompson, Oscar, ed. â€Å"Clara Schumann.† The International Cyclopedia of Music and Musicians. New York: Dodd, Mead & Company, 1975.