An Analysis of Freud’s Critique of Religion Essay

In his book Future of an Illusion, Sigmund Freud critique uses his method of psychoanalysis on religion. By comparing the relationship between human and religion to that of a child and his parents Freud effectively demonstrates that religion is a product of the human mind. After exposing religion as a an illusion Freud concludes that humanity will be better off when it has forgone religion. This paper will argue that Freud’s assertion that religion is an illusion is correct because of it’s blatantly traceable evolution through the history of the human civilization and psyche. The first argument that Freud makes in his assault on religion regards civilization. Freud argues that human civilization arose as a result of mankind’s needs to protect itself from nature. â€Å"It was precisely because of these dangers with which nature threatens us that we came together and created civilization.† (Freud 19) As a result of the need for organization and manpower to prepare defenses against nature, the instincts of men had to be controlled. He furthers this argument by saying that two human traits, laziness and the unwilling nature of the masses to listen to reason are responsible for the necessity of the rule of law. Freud then describes the various methods of coercion that can be employed by civilization to halt instinctual privation. The most important of which he points out as being religion. The main reasons that Freud ranks religion as being/having been the most important tool in civilization are it’s ability to explain the various inequities and inexplicable phenomena that afflict human civilization. Freud points out how ancient civilizations used religion to â€Å"humanize† nature. By making these natural terrors beings that could be dealt with just like men it allowed people the chance to react to and have the illusion of influence on nature. He also illuminates with slight sarcasm how convenient religion is in it’s ability to rectify all the trials and tribulations of life for us. â€Å"Everything that happens in this world is an expression of the intentions of an intelligence superior to us, which in the end, though its ways and byways are difficult to follow, orders everything for the best.† (Freud 23) The existence of this divine creature who creates justice for us ensures that the masses will not stray from the laws and tenets of religion  and society for fear of being judged by this entity. Religion is also valuable to civilization for it’s ability to explain death. Thanks to religion, death became something other than simply the termination of a life. Death stopped being the end and was recasted into the role of a doorway to another existence. As though knowing that the continuation of life were not enough, religion furthers it’s own appeal by promising that the afterlife will be better than life on Earth. The afterlife itself also serves a function as well. A desire to gain entry into this afterlife will cause many of the masses to renounce their instincts. Another argument Freud makes is how religion is an attempt to fill in the gaps where civilization and the pursuit of life cannot make individuals happy. He says that, â€Å"The urge to rectify the shortcomings of civilization which made themselves painfully felt† is fulfilled by religion. (Freud 27) This can be seen throughout modern society in many different forms. It is telling that quite often individuals who are extremely ill, paralyzed, poor, or otherwise frowned upon by civilization and culture tend to be more religious. Later Freud turns his argument to the legal historical proof surrounding religions. Using an analogy of a child learning geography and simply accepting on faith that the places he sees on a map exist rather than going on a journey around the world, Freud attacks religious doctrines. He does this by pointing out that though the child takes on faith what he sees on the map, he could take a journey around the world and see for himself that these places indeed exist. He then applies this same manner of thinking to religious doctrines when he asks what these kind of claims these doctrines are founded on and why we should believe them? The answers he says are that they were believed by our ancestors and that it is forbidden to question them. Freud points out that it is the latter point which highlights society’s own awareness of â€Å"the insecurity of the claim it makes on behalf of its religious doctrines.† (Freud 33) The own paranoia that religions have of even questioned shows how much they realize that their beliefs do not follow reason. As Freud shows us the early church recognized this all too well when it instituted a doctrine that maintained that religious doctrines  do fall under the microscope of reason. The most common religious document of all time, The Bible, holds a particular Proverb that further illustrates the paranoia or religion against reason. â€Å"Trust in the Lord with all your heart and lean not on your own understanding†. (Proverbs 3:5) Another important concept that Freud uses to critique religion can be found in his broad background in psychology. He alludes greatly the Oedipus complex in his dealings with God and the individual. According to Freud, humankind is similar to a child who needs to be protected and supported in his/her everyday life, thus he/she sees God as supportive, protective father. Freud gives his own theories far too much justice in this regard. One does not need to regard God as a father-figure to believe in him. There are many people who believe in God but do not accept God as a beneficent omnipotent being. However, we cannot say that Freud in his genius could not apply psychoanalysis to these other divinations of God and rectify them to individual situations. Freud’s best argument in favor of religion’s existence as an illusion is when he describes the convenient nature of religion to particular times of civilization. Freud says that we know approximately at what periods and by what kind of men religious doctrines were created. He also argues that it is very telling how religion tells us almost exactly what we want to hear. â€Å"We shall tell ourselves that it would be very nice if there were a God who created the world and was a benevolent providence, and if there were a moral order in the universe and an afterlife; but it is a very striking fact that all this is exactly as we are bound to wish it to be.† (Freud 42) Freud’s assertion that religions are in fact illusions created to deceive men into reunouncing their instincts for the advancement of civilization is based entirely on generalizations about all religions. These generalizations, however, can be well supported when one looks back throughout history. Religion could easily be compared to a chameleon that changes it’s color to fit whatever the needs of civilization are to survive. It is ironic that religion can be traced throughout history as being so adaptable given the intransigent foundations of religion. Whether or not religions really are illusions as Freud’s ultimate conclusion states, there is undoubtedly a clear link between religion and the evolution of civilization. A fantastic example of religion changing it’s color in order to better fit the evolution of civilization can be seen in the ancient Order of the Knights of the Temple Mount or Knights Templar. The Knights Templar in the middle ages were created to be the shock troops for Europe’s holy war against the infidels. When this war was lost and the military arm of the knights were no longer needed, the organization was systematically eliminated. It’s leaders were charged with heresy and killed and it’s wealth was confiscated, simply because the organizations purpose no longer coincide with church doctrine. Another great example of religious adaptability can be seen in the evolution of Christianity in Rome. As the old religions in Rome were in decline and material decadence had taken over, Christianity appeared over the horizon as one of the saving graces of the Roman empire. As the threat from barbarians grew in on the empire’s borders grew, so did Christianity place in Rome. It was eventually elevated to being the state religion under the empire Diocletian. Even Christianity would not be able to save Rome from the barbarian hordes. In their hour of defeat Romans were undoubtedly able to pray and ask for salvation from Christ. It is interesting that such a doctrine would arise shortly before a time of annihilation. Finally, it is important to note the role of religion in capitalism. Capitalism, as pointed out by Marx, is a vastly unfavorable system of economy for many people. While some would argue that it allows people the freedom make their own destinies, others would say that capitalism traps some in a cycle of poverty. Either way, those who are born poor are in a highly disadvantaged situation to those who are rich. That is, in this world. With religion and the afterlife, all are on an equal playing field. In fact, the poor even have quite an advantage. â€Å"It is easier for a camel to pass through the eye of a needle than for a rich man to enter the kingdom of God† (Matthew 19:24). This type of thinking has been fundamental for the stability of capitalism throughout history. No amount of earthly wealth  could ever compare to the golden paved streets of heaven and eternal bliss. Freud’s critique of religion demonstrates the disturbing correlations between religion and civilization and shows us the true motives behind religions existence. Freud proves that religion was a product of the human necessity to protect itself from nature and the need that arose from there to stop our own instincts from destroying our creations. In conclusion, Freud disproved the claims of religious doctrines as being divinely originated, but he did not disprove God. His belief that it was time for civilization to grow up from religion may be correct but it will never happen. Religion is far too embedded in civilization to ever be removed by simply showing the educated it’s true purpose. Like life on this planet, religion has adapted to whatever environment our 8000 year old civilization has placed it. Even if everyone knew religion to be nothing but an illusion, that knowledge alone would not be enough to make that illusion disappear from the psyche of humanity. People would have to have a conscious desire to not believe in religion for it to be eliminated. This desire to discover the truth would be outweighed by the desire of a majority of humanity to rectify the inexplicable world of death and injustice to their own lives.

Race: Social Construct

Race as a Social Construct â€Å"Race dominates our personal lives† (192 Lopez). Race is constantly a part of people’s lives and throughout the film Rabbit Proof Fence directed by Phillip Noyce and the Critical Race Theory written by Ian Lopez, we are able to see in what ways it affects people. The film depicts a group of three half caste Aborigine girls, who are taken from their family by a white man, Mr. Neville. The girls are taken to be trained as servants and also so they can assimilate to the â€Å"White† culture.The article explains how race can be mistaken to be a biological difference, but how it actually is a social construct created by society. Throughout their works, Lopez and Noyce portray that race is not determined by biological factors, but rather by society creating social constructs. The Aborigine’s uneasiness towards whites because of how the whites treat and degrade them for their physical attributes exemplifies how race is a social con struct. In the movie, the half caste kids were nervous of being taken and never being able to see their mothers again.The half castes were taken to their new â€Å"home† where they were â€Å"[checked] for skin color and the fairer ones who are cleverer† to see who can be freed to leave and get a good education (Noyce). The whites were the ones who were free and had many more opportunities than the Aborigines did because of the color of their skin; hence, â€Å"Their race in the end determined whether they were free or enslaved† (192 Lopez). Their freedom was controlled by the whites, who caused them and their family’s pain because the whites thought their race was superior.In Rabbit Proof Fence, the whites separate themselves and the Aborigines because of their skin color and make the mistake of determining race by biological differences. Although Molly’s wit is able to fool Mr. Neville, Moodoo knows where the girls are, proving that race is creat ed by society and not by genes. There are times when Moodoo senses the girls nearby, but seems to ignore it. When he is with the white man looking for the girls he says â€Å"she’s pretty clever that girl, she wants to go home† (Noyce) because he wants to pretend he does not know where they are.He understands that it is unfair for these helpless people to be taken from their families out of force because he can relate since his daughter was taken as well. In the Critical Race Theory article, Lopez talks about how â€Å"Black and White are social groups, not genetically distinct branches of humankind† (193 Lopez). To Mr. Neville, whites are thought to be superior because of how they look compared to the Aborigines; therefore, the fairer ones are more intelligent and clever. Molly and Moodoo prove Mr.Neville wrong when they outsmart him, which verifies that race is a social construct. Race can be thought of â€Å"as a vast group of people loosely bound together b y historically contingent, socially significant elements† (193 Lopez) from their ancestry. Society has categorized people based on many different characteristics ranging from â€Å"hair, complexion, and facial features† (192 Lopez). We see this categorization in the movie when the whites put the half caste Aborigines in a special camp away from their families because of their skin color.The Critical Race Theory explains to us that race is a social construct created by society and Rabbit Proof Fence provides us with examples from the article. Race is constantly mistaken to be people with different physical attributes, when in reality a person’s biology should not and does not determine which race he or she belongs to. Race is a social construct. Works Cited Delgado, Richard. Critical Race Theory: The Cutting Edge. Philadelphia: Temple UP, 1995. Rabbit-proof Fence. Dir. Phillip Noyce. Perf. Everlyn Sampi, Tianna Sansbury, Laura Monaghan, and Kenneth Charles Branagh . Miramax Films, 2002. DVD.

Is punishment always the right solutions to stop crime? Essay

Punishments are meted out for three reasons – deterrence, retributivism, and incapacitation. The first, deterrence seeks to prevent future wrong doing. Retributivism is linked to notions of justice where crime must be met with an appropriate punishment. The last, incapacitation, seeks to protect society at large from criminals. This essay will examine whether punishment is always the right solution to stop crime, in light of the reasons for dishing out punishment to criminals. From the perspective of justice, punishment is the right solution to stop crime, as justice must be upheld in society. However, from a more pragmatic point of view, punishment may not always be the right way to stop crime as it is often ineffective. Instead of just meting out punishment, the right solutions should focus on educating and reforming the offenders as well as educating the general public for the sake of a better society in the future. Read more: Essays on crime Deterrence From a practical perspective, punishment is not always the right way to stop crime as its deterrence effect is limited. For the offenders, deterrence presents a threat of negative consequences to prevent offenders from engaging in criminal activity in the future; for the public, deterrence send a message to the general population to show that if one engages in criminal activity, there will be severe consequences. The assumption is that human beings are rational to weigh the benefits and loses of committing a crime. It might seem that the prospect of receiving a death sentence would deter murderers from committing such offences. However, many studies on deterrence and the death penalty do not support this idea. The deterrence theory is not always applicable to all the cases, especially for violent. This is because most of the time when the offenders commit violent crimes, their criminal intent overshadows their ability to think rationally of the consequences of their wrongful act. For instance, terrorists are willing to sacrifice their lives to commit the crime, so even the most severe punishment death penalty does not serve as a deterrence for them. Also, a recent study published in the Journal of Criminal Law and Criminology reported that 88% of the country’s top criminologists surveyed do not believe the death penalty acts  as a deterrent to homicide. These statistics all shows that the deterrence effect of the punishment cannot always erase people’s intent of committing crime. As long as offenders are willing to take the consequences, the deterrence effect does not work on them. In contrast, the alternative of civic education, can help erase people’s intent of committing the crime. Unlike the deterrence effect, it has an edifying effect. With implanting the right positive values, the potential offenders would learn how to find alternative methods to release their anger to someone or to distract themselves from committing the crime. In this way, their negative intent can be erased and result in stopping the crime. Therefore, in my opinion, the civic education is more effective than punishment and it should be right solutions to stop the crime. Retributivism While in many cases, punishment metes out the appropriate justices, this is not true in all the cases. Sometimes, punishment may be blind to the causes of the crime and the circumstances of the criminal. The result is that punishment is not always the right method to stop the crime. Retributivism is a form of justice, whereby when an offender breaks a law, they are required to forfeit something in return. It is based on the principle of lex talionis: â€Å"An eye for an eye, a life for a life†, which states that whatever crime carried out will be punished proportionally. Another purpose of retributivism is to bring the closure for the victims for a short term, however, this only brings short term benefits for victims. In the long run, the retributivism does not serve to solve the real problems of the offenders. There are many cases that criminals may be wrongfully accused and sentenced to death. Cases like Li Yan, a Chinese woman who killed her abusive husband after 4 months o f brutal domestic violence was sentenced to death. However, her action can be regarded as self-defense. Hence, Amnesty International East Asia has tried to call for a reversal of the sentence. The real problem behind this crime is the lack of protection of women from the domestic violence in China. However, the judgment only focused on how Li Yan should give her life for a life. The punishment actually fails to address the fundamental causes of crimes and fails to do true justice, given that the criminal has sympathetic circumstances. In many cases, offenders committing crimes may due to some reluctant difficulties or they need  survive in a harsh conditions. Therefore, instead of just meting out the punishment blindly, it is more important to ensure that true justice is done, such that criminals are not wrongfully convicted. This can be done by solving the social issues behind the crime and it is a more proper solution to stop the crime. Incapacitation Incarcerating dangerous people to get them off the street and remove them from society helps prevent future harm by these criminals. Imprisonment punishes people by removing their right to personal liberty. However, the incapacitation effect does not serve to educate and reform the offenders. Once the offenders are released from prison, they may easily commit the crime again. Jon Venables, 31, was released from jail just over 3 years ago, but was soon was sent back to prison for distributing child pornography. When he was ten years old, he served 8 years for killing two-year-old kid called James Bulger. James’s parents were furious with the decision to release such a danger person as they believe it is only a matter of time before he commits another crime against a child. There are many offenders like Jon Venables who always repeat the same crimes. This shows that incarcerating the offender is not able to reform him into a good person. Solutions should achieve the purpose of e ducating and reforming the offender on top of imposing a penalty for their wrong doings so as to stop him recommitting the crime. The incapacitation effect of the punishment clearly fails to serve this purpose. Many offenders start getting into their criminal habits since young. The lack of correction from their parents or school indulges their wrongfulness and results in the difficulties of reforming them after they are grown up. Therefore, punishment is not always the right solutions to stop crime as it does not change or reform offenders’ habits and concepts. Compare to civic education, it is clearly far more efficient for stop the crime as it help form the good habits and moral concepts in people. Moral education enlightens the general public’s sense of justice. Implanting positive values in youth is the best way to prevent crimes as foster the good characters and habits need to start cultivating from childhood. The punishment is essential for society to function. We sleep well at night because criminals are being locked up and punished, and victims feel that they have achieved redress for the wrong suffered. A  survey in 2005 shows that 95% of Singaporeans feel that death penalty should stay as it increases the sense of security. Hence, while it is true that sometimes criminals are wrongfully convicted, and that they may not be deterred or reformed, we do need a system of punishments in place due to our notion of justice. We cannot completely adopt an educational or rehabilitative approach. In conclusion, while punishments can be the right way to stop crimes (at least in terms of justice and how punishments are a reflection of the moral code of society), the effectiveness of punishments can be limited, hence perhaps it should be implemented in conjunction with other approaches.

Financial Reporting Coursework Example | Topics and Well Written Essays - 1750 words

Financial Reporting - Coursework Example Therefore, this is a positive perspective that has greatly contributed to the company’s success. Tesco plc has a market share of around 30 %. It is the second largest supermarket in terms of revenues after Walmart. The company targets the general public with its goods and services. It made an expansion and is currently offering financial services via Banking. The bank is known as Tesco Bank. Lastly, Tesco company is a publicly traded Company on the London Stock Exchange. The company’s share prices for 2011, 2012 and 2013 were  £ 425,  £ 391and  £ 336. Therefore, this paper contains analyses on the Company’s financial performance for two years, that is, (2012 and 2013), profitability analysis, leverage analysis, efficiency ratios, investment analysis, and analysis of the segmental performance and lastly, the analysis of the company’s accounting policies for goodwill and other intangible assets. Return on capital employed (ROCE) – capital employed is total assets – current liabilities. Therefore, return on capital employed ratio indicates the return generated by every pound invested as capital employed. Concerning the case study, in 2012 and 2013, ROCE for Tesco PLC was 8.9% and 0.38% respectively. This means that in 2012, 8.9% of the company’s net profit was generated by the company’s capital employed. However, the company’s ROCE decreased in the year 2013 due to a sharp reduction in the net profit. The profitability level decreased because loss for the year from discontinued operations increased by  £ 916 million (Duncan 2009, pp. 42-44). Gross profit margin – the ratio indicates a company’s financial health after meeting the cost of sales. It also indicates the company’s ability to pay for future operating costs. Concerning Tesco PLC, the ratio for 2012 and 2013 are 8.4% and 6.3% respectively. This means that in the year 2013, 6.3 % of the

Research Paper Example | Topics and Well Written Essays - 1000 words - 11

Research Paper Example Some of the current issues facing Iran both locally and internationally are clearly outlined. The pressures facing the country as it seeks part and belonging to a global community are also included. Furthermore, this paper aims to research and examine the Iranian history of the 20th century identifying the major events during that period that may have a direct impact on its development. Reviewing the current economic system and how it reflects the country’s history and culture. While civilization in Iran dates back to 2800 BC, the Persian Empire peaked during the sixth century under the rule of Cyrus the Great. Two centuries later, the Greeks, led by Alexander the Great, overcome the Persians leading to the emergence of western thought over the east. Persians were converted to Islam in the seventh century AD (Eldon & Hooglund, 2008). More than 800 years later, the Safavid dynasty embraced the Shia branch of Islam causing a lasting rift with the majority Sunnis. Different forces struggled for power over the course of the next centuries. By the turn of the new century, Iran was embroiled in a bifurcated struggle. On one hand, the Iranians struggle to maintain their national independence in the face of growing colonial pressures. Iran’s geostrategic importance made it a central focus of the colonial game between Great Britain and Russia. The country was carved up into spheres of influence. The Russians had supremacy over the north, while Britain had su premacy in the South of the country. At the same time, another struggle was taking shape within its borders. The country was undergoing a constitutional revolution (1905-1911). The revolution started by disputes over sugar prices finally led to public protests of the revolution. By January 1906, the Shah agreed to their demands that included the formation of the house of justice. Despite this development. The Shah did not honor

GBN Scenarios Essay Example | Topics and Well Written Essays - 1500 words

GBN Scenarios - Essay Example Following a five-year intensive research at Sample Laboratories, scientists have come up with a polymer that could act as a replacement for newsprint paper as the new medium for printing. It is fully recyclable, eliminating the need for the education sector to adopt the use of costly information technology as a medium for printing, teaching and learning. The polymer has been tried in several schools and printing presses and has been found to have similar qualities with paper for the retention of ink. However, this is not what makes the new polymer unique; it is its ability to be reused once the user has had enough of the printed material. According to Sample Laboratories, the ink printed on the polymer can be extracted after a period of up to 30 years, diluted in specified ratios, and reused. Therefore, unlike information technology that requires the education sector to readjust to a new form of teaching and learning, researchers have come up with a new material for doing things the old way, but now more sustainably than ever. Several stakeholders in the education sector have already recommended the discovery; however, they have warned institutions against using the polymer in its exclusivity. Since it is in the early stages of adoption, they recommend its simultaneous use with paper and digital based materials. It is likely that institutions may adopt the new technology even before the governments authorize its use in the education sector, especially since regulators have declared it safe for use. Sample Laboratories have encouraged the use of the paper substitute by giving enticing offers to their customers; including discounts for institutions that buy the new paper in bulk. In addition, the firm is giving ink freely to anyone who purchases their invention, which is accompanied by a 10-year warranty. Sample Laboratories are also offering the polymer cleaning solvent for

Marketing as an Aspect of Business Research Paper

Marketing as an Aspect of Business - Research Paper Example In addition, the marketing function of business is responsible for developing long-term growth and providing and communicating value. Marketing is a critical aspect of business because it plays a critical role in improving the success of the business. Production, as well as distribution, depends primarily on marketing. However, it is common for people to consider sales and marketing as the same thing. The two aspects are quite different; marketing encompasses business processes such as promotion, public relations and sales. At its core, marketing is the process involved in the introduction and promotion of products or services into a market. On the other hand, sales is the act of purchasing or the transaction of customers buying the business’ products or services. Since the purpose of marketing is to make a business’ products or services widely recognized to the market, marketers are required to be immensely creative throughout their marketing activities. Within the mod ern, competitive business environment, getting a company’s products noticed represents quite a challenge to marketers. In terms of marketing strategy, businesses must be more focused on customers than the products (Christensen, 1997). While good and superior quality products are critical, the customer population still has their personal preferences. Therefore, getting repeat purchases is one of the hardest parts of marketing activities. Within the modern, competitive business environment, getting a company’s products noticed represents quite a challenge to marketers.... At its core, marketing is the process involved in the introduction and promotion of products or services into a market. On the other hand, sales is the act of purchasing or the transaction of customers buying the business’ products or services. Since the purpose of marketing is to make a business’ products or services widely recognized to the market, marketers are required to be immensely creative throughout their marketing activities. Within the modern, competitive business environment, getting a company’s products noticed represents quite a challenge to marketers. In terms of marketing strategy, businesses must be more focused on customers than the products (Christensen, 1997). While good and superior quality products are critical, the customer population still has their personal preferences. Therefore, getting repeat purchases is one of the hardest parts of marketing activities. Organizations use various forms of marketing approaches; however, all forms of mar keting aim at promoting product awareness to the entire market. Both online and offline marketing activities make it possible for a business to educate the market on its various products and services, which they can purchase. In addition to creating public awareness of a business’ products and services, marketing boosts a company’s sales, as well as revenue growth (Chernev & Kotler, 2009). Marketing is also important in building a company’s reputation; in order to be successful in the market, marketers typically aim at creating brand name recognition. This entails the technique through which consumers can easily associate the brand name with the logo, images or captions they either see or

Pax Romana. Read up on it in your textbook and then write a three-four Research Paper

Pax Romana. Read up on it in your textbook and then write a three-four page on those emperors who you think were good ( an - Research Paper Example They made possible the prosperous trades by which Roman civilization acquired rich imports of Chinese, Persian rugs, Arabian perfumes, Phoenician purple dyes, Indonesian spices, as well as Greek porcelains and Indian fabrics. As such, during the reign of Roman Emperor Trajan (A.D. 53 – A.D. 117), a Spanish military commander, there had been rigorous efforts to construct useful buildings for Romans. Among his great achievements besides facilitating extensive projects on building public structures, Trajan is additionally recognized for his policies on social welfare and conquests in the east. Because of him, Rome would stand in pride even in modern times due to Trajan’s Forum, Trajan’s Market, and Trajan’s Column which were all erected upon implementation of his successful program. Similarly, the rule of Roman Emperor Hadrian (76 A.D. - 138 A.D.)  brought wealth and security for the empire the time he eradicated the territorial expansion of Rome and fortif ied Roman boundaries upon construction of several â€Å"Walls of Hadrian†. ... Apparently, Trajan and Hadrian did make salutary emperors of Rome based on the aforementioned accomplishments from which I can perceive how they took care of the entire citizenry by focusing on provisions and works that improved the empire and strengthened healthy socio-political relations among people who looked up to leaders whose ideals were far from corrupt and selfish inclinations. Together with the other three good emperors namely – Nerva, Antonius Pius, and Marcus Aurelius, they had been able to establish a kind of government that consisted of officials who advanced people’s interests and worked for the empire with large sense of integrity and heart. To this extent, I must highly commend Roman Emperor Marcus Aurelius (A.D. 161 – A.D. 180) for all the good vibes felt by the empire out of his exceeding humble goodness. His wonderful character trait basically demonstrated the capacity to share imperial powers like the treatment he gave to Lucius Aurelius Veru s and his predecessor Antonius Pius whose wishes were granted after his regime. Marcus Aurelius is such a remarkable emperor for bearing not just the knowledge of good leadership but even of refined intellect since he was widely known and acclaimed for being a writer and philosopher of the Stoic school of thought. As a philosopher-king of his time, he authored exemplary works such as the â€Å"Meditations† along with the writings which manifested wisdom of truth and beauty of reason. At this point, I could quite imagine how the needs of each citizen were sincerely taken care of by the rule of such an emperor who, by his nature, respected and employed moral virtues of philosophy

Empire of Capitalism Essay Example | Topics and Well Written Essays - 4000 words

Empire of Capitalism - Essay Example French and German capitalism developed in a different way to the (more advanced) British form. When industrialization occurred in Britain it was driven by the need for technology to support farming. In France and Germany, however, it developed because they had a number of rivalries with other countries and so needed armies to support their place in the world. It was only after the defeat of Napoleon, and the loss of the protection guaranteed by having a large empire, that the economic competition from Britain began to be felt in France. France did not respond by copying the way Britain had developed, nor did they challenge Britain's better economic position in the world. Military needs continued to be the main reason why there was more industrialization in the nineteenth century, and the technological advances this brought gave France a head start in technological industries. The tradition of the government running industries in France also helped encourage industrial development, as well as laying the foundations of the quality of France's current public services - health, welfare, etc. State-led and military based economic development was even more marked in Germany. Before the nineteenth century Germany was many different countries. ... late nineteenth century there was a rapid period of economic development under Bismark (who was the German chancellor), and this quick growth was due in the main to military requirements (Bismark needed to fight wars). This is in sharp contrast to Britain's economic development, they made things for the non-military market. Germany's economy developed due to the government spending money on military goods. The Classic Age of Imperialism British capitalism meant that other countries had to become capitalist to compete with them. But this did not stop wars; the nineteenth century was the age at which colonial imperialism (the taking of other countries by force) was at its height. Marxist colonial theories of the time reflected this fact: Marx himself was interested in most mature system of capitalism - Britain. He saw Britain as a capitalist country in a world of largely non-captialist countries. Proceeding Marxist theorists of the twentieth century ("from Lenin to Mao"2) worked within systems that were either only partly capitalist or not capitalist at all. Marxist theories of imperialism likewise shifted their focus from the internal operations within capitalist countries to their exterior relations with the non-capitalist world. They thought that capitalism would end because capitalist countries would destroy themselves in wars over colonies. But such rivalries required a non-capitalistic world (i.e. Countries that could become colonies) to fight over. Rosa Luxemburg explicitly states that capitalism, despite wanting to take oer the world, requires "other economic systems as a medium and soil."3 In these theories, then, capitalism needs non-capitalism. The world of 'classical imperialism' (in which Europe and Northern American were made up of competing armies

Comparative Religions Essay Example for Free

Comparative Religions Essay Judaism began in Israel, 2000 BCE. Christianity began in the middle east it began about 2000 years ago. Christianity is the religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices. Judaism is the monotheistic religion of the Jews, based on the laws revealed to Moses and recorded in the Torah. Christianity and Judaism are similar and different in many ways, Both Religions believe in Jesus, they have a lot different beliefs, Both religions have Bibles, Christians has the bible, Jews have The Torah. Both religions believe in Jesus. Both religions believed in him but the Christians believed he would come back and that he was very special, Jews did not think all the same as the Christians. Jews do not believe that Jesus was divine, the Son of God, or the Messiah prophesied in Jewish scriptures. He is seen as a false messiah, someone who claimed the mantle of the Messiah but who ultimately did not meet the requirements laid out in Jewish beliefs. Christians believe that Jesus will come back to Earth to save/protect them. Religions have their agreements and their disagreements. The religions have a lot of different beliefs. They have lists and lists of different beliefs of Christians and Jews. Some of those beliefs are, Judaism says that no human can ever die or atone for the sins of others and sins can only be atoned for by animal sacrifice or prayer and restitution. Whereas Christianity says that Jesus died for the sins of mankind. Judaism says that all humans are born pure, and innocent. Christians say that all humans are born with original sin. Jews say that no man gets a second coming and the Messiah will not need one. Christians say that Jesus will have a second coming. These are only a few of the many different beliefs. Comparisons of the two religions are they both have books basically â€Å"Bibles†, but there not both called bibles. For Christians it is a Bible for Judaism it is a Torah. They both hold basically the same things, Their beliefs. Now the information in the books are not completely the same. Because of the different beliefs. But the books are used for the same reason so people who follow the religion can worship their religion. Christianity and Judaism are very close religions but yet very different. They are the same because, Both Religions believe in Jesus, Both religions have Bibles, Christians has the bible, Jews have The Torah. They are also very different because they have a lot of different beliefs.

Similarities And Differences Between Sport And Physical Education Essay

Similarities And Differences Between Sport And Physical Education Essay Introduction Throughout this essay I will identify the definition for both sport and physical education, implementing my own interpretation. I will also explain the differences and similarities between them. My research will be based largely on the affect physical activity has on school children. I aim to concentrate my research on the method of teaching PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I feel research should be continued in order to ensure both PE and sports is an active part of every childs life, especially after leaving school. Sport v PE Classifying the definition of sport is not as simple as it seems. Research states, an athletic activity requiring skill or physical prowess and often of a competitive nature, as racing, baseball, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http://dictionary.reference.com/browse/sport). This is true, however, there is a lot more to it that just skill and competition. Although rules are a major part of sport, making it sound more serious, it can also be fun and entertaining. Physical skill is a key advantage in playing sport, however lets not forget that most sports also require mental skill for strategic planning. The most important aspect of sport is having fun with the added bonus of maintaining a good fitness level. The term sport comes from the old French desport which means leisure. http://en.wikipedia.org/wiki/Sport. Physical Education is Training in the development of and care for the human body; stresses athletics; includes hygiene. http://www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting. http://en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as learning basic sporting skills, the curriculum also pays attention to health and fitness. My first recollection of PE at School was playing pirates in the school gym which involved running around on sporting apparatus being chased. PE is not always being taught the obvious sporting game such as football, hockey, etc. Its aim is to enhance an individuals progress through a variety of activities, which will boost their confidence level; hence my pirate game vastly improved my agility skills. As the student progresses, leaders hip skills are incorporated into the programme as well as being encouraged to be player independent in their decision-making. The most obvious similarity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking part in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local club. Research shows that children who participate frequently in physical activity will reduce their chances of acquiring certain ailments such as diabetes and obesity, therefore improving their quality of life. However, other benefits such as affective and social are also gained. Research suggests that affective development is now evident with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, can also be significantly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlle d PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behaviour is frowned upon and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity can help dramatically improve their interaction with other children outside of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may cause the child to become introvert and depression and anxiety could occur. Although PE has a positive effect for most, this concern needs to be considered carefully when planning PE lessons at school. However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play; ensuring teams are equally balanced, whether that is by age, sex, and/or ability. However, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a lower performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be adapted to suit the requirements of a match. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to partake and may be unruly. Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is usually decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an outdoor adventure activity, as there are no local amenities to support this and some inner city schools dont have the funds to purchase expensive equipment. Linear and non-linear pedagogy The basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may wish to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented. Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This style is more advantageous in schools than clubs, where, due to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to demonstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor. Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to think for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a typical training session may involve a short modified game to identify the teams failings. Drill sessions would then take place to strengthen these weaknesses. After the drills, another game would be played to implement the new skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game (Light, 2006). The main problem with linear pedagogy is that it can be strict and disciplined, almost military style, therefore enjoyment, which should be a major factor, is low on the list of achievements and participating in both PE and sport should definitely achieve this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, too much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to master the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited. Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the correct decision. It is very difficult to measure whether or not the children are learning anything and it can look a lot like chaos (Mack, et al, 2000). Conclusion Taking into consideration the research and my own interpretation, it is encouraging to see that both PE and sports has a positive affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then increase the number of potential elite athletes. Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport? Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is vital that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school. Reference list: http://dictionary.reference.com/browse/sport http://dictionary.reference.com/browse/Physical+education Ones I have not used yet: http://www.tgfu.org/taskforce/index.htm http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm http://www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136 http://www.questia.com/googleScholar.qst?docId=5002249790 http://www.bmj.com/content/327/7415/592.full