Capoeira Dance History and Popularity

Capoeira Dance History and Popularity Abstract Capoeira, which is a dancelike martial art, with its roots from the slavery in Brazil by the Portuguese colonialists has become very popular in many cultures outside Brazil. It has spread to al the continents and has been fused in many entertainment activities. This paper discusses the history of capoeira, how people relate to it in Brazil, where it went after the end of slavery in Brazil and its popularity worldwide.Advertising We will write a custom research paper sample on Capoeira Dance History and Popularity specifically for you for only $16.05 $11/page Learn More Introduction Capoeira is dancelike martial art practised in Brazil especially in the northeastern regions of the country. It combines elements of sport, martial art as well as music. Whenever it is performed, it is normally accompanied by call-and-response choral singing as well as percussive instrumental music (Capoeira 3). The basic aesthetic elements of the dance were brought to th e country by slaves, majorly from West-central Africa (Capoeira 3). The elements were then integrated with traditional Brazilian dances, reinterpreted in the diverse slave population of Brazil to form a unique dance as well as way of self defense. Capoeira is famous for its complex and quick moves, quick leg sweeps and kicks, integrated with aerial plus ground acrobatics, take-downs, headbutts as well as punches. Although slavery ended in the late 19th century, the dance continued to flourish in the country. History of Capoeira The existence of Capoeira can be traced from the 16th century when African slaves were taken to South America to work in European farms (Capoeira 3). Most Capoeira, Nestor. The Little Capoeira Book. Berkeley: North Atlantic, 2003. p. 3. Ibid . slaves who were brought from West and Central Africa by Portuguese slave traders were taken to Brazil since the country was a Portuguese colony. The main economic activity of the Portuguese in Brazil was sugarcane far ming. They had large plantations which required huge labour and therefore they had to enslave workers from elsewhere since the native Brazilians had proved to be too difficult to work with. The slaves worked in inhumane as well as humiliating conditions. They worked under pressure and often received physical punishment for small mistakes. Initially, the slaves could not rebel against the Portuguese even though Portuguese colonialists were fewer since they lacked or were afraid of the weapons, they also lacked knowledge of the land, and besides, they could not reason together as they had come from different African cultures (Capoeira 5). As such, it became necessary to develop a means of self defense to survive in this environment. It is these circumstances that prompted the development Capoeira. Slaves created a more than fighting style which could enable them survive in an environment where they were completely unequipped. Capoeira gave them hope to survive in the hostile environme nt where they were often at the mercy of the colonial agents who were responsible for finding escapees.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Due to the hostilities that the African slaves endured, they began to escape from the farms to move to faraway places where they could not be found easily. In those places, they built primitive settlements, Quilombos (Capoeira 7). These settlements Capoeira, Nestor. The Little Capoeira Book. Berkeley: North Atlantic, 2003. p. 5. Ibid p.7. attracted more escapees which also included native Brazilians and Europeans running away from Catholic extremism. Since they always faced the risk of being raided by the Portuguese troops, Capoeira progressed from being a survival tool to war tool, martial arts. The elements of the martial art were highly influenced by the diverse cultures that were found in the quilombos. They used the capo eira to defend themselves against Portuguese soldiers who often attacked them. In 1808, Napoleonic troops invaded Portugal and King Dom Joo VI moved with Portuguese court to Brazil (Assunà §o 33). Things began to change and soon the Portuguese dominance ended as Brazil opened its ports to allow for trade with other nations. Towns and cities began to grow and people migrated to urban centres. This increased the rate of interaction which allowed more slaves or former slaves to move to towns. The social life in the towns and cities increased the notoriety and diffusion of capoeira. In Rio de Janeiro, capoeira became so problematic that it attracted sever punishment from the colonial government. Slaves were detained for practising Capoeira. However, constant raids on properties that still adopted slavery by quilombo militias led to the softening of the slavery laws. Finally, slavery came to an end in 1888 (Assunà §o 34). Unfortunately, the free black people were unable to find work as more Asians and Europeans workers came into the country limiting job opportunities. As a result, the black population maintained capoeira as a martial arts practice as well as recreation. Assunà §o, Matthias. Capoeira: A history of an Afro-Brazilian martial art. New York: Routlede, 2005. p. 33. Ibid. 34. Where did Capoeira go? After the end of slavery, capoeira practitioners diverted their abilities elsewhere. Many people employed them as body guards, henchmen, hitmen, as well as mercenaries. Some groups of Capoeira practitioners began to terrorize Rio de Janeiro (Talmon-Chvaicer 20). Eventually, the government banned capoeira practice in the country as police reports indicated that capoeira gave undeserved advantage to its practitioners in a fight. As a result, anybody who was caught practising capoeira particularly in a fight would be arrested and severely punished, and in most cases mutilated by the police.Advertising We will write a custom research paper sample on Ca poeira Dance History and Popularity specifically for you for only $16.05 $11/page Learn More After the prohibition, the practice of capoeira went underground. Cultural practices such as roda de capoeira were performed in secluded places while somebody kept an eye on the police. Later on in 1932 when the repression on capoeira had slowed, Mestre Bimba, who was a strong fighter in illegal as well as legal fights founded the first Capoeira school in Salvador (Talmon-Chvaicer 21). He integrated the styles used by other capoeiristas to entertain tourists, to improve martial arts. He reintroduced the styles that had been adopted by the Quilombos and added certain moves from traditional fighting styles. He also designed the first systematical training method on capoeira. Bimba founded another school, Centro de Cultura Fisica e Luta Regional in 1937 with permission from Salvador’s Secretary of Education (Talmon-Chvaicer 21). Talmon-Chvaicer, Maya. The Hidden Histor y of Capoeira: A Collision of Cultures in the Brazilian Battle Dance. Austin: University of Texas Press, 2007. p. 20. Ibid. p 21. Ibid. p 21. The elements of Capoeira have since been applied in many sectors particularly entertainment. Since it resurfaced, it has been largely adopted in sports, games and other entertainment activities like films, comics, television shows among others. How do people relate to Capoeira in Brazil? Capoeira is a symbol of the Afro-Brazilian culture. It symbolizes the ethnic amalgam of the Brazilian population as well as resistance to oppression. Thus, it has become the image as well as source of pride to the people. The people of Brazil consider it as an intangible cultural heritage. For example, samba de roda, which is a traditional Afro-Brazilian dance as well as musical form, has been performed in Brazilian communities for many years (Talmon-Chvaicer 26). The dance and music is associated with capoeira. Today, capoeira is more than just martial art i n the Brazilian society. It has become a major exporter of Brazilian culture throughout the world. Brazilians view it as a means of earning income. Masters in the art of Capoeira have emigrated to the US and other countries since the 1970s to go teach the art. Each year, many Brazilians move to other countries to go train capoeira and earn income. Prominent capoeira masters are normally invited to train abroad while some go to establish their institutions. Again, most Brazilians see it as a way of earning income from tourism. Each year, Capoeira attracts many people to Brazil including students, tourists as well as foreign capoeiristas who come to learn the Portuguese language, which is the official Brazilian language, to better understand as well as become part of the art. Talmon-Chvaicer, Maya. The Hidden History of Capoeira: A Collision of Cultures in the Brazilian Battle Dance. Austin: University of Texas Press, 2007. p. How popular is Capoeira? Elements of capoeira such as th eatrical, acrobatic as well as martiality have become very common across the globe. The Afro-Brazilian martial art of Capoeira, famous for its acrobatic movements as well as kicks, is a major characteristic of many movies, television shows, dance, music, comics as well as video games. For example, many professional wrestlers who currently work for World Wrestling Entertainment incorporate capoeira moves in their fights in the ring.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although Capoeira began in Brazil and is largely practised in the country, it has spread to other continents including Asia and Europe. Myers (1) reports that Capoeira is very popular among young adults as well as professionals in Bangalore city, India. They like the various aspects of capoeira especially the dance moves as music is played in the background. Its spread shows how representation of the unique Brazilian culture has manifested itself in many societies throughout the world. Most people enjoy rhythmic signatures of the capoeira moves. The orientation patterns formed when capoeira dancers engage in the motional process is enjoyed by people across cultures and nations (Assunà §o 42). Conclusion Capoeira which originally began as a survival tool in the harsh slavery environment in Brazil evolved to become an important part of Brazilian culture. It continues to spread across the globe as Brazilian martial experts move to other Myer, Frank. Capoeira Popular in Bangalore, Ind ia. Roda Magazine, 17 September, 2010. Web. Assunà §o, Matthias. Capoeira: A history of an Afro-Brazilian martial art. New York: Routlede, 2005. p. countries to train other people while others travel to Brazil to learn it. It has been incorporated in movies, television shows, comics among other sports and games, for entertainment, and this shows the extent of the capoeira’s popularity worldwide. Assunà §o, Matthias. Capoeira: A history of an Afro-Brazilian martial art. New York: Routlede, 2005. Print. Capoeira, Nestor. The Little Capoeira Book. Berkeley: North Atlantic, 2003. Print. Myer, Frank. Capoeira Popular in Bangalore. India. Roda Magazine, 17 September, 2010. Web. Talmon-Chvaicer, Maya. The Hidden History of Capoeira: A Collision of Cultures in the Brazilian Battle Dance. Austin: University of Texas Press, 2007. Print.

Strategies for Improving Sentences on SAT Writing

Strategies for Improving Sentences on SAT Writing SAT / ACT Prep Online Guides and Tips Improving sentences is the biggest subsection in SAT Writing. There are 49 total multiple choice questions on the SAT Writing section, and 25 of those are improving sentences questions. Arming yourself with specific strategies to answer these questions will be extremely beneficial to you and your SAT Writing score. In this post, I’ll do the following: Offer a general approach to use for answering sentence improvement questions. Detail the most common errors and clues for locating them. Show you how to correct the most common grammar errors. Provide example questions. General Approach to Improving Sentences For each improving sentences question, you should follow the same general approach to help ensure that you have an efficient method to consistently select the correct answer. By following these steps, you'll become less likely to make careless mistakes and more likely to arrive at the right answer in a timely manner. #1: Read the Sentence and Try to Identify Any Specific Errors in the Underlined Portion When you first read through the sentence, attempt to locate specific errors based on your knowledge of the grammar rules that are tested on the SAT Writing section. #2: Eliminate Obvious Wrong Answer Choices Eliminate any choices that are clearly wrong. If an answer choice creates another grammatical error or does not address the error you identified in the original answer choice, then you can immediately eliminate that answer choice as an option. Don't eliminate an answer choice solely because it sounds wrong. For all of the multiple choice SAT Writing questions, rely primarily on your knowledge of grammatical rules. #3: If You Don't Notice Anything Wrong With the Original Sentence, Look at the Answer Choices to Determine if You Overlooked an Error Sometimes reading the answer choices will make the error in the original sentence more apparent. Also, if an answer choice is more concise than the underlined portion of the original sentence and grammatically correct, then that will be the right answer. #4: Plug the Phrase in the Answer Choice Back Into the Original Sentence If an answer choice looks like it could be right, plug the phrase back into the original sentence. Sometimes reading the whole sentence will allow you to more easily determine if an answer choice is correct or if it creates an additional error. Use this step to verify your selection or testan answer choice you're unsure about. #5: Go Through The Answer Choices Until You Locate the Correct Improvement or Determine that No Change is Needed Your work is done once you find the answer choice that fixes the error in the original sentence and does not create an additonal error. You can quickly look at the remaining choices to verify that you have selected the best answer. If, after looking through the answer choices, you determine that the original sentence is correct, then select answer choice A, which is always the same as the underlined portion of the original sentence. Keep in mind that answer choice A will be right about 10%-20% of the time. Now that we have a general approach for sentence improvement questions, we can look at the specific grammar errors that repeatedly appear in the sentences in this subsection. I'll let you know the clues for spotting these errors and how to improve sentences that contain them. Read below for all the grammar rules you need to know for improving sentences. The Specific Grammar Errors: Signs and Improvements I arranged these grammatical errors by how often they tend to appear in sentence improvement questions, with the more common errors first and the least common ones last. All of these errors have appeared on previous SATs, and you should be familiar with all of these rules. Wordiness If a sentence suffers from wordiness, it is not written in the most concise grammatically correct way. Here are some tips for how to locate a wordy sentence. Signals Wordy sentences often contain gerunds in the underlined portion. Also, these sentences tend to employ the commonly used wordy phrases referenced in the article on wordiness. Once you spot a wordy sentence, it can generally be corrected in the following ways. Improvements Remember that the most concise grammatically correct answer choice will be right. Refer to the article on wordiness for the typical corrections to the commonly used wordy phrases. Parallelism Parallelism refers to the grammar rule that requires you to use the same pattern of words for two or more words or ideas in a sentence. Errors in parallelism occur when items in a list or phrases before and after a conjunction are not written in the same grammatical form. Check out the clues for identifying a parallel structure question. Signals A sentence is likely testing your knowledge of parallelism if the underlined portion is part of an "x, y, and z" list construction. Additionally, if an underlined phrase follows a conjunction, it often includes a parallel structure error. Because they're more difficult, parallelism questions tend to be found near the end of the subsection. Improvements To correct parallelism errors, put items in a list or phrases before and after a conjunction in the same grammatical form. For example, if two items in a list are in the gerund form, then the third item should be in the gerund form as well. Faulty Modifiers Another common grammar error on the improving sentences subsection is the faulty modifier. The basic rule regarding modifiers is that they must be placed next to the word they're modifying. So, how do you spot a faulty modifier? Signals Almost all of the faulty modifier questions deal with dangling modifiers. When a sentence begins with a modifying phrase, the intro must be immediately followed by a comma and then the noun it's describing. If the underlined phrase follows an introductory clause and a comma, make sure that the noun being described comes right after the comma. Improvements Place modifiers next to the words they describe. For the common dangling modifier questions, the noun being described should be placed right after the comma. Pronoun Agreement On the SAT, pronoun agreement means that pronouns must always have a clear antecedent and agree with the nouns they replace. Signals If a pronoun is part of the underlined phrase, look for errors in pronoun agreement. You must be able to identify an antecedent and the pronoun must agree with its antecedent in number. Improvements Every pronoun on the SAT should have a clear antecedent. The antecedent is the noun that the pronoun refers to. If a pronoun doesn't have a clear antecedent, replace it with a noun or make sure that the improved sentence does give ita clear antecedent. Also, make sure to use singular nouns with singular antecedents and plural pronouns with plural antecedents. My favorite pronoun Idioms/Wrong Word For questions related to idioms or word choice, you have to know how to properly construct idiomatic expressions and how to properly use specific words. These questions often do not correspond with a grammar rule and are the only ones where you may have to rely on what sounds right to correctly answer the question. Signals The idioms on the SAT tend to involve prepositions, gerunds, and infinitives. If any of these parts of speech are underlined, make sure that any idiomatic expression in the phrase is properly constructed. If one word of a word pair is in the underlined phrase, that can also signal a wrong word error.Common word pairs include "not only...but also", "both...and", "either..or", and "neither...nor". Note that conjunctions or adverbs in the underlined phrase can signal a word choice error as well. Improvements Typically, an improperly constructed idiomatic expression can be fixed by changing the preposition or the verb form. Word pair errors can be corrected by replacing the word that doesn't belong in the word pair with the word that does. For example, change "either...and" to "either...or." Make sure that the words in the underlined phrase express the intended meaning of the sentence. If the sentence shows contrast, then there should be a word like "but", "despite", or "although" in the sentence that indicates contrast. Run-Ons A run-on sentence (coming soon) consists of two or more complete thoughts that are not separated by the proper punctuation. Signals Usually, you'll find a run-on sentence created by a comma splice. Two complete thoughts will be separated by a comma. Improvements You can fix the comma splice by changing the comma to a semicolon. Or, you can change the construction of the sentence so that the comma is no longer separating two complete thoughts. Fragments A sentence fragment (coming soon) doesn't express a complete thought. Signals Sentence fragments often have a gerund or relative pronoun in the underlined phrase. Occasionally, a participle will be in the underlined portion and the sentence won't have a verb. Improvements Get rid of the relative pronoun or replace gerunds and participles with verbs. Make sure the improved sentence has a verb and expresses a complete thought. Subject-Verb Agreement Subject-verb agreement is a rule that states that all subjects must agree with their verbs in number. Singular subjects take singular verbs. Plural subjects take plural verbs. Signals If a verb is underlined, especially if the answer choices have different present/present perfect tense conjugations, then you should check for a subject-verb agreement error. Improvements Change the verb from plural to singular or from singular to plural. Just a few more rules to go Verb Forms Verb form (coming soon) questions will test you on verb tenses, gerunds, and infinitives. You need to know which tense and verb form to use in a given sentence. Signals Verb form questions will have a verb, gerund, or infinitive in the underlined phrase. The answer choices will have different different verb forms. Improvements Follow consistency rules with verbs and make sure that all verb tenses are being used properly. In sentences with gerunds or infinitives, verify that all idiomatic expressions are constructed correctly. Relative Pronouns Relative pronouns (coming soon) are "who", "whom", "whose", "which", "where", "when", and "that". Relative pronouns must agree with the nouns they're replacing. For example, use "where" when referring to places and "when" when referring to a specific time. Signals If a relative pronoun is part of the underlined phrase, then there may be a relative pronoun error. Improvements Make sure you use the proper relative pronoun for the noun that is being replaced and that the pronoun has a clear antecedent. Occasionally, you will have to remove a relative pronoun to fix a sentence fragment. Illogical Comparisons The rule for illogical comparisons is that you can only compare equivalent things. Signals The underlined phrase will often follow a word in the comparative form. In every illogical comparison question, there will be a comparison in the sentence. Improvements Make sure the sentence is comparing like things. For example, you have to compare books to books and people to people. You can't compare a book to a person. Noun Agreement Noun agreement means that a singular person/thing can't be a plural noun and vice versa. Incorrect: John and Sarah want to become a doctor. Correct: John and Sarah want to become doctors. Signals Multiple nouns in a sentence, including one in the underlined phrase, can signal a noun agreement error. Improvements When necessary, make sure nouns agree in number. Now that we're familiar with all of the specific grammar rules covered on the improving sentences subsection, here are some more general rules to keep in mind. General Tips The Most Concise Answer is Often Right Underlined phrases in sentence improvement questions will often be awkward and wordy. Focus on selecting the clearest, most concise answer choice. Consistency is Key Many of the grammar errors have to do with inconsistency. Errors in parallelism, verb forms, and comparisons can often be fixed by focusing on consistency. Gerunds, Especially "Being", Often Signal an Error Sentence improvement questions tend to use gerunds to create fragments, wordiness, and idiom errors. If a gerund is part of an underlined phrase, make sure the gerund is being used correctly. Use these tips to answer actual questions from the SAT Writing section. Real SAT Examples We're going to use the grammar rules and strategies you've just learned to answer the followingsentence improvement question. First, let's try to identify any errors in the underlined portion of the sentence. The presence of the gerunds "tempting" and "straining" signals that there is likely a parallelism, fragment, or wordiness error. After reading the entire sentence, you should recognize that it lacks a main verb and is not expressing a complete thought. As such, this sentence is a fragment. One possible way to correct this error would be to change the gerunds to verbs, so let's keep that in the back of our minds as we go through the answer choices. Immediately, we can get rid of A and D because they keep "tempting" in the gerund form, and thusdon't fix the error. Answer choice B fixes the fragment by changing "tempting" to "tempt" but creates a word choice error. The correct word pair is "not only...but also" rather than "not only...but then." Upon first glance, answer choice C might look correct, but you should always make sure that every verb is in the proper form and tense. The subject of the sentence is "demands", which is plural. Therefore, the verb should be in the plural form. The verbs "tempts" and "strains" are in the singular form, so answer choice C creates an error in subect-verb agreement. We're left with answer choice E. The verbs "tempt" and "strain" are consistent and they agree with the subject. The resulting sentence is no longer a fragment and there is no additional error. The correct answer is E. We'll use the same process to answer another real SAT question from the improving sentences subsection. Again, we'll start by trying to find the error in the underlined portion. The first word "was" is a verb. Remember to make sure all underlined verbs are in the correct form and agree with their subjects. The subject of this sentence is "two", which is plural, but the verb is "was", which is in the singular form. There is an error in subject-verb agreement. After looking at the answer choices, we can get rid of A, B, and C right away since none of those choices correct the subject-verb agreement error. Those eliminations leave just choices D and E, both of which replace "was" with the correctly conjugated verb, "were." However, D also includes the exra word "the," so it is less clear and concise than E. Remember that the most concise grammatically correct answer choice will be correct. The answer is E. What's Next? Read this article to learn the big secret to SAT Writing. If you want more review on all of the grammar rules tested on the SAT Writing section, check out the complete guide to SAT Writing grammar and what's actually tested on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program. Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Costing, Budgeting for Projects Accounting Essay

Costing, Budgeting for Projects Accounting - Essay Example 9018088 0.000842049 12 8 13 9 7.703656443 1.680506618 13 9 14 7 7.414185094 0.171549292 14 7 15 4.791208791 44.00883114 -1.008791209 19.92307692 0.247845443 2.110327908 0.57993311 3.738278384 16.56687898 12 231.5175824 167.6967033 Estimating Learning-Curve Functions 2 2) I used the formula approach and forecast approach to estimate non-linear functions such as the learning-curve function. The predicted value for 15 units is 4.791209. Note: When I used the forecast approach, either there was an error in the formula or the predicted value is wrong. The formula on p.209 is =FORECAST(15,B1:B14,A1:A14), but I came up with a predicted value of 4.32967. But since I must arrive at the value 4.791209, I figured the formula should’ve been =FORECAST(15,B2:B15,A2:A15). I finally succeeded at having the same value 4.791209. I think my formula is more accurate because for 14 units of outputs, the DLH value is already given with a value of 7. The formula for regression analysis is Y = a + bX where a is the constant term and b is the slope. When estimating LCR, I used Solver routine in Excel. I started with an estimated LCR of .80 and entered that figure in cell D2. For getting the predicted DLHs, I used Excel learning-curve formula which is =$B$2*A2^(LN($D$2)/LN(2)). For unit 1 (X), the predicted value is an exact match. It is the same as the actual DLH, 29. The rest of the predicted DLHs for outputs 2-14 were a close match except for 9 and 11 units (in thousands) of outputs. Next, I calculated the â€Å"squared-error.† The obvious answer is 0, since there is no error. The predicted DLH is exactly the same as the actual DLH. The formula for â€Å"squared-error† in Excel is =(C2-B2)^2 for 1 unit (in thousands). The rest can be calculated in Solver routine by dragging the cells when copying the formula for 1 unit of output. Estimating Learning-Curve Functions 3 3) Shown on the graph with the downward slope, as the total outputs increased, the cumulative uni ts produced decreased. In other words, the more experience there is in producing outputs, the amount of time to perform the task decreases. The plot is consistent with the data given for units produced and DLHs. 4) I estimated the LCR with the â€Å"incremental unit-time learning-curve model† using Solver routine and I arrived at 0.69 or .70. In the Solver routine window, I entered the â€Å"target cell† as $E$2 which is the â€Å"squared error† contained in E2 and the â€Å"changing cell† as $D$2 which is the Estimating Learning-Curve Functions 4 LCR contained in D2. The exponent in learning-curve model, b, is -0.51681. So for DLH 29, the incremental unit-time learning-curve model is Y = 29.0*X^-0.51681. 5) The formula for cumulative average time per unit to produce x units is Y = ax^b; where Y = cumulative average time per unit to produce x units, a = the time taken for the first unit of output, x = the cumulative number of units, and b = the index of l earning (log LR/log 2). Using the calculation in Excel spreadsheet, I entered the formula =$B$2*A2^(Ln($D2$/Ln(2)) for cumulative av

Suicide and euthanasia Term Paper Example | Topics and Well Written Essays - 2000 words - 1

Suicide and euthanasia - Term Paper Example This paper is going to focus on the cosmology or fundamental beliefs of each philosophy and the ethics developed, based on the cosmology and why and how the ethical basis are outlined to help a person to achieve his/her own personal perfection in the end. The paper will also deal with the first four philosophies because they form a fundamental part of the Asian religions; the Hindu, Buddhism, Shinto and Confucians. The Upanishads was written in India in 8th to 6th century BCE (Kupperman 58). It contained answers to radical questions. They try to answer questions surrounding personal identity. Questions like who are we, what are we expected to do. They are regarded as highly serious philosophy. They developed a sophisticated world picture, which generates an ethic, the way the world would tell one the best way to live. The Upanishads may be considered as religion and philosophy as well due to the fact that they offer the raw text of Hinduism especially on matters dealing with life and death (Kupperman 61). Indeed, they are seen as the foundation of some core traditional and value of India philosophies. Religiously, they tend to offer an escape to tedious round of reincarnation. They promise in Moksha (a Spiritual state where one enters a point of liberation). One has an endless spiritual fulfillment after demise. To qualify for this â€Å"Moksha† state one must follow after joy rather than pleasure. This is the place it start being a philosophy, a part from religion (Kupperman 64). The Upanishads teaches that, for one to determine the state of eternal life (either to live in the state of reincarnation or enter the state of liberation), one must observe the difference of life of joy or pleasure though certainly there are familiar words yet not easy to differentiate between the two. If any person would differentiate between the two words, that person will achieve personal identity and live a happy life pursuing joy rather than vaporous pleasures. The

The Unique Categorical Imperative of Kant Essay Example for Free

The Unique Categorical Imperative of Kant Essay Morality appears to us as a concrete term which is underscored by certain rational assumptions about the universe. And yet, our own experience tells us that that which one considers to be vice may, to another, be seen as virtue. The reverse may also apply. Thus, it is rather difficult to reconcile that which does in fact define our cause for moral behavior, though all figures of importance to the historical discourse on philosophy have ventured a framework. The 18th century in particular would witness a flurry of activity, with the latter generation of the Enlightenment Era providing a spirited exchange across decades of literature on that which inspires moral behavior. In our investigation here of the various possible lenses through which to understand morality, consideration of German theologian Immanuel Kant’s 1785 Groundwork for the Metaphysic of Morals provides basic understanding for the discussion of morality from the normative perspective. Such is to say that Kant’s will be the most rigid, socially constrained and dangerous of understandings, but nonetheless, totally unique in its orientation and provisions for its time and place. At the center of Kant’s argument is the premise that the same reason which applies to the empirical nature of scientific discourse must rationally apply in the same way to ethical discourse. His perspective toward scientific certainty would mark a unique and original bridging of worlds between the corporeal and the ideological. Accordingly, Kant contends that â€Å"physics will have its empirical part, but it will also have a rational one; and likewise ethics – although here the empirical part might be called specifically practical anthropology, while the rational part might properly be called morals. † (Kant, 20) To Kant, previous ideals on ethical autonomy are threatening to social order, representing the opportunity for the individual to devise his own ethical parameters. The rationality of scientific practicality denotes, to Kant, instead a heteronomous orientation whereby there is a connective tissue of ethicality common to all men and women, restraining and directing behaviors. Kant defines autonomy as the ability to act based on one’s own volition. Heteronomy, on the other hand, is a common set of social forces inclining individuals to tend toward common motives and common actions. Accordingly, Kant lays out a concise framework for justice, admonishing that â€Å"the categorical imperative, which declares the action to be objectively necessary without referring to any end in view. . . . holds as an apodictic practical principle. † (Kant, p. 18) The ‘categorical imperative’ to which Kant refers is foundational to the normative theory suggesting that there is some immutable force associated with our conception and actualization of the idea of ‘good’ or ‘evil. ’ It inclines us to understanding that the means by which we behave are inherently informed by our commitment to a single, shared and unchanging idea about what is right. To commit to this idea is practical reason and to fail to make this commitment is irrational, which allows Kant to propose that such a positive correlation could be observed between rationality and morality. . This contrasts the idea of utilitarianism, which proposes that all situations demand a certain degree of pragmatism with respect to behavior. This throws into chaos the moral presuppositions of Kant, with such thinkers as Bentham and Mill coming to the fore of the discussion. In utilitarian philosophy, it is imperative that morality be channeled through an understanding of context and the nuances of society human interaction. By contrast to this view of morality, Kant provides deep ideological refusal for what he might argue is mere ethical laxity. Kant presents this argument that moral order is impossible to define without permanent standards that are shaped by man’s dignity, denoting therefore that it is only reasonable to act in cooperation with this conception for one’s own self-preservation. If Kant’s points are to be assimilated when adopting a moral stance which is consistent with man’s dignity, such absolute terms are inevitably defined by dominant social structures, bringing us to the application of a normative theoretical structure. The inextricable relationship which theology and morality have shared throughout history tends to have a tangible impact on the way these hegemonic standards are defined. And Kant, rejects any flexibility outright, however. Beyond its deviation from his established disposition toward moral absolutes, such variation violates Kant’s maxim about man as an end rather than a means. Man is to be the motive for moral acts, with his dignity defining right and wrong. Indeed, as he pointedly phrases it, â€Å"the laws of morality are laws according to which everything ought to happen; they allow for conditions under which what ought to happen doesn’t happen. † (Kant, 1) To my view, this demonstrates Kant’s approach to be both unrealistic and unattractive to the nuance and flexibility of human social systems and individual ideological orientations. Absent of these characteristics, ethicality becomes an empty term and morality a weapon against minority ideologies. Works Cited: Kant, Immanuel. 1785. Groundwork for the Metaphysics of Morals. Jonathan Bennett. Preferred language style: English(U. S. ) A. Explain the originality uniqueness of Kants ethical theory by:1)explaining kants general critcism of previous ethical theories 2)defining how kant distinguishes between autonomy heterononmy 3)explaining kants formulation of the `catergorical imperative. ` 4)explaining how adherence to the categorical imperative provides for autonomous ethical choice. B. Reflect on Kants ethical theory by:1)supporting a position on how kants theory on ethical decision making is correct or incorrect with personal thought. 2)supporting your position with evidence from the text

Comparing Light and Growth in A Raisin in the Sun and Death of a Salesm

Light and Growth in A Raisin in the Sun and Death of a Salesman.      Ã‚  Ã‚  Ã‚   In A Raisin in the Sun by Lorraine Hansberry and Death of a Salesman by Arthur Miller, both authors use motifs of light and growth within their settings to convey messages about the intrinsic values and potentiality of their characters. A Raisin in the Sun begins with a faint little light, filtering through the kitchen window. It's not much of a light, but it is successfully kindled by Lena Younger to keep her little plant alive and to help sow the seed of human dignity in her children. In Death of a Salesman, the physical light is blocked by the encroaching concrete jungle of New York City and the spiritual light is extinguished by Willy Loman's misguided, illusionary values. Willy and his family are trapped in the tiny shadow cast by his giant illusions and nothing grows in their world.    The opening description of the setting in A Raisin in the Sun states, "The single window for these 'two' rooms is located in the kitchen area. The sole natural light the family may enjoy in the course of a day is only that which fights its way through this little window." This window provides a view to the outside world which Walter Younger seeks to tame. Walter looks out of this window as he smokes his cigarette and comments on the people "running and racing to work." Lena Younger has what is described as a "feeble little plant growing doggedly in a small pot on the windowsill." She worries that "if this little old plant don't get more sun than it's been getting it ain't never going to see spring again." ( Hansberry, 856 ) The light from the window feeds the dogged little plant which Lena says "expresses me." Although they live in a small, cramped apartment... ...erry is saying that to find the pot of gold which lies at the end of a rainbow, man needs food for the soul.       Works Cited and Consulted:    Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992.    Field, B.S.   "Death of a Salesman" Twentieth Century Literature.   January, 1972. 19-24.   Rpt. in World Literary Criticism.   Ed. Frank Magill.   "Arthur Miller" Detroit: Gale Research, 1992.   2366-2368.    Gunton, Sharon R. Motifs in A Raisin in the Sun. Detroit: Chelsea House Publishers, 1986.    Miller, Arthur. Death of a Salesman,The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 731-808.    Hansberry, Lorraine. A Raisin in the Sun, The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 841-914. Comparing Light and Growth in A Raisin in the Sun and Death of a Salesm Light and Growth in A Raisin in the Sun and Death of a Salesman.      Ã‚  Ã‚  Ã‚   In A Raisin in the Sun by Lorraine Hansberry and Death of a Salesman by Arthur Miller, both authors use motifs of light and growth within their settings to convey messages about the intrinsic values and potentiality of their characters. A Raisin in the Sun begins with a faint little light, filtering through the kitchen window. It's not much of a light, but it is successfully kindled by Lena Younger to keep her little plant alive and to help sow the seed of human dignity in her children. In Death of a Salesman, the physical light is blocked by the encroaching concrete jungle of New York City and the spiritual light is extinguished by Willy Loman's misguided, illusionary values. Willy and his family are trapped in the tiny shadow cast by his giant illusions and nothing grows in their world.    The opening description of the setting in A Raisin in the Sun states, "The single window for these 'two' rooms is located in the kitchen area. The sole natural light the family may enjoy in the course of a day is only that which fights its way through this little window." This window provides a view to the outside world which Walter Younger seeks to tame. Walter looks out of this window as he smokes his cigarette and comments on the people "running and racing to work." Lena Younger has what is described as a "feeble little plant growing doggedly in a small pot on the windowsill." She worries that "if this little old plant don't get more sun than it's been getting it ain't never going to see spring again." ( Hansberry, 856 ) The light from the window feeds the dogged little plant which Lena says "expresses me." Although they live in a small, cramped apartment... ...erry is saying that to find the pot of gold which lies at the end of a rainbow, man needs food for the soul.       Works Cited and Consulted:    Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992.    Field, B.S.   "Death of a Salesman" Twentieth Century Literature.   January, 1972. 19-24.   Rpt. in World Literary Criticism.   Ed. Frank Magill.   "Arthur Miller" Detroit: Gale Research, 1992.   2366-2368.    Gunton, Sharon R. Motifs in A Raisin in the Sun. Detroit: Chelsea House Publishers, 1986.    Miller, Arthur. Death of a Salesman,The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 731-808.    Hansberry, Lorraine. A Raisin in the Sun, The Heath Introduction to Drama, Fifth Edition. Lexington, Mass.: D.C. Heath and Company, 1996, pp. 841-914.

Homeschooling vs. Public Schooling Essay

Homeschool and public school, which one is better for my child? What about the cost? Which educational setting will my child benefit the most from? These are questions that parents need to ask before making a decision such as this one. Also, parents need to know that both homeschool and public schools appeal to people of all race, religion, and political viewpoints (Romanowski, 2001). Whether a parent chooses to homeschool their child or send them to public school, is a decision that needs to be researched on the performance, cost, and their child’s life after school. First, when choosing which educational setting is best for their child, parents need to research students’ performance for both types of schooling. Studies have shown that children who are homeschooled score better on test than those who are in public school (Some Fascinating Facts, n.d.). Possible reasons being that the homeschooled child has more one-on-one time with the teacher, and they are able to spend as much time as they need to on the subjects that they are struggling with, if any. The time that is allowed for each part of the curriculum may be too fast or too slow for the child who is attending public school (Homeschooling vs. Public, n.d.). Children who go to public schools are able to participate in group discussions and debates (Homeschooling vs. Public, n.d.). Students are able to develop their social skills, and learn to interact with children their own age. Next, the cost can also affect whether the parent decides to homeschool or  send their child to public school. Depending on the choices that a parent makes and the supplies that are needed, homeschooling one child can cost from $300-$2500 per year (Mohr, 2012). According to the National Retail Federation in 2012, the average cost for a parent to send their child to public school was around $634 per year (Klein, 2013). Lastly, depending on which educational setting the parent chooses can affect the student’s life after school. Children who were homeschooled had a GPA of 3.41 their freshman year of college, compared to other students who had a 3.12 (Some Fascinating Facts, n.d.). Students in public schools may even discover that the lessons they learned outside the classroom, in extracurricular activities such as basketball or chess club, help them cope with future challenges in the workplace (I Have A, n.d.). Therefore, choosing to homeschool or send a child to public school is not a very easy decision for parents to make; much thought and research needs to be done on students’ performance, the cost of each, and what is in store for the student after graduating. Homeschoolers score better on tests than those in the public setting. Though, children who are homeschooled are not able to participate in group discussions or even class debates. Homeschooling, for one child, can cost anywhere from $300 to $2500 per year; parents who decide to send their child to public school pay on average $634 a year. Homeschooled children had a better GPA their freshman year of college than the students who graduated from public school. The students who attend a public school and also are involved in some type of extracurricular activity, are able to cope better with the challenges in the workplace. Whatever educational setting the parent decides is best for their child, they need to know that there ar e both benefits and disadvantages with each decision. References â€Å"Homeschooling vs. Public Schooling.† (n.d.). _Homeschooling Ideas._ Retreived on May 24, 2014 from http://www.homeschooling-ideas.com/homeschooling-vs-public-school.html. I Have A Plan Iowa â„ ¢. (n.d.). _- Article_. Retrieved June 6, 2014, from https://www.ihaveaplaniowa.gov/Home/Article.aspx?articleId=IGeYH2kUApurN7JfmoFVeQXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQXAP3DPAXXAP3DPAX. Klein, R. (August 20, 2013). â€Å"Back-To-School Shopping Costs: How Much Parents Should Expect To Spend This Year.† _Huffington Post._ Retrieved on May 24, 2014 from http://www.huffingtonpost.com/2013/08/20/back-to-school-shopping_n_3751079.html. Mohr, A. (August 27, 2012), â€Å"How To Start Homeschooling Your Kids.† _Investopedia._ Retrieved on May 24, 2014 from http://www.investopedia.com/financial-edge/0812/how-to-start-homeschooling-your-kids.aspx. Romanowski, M. H. (2001). Undoing the ‘Us vs. Them’ of Public and Home Schooling. _Education Digest_, _66_(9), 41. â€Å"Some Fascinating Facts About Homeschool vs Public School.† (n.d). _Homeschool World_. Retrieved on 24 May 2014 from http://www.home-school.com/news/homeschool-vs-public-school.php.