Hebrew and Islamic Mythology Essay Example for Free

Hebrew and Islamic Mythology Essay While science and religion are notorious for their contentious and often violently contrasting relationship, they bear much in common in their agenda. Both set out to provide explanations for the world’s mysteries. And as such, they also share a large hand of unanswered questions. Perhaps chief among them, the question of the earth’s creation, and by extension, man’s ascension to awareness, is one with very few empirical explanations. And in an absence of any conclusive evidence, theories abound from all camps. A common thread in history’s chapters, myths regarding the Earth’s conception provide insight into the lives and cultures of their respective societies. In western society, the Judeo-Christian anecdote is easily the most well-known. This story is the primary creationist mythology for many monotheistic sects. Herein, God creates the earth in six days, with man arriving on the last. On the seventh day, the omnipotent rests and thus, delivers man the Sabbath. However, in the centuries that preceded the inflection point where monotheism began to take popular hold, polytheistic idolaters provided the most commonly held ideas about the earth’s origin. One of the earliest examples of the literate and elaborated nature that these myths could take on comes from the rich tapestry of Greek mythology. The Greeks were idol-worshippers who had developed a complex and extremely colorful cast of gods. Though not omnipotent like the Judeo-Christian almighty, these gods were believed to possess real and considerable power over the lives of their human subjects. The Greek myth of creation is an exposition of that relationship. It was believed that, prior to earth, there was nothing but darkness. And amid this darkness, the only object was a black-winged bird called Nyx. This bird, alone in the void, was impregnated by the wind. (Note the parallel to the immaculate conception of Christ. ). As a result of this cosmic union, she yielded a golden egg, which she proceeded to roost upon for many thousands of years. Eventually, this egg hatched and the god of love, Eros, sprang forth. Just as Eros was born, so too were his siblings, whom he was given the honor of naming. They were the upper and lower halves of his shell, which rose to the air and sank to the ground respectively. They became the sky and the earth. Eros called them Uranus and Gaia and blessed them with love. This love resulted in children and grandchildren who would blossom into twisted, war-bent gods whose better judgment would be often blinded by a hopeless quest for power. A first-generation child of Gaia and Uranus, Kronus took a wife in Rhea and produced many children, whom he grew to fear immensely. Kronus, a problem-solver by nature, swallowed his children while they were still infants, thus preventing what he considered to be the inevitable threat of usurpation. The youngest of his sons, however, was also the most beloved to Rhea so she deceived her husband into consuming a rock in the child’s place. This youngest child, Zeus, would grow strong in manhood and ultimately bring to realization Kronus’ greatest fear. Zeus liberated his brothers and sisters from his father’s malicious and all-consuming grasp. Then he led them to revolution, waging a war against the tyrannical god. In their victory, they turned their benevolent attention to the great creations of Nyx. The gods began to populate Uranus with the stars thus creating space. They began to furnish Gaia with life, thus birthing nature. After creating the appropriate backdrop, the gods recognized that the earth was correct excepting its want for animals and humans. Zeus set to the task his sons Prometheus and Epimetheus, whose names translate literally to mean forethought and afterthought. This provides some interesting insight, perhaps, into the Greek perspective about man’s intellectual capacity and eventual self-awareness. In addition, it offers literal details about the unique abilities and idiosyncrasies that mark the species which populate the earth. When assigned to the job of designing creatures, the brothers were given a variety of gifts to offer their creations. While Epimetheus set upon the task of creating the animals and awarding them all with gifts, Prometheus carefully sculpted man to be in the image of the gods. (Again, man’s definition as being in the image of god holds much in common with Judeo-Christian creationism). When he completed his task, he found that Epimetheus had given away all the gifts, leaving humankind with the shaft. Prometheus sought to rectify the matter by stealing a trace of fire from the setting sun and giving it to man. When Zeus awoke to find man in possession of that which was to belong only to the gods, he was furious. He punished Prometheus to an eternity stapled to a tree, having his liver chewed on by vultures. But the damage was done. Man had been created and given the power of fire. There is a great deal more to Greek mythology, as with the bible. The role of the gods takes on a wide array of purposes, gradually divining all of man’s vices and virtues. But in the story of the earth’s creation alone, there is much illumination. The Greek legend begins to tell part of the story of Greek culture insofar as it offers some true self-examination. In this story of violence, deception and a natural tendency toward roguishness, the Greeks provide a piercing look into a psyche long since perished from the world. Surviving with far greater ideological intensity are those creation myths driving modern faith. The traditional structure of the dominant monotheistic faiths incorporates a narrative regarding the creation of earth and man into its formative doctrines. Herein is typically contained an originating explanation for the relationship between god, man, heaven and earth that provides grounding for the entirety of the faith’s sacred text. This is a fundamental commonality between the texts of the Hebrew Bible and the Holy Qur’an, both of which dedicate significant portions of their second chapters to delineating the story of the first man. It is striking to compare the passages concerning the creation of the first man as they appear in the two texts. Though today Judaism and Islam function almost as antecedents to one another, with their practitioners often viewing their respective texts as placing them into diametric and practical opposition of one another, these passages provide evidence of their common derivation. The creation myths of the two religions suggest that their political, social and cultural differences today may stem from the nuances therein, which had the effect of placing their interests in close confines with one another while arming them with divergent perspectives on how best to achieve said interests. The details surrounding God’s deliverance of Adam to the Garden are essentially the same according to the two texts, but the wording of each calls for closer speculation. In Genesis, the first book of the Hebrew Bible, God follows his work of creating the heaven and the earth by creating man: â€Å"Then the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul.. † (Gen. 2:7) From here is taken a substantial assumption in the Judeo-Christian faith which proceeds from it, that man is created in the image and likeness of God. The breath of God, this passage indicates, circulates in the body of every man, suggesting a responsibility to godliness for all of us. The Qur’an, in its recognition of the same deliverance to the Garden, paints a different image in acknowledgment of God’s endowment of life. In keeping with a prominent thematic impulse of the Qur’an, convicting its readers to note the distinction in fates for believers and nonbelievers, the phrase depicting Adam’s creation is posed with a similar connotation: â€Å"How do you deny Allah and you were dead and He gave you life? Again He will cause you to die and again bring you to life, then you shall be brought back to Him. † (Koran, 2:28) This is a passage which demands not just belief in the creationist role of Allah but also a devotion to eradicating or combating non-belief. More explicitly and ideologically pertinent though, it carries with it a description of the process of reincarnation. Man, in this passage, is described as an entity being fully at the mercy of God within the bonds of the creator-to-created relationship. And where the berth into God’s image, held in the Hebrew Bible, ultimately predisposed man to divine immortality, this infinitude is represented differently in Islam. The overtones of reincarnation here suggest that man is not considered to be made in the image of God, nor even an element of the earth as also implied by Genesis 2:7, but is a soul perpetually disposed to take forms according to the will of Allah. This does not necessarily indicate a fundamental difference in the dispositions of the gods in question, Yahweh and Allah in the bible and Qur’an respectively. In Genesis, there is an articulated statement regarding God’s willingness and right, as creator, to snuff out his subject for transgression of his law. At the time, this law was constituted summarily of one directive in which â€Å"the LORD God commanded the man, saying: Of every tree of the garden thou mayest freely eat; but of the tree of the knowledge of good and evil, thou shalt not eat of it; for in the day that thou eatest thereof thou shalt surely die. †(Gen. 2:16-17) These foreboding words are those which assured our mortality on an earth characterized as the forum for exile from the Garden. The air which god breathed into us through Adam’s nostrils would, as God promised, be the price paid for partaking of the fruit. This fall from the grace of godly immortality would define the nature of man’s life-cycle, and by extension, theoretical concepts such as time and space and spiritual assumptions about death and the afterlife. God’s proposition to Allah as depicted in the Qur’an is not endowed with the same consequence, perhaps a product of the initial divergence between the two texts with regard to the fundamental construct of man in relation to his god: â€Å"And We said: O Adam! Dwell you and your wife in the garden and eat from it a plenteous (food) wherever you wish and do not approach this tree, for then you will be of the unjust. † (Koran, 2:35) The fall from grace is described quite differently here, with man incurring no such threat as explicit as a certain death. This is a condition already possessed of man in the passage concerning his formation. It is not a punishment but a state of being given grounded in man’s relationship to Allah. Original sin is still a common element to the doctrines of the two faiths, but its consequences appear as quite different actually. In the Hebrew Bible, the serpent is a creature which plays the role of deceiver and, by metaphorical extension, the antithetical and fundamentally evil counterpart to God’s unchanging benevolence. This is contrasted by the Qur’an’s direct address of a Satan figure, a development affirming its composition as having occurred at a far later date than that of Genesis: â€Å"But the Shaitan made them both fall from it, and caused them to depart from that (state) in which they were; and We said: Get forth, some of you being the enemies of others, and there is for you in the earth an abode and a provision for a time. † (Koran, 2:36) A punishment dealt herein concerns man’s occupation of earth as a home, with God endowing it only a finite capacity to host mortal life. Again, the contrast between the implications to man’s punishment for Original Sin in the two texts can be traced to the contrast in man’s assumed composition. In the Hebrew Bible, God punished Eve and her offspring to a perpetuity of painful childbearing â€Å"and unto Adam He said: Because thou hast hearkened unto the voice of thy wife, and hast eaten of the tree, of which I commanded thee, saying: Thou shalt not eat of it; cursed is the ground for thy sake; in toil shalt thou eat of it all the days of thy life. † (Gen. 3:17) In this passage, a fundamental difference in perspective is illuminated, that man’s lot, to toil on the land, is a punishment profoundly connected to his violation of God’s will and his organic relationship to the soil. Where the Garden of Eden was a sanctuary at Adam’s disposal, the Earth would be his responsibility and his shackles. His mortality would be profoundly chained to his capacity to manage the earth. Where Islam casts its subjects as inhabitants of a land inevitably bound to eventually leave them to resource-deprived oblivion, Judaism confines its followers to a eternity of suffering knowledge of the earth’s hard reality. God tells Adam of this fate as being a mixed blessing, with the knowledge equally capable of delivering him to pain and pleasure, â€Å" for God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as God, knowing good and evil. † (Gen. 3:5) In a way, this is a complete fulfillment of man’s emulation of the creator-image just as it is the downfall from godliness. Indeed, the serpent cavorts Eve by telling her that she and Adam will be endowed with knowledge and fortitude, and be gods themselves. In exchange for this transgression, god casts man without guidance into the desert abyss. This is contrasted by the denouement of original sin in the Qur’an, where Allah casts his children out but does so under the auspices of mercy: â€Å"We said: Go forth from this (state) all; so surely there will come to you a guidance from Me, then whoever follows My guidance, no fear shall come upon them, nor shall they grieve. † (Koran, 2:38) Here, God reaffirms his commitment to man even in his failing, offering him an unconditional love as sanctuary for the pain and suffering of the land. The intricacies that differentiate the two texts offer a useful set of variations on a creation story that is highly associated with the evolution of monotheism. Particularly, the mutual centrality of the texts on man’s role and purpose in the earth’s creation and the heaven’s sanctity illustrates the capacity of each to elucidate its pursuant culture’s views on God’s divine plan for humanity. Bibliography: Fahs, Sophia Lyon, Spoerl, Dorothy T. Beginnings: Earth, Sky, Life, Death. Beacon Press. Boston. 1965. Freund, Philip. Myths of Creation. Washington Square Press, Inc. New York City. 1965. Koran Text. (1997 edition). The Holy Qur’an. University of Virginia: Online Book Initiative. Online at http://etext. virginia. edu/etcbin/toccer-new2? id=HolKora. sgmimages=images/modengdata=/texts/english/modeng/parsedtag=publicpart=teiHeader Masoretic Text. (JPS 1917 Edition). A Hebrew-English Bible. Mechon Mamre. Online at http://www. mechon-mamre. org/p/pt/pt0. htm

Causes of the French Revolution Essay -- History France French Revolut

Causes of the French Revolution The French Revolution was essentially a class war between the emerging Bourgeoisie against the Privileged class, this meant they saw the Privileged class as the only hurdle between themselves and equality within French society. Many of the ideas they pursued stemmed from the enlightenment and they believed that in order to gain their full economic, social and political potential and gain equality, the Bourgeoisie had to eradicate the privileges that were halting their rise in society. To do this they had to seize power for themselves and gaining power within the government and making badly needed changes, such as, improving the tax system, creating a fair system of production where profits went to the producer, improving the whole fiscal system of the government, improving the geographical divisions of France and the problems they caused, plus many more. The revolution was a fight for equality and recognition by the Bourgeoisie, it was not a revolt against poverty, for many of the French people had been living in poverty for centuries and had learnt to live with it . France had prospered in the Eighteenth century. France had had no major famines or plagues, its population had increased, there had been no wars on its soil, industry such as textiles was doing well and offshore trading had increased enormously. It was the Bourgeoisie that had enabled this abundance of wealth and they were emerging as the economic power inside France. But their new found power was being smothered by the privileged class. The privileged class of nobility and clergy, who owned the bulk of the land, were using their ancient rights to plunder most of the profits that were made by the lower classes. This meant that the; Ã ¬Prosperity came only to those who held fairly large estates, who exercised feudal rights, or who could manipulate farm rents.Ã ®1 The only people who fell under these categories were the Nobles of the robe and the clergy. So in order to get the prosperity equally divided in society and thus profit themselves, the bourgeoisie had to get rid of the privileged classes ancient rights. To do this they had to revolt against the government, that supported the privileged classes and which was reluctant to make the necessary reforms. It is seen here that it was the Bourgeoisie were struggling against the Privileged class ... ...hed to them, because their privileges were taking large percentages of profits, adding on-costs to goods, causing massive inflation and reducing the wages of the middle class. In order to do this though they had get the reforms they wanted by having a role in government and take some of the power from the king, because he supported the Aristocracy. At no point in the build up to the revolution did poverty become an issue, the Bourgeoisie were looking after their own interests and trying to create a equal society in which they would become the most powerful and richest. Word Count:- 2,148 words Citation 1. Johnson, D. (1970) The French Revolution, Wayland, London. 2. Townson, D. (1990) France in Revolution, Hodder and Stoughton, London. 3. Townson, D. (1990) France in Revolution, Hodder and Stoughton, London. Bibliography 1. Microsoft Encarta, USA, Funk and Wagnall's, 1994 2. Ergang, R. Europe From the Renaissance to Waterloo Third Edition, USA, Heath and Company, 1967 3. Townson, D. France in Revolution, London, Hodder and Stoghton, 1990 4. Fisher, H. A History of Europe Volume 2, G Modern European History - French Revolution Essay - Jonah Haines - 1293

Make Better Decision Essay

That the current era of economic uncertainty may have been ushered in through a series of poor government and corporate decisions is implied through the rear view mirror. Could some of the events that shaped todays crises have been avoided through better decision making processes? Thomas Davenport (2009, p. 117) presents examples of â€Å"decision making disorder† evident in both the public and private sectors and offers a framework to guide managers in making better decisions in the future. His premise lies in the ineffectiveness of the individual decision-making process resulting in dire consequences for the organization. Davenport provides a framework to guide managers in adopting a more analytical and systematic approach, resulting in greater effectiveness. He posits that the use of data, especially analytics embedded in automated systems can be powerful tools when balanced with informed human judgment. Davenport presents no new information entailing the decision making process. He does, however, raise the question of why the majority of organizations continue to rely on intuition and ignore proven tools and methods without regard for the evidence pointing to their effectiveness. The author warns that without proper prioritization and systematic review of the decision making process, success remains a gamble. Article Highlights According to Davenport (2009), allowing individual managers to make decisions without a systematic analysis has severe consequences that result in languishing profit margins. In spite of the resources available, most organizations fail to implement the recommendations that would help managers employ better decision making processes. The author notes that while these processes do not guarantee better outcomes, they certainly increase the potential (p. 118). Davenport (2009) outlines a four-step process to improve managerial decisions, the components of which are identification, inventory, intervention and institutionalization. He suggests mangers begin by prioritizing the top decisions required to achieve a goal. He states: â€Å"without some prioritization all decisions are treated as equal, which probably means that the important ones won’t be analyzed with sufficient care† (p. 118). He goes on to stress the importance of identifying key decisions in in order to examine all variables through an inventory process to determine effectiveness and lay the groundwork for organizational communication. Subsequent to identification and taking inventory, considering all parameters of the decision, the appropriate intervention should rise to the surface. The final step is the institutionalization of the decision making process, for which Davenport (2009, p. 119) recommends hiring â€Å"decision experts† in guiding managers through the process. Davenport (2009, p. 119-122) cites two examples of organizations who improved the decision making process: Educational Testing Service (ETS) and The Stanley Works. Meeting with great success, ETS has expanded the new processes to evaluate and prioritize all product changes as well as apply the methodology to handle new prospects. A center of excellence was developed at The Stanley Works that created an analytical tool for sales data and new potential sales opportunities. According to the author, due to automated decision processes created by the center of excellence, the company realized a 6% growth in gross margin. Although highly in favor of analytical tools, Davenport (2009) warns of reliance solely on automation, and cautions managers to use their expert human insight to monitor how well analytical tools are working. The decision making process should always be a human endeavor with analytics only a part of the overall toolbox. Significance of the article Davenport (2009) raises a universal concern encompassing the impact of poorly thought out organizational as well as individual decisions. The decisions of today are the realities of tomorrow, and in spite of the myriad of excellent resources available, â€Å"few organizations have reengineered their decisions† (p. 117). The author presents an excellent argument for the necessity of a systematic decision making process as well as the use of analytical tools to provide reliable information in order to make sound decisions. Corporate CEO’s exist that agree with the concepts and actively ngage in systematic decision-making processes. Donna Thompson, CEO of Access Community Health Network in the Chicago area is one example. She shares her ritual of going through the same decision-making process before taking any action, and offers â€Å"good decision making isn’t as much about having all the right answers as is using a process to ask all the right questions† (Reed-Woodard, M. A. 2006p. 164). Gully, Stainer and Stainer (2006), in their study on moral decisions within organizations, have also found a systematic process to yield the best decisions. The authors describe an organized â€Å"balance sheet† designed to prevent disordered thinking as a model of cooperative business behavior. Their findings include the need for systematic decision-making and state â€Å"the moral decision making maze needs ordered steps of asking questions and providing answers that can readily be applied to solving problems and dilemmas in business† (p. 194). Davenport’s (2009) article continues with accolades for analytical tools within automated systems as long as managers thoroughly understand the models. Jim Ciampaglio CEO of NeoSpire exuberantly claims the success of an analytical sales tool used to manage leads and store sales information and states this tool â€Å"helped us change who we are as a sales organization† (McKay, L. 2010). Executive decisions lay the foundation for business strategy: poorly thought out decisions lead to less than optimal results and systematic decision making takes the emotionality out and puts the issue in an objective framework, leading to better outcomes. Organizations integrating this type of framework reduce the risk of moving ahead with a faulty plan. Davenport (2009) states while managers are buying and most likely reading resource material providing the basis for better decision making, few actually adopt the recommendations (p. 118). Conjecture rather than interviews with key decision makers is offered to support this particular viewpoint with the implication that this may be due to the failure to connect bad outcomes to faulty decision making Conclusion Davenport (2009) does an excellent job of tying the process of decision-making to an organization’s ultimate failure or success. His thought provoking discussion as to what exactly transpires during the individual decision making process and why organizations need to gain some control over this process makes intuitive sense. The success of the author’s suggested framework for making decisions is well supported by the organizations cited in his work, with confirmations easily found in other studies such as Gully et al (2006). Further research is recommended examining the decision making processes generally employed by organizations before conclusions that support Davenport’s (2009) negative assumptions can be drawn. The author does not support his claim that only a few companies employ a systematic process and is biased in his perception of the† poor calls made in both the public and private sectors† in recent years. Overall, Making Better Decisions provides food for thought and raises the question that if Davenport’s (2009) assumptions are in fact correct, why is it that corporations continue to allow managers to use more intuition than systematic processes to arrive at decisions that impact the organization’s bottom line?

Ford Vs. General Motors - 3476 Words

Ford Vs. General Motors: Comparisons of the Greatest Manufacturers According to Forbes, in 2007, there were forty different car brands in the United States with about sixteen million automobiles sold (Marks). Although there are many manufacturers, two of the main automobile distributors are Ford and General Motors. The distributors specialize in all ranges of vehicles including compact cars to large sports utility vehicles. Ford, being one of the largest manufacturers, not only operates in the United States but they also have dealerships in South America, Europe, Asia, and Africa (â€Å"Ford Motor Company†). Henry Ford, the owner of the Ford Motor Company, began his career in 1903 in which nearly two thousand vehicles were sold (â€Å"History†). Ford proceeded to expand their business in other areas of the world and â€Å"produced approximately 15 million cars between 1908 and 1927† (â€Å"History†). Ford has steadily increased their business by incr easing production and styles while having relatively reasonable prices. To this day, â€Å"Ford has become a worldwide leader in the manufacturing of automobiles (â€Å"Ford Motor Company†). Back in 2008, during the recession, Ford, General Motors, and Chrysler were begging the government for money just to survive. Ford, one of the leading competitors faced a $129 billion loss and laid off roughly 2,200 employees (Carney). Although Ford faced one of the highest losses during the recession, according to Dan Carney of NBC, â€Å"they still may be in aShow MoreRelated Comparing Ford Mustangs and Chevy Camaros Essay1147 Words   |  5 PagesComparing Ford Mustangs and Chevy Camaros Muscle Car, two distinctive cars come to mind, the Camaro and the Mustang. Throughout the era of the early 1950s and 1960s, there was a revolutionary movement that took place and paved the ground work for todays Muscle Cars known as the Ponycar Era. 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College Degree At The University Of Iowa - 811 Words

Statement of Purpose When I first came to the U.S and started to purse a college degree at the University of Iowa, I tried a variety of courses, including chemistry, biology, art, and so forth, and most courses did not elicit strong interests in me but lowered my overall GPA a great deal, until I took a course Motivational Interviewing in which the Professor inspired me in learning how to motivate and pursue clients to resolve ambivalence. I was immediately drawn by the study of persuasion and mental health counseling. After the course, I decided to keep exploring my interests in this field and I was informed that the best major for me would be psychology which later became life-time career goal! At that time, I believed I would be a mental health counselor, so I found an internship in Iowa that was to take care of an individual with severe disabilities by providing physical supports as well as consultation. Last summer, I passed the beginning mental health counselor test and acquired the certificate in China. Then I took another internship over the summer at a local mental health hospital and practiced psychoanalysis counseling under supervision. During my time as an intern, I learned that so many patients in the hospital have had severe trauma, difficult living situations, relational problems, and received pressures from friends, family, and the society because of their minority statues (e.g., disability, sexuality, etc.). I soon realized that even though mental healthShow MoreRelatedPersonal Statement : C Participation1418 Words   |  6 Pagesleadership and citizenship. Explain how your 4-H experiences have helped you in your first year or two of college. Leaving high school and going to college can be a very difficult time for many students. You literally leave almost all your friends that you’ve known your whole life and go out on your own. 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Modest Proposal Assignment Sheet - 958 Words

AP English Language and Composition Ms. Bond Modest Proposal Assignment After reading Swift’s â€Å"A Modest Proposal,† it is time for you to be the satirist. First think of a major problem in modern society (It can be a domestic or international struggle). Then create an absurd solution but effectively argue that solution with ethos, logos and pathos. Do not be afraid to experiment with so-called experts, fantastic statistics and confusing syllogism (when you come to a conclusion from two different sources). In fact, a strategy you may want to use is to confuse the reader with absurd complexity. In a 1-2 page typed essay (double-spaced, 12 pt font, Times New Roman or Calibri size 11 if using Word 2007), introduce the problem and offer a†¦show more content†¦What does that look like, you say? Read on my dear ones. The following is a detailed outline of what is expected. You should create an outline first to help organize your thoughts. Then you may begin writing your essay. You may feel free to add additional paragraphs where appropriate, but your essay should follow the basic model below. For proficiency each letter must be fulfilled; advanced papers include the minimum and a controlled use of language, obvious constructed persona, and vivid details: 1. 3 word title followed by 25-30 word subtitle. Your essay should be called â€Å"A Modest Proposal,† but the subtitle should flesh out what societal problem you are trying to solve (without giving away your â€Å"shocking† element). (Swift’s full title is â€Å"A Modest Proposal for Preventing the Children of Poor People in Ireland from Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Public.† Shoot for something like that.) 2. Paragraph 1: A clear first paragraph that contains an indelible image of your societal problem. (Swift’s image in his first paragraph is that of the mother with six children dressed in rags begging for alms. Try to include an image of your problem that elicits the readers’ 3. 4. 5. 6. sympathies in a similar way.) Paragraph 2: A paragraph description of your shocking solution. (This is like the paragraph in which Swift talks â€Å"delicious and nourishing† babies.) Paragraph 3: A list of six clearly labeled â€Å"logical reasons†Show MoreRelatedAn Environmental Study2299 Words   |  10 PagesYou are a general contractor wishing to put up a modest sized cement production plant on the outskirts of town. The plant would operate on only one 10-hour shift per day and would produce about 400 cubic yards of output per day for six days per week. It is necessary for an environmental impact study to be undertaken before the county can issue a permit. 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Moral Education The Growth and Development

Question: Describe about the Moral Education for The Growth and Development. Answer: Introduction Noble values are important aspects of the growth and development of an individual (Suhaidi, 2010). According to Suhaidi (2010) in any contemporary society, man is defined by his ability to correlate with others. The enhancement of the coexistence of humanity is thus measured by the values and virtues incorporated within the individual (Ferguson, 2016). They, therefore, give meaning to the acceptance of life, as well as the peaceful correlation between personages. It is from this perspective that the paper seeks to analyze the importance of the application of liberal values in the society. The attributes that influence the implementation of noble values are also subject to analysis. An insight into the role of animation films with respect to BoBoiBoy, Pada Zaman Dahulu, and Upin dan Ipin in the promotion of values are also evaluated. Finally, the impact of BoBoiBoy on nobility and promotion of morality on the contemporary society is subject to the provision. Importance of Noble Values in the Society Malaysian citizens believe in the enhancement of excellent values and practice of virtues that promote peace within the nation. These individuals believe that the importance of these virtues in a society begin with a single entity. Suhaidi (2010) implores that the above means that the integration of the Malaysian society into the practicing of liberal values will begin with an individual, then progressively other people will find it among themselves to practice morality. The integration of these values in one region of jurisdiction with respect to Malaysia also leads to the coherent application of the above virtues in other parts of the world (Suhaidi, 2010). As such, the importance of the values includes the belief in a supreme being in which the Malaysian citizens describe as Rukunegara (Suhaidi, 2010). The faith in religion and existence of a supreme being is the first step into the practicing of noble values. One of the fundamentals of the practicing of noble values with respect to a society and Malaysia is the enhancement of loyalty and especially to the nation. According to Shapiro Stefkovich (2016), the upholding of morality with respect to liberal values creates a citizen who is loyal to the ruling authority as well as enhancement of patriotism within an individual. Such a citizen will defend the ruling power in the society with respect to either the King or the President (Suhaidi, 2010; Fisher, 2016). A dedicated individual will defend the nation against possible attacks from other states or individuals with malicious intentions. According to Suhaidi (2010), these people may include terrorists, armed individuals, burglars, serial killers, or any other individual who may cause harm to the state and the society. The other significance of the upholding of morality and noble values is that it aids the individuals in respect of the constitution and established statutes (McCormick, 1999). Any rational people ought to ensure that they uphold the law with respect to following the established laws and respect for others. Epstein Walk (2012) state that the sovereignty to the constitution means that it is not subject to interference by any individual as it is the guiding principle that holds all personalities in check. Therefore, a noble individual will defend the constitution. It is imperative to note that discriminatory activities are not condoned by the Constitution, and hence equality is maintained. According to Khan, Liew, Ghazali (2014) the practicing of good behavior associated with the eastern values impacts of morality and noble values with respect to the Malaysian citizens. For instance, courtesy is one of the core objectives of the eastern values depicted by the majority of the Malaysian citizens. The same virtues are equally applied to other individuals around the world hence creating a society characterized by the practicing of noble virtues. The above therefore leads to the cohesion of individuals in society regardless of their religious beliefs, race, or economic status in the society (Rippy, Newman, 2006; Suhaidi, 2010). Khan, Liew, Ghazali (2014) implore that the application of noble values aids in the actualization of vision 2020 with respect to Malaysia. One of the core objectives of the Malaysian state is the formulation of a society that is balanced in all aspects of growth and development. It means that individuals must be emotionally, physically, and mentally established. The above ensures that the citizens with respect to the elite individuals do not practice values that lead to the destruction of the society. As such, the actualization of vision, 2020 will be subject to accomplishment in that there will be a society that is both elite and practices noble virtues (Khan, Liew, Ghazali, 2014). Hence, these people will lead to the spur of the Malaysian economy. The importance of the practicing of morality associated with noble values is that it leads to the proper exercising of the rights of an individual within the society (Douglas Hodgson, 2003). The protection and upholding of the rights of an individual lead to the maintenance of peace in the society. Chaos is minimized, as there is the rule of law and individuals tasked with the responsibility of ensuring of fairness in the administration of justice. Douglas Hodgson (2003) review that property, family and the individual well-being of a person are subject to maintenance through the practicing of liberal values and its association to the exercising of rights and freedoms of people as established in the constitution. Suhaidi (2010) states that the other significance of the application of virtues is that it allow the citizens in the society to understand their role in the development of the nation. As such, values such as empathy, tolerance for one another as well as mutual respect concerning one another are the core factors that lead to the propagation of the existence of a rational society (Kaufmann, 2016). The other impact of the practice of noble values is that it leads to the setting of a global example for other individuals to follow. Morality aids in the establishment of excellent individuals as an icon which other societies in any era are subject to reference. According to (Kaufmann, 2016), an example of such individuals include the late Mahatma Gandhi, Mother Teresa and Nelson Mandela whose legacy is felt up to date. Attributes that Influence the Practicing of Noble Values There are crucial entities that govern the practicing of liberal values. These principles and entities give a guideline into the differentiation of what is considered as being morally right or wrong. They enable an individual to understand the difference between right and what is subject to consideration as being wrong (Suhaidi, 2010). Suhaidi (2010) implores that the first attribute is the relevance of responsibility in an individual. The exertion of duties is dependent on the duty tasked upon the citizen. For instance, the number of individuals who depend on upon the citizen is subject to consideration. The number of people depending on a certain personality may either be the family members, the members of staff or the community depending upon their leader to fulfill certain promises and responsibilities. The actualization of the above phenomenon concerning the dependability of an individual in the practicing of moral values is dependent on the fulfilling of the following; the integration of freedom of a person and the practicing of justice. The other entity with respect to dependability and responsibility is the integration of the above to wisdom and the ability to make choices (Erhard, Jensen, Zaffron, 2016). These choices act as the guiding principles in the actualization of an action that is considered by th e dependents as morally correct. The second attribute is with respect to the exertion of complete command. The above has a great significance in the influencing of practicing of moral actions. It means that for the actualization of the attribute, there must be no exemption to either the situation influencing the practice of the morality (Suhaidi, 2010). It is composed of independent variables such as; the situation must be acceptable by the society in existence, it must be considerate and respect all individuals in a society and finally the person conducting the above attribute ought to be empathetic. Suhaidi (2010) implores that these three independent aspects lead to the practicing of noble values. The third attribute is associated to existentialism (Suhaidi, 2010). These are factors that govern the general existence of an individual in society. It is composed factors associated with either the belief in a supreme being or believing in the nonexistence of such an entity (House, 2006). According to Kaufmann (2016), man is born without a set of principles or virtues, and that the environment in which he exists has no significant influence on the making of his decisions. However, the behavior of the individual acts as the guiding principle behind his actions, which is directly correlated, to his belief or disbelief in the existence of God. The forth attribute which influences the practice of excellent values is the human aspect of being good (House, 2006). A newborn child is considered as being good due to his/ her innocence. However, according to Suhaidi (2010), during the growth and development of the child the society has significance in the influencing of the innocence. Hence, an innocent child may be considered as immoral due to the lack of upholding of moral principles, or moral due to the practicing of noble virtues and values. Hence, education acts as the guiding principle in the molding of the child into practicing of morality (Suhaidi, 2010). The fifth attribute that aids in the practicing of morality and noble values is the rational that all human beings are born as being bad (Suhaidi, 2010). The above arises as a result of the belief that humanity is evil following his disobedience of the Supreme Being and consumption of the forbidden fruit. As a result of his mistakes, the generation following his disobedience is considered as incapable of practicing noble values. Hence, children and young adults are expected to follow the principles and guidelines established by the authority. The above assumption results in the belief that children ought to be corrected by the use of punishments, hence the reason behind the practicing of moral virtues. The other attribute is associated with evolution with respect to human beings. The above attribute implores that the evolution of humankind and the evolution developments ion the environmental factors influences the ability to make noble decisions (Zipf, 2016). The reasons for the practicing of these virtues are to aid in the survival of humanity pertinent to the evolutionary practices. However, Suhaidi (2010), states that such arguments are misplaced as the above attribute compares humanity to plants with respect to evolution and the absence of values and virtues but rather the intention of surviving in harsh environmental circumstances. Suhaidi (2010) implores that other attributes that govern the application of excellent values by mankind include the ambition in an individual, the trust placed on a person, the leadership qualities in an individual as well as the ability to exercise patience. The integration of these attributes in an individual leads to the enhancement of the growth of a person concerning influencing their decision-making capabilities as well as their abilities to practice morality and good values. Impact of Bo Boi Boy, Pada Zaman Dahulu, and Upin dan Ipin on Noble Values The contemporary society today is characterized by the presence of animation films that are subject to appreciation by children and adults. These movies and the characters in them lead to the molding of the audience with respect to influencing their behaviors (Monica, 2016). Some of the animation films are more action oriented and do not promote the enhancement of virtues among the children but instead lead to the promotion of violence and other harmful vices. These clamps later inhibit the practicing of great values leading to a society that is morally weak and does not appreciate the existence of each other (Suhaidi, 2010). The absence of cohesion among mankind caused by the integration of vices in animation films leads to the increment of social evils. According to Lambert (2011), these social evils include violence oriented activities such engaging in burglary, random killing of individuals, and the causing of car accidents as well as engagement in corrupt activities. These activities are real in the modern society and their root cause ought to be addressed. For instance, the impact of animation films on cartoons on a young generation to their growth process is subject to evaluation to prevent the increase in the trajectory of the deterioration of the practice of morality (Lambert, 2011). The above calls for the evaluation of the moral reasons for the formulation of animation films and the lessons learned from watching a film with respect to additional reasons, which exclude entertainment. However, some of the films are subject to accreditation due to their positive impact on the society. These films include BoBoiBoy, Pada Zaman Dahulu and Upin dan Ipin. The above animation movies promote the propagation of both cultural and religious aspects of life. They also encourage the practicing of moral virtues and values, which lead to the overall growth and development of an individual. According to the IMDb Website, the animation BoBoiBoy is a Malaysian film which is subject to production by the Animonsta studio. The animation movie is composed of a character with abilities or superpowers that enable him to divide himself into three individuals physically. The character BoBoiBoy propagates morality and the virtues through his concern for his friends (Khalili, 2016). These people include Ying, Yaya, Gopal and Fang. Teamwork is the main virtue exhibited by the BoBoiBoy animation film (Khalili, 2016). The other virtue propagated by these characters on the audience is the need for responsibility and cohesion as well as loyalty to ones planet and country. For instance, according to IMDb website, BoBoiBoy and his pals go to great lengths in fighting aliens whose aim is conquering the earth in the search for cocoa beans. These aliens are considered as enemies of the planet earth and as such it becomes the objective of BoBoiBoy to vanquish these intruders with malicious intention as shown by the IMDb Website. The application of the above in real life is that people in a society ought to take it as their responsibility to protect their environment and location from individuals with cruel intentions (Suhaidi, 2010). The animation film also manifests the utilization of an individuals strength. The powers of the characters in the animation film can be applied in the contemporary world, in that people have a different set of skills and job descriptions whose integration lead to the existence of a peaceful society. For instance in community policing it is the role of the members of a community, to liaise with the enforcement officers in the apprehension of individuals with malicious intentions (Stewart, Baumer, Brunson, Simons, 2009). Unity of purpose is also another of the themes established in the animation movie (Khalili, 2016). The characters Ying, Yaya, Gopal and Fang work together and apply their different set of skills in the promotion of safety in planet earth. The actualization of virtues based on decision making is also exhibited when BoBoiBoy and his friends decide to save their friend Ochobot who had been kidnaped by foreigners to aid them in the hunt for treasure (Khalili, 2016). The decision to find their friend is a virtue by itself and promotes the practice o f noble values by the audience. In the animation film Pada Zaman Dahulu, the role of ethics with respect to the application of noble values in the contemporary society is also exhibited. According to the Lescopaque Website, the main characters in the animation movie are Aris and Ara. These are siblings whose entire life was in the city but due to circumstances are coursed into changing their environment and live in the village. The Lescopaque Website shows that the circumstances leading to the change of environment were due to their parents had to leave the country. According to the Lescopaque Website, the first moral lesson from the animation movie is obedience and resilience. Aris and Ara obeyed their parents by accepting to live in the village. Their respect for their grandparents Aki and Wan is also illustrated when they listen to Aki as he gave tales of the great Sang Kancil. Virtues of honesty, dependability, and team work, are illustrated in the animation especially through the stories about Sang Kancil as s hown by the Lescopaque Website. In the animation film Upin dan Ipin, the value of acceptance of culture and the following of religious principles is greatly enhanced (Monica, 2016). The culture of Malaysian people as well as values to be exhibited by the Islamic faith is also subject to illustration. The impact of the animation film, with respect to Upin dan Ipin are subject to appreciation due to their attraction of both local and global viewers in all over Asia in nations such as Singapore and Indonesia (Monica, 2016). Unity, responsibility and the respect for others as well as determination and courage are among the core values exhibited by the film. According to Monica (2016), it is because Upin and Ipin have managed to have a peaceful coexistence with their friends who are not from the same ethnic backgrounds hence showing that racial backgrounds of people ought not to be a factor that causes division. Impact of BoBoiBoy The main protagonist of the film BoBoiBoy is BoBoiBoy (Khalili, 2016). The character demonstrates moral value through his initial intention to help other individuals with respect to his role in aiding Tok Aba as illustrated by the IMDb Website. The moral value exhibited which influences the audience is that human beings with respect to the young adults are that they ought to learn from BoBoiBoy in helping their elder siblings and friends at their jobs. In the above, he portrays his skills in the mastering of his superpowers in which he controls the earth, the winds as well as Lightning (Khalili, 2016). Such mastery of the entities that make up the earth can be under direct application in the contemporary society. It is because the character BoBoiBoy has learned to control his abilities through constant trial and error hence sharpening his skills. Mankind, therefore, ought to sharpen their skills and talents extensively without giving up or giving in to failure. His mastery of the elements and using his abilities for a positive cause is a lesson to be learned by the individuals tasked with the responsibility of governing others or protecting humanity (Khalili, 2016). The leaders in the society are supposed to utilize their designated positions for the well-being and not for selfish reasons, which may lead to the detriment of humanity. The other application of the film and the character BoBoiBoy to the real world is that the law enforcement officers are tasked with the protection of the citizens and their adherence to the law with respect to the constitution (Stewart, et al. 2009). They ought to ensure that their firearms are not used discriminatively, in the murdering of personages due to religion or skin color, which relates to the proper utilization of BoBoiBoys superpowers (Asad, 2009). The IMDb shows that the fight between BoBoiBoy and his nemesis Adu Du is an illustration of the responsibility of the character in the elimination of evil. The aim of the adversary associated with Adu Du is conquering of cocoa, as it is the earth's leading resource (Khalili, 2016). The above is coherent to modern day application of noble values. It is because it is the role of individuals to protect our resources. Our environment is the main resource as associated to cocoa. The protection and conservation of the environment ought to be a virtue subject to integration into modern day livelihood (Suhaidi, 2010). Conclusion The integration of moral values ought to be the core objective of all and sundry. These virtues are perpetuated by the ability to make sound decisions and not to compromise on standards. The provision of education is another factor that contributes to the promotion of the application of ethics in society. The role of the media with respect to films and animation films ought to inculcate the practicing of moral values thus leading to the growth of a society that is subject to the appreciation of the application of virtues. References: Asad, T. (2009).Genealogies of Religion: Discipline and reasons of power in Christianity and Islam. JHU Press. BoBoiBoy: The Movie Reviews Ratings - IMDb. (n.d.). Retrieved October 20, 2016, from https://www.imdb.com/title/tt5466576/reviews Douglas Hodgson. (2003).Individual Duty within a Human Rights Discourse. Ashgate Publishing, Ltd. Epstein, L., Walk, T. G. (2012).Constitutional Law: Rights. Sage. Erhard, W., Jensen, M. C., Zaffron, S. (2016). Integrity: A Positive Model that Incorporates the Normative Phenomena of Morality, Ethics, and Legality--Abridged (English Language Version).Harvard Business School NOM Unit Working Paper, (10-061),10-01. Ferguson, J. (2016). Moral values in the ancient world Fisher, C. B. (2016).Decoding the ethics code: A practical guide for psychologists. Sage Publications. House, G. (2006). A new way needs a new foundation: the principle of goodness, law, and society.International Journal of the Humanities,3(5), 9-18 Kaufmann, W. (2016).Existentialism from Dostoevsky to Sartre. Pickle Partners Publishing Khalili, S. (2016, March 5). Five good reasons why you - an adult - need to watch ... Retrieved October 20, 2016, from https://www.nst.com.my/news/2016/03/131134/five-good- reasons-why-you-adult-need-watch-BoBoiBoy-movie Khan, R. A., Liew, M. S., Ghazali, Z. B. (2014). Malaysian construction sector and Malaysia vision 2020: Developed nation status.Procedia-Social and behavioral sciences,109, 507-513 Lambert, C. A. (2011). Cinema Spin: Exploring film depictions of public relations practitioners.Communication Teacher,25(4), 205-211 MacCormick, N. (1999). Questioning Sovereignty Law, State, and Nation in the European Commonwealth. Marmot, M., Bell, R. (2012). Fair society, healthy lives.Public health,126, S4-S10. Monica, O. (2016, January 16). 5 Pesan Moral Animasi Upin dan Ipin yang Wajib Kita Tiru.Retrieved October 20, 2016, from https://ayobuka.com/2016/01/16/5-pesan-moral- animasi-upin-dan-ipin-yang-wajib-kita-tiru/ Orgad, L. (2014). Liberalism, Allegiance, and Obedience: The Inappropriateness of Loyalty Oaths in a Liberal Democracy.The Canadian Journal of Law and Jurisprudence,27(01), 99-122. Pada Zaman Dahulu | Les' Copaque Production Sdn. Bhd. (n.d.). Retrieved October 20, 2016, from https://lescopaque.com/v10/padazamandahulu/