For centuries, the idea of God has been a part of Essays

For centuries, the idea of God has been a part of man's history. Past and present, there has always been a lot of different types of believers and non believer in god. The people who are believed to have faith in god are in many different religions. On the other hand, there are many different people out there trying to find actual proof that there is god. There are many people trying to seek answers. Even today with all l the technology we have, we still do not have a definite answer to the question "does God exist". Among many philosophers and scholars who have tried to answer this question, I am going to peak on Rene Descartes' theory on Gods existence. In terms of believers and non-believers, Descartes is definitely one of the believers. Though there are so many uncertainties, the existence of all of these uncertainties may explain why God really exists. For the believers, God provides answer to all of their questions except questions regarding God himself. The following are some of the general arguments for the existence of God. Descartes' hypothesis on his theory starts with the idea of a God who is eternal, infinite, omniscient, omnipotent, benevolent, and perfect. In his earlier Meditations, he claims that God may be a deceiver. He later concludes that god cannot be a deceiver because deceit would be an attribute of imperfection. According to Descartes, this idea of a intelligent powerful being, who created everything that exists, can not come from within him who is imperfect. Descartes believes that this perception of God is that he could only actually arise from a perfect being. Thus Descartes concludes the only remaining option to be that this perception was naturally in him. We may wonder why god created humans to be imperfect. This would bean that since he created something imperfect, he is imperfect himself. Yet, Descartes claims that God gave humans no faculty for making mistakes. The reasoning behind these statements made by Descartes is related to free will. Descartes states that the faculty of judgment is not infinite in human beings; human error is not dependent upon God but is rather a mere defect. On the other hand, free will is a freedom to choose to do want you want to do. From these statements it is clear that humans can make mistakes. In the " Meditation Five," Descartes attempts to prove his hypothesis of the existence of God based on the theory of clarity and distinctness of perception. He begins this theory by saying that they're things outside of him that have their own truth. Since he knows these ideas clearly, he claims that they are something and are true. Descartes states that he only claims things to be true that he can clearly perceive. From this concept, he constructs something that can prove him right. He believes that the distinct perception of the existence of god means that anything on this earth is created by god. That is the only logical explination. From this assumption, Descartes comes to the conclusion that God does exist. As long as it is clear and distinct, everything Descartes says is clear and true. In "Meditation Four," he states that "the will extends further than the intellect". He also stated that the faculty of choosing, his will, is finite. Descartes acknowledges the fact that he or anybody on this earth is not perfect. From these things that are being stated be Descrates, I believe that there is a God and one day we will have an explanation.

Elizabethan Era Social Classes Essay Example

Elizabethan Era Social Classes Essay Example Elizabethan Era Social Classes Paper Elizabethan Era Social Classes Paper Elizabethan Family Life Family life during the Elizabethan period was largely determined by what class the family was in. As in how rich the family was. But the main exception to this was religion. It didnt matter whether the family was wealthy, poor, young or old, each family was expected to attend a protestant church service every Sunday. Each family member also wore different clothes. A wealthy family led a completely different life to one of a poor family and men led very different lives to women. The men had quite a lot of control over the lives of the women in the family during the Elizabethan times. The women were expected to always be ready to do whatever the men told them to do and were supposed to obey the men in all aspects of their life. In their religion, disobedience was seen as a crime or wrongdoing. The whole purpose for women to get married was to Increase the position and wealth of her own family and then to produce children. Love was not really considered as a reason to get married back then but may come In the marriage. Male children were preferred back In those times. There were no careers available to women and the girls did not receive an education either, so most of the females werent able to read or write. It was the womens job to keep the house tidy and in good shape. It was also the responsibility of the women to keep their family healthy by producing medicines from their available herbs. The Elizabethan men led a life of power, completely opposite to the women and much more favorable. The men made all the decisions and the women were expected to obey them. The men supported the family by going to work and they had a wide variety of occupations. The men were expected to Improve the positions of family members too by working with wealthier people and families than their own and patronizing with them. Boys had an education and went to school for 6 days a week. This meant they were literate, unlike the girls. When tobacco was introduced, smoking was very popular among men. The lives of the children during the Elizabethan times wasnt too different from how it is today. The children of the family had to serve and obey the adults of the family, including women. They were raised to obey and respect their parents. Children were very precious during the Elizabethan period because infant mortality was high. Just like the 21st century, children had toys to play with for entertainment. Some of those toys Included dolls, toy soldiers, hobbyhorses and many others. But unlike the Elizabethan times, children now have PCs and play stations to entertain themselves. Children were split in classes like the adults. The more high-class children were more punished more severely for bad behavior than the lower class children. The homes back in the Elizabethan period depended on how rich the family was. What the family did in and outside of the home was also determined by what time of day it was. Most of the Elizabethan houses were half built out of timber with black ND white styles The interiors had separate rooms and usually levels. The walls were made of wattle, which were daubed with mortar and later had whitewash applied to it. For an upper or middle class family, windows were constructed from glass, like today, but if the family was lower class then windows became wooden shutters. The houses had thatched roofs made of straw or reeds. Rushes were used to cover the floor for most families but marble or slate was used only for the very wealthy families. The chimneys were very high and made of stone. The houses didnt have running water so it had to be obtained through water pumps, owing this caused many people to get typhoid. Heat was produced by fires and lighting from candles and torches. Bubonic plague was spread easily as the thatched roofs made good homes for rats and mice (from which the disease was spread). The Elizabethan home was where families were able to find comfort. Education during the Elizabethan times was mainly for the boys of the upper and middle classes and girls of the upper class. Girls were usually not allowed in schools. The simplest form of education started at what was called a Petty School. This school was conducted for boys from 5 7 years of age. This type of school wasnt actually held in a school building but the teachers house. These petty schools ran for only a small fee and were conducted by a local and well- educated housewife. Reading and writing English and lessons about behavior were taught at these schools, as they were considered to be the fundamentals of education and must be taught early in childhood. From 7 14 years of age, boys not in the upper class would attend a grammar school. They were taught by ushers (senior students at grammar school) from 7 10 years of GE. They learnt slightly more advanced English writing and speaking skills and basic Latin. When the boys turned 10 they left their ushers to be taught by masters in more Latin, literature, Greek study, religious education and simple math. After grammar school, the boys left for university at an early age of 14. People ate different things in the Elizabethan period depending on their wealth and social status. During those times, meat was thought to be a luxury enjoyed by the rich. The poor would not have had much food varieties but the rich had plenty to choose from! Old eat are lamb, beef, mutton, bacon, fish, carrot, leeks and fruits. Many different kinds of food were introduced in the Elizabethan period, such as tomatoes, kidney beans and potatoes. Tutors also enjoyed eating dessert, obviously. They ate pastries, tarts, cakes, custard and cream. The food in those times werent actually too different compared to what we eat now. Family was very important back then and still is. Although life as a family was very strict and standardized, it was also vital to have close bonds as a family and to have good respect and obedience towards each other.

Scientific managers believe in business organisations without people Essay

Scientific managers believe in business organisations without people and human relations managers believe in people without organisations - Essay Example It is because of its problem solving capabilities through the application of scientific methods that it came to be put forth as a means of managing industries (Hughes 2004, p.251). Despite its falling into disuse for a number of years in main stream industries, its resilience can be seen through its being applied in different industries in the modern world as a means of boosting production. It was reported that during its initial application, this form of management became quite unpopular with workers because of the higher demand that it required of them. The initial application of scientific management creates a situation where there were threats of and at times actual strikes in a bid to remove the system from being used. This was because apart from the high demands it made from workers; it was also responsible for alienating them in such a manner that it put more emphasis on the importance of organizations at the expense of workers. Because of its stressing the importance of organizations, scientific management made it possible for the development of policies, which were designed to ensure that workers had to work for longer hours for lesser pay as a means of maximizing their potential while at the same time increasing profits. This system concentrated more on increasing worker output for so that industries could produce more goods for sale, hence creating a situation where the industry can continue to make profits while making maximum use of its workers. Scientific management came to be extremely popular in planned economies such as the Soviet Union and East Germany through the advocacy of Aleksei Gastev, who believed in the scientific organization of labour to ensure that the Soviet Union came to achieve maximum growth (Beissinger 1988, p.35). It can be said that the ideas of scientific management still have a significant influence on how management is conducted in the modern world since some companies in suc h countries