Mo-tzu’s Argument Against Music Essay

Mo-tzu (also called Mozi, Moz, or Micius in Latin) was a renowned philosopher in China back in about 390-470 B. C. during the time of the Hundred Schools Thought (Wikipedia, 2007). Having founded Mohism, he argued about the inadequacy of Confucianism and Daoism on the need for a mortal being to self-reflect and meditate upon oneself. He also insisted that, instead of rituals and singings, what human beings need are acts of authenticity that does not include the use of drums, zithers, and pipes. He, therefore, stressed out: â€Å"To have music is wrong† (Par. 1, Book VIII, Chapter XXXII). Main Body We all agreed that Mo-tzu presented a very well thought of argument against music. This can be seen when he stated, Although the body knows they are comfortable, the mouth knows they are gratifying, the eyes know they are delightful, and the ears know they are pleasing, yet they are found not to be in accordance with the deeds of the sage-kings of antiquity and not to contribute to the benefits of the people at present. (Par. 1, Book VIII, Chapter XXXII) In saying this, he implied that music did not have anything to do with the greatness and success of the sage-kings†¦ that it did not fulfill the basic needs, unlike the boats and the carts that were built from the same contribution of the ancient citizens. It slowed production by wasting labor on things that are of no use. He stated, The levy of heavy taxes on the people to construct the big bell, the sounding drum, the ch’in and the she, and the yY and the sheng, is not at all helpful in the endeavor to procure the benefits of the world and destroy its calamities. Therefore Mo-tzu said: To have music is wrong. (Par. 3, Book VIII, Chapter XXXII) Mo-tzu is absolutely correct. Yet in spite of this, if people accept that music is not useful in acquiring the needs of this world, such as food, clothing, and rest (Par. 3, Book VIII, Chapter XXXII), then they must also understand that, just like music, philosophy is just as useless in acquiring the needs of this world, such as food, clothing, and rest (Par. 3, Book VIII, Chapter XXXII). In fact, as compared to music, philosophy presents greater cause for men to think deeply, and run into sickness and chaos (with oneself or with the society) that, in turn, makes them more prone to hunger, to state of undress, and to unrest. What philosophy has failed to give men, music could give with just a stroke or a beat of the instruments. True, musical instruments cannot be directly eaten and cannot cloth the naked, yet the instruments were also considered treasures in the long ago, which means that the owners could sell it for a chance to buy food or clothing in exchange of the musical instruments. When it comes to giving rest, however, music has the capability to give rest to those who are bothered psychologically or biologically. Philosophy, on the other hand, cannot be exchanged for food, clothing, or rest, since it all runs in the mind of the wise men. Thinking about the statements of the wise will just make men hungrier, poorer with less clothing, and more troubled. I, therefore, stress out—to have philosophy is totally wrong! Conclusion Mo-tzu failed to acknowledge that music is an art that sprouts from the very being of the individual. It is like painting, sculpture, literature, or the use of colors. It is an expression of what human beings feel, think of, believe in, or acknowledge. It comes from the mind. With this, it is very obvious that to say that music is totally wrong would also mean that philosophy is totally wrong, since the latter is also an expression of what human beings feel, think of, believe in, or acknowledge. Music comes from the mind just as philosophy comes from the mind. The only difference is that philosophy centers on chosen beings—those who are more gifted and wise—than when compared to music, which is so ordinary and can be expressed by anyone who dreams of expressing himself. Yet they both come from the mind. Even if both have their own sides of gains, both are totally incapable of destroying calamities.

Learn the History of the Swastika

Learn the History of the Swastika The swastika is an extremely powerful symbol. The Nazis used it to murder millions of people during the Holocaust, but for centuries it had positive meanings. What is the history of the swastika? Does it now represent good or evil? The Oldest Known Symbol The swastika is an ancient symbol that has been used for over 3,000 years. (That even predates the ancient Egyptian symbol, the Ankh!) Artifacts such as pottery and coins from ancient Troy show that the swastika was a commonly used symbol as far back as 1000 BCE. Nigel Hicks / Getty Images During the following thousand years, the image of the swastika was used by many cultures around the world, including in China, Japan, India, and southern Europe. By the Middle Ages, the swastika was a well known, if not commonly used, symbol, but was called by many different names: China - wanEngland - fylfotGermany - HakenkreuzGreece - tetraskelion and gammadionIndia - swastika Though it is not known for exactly how long, Native Americans also have long used the symbol of the swastika. The Original Meaning The word swastika comes from the Sanskrit svastika: su meaning good, asti meaning to be, and ka as a suffix. Until the Nazis used this symbol, the swastika was used by many cultures throughout the past 3,000 years to represent life, sun, power, strength, and good luck. Even in the early twentieth century, the swastika was still a symbol with positive connotations. For instance, the swastika was a common decoration that often adorned cigarette cases, postcards, coins, and buildings. During World War I, the swastika could even be found on the shoulder patches of the American 45th Division and on the Finnish air force until after World War II. A Change in Meaning In the 1800s, countries around Germany were growing much larger, forming empires; yet Germany was not a unified country until 1871. To counter the feeling of vulnerability and the stigma of youth, German nationalists in the mid-nineteenth century began to use the swastika, because it had ancient Aryan/Indian origins, to represent a long Germanic/Aryan history. By the end of the nineteenth century, the swastika could be found on nationalist German volkisch periodicals and was the official emblem of the German Gymnasts League. In the beginning of the twentieth century, the swastika was a common symbol of German nationalism and could be found in a multitude of places such as the emblem for the Wandervogel, a German youth movement; on Joerg Lanz von Liebenfels antisemitic periodical Ostara; on various Freikorps units; and as an emblem of the Thule Society. Hitler and the Nazis Heinrich Hoffmann / Getty Images In 1920, Adolf Hitler decided that the Nazi Party needed its own insignia and flag. For Hitler, the new flag had to be a symbol of our own struggle as well as highly effective as a poster. (Mein Kampf, pg. 495) On August 7, 1920, at the Salzburg Congress, the red flag with a white circle and black swastika became the official emblem of the Nazi Party. Hulton Archive / Getty Images In Mein Kampf, Hitler described the Nazis new flag: In red we see the social idea of the movement, in white the nationalistic idea, in the swastika the mission of the struggle for the victory of the Aryan man, and, by the same token, the victory of the idea of creative work, which as such always has been and always will be anti-Semitic. (pg. 496-497) Because of the Nazis flag, the swastika soon became a symbol of hate, antisemitism, violence, death, and murder. What Does the Swastika Mean Now? There is a great debate as to what the swastika means now. For 3,000 years, the swastika meant life and good luck. But because of the Nazis, it has also taken on a meaning of death and hate. These conflicting meanings are causing problems in todays society. For Buddhists and Hindus, the swastika is a very religious symbol that is commonly used. Chirag Badlani shares a story about one time when he went to make some photocopies of some Hindu Gods for his temple. While standing in line to pay for the photocopies, some people behind him in line noticed that one of the pictures had a swastika. They called him a Nazi. Unfortunately, the Nazis were so effective at their use of the swastika emblem, that many do not even know any other meaning for the swastika. Can there be two completely opposite meanings for one symbol? Does the Direction of the Swastika Matter? In ancient times, the direction of the swastika was interchangeable, as can be seen on an ancient Chinese silk drawing. Glenn Waters in Japan / Getty Images Some cultures in the past had differentiated between the clockwise swastika and the counter-clockwise sauvastika. In these cultures, the swastika symbolized health and life while the sauvastika took on a mystical meaning of bad-luck or misfortune. Italian summer camp forming group backwards swastika. Â  De Agostini / Foto Studio Leoni / Getty Images But since the Nazis use of the swastika, some people are trying to differentiate the two meanings of the swastika by varying its direction- trying to make the clockwise, Nazi version of the swastika mean hate and death, while the counter-clockwise version would hold the ancient meaning of the symbol, life, and good luck.

External Structure of Poetry Essays

External Structure of Poetry Essays External Structure of Poetry Paper External Structure of Poetry Paper Essay Topic: Poetry Rhyme the sameness of sound between words or syllables Feminine Rhyme sameness of sound of unaccented syllables Masculine Rhyme sameness of sound of accented syllables End Rhyme sameness of sound at the end of the poems line Rhyming Couplet sameness of the last words of the last two lines of a poem Rhyme Scheme to mark a poems rhyme pattern using a lettering system Aliteration the preposition of sound consonants at the beginning of a word Onomatopoeia use of words whose sounds suggest their meaning Assonance the repetition of similar vowel sounds Stanza group of lines Quatrain stanza of 4 lines Refrain word, phrase or line repeated regularly Blank Verse poetry that has rhythm but no set rhyme Line arrangement playing with the arrangement of lines of a poem to create a visual effect Free verse no rhythm or rhyme Scansion to mark a poem into its rhythm pattern Rhythm alteration of sound Foot a measured pattern of sound U Short unstressed syllable I Long stressed syllable iambic UI trochaic IU Pyrrhic UU Spondaic II Anapestic UUI Dactylic IUU Meter one measured foot of rhythm (line) Monometer one meter per line Dimeter two meters per line Trimeter three meters per line Tetrameter four meters per line Pentameter five meters per line UI UI iambic dimeter IUU IUU IUU IUU dactylic tetrameter Masculine Endings Uses a ^ to complete the meter

Chapter 7 Essay Example | Topics and Well Written Essays - 500 words - 5

Chapter 7 - Essay Example Team work emphasis Ordinarily, the claim of hatred of people in different functions by Richard Palemo of Xerox is true and binding. The variation in attitude of hatred could be as a result of many reasons. The members do not show respect with one another. When an organization lacks respect among the employees there would be hatred and no unity will be in the organization. The problem of superiority complex and lack of appreciation in the organization has also been the source of hatred. Most of the employees cannot stand to work in the place where there is no appreciation and promotion. Hatred towards the senior develops when the demand for the workers are not met. In addition lack of common purpose could also be a source of hatred. To solve these problems in the departments, I will institute a proper mechanism that will make the employees to have same vision and purpose.Ordinarily, same purpose will promote collaboration and this reduces hatred. There is also need for motivation and appreciation among the employees. Hatred will reduce when employees are promoted or given incentives when they perform. Above all, there is also the need for proper communication among the

Detailed specification and costs of a mobile computing device and a Essay

Detailed specification and costs of a mobile computing device and a desktop machine - Essay Example Computers do many different things by using the same hardware (all the solid stuff in and on the case) but using different software, programs which tell the computer what to do and how to do it. Computers come in three basic types: desktop, laptop and palmtop. The desktop which usually consists of a box, a screen, a mouse and a keyboard can usually do more than the others. The laptop, sometimes called a notebook or subnotebook PC. These machines are all-in-one packages with the computer, keyboard, mouse and display screen all together. They are generally not as powerful as a desktop and the desktop costs less for the same features, because the portability is expensive. Palmtops are really small subnotebooks, not much bigger than your hand. However, to qualify as a palmtop computer it has to have all the same attributes as the others: it must run different programs which you can buy and install, it must have an input device, a processing unit and the ability to output to a device. A PDA is a Personal Digital Assistant. It has many of the functions of the computers, but very limited capacity and power, partly due to its small size. The high end PDAs include word processing, email, calculating, databases and Internet access. Some come with simplified accounting software as many users need them to make entries into expense accounts. Mapping and GPS is a very popular function on these devices, and a few, called smart phones, have a cell phone, possibly a camera and Bluetooth and edge wireless technology built in. Most newly manufactured PDAs will accept external memory cards to expand their capacity. Most PDAs will connect to your computer in order to synchronize information, such as contact lists, to-do lists, and calendars. They can also move music, photo and video files back and forth between the machines. (Gookin, Dan, 31-44) So let’s look at the components of these devices and exactly what they do. Once thing they all share is

Wells Fargo Bank Essay Example | Topics and Well Written Essays - 500 words

Wells Fargo Bank - Essay Example Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., & Jehn, K. et al. (2003). The effects of diversity on business performance: Report of the diversity research network. Human Resource Management, 42(1), 3--21. This textbook by Robbins and Judge provide with a useful theoretical foundation relating to the contemporary organizational behavior variables as well as their relationship under various contexts. The book provides with useful foundation as to the theory and practice of organizational behavior. Simons, S., & Rowl,. (2011). Diversity and Its Impact on Organizational Performance: The Influence of Diversity Constructions on Expectations and Outcomes. Journal of Technology Management & Innovation, 6(3), 171--183. This article explains the link between workplace diversity and organizational performance by summing up the various categorizations of diversity found in the literature. The article provides an insightful finding of how the ambiguity regarding the definition of diversity has lead to poor diversity management efforts at organizations. The webpage from the official website of Wells Fargo Bank provides with useful information regarding the bank’s organizational culture as it exercises behavioral, psychological, and anthropological theories on its employees. Organizations are becoming increasingly varied in their composition in the wake of global changes such as globalization and immigration. This has had great implications for the working relationship between internal stakeholders within organizations as the changes affect organizational dynamics and structure. Organizations across the United States have experienced a compositional change after such global trends. Well Fargo Bank, like many others, has also experienced the new development. With its presence across various states of the US, its successful operations involve seamless integration between its

Romeo and Juliet Play Essay Example for Free

Romeo and Juliet Play Essay How does Shakespeare present two or three of the older generation and their roles in the play’s tragic conclusion? Romeo and Juliet is a play set in Renaissance Verona with a tragic conclusion of the two young lovers, Romeo and Juliet, dying. The whole play is about the feud between the Montagues and the Capulets and how their children, Romeo and Juliet, have to pay the price for their actions and hatred to each other. As a result, the older generation play key roles in the play’s tragic conclusion due to their actions and decisions. Juliet’s death in particular is influenced by her parents’ and the Nurse’s betrayal to her and their lack of understanding in her. These characters also influence Romeo’s death and other individuals of the older generation like, Friar Lawrence and the Prince contribute to the play’s tragic conclusion. The influences of Romeo’s and Juliet’s parents play a major part in the play’s tragic conclusion. We know this because in the prologue it says their ‘ancient grudge’ and their ‘rage’ will cause Romeo’s and Juliet’s deaths which will be the only way to ‘bury their parents’ strife’. Shakespeare emphasises the importance of the parents’ roles in the play’s tragic conclusion by using sonnet form and iambic pentameter in the prologue. The prologue implies that the parents play a major part in the play’s tragic conclusion because it shows that their ‘ancient grudge’ creates Romeo’s and Juliet’s doomed fate and the use of the sonnet form and iambic pentameter emphasises their importance. Among the parents, Capulet plays a key role in the play’s tragic conclusion, in Juliet’s death in particular. In Act 1 Scene 5, Tybalt recognizes Romeo’s voic e as a Montague and wants to ‘strike him dead’ but Capulet orders him to do nothing ‘Content thee, gentle coz, let him alone’. He keeps a peaceful attitude to Romeo’s uninvited presence and prevents Tybalt from starting a brawl. This suggests that if he hadn’t stopped Tybalt, it would have prevented Romeo and Juliet from meeting but his desire to appear as a good host to keep a good reputation stops him from doing so. Shakespeare shows Capulet’s desire to appear as a good host by using consecutive short sentences conveying contrasting emotions ‘Be quiet, orMore light, more light! For shame! Ill make you quiet. What, cheerly, my hearts!’ This implies that even when Tybalt wants to strike Romeo dead, he still talks to his guests in between his conversation with Tybalt, showing that he cares about his reputation a lot. Thus, Capulet contributes to Juliet’s death by letting Romeo meet Juliet because he cares about his reputation so he stops Tybalt from creating a scene in front of his guests. If he hadn’t stopped Tybalt, he could have prevented Romeo and Juliet meeting, therefore preventing the play’s tragic conclusion. Also, Capulet contributes to the play’s tragic conclusion because he agrees to Paris’s request of Juliet’s hand in marriage. In Act 3 Scene 4, after Tybalt dies, Paris askes for the second time for Juliet’s hand in marriage. Capulet agrees, not thinking about whether Juliet would actually want to be married to Paris and saying that she will do it, ‘she shall be married’. Also, he displays a sense of urgency and haste in getting Juliet married to Paris. Shakespeare portrays this in his dialogue where Capulet asks questions but doesn’t let Paris answer and carries on ‘Will you be ready? Do you like this haste?’ This is reminiscent of the first time Paris askes for Juliet’s hand in marriage in Act 1 Scene 2 because his response was that Juliet is too young and that he should ‘let two more summers wither in their pride’ and that his ‘my will to consent is but a part’ because Juliet should agree too. From this response it indicates that he contradicts himself because instead of waiting two more years, he accepts his request and he agrees without Juliet’s consent saying that Juliet will do exactly as he wishes. His contradiction implies that yet again he’s thinking about his reputation and social status or that from Tybalt’s sudden death, he’s remembered how easily young people die in Renaissance Verona, hence his decision for Juliet to marry Paris as soon as possible. Either way, it shows that due to his single-mindedness and selfishness, he forgets about Juliet’s consent and agrees to the decision which evidently leads to her death. Furthermore, Capulet’s reaction to Juliet rejecting his plan for her to marry Paris contributes to the play’s tragic conclusion. In Act 3 Scene 5, Lady Capulet tells Juliet about Capulet’s plan for her to marry Paris. Juliet rejects this decision, saying ‘I will not marry yet; and when I do, I swear it shall be Romeo’. When Capulet learns of Juliet’s determination to defy him he becomes enraged and displays anger that even Lady Capulet, who agrees with Capulet’s decision, thinks that his anger is too much ‘you are too hot’. Shakespeare depicts this anger through the use of blasphemous language ‘Gods bread! It makes me mad’. This implies that Capulet is so angry that he even swears at God. Also, his anger is depicted through the use of animal language, calling Juliet a ‘green-sickness carrion’ and a ‘tallow face’ and how he lists what he’s done solely for Juliet having an effect of exaggeration ‘day, night, hour, tide, time, work, play, alone, in company, still my care hath been to have her matchd’. To add, Capulet’s anger is conveyed from the use of rhetorical/illogical questions and how he mimics Juliet ‘Ill not wed; I cannot love, I am too young; I pray you, pardon me.’ Capulet’s excessive anger suggests that he thinks Juliet is ungrateful for not wanting to marry his choice of groom for her and that he’s angry because calling off the wedding would cause him embarrassment and loss of the political power the marriage would have brought him. Capulet’s angry reaction to Juliet’s defiance contributes to the play’s tragic conclusion because he also ends up offending the Nurse calling her a ‘mumbling fool’ and a ‘gossip’s bowl’ which influences the Nurses change of attitude towards Romeo that makes Juliet go to Friar Lawrence wanting to kill herself rather than to marry Paris. Also, Capulet contributes to the play’s tragic conclusion by not supporting Juliet’s pleas for the marriage to be delayed a year and by yet again thinking about his reputation because if Juliet doesn’t agree it will cause him embarrassment and loss of the political power the marriage would have brought him. Another parent that influences the play’s tragic conclusion, in particular Juliet’s death is Lady Capulet. In Act 1 Scene 3, Lady Capulet introduces the idea of marrying Paris to Juliet. She describes him through metaphor ‘precious book of love’ th at ‘lacks a cover’. This implies that she thinks that Juliet can be the ‘gold clasp’ to complete the ‘unbound lover’. Through this imagery, it shows her attitude to the role of women in marriage; the wife is just a book cover or a decoration. Her view of a woman’s role in marriage is shown in her own relationship with Capulet where Capulet clearly dominates over her. This is typical in Renaissance Verona because during that time society was male-dominated. However, this is different in Romeo and Juliet’s relationship where there is equality to both genders. Also, she influences the play’s tragic conclusion in Act 3 Scene 5 by not fulfilling her role as Juliet’s mother. After Capulet’s reaction to Juliet refusing to marry Paris, saying that he will disown her, Juliet turns to her mother for comfort and for help. However, instead she says ‘talk not to me, for I’ll not speak a word. Do as thou wilt, for I have done with thee’. Shakespeare uses iambic pentameter to make Lady Capulet’s words sound like spell-like, that they have an important and big impact. This suggests that Lady Capulet contributes to Juliet’s death by not fulfilling her role as her mother, instead she betrays her with her words of rejection with added impact from the use of iambic pentameter. An individual from the older generation that influences the play’s tragic conclusion is the Nurse. Throughout the play, the Nurse plays a loyal and mother-like role to Juliet and is always supportive to her decisions. However in Act 3 Scene 5, the Nurse has a change of heart. ‘I think you are happy in this second match’ she says, saying that she speaks from the heart and ‘from my soul too’. Juliet is outraged with the Nurse’s change of heart because it’s like a betrayal. In the Nurse’s last line before she exits she says ‘Marry, I will; and this is wisely done’. Shakespeare yet again uses iambic pentameter to make the Nurse’s betrayal to Juliet have a big impact. This suggests that the Nurse contributes to Juliet’s death because Shakespeare’s use of iambic pentameter in her rejection shows the significant impact it has on Juliet. Also, it implies that the Nurse doesn’t understand that Juliets love for Romeo is the real or that she doesnt want to lose Juliet to an uncertain future with Romeo or that she gives up so praises Paris helplessly. Thus, the Nurse is presented as person who doesn’t like inconvenience, only encourages when the situation is convenient and her response to the inconvenience in this scene contributes to the play’s tragic conclusion because she betrays Juliet.