Turkish Reform Under Mustafa “Ataturk” Kemal

Turkish Reform Under Mustafa â€Å"Ataturk† Kemal: A Review on the Six Arrows of Kemalism In the aftermath of World War I, the once great Ottoman Empire was left in shambles. After having lost almost all of the empire’s territory to European mandates in 1918, what little they had left became occupied by Allied troops. In order to return the Turkish people to their former glory, the Turkish War for Independence was fought, resulting in the creation of a new government in Ankara. By 1923, this government declared the end of the Ottoman Empire and proclaimed the name of the Turkish Republic.At the forefront of this new nation’s birth was Mustafa Kemal, a man who would come to be known as Ataturk, or â€Å"Father Turk† for his contributions to the establishment and reforms of this young state. But what exactly did this Ataturk do for the Republic of Turkey? In order to understand how much an influence Kemalist ideology had on the early days of the Turkish Repu blic, one must define the six basic principles behind it, known as the Six Arrows, learn how they were implemented in the early republic, and analyze the motives behind Kemal’s specific reforms.After doing thusly, one will discover that, had it not been for the influence of Kemalism, Turkey would never have existed in its modern form. The first of the Six Arrows is Republicanism. Republicanism can be defined as a form of government in which the people rule indirectly. Unlike the former Ottoman Empire, in which the primary ruler was the sultan who inherited his position through his genealogy, the Turkish Republic was conceived as a nation through which representatives from among the people would make decisions (86-88). In order to see this idea of Republicanism come to fruition, the long standing sultanate had to be dissolved.Though Kemal intended for this to be a reality since the early days of the War for Independence, he kept this agenda a secret from the populace in order to keep morale and war support high. Had he announced the idea of Republicanism earlier, he might not have been backed by the more traditionalist sectors of the nation. Even after securing victory in the war in 1922, Kemal met with some difficulty in ending the sultanate. Firstly, since its historical foundation under Osman I, the Ottoman Empire had always been ruled by a sultan. This time-honored tradition made the bolishment even more difficult due to the fact that for the past four centuries, the Ottoman sultan occupied the position of caliph of Sunni Islam. So long as the same figure was assigned to both roles, Kemal would have difficulty ending either one. Therefore, in an assembly discussing the nature of the caliphate and sultanate, Kemal claimed that, aside from the Four Rightly Guided Caliphs, the position had become politicized and drifted from its original purpose of solely guiding the Muslim populace on a spiritual level, bereft of any temporal authority.His address to t he assembly resulted in the separation of these two powers and the end of the sultanate. While the last sultan, Mehmed VI, was expelled from the nation shortly afterward, his cousin, Abdulmecid Efendi, took the position of Sunni Caliph – something which Mustafa Kemal would deal with in the years to come (Hanioglu 135-40). In September of 1923, Kemal declared the founding of what would eventually become the Republican People’s Party, made up of representatives from all walks of life including farmers, scholars, merchants, and common workers which would be able to represent the people adequately (143).That October would see Kemal’s declaration of the nation of Turkey as a republic through a unanimous decision from the National Assembly, who would then elect him as the first President of the Republic of Turkey (Volkan 236-237). The next Kemalism’s Six Arrows is Populism. In his review on Turkish History, Sina Aksin describes populism as â€Å"an ideology wh ich safeguards the people, promoting policies for the welfare of all. While populism as a principle designed to bring about what it deems best for the populace as a whole, it is also concerned with enacting change for the better of the minority and individual, bringing all groups within the Turkish nation to a common standing, so long as such change has a positive effect on the mainstream society (Aksin 231). One of the most radical ways that Kemal brought this principle to life was through the emancipation of women’s rights. Being a heavily traditional Muslim society, the Ottoman Empire allowed women very few freedoms.Mustafa Kemal, on the other hand, borrowing from the Swiss legal system, developed new laws which gave Turkish women more rights. Previously, it had been acceptable for a man to marry several women and divorce his wife at his own discretion, where as a woman was unable to ever leave her husband on her own accord. Under the new laws, men were only allowed to hav e a single wife through a civil marriage, which could only be dissolved through a civil divorce process.Furthermore, until the new civil codes came into existence, traditional Muslim sharia law only allowed a woman to inherit up to half the value of a man’s inheritance, regardless of her familial position. Women were finally given the ability to enter a number of different lines of work, the most important of which were teaching positions (Mango 437-38). Perhaps an even greater societal change in the Turkish nation came with the end of the millet system. Though this was never an officially declared reform, it came naturally with the institution of national Populism.Under the Ottoman sultanate, members of minority groups existed in small autonomous settlements within the empire called millets, usually classified according to their professed religion. However, since Kemalist ideology effectively sought equality among all citizen groups, this naturally extended to those of diffe rent religious creeds. Under the new laws, which applied to everyone, the legal exceptions made for Christians and Jews in the millet system became obsolete, and eventually they ceased to exist altogether (Volkan 319).Though not originally in the constitution, the principle Arrow of Secularism came to be one of the most influential ideas of the Turkish Republic (Reisman 7). The modern idea of Secularism is a complete separation of Church and State, in which neither institution is involved in influencing the other. Kemalist Secularism, on the other hand, is concerned primarily with placing the State above the Church. Kemal sought not only to keep the influence of Islam and the ulema out of Turkey’s new governing body, but to give the ruling faction the power and authority to regulate and suppress Islamic ideologies.This is not to say that Kemal was anti-religion. Kemalism simply attempted to confine religious fervor to the private sector. The earliest and most drastic implemen tation of this principle was seen in the dissolution of the Sunni Caliphate. While separating the political authority of the sultan and the spiritual rule of the Caliphate caused Kemal to be heralded as a champion of Islam, such cheers of heroism would be silenced once he revealed his plan to dissolve the Caliphate as well. He would justify this by again explaining that, after the reign of the FourRightly Guided Ones, the true Caliphate had ended, becoming a tool of the nation (Hanioglu 151). Though Kemal professed to impose this reform for the sake of Islam, it is far more likely that his motivations were anticlerical. Considering the heavy influence that the ulema had on the former Ottoman Empire, Kemal’s choice to dismantle the Caliphate came from a desire to secure power in the secular government without question from a higher religious authority (Davison 138). In addition to this, Kemal closed down the madrasas in 1924, replacing them with secular schools, and in 1925 ba nned all Sufi mystic lodges.While some claim that these efforts were attempts at making religion seem obsolete, it is far more likely that Kemal did this to keep loyalties in order. Since the idea of Turkish Nationalism was still fairly new, Kemal needed to suppress religious zeal so that the populace would be committed to the state first, and their faith second (Hanioglu 155). Added alongside Secularism, the next of the Six Arrows is Revolutionism, the motives for which can best be summed up in a quote from Kemal himself: â€Å"The aim of the revolutions which we†¦ re now accomplishing is to bring the people of the Turkish Republic into a state of society entirely modern†¦ in spirit and from. This is the central pillar of our Revolution† (qtd. in Davison 87). Despite its etymological implications, Revolutionism in the Kemalist sense is intended to be completely peaceful. Some translate the term inkilapcilik, used in the Turkish constitution, as Reformism, in order to distance the concept from the violence associated with the historical idea of revolution. Revolutionism as a Kemalist ideology simply means the modernization, and, in the case of Turkey, the westernization of the country (Parla 92-93).One of the most significant reforms in this area was the state enforced usage of surnames. While this may not seem very progressive to western cultures, the Ottoman Empire existed for centuries without the usage of family names. With the introduction of this practice, the government was able to organize documents far more efficiently. Whereas before, governments had to include names of one’s father and mother as well as significant personal information to identify someone, the usage of a family surname made people far more distinguishable on paper. This reform was enforced further by the ban on usage of traditional titles such as Pasha r Efendi, which gave a description of one’s status. Instead, men were force to use Bay and women had to use Bayan, which were respective Turkish equivalents for Mister and Miss (Mango 498-99). Though seemingly less significant to western audiences, the Hat Law of 1925 brought about a change towards Revolutionism in a way that was not only profound, but visually noticeable. Under this new law, government officials were required to wear western style hats, while traditional headgear, such as the fez or turban, was banned. In the Ottoman Empire, one of the distinguishing features of class could be seen in the headgear that one donned.The turban was a hat which only the ulema, or religious scholars could wear. The fez, on the other hand, was worn by civil servants of the empire, eventually becoming a feature that westerners began to associate solely with the Oriental idea of the Ottoman Empire. Kemal used the Hat Law of 1925 to ban these two types of hats, not only because they inspired segregation between difference national classes, but because he felt a strong need to break all ties with the previous empire, intending Turkey to become a modern western nation in spirit (Aksin 202-04).Perhaps as important to Kemalist ideology as the idea of Secularism, if not more so, is the Arrow of Nationalism. Unlike the western concept of Nationalism, which is concerned with the geo-political superiority of one’s state, Kemalism sought to promote Turkish Nationalism through the country’s own merit as an individual nation. While the European Nationalist regimes of Napoleon or Hitler attempted to further their state’s through imperialistic conquest, Kemal saw no need to expand Turkey’s borders, instead focusing on bolstering pride in being a member of what he saw to be a noble race (Aksin 230).Kemal hoped to establish an identity for the Turkish people, who, until this point, had never had a true homeland of their own. After the dissolution of the Ottoman Empire into French and British mandates cut off most of the empire’s Arab citizens, the remaining population was almost entirely Turkish, with the exception of a small Kurdish percentage (Hanioglu 133). In order to set up this new identity, Kemal set about commissioning a number of scholastic reforms of Turkish society. He began this by heading the idea known as the Turkish History Thesis. After founding the Society for the Examination of Turkish History n 1931, Kemal recruited renowned archeologists and historians such as Eugene Pittard, and formed a theory proclaiming the Turks as the original civilized race. They claimed that since Trojans and Greeks were racially similar and Trojans came from Anatolia, the Trojans were descendants of the original Turks. Likewise, when ancient Turkish society, which these historians believed came from Central Asia, began to migrate, they founded the Sumerian and Hittite Empires and began to help in the development of other primitive civilizations, such as the Chinese and Indians (164-170).Yet as extensive as Kemal’s attempts at forming the Turkish History Thesis were, they did not accomplish the practical advantages that his language reform did. This began in 1928 with the state enforced switch from the Arab-Persian script to a Latin based alphabet, which Kemal believed more suitable to the Turkish language. He furthered this idea by commissioning scholars to discover what they deemed â€Å"pure Turkish vocabulary,† derived from words and phrases used in Turkish speech but not in other languages.Soon after, these scholars developed the Sun-Language Theory, which, based off of similarities between Turkish and other world languages, claimed that Turkish was the first spoken language (Mango 494-95). Though this theory lacked legitimate evidence, it justified borrowing words for the new state approved form of Turkish, as through this view all words developed from an original Turkish language. Soon after the language the development of the new standard Turkish, translations of many of the nationâ€⠄¢s important documents, such as the constitution and Kemal’s Great Speech were translated.It would take a number of years for the new form to be used fluently by the people, however these efforts were sped by state issued pocket Ottoman-Turkish dictionaries (Hanioglu 171-79). Finally, Kemalist ideology is also defined by the Arrow of Statism, or Etatism. This is the idea of modernizing in terms of economic and technological advances. A major part of Kemalist Statism is the government’s active role in guiding the economy. That is not to say that Statism is completely anti-capitalist. On the contrary, Kemalism supports the idea of personal property and free enterprise when it benefits the people.However, for the most part, the ideal Kemalist government is one that is heavily involved in the regulation of such commerce (Parla 125). The first attempt at government managed economy was the nationalization of foreign commerce. This was done for a number of reasons. First, Ke mal wanted to establish ties with foreign, mostly European nations in an attempt towards westernization and expansionism. Since Kemal based most of his models for his new nation off of preexisting European ones, he felt that relations with such nation would prove to be a useful tool.Ironically, Kemal’s other reason for nationalized foreign investment was to prevent such expansionism in the other direction. With World War I still only a short time behind them, most of the world had eyes on Turkey. Foreign powers could easily turn investment in the public sector of the Turkish people into a bridge for imperialism. Thus, to prevent such threats from coming to fruition, the Turkish government sponsored services including electricity, water distribution, docks, and gas instillations, starting in the early 1920s.This not only helped Turkey provide for the necessities of its people, but gave them a strong economic foothold in the years of the Great Depression. Among these new govern ment funded resources, there was a large emphasis on the construction of railroads. Beginning in 1923, new railway lines spanning over 3,350 kilometers were constructed. This focus on railway expansion was due to the limited resources owned by the state. Trains ran on steam engines, fueled by coal, which was an abundant natural resource in Turkey.While many other nations focused on expanding motorways during this period, this would have caused a need to import petrol from foreign nations, making Turkey economically dependent on countries able to provide such fuel (Aksin 223-24). Mustafa Kemal continued to implement his idealistic reforms until his death in 1938. Despite never being able to establish Turkey as a nation that completely embodied his ideology, he left behind a legacy by which he is revered to this day. Street corners and government establishments are still adorned with his image, in honor of his great achievements.It is safe to say that had it not been for his efforts a t reform, Turkey would never have risen to it’s current place in the modern world. It is possible that it may never have even existed without him. In conclusion, one may realize that many of Ataturk’s reforms seem to fall under more than one of his Six Arrows. The establishment of a single party, made up of representatives from all classes fulfills the Republican requirements of the new government, while assuring that the Populist â€Å"voice of the people† will be heard.Ataturk’s language reforms were not only Revolutionary, completely reorganizing the old Ottoman linguistic structure, but helped establish a Nationalist identity through the Sun Language Theory. One can only understand what Kemal did for Turkey by understanding that the Six Arrows of Kemalism were guidelines by which Ataturk devised new laws for the new Turkish Republic – guidelines which compliment and fulfill each other – guidelines devoted to the progress of the Republic of Turkey. Works Cited Aksin, Sina. Turkey: From Empire to Revolutionary Republic. Washington Square, NY: New York UP, 2007. Davison, Andrew.Secularism and Revivalism in Turkey: A Hermeneutic Reconsideration. New Haven: Yale UP, 1998. Hanioglu, M. Sukru. Ataturk: An Intellectual Biography. Princeton: Princeton UP, 2011. Mango, Andrew. Ataturk. Woodstock, NY: Overlook, 2002. Parla, Taha, and Andrew Davison. Corporatist Ideology in Kemalist Turkey: Progress or Order? Syracuse, NY: Syracuse UP, 2004. Reisman, Arnold. Turkey's Modernization: Refugees from Nazism and Ataturk's Vision. Washington, DC: New Academia Publ. , LLC, 2006. Volkan, Vamik D. , and Norman Itzkowitz. The Immortal Ataturk: A Psychobiography. Chicago: University of Chicago, 1986.

HIS 135 Entire Course Essay

In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History – General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, don’t torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you aren’t a morning person. You will be more likely to go and will get more out of the course. In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History – General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, don’t torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you aren’t a morning person. You will be more likely to go and will get more out of the course. In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History – General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, don’t torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day a†¦ Follow the link Now for full guide – https://bitly. com/1wySlYb If dragging yourself out of bed at 6:00 am is impossible, don’t torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you aren’t a morning person. You will be more likely to go and will get more out of the course. History – General History ASHFORD HIS 204 American History Since 1865.

Place Of Buddhist Education Earliest and In Present Day in Vietnam

Buddhism has been present in Vietnam for almost two thousand years. Buddhism is an offshoot of Hinduism. It originated in Nepal in 530 B. C. A Hindu price, Gautama who did not like the idea of Hindu caste system, was the founder of Buddhism. Gautama did not believe that any man could be superior to the other and as Hinduism Brahmans are considered superior, he left this religion . Gautama had spent many years wandering and meditating. In the end he found answers to all his questions and hence found the path of enlightenment, â€Å"nirvana†. According to Buddhism, nirvana is the path to endless serenity.It is free from the cycle of birth, death and rebirth. Moreover, a person will achieve salvation if he believes in the four noble truths. These four noble truths are that a man suffers in all his consecutive lives; the reason for his sufferings is his wants for earthly things, when the person frees himself from all the wants of earthly things he then achieves deliverance. The la st noble truth says that a person can achieve deliverance by following the eightfold noble path . BUDDHIST SCHOOLS Buddhism spread in Vietnam through China in second century A. D. In third and sixth century it came from India.Buddhism came through Vietnam's Red River Delta region and Mekong Delta area. Mahayana Buddhism came from China and became more famous than Theravada (or Hinayana) Buddhism. Theravada Buddhism came from India and was accepted by people in the Southern delta region. Both of these have different views about Gautama Buddha. According to Mahayana Buddhism, Buddha was one of many enlightened people. They also believe that out of all these people Buddha was the divine one. Theravada Buddhism believes that Buddha was the only enlightened one and that there was no other than him.However they think that Buddha cannot be called as the divine one. The Mahayana school also believes that any person can achieve nirvana and that who ever follows the right path will be able to reach nirvana but Theravada school says that only monks and nuns can attain nirvana. These two schools of Buddhism are actually different interpretations of one basic belief. These are the earliest schools in Vietnam. Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals.This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . BUDDHISM BEFORE UNIFICATION Before the country was unified, Buddhism was the state religion. When the communist gained power, Buddhism religion came under continuous hostility.Later, the Patriotic Buddhist Liaison Committee was formed. This committee tried to separate real collaborators from opponents. It promoted the idea that all Buddhist wanted to build a new society. This society was free from the feudal and neo-colonialist influences. This committee tried to prove that all Buddhist were involved in this committee and that they were trying to put a halt to independent Buddhist clergy’s activities to a halt. The communist in those times tried to pressure the monks and nuns to lead their life in such a way that they do not oppose their worldly desires.However the main aim of Buddhism is to lead a secular life, hence whoever disobeyed these communists was placed under house arrest or imprisoned. All their holdings were confiscated most of their religious places were turned in to public use. Trainings of monks and nuns were stopped. In 1981, a Buddhist church was formed in Vietnam which repre sented all Buddhists. Though Buddhists activities were taking place in some remote areas but each and every pagoda in the country had been destroyed. The main aim of these communists was to stop any religious growth of Buddhists.Whatever Buddhists remained were practicing their religion but no new monks and nuns were allowed to be ordained. When the Buddhist church was formed in 1981, it helped train a new generation of monks and nuns. Two Buddhists academy were formed one in Hanoi and another in Ho Chi Minh City. BUDDHIST EDUCATION The education system in Vietnam is of great importance as it declares the identity of a nation. This identity is also characterized by the culture and religion and is the core element in cooperation with other nations. The culture might makeup the identity of a nation.This culture is influenced by the education of the country and more importantly the higher education. From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world.Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universit ies.These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . In past few years many Buddhist colleges have been made. These Buddhist colleges give Buddhist education at B. A level. Many monks and nuns have been sent to other countries like India, China, Taiwan, Japan, Thailand and United States, in order to have higher education. These students come back with PhDs and master degrees.This will help improve the quality of education and increase the number of teaching staff in the country. These students not only spread the good name of Buddhism but also help impart their knowledge to other Buddhist students in Vietnam. Though Buddhism is present in every corner of the world and is considered on of the global religions, it has never tried to alter or threaten th e cultures and traditions of any place. The main reason for this is that Buddha’s original teachings never tried to alter anyone’s culture. It was with the doctrine of dependent origin (Paticcasamuppada).They have a general formula which says that nothing exists independently. Moreover, the Chinese Hua Yen school believes in the theory of totalism. This theory says that all the things in the universe have their own qualities. These are fully present within or without Dhamma. Hence, we can say that Buddhists studies believe that all existence in the world is interdependent regardless of their faith, nation or religion. This attitude of Buddhist studies has helped Buddhism spread throughout the world. Education can be called a tool which helps a human being grow, transform and learn.Education in many areas of the world is a social liability, but never can we see that it illuminates the light of truth and goodness like Buddhist education. The prime responsibility of Dhamm a schools is to transform a character. A person has values which are responsible for his character. These values come from ideals. Buddhist educators determine these ideals and teach students about a proper Buddhist life. There are five qualities that Buddhism education brings from the teachings of Buddha. The first one is concerned with emotions of a human. Second is related to education and wisdom.Others relate to better living styles like avoid killing, stealing, sexual abuse and drinking. The Buddhist education transforms a character in real terms. The character and intelligence, both are tried to be balanced. The entire Buddhist education comes from the studies of Buddha, who is the supreme teacher. All of the studies root from saddha, which is the faith in triple Gem. Depdnding upon these studies the students are taught according to the five rules. The students should know the rules, their reason and their appliance in daily lives. Most importantly, they should appreciate all these rules and believe in them.The students should know what is generosity and self sacrifice. These are essential elements that help the students overcome their worldly desires, their selfishness and greed. These five moral rules are dependent on each other. A student can gain by suta, which is by extensive reading of Buddhism texts. According to Buddhist studies the knowledge of a person is dependent on his inside belief of truth i. e. Dhamma. Calm and insight are the two main elements of any Buddhist teaching. In Buddhist education tasks and wisdom are dependent on each other. A student can attain wisdom by deep investigation, discussion and intelligence.This wisdom was the basic instruments which lead Buddha to salvation. This wisdom is the crown of all educations of Buddhism. Without wisdom, education is incomplete. Before French, people were chosen based on their education. These were officials known as â€Å"mandarins†. Learning was very important in those times. It w as not just education but it lead a person to intellectual understanding, social standing, wealth and power. According to Buddha himself, â€Å"There arose in me vision, knowledge, wisdom, understanding, and light . † Today, Buddhist monasteries still give Buddhist education to scholars.Buddhist relics are found all over Vietnam. These relics indicate that there were Buddhists present there in one time or the other. Religious education was provided to masses, and every nook and corner of Vietnam had places for Buddhist education. During rainy seasons the monks rested in viharas, which was also their place of meditating. The Stupa is also a place where Buddhist education can be taught. Usually in a stupa there is a large place which can hold the teacher student class. Sometimes there are stone benches and a place on the wall used as a writing board.Sometimes there are cubicles which are all around the hall. In olden days Buddhist scholars were taught in stupas. The academic da y in a Buddhist school starts with paying of obeisance to Buddha. â€Å"Siddham namah† is recited till today and it means â€Å"I bow to Buddha †. Older Buddhists usually write these words when starting to write any text. Vietnamese Buddhists are trying hard to encourage people to learn Buddhism. They are conveying the message of peace as Buddhism is a religion of peace and mental development. Buddhism has contributed a lot to Vietnam’s development.Buddhists monks are brought together from inside and outside the country. VBS, also known as Vietnam Buddhist Sangha is the only representative of Buddhism in Vietnam . They have worked very hard in order to spread and teach Buddhism. Today there are almost 15,000 worship places in Vietnam and 10 million Buddhist followers. Almost 40,000 monks and nuns have studies Buddhism. Though there were a few schools in the country and only one Buddhist institute names Van Hanh in Ho Chi Minh City. Today there are four institute s, six colleges and 31 high schools which teach Buddhist education.Almost 200 monks and nuns went abroad to study Buddhism. Each and every one of them either got a PhD or a master’s degree. Many thousand students are studying Buddhism in Vietnamese schools. VBS runs almost 1,000 classrooms for disadvantaged children. There are almost 36 Buddhist orphanages all across the country. Almost 10 vocational training schools have been built by VBS. These schools train people free of charge. Buddhist education system is indeed prospering and when a nation’s education system is that well it certainly has an impact on other walks of life also.Buddhists Monks and nuns organize a large number of humanitarian works. They have campaigns to raise funds for flood victims, build charity houses and provide medical care to the poor and disabled. Over past 5 years VBS has raised almost $25 million for charity works. Due to Buddhists scholars going abroad for learning, there has been a deep integration of Buddhist education in the international economies also. Many Buddhist students from all over the world come to Vietnam to study Buddhism. It ahs become an international arena and attracts Buddhist scholars from all over the world.Though Vietnam is a poor country with low per capita income yet it has one of the highest literacy rates. The literacy rate in Vietnam in 1997 was 92%. There are over 2 million pupils all over the country. In 2000, the budget share for education was almost 15%, out of which almost 80% was paid to the teachers . In 2008, Birth anniversary of Buddha will be held in Vietnam for the first time. Already almost 100 countries have registered so far. Indeed Buddhist education in Vietnam has opened the gates to the world’s community. People now from all over the world come to Vietnam to study religion.Vietnamese education system is one of the oldest and yet most advanced. Though there were no universities teaching Buddhism as a subject, today there are several universities which have Buddhist studies as their main subjects. CONCLUSION Buddhism is one of the most important religions of the World and has become one of the fastest spreading religions also. The materialistic nature of human is the root of all evil and as Buddhism shows human that there existence is not for these worldly pleasures but for the attainment of nirvana, it is becoming popular.More people are now turning to Buddhism. These people want to find the true spiritual reason for the existence of humans. These spiritual values are one major thing that all other western religions lack. An innovation and reformation is occurring in all the study areas of the world. Globalization is becoming a new trend. Buddhists students are also not confined to Vietnam alone, but they go to many other countries in order to educate themselves. These students then come back and teach many other students who are eager to learn Buddhism.Due to new trends, Vietnam has also refo rmed its educational structures and strategies in order to conform it to global changes. Buddhism as a whole has under gone structural changes in higher education so that Buddhist universities can reach international standards . Many scholars suggest that educational institutions teaching Buddhism in Vietnam should have and entrepreurial structure but others say that a heuristic approach would help more. Here is a list of some Vietnamese Universities giving Buddhist education . †¢ Ho Chi Minh City College for Buddhist Studies, Thien Minh Temple, Do Xuan Hop†¢ Hanoi College for Buddhist Studies , Non Nuoc Temple, Xa Phu Linh, Huyen Soc Son, Ha Noi. †¢ Hue College for Buddhist Studies, Bao Quoc Temple,Hue. †¢ Can Tho College for Buddhist Studies, Chua Buu An, Quan Ninh Kieu, Can Tho †¢ Lam Dong College for Buddhist Studies, Linh Son Temple, 120 Nguyen Van Troi. Da Lat †¢ Ba Ria – Vung Tau College for Buddhist Studies, Dai Tong Lam Monastery. Tan Th anh. Ba Ria Vung Tau †¢ Bac Lieu College for Buddhist Studies, 3/234 Tinh lo 38, P. 5, Bac Lieu, Ca Mau †¢ Advanced School for Dharma Dissemination, Hoa Khanh Temple, 215 Phan Van Tri, Binh Thanh, HCMC†¢ Khmer Theravada Academy for Buddhist Studies, Pothisomron Temple, O Mon, Can Thos References Asia Recipe. (2000). Vietnam Education. Retrieved January 2, 2008 from: http://asiarecipe. com/vieteducation. html Brough, John. (n. d). Gandhari Dharmapada. India (n. p). B. Seshagiri Rao. (n. d) Andhra Karnata Jainism, Madras Dan, Nhan. (2007). Vietnam Buddhist Sangha on journey with nation. The Buddhist Channel. International Association of Buddhist Universities (2007). List of universities and colleges. Retrived January 2, 2008 from: http://www. iabu. org/ListOfUniversity. aspxLang, Nguyen. (n. d. ). History Of Buddhism in Vietnam. Viet Nam Phat Giao Su Luan Marginson, S. and Rhoades, G. (2002). Beyond National States, Markets, and Systems of Higher Education: A Glonacal A gency Heuristic, Higher Education. Cambridge: Cambridge University Press. The Buddhist society. (2007). Schools and Traditions; spread of Buddhism. Retrieved January 2, 2008 from: http://www. thebuddhistsociety. org/resources/index. html The Buddhist World. (2007) The Buddhist Schools. (n. p). Retrieved January 2, 2008 from: http://www. buddhanet. net/e-learning/buddhistworld/vietnam-txt.htm Truyen, Chanh Tri Mai Tho (n. d). Buddhism in Vietnam. Vietnam news agency (2007). Vietnam Buddhist sangha in journey with the nation. Retrived January 2, 2008 from: http://www. vnagency. com. vn/Home/EN/tabid/119/itemid/227191/Default. aspx Vietnam News (VNS). (2006). 2006 a significant year for Buddhists. Retrived January 2, 2008 from: http://vietnamnews. vnagency. com. vn/showarticle. php? num=01REL270106 Van Hein, Vietnam. (2001) Vietnamese culture. Education. .Retrieved January 2, 2008 from: http://www. saigoninfo. com/vanhoa/education. php

Business Case Development of Entrepreneurship

The study is related to the development of entrepreneurship in Singapore. The case study illustrates the development of the pany Tranium Academy, a training providing enterprise by an entrepreneur named Eugene. Entrepreneurship is defined as the development and starting business ventures of its own. The concept of entrepreneurship is itself a challenging task where entrepreneurs must possess the characteristics of perseverance. Entrepreneurs while starting a new business should accept some negative attributes of loss of money, risk taking, suffering setbacks while embarking the journey of starting a new venture. In this context, the use of creativity in the minds of Eugene is the key cause of success of the business started by him in the market. There goes a concept that creativity and money do not correlate with each other. When entrepreneurs face various limitations then they start to b e more creative in nature. The study focuses on the motivation of Eugene while starting his own venture along with the market opportunities that have supported him to start the business. Apart from that, the business model used by Eugene along with its feasibility in the market, sustainability, gaps and growth of Tranium Academy will also be discussed in the report. The case study illustrates that Eugene Seah has faced countless setbacks while thriving his business of training in the Singapore market. Previously Eugene is associated in working with finance sector. At that sector, he used to take care of the strategic marketing and munications project over many years. Apart from that, he has attended many certification programs for training and assessment and has been associated with many seminars and workshops related to training and development in the Singaporean market (Chatterji et al. 2014). From his very childhood days, Eugene is attracted towards public speaking, hosting various events, enhancing personal skills, etc. It is a cause of motivation of starting his own venture in the future. Apart from that, during his job life in the financial sector, he has gained many experiences in the field of training, development, personal grooming, public speaking, skill development programs, etc. that has been responsible for the source of motivation of developing his career in this sector. In his job life, he has gained opportunity to work with many trainers in different training programs, seminars and workshops that has enhanced his capabilities and level of expertise in the areas of training and personal development (Galindo and Mà ©ndez 2014). Beside this, there is a transition phase in the career where he has to choose for entrepreneurship and a career with no opportunities for growth. Pursuing with same position over years has no point of growth. However, there are many risks related to entrepreneurship that the entrepreneurs must understand while proceeding with the creative idea of venturing own business (Drucker 2014). Ample amount of research about the sector that the entrepreneur wants to start the business is essential. Entrepreneurship also includes the concept of both macro environment analysis and micro environment analysis. Macro environment analysis includes the external condition of the market relating to profitability, investment, scope of the business, growth of the business, nature of petition, number of petitors, dearth of technology usage, current trends of business model used in the industry by the major players, searching potential areas of growth and business, and many more (Sahut and Peris-Ortiz 2014). While having ideas of these attributes, entrepreneur will find motivation in exploring the marketing opportunities. On the contrary, micro environment analysis of the pany includes resources, skills and the financial condition that the entrepreneur is available with. It will help in exploring the opportunities that Eugene will implement while expanding the business opportunities. It is mentioned in the case study that Eugene has conducted enough market research on the genre of business he will be operating in. The different types of opportunities in the Singapore market regarding the training and personal development of the personnel is one of the opportunities for growth of the business venture. Market research of the training and development sector at that time was occupied with major players and their way of providing service is different from that of the other panies (Letaifa and Rabeau 2013). In this context, both the macro environment analysis and micro environment analysis of the market i.e. training and developmental market is important. Apart from that, the motivation for an entrepreneur is the zeal of starting his own venture in the field of expertise he has gained in the due course of time. The training and development of the professionals of the Singapore has been considered as the market opportunities in the business. The expertise that the entre preneur has gained in his career life has immense importance while thriving the business in the Singapore market (Binnui and Cowling 2016). It can be said that from the very beginning training and development is considered as the important factor for the growth of every panies in all parts of the world. Training, personal development, career development, enhancement of skills and expertise are always important not only for growth of career of the individuals but also for the growth of the panies in terms of employee relations and productivity of them in their respective fields (Shaw and de Bruin 2013). Apart from the corporate panies, the field is also important in different schools and personal career counseling activities. Different high level executives of Singapore believe of enhancement of their skills and expertise once in 3 to 5 years for their personal development in their profession they are associated with. Research of Eugene illustrates the fact that the major players of this industry are focused on only one activity with limited amount of resources and capabilities. Another opportunity for the growth of the b usiness is the growth of the non academic tuitions for personal development (Thà ©baud 2015). The business model that is being initially used in Tranium Academy is partnership business of Eugene and one or more partners in the future years. As Eugene does not have sufficient amount of resources, hence he has joined hand with one event management pany of one of his university friend. Initially partnership was agreed by both the parties and the business was started. There was no such specific business model used in Tranium Academy for capturing clients. All things are done manually by Eugene and other members of the business. Lack of use of technology in the business is the reason of very slow growth of the pany as it was been projected earlier (Weber and Tarba 2016). There are many rejections and encounters that Eugene has to face while he is busy in tapping clients from the market. The positive side of Eugene in developing and flourishing his venture is capturing and grabbing knowledge from different sources and attending different seminars and workshops. The idea that Eugene captured from those areas were implemented by him in the business. However, there are many weaknesses in this business model. The weaknesses are discussed above. But the positive side is only the expertise and knowledge gained by the entrepreneur itself to survive the business in the market of Singapore. Despite of having weaknesses, the entrepreneur has the ability to identify the potential business model relevant for the new venture of training and personal development. Being digital is the way identified by Eugene to sustain in the market. The potential business model that will help the entrepreneur to sustain in the petitive world is using technologies that use digital platforms such as websites, social media channels, etc. for tapping more clients for generating revenue for the pany (?ledzik 2013). The pany by using digital platforms will not only increase the profitability but also it will increase the brand image, reputation and popularity of the pany in the market of Singapore. Hence, creating innovative digital content for the website is th e chosen potential business model for the pany to sustain the petition in the market. Entrepreneurship is related to feasibility of the business venture in the market. An entrepreneur has to keep many things in his mind regarding the factors that may influence the business in the market. Mainly external factors are the point of concern that may cause a stoppage in the progress of the business. The external factor includes governmental rules, regulations, laws, trade regulations, safe petition, etc. Internal factors of feasibility of entrepreneurship illustrate the partnership ability of the business in the different operational perspective for the development and growth of the business (Maritz and Donovan 2015). The different perspectives that are mentioned in the case study points out the facts that the business is feasible enough to maintain its business in the market. The case study regarding entrepreneurship illustrates various scopes and opportunities that can cause both favor and unfavor the conditions for growth. The different conditions that are explained in t he case study suggest that the business is feasible in the market of Singapore (Lindberg et al. 2014). Feasibility of the business is the main point of consideration of every entrepreneur across different parts of the world. A list of things regarding the establishment of business in the particular sector is responsible for the positive growth of the venture in the market. The study describes about the opportunities of training and development in the market of Singapore. Apart from that, the condition of the market those are not favorable for the establishment and growth of the business is also mentioned clearly (Mro?ewski and Kratzer 2016). However, it can be said that besides of having many less favorable conditions for business growth, it can be said that the entrepreneur can utilize the available market opportunities in a way to increase the profitability of his business. Hence, it can be concluded that the business is feasible in Singapore market. Control over a business is an important factor in terms of entrepreneurship. It can be said that the most of the businesses across the world is either established in sole proprietorship or in a partnership. Controls of business in both these types of businesses are different from one another. Control is necessary for the smooth flow of all business operations along with the profitability maintenance. It can be said that it is due to the nature of control of business that will determine the goals, objectives, profitability, way of conducting business, grip over the business and its action during the time of less favorable conditions in the market (Hoskinson and Kuratko 2015). The nature of control also determines the different types of actions that will be taken by the business while dealing with customers in different aspects. In this perspective, it can be said that the control of a sole proprietor business is different. Entrepreneur has to take care of each and every details of the business of its own. It can be said that the responsibility is huge over the field of control in sole proprietorship business. In partnership business, the responsibilities, control and other duties are divided into partners involved in the business. Decisions are taken in a joint way. It has both positive and negative aspects. Tranium Academy initially does not face any issues while controlling activities in the business (Patton 2013). However, due to passage of time, there are disputes that have been arisen in the partnership business of Eugene. Starting a new business venture or the concept of entrepreneurship is characterized by potential growth and gaps that will help the entrepreneur in forming business strategies that will help the venture to sustain in the petitive business world. The gaps in the market are identified by the entrepreneur in the market so that they can get prepared about the different kinds of unexpected situations in the market that can hamper the profitability as well as the smooth flow of business operations in the market. In this context, potential gaps are identified by the entrepreneur himself that can affect the growth of Tranium Academy in the Singapore market (Padma and Sridhar 2016). The weaker areas of the pany are the gaps that are responsible for creation of the negative catalytic affect in the business. Different types of positive actions and activities of the petitors in the market are also considered as the factors of growth in the pany. The case study reflects about different favorable factors of growth for flourishing the training academy of Eugene in the market. It is the responsibility of the entrepreneurs and the partners involved in the business to detect and identify the favorable factors for growth as well as the negative factors that inhibits the growth of the pany in the market. In this perspective, it can be said that the entrepreneur i.e. Eugene has a huge level of expertise and skills in the field of training and personal development (Soares et al. 2013). Apart from that, the different kinds of degrees that Eugene possesses along with certifications courses that helps in the growth of Tranium Academy in the market. The market research conducted by the pany is also responsible for identification of the different aspects of growth regarding the change of business model of the pany along with the increase of profitability of the business in the long term (Ceptureanu 2015). The concept of sustainability is a vital aspect that helps business in creating a positive impact on the minds of the target customers in the target market i.e. Singapore market. Nowadays, sustainable approaches are adopted by panies to create positive impact in the minds of the people. Sustainability is the area which is focused not only by the pany itself but also by the consumers (Mok 2015). If businesses in the petitive market do not have sustainability approaches or business operations, then they are not be able to sustain in the market for long term. In this perspective, sustainable approach of implementing digital approaches and technologies will help Tranium Academy while creating a positive impression in the minds of their target customers. Going digital and implementation of technology while maintaining sustainability are the best methods or approaches, that the business can implement in order to increase the profitability and feasibility of the business (Cropley and Crople y 2014). The report discusses about the different aspects of flourishing the business in the Singapore market. The report discusses about the strengths, weakness and feasibility of the current business model along with proposition of another most feasible option of business model in the pany which will increase the growth and profitability of the pany. Apart from that, the viability, feasibility of the business is described in terms of the flow of business in the market. There are different types of problems that Tranium Academy faced is also discussed in details along with r mendations for avoiding the business. Binnui, A. and Cowling, M., 2016. A conceptual framework for measuring entrepreneurship and innovation of young hi-technology firms.  GSTF Journal on Business Review (GBR),  4(3). Ceptureanu, E.G., 2015. Connection Between Entrepreneurship And Innovation Into Romanian Small And Medium-Size Enterprises.  Risk in Contemporary Economy, pp.127-134. Chatterji, A., Glaeser, E. and Kerr, W., 2014. Clusters of entrepreneurship and innovation.  Innovation Policy and the Economy,  14(1), pp.129-166. Cropley, D.H. and Cropley, A.J., 2014.  Managing entrepreneurship for innovation: a psychological analysis  (Doctoral dissertation, Edward Elgar Publishing Limited). Drucker, P., 2014.  Innovation and entrepreneurship. Routledge. Galindo, M.à . and Mà ©ndez, M.T., 2014. Entrepreneurship, economic growth, and innovation: Are feedback effects at work?.  Journal of Business Research,  67(5), pp.825-829. Hoskinson, S. and Kuratko, D.F. eds., 2015.  The Challenges of Ethics and Entrepreneurship in the Global Environment. Emerald Group Publishing. Letaifa, S.B. and Rabeau, Y., 2013. Too close to collaborate? How geographic proximity could impede entrepreneurship and innovation.  Journal of Business Research,  66(10), pp.2071-2078. Lindberg, M., Lindgren, M. and Packendorff, J., 2014. Quadruple Helix as a way to bridge the gender gap in entrepreneurship: the case of an innovation system project in the Baltic Sea region.  Journal of the Knowledge Economy,  5(1), pp.94-113. Maritz, A. and Donovan, J., 2015. Entrepreneurship and innovation: Setting an agenda for greater discipline contextualisation.  Education+ Training,  57(1), pp.74-87. Mok, K.H., 2015. Questing for Entrepreneurship and Innovation for Enhancing Global petitiveness in Hong Kong. In  Research, Development, and Innovation in Asia Pacific Higher Education  (pp. 115-134). Palgrave Macmillan US. Mro?ewski, M. and Kratzer, J., 2016. Entrepreneurship and country-level innovation: investigating the role of entrepreneurial opportunities.  The Journal of Technology Transfer, pp.1-18. Padma, M.C. and Sridhar, V., 2016. Mini-Project Based Approach to Promote Entrepreneurship and Innovation in Engineering Education.  Journal of Engineering Education Transformations,  29(3), pp.67-74. Patton, D., 2013. Entrepreneurship: globalization, innovation and development.  International Journal of Entrepreneurial Behavior & Research. Sahut, J.M. and Peris-Ortiz, M., 2014. Small business, innovation, and entrepreneurship.  Small Business Economics,  42(4), pp.663-668. Shaw, E. and de Bruin, A., 2013. Reconsidering capitalism: the promise of social innovation and social entrepreneurship?.  International Small Business Journal,  31(7), pp.737-746. ?ledzik, K., 2013. Schumpeter’s view on innovation and entrepreneurship. Soares, F.O., Sepà ºlveda, M.J., Monteiro, S., Lima, R.M. and Dinis-Carvalho, J., 2013. An integrated project of entrepreneurship and innovation in engineering education.  Mechatronics,  23(8), pp.987-996. Thà ©baud, S., 2015. Status beliefs and the spirit of capitalism: Accounting for gender biases in entrepreneurship and innovation.  Social Forces,  94(1), pp.61-86. Weber, Y. and Tarba, S.Y., 2016.  Mergers and acquisitions, entrepreneurship and innovation. Emerald Group Publishing. With a decade's experience in providing essay help,

HEA409 Essay Example | Topics and Well Written Essays - 1250 words

HEA409 - Essay Example In estimating the contract format, contributors must provide acceptable considerations to the business, objectives, abilities to handle the assignment, expenses, economic requirements, as well as, the potential value of the contract with managed care contract (Paul & Kylanne 169). These terms exist in the contract in the estimation of the contract period, as well as, extinction clauses. Prior to the agreement to nay condition or extinction stipulations, it is best and vital for the contributor to contain a wide perspective and determination of adding up the provisions that will accurately address the requirements of both the management care contracting and the contributor. The purpose is to establish the most suitable and enduring association. Contract Term All available contracts recognize a certain contract term. The contract term involves an episode of time for the period of which the contract exists and followed to the letter. In general, managed care contracts may be written wit h a starting period of time that is estimated to be one year maximum. This is usually to foresee the terms that contribute for an automatic reintroduction of the contract except when one group sees a certain number of days that may be foreseen to end in the annual period. Contributors should always be considerate of automatic revival provisions, as well as, their benefits and non benefits. Automatic revival provisions may arrange the stage for a wide period association that requires less control effort from the parties at the same time as providing the parties litheness to renegotiate conditions if possible and required. The risk for the contributor is that prior to the provisions, the workload is on the contributor to start a rate boost dialogue. Prior to similar conditions, the managed care contract may utilize its time in dialoging a rate boost for the after that terms of conditions and agreement. Form this, Contributors can search their benefits into a fresh contract period of t ime before a fresh economic term can be articulated and implemented; this is to formulate a substantial control, as well as, financial workload for the contributor (Clancy 919). Several annual contracts can be suitable alternative due to the potential lock in the contributor’s market share for a considerable period of time, as well as, make certain predictable income source. On the other hand, such agreements also constitute additional economic risks. Initially, prior to inward bound into such agreed conditions, the contributor must come into conclusion whether it will be possible to add protection adjacent to the prospect adverse economic situations. To contribute the appropriate protection, a contributor can involve an escalator clause for the level increase at suitable periods. If the starting assumptions on the contract may be founded prove imprecise, an example is when the projections for application per a thousand or any other expense assumptions can be off the conditio n, the escalator constructed into the contract may also experience less assumptions. Another chance to an escalator clause is for the contributor to try and dialogue the risk channels that contribute additional revenue cover up. Nevertheless, payers mainly wish that the compensation ratio constantly be equal during the provided period of time, this due to the best interest of the contributor. Furthermore, in the present dialogue

Philopsphy paper Essay Example | Topics and Well Written Essays - 1000 words

Philopsphy paper - Essay Example The concept of categorical imperative is deservingly considered to be the dominant in the philosophy of Immanuel Kant. It states that a person should do something not because he wants to do this, but following the rule that is common for everybody and should be strictly followed. â€Å"All imperatives are expressed with an ‘ought’, which indicates how an objective law of reason relates to a will that isn’t constituted so as to be necessarily determined by it—namely, relating to it as a constraint. An imperative says that it would be good to do or to refrain from doing something, but it addresses this to a will that doesn’t always do x just because x is represented to it as good to do†(Kant 18) Kant states that if a person allows himself/herself to set the principle that will be followed only by him/her and not by the rest of the people, this person can be called immoral. Kant provides different examples to demonstrate how categorical imperativ e was derived. The most widespread example is a person’s request for money that he/she is not going to give back, notwithstanding that the promise is given by him/her. Kant states that if all the people break promises, they [promises] would not exist any more as people would stop believing them. Thus, promises should not be broken and there is a common law not to break the promises as this is not right. Here we meet the first reason why right is right and wrong is wrong. The actions fulfilled in accordance with the universal principles set in the society, which should be strictly followed by the people, are considered to be â€Å"right† and everything that contradicts this principle is â€Å"wrong†. Our actions should not be based on our desires, they should be implemented in accordance with the universal rule. The main thing is not to cause any harm to other people. Thus, if an action brings harm to people, as in our example, it can’t become a universal law and should not be followed. â€Å"Obviously the false promise isn’t made prudent by its merely extricating me from my present dif?culties; I have to think about whether it will in the long run cause more trouble than it saves in the present People’s loss of trust in me might be far more disadvantageous than the trouble I am now trying to avoid, and it is hard to tell whether it mightn’t be more prudent to act according to a universal maxim not ever to make a promise that I don’t intend to keep† (Kant 11). The conclusion can be made from the example that promises should not be broken as this causes harm to people. Any break of promise can be considered to be immoral. According to Kant, there is a universal law and it is immoral to break it. 2. According to Singer, we must not act so as to sacrifice a major interest for a minor interest. Explain why. Explain how this affects Singer’s views on the eating animals and use of them in experimen ts and his views on abortion and euthanasia. The philosophy of Peter Singler is very interesting and unique. According to Peter Singer, we should not sacrifice major interest to satisfy minor interest. Minor interest is the interest that may be ignored and we can easily do without its satisfaction. Major interest is more serious as if it is not satisfied it may cause a trouble. Single apply this statement to the issue of eating animals. He is against consuming the flesh of animals as considers the

Book report on Beast on the Haitian Hills Essay Example | Topics and Well Written Essays - 750 words

Book report on Beast on the Haitian Hills - Essay Example He does not believe in Voodoo and its beliefs. He considers that those people who believe in Voodoo are irrational and gullible. For him, Voodoo has no importance in life. The story revolves around the character of Morin. Morin is shown as a sycophant who is involved in extramarital affairs for most of his time. He belongs to upper class society and works at a grocery store. Morin gets an opportunity to fulfill his dreams when his wife gets expired. He moves to the countryside to leave his life there. After reaching the countryside, he recognizes that all his imaginations concerning country life are faulty as he judges country life as boring and unrespectable. He comes to know that all the farmers working in country life are uneducated and are free from any etiquettes. The residents of countryside are unable to give Morin his due respect as a learned and educated person. Morin becomes an alcoholic by considering his flawed dream and his wife’s death. In his alcoholic state, he misbehaves to the peasants and farmers. After considering about the behaviors of peasants of countryside, Morin decides that he would not allow any peasant or farmer to develop any kind of relationship to him. By adhering to the notion of restricting the peasants to correspond with him, he builds a wired boundary around his land due to which, the entrance of farmers and peasants is blocked in his locality. The peasants and farmers face a lot of problem because of his action as his land is present at a place, where there is major resource of water. The peasants and farmers are required to go to distant place to fetch up water for their needs because of Morin’s restriction. This action of Morin infuriates the residents of countryside. Bossuet is a country resident who is profoundly infuriated because of Morin’s actions. People living in the countryside fear Bossuet because of his exercising of