Meaning of life Essay Example for Free

Meaning of life Essay The humanities are academic disciplines which study the human condition, using methods that are largely analytic, critical, or speculative, as distinguished from the mainly empirical approaches of the natural and social sciences. The humanities, such as classical and modern languages, literature, history, and philosophy, have the overall goal of the exploration and explanation of human experience. Some would include the fine arts (music, art, dance, and drama) in the humanities, but others view the arts as a separate category. (We include the interpretation of the fine arts in this course). In most disciplines in the humanities, written texts are extremely important, especially in history, philosophy, and literature. Historians attempt a systematic documentation and analysis of events related to a particular people, country, or period. Literary authors and artists attempt to capture for others their own human experiences and understanding of the world. The humanities involve inquiry into consciousness, values, ideas, and ideals as they seek to describe how experiences shape our understanding of the world. Humanities can be defined as educational courses that are aimed at teaching individuals about the human condition in a variety of forms. Important of Humanities The importance of humanities is that it is an academic discipline that studies the human condition, it includes ancient and modern languages, such as literature, philosophy, religion, and visual and performing arts such as music and theater, and it is also regarded as social sciences that include history, anthropology, area studies, communication studies, cultural studies, law, economics, and linguistics. All these subjects affect us a humans and has an effect on our historical development as well as where we are headed to. Humanities is the oldest area of study that revolves around the study of human beings, what makes us human, and our historical development and what we are expected to do. Significant use of humanities is that they help us to build up what we have inherited from previous generations. It is important we understand that all that we are today has taken centuries to build and us a society we have indeed been molded by our past. It is through this understanding that makes us not want to go back to  question our origin but build on our present to face the future. The other importance of humanities is that they help us as human being to reflect back on how the past generations tackled issues that are facing us currently. As opposed to the natural sciences that focus on quantitative explanations as well description of life events, humanities explicitly focus on explanations of value. Humanities are liken to arts but it’s important to note that they are intuitive rather than critical, analytical and not expressive, reflective and active. As a whole humanities look back on our curiosity about our human nature and human culture creation. The other importance of humanities is that they are the basis of learning. They involve the study of writing, reading, thinking and language. Branches of Humanities The branches of humanities consist of languages, the arts, literature, philosophy, religion and history. Languages This particular branch of humanities consists of learning the way people communicate in different speaking countries. It brings a sense of culture to individuals as they are likely to be taught the various history and origins of the languages they learn. The Arts The arts consist of theater, music, art and film. They are all mediums of self expression and these courses in particular encourage personal interpretation and analysis. Fine arts courses also come into this category; however, they focus more on the historical forms of art and their origins. Literature Literature refers to novels, short stories, plays and so on. Individuals attempt to decipher the meaning of texts and look into symbolism and themes. Literature courses delve into social aspects that may influence texts. Philosophy and religion These courses study human behavior and the age-old questions such as the meaning of life and the existence of God. They analyze various cultures and their religious beliefs as well as moral codes. History This is arguably the most facts-based course as individuals delve into past events such as war and politics and how societies and cultures have been affected throughout the years. References: http://writing. colostate. edu/guides/teaching/co301aman/pop6b. cfm http://education. blurtit. com/1978174/what-is-humanities-and-its-branches http://www. ask. com/question/importance-of-humanities http://humanitiesforums. org/2012/07/16/the-importance-of-humanities-as-a-discipline/.

Cause and Effect in David Hume’s An Enquiry Concerning Human Understand

Cause and Effect in David Hume’s An Enquiry Concerning Human Understanding In An Enquiry Concerning Human Understanding, David Hume states, â€Å"there is not, in any single, particular instance of cause and effect, any thing which can suggest the idea of power or necessary connexion† (Hume, 1993: 41). Hume establishes in section II that all ideas originate from impressions that employ the senses (11). Therefore, in order for there to be an idea of power or â€Å"necessary connexion,† there must be impressions of this connection present in single instances of cause and effect; if there are no such impressions, then there cannot be an idea of â€Å"necessary connexion† (52). To illustrate his statement, Hume examines four situations: bodies interacting in the world, mind causing actions of the body, mind causing ideas of ideas, and God as the source of power. I will highlight Hume’s reasons and outline his arguments to establish that there is no â€Å"connexion† between cause and effect on the basis of singl e instances. Hume’s first reflection focuses on worldly bodies. Assuming that a â€Å"necessary connexion† exists between cause and effect, this effect could be determined, without prior experience, through reasoning, upon observation of the cause alone. We, however, observe the body and we observe the effect on the body or system but â€Å"the power or force, which actuates the whole machine [universe or chain of effects] is entirely concealed from us, and never discovers itself in any of the sensible qualities of body† (42). Hence, this situation demonstrates no impression of, and therefore no idea of, â€Å"necessary connexion† in â€Å"single instances of their (bodies) operation† (42). The second reflection in... ...out being ever able to comprehend any thing like connexion between them† (46). He expresses that this conjunction through similar experience is what allows us to relate cause and effect relatively accurately. On the other hand, Hume entertains the situation that â€Å"it is God himself, †¦ which we erroneously attribute to our own power and efficacy† (47). Hume argues that â€Å"there must arrise a strong suspicion †¦ (when we arrive at) conclusions so extraordinary, and so remote from common life and experience† (48). Further, Hume illustrates that no matter how ignorant we are â€Å"of the manner in which bodies operate on each other† we are equally ignorant of the supreme mind; we should reject the more unintelligible prospect (48). Works Cited Hume, David. An Enquiry Concerning Human Understanding. 2nd edition. Hackett Publishing: Indianapolis. 1993. Cause and Effect in David Hume’s An Enquiry Concerning Human Understand Cause and Effect in David Hume’s An Enquiry Concerning Human Understanding In An Enquiry Concerning Human Understanding, David Hume states, â€Å"there is not, in any single, particular instance of cause and effect, any thing which can suggest the idea of power or necessary connexion† (Hume, 1993: 41). Hume establishes in section II that all ideas originate from impressions that employ the senses (11). Therefore, in order for there to be an idea of power or â€Å"necessary connexion,† there must be impressions of this connection present in single instances of cause and effect; if there are no such impressions, then there cannot be an idea of â€Å"necessary connexion† (52). To illustrate his statement, Hume examines four situations: bodies interacting in the world, mind causing actions of the body, mind causing ideas of ideas, and God as the source of power. I will highlight Hume’s reasons and outline his arguments to establish that there is no â€Å"connexion† between cause and effect on the basis of singl e instances. Hume’s first reflection focuses on worldly bodies. Assuming that a â€Å"necessary connexion† exists between cause and effect, this effect could be determined, without prior experience, through reasoning, upon observation of the cause alone. We, however, observe the body and we observe the effect on the body or system but â€Å"the power or force, which actuates the whole machine [universe or chain of effects] is entirely concealed from us, and never discovers itself in any of the sensible qualities of body† (42). Hence, this situation demonstrates no impression of, and therefore no idea of, â€Å"necessary connexion† in â€Å"single instances of their (bodies) operation† (42). The second reflection in... ...out being ever able to comprehend any thing like connexion between them† (46). He expresses that this conjunction through similar experience is what allows us to relate cause and effect relatively accurately. On the other hand, Hume entertains the situation that â€Å"it is God himself, †¦ which we erroneously attribute to our own power and efficacy† (47). Hume argues that â€Å"there must arrise a strong suspicion †¦ (when we arrive at) conclusions so extraordinary, and so remote from common life and experience† (48). Further, Hume illustrates that no matter how ignorant we are â€Å"of the manner in which bodies operate on each other† we are equally ignorant of the supreme mind; we should reject the more unintelligible prospect (48). Works Cited Hume, David. An Enquiry Concerning Human Understanding. 2nd edition. Hackett Publishing: Indianapolis. 1993.

Ted Talk Analysis

Patricia Ryan talked about her experience in living and teaching english for over 30 years in the gulf where she has seen vast cultural and linguistic change. This strategy helped her build her credibility with the audiences. The topic of her speech at Ted was â€Å"Don’t Insist on English! †. She addressed the question: Is the world’s focus on English preventing the spread of great ideas in other languages? The primary audience to her speech was English teachers. Patricia Ryan has the same background that helps the primary audience to relate to her.There were many questions in her speech that trigger the audience to think, it created audience interaction in he speech. Although answers were not expected from the audiences, Patricia Ryan gradually reveals the solutions to the issues in a very well organized fashion throughout her speech. She opened her speech with a little bit of humours related to the topic, this helped the audience to loosen up a bit and ready t o accept what she was trying to deliver while making her a likeable person to them.She delivered a very persuasive speech with an indirect approach. First she revealed a prediction of how number of languages in the world will decrease overtime through globalization of English. She then supproted this claim with statistics. Throughout the speech Patricia Ryan told various kinds of facts that relates to the topic. Stories of actual events was her way of slowly persuading the audiences and selling her ideas. Since indirect approach is harder to follow and harder to understand, Patricia Ryan had all her facts and stories well organized.Every one of her facts and stories had a purpose of delivering her next point in her speech. Patricia Ryan’s communication style was ‘sell’. She was trying to sell an alternative ways of doing things. She persuade the audience through her credibility as a very experienced English teacher while staying modest throughout her speech. Her tone was very confident , persuasive, and sometime humourous. She tried to communicate with pictures sometimes funny pictures to attract audiences’ attention.Her languange use was very clear and slow yet you can hear power in her speech. She used various natural body language. We find that Patricia Ryan’s speech was delivered in a very well organized manner and very persuasive. She was well qualified to deliver the speech with her vast experience in English teaching industry. With her credibility, the audiences who were mostly English teachers were easily relate and persuaded to her ideas. Supported by tatistics and facts while a little bit stories here and there helped her to further persuade the audience into her cause. These statistics and facts acted as her supporting arguments to her main idea. Indirect approach in this case was used successfully as in her way of delivering her ideas she showed many of those arguments and proofs to support her main idea at the con clusion of her speech. Her closing was emotional and interacted with the audiences’ spirit. Inviting them to her cause in a very persuasive and energetic way. Ted Talk Analysis Patricia Ryan talked about her experience in living and teaching english for over 30 years in the gulf where she has seen vast cultural and linguistic change. This strategy helped her build her credibility with the audiences. The topic of her speech at Ted was â€Å"Don’t Insist on English! †. She addressed the question: Is the world’s focus on English preventing the spread of great ideas in other languages? The primary audience to her speech was English teachers. Patricia Ryan has the same background that helps the primary audience to relate to her.There were many questions in her speech that trigger the audience to think, it created audience interaction in he speech. Although answers were not expected from the audiences, Patricia Ryan gradually reveals the solutions to the issues in a very well organized fashion throughout her speech. She opened her speech with a little bit of humours related to the topic, this helped the audience to loosen up a bit and ready t o accept what she was trying to deliver while making her a likeable person to them.She delivered a very persuasive speech with an indirect approach. First she revealed a prediction of how number of languages in the world will decrease overtime through globalization of English. She then supproted this claim with statistics. Throughout the speech Patricia Ryan told various kinds of facts that relates to the topic. Stories of actual events was her way of slowly persuading the audiences and selling her ideas. Since indirect approach is harder to follow and harder to understand, Patricia Ryan had all her facts and stories well organized.Every one of her facts and stories had a purpose of delivering her next point in her speech. Patricia Ryan’s communication style was ‘sell’. She was trying to sell an alternative ways of doing things. She persuade the audience through her credibility as a very experienced English teacher while staying modest throughout her speech. Her tone was very confident , persuasive, and sometime humourous. She tried to communicate with pictures sometimes funny pictures to attract audiences’ attention.Her languange use was very clear and slow yet you can hear power in her speech. She used various natural body language. We find that Patricia Ryan’s speech was delivered in a very well organized manner and very persuasive. She was well qualified to deliver the speech with her vast experience in English teaching industry. With her credibility, the audiences who were mostly English teachers were easily relate and persuaded to her ideas. Supported by tatistics and facts while a little bit stories here and there helped her to further persuade the audience into her cause. These statistics and facts acted as her supporting arguments to her main idea. Indirect approach in this case was used successfully as in her way of delivering her ideas she showed many of those arguments and proofs to support her main idea at the con clusion of her speech. Her closing was emotional and interacted with the audiences’ spirit. Inviting them to her cause in a very persuasive and energetic way.

The Five Main Types of Adverbs in English

Adverbs are one of the  eight parts of speech  and  are used to modify verbs. They can describe how, when, where, and how often something is done. Here is a guide to the five types of adverbs. Adverbs of Manner Adverbs of manner provide information on how someone does something. Adverbs of manner are most often used with action verbs. Adverbs of manner include:  slowly, fast, carefully, carelessly, effortlessly, urgently, etc.  Adverbs of manner can be placed at the end of sentences or directly before or after the verb.   Examples Jack drives very carefully.He won the tennis match effortlessly.She slowly opened the present.   Adverbs of Time and Frequency Adverbs of time provide information on when something happens. Adverbs of time can express a specific time such as  in two days, yesterday, three weeks ago, etc.  Adverbs of time are usually placed at the end of sentences, though they sometimes begin a sentence. Examples Well let you know our decision next week.I flew to Dallas three weeks ago.Yesterday, I received a letter from my friend in Belfast. Adverbs of frequency are similar to adverbs of time except that they express how often something happens. Adverbs of frequency are placed before the main verb. They are placed after the verb be.  Here is a list of the most common adverbs of frequency beginning with the most often to the least often: alwaysalmost alwaysusuallyoftensometimesoccasionallyseldom  rarelyalmost nevernever Examples He seldom takes a vacation.Jennifer occasionally goes to the movies.Tom is never late for work.   Adverbs of Degree Adverbs of degree provide information concerning how much of something is done. These adverbs are often placed at the end of a sentence. Examples They like playing golf a lot.She decided that she doesnt enjoy watching TV at all.  She nearly flew to Boston, but decided not to go in the end.   Adverbs of Place Adverbs of place tell us where something happened. They include works such as  nowhere, anywhere, outside, everywhere, etc.   Examples Tom will go anywhere with his dog.Youll find that there is nowhere like home.She found the box outside.   Formation Adverbs are usually formed by adding -ly to an adjective. quiet - quietly, careful - carefully, careless - carelessly Adjectives ending in -le change to -ly. possible - possibly, probable - probably, incredible - incredibly Adjectives ending in -y change to -ily. lucky - luckily, happy - happily, angry - angrily Adjectives ending in -ic change to -ically. basic - basically, ironic - ironically, scientific - scientifically Some adjectives are irregular. good - well, hard - hard, fast -fast Sentence Placement Adverbs of Manner: Adverbs of manner are placed after the verb or entire expression (at the end of the sentence). Their teacher speaks quickly. Adverbs of Time: Adverbs of time are placed after the verb or entire expression (at the end of the sentence). She visited her friends last year. Adverbs of Frequency: Adverbs of frequency are placed before the main verb (not the auxiliary verb). He often goes to bed late. Do you sometimes get up early? Adverbs of Degree: Adverbs of degree are placed after the verb or entire expression (at the end of the sentence). Shell attend the meeting as well. Adverbs of place: Adverbs of place are generally placed at the end of a sentence. She walked out of the room to nowhere.   Important Exceptions Some adverbs are placed at the beginning of a sentence to provide more emphasis. Now you tell me you cant come! Adverbs of frequency are placed after the verb to be when used as the main verb of the sentence. Jack is often late for work. Some adverbs of frequency (sometimes, usually, normally) are also placed at the beginning of the sentence for emphasis. Sometimes I visit my friends in London.