Saturday, January 25, 2020
Damning Of The Masses Essay -- essays research papers
Damning of the Masses           That if you confess with your mouth, â€Å"Jesus is Lord,†and           believe in your heart that God raised him from the dead,           you will be saved. --Romans 10: 9               From the time we are small children sitting in Sunday school not able to fully grasp the love of God that we sing simple songs about, we are taught that Jesus was sent to earth to love us no matter what. The Puritan congregation listening to Jonathan Edwards’ sermon Sinners in the Hands of an Angry God in 1741 were not being taught of this wonderful gift. Though Edwards’ intentions were sincere and good, he put far too much emphasis on the side of judgment that is to be greatly softened by the lesson of love Christ came to earth to make known. This made his invitation to salvation very appealing, but only through the avenue of fear of what might happen otherwise, not through sincere love for Christ. Because of this, Edwards’ call to Christianity and repentance is not complete.      In Edwards’ sermon, emphasis is placed on what will happen if we do not put Christ on in baptism, enslaving ourselves to sin. He uses the fear of God that is emphasized so much in the Bible and twists it just a bit. The fear we are...
Friday, January 17, 2020
Aesthetic Values and Objects Essay
1.When looking at the differences between cultural, natural, and truly aesthetic objects, it’s relatively easy to define each in their own ways. Cultural objects differ from natural objects in the sense that cultural objects have been placed in an artistic manner by, and for the human population, whereas natural objects are in the most basic term, objects placed by nature for no other external reason. For instance, a bed of rocks laying among a path, strewn out for an artistic affect is considered a cultural object, where bedrock randomly strewn across a certain area, without being altered by a person or persons, is considered a natural object. In other words, a tree, planted and grown naturally is considered a natural aesthetic object. A table, in its own right, will be a cultural object, as it is used for mankind’s benefit, and also used for artistic effect is considered cultural; whereas a wooden sculpture will be considered aesthetic in its nature as a purely artist ic object. What all these objects have in common is the fact that all consists out of wood, and that all can be considered as either natural, cultural, or truly aesthetic objects. 2.Aesthetics is not easily definable when looking at the different values that can be used to describe the object in question. There are two different forms of aesthetic value namely Inherent and Consequential value. If an object has value in, and for itself, it is considered as Inherent value. Pleasure, for instance, has inherent value because please is sought in and for itself. If an object has value because of its consequences, it has consequential value. This involves anything from an action or a still-standing object meant for something. Friendship, for instance, is consequential because we value it because it a means of pleasure, and not necessarily pleasure itself. A popular saying goes: â€Å"to each his own,†and that is exactly the problem it comes down to when attempting to define the aesthetic. As explained in study guide, whatever reason I would consider something to be interesting and beautiful could be used by someone else to define the exact opposite. For instance, I would say that a movie’s vehicle chase scenes were the scenes that made the movie as incredible as it is, but then a friend of mine would mention that it was those exact scenes that made the movie too boring to bare. By merely saying â€Å"beauty is in the eye of the beholder†one has to ask â€Å"what is the definition of beauty†, and it is there where everyone else seem to have different opinions. Marcia Eaton manages to explain this point by giving the following examples: â€Å"What a movie – one car chase after another!†â€Å"I know, I was bored to death.†and â€Å"The lyrics were so romantic!†â€Å"Yes, that’s exactly why they were so sentimental.†We all have different opinions, based somewhat on the different kinds of cultural backgrounds we have, and how we were raised. This is another factor that has to be considered when we are trying to understand one-another’s aesthetic value towards certain objects. 3.Certain conditions have to be met when applying aesthetic value to certain objects. First, one has to consider if the object truly is cultural, or natural. After that has been considered, you have to think of the reason why the object in question appeals to you the way it does. The problem of defining the aesthetic is what concerns us here. Like all definitions this problem is bound with the criteria for the application of defenitions. This means specifying the conditions for when it is justified to apply the concept of â€Å"aesthetic†to any particular object. – [THL801-U/1/2008-2010] A necessary condition is a condition that must be met for the concept to be applied. For example, a necessary condition for something to be a horse is that it is an animal. A sufficient condition is a condition which, if met, alone suffices for the concept to be applied. For example, a sufficient condition for something to be an animal is that it is an animal. Some conditions can either be necessary and sufficient, or sufficient but not necessary, or even necessary but not sufficient. In other words, the definition of a concept is to give its meaning, and to give its meaning tells us what condition the object must meet for the concept to apply to it.
Thursday, January 9, 2020
Histogram Classes Information and Examples
A histogram is one of many types of graphs that are frequently used in statistics and probability. Histograms provide a visual display of quantitative data by the use of vertical bars. The height of a bar indicates the number of data points that lie within a particular range of values. These ranges are called classes or bins. Number of Classes There is really no rule for how many classes there should be. There are a couple of things to consider about the number of classes. If there was only one class, then all of the data would fall into this class. Our histogram would simply be a single rectangle with height given by the number of elements in our set of data. This would not make a very helpful or useful histogram. At the other extreme, we could have a multitude of classes. This would result in a multitude of bars, none of which would probably be very tall. It would be very difficult to determine any distinguishing characteristics from the data by using this type of histogram. To guard against these two extremes we have a rule of thumb to use to determine the number of classes for a histogram. When we have a relatively small set of data, we typically only use around five classes. If the data set is relatively large, then we use around 20 classes. Again, let it be emphasized that this is a rule of thumb, not an absolute statistical principle. There can be good reasons to have a different number of classes for data. We will see an example of this below. Definition Before we consider a few examples, we will see how to determine what the classes actually are. We begin this process by finding the range of our data. In other words, we subtract the lowest data value from the highest data value. When the data set is relatively small, we divide the range by five. The quotient is the width of the classes for our histogram. We will probably need to do some rounding in this process, which means that the total number of classes may not end up being five. When the data set is relatively large, we divide the range by 20. Just as before, this division problem gives us the width of the classes for our histogram. Also, as what we saw previously, our rounding may result in slightly more or slightly less than 20 classes. In either of the large or small data set cases, we make the first class begin at a point slightly less than the smallest data value. We must do this in such a way that the first data value falls into the first class. Other subsequent classes are determined by the width that was set when we divided the range. We know that we are at the last class when our highest data value is contained by this class. Example For an example we will determine an appropriate class width and classes for the data set: 1.1, 1.9, 2.3, 3.0, 3.2, 4.1, 4.2, 4.4, 5.5, 5.5, 5.6, 5.7, 5.9, 6.2, 7.1, 7.9, 8.3, 9.0, 9.2, 11.1, 11.2, 14.4, 15.5, 15.5, 16.7, 18.9, 19.2. We see that there are 27 data points in our set. This is a relatively small set and so we will divide the range by five. The range is 19.2 - 1.1 18.1. We divide 18.1 / 5 3.62. This means that a class width of 4 would be appropriate. Our smallest data value is 1.1, so we start the first class at a point less than this. Since our data consists of positive numbers, it would make sense to make the first class go from 0 to 4. The classes that result are: 0 to 44 to 88 to 1212 to 1616 to 20. Exceptions There may be some very good reasons to deviate from some of the advice above. For one example of this, suppose there is a multiple choice test with 35 questions on it, and 1000 students at a high school take the test. We wish to form a histogram showing the number of students who attained certain scores on the test. We see that 35/5 7 and that 35/20 1.75. Despite our rule of thumb giving us the choices of classes of width 2 or 7 to use for our histogram, it may be better to have classes of width 1. These classes would correspond to each question that a student answered correctly on the test. The first of these would be centered at 0 and the last would be centered at 35. This is yet another example that shows that we always need to think when dealing with statistics.
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