Cultural Background Knowledge And English Teaching Cultural Studies Essay

Cultural Background Knowledge And English Teaching Cultural Studies Essay Language is a mirror which reflects the entire culture, and every nation has its own culture. Language learning is inseparable from the understanding of cultural background knowledge. Cultural background knowledge is very important in language teaching. Here I want to talk about the relationship between them and how to teach. I. Introduction Language is a product of society, cultural differences led to many difficulties language learning, if you want to learn English as well, you must grasp cultural knowledge. Language learning is inseparable from the understanding of cultural background knowledge. It is necessary for teachers to pass on cultural background knowledge to students. II. Cultural  background  knowledge  and  English  teaching 1. Problems aroused by different cultural backgrounds Cultural plays an important role in language. They are linked closely. Different countries have different languages and cultures. Because of cultural differences, misunderstandings may arise, although the language used in communication may be faultless. The same words or expressions may not mean the same thing to different peoples. Because of cultural differences, a serious question may cause amusement or laughter ¼Ã¢â‚¬ ºA harmless statement may cause displeasure or anger. On the one hand, without language, culture would not be possible. On the other hand, language is influenced and shaped by culture; it reflects culture. Each culture is unique. Learning a foreign language means more than merely mastering the pronunciation, grammar, words and idioms. It means learning the ways in which their language reflects the ideas, customs, and behavior of their society, learning to understand their language of the mind. Learning a language, in fact, is inseparable from learning its culture. In china, dragon means lucky, but in the foreigners eyes dragon is the embodiment of evil. In China, we can free to ask a persons age, salary, or an items price, in the West, this is very impolite. A foreign teacher see a female student wearing a beautiful dress, she looks very nice. The teacher said happily, You look very beautiful today! The girl said shyly, No, no. This is an ordinary dress. The teacher praise a students English is pretty well, Your English is quite fluent. The student at once modestly said, No, no, my English is quite poor. The two Students answer is that the teacher never thought; and the teacher doesnt understand is that obviously female student wears the dress which looks pretty, the second students English is very good, but why both of them say, No. They make the teacher feel that they dont have their own opinions and dont know how to distinguish what is good, what is bad. A student, he met a foreigner in the park, he would like to practice his own spoken language, he said, Whats your name? What are you doing here? Follow me! The foreigner confused and thought that he did something wrong, and he had to be arrested and inquired. At last, let us see the following dialogues in many textbooks: 1. A: Whats your name? B: My name is Xiao Hong. A: How old are you? B: Im eleven. 2. A: Where are you going? B: Im going to the zoo. In china, when people meet each other, they always say, Where are you going? Are you out? although people do not want to know where you go. All the above dialogues, although forms are correct, they are not appropriate. So in language teaching, we should not only pass on knowledge of language and train learners competence of utilizing language, but also enhance teaching of relative cultural background knowledge. 2. Importance of cultural background knowledge in language teaching As we all know, Language is a part of the culture, they can not be separated each other. Therefore its necessary to understand the cultural background knowledge. In Modern high schools, the teachers mainly cultivate ability in listening, speaking, reading and writing, the ultimate aim is to train students to use English communicate with each other, the four aspects are inseparable from the cultural background knowledge. Without language, culture would not be possible. Language is influenced and shaped by culture; it reflects culture. Some people say that listening is an important aspect of communicative competence. Listening ability, reading ability, the listeners language skill, cultural background knowledge, thinking skill are closely related. If the language capability of the listener is relatively strong, but he knows a little cultural background knowledge, it is difficult to understand the meaning of the listening materials, even he makes a mistake in understanding. From this, culture plays an important role in English teaching. Speaking is not merely concerned with pronunciation and intonation. Students can only improve their oral English and reach the aim of communication by means of enormous reading, mastering rich language material and acquaintance of western culture. Therefore, in oral training, teachers should lay stress on factuality of language and adopt some material approaching to daily life, such as daily dialogues with tape, magazines, newspapers and report etc., because the material is from real life, and it helps students to be well acquainted with standard pronunciation and intonation, to speak English appropriate to the occasion, to understand western way of life and customs etc. Otherwise, misunderstanding and displeasure are inevitably aroused. In English, there are so many euphemisms that sometimes its hard to know the other ones actual mood. So we should pay attention to our answer. Reading English articles requires a certain language basis, but the competence of reading comprehension is not entirely related to ones language level. Knowledge of cultural background is also important. You can guess the meaning according to available language material, cultural background and logical reasoning. However, when we read English articles, differences between Chinese and western cultures often bring us many difficulties. People always recognize which kind of articles wrote by foreigners, which kind of articles wrote by Chinese. There are three main reasons, first, the writers English level is not so high, second, Chinese and western have different thinking ways, third, the articles style is very different because of different cultural. These three aspects show cultural play an important role in writing. In writing, we often use some modifiers to enhance the color of the article, and the articles are so vivid. Western thinks the magpie is not a sign of good luck, but Chinese think magpie is a symbol of celebration. People always say: Magpie call, something good will be happened. Therefore, cultural difference is the key that makes the articles be natural or not. If you want to achieve the level of writing of foreigners, you must grasp cultural background knowledge. Every aspects of language always reflects cultural, It means language learning and cultural background knowledge learning are not separate d. The content of cultural is very abundant, in the teaching process, the teachers shall explain cultural background knowledge in any time, make the students take language and cultural knowledge into listening, speaking, reading, writing skills, so as to the students can easily communicate with foreigners and read foreign materials. Translating and writing cant be separated from cultural background knowledge. We shall take the word dog as an example. To English-speaking people and Chinese, there are very different meanings. Lai Pi Gou and Sang JiaZhiquan are often used to describe disgusting people. But dog in English, especially in proverbs, is a commendatory term. If we translate dog into Chinese dog without exception, we may make jokes. For example: 1. Every dog has his day. 2. You are, indeed, a lucky dog., 3. Last night my father came home dog-tired. Because some learners are not well aware of the cultural differences, they take it for granted that the three sentences should be translated into the following: 1.à ¦Ã‚ ¯Ã‚ Ãƒ ¦Ã‚ Ã‚ ¡Ãƒ §Ã¢â‚¬ ¹-à ©Ã†â€™Ã‚ ½Ãƒ ¦Ã…“†°Ãƒ ¨Ã¢â‚¬ ¡Ã‚ ªÃƒ ¥Ã‚ ·Ã‚ ±Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ ¨Ã…  Ã¢â‚¬Å¡Ãƒ ¦- ¥Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 2.à ¤Ã‚ ½Ã‚  Ãƒ §Ã…“Å ¸Ãƒ ¦Ã‹Å" ¯Ãƒ ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¦Ã‚ Ã‚ ¡Ãƒ ¥Ã‚ ¹Ã‚ ¸Ãƒ ¨Ã‚ ¿Ã‚ Ãƒ §Ã… ¡Ã¢â‚¬Å¾Ãƒ §Ã¢â‚¬ ¹-à £Ã¢â€š ¬Ã¢â‚¬Å¡ 3.à ¦Ã‹Å" ¨Ãƒ ¦Ã¢â€ž ¢Ã… ¡Ãƒ ¦Ã‹â€ Ã¢â‚¬ËœÃƒ §Ã‹â€ Ã‚ ¸Ãƒ §Ã‹â€ Ã‚ ¸Ãƒ ¥Ã¢â‚¬ ºÃ… ¾Ãƒ ¥Ã‹â€ Ã‚ °Ãƒ ¥Ã‚ ®Ã‚ ¶Ãƒ ¤Ã‚ ¸Ã‚ ­Ãƒ ¥Ã†â€™Ã‚ Ãƒ §Ã¢â‚¬ ¹-à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¦Ã‚  Ã‚ ·Ãƒ ¥Ã‚ ¾-à §Ã‚ ´Ã‚ ¯Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ In fact, the right translations are as follows: 1.à ¤Ã‚ ºÃ‚ ºÃƒ ¤Ã‚ ºÃ‚ ºÃƒ §Ã… ¡Ã¢â‚¬  Ãƒ ¦Ã…“†°Ãƒ ¥Ã‚ ¾-à ¦Ã¢â‚¬Å¾Ã‚ Ãƒ ¦- ¶Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 2.à ¤Ã‚ ½Ã‚  Ãƒ §Ã…“Å ¸Ãƒ ¦Ã‹Å" ¯Ãƒ ¤Ã‚ ¸Ã‚ ªÃƒ ¥Ã‚ ¹Ã‚ ¸Ãƒ ¨Ã‚ ¿Ã‚ Ãƒ ¥Ã¢â‚¬Å¾Ã‚ ¿Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ 3.à ¦Ã‹Å" ¨Ãƒ ¦Ã¢â€ž ¢Ã… ¡Ãƒ ¦Ã‹â€ Ã¢â‚¬ËœÃƒ §Ã‹â€ Ã‚ ¶Ãƒ ¤Ã‚ ºÃ‚ ²Ãƒ ¥Ã¢â‚¬ ºÃ… ¾Ãƒ ¥Ã‹â€ Ã‚ °Ãƒ ¥Ã‚ ®Ã‚ ¶Ãƒ ¤Ã‚ ¸Ã‚ ­Ãƒ ©Ã‚ Ã… ¾Ãƒ ¥Ã‚ ¸Ã‚ ¸Ãƒ §Ã‚ ´Ã‚ ¯Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ It is clear that cultural background knowledge is necessary in language teaching. Teachers should help students to solve the difficulties in language as well as in culture. Thus, teachers should further improve your quality of teaching. Especially you should teach cultural background knowledge as possible as you can. 3. How to carry out the teaching of cultural background knowledge Firstly teachers should choose proper teaching material. Especially the foreign material should be used, just like dialogues, next, teachers should explain cultural factors involved in the material with purpose. There is an example like this: Helen: Hello, Susan, where are you going? Susan: Im going to get a magazine and some chocolate. Helen: Lets go to that newsagent in the corner. I want some cigarettes. Susan: I want to go the one down the road. Ive got to send off this parcel and there is a post-office in that one. It tells us in England some newsagentà ¢Ã¢â€š ¬Ã… ¡those shops not only sell sweets and cigarettes, but also install post office where people can send off letters and parcels. But in China, there are not such shops. If teachers dont explain for this, students may feel puzzled. Secondly, Teachers should take cultural background knowledge and English teaching into four aspects of language learning, they are listening, speaking, reading, writing skills. Teachers should give some information about cultural background knowledge in listening course. A lot of students listening level is not so high, not only because they do not grasp English words and their grammatical concept is unclear but also they dont have cultural background knowledge. There are two jokes here: à ¢Ã¢â‚¬ËœÃ‚  A: Where are you from? B: Ill ask her (Alaska) A: Why do you ask her? à ¢Ã¢â‚¬ËœÃ‚ ¡A: Where are you from? B: How are you? (Hawaii) In the two jokes, to A, B do not understand question, but if you know the United States has two states: Alaska and Hawaii, then A will not make a mistake. From this, in listening course, teachers give cultural background knowledge to students, not only enhance the listening skill of them, but also enable students to obtain knowledge. In reading course, teachers should explain cultural background knowledge. If you want to read, you must have English basic. Cultural background knowledge is so important. Thirdly, in the classroom, teacher should pay attention to proper language forms as well as suitable use of language. One way of classroom teaching is to ask students to make similar dialogues to the text. A student inevitably needs to play a role and carry on a conversation according to a certain role. Teacher should attract the students attention to his role and point out his expressions which are improper for his character or the occasion. Furthermore, remind students to pay attention to details such as pronunciation, intonation, countenance wording, gesture etc. Fourthly, teachers should use good native English videotapes and films in teaching, and then organize discussions. Teachers should use pictures, movies in teaching, students can easily understand some cultural background knowledge, and Western social and cultural factors. Fifthly, encourage students to communicate with native English speakers. But so far, we havent carried out such activities enough. In contact with native speakers, in such relaxed conversations, students can learn much knowledge, which cannot be learned in the classroom. Sixthly, hold some lectures about cultures and customs, comparing Chinese culture with western culture. In teaching, teachers should pay attention to cultural differences and study these differences. As English teachers, we should not only help students to learn a foreign language, but also to learn social and cultural background knowledge. Only so, students can widen their knowledge and thus further learn English well. III. Conclusion Language is a mirror which reflects the entire culture, and every nation has its own culture. Language learning is inseparable from the understanding of cultural background knowledge. Language is a product of society, cultural differences led to many difficulties language learning, if you want to learn English as well, you must grasp cultural knowledge. It is necessary for teachers to pass on cultural background knowledge to students. In short, there are great differences between Chinese and Western culture, language and culture are inseparable, if you do not understand the foreign language and cultural background, you can not correctly understand and use language. Not only enable students to master the basic knowledge, but should also strengthen cultural Background Knowledge in teaching, so that they learn and come from different social background, cultural practices, political systems of the people live in harmony, so as to really reach in English teaching purposes

Value of an Education Essay -- Education School College

Value of an Education In today's society education is really important. Education has evolved a lot over time and has shaped American society. Back in the day, education was not as important because many jobs did not have educational requirements. In those days you could have a high school diploma and get a good job. Today, if you only have a high school diploma the types of jobs that you can get include fast food restaurants or maybe construction work. Getting your college degree is very essential to your economic success and your ability to get a good job that pays well. Prior to entering college in the fall, I felt that college would be very challenging for me because of what my friends that were already attending college told me. I feel that high school as a whole does not prepare you for work at the college level. Many people in high school study very little or they might not study at all and they can still maintain an A average. At the college level you can not study very little and expect to get the same results. If high school better prepared students for college there would be more college students making it to their sophomore years of college instead of dropping out. Another big difference between high school and college is the fact that there is so much freedom in college. In high school you are on such a tight leash that you are forced to do things that you aren't forced to do in college. For example, in high school, if you don't go to class, your parents will be notified. In college, you're on your own and you need to make the decision t o go class as scheduled. I think that this is one of the main reasons why students flunk out of college. Many students at the age of 18 and 19 see that most classes don't take ... ...education very highly, so it is fitting that the University of Kentucky do the same. Values teach us that we can reach as high as we can, rather than cutting ourselves short. The University offers highest standards of achievement which enable students to realize their full potential. I believe that the University of Kentucky is a good school that supports every student to be the best they can be. " A school that operates with a set of values that ensures a common and consistent code of respectful and responsible behavior makes a significant difference. Students learn far better when they are a part of a school that consciously applies values education policies, behavior strategies and teaching programs that employs trained teachers who can discuss values issues in all areas of the curriculum." Lawley, Judy. Living Values. Values Education, 2003

Copyright Laws in India Essay -- Technology Computers Essays

Copyright Laws in India This document is intended to give a brief overview of the patent and copyrights laws in India and a brief analysis on global issues related to these laws. India has progressed enormously in the field of technology and is ranked tenth in the pool of scientific and technical personnel in the world. There may be hundreds of economical, legal, ethical issues that might have global impact but discussing all of them here is almost impossible. Only the key issues are focused in this paper. India is quickly growing as leading world software producer. It has occupied a secured place in information technology arena by producing high quality software products and software professionals. India also has a fairly well developed system of infrastructure facilities like power, transport, communication and banking. Government of India has recently adopted an increasing liberal approach towards joint venture and import of technology. The country has also revised its patents Acts after a number of foreign companies brought suit against local firms for breach of patents. While computer programs are not currently patentable in India, the country is not without software protection. The Indian Copyright Law explicitly defines the software as a literary work, which can be protected. The statute gives the Indian Central Govt. power to extent copyright protection to foreign works if needed. With the protective necessary statute in place, India has only to enforce them. Enforcement in Ind ia, as in Mexico, indeed seems to be weak spot in controlling intellectual property. We will discuss the details of patens and copyrights issues of India in following sections of this paper. Overview of Patent laws in India The Indian Patent Law does not contain any specific provision regarding the protection of computer programs. Computer programs are not patentable per se, however a claim to a manner of manufacture, which results in a tangible product that requires the application of an algorithm or a particular computer program, may be patentable. Under Section 3(k) of the Patents (Second Amendment) Bill 1999, "a mathematical or a business method or a computer program or algorithms" is not a patentable invention. It appears that computer programs capable of bringing about a technical effect might be allowed, in pursuant to the recommendations made by the... ... of the program to be free software as well.) would prohibit it. Conclusion Software is special . Neither it can be compared to a copyrighted novel nor to a hardware or machinery. Software should be considered as a special case as it forms a unique nexus between the intangible world of abstract concepts and the concrete world of machinery. New discoveries and inventions are taking place everyday in this field. As we discussed above, there are many ethical issues if we protect the software as any other engineering process and there are many issues if we do not protect them. Being a responsible software engineer, I believe that software should be considered as a separate entity (different from other engineering processes or literary work) and new laws should be defined only applicable to software. References i. The patent and copyrights law in India, http://www.singhania.com/ip/contents.html ii. The Danger of Software Patents - by Richard M. Stallman, http://www.gnu.org/philosophy/stallman-mec-india.html iii. Philosophies of Free Software and Intellectual Property - by Brett Watson, http://www.ram.org/ramblings/philosophy/fmp/free-software-philosophy.html

Game Not over, Not Yet

Game Not Over, Not Yet Electronics Art’s (EA) competitive advantage from the perspective of the industrial organization view (I/O) is their choice of industry is very attractive. Todays world consist of many people who spend several hours playing video games. EA is from this aspect is stacking up ok against their competitors but they are also failing in their position. EA’s sales are down from previous years and they also missed the initial social gaming trend of which they are now trying hard to develop a digital platform for many of their popular games.The next perspective is resource-based view (RBV). EA’s resource based view in the past was great until the digital gaming came on board. EA was used to the technology at that time when they were popular for their games such as Madden NFL and Battlefield. It seems they’ve lost their innovative â€Å"touch† now that most games are becoming digital and they were not in position to enter into that digi tal platform and social gaming. EA was known for their resources because they had the human, physical, intangible, structural/cultural, and financial assets to develop produce and deliver to their customers.They seemed to have all the resources needed when they had their competitive advantage but Electronics Arts did not prepare themselves for the changes in the behavior of consumers and retailers or trends which is now causing them to loose their competitive advantage. What they were producing had value but was not rare enough and could be exploited by other companies who were willing to take them on. From the perspective of guerilla view EA’s competitive advantage was definitely temporary.They lacked the ability to change and radically surprise competitors with strategic actions and as a company their focus of analysis both external and internal was failing. EA was not able to continue their before track record of disrupting current situations that would aide in helping the m to maintain their competitive advantage. Yes, EA does exhibits the critical factors for the new business context. They now have a new CEO who is on board and is brining back the discipline needed in order to stay on top.Their new CEO has found out what caused them to give up their â€Å"status† and is implementing it. They are starting back at square one of having designers identify the creative center of a game, understanding their customers by using small focus groups, and sharing best practices and technologies through their intranet library. They are also disciplining the necessary people†¦the next generation and project management. The resource EA appears to have are the human resources, intangible assets, structural/cultural assets, and finances.I feel that the human resources is a unique thing to have because it is hard to acquire people who have the experience, characteristics, knowledge, judgment, wisdom, skills, abilities, and competencies needed to achieve t he company goal. Also although their financial status is not what it used to be they still have enough money to invest and be innovative again. The only ethical and social responsibility issues I can see them dealing with possibly replicating another companies digital platform.The only way to handle that is by coming up with their own and patenting it or even by just expanding their already owned brand names patents and databases. EA has to learn how to be creative again. The only stakeholders EA might have to be concerned with are the groups or individuals who can influence their company’s decisions, which at some point can possibly be their competitors which will directly affect them. References Coulter, M. (2013). Strategic management in action. (6th ed. ). Upper Saddle River, N. J. : Pearson Education, Inc.

Whitefield/Wesley & Predestination

John Wesley’s sermon, entitled â€Å"Free Grace† was published in August, 1739. In it he attempted to show how God’s grace is â€Å"free in all and free for all. † His message was strongly directed toward the doctrine of predestination and election, which was held to by many believers in Wesley’s day. He believed that this doctrine was a dangerous one and that it blasphemed the very person and nature of God. In response to Wesley, George Whitefield wrote â€Å"A Letter from George Whitefield to the Rev. John Wesley. Whitefield saw Wesley’s doctrine of â€Å"free grace† as being the one that was blasphemous and dangerous to the faith.He argued that the Bible clearly presents the doctrine of predestination, and that any doctrine that stated otherwise led to the heresy of universalism. The two men had worked together in the ministry for quite some time when these two documents were published. Wesley adopted many evangelical views of Chri stianity when he was converted, but he retained some of his pre-conversion beliefs concerning predestination. When Whitefield left England on a trip, Wesley quickly published his sermon on â€Å"free grace. When Whitefield returned, he was determined to respond and set the record straight. Both of these men presented strong arguments supporting both of their views. It is difficult to compare the two equally, because Whitefield only addresses certain issues in Wesley’s sermon and not it’s entirety. That being said, I believe that George Whitefield’s arguments concerning predestination and soteriology are superior to John Wesley’s due to how he handles Scripture and logical thought. Wesley’s sermon on â€Å"free grace† had six major points.For the purpose of this paper, I have selected for discussion only the points that Whitefield directly addressed in his letter of response. In doing so, I hope to make apparent that Whitefield had a much st ronger argument and a much more biblical understanding of predestination in soteriology. Wesley begins his sermon with a fair and accurate assessment of the possible views a person might hold, concerning predestination. He clearly shows that while many people may say that they only hold to certain parts of the doctrine, they ultimately believe in the whole.He defines the doctrine as, â€Å"As virtue of an eternal, unchangeable, irresistible decree of God, one part of mankind are infallibly saved, and the rest infallibly damned; it being impossible that any of the former should be damned, or that any of the latter should be saved. † This is a very good and biblical definition of predestination, but the implications Wesley draws from it are not. The first error that Wesley concludes is that predestination eliminates the need for evangelism. He says, â€Å"[Preaching] is needless to them that are elected; for they, whether with preaching or without, will infallibly be saved. In other words, if God will unconditionally elect some people, then it is unnecessary for those people to be evangelized. The same goes for the non-elect. If they are to be unconditionally damned to hell, then evangelism will have no effect in saving them. In Predestination Calmly Considered, he says: â€Å"His ministers indeed, as they know not the event of things, may be sincere in offering salvation to all persons, according to their general commission, ‘Go ye into all the world, and preach the gospel to every creature. But how can God or Christ be sincere in sending them with this commission, to offer his grace to all men, if God has not provided such grace for all men, no, not so much as conditionally? † I believe that Whitefield has a much clearer understanding of Scripture when he responds to Wesley’s statement concerning evangelism. He asks, â€Å"Hath not God, who hath appointed salvation for a certain number, appointed also the preaching of the Word as a means to bring them to it? † Whitefield understood that evangelism is the means that God uses to bring His elect to salvation.Whitefield goes on saying, â€Å"Since we do not know who are elect and who are reprobate, we are to preach promiscuously to all. For the Word may be useful, even to the non-elect, in restraining them from much wickedness and sin. † Whitefield could see how beneficial the Word is for both the elect and reprobate. Scripture supports Whitefield on this matter, especially in Romans 10. Paul explains that â€Å"faith comes from hearing, and hearing through the word of Christ,† and earlier he asks, â€Å"How are they to hear without someone preaching? And how are they to preach unless they are sent? The Bible clearly states that the only way that the elect will come to faith in Christ is through evangelism. John Calvin also viewed evangelism and predestination in the same light as Whitefield. He concluded: â€Å"Since we do not know who belo ngs to the number of the predestined and who does not, it befits us so to feel as to wish that all be saved. So it will come about that, whoever we come across, we shall study to make him a sharer of peace†¦ even severe rebuke will be administered like medicine, lest they should perish or cause others to perish. But it will be for God to make it effective in those whom He foreknew and predestined. Calvin would have supported Whitefield’s view of evangelism over Wesley’s for certain. The second point of argument concerns predestination and holiness. Wesley says, â€Å"[Predestination] has a manifest tendency to destroy holiness in general; for it wholly takes away those first motives to follow after it, so frequently proposed in Scripture, the hope of future reward and fear of punishment, the hope of heaven and fear of hell. † According to Wesley, those who hold to the doctrine of predestination do not have the same desire to seek holiness as those who do no t hold to it.He even makes the assertion that followers of predestination are more temperamental, especially when confronted with opposition to their doctrine. I believe that Whitefield has the stronger argument when h simply asks how this can be so? Wesley ultimately presents no proof of his assertions, but instead makes accusations from what Whitefield suspects is an experience of debating men who hold to predestination. Those men must have had a strong religious zeal that Wesley misunderstood as narrow-mindedness and hostility that flowed from their doctrinal beliefs.Wesley explains that it is expected that those who â€Å"contend earnestly for the faith once delivered to the saints† will bring strong opposition to error. Thirdly, Wesley says predestination â€Å"tends to destroy the comfort of religion, the happiness of Christianity. This is evident as to all those who believe themselves to be reprobated, or who only suspect or fear it. † He claims that those who h old to the doctrine of predestination do not have the comfort of the assurance of salvation since they can never be sure if they are one of the elect or not.They will at some point and time become doubtful of their salvation, even when they have the witness of the Holy Spirit. Wesley also claims that many people throughout the world who do not hold to predestination â€Å"enjoy the uninterrupted witness of his Spirit, the continual light of his countenance, from the moment wherein they first believed, for many month or years, to this day. † Once again, I believe that Whitefield tears down Wesley’s argument when he asks, â€Å"How does Mr. Wesley know this, who never believed election? In other words, how could Wesley have understood the heart of a person who believes in predestination if he never believed in the doctrine himself? He presents a selection from the reformers that show how they were holders of predestination and yet still described the Christian life as b eing â€Å"full of sweet, pleasant, unspeakable comfort to godly persons, and such as feel in themselves the working of the Spirit of Christ†¦Ã¢â‚¬  Evidently the heart of the elect is not full of turmoil and despair after all.In response to Wesley’s belief that some people in the world experience uninterrupted assurance, Whitefield asks how he could ever have known such a thing. There is no way that Wesley could have made contact with people all over the world that had these experiences. Whitefield understood that everyone goes through doubts and never as a life-long period of assurance of salvation. Even Jesus Christ experienced times of doubt in the garden, and what greater moment of darkness has ever been experienced than that of His time on the cross, crying, â€Å"My God! My God!Why hast thou forsaken me? † Wesley then asks, â€Å"How uncomfortable a thought is this, that thousands and millions of men, without any preceding offense or fault of theirs, wer e unchangeably doomed to everlasting burnings! † To Wesley, the doctrine of predestination is a terrible one because it condemns men to hell that are undeserving of such punishment. He does not see original sin as being the cause for people’s damnation. In his work, Predestination Calmly Considered, he says, â€Å"Perhaps you will say they are not condemned for actual but for original sin.What do you mean by this term? The sin which that Adam committed in paradise? That this is imputed to all men, I allow†¦But that any will be damned for this alone, I allow not. † Whitefield had a better understanding of this matter. He viewed all men as being deserving of hell due to the imparted sin of Adam’s rebellion in the garden. He charges that if Wesley denies the doctrine of original sin, then he must take on the doctrine of reprobation for whether Wesley believed it or not â€Å"the Word of God abides faithful: ‘The election hath obtained it, and the rest were blinded. † The final issue of debate is over the doctrine of predestination and the Bible. Wesley says, â€Å"[Predestination] hath also a direct and manifest tendency to overthrow the whole Christian Revelation. The point which the wisest of the modern unbelievers most industriously labour to prove, is, that the Christian Revelation is not necessary. † According to Wesley, the Bible is not necessary because the elect would find faith without it since their salvation is decreed by God.This is very similar to his argument concerning predestination and evangelism. Whitefield again has a great answer saying, â€Å"It is only by the Christian revelation that we are acquainted with God’s design of saving his church by the death of his Son. Yea, it is settles in the everlasting covenant that this salvation shall be applied to the elect through the knowledge and faith of him. † He goes on saying that the Bible is a necessity because it is only through S cripture that God’s eternal decrees of salvation take effect.We cannot separate God’s means from His ends or His ends from His means. Wesley then goes on to say that Scripture in light of predestination contradicts itself. He uses the case of â€Å"Jacob have I loved, but Esau I have hated,† as implying that God â€Å"in a literal sense hated Esau, and all the reprobated, from all eternity. † He sees this as a contradiction due to Scripture saying that â€Å"God is love. † He did not view this passage as being a literal hating of the persons of Jacob and Esau, but instead of the temperament within them.In Predestination Calmly Considered, he states, â€Å"According to Scripture [God’s] unchangeableness of affection properly and primarily regards tempers and not persons; and persons only as those tempers found in them. † I believe Whitefield has a better argument since he holds to a more literal interpretation of the Bible without cont radiction. He argues that it is not changing God’s character to love Jacob and hate Esau. He says, â€Å"Might not God, of his own good pleasure, love or show mercy to Jacob and the elect—and yet at the same time do the reprobate no wrong?But you say, â€Å"God is love. † And cannot God be love, unless he shows the same mercy to all? † In the same way, Wesley argues that, in the eyes of the person who holds to predestination, the passage â€Å"I will have mercy on whom I will have mercy† means that God is love only to the elect and not to the non-elect. He says that this is in direct contradiction to Psalm 114:9, saying, â€Å"The Lord is loving unto every man; and his mercy is over all his works. † If God is loving to everyone, then how can He show mercy to only some?Whitefield says that this mercy mentioned is not saving mercy. He is loving to all in that he sends his rain upon the evil and upon the good, but He only sends his saving grace to the elect. He has the right to do this because, as Whitefield puts it, â€Å"[He] is a debtor to none, and has a right to do what he will with his own, and to dispense his favours to what objects he sees fit, merely at his pleasure. † He uses Romans 9:15 and Exodus 33:19 to back up this statement: â€Å"I will have mercy on whom I will have mercy, and I will have compassion on whom I will have compassion. †Overall, Wesley tries to tear down the doctrine of predestination in light of his doctrine of â€Å"free grace. † To Wesley grace is free to every individual person in the world, and it is on the basis of acceptance or rejection of that grace that a person is sent to hell or heaven. He explains the unchangeable decrees of God in light of free grace in Predestination Calmly Considered: â€Å"He has unchangeably decreed to save holy believers, and to condemn obstinate, impenitent unbelievers. † According to Wesley, a person’s eternal destiny li es solely in whether or not he accepts God’s â€Å"free grace. †I believe Whitefield sums Wesley’s argument up well when he states, â€Å"You plainly make salvation depend not on God’s free grace, but on man’s free-will. † If this is the case then like Whitefield said, â€Å"It is more probable Jesus Christ would not have had the satisfaction of seeing the fruit of his death in the eternal salvation of one soul. Our preaching would then be in vain, and all the invitations for people to believe in him would also be in vain. † Both Wesley and Whitefield knew the Scriptures well, but I believe it is Whitefield that truly understood how important election is in the believer’s theology.Wesley tried to use Scripture to back up his points, but his interpretation of passages led him into the territory of universalism. I believe that due to this dangerous direction it is Whitefield who had the correct understanding of predestination and soteriology. On my honor, I have neither given nor taken improper assistance in completing this assignment. Word Count: 2455 ——————————————– [ 1 ]. Ibid. [ 2 ]. Wesley, Predestination Calmly Considered, 268. [ 3 ]. Whitefield, George. â€Å"A Letter from? George Whitefield? to the? Rev. Mr. John Wesley,† 59. [ 4 ]. Ibid. [ 5 ].Calvin, John, Concerning the Eternal Predestination of God, trans. J. K. S. Reid (London: James Clarke and Co. , Limited, 1961), 138. [ 6 ]. Wesley. â€Å"Free Grace,† 117. [ 7 ]. Whitefield. 61. [ 8 ]. Wesley. â€Å"Free Grace,† 119. [ 9 ]. Ibid. [ 10 ]. Whitefield. 62. [ 11 ]. Ibid. [ 12 ]. Wesley. â€Å"Free Grace,† 119. [ 13 ]. Wesley. Predestination†¦, 263. [ 14 ]. Whitefield. 68. [ 15 ]. Wesley. â€Å"Free Grace,† 120. [ 16 ]. Whitefield. 68. [ 17 ]. Wesley. â€Å"Free Grace,† 120. [ 18 ]. Wesley. Predes tination†¦, 279. [ 19 ]. Whitefield. 69. [ 20 ]. Ibid. [ 21 ]. Wesley. Predestination†¦, 279. [ 22 ]. Whitefield. 71. [ 23 ]. Ibid.

E-marketing Test Paper

Multiple Choice1. E-marketing affects traditional marketing in which of the following ways? a. increases efficiency of traditional marketing functions b. technologically transforms marketing strategies c. marginalizes customer value but increases profitability d. both A and B (d; Moderate; LO2; Use of Information Technology)2. ________ is the subset of e-business focused on transactions that include buying/selling, digital value creation, and virtual marketplaces. a. E-commerce b. E-marketing c. Digital technology d. ESP (a; Easy; LO2; Use of Information Technology)3. Convenient, quick access to digital information has the ability to transform all of the following except ________. a. individuals b. ecosystems c. societies d. businesses (a; Easy; LO1; Use of Information Technology)4. The internet consists of all of the following except ________. a. computers with data b. users who send and receive data files, such as e-mail and text messages c. a technology infrastructure to create, m ove, share, and consume content d. a central mainframe (d; Moderate; LO1; Use of Information Technology)5. Data, such as digital coupons or customer complaints, exchanged between  companies and consumers typically travel via _____, while off-line electronic data collection, such as bar code scanners or databases, shared internally within an organization, travel via ________. a. internet; intranet b. extranet; internet c. extranet; intranet d. the Web; the social network (a; Moderate; LO1; Use of Information Technology)6. All of the following e-marketing technologies exist without the World Wide Web, except ________. a. electronic data interchange b. email c. text messaging d. hypertext navigation (a; Difficult; LO1; Use of Information Technology)7. In its technical performance, the internet supports the following roles except ________. a. human users and computers that access content and send e-mail b. technology infrastructure to move, create, and view content c. content provider s that create information, entertainment, and so forth d. none; all of the above roles are supported by the internet. (d; Moderate; LO4; Use of Information Technology)8. The internet can deliver content to all the following except _________. a. televisions sets b. refrigerators c. video cassette recorders d. automobiles (c ; Easy; LO4; Use of Information Technology)9. According to the text, ________ is the region with largest percentage of internet users. a. Africa b. Asia c. North America d. Europe (b; Moderate; LO5; Multicultural and Diversity Understanding)10. Which of the following outcomes has been cited as a negative one in terms of the world becoming a globally networked world? a. growing class divisions due to digital divide b. removing cultural differences c. efficient markets driven by more workaholism d. all of the above (d; Difficult; LO5; Analytic Skills)11. During the â€Å"first wave of internet disruption† companies essentially offered _________. a. high-end p roducts for mass markets b. tangible products that can be compared easily and purchased at relatively low prices c. commodities available in bulk quantity d. real estate (b; Moderate; LO5; Analytic Skills)12. In the era of the Plateau of Profitability, marketers focused more deliberately on _________. a. their traditional return-on-performance roots and well-grounded strategies b. diversified unique product mixes c. disintermediation of the marketing channel d. product benefits (a; Difficult; p. 11; LO5; Analytic Skills)13. Charles Schwab pitted their online business vs. their established brick and mortar business. Which of the following is not a result of this competition? a. faster growing accounts and assets b. lower prices c. more sales of treasury bonds and less sales of private securities d. incorporation of successful e-marketing strategies (c; Difficult; LO1; Analytic Skills)14. Internet properties, or characteristics, that impact marketing include________. a. global reach b . market deconstruction c. scalable capacity d. all of the above (d; Easy; LO1; Use of Information Technology)15. As consumers become more demanding the internet is a good way to deliver customer value because ________. a. most products on the internet are less expensive than on other marketing channels b. broadband allows marketers to put more cookies on computers c. marketers can send digital coupons to millions of customers instantly d. customers gain ability to create, share, and access information and entertainment at will (d; Moderate; LO3; Reflective Thinking Skills)16. According to the text, ________ predicted that the ‘e’ would drop from e-marketing, suggesting that traditional marketing would evolve and integrate e-marketing principles and practices. a. Levitt Inc. b. Friedman Inc. c. Gartner Inc. d. Jones Inc. (c; Moderate; LO5; Use of Information Technology)17. ________ is leading to a large increase in wireless networks. a. Integration of information techno logy and personal digital assistants (PDA’s) b. Acceptance and usage of mobile phones and other devices by individuals worldwide c. The World Wide Web d. Increasing adoption of high bandwidth (b; Moderate; LO4; Use of Information Technology)18. The internet has the power to do all of the following except ________. a. create global communities based on interests b. decrease cultural and language differences c. prevent the upward mobility of people and countries at lower socioeconomic levels d. discourage workaholism (d; Moderate; LO1; Use of Information Technology)19. Following the boom and bust of the first wave of the internet era, industrialized countries entered the ________. a. boom b. bust c. trough of disillusion d. plateau of profitability (d; Difficult; LO5; Analytic Skills)20. ________ are specific measures designed to evaluate the effectiveness and efficiency of the e-business and e-marketing operations. a. Segmentation variables b. Metrics c. Bench systems d. Site stickiness (b; Easy; LO2; Analytic Skills)True/False21. Individuals can be both users and content providers on the internet. a. True b. False (a; Moderate; LO1; Use of Information Technology)22. According to the text, nowadays the internet should be regarded more as a channel than a place. a. True b. False (b; Moderate; LO5; Analytic Skills)23. E-marketing refers to the result of information technology applied to traditional marketing. a. True b. False (a; Moderate; LO2; Use of Information Technology)24. The internet provides individual users abilities to access information, entertainment, and communication. a. True b. False (a; Easy; LO4; Use of Information Technology)25. The term blog refers to online diaries, or journals, that are updated and shared on Web pages. a. True b. False (a; Moderate; LO4; Use of Information Technology)26. More than 40 percent of global internet users are based in Asia. a. True b. False (a; Difficult; LO5; Multicultural and Diversity Understanding)27. Un solicited communications, such as spam, represent a threat to the positive impact of e-marketing practices. a. True b. False (a; Moderate; LO1; Use of Information Technology)28. Electronic marketing relies exclusively upon web-based technology. a. True b. False (b; Difficult; LO5; Use of Information Technology)29. The internet has shifted the balance of power from sellers to buyers. a. True b. False (a; Easy; LO3; Reflective Thinking Skills)30. Gartner Inc. forecasted that the ‘e’ in e-business and e-marketing will eventually be dropped, as electronic practices become more standard. a. True b. False (a; Moderate; LO5; Analytic Skills)31. The internet is largely the product of ARPANET, a project commissioned by the United States’ Department of Defense. a. True b. False (a; Difficult; LO5; Use of Information Technology)32. Co-creation occurs when consumers /users help marketers develop products or promotional materials. a. True b. False (a; Easy; LO3; Reflective Th inking Skills)Essay Questions33. What is the difference between the internet, an extranet and an intranet?The internet is a global network of interconnected computers. Access to the internet is very broad and open. An extranet is two or more proprietary or company owned networks that are joined to share information. Access to this network is limited. An intranet is an internal network for a company that uses internet standards. Access is limited to internal company use only. (Easy; LO1; Use of Information Technology)34. What is a content provider on the internet?Content providers are individuals and organizations that create digital text, video, audio, and graphics to be sent over the internet to users who receive it as information, entertainment or communications.(Moderate; LO1; Analytic Skills)35. Define what community means for the internet and give examples.Communities for the internet are groups of users who come together to share information, hold discussions and exchange data . Examples include blogs or web logs, auctions, and peer-to peer networking. (Easy; LO1; Analytic Skills)36. Concerning internet usage, what is the digital divide?Internet adoption is affected by money, literacy, and education. This creates a divide between those who have access to the internet and those who don’t. It impairs the upward mobility of those on the lower socioeconomic level, who don’t have access to the internet and the information that comes with it. This impacts individuals on the lower socioeconomic levels and those living in less developed countries. (Moderate; LO5; Reflective Thinking Skills)37. Why did some manufacturers such as Levis stop selling on the internet?Channel Conflict with retail accounts Cannibalization Inefficiency (Moderate; LO1; Analytic Skills)38. The strength of the internet has affected traditional marketing in several ways. List five of them and how they affected marketing.Power shift from sellers to buyers (focus on customer rela tionship management) Market Fragmentation (more focus on small target markets and 1 to 1 marketing) Death of distance or geographic location affect (less focus on place for marketing) Time Compression (24/7 availability)Knowledge management is key (Track results in real time and focus on database analysis) Interdisciplinary focus (Marketers must understand technology and use it wisely) Intellectual Capital rules (focus on creativity and imagination) (Difficult; LO5; Reflective Thinking Skills)39. Marketers face new challenges with the advent of streaming, on-demand, and other digital video recorders. What is the main challenge and what have companies like TIVO or Hulu done to alleviate some of the concerns of marketers?The main challenge is the ability of consumers to speed through and skip commercials that advertisers have paid for based on their ability to communicate with consumers. TIVO (Hulu) has setup content with advertising included that viewers can watch at their leisure an d TIVO (Hulu) can provide specific metrics to the advertisers on these programs. (Difficult; LO4; Reflective Thinking Skills)

Hobbes vs the Fool

Hobbes vs the Fool In Hobbes case, justice is characterized supporting a covenant, and for those who shatter their covenant will be penalized accordingly. The fool first expresses his assertion having â€Å"said in his heart: ‘there is no such thing as justice'† (L p. I ch: xv [4]). If there are no covenants to be broken, this would signify neither just or unjust actions exist. The fool by rejecting the reality of fairness is rejecting the achievement of covenants in general, yet as we currently understand from our own know-how, the fool’s contention is unsound.In every day interactions persons manage in diverse examples support their covenants. Here, Hobbes makes the fool's place appear blatantly untrue for its conspicuous betrayal of the genuine world. Yet, as he extends, it is not the case that the fool refutes the reality of fairness in this way. He answers, â€Å"[the fool] does not therein refute that there be covenants and that are occasionally broken, occ asionally kept, and that such break of them may be called injustice, and the observance of them justice† (L p. I ch: xv [4]).However the fool accepts as factual that it is precisely his right of the covenant, one made in evolving part of a commonwealth, that it is flawlessly in good standing to better ones place even if he will take from his or another covenant. The period covenant from Hobbes viewpoint identifies a kind of agreement in which both parties either acquiesce to fulfill their part, one presently and the other in the future, or both at a subsequent time. This is distinct from a normal agreement in which both parties proceed presently, neither having the possibility to falsify their activities from their agreement.Hobbes identifies a covenant's susceptibility to deceitful agreement, when one or both parties acquiesces to their part with shady aims, or when one or both parties makes a legitimate responsibility and subsequent end up shattering it. For the fool, if he has a possibility to better himself in any way whatsoever he will manage so despite of any covenant made. But the fool solidly accepts as factual that he has the right to shatter one covenant if he feels that he has revealed himself to strike needlessly increasing his vulnerability as the covenant continues.Hobbes composes as the fool saying â€Å"every man's conservation and contentment being pledged to his own care, there could be no cause why every man might not manage what he considered conduced thereunto, and thus furthermore to make or not make, hold or not hold, covenants was not contrary to cause, when it conduced to one's benefit† (L p. I ch: xv [4]). From the fool's viewpoint it is only sane to shatter covenant with other ones, being foes with all other ones rather than of holding covenants with those who might traverse him in a world where every individual is just seeking to survive.At this issue protecting against of one's own life as well as exploitation of other ones, premier in numerous situations to their decrease of life, are revealed with some rationale. Hobbes subsequent recounts the likely situation of vying persons and their procedure of attack. Hobbes sees the right of the one-by-one to manage anything is essential to endure, not less than while dwelling inside a State of Nature and Ware, ethics in a sense non-existent. Hobbes refutes the fool, carrying the reality of fairness inside a commonwealth.It is the individual's right as it is recounted in the State of Nature and Subsequently the State of War of which we are all a part, as long as we subsist without affirmation on and acknowledgement of a mutual sovereign, is therefor habitually called into inquiry while at the identical time identified and supported. Hobbes states â€Å"in a status of conflict wherein every man to every man is an foe, there is no man can wish by his own power or wit to fight back himself from decimation without the assist of confederates† (L p. I c h: xv [5]).Thus in eager to eliminate one's self from a state of conflict, banding simultaneously is the only salvation and this needs covenant finally producing in a commonwealth. For Hobbes, the less sensible is that considered which adds one to live as an one-by-one contrary to all other ones, shattering covenants or producing none. The more sensible considered then: acknowledging reality as part of a assembly of others; sustaining some allowance of fairness, some reality in affirmation between young individuals under a mutual rule.Some decisive affirmation upon the situation of interactions of persons should be made, identifying a widespread power distinct and overhead the body of the assembly, and more mighty than any one-by-one so as to sustain control. In confederacy Hobbes contends, power and security can be discovered, asserting â€Å"he affirms he conceives it cause to deceive those that assist him can in cause anticipate no other entails of security than what can be had from his own lone power† (L p. I ch: xv [5]).Here, Hobbes weighs the scale between the just and the unjust, the one-by-one and the assembly, honesty and self-centred cunning, revealing the benefit of calm over war. The fool is only involved in short viewed goals, instant retribution for one's activities, which live mostly in the state of nature. Hobbes considers the larger advantage of relying on other ones, or not less than living in a assembly with a widespread aim contending that living inside a commonwealth is the favorable alternative because the advantages outweigh the loss.He considers the essential situation for the reality of just and unjust actions when he composes, â€Å"there should be some coercive power to compel men identically to the presentation of their covenants†¦ †¦ and to make good that propriety which by mutual agreement men come by, in recompense of the universal right they abandon; and such power there is no one before the erection of a commo nwealth† (L p. I ch: xv [3]).Hobbes states that attaining the â€Å"secure and perpetual felicity of heaven† is vein, â€Å"frivolous†, in   a State of Nature, â€Å"there being but one way imaginable, and that is not shattering, but holding of covenant† (L p. I ch: xv [6]). This is his direct objection to the fools fondness for completely acknowledging and exploiting freezing hard individualism. He conceives that not anything will convey us out of a State of Nature and War other than mutual acknowledgement of a sovereign power which can, because of it's power, preside over all men (in commonwealth) such that no one-by-one see's it in his better concern to disobey.This salvation for man, without rejecting that he actions for the advantage of himself, Hobbes explains:   â€Å"The last origin, end or conceive of men (who routinely love liberty and dominion over others) in the introduction of that restraint upon themselves in which we glimpse them reside in commonwealths is the foresight of their own preservation, and of a more contented life thereby; that is to state, of getting themselves out from that sad status of conflict, which is inevitably consequent†¦ †¦ to the natural passions of men, when there is no evident power to hold them in awe, and bind them by worry of penalty to the resentation of their covenants and fact of those regulations of environment set down in the fourteenth and fifteenth chapters. † (L p. II ch: xvii [1]) Here, Hobbes recounts the trade off. One should vitally stop certain one-by-one privileges, and in come back are exempt from a state of war. The steadiness of the commonwealth, of the current facet of calm, and likewise of the sovereign are all reliant upon this â€Å"awe† Hobbes converses about and the worry which is essential for binding one to the fulfillment of covenant.He contends that acquiescing to covenant out of worry of one's own life, deserves that one should fulfill it, saying that in â€Å"covenant to yield ransom, or service, for my life, to an foe [in the state of Nature], I am compelled by it† (L p. I ch: xiv [27]). Hobbes indicates the untrue compromise that in dealing away some of you're right to manage anything you delight, so much as it is permitted in preservation of you're life in the State of Nature, which has no restrict, you rather than gain worry, not only of the sovereign and it's direct, but furthermore a worry about those round you who may select to exploit your believe in justice.In the ‘natural' state worry is glimpsed as essential for the reasonable and tired to sustain protecting against of their life. When matching the State of Nature, to that of a commonwealth we glimpse worry lives non the less, when there is a ruling sovereign. Fear is like the equipment which drives the motor of the commonwealth, which Hobbes states defends contrary to a state of war. This worry he states, is the â€Å"terror of some pena lty larger than the advantage they anticipate by the break of their covenant† (L p.I ch: xv [3]). However, worry lives as an absolutely crucial survival constituent in the State of Nature as well, and therefore is not certain thing profited or swapped in justice. Hobbes devotes us the idea of The Third Law of Nature to classify truth, saying that because of that â€Å"which we are obliged to move to another such privileges, being kept, hinder the calm of mankind†¦ †¦ [and thus] men present their covenants made, without which covenants are in vain†¦ and the right of all men to all things residual, we are still in a status of war† ( L p. I ch: xv [1]). Either it is fairness living in a state of calm, or not anything just or unjust living in a state of war. In a very considerable way, the fool presents Hobbes with a grappling colleague, one who can both articulate the ‘other side' of what he is saying, but furthermore extends to be that sticker in his neck which he can't assist but fiddle with, its stubbornness departing a feeling of nearly anxious discomfort.It is unclear at times if Hobbes really contends with the fool or contrary to him, as Edwin Curley remarks â€Å"The place Hobbes ascribes to the fool is very like the one Grotius ascribes to Carneades, who he takes as agent of those who refute natural law. Since Hobbes himself had appeared to be close to carneades' place in Dcv I, 10 (proclaiming that ‘in the state of environment earnings is the assess of right')† (L p. I ch: xv [4] 2 ).