Obon :: essays research papers

The Japanese cultural holiday Obon is short for Urabon and can be traced etymologically to the Sanskrit word Ullambana, literally meaning to â€Å"hang upside down†. It implies that one must withstand unbearable suffering while being hanged upside down. In the Buddhist script Urabon Sutra, a story is told where a son saves his mother from Hell by making offerings to monks. Through the merits of his actions, his mother was saved from Hell, ascended into divinity, and became a Buddha. Thusly, to save people from Hell (being hanged upside down), one’s family and/or friends must make offerings to the deceased. Obon is held usually in the mid August or July for a week in which the spirits of the deceased are supposed to come back to the land of the living. Being held since the 7th century, it is especially enjoyable to the Japanese people. One of its key features involves offering food items to the deceased. Vegetables, fruits, rice, candy, rice wine, and among others are offered to the deceased. (But not only the deceased receive food; special foods are made to give away to neighbor, friends, and family.) In addition, respect is shown with floral decorations on the altar or gravesite along with incense burning and prayer. Particularly, prayer is said for wayward spirits that have passed away in the recent year, as it’s said they need more guidance to find their way. The Festival of the Dead, as it’s sometimes called, is a celebratory and social event. While this is not a national or public holiday, plenty of people from the city go back to their hometowns to polish up and cle an their ancestor’s gravesites. On the actual day of the celebration, a menagerie of lanterns, in a multitude of colors, are hung all around the town and specifically on houses. The logic is this – since spirits come back, the lanterns will guide them to and from the spirit world. However a more realistic use for these is lighting the area where the bon dances will take place. The bon dances have religious undertones also. In the story above, the dancing signifies the joy and elation the son felt when his mother was offered divinity. Now, in the center of town, a makeshift tower is erected. A Taiko drummer is on top and speakers play special Obon music and dancers below dressed in yukata (summer) kimonos circle below in dance.

Roman Extrapolation :: essays research papers

Extrapolation of the World had the Roman Empire succeeded Everyone has wanted, at one time or another, to go back and change history. Have you really thought about what would happen should you do that? Things would be different, you wouldn’t be who you are, and the world would potentially change.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the course of history, mankind has been judged on its actions and advancements. From the beginning of written history, we have strove to better ourselves in all aspects. Certain peoples stand out in our texts as the people that lead to these strides. Arguably, none greater then the Romans. Through the process of extrapolation, I will show you how the world’s governments, medical care, and culture would change had the Roman Empire not fell.   Ã‚  Ã‚  Ã‚  Ã‚  Rome was considered by many to be the height of civilization. Their advancements in every field were leaps and bounds ahead of what scholars today thought they were capable of. Their amazing advancements in technology undoubtedly lead them into this position. The Roman’s however should not, and cannot be held responsibly for their rise to power.   Ã‚  Ã‚  Ã‚  Ã‚  Rome started off like any other, as a small city-state with dreams of advancement. Unlike the other cities in the region, Rome was bloodthirsty. The Romans love for blood started early. While other cities were concentrated on scientific and agricultural advancement, Rome was preparing for war.   Ã‚  Ã‚  Ã‚  Ã‚  Around the year 740 Rome started advancing its forces. They easily conquered their close neighbors. Knowing that expansion depended on people Rome decided instead of enslaving its conquests, it would absorb them. Rome continued this policy throughout its career. â€Å"Rome’s policy of taking in conquered outsiders produced tremendous expansion (Hunt et al 138).†   Ã‚  Ã‚  Ã‚  Ã‚  This absorption of different peoples is how Rome achieved all its great discoveries. Some of which were said to have happened before Rome was founded. The common technological advancement credited to the Romans is roads. The ability to move an army quickly over land, it was thought roads were used to move troops quickly across the growing republic. In 509 B.C. Rome overthrew its last king and created the worlds first republic.   Ã‚  Ã‚  Ã‚  Ã‚  Said to be their greatest achievement, the Roman republic is what many of today’s governments are based upon. Using Hammurabi as an example the Romans established a stable system of laws that its people were expected to follow. The â€Å"Laws of the Twelve Tables† was published in 449 B.

What Kind of a Learner I Am

Throughout life everyone learns. How we learn and whether we are able to retain and recall that information is the problematic part. The way we absorb, analyze, and retain information is what makes each individual unique. What is successful for one individual may not be the most optimal way of learning for someone else. Therefore, everybody has a preferred learning style. Knowing and understanding our learning style helps us to learn more effectively. Through identifying our learning style, we will be able to capitalize on our strengths and improve our self-advocacy skills. For example, I am visual type of a learner. For me it is better to read something to memorize it and then it is easier for me to recall that information. I think this method is helping me a lot through my life because such a way I can use my advantage everywhere where it is possible. As concerns studying, I can pertain myself to 3 types: instrumental, achievement-oriented, and intrinsic. I am studying because it is interesting, but at the same time I want that my efforts were appreciated with a help of good grades and by getting a good job. One of the basic skills for success in the knowledge society is the ability to learn. With increasingly rapid changes in the work place, people must learn to learn in order that they can maintain their full and continued participation in a society. In conclusion, I can say that we all have elements of each learning style. But the truth is that one or two types stand out in each of us. Having determined which style of learner you are, and figure out ways to incorporate that learning style into your studying process. I will continue to encourage myself to figure out alternative styles, and try to bring each type into my life.

The Mind and Its Functions

Psychology studies the mind and its functions, and biology studies living organisms and their physiology, psychobiology uses biological foundations to try and explain psychological phenomena's. This is basically science in the branch of the biological bases of behavior and mental experiences. This is sometimes also known as biological psychology because it deals with the biological interactions such as hormones, neurotransmitters, cells and the social aspects of our environment (Where mind meets matter, n.d.). Psychobiologists study the physiological and evolutionary mechanisms that effect human behavior as a way to understand why the brain works the way it does. A psychobiologist has the belief that biology plays the major role in the actions and behaviors of humans. Some of the research psychobiology focuses on is positive emotions, capacity of self-regulation, social competence, and bonds made with caregivers (Feder, Nestler, ; Charney, 2009). There is some psychobiology that focuses on the impact of our genetics and environment on one's own self, and how that can impact our mental state as well. Biological psychology is the broad overview of the sub disciplines of Comparative Psychology. Some of these similar/other names for Psychobiology would be behavioral neuroscience, and biopsychology. The differences between some of the different sub disciplines include; physiological aspects, genetics, and developmental mechanisms of behavior. These all study the stimulants, and such that impacts behavior in humans and animals and looks for the links for why certain people behave the way they do when presented with a particular stimulus. Because some people react differently and at different degrees than others, it can serve as a measurement to help gauge where they are at stimulant wise. Some of the earliest history of this comes from philosophers who believed that the brain and mind were two separate entities, other known as dualism. Dualism is a theory where the mind and brain are made of different components and materials. Where the mind is an independent material separate of any physical materials, the brain is physical a physical matter. But it wasn't until the 19th century, when scientists started studying the brain and its components, that scientists began to argue that the mind and brain were the same thing. This is known as monism because they saw that the mind, and brain were one entity and that they could not be studied separately. There are quite a few psychologists who were in the search for behavior and its biological foundations. Some of these people who were interested in searching for this were Weber, Pavlov, and Freud. (Hergenhahn, ; Henley, pg. 567) Weber's Law was originally done to describe the research on weight lifting by Ernst Weber who was a physiologist. It was later then applied to â€Å"measurement of sensation† by his student, Gustav Fechner, who eventually developed the law of science and psychophysics (Weber's Law, n.d.). The statement that the relationship between the spiritual world and the physical worlds to Fechner, indicated that the spiritual world was the only world. But to others, they interpreted this as a possibility of a scientific quantitative psychology. Pavlov's contribution to psychobiology would be his research in animal physiology, which led to an understanding in behavior and conditioning responses (Burgemeester, 2016). Freud's influence on psychobiology would be his theory of the human mind and human behavior. He also developed a clinical technique that is made for helping people who are unhappy (The man who revolutionized, n.d.).Another person who contributed a lot to physics, physiology, and psychology would be Hermann Helmholtz. Helmholtz was a poor child who struggled with the arts in school, but read science books and practiced geometry in his free time. Though his family could not afford to send him to college, the government had a program for â€Å"gifted† children to go to med-school for free if they agreed to sign on with the army as surgeons for 8 years. Though Helmholtz agreed with his teacher Muller, they had many disagreements. They disagreed over Muller's belief in vitalism, which in biology and physiology, the vitalism-materialism problem was similar to psychologies' mind-body problem. Vitalism is the view that life and its experiences cannot be explained by physical and chemical processes alone. Helmholtz sided on the side of materialists who believed that no other forces such as the physical and chemical ones, are active within an organism. Basically by meaning that everything happens because of the physical aspect, and not the psychological. By believing and supporting the mechanistic-materialistic philosophy that humans had both physical and nonphysical aspects to them, they had a big influence on physiology, medicine, and psychology. By having the understand that mind, brain, and body are all separate but yet intertwined, it can help with understanding why certain interactions or medications might not work well with certain people because the way their body reacts to certain stimulants may be too much for them to handle. But that could also work for another person who may not have such a high response to a stimulant whether it be environmental, psychological, or medicinal stimulant.Phrenology is the study that the shape and size of the cranium is supposed to be an indicator of one's character and mental abilities. Franz Gall accepted the belief that there are faculties of the mind that act on and transform sensory information. He came up with three additional things to add on to phrenology; that mental faculties do not exist to the same extent in all humans, the faculties are houses in specific areas of the brain, and that if ones faculty is well developed, a person would have a bump that corresponds to that region of the brain. But if the faculty is underdeveloped, a hollow or depression like part would be on the corresponding region of the skull. (Hergenhahn, & Henley, pg. 230) Phrenology became popular in the aspect of education where the belief became that as would a regular physical muscle, a brain would get stronger with practice by stimulating those faculties of the brain. This would be called formal discipline and it is the belief that educational experiences can arrange to strengthen the specific facilities of the brain related to that subject. This encouraged further research in that the brain and mind are related and different regions of the brain hold different bouts of information. (Hergenhahn, & Henley, pg. 232) Another big aspect of psychobiology would be experimental psychology; which is seeing what is physically present, and what is psychologically experienced. (Hergenhahn, & Henley, pg. 237) Though there was never doubt about the existence or presence of a conscious, it was a matter of how we would measure it in a scientific aspect. It was believed that conscious sensations were triggered by brain responses, but then were originally initiated by sense perceptions. Psychophysics is the study of the relationship between physical and psychological events that occur. Weber's Law claims that the number of a physical stimulus, that must occur because a change has occurred and results in the change of awareness or sensations. Through a various series of calculations, Fechner came to his most known formula, which he believed showed the interaction/relationship between the physical and the mental state. S= k log RThis formula basically states that for sensations to rise arithmetically, the magnitude of the physical stimulus must rise geometrically. If the change is detected it means that as the stimulus grows so does the magnitude and it keeps growing and growing afterward (Hergenhahn, ; Henley, pg. 241) Psychobiology has a lot of factors and subsections that research into it. Not only is it important to research both the psychological side and the biological side, it is important to know why and how these things interrelate. By furthering research in these fields we can make strides to better understanding how our genetics, as well as our environment impact our mental and physical well-being and how we may react to certain stimulants psychologically and biologically.

Msc Strategic Management

The copyright of the Master thesis rests with the author. The author is responsible for its contents. RSI Erasmus University is only responsible for the educational coaching and beyond that cannot be held responsible for the content.Acknowledgements I would like to thank Raymond van Wick, Bert Flier, and Justine Jansen for their inspirational lectures and papers forming the basis for my thesis and new found interests; Raymond van Will and Mochala Chippers for thoughtful discussion and feedback during the process of writing this thesis; the managers responding to my river for enabling thesis testing; my parents, sister, and brother for their enduring and limitless support and patience; and XX for her support, love, and understanding.Your valuable contributions enabled the writing of this paper. XX, March 2009 Marten van Brussels Designing ambidexterity Social Capital and Ambidexterity 10 Cognitive social capital 11 Shared culture and systems Shared vision 12 Relational social capital 13 Trust Tie strength 14 Ambidexterity and Unit PerformanceIt provides the organization the ability to be aligned with and adaptable to its environment. The ambidextrous organizational form builds on internally inconsistent structures and cultures, allowing exploratory and exploitative units to optimally configure themselves around specific task-environment requirements. Exploratory units search for new knowledge and skills for the development of radical innovations and are characterized by loose cultures.Exploitative units build on and extend existing knowledge and skills for making incremental changes and fair well with tight cultures. Thus, to achieve ambidexterity organizations have to integrate the contradictory forces of exploration and exploitation and manage the internal tensions hat these forces bring along. However, it is strategic integration which remains to be a complex issue. The mechanisms for integration need to be able to access and integrate knowledge across relati vely autonomous units.Till date, formal integration mechanisms have received ample attention, while organizational social capital was largely ignored. Cognitive and relational social capital are found to be essential determinants for the transfer of knowledge between units within the organization and thus for their integration. Therefore, this study explores how cognitive social UAPITA, represented by shared culture and systems and shared vision, provides the needed meaning and understanding for business units in a context of contradiction which is apparent in the ambidextrous organizational form.In addition, the facets of relational social capital, represented by trust and strong ties, are explored as enablers to bringing units focusing on either exploratory or exploitative activities together. In total 52 autonomous business units, from three globally diversified electronics and electrical equipment companies, participated with the research through surveys. These business units ar e responsible for either a specific market segment or product group, ranging from more traditional businesses to newer businesses.They provided insight into their achievement of ambidexterity, performance, the extent of mutual meaning and understanding with other units, and the content of their relations with other units. The results concerning the four separated factors used to measure cognitive and relational social capital appear to be influenced by invisible multimillionaires. However, these factors still explain to considerable extent the achievement of business unit ambidexterity and reference.Concerning cognitive social capital, a shared culture and systems do not appear to influence the achievement of ambidexterity, while a shared vision among business units strongly supports business unit ambidexterity and to considerable extent performance. Concerning relational social capital, trust between business units seems to contribute to ambidexterity, but a shared vision is an imp ortant contributor to this relationship. Trust also positively influences unit performance.Strong ties do not seem to influence the simultaneous pursuit for exploratory and exploitative innovation. If at all, the relation would have been negative. Before strong ties would benefit ambidexterity, these ties need to be complemented by a certain amount of trust. In addition, strong ties do not support unit performance. The findings indicate that a combination of shared culture and systems and shared vision into a single measure of cognitive social capital does explain business unit ambidexterity and to considerable extent unit performance.The sharing of a vision amongst separated business units appears to reduce the negative effects of resistance to change and adaptability following from a shared culture and systems. By combining shared vision and shared culture and systems it seems that a more balanced understanding or context is created in which units accept the simultaneous pursuit o f exploration and exploitation. The combination also positively impacts performance. A combination of trust and strong ties into a single measure of relational social capital does explain unit performance, and to some extent ambidexterity.It appears that trusting relations positively mediate the negative relation between strong ties and the search for novel ideas. While trust leads to the exchange and combination of rich resources, the implementation of the consequent novel insights and combinations is benefited by strong ties. The achievement of business unit ambidexterity does positively influence unit performance. However, ambidexterity does not seem to mediate the relation between social capital and performance. Rather the relation between social capital and unit performance is a direct one.Overall, social capital dimensions enable the integration of exploratory and exploitative activities, while ameliorating the subsequent internal tensions. In addition, the content of relation s and extent of mutual understanding between business units influences unit performance. Hence, social capital is an important contributor to vital business unit outcomes. Top managers should therefore master the creation and exploitation of social capital. Interesting avenues for future literature are discussed.Taken together, these understandings deliver new insights into how business units might achieve competitive advantages and increased performance and survival chances. 5 An organization's long-term survival depends on its ability to â€Å"engage in enough exploitation to ensure the organization's current viability and to engage into enough exploration to ensure future viability' (March, 1991: 105). Indeed, Rakish & Brainwash (2008) in their effort to merge the burgeoned literature on organizational ambidexterity conclude that successful firms are ambidextrous.It provides the organization the ability to be aligned with and adaptable to their environment (Gibson & Brainwash, 2 004), enables the organization to simultaneously pursue exploratory and exploitative innovations (Banner & Dustman, 2003), and gives it competitive advantage (Dustman & Reilly, 1996). To achieve organizational ambidexterity organizations have to unite the contradictory forces of exploration and exploitation and manage the internal tensions that these forces bring along.While the benefits of organizational ambidexterity have been emphasized and important contributions providing insight in how to accomplish organizational ambidexterity have been made (e. G. Jansen, George, Van den Busch, & Belabored, AAA; Kittening & Dustman, 2007; smith & Dustman, 2005; He & Wong, 2004), empirical evidence explicating the factors underlying the process of achieving organizational ambidexterity is largely lacking (Reilly & Dustman, 2008; Jansen, et al, AAA). The ambidextrous organization thrives on internally inconsistent structures and cultures (Smith & Dustman, 2005).Exploratory units search for new knowledge and skills for the development of radical innovations in order to meet the needs of emerging customers or markets, while exploitative units build on and extend existing knowledge and skills for making incremental changes to existing products and services to meet the needs of existing customers and markets (Banner & Dustman, 2003). This focus enables the units to optimally configure themselves around specific discontentment requirements (Lawrence & Lora's, 1967).However, it is the strategic integration of these contradictory forces which leads organizational ambidexterity to become a dynamic capability for the organization (Reilly & Dustman, 2008). Since organizational ambidexterity appears to be such an important concept for organizations and difficult to achieve a lack in research on its antecedents is surprising. This paper focuses on the antecedents of ambidexterity at business unit level by taking on a social capital perspective.The research on managing and integratin g exploratory and exploitative activities has mainly focused on formal structures and incentives, largely ignoring the social structure that likely enables organizational ambidexterity (Cleanable & Dustman, 2007; Jansen, Van den Busch, & Belabored, 2006). By focusing on cognitive social capital and relational social capital, the two dimensions of social capital that provide closure within the organization (Van Wick, Jansen, & Less, 2008), the paper attempts to explain the integration of exploratory and exploitative activities.The paper argues hat cognitive social capital, represented by shared culture and systems and shared vision, provides the needed meaning and understanding in the context of contradiction (Smith & Dustman, 2005; Inpatient & Shoal, 1998; Inept and Tsars, 2005; Van Wick, et al, 2008), which is apparent in the ambidextrous organizational form. The facets of relational social capital, represented by trust and strong ties, are seen as enablers to bringing units focusi ng on either exploratory or exploitative activities together (Van Wick, et al, 2008; Tsar, 2000).Also, social capital stands central o the understanding of innovation (Inpatient & Shoal, 1998; Moran, 2005) and as such influences exploratory and exploitative innovation. In addition, Guppy, Smith & Shelley (2006) state that learning from exploratory and exploitative activities is more likely to occur at macro level (I. E. Team, unit, organizational, or interdenominational), than at micro level (I. E. The individual).Thus, referring to the definition of social capital (Inept & Tsars, 2005), organizational learning is a resource which is embedded within, becomes available through, and can be derived from a network of relationships. Following this logic, organizational ambidexterity resides in the relationships between units, which are explained by social capital theory. By addressing the question how social capital can enable ambidexterity, the study attempts to bring a social perspecti ve into the ambidexterity debate.Research addressing this link is missing, while the two are seemingly related. By studying the relation between social capital, which has the ability to build competitive advantage (Inpatient & Shoal, 1998), and ambidexterity, which leads to long-run survival (Rakish & Brainwash, 2008), this paper contributes mainly to the strategic management and organizational literature. In the following sections theory and hypotheses will be presented. Ambidexterity and social capital will be explained, while the hypotheses and the research model linking the two are given.Then, the methodology section will outline how the study tests these hypotheses within business units. The results section provides initial insight on the fulfillment of the hypotheses, while their implications will be outlined in the discussion and conclusion section. In addition, the paper proposes future avenues for inquiry. 7 Duncan (1976) introduced the term ambidexterity, in the organizati onal setting, arguing that long-term organizational success depends on switching organizational structures in sequence, depending on an organization's state of innovativeness.When an organization finds itself in a phase of innovation it should adopt an organic structure. When the organization is ready to exploit the innovation a mechanistic structure is more appropriate. However, it was not until the seminal article of March (1991) on organizational learning that research on ambidexterity started burgeoning. March (1991) argued that organizations should â€Å"engage in enough exploitation to ensure the organization's current viability and engage in enough exploration to ensure future viability' (March, 1991: 105, italics added).A focus on exploitation at the expense of exploration is likely to lead to short-term success, but in the long-term may lead to competency traps and inertia. A focus on exploration at the expense of exploitation might lead to innovate ideas, but would leave the organization without the ability to reap the benefits. Dustman & Reilly (1996) showed that organizations are able to combine exploratory and exploitative activities.

IELTS

Look at these six explanations or definitions of ‘education' written in different styles ND: Decide if the explanations are spoken or written.Match each one with the source from which you think it was taken, listed at the end. Education can be seen as either a battlefield for values or a question of systems or, more simply, as an extension of the biological function of the upbringing of children – known more simply as parenting. We'll start by looking at how far the role of teacher goes beyond being a parent. The process by which your mind develops through learning at a school, college, or university; the knowledge and skills that you gain from being taught. Education' comes from a Latin word.One of the important things about education is to give people an interest in knowledge and an ability to learn – or strategies or techniques for learning – and a knowledge of how to find out about things they want to know. Education: teaching, schooling, training, inst ruction, tuition, tutelage, edification, tutoring, cultivation, upbringing, indoctrination, drilling; learning, lore, knowledge, information, erudition†¦ ‘Its Education forms the common mind Just as the twig is bent, the tree's inclined. People going to school and learning.Students discuss the questions to introduce the subject of the lesson. Students' own answers. Ideas may include: use of formal vocabulary; clearly organized and structured; need for support for ideas. It is important to follow the conventions so that your writing is accepted as a valid contribution to the academic debate. If the writing uses a different style or format it will not be regarded as ‘academic writing, even if the ideas are valid. Informal and formal Students compare two definitions of economics. The informal/spoken text is unplanned; includes hesitation fillers; uses informal language e. You know; is personal; uses questions. The formal/written text is planned; does not include any he sitation or digression; uses formal vocabulary; is impersonal. Students identify which sentences are formal and which are informal. Answers: F Students complete the guidelines with the words from the box. Personal tentative evidence neutral vague, precise contractions abbreviations slang speaking Students rewrite the sentences in a formal style. Possible answers: It was reported that it was unsatisfactory. It seemed that the lecture was very difficult to understand.They need to discover owe to conduct a survey of elderly people's opinions of young children. The results were better than expected. / appeared to be better than expected. It was reported that none of the students knew the answer. One man described his unhappiness at being alone. Identifying different styles Students read the six explanations of ‘education', decide if they are written or spoken and match them to the sources. Answers: e d b Students write an explanation of education in an academic style. Various answ ers are possible.Model answer (uses impersonal structures; cautious/tentative language; purports ideas with examples; is neutral in tone; uses specific vocabulary; avoids contractions and colloquialisms). The term ‘education' can be defined in a number of different ways. A narrow definition might be limited to the education system, that is, the structure organizing schools, colleges, and universities, and those who work and learn in them. A broader understanding of the term would include all types of teaching, training and learning, including parent-child interactions at home and any type of communicative activity in which information is shared.

Agrarian societies in history Essay Example | Topics and Well Written Essays - 1500 words

Agrarian societies in history - Essay Example The Agrarian period witnessed a lot of economic, cultural and political activity among various societies in the ancient societies. The differences in activity were inclined to a number of factors and this largely depended on the geographical habitat of a given society. The three fundamental questions that are tackled in this instance include, if there was any social structure in that society and how it was constructed, what was the diet of that particular society and lastly, what was important for the people of that society’s survival. The Tang dynasty in the Agrarian society was characterized by the caste system just like most of the earlier traditional Agrarian societies. There existed the rulers who were at the apex of the social structure and this caste went down to the laborers who were at the bottom of the social structure. It had a stable government with intellectuals being highly regarded. History of Tang dynasty majorly emphasizes only the mandarins and the nobles, th e clergy and the intellectuals who were at the top of the social system (Benn 56-59). Furthermore, the group of mentioned elite in the Tang society had little or no time for the artisans, merchants, traders and slaves. It is only the elite that left some of the writings that were found in the Chinese library many years later. On the contrary, the lower in the class system did not leave any writings behind. The Tang society was patriarchal in nature as no major recognition was given to women in the Tang society. ... In some instances, tea was taken with traditional Chinese bread which was mainly baked by women in Traditional Tang society. The Tang together with its sister, Chinese dynasty the Ming, gave great reverence to trade in gunpowder which was a very important economic activity. It was during this period that the gun powder was invented. Gun powder was one of the most important activities in the day to day lives of the people in the Tang dynasty. Lastly in regard to the Tang, religion played an essential role in the lives of the people. The Tang societies were very religious with Buddhism being the main religion of the entire dynasty. Buddhism attracted the largest number of adherents and it’s on the basis of Buddhism religion through which court decisions were influenced or made (Benn 94-97). Just like the Tang dynasty, the Aztec society was also a socially stratified society in the sense that there existed several classes among the Aztec people. There were the nobles and also the commoners. The king or ruler the Tlatoani was considered sacred together with his lineage and had great influence among the Aztec people. The Tlatoani was the voice of the Aztec and his word was given preeminence as sacred. He had his royal who served the main purpose of paving his way of the normal people. His words were taken to be the word of the gods and nobody in the Aztec society would go contrary to this. A child born in Aztec society grew up and eventually died on the class or caste that his family belonged to. They believed that the cosmos had its way of classifying people in classes and this was the will of the gods, for this reason they embraced the fit in system where one inherited his social strata by the mere virtue of birth. On their food preferences, animal meat was a