A Christmas Carol - character study of Scrooge Essay -- English Litera

A Christmas Carol - character study of Scrooge "A Christmas Carol" â€Å"Scrooge! A squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!† Scrooge is the main character in the novel ‘A Christmas Carol’. At the beginning of the novel he is a brutal, evil, pitiless, cold-hearted man, but subsequent to meeting three spirits, Scrooge regrets his life and decides he needs to alter it. The main theme Charles Dickens conveys through the story is redemption; this is significant especially in the Victorian era, whilst there was an immense gap between the prosperous and the inadequate. Dickens uses Scrooge (a rich, greedy business man) to direct his novel to the very rich people, and to exhibit how money can impede your good judgement. Charles’s life influenced his writing, like in ‘A Christmas Carol’; you can relate his stories to his life. Most of Dickens writing was regarding poverty because at the time he was deprived. He had to work in a factory when he was only twelve and when he was fifteen he was employed in a solicitors office, therefore he empathizes what being a clerk was like, as one of the characters in ‘A Christmas Carol’. Dickens chose to call his story ‘A Christmas Carol’ because carols have some moral background and to teach people a lesson, and that’s exactly what Dickens wanted to do, he wanted people to learn something from reading this novel. Another reason why Dickens called his story ‘A Christmas Carol’ is because it was written at Christmas time. The idea of a song is continued in the structure of the novel because it is divided into staves rather than chapters, which remind us of a song. Dickens incorporates Victorian Christmas traditions into his story, as well as prom... ...y Tim, who fortunately does not die. Scrooge is able to redeem himself by becoming a better person; from cruel and cold-hearted man to a kind loving person. This links back to the idea of the Christianity and redemption and the religious term referring to being saved. I n this case, Scrooge is being saved from dying a lonely, sad, old man. Scrooge’s story relates to society because it people that if a man as bad as Scrooge can change and transform himself for the better , the everyone else can as well then our society would be a much better place for us to live in. The moral lesson that Dickens wants to convey is not to be greedy, don’t let money obstruct your good judgement and money does not buy you happiness. Another lesson Dickens wants to teach his reader’s is that even if you haven’t been good all your life just like Scrooge you could also change.

Sleep Apnea Essay -- essays research papers

Sleep apnea is a common sleeping disorder where a person has experiences of not breathing during sleep. Over 20 million Americans, mostly overweight men, suffer from sleep apnea. Despite these numbers, sleep apnea is often not treated directly because its symptoms are thought to be those of depression, stress, or just loud snoring. There may be a genetic component to this disorder as it often occurs within families.People with sleep apnea stop breathing for at least 10 seconds at a time; these short stops in breathing can happen up to 400 times every night. The Greek word "apnea" literally means "without breath". There are three types of apnea: obstructive, central, and mixed.Obstructive sleep apnea is the most common type. Nine out of 10 patients with sleep apnea have this kind of apnea. If you have this type, something is blocking the passage or windpipe, called the trachea, that brings air into your body. Your windpipe might be blocked by your tongue, tonsils, or uvula. It might also be blocked by a large amount of fatty tissue in the throat or even by relaxed throat muscles. Central sleep apnea is rare. This type is called central because it is related to the function of the central nervous system. If you have this type of apnea, the muscles you use in breathing don't get the "go ahead" signal from your brain. Either the brain doesn't send the signal, or the signal gets interrrupted. Mixed sleep apnea, as the name implies, is a combinati...

The Non-Proliferation Treaty: Its Establishment, Issues

The Non-Proliferation Treaty: Its establishment, Issues, and Current Status On March 21, 1963, President John Kennedy warned in a press conference, â€Å"I see the possibility in the 1970s of the president of the United States having to face a world in which 15 or 20 or 25 nations may have nuclear weapons. I regard that as the greatest possible danger and hazard. † Kennedy made this statement a month after a secret Department of Defense memorandum assessed that eight countries: Canada, China, India, Israel, Italy, Japan, Sweden, and West Germany would likely have the ability to produce nuclear weapons within the next 10 years after 1963.It was further assessed that beyond those 10 years, the future costs of nuclear weapons programs would decrease and provide way for several more states to pursue nuclear weapons, especially if unrestricted testing continued. Fear of the spread of nuclear weapons to vast nation states and superpowers including their military and ideological alli es is what urged the creation of the Non-Proliferation Treaty (NPT). Signed on July 1, 1968 and actually implemented on March 5, 1970, the NPT is a result of a compilation of efforts at enforcing international non-proliferation.With President Dwight D. Eisenhower calling for a new international agency to share nuclear materials and information for peaceful purposes with other countries in his â€Å"Atoms for Peace† address to the UN General Assembly on December 1953, the way was made for the Non-Proliferation Treaty to come into existence when the UN established The International Atomic Energy Agency (IAEA) on July 29, 1957 as result of negotiations sparked from Eisenhower’s proposal.President Dwight Eisenhower proposed to the UN General Assembly the negotiation of a treaty that would seek to control nuclear activities around the world and prevent, if possible, the spread of nuclear weapons to additional countries. However, President Eisenhower’s speech to the U N General Assembly came after the failure of earlier U. S. nonproliferation efforts. When the United States stood as the only true nuclear power in the world at the end of World War II, President Harry Truman proposed to destroy the U. S. uclear arsenal if other countries would agree not to acquire nuclear weapons and would permit inspections to verify that agreement. This proposal was presented as the Baruch Plan in 1946 and implied that the United States turn over control of all its enriched uranium, including that in any nuclear weapons it had, to a new UN body over which the United States and the other permanent members of the Security Council would have a veto. In addition to already seeking its own nuclear weapons, the Soviets rejected this plan on the grounds that the United Nations was dominated by the United States and its allies in Western Europe.Therefore, the Soviets argued it could not be trusted to exercise authority over atomic weaponry in a fair manner. They proposed that America eliminate its nuclear weapons before considering proposals for a system of controls and inspections. On the other hand, the United States, would not surrender its weapons to the agency until inspectors were on duty in the Soviet Union and in other countries with nuclear potential (Bellany 1985). With the Baruch Plan not going as planned, the U. S.Congress enacted the 1946 Atomic Energy Act which encompassed provisions designed to keep nuclear technology secret from other countries but then was amended to authorize nuclear assistance to others alike the IAEA which was created to provide both assistance and inspectors for peaceful nuclear activities after Eisenhower proposed providing assistance to other countries in the peaceful uses of atomic energy. The United States, followed by the Soviet Union, France, and others began providing research reactors that used weapons-usable highly enriched uranium to non-nuclear-weapon states around the world.These transfers and the t raining that accompanied the reactors helped scientists in many countries learn about nuclear fission and its potential uses other than in good measure. As these scientists became more versed in the uses of nuclear energy through the resources being provided to them, global support increased for controlling the spread of the new technology in order to prevent its use for weapons. This led to Ireland proposing the first resolution at the United Nations on October 17, 1958 to prohibit the further dissemination of nuclear weapons.On March 21, 1963, the UN General Assembly unanimously approved Resolution 1665, based on the earlier Irish draft resolution, reads that countries already having nuclear weapons would undertake to refrain from relinquishing control of them to others and would refrain from transmitting information for their manufacture to states not possessing them. In addition, countries without nuclear weapons would agree not to receive or manufacture them. These ideas formed the basis of the NPT (Bunn 2008).The United States then took another step toward non-proliferation and submitted a simple draft treaty of the NPT based on the resolution to the Soviet Union when a new eighteen nation Disarmament Conference opened in Geneva in 1962. Adversely, the Soviet response insisted that the treaty prohibit the arrangements between the United States and NATO allies such as West Germany for deployment in their countries of U. S. nuclear weapons under the control of U. S. soldiers.The stated purposes of these weapons were to protect these countries if ever in the event of an attack on them by the Soviet Union and its allies. The U. S. also proposed for implementation of a multilateral force in which would be a fleet of submarines and warships each manned by international NATO crews and armed with multiple nuclear armed Polaris ballistic missiles. The proposal was inspired by the complaints of NATO countries which voiced that the nuclear defense of Europe was beh olden to the Americans, who held the bulk of nuclear capability.Instead of an array of different independent forces ultimately acting under their own domestic banners on the waters, the result would be a fleet of warships manned and operated by general NATO command in broader cooperative efforts but the Soviets opposed to this. Later, a compromise was reached where US eventually gave up on efforts toward the multilateral force and the Soviets gave up on a prohibition against U. S. deployment of nuclear weapons in West Germany and other allied countries under the condition the provided weapons remained under sole control of U.S. personnel (Bellany 1985). On June 12, 1968 The UN General Assembly adopted Resolution 2373 which endorsed the draft text of the nuclear Non Proliferation Treaty. The vote was 95 to 4 with 21 abstentions. The four no votes were Albania, Cuba, Tanzania, and Zambia. The treaty was signed by the Soviet Union, United Kingdom, and the United States. Article IX of t he treaty established that entry into force would require the treaty’s ratification by those three countries and 40 additional states.It was by this time, five nations had developed a nuclear weapons capability: the United States, the Soviet Union, Britain, France, and China. On February 13, 1960, France conducted its first nuclear test explosion, establishing it as the the world’s fourth nuclear armed state after the United States, the Soviet Union, and the United Kingdom. Then China conducted its first nuclear test explosion on October 16, 1964 placing it as the world’s fifth nuclear armed state and leading to the acceleration of India’s nuclear program ( Bunn 2008).China and France were recognized as nuclear-weapon states under the treaty but did not sign it. China argued the treaty was discriminatory and simply refused to adhere to it. On the other hand, France implied that it would not sign the treaty but would behave in the future in this field exac tly as the states adhering to the Treaty. The treaty distinguishes between obligations of two parties such as nuclear-weapon states who are defined as those states parties which exploded a nuclear device prior to January 1, 1967 and non-nuclear weapon states which are all other states.The treaty called prohibition on non-nuclear-weapon states from having nuclear weapons and called for the IAEA to be permitted to carry out inspections to guarantee that their nuclear programs were limited to peaceful uses. In particular, the resolution asked the countries possessing nuclear weapons to refrain from relinquishing control of nuclear weapons and from transmitting information necessary for their manufacture to nations not possessing nuclear weapons.Second, it recommended that states not possessing nuclear weapons, â€Å"undertake not to manufacture or otherwise acquire control of such weapons. † In addition, the United Kingdom, the Soviet Union, and the United States agreed to provi de assistance to non-nuclear weapon NPT members in their pursuit of peaceful uses of nuclear energy and agreed to conduct future negotiations to halt the nuclear arms buildup and reduce their nuclear weapons with a goal of achieving nuclear disarmament.Negotiations then raised aiming efforts towards gaining acceptance of these provisions by important non-nuclear weapon governments and their parliaments along for the allowance of the inspections that would be conducted by the IAEA in accordance to the NPT. India was one of these non-nuclear weapon governments of interest but despite much active participation in the NPT negotiation, it refused to join because it wanted to retain the option to produce its own nuclear weapon as its adversary then, China had. Also, Pakistan which was another adversary of India refused to join because India would not.Israel, which the United States had tried to restrain from acquiring nuclear weapons in separate negotiations during the 1960s, also refused to join. China and France didn’t participate much in the NPT negotiations but had acquired nuclear weapons before its negotiation was completed. The NPT draft permitted them to join the treaty with the same rights and duties as the other nuclear-weapon states when they eventually did accede to the treaty in 1992 (Bunn 2008). The practice of inspections for non-nuclear weapon parties weighed as a major concern in the egotiations at the IAEA for several years and many countries including West European allies of the United States did not ratify the treaty until these negotiations were completed to their satisfaction. Till this day, this concern is still a pressing matter at hand. In its establishment, Article X of the NPT called for a conference of its parties to be held 25 years after the treaty’s entry into force in 1970 to determine whether the treaty would remain in force indefinitely or for other additional periods of time.This conference was held on May 11, 1995 an d began with much uncertainty regarding the nature of any extension. Leading up to this, parties of the treaty enacted review conferences every five years to revise the treaty according to the current state of nuclear arms at the time. During the 1995 review conference, non-nuclear weapon states expressed disappointment with the lack of progress toward nuclear disarmament and feared that extending the treaty indefinitely would enable the nuclear-armed states to hold on to their nuclear arsenals and disregard any accountability in eliminating them.In a different light, Indonesia and South Africa proposed efforts to tying the treaty’s indefinite extension to a decision to strengthen the treaty review process such as establishing of a set of principles and objectives on nuclear nonproliferation and disarmament to hold NPT states-parties, particularly the nuclear-weapon states, accountable to their commitments.Indonesia and South Africa’s proposal included completion of th e Comprehensive Test Ban Treaty of 1996 which banned all nuclear explosions in all environments for military or civilian purposes along with negotiations on the cutoff of fissile material production for weapons purposes. The conference also adopted a resolution calling for establishment of a zone free of weapons of mass destruction in the Middle East with the goal to win support for the indefinite NPT extension from Arab states which objected to Israel’s status outside the NPT and its assumed possession of nuclear weapons.During the 1955 revision conference of the NPT, the decision was made to extend the NPT indefinitely and with its last revision conference held in 2010, is still on its mission to global non-proliferation (Gunter 2010). The NPT consists of a preamble and eleven articles and is interpreted as a three part pillar system as non-proliferation being the first, disarmament the second, and the right to peacefully use nuclear technology as the third. Currently there are 189 countries as state parties under rovisions of the nuclear Nonproliferation Treaty. The major issues that the Treaty of Nuclear Non Proliferation is facing are loopholes in NPT withdrawal, non-compliance with state parties, particularly Iran, and in a safeguard system. Also, the future utility of the treaty will be dominated by its ability to attract the major non-parties into membership. Another flaw in the Treaty is that if diversion of fissile material is discovered, then no mechanism for sanctions exists other than taking the issue to the UN Security Council.The treaty is silent on how to deal with a situation where a non-nuclear weapon state acquires unsafeguarded weapon material for reasons not permitted under the Treaty (Kaplan 2005). Israel regarded NPT adherence and the IAEA safeguards system as an insufficient guarantee that Iraq would not use nuclear technology it was acquiring to make nuclear weapons and proceed to destroy that technology. This discouraged other Arab states from becoming NPT parties, as this appeared to offer no protection against unilateral Israeli action.With the notion that one state such as Israel could claim the NPT technically meaningless and allowed to act on that belief without sanction, the credibility of the Treaty in the eyes of many non-nuclear weapon states became undermined and brought up for much speculation. The NPT itself is silent on how to assess compliance, how to resolve compliance disputes, and what procedures to follow in the event of non-compliance. Specifically, there is no verification of the obligations in Articles I and II not to transfer or receive nuclear weapons.The treaty contains no language on verification other than to require states to accept nuclear safeguards in Article III. One precedent for handling non-compliance was in the case of North Korea. North Korea announced it would withdraw from the NPT on March 12, 1993 but suspended its withdrawal in June. Ten years later on February 12, 2003, the Board of Governors declared North Korea in non-compliance with its nuclear safeguards obligations, and referred the matter to the Security Council. The Board called upon North Korea to acknowledge its non-compliance, and fully cooperate with the Agency.North Korea stated it would withdraw from the NPT on January 11, 2003, and its official status is still uncertain. The legality of North Korea's withdrawal is debatable but as of 9 October 2006, North Korea clearly possesses the capability to make a nuclear explosive device. However, other states complain of U. S. noncompliance because the United States continues to conduct research and development new types of nuclear weapons and still has yet to accept much deeper reductions in its nuclear forces.Several additional measures have been adopted to strengthen the NPT with attempts to broader the nuclear nonproliferation regime and make it difficult for states to acquire the capability to produce nuclear weapons, including the export controls of the Nuclear Suppliers Group and the enhanced verification measures of the IAEA Additional Protocol. However, critics argue that the NPT cannot stop the proliferation of nuclear weapons or the motivation to acquire them.They express disappointment with the limited progress on nuclear disarmament, where the five authorized nuclear weapons states still have 22,000 warheads in their combined stockpile and have shown a reluctance to disarm further. Several high-ranking officials within the United Nations have said that they can do little to stop states using nuclear reactors to produce nuclear weapons (Kaplan 2005). An issue that will require new and better strategic thinking is how best to proceed with efforts to make the Middle East a Weapons of Mass Destruction (WMD) – free zone.This was a controversial issue on the table during the most recent 2010 NPT Review Conference. The final document produced from the conference addressing the matter calls on all state s in the region to participate in a conference in 2012 based on the terms of the 1995 resolution. The United States announced after the conference that it, Russia, and the United Kingdom, along with the UN secretary-general, will co-sponsor the meeting, determine a country to host it, and identify a person to organize it.The issue with this is that Egypt and other states may want to use a conference in part to criticize Israel’s nuclear weapons program. Also, the language of the document calls on all states in the Middle East to participate which includes a number of states that do not recognize Israel and in the past have not been willing to sit with Israeli officials in formal settings. To name a few, Iran, Lebanon, Saudi Arabia, and Syria are some of these states. Therefore, such a conference would pose challenges to Israel. Iran and major Arab states would all have to reach the same satisfying terms and recognize Israeli de facto.If the conference is viewed strategically and handled carefully, it could advance the cause of peace and security in the region. In summation, President Barack Obama in Prague called for the â€Å"peace and security of a world free of nuclear weapons† on April 2, 2009. A Year later on April 8, 2010, President Obama returned to Prague a year later with President Dmitri Medvedev of Russia to sign a new Strategic Arms Reduction Treaty that committed both countries to reduce their deployed strategic nuclear warheads and delivery systems in accordance with agreed principles of verification.President Obama also convened a special session of the UN Security Council on September 24, 2009, which adopted Resolution 1887, which focuses on nuclear security and nonproliferation and seeking ways to enhance its means. Though the NPT has its weaknesses, it still has managed to link many countries together and has dodged the predicted amount â€Å"15 or 20 or 25 nations may have nuclear weapons† that President Kennedy warned i n his press conference in 1963.Today, we have nine counting North Korea but not Iran outside of the treaty. As we progress down the road to expanding non-proliferation, it is important for policy makers to keep in mind that for most states the demand for nuclear weapons is likely to derive from security considerations, and security consideration under conditions of uncertainty, especially if the states have lacking faith in the Treaty’s ability to make effective use of the safeguard system as we approach the 2015 NPT Review Conference.

Cell Phones Advantages&Disadvantages Essay

1.0 Introduction When I have been on different school placements during my time at the College there has always been one thing I have paid more attention to and noticed in every school. This situation is a very common thing among students in Malaysia and also occurs among people who normally use more than one language. This phenomenon is called code-switching and usually happened in bilingual societies. What is code-switching? It is when a person mixes two languages in a single sentence or a conversation. This issue was ordinary to take place in Malaysian students which is learning more than one language. Our country students usually learned more than three language likes national language, mother language and etc. Our ministry of education set English as a second language in Malaysia, so Malaysian English Language Instructors and ESL (English as second Language) requires learners tend to use more than one code of language in the context of formal classroom. Now, we wants to discuss the factors that cause ESL learners to code switch and how to overcome it. 2.0 Main Body 2.1 Feel More Comfortable, Environment, Lack of Confidence The first factors it cause students cannot switching code immediately because they not usual to use English and also feel custom and more comfortable to use their own language. They prefer to use their own language because it is more smoothed and easy communicate with their friend. Besides that, they also did not have a good environment or social to speak English. Take one example, we was grow in a family which does not often speak English and we just only use our mother language to communicate with our family’s in home, that is a big problem for us to learn and speak English properly. The problem will cause the students lack of confidence to speak English because they do not have basic for speak to other people. Last but not least, they also will feel shy to use English because they are afraid of speaking mistakes. 2.2 Lack of Motivation, Lack of Interest, Lack of Enforcement Furthermore, they also lack of motivation because they do not get any courage from their friend or family. When students do not have enough vocabulary word they  cannot speak any perfects English. If they cannot speak English properly, they will give their friend laugh and it will causes they do not have more interest in English. Besides that, they will also give up to learn English and also will drop out of study. Motivation may be expect to improve when class take into account students likes in teaching style and lesson material. Additionally, parents did not enforce their children to speak and learn English in home. Parents also lack of accompany with their children to teach them important of English or another language in the whole world even tourism and doing business. 2.3 Watch more English videos, more interaction, talk with others race After the factors let us talk about solutions to overcome the problem students who are face it. Lecturers can takes some video from youtube or google to share with students but ensure the video can help students to improve their English. They can also listen music English or see an English movie to increase their listen and speaking skill. We must let students have more interaction and practice among them when during lesson. Lecturers should break them into different group with different language or country to get more chance to be in touch with English in class. 2.4 Join the activity can improve English, Attended to tuition, Penalty The parents need to speak with them in English and without home language at home to improve their basic in speaking. Parents also can send them to counselling or campaign for training them to use English in social life. Students must me hardworking and go to a place which availability of additional resources or knowledge to increase their vocabulary. To give those students cannot handle the basics English parents should force them to attend tuition class. When students in the school or college, lecturers must be ensure students are in the English speaking zone to communicate with their friend without other language. Last but not least, if those students who are not follow the rules must give a heavy penalty to let them remember and would not do a same mistake against. 3.0 Recommendation and Conclusion The use of mother language is not conclusively a threat to English as a language or a subject at school. In school or college lecturers should be concern about students have the ability to differentiate the two language and separate them in formal and non-formal communications in class.  Therefore, poor performance in English cannot blame on home language, but a person’s background. In my view educators should take the responsibility and teach suitable things to enable the primary level students learn in English. Its can make them understanding in a better command of English. 4.0 REFERENCES 1) Jtonec. (2012). A Description of How the Teacher of Language and Literature May Use Drama in Education to Overcome Low Linguistic Competency and Low Self Confidence. Available: http://www.studymode.com/essays/a-Description-Of-How-The-Teacher-1221891.html. Last accessed 12 May 2014. 2) Timmytimmkins.(2010). Effective ESL Elements. Available: http://www.studymode.com/essays/Effective-Esl-Elements-406002.html. Last accessed 10 May 2014. Question 2 1.0 Introduction In this global computer science and technology, who does not have a cell phone these days? Even a child in primary school some of their parents also will give them a phone to them for easily to stay contact with parents. However in this era of technology, a cell phone most amazing things is that they are no longer just used for calling or texting. Actually, a cell phone is not just only a tool for communicate with family and it is also a tool for multimedia such as smartphones. The smartphones can use in multimedia likes games, pictures, songs and it will bring out many advantages and disadvantages for us so with this mind. Hence, should students be permitted to use cell phones in school has become a hot topic of discussion among individual. Thus, let us discuss and debate about this topic. 2.0 Main Body 2.1 Access Information, Useful Application Firstly, it goes without saying that the advantages of cell phones is it can help students to overcome some of their academic problems. This is due to the reason that cell phones allow them to download some useful software such as dictionary. When they cannot understand what their lectures teaching about due to the vocabulary, they can find the meaning of the vocabulary and try to translate it to their own language by using the dictionary software  so that they will manage to understand what their lectures teaching about. In addition, they can also access ‘google’ to find the materials which they need. This is because internets have a pool of information to provide the information that they acquire. On the other hand, the student parents can also check their children whereabouts by using a phone. Besides that, the smartphone also has a lot of function such as calendar, calculator, maps finder and many technology software. I can take an example that I will use software to supervise my homework and revision to ensure that I will not waste the precious time. 2.2 Replace Pen and Paper, Use To Memory, E-learning Apart from that, using cell phones to do home works or assignments can replace the pen and reduce the paper so that this will help to reduce deforestation as well as keep away from greenhouse effect. The cell phones can also become a â€Å"memory card†, when the student insufficient time to write down all the points that the lecturers given or he or she absents the lessons, they can just take a picture and do revision at home. Furthermore, they still can take out these pictures to revise before the examination. In this way it is killing two birds with one stone a stone. Additionally, they can use for E-learning in internet by using a cell phone with their friends and lectures to discuss homework or which are they do not understand in the lesson. 2.3 Distraction Class, Cheating, Bullying Every coin has two sides, cell phone also bring some disadvantages to us. Let us discuss the disadvantages of a cell phone right now. The cell phones also bring out many troubles to students like distract the lecturer and all their friends. The meaning distract is stand for while lecturer teaching in the class the students who play games and the worst is cell phones ringing will disturb the whole class force to stop the class. After that, the students will also laugh at which classmates those who are not using the latest phone. They cannot understand their parents work hard also unable to buy a latest phone to them because new phones price is too expensive and even run up to two thousand. 2.4 Annoying Lecturers, Health Hazard, Safety of Students When lecturers is teaching in the class, the students which is mischievous will take the lecturer funny picture and upload to the social network to annoying their lecturer. These types of students do not have manners because they did not give any respect to their lecturer. England scientist investigate point out if each people using cell phones in one day more than 2 hours, they will get health hazard like shortsighted, radiation, skin cancer. So, if students bring cell phones to school they will get more times to be in touch with the disease above. Beside, students can keep play their phones and did not pay attention when they go downstairs or cross the road. It is very dangerous actions and do not behave their self and their family. 3.0 Recommendation and Conclusion In the last, students bring cell phones to school have both of advantages and disadvantages but they should know how to use the cell phones in the place is correct. We can come to a conclusion that although mobile phones have their weak points, they are very useful when they are necessary. Students are the decision makers. Therefore, we can choose which are good and bad. According to my opinion cell phones are very useful things if we use them in a proper way in the school it may help students solve many problems. 4.0 REFERENCES 1) RaulBarrera. (2012). Disadvantages of Cell Phones in School. Available: http://www.studymode.com/essays/Disadvantages-Of-Cell-Phones-In-School-1074638.html. Last accessed 6 May 2014. 2) HayItsGio. (2012). Cell Phones in School. Available: http://www.studymode.com/essays/Cell-Phones-In-School-1317488.html. Last accessed 4 May 2014.

Assess whether ‘God exists’ is a testable hypothesis Essay

Ultimately, God’s existence cannot be classified as a ‘testable’ hypothesis. A hypothesis is a proposal, which can be tested and then either confirmed or rejected. God’s non-physical state makes this virtually impossible, as we are unable to use our senses to confirm his presence or absence. Anthony Flew and Ludwig Wittgenstein’s theories provide a considerable amount of evidence, which suggests that there cannot possibly be a religious hypothesis. Good introduction. Firstly, Anthony Flew’s parable of the gardener is highly vital in the quest to prove that God’s existence is not a testable hypothesis. The scenario includes two explorers, who discover a humanly made clearing, yet evidence suggests that it occurred naturally. Both explorers have contrasting views, one favours natural causes and the other favours human intervention. Subsequently, no evidence of the gardener is present, however is invisible. Flew’s claim hinges on falsification,and if a religious claim cannot be falsified it is essentially meaningless, as the claimant hasn’t allowed themselves to be proven wrong. The hypothesis of God’s existence is relatively similar to this case, as God is ‘transcendent’ and beyond our experiences, which by Flew’s logic makes the religious hypothesis meaningless, as it is not testable. Good. William Paley’s ‘watchmaker analogy’ is instrumental in the argument for the claim that God’s existence is a testable hypothesis. Paley’s analogy consists of a watch, which possesses parts, which ultimately fulfils a purpose. Paley’s bold claims are plausible, as he likens the watch to the universe. Evidently, a watch’s sole purpose is to tell the time. Therefore, there must be a watchmaker. This links together with the human analogy, which implies that human beings must have a creator, who is in this case God. Essentially, Paley’s view is that due to the complexity and order of the universe, it is a requirement that a supremely intelligent being must exist. That being is supposedly God. Critics would say that this is far from the truth, and that we have not empirically witnessed the presence of God and it is safe to presume that we will never be able. Therefore, we can assume that God’s existence cannot be likened to that of a watch, because the process of making a watch is a testable hypothesis, whether the creation of the world is not and never will be. Good use of the analogy. Flew argues that religious believers hold onto God’s existence regardless of any evidence brought forward to suggest otherwise. Subsequently, Flew’s proposal is that the religious hypothesis must be rejected, due to the unfalsifiable nature and the undying support by religious believers, who are unable to allow their religious beliefs to be deemed meaningless. However, Flew’s approach is not widely accepted, and Basil Mitchell is one of many, who expressed their criticisms. Mitchell disagrees with Flew’s view that religious beliefs are unfalsifiable. Mitchell suggests that when religious believers encounter suffering such as evil, they are bound to question their faith, which makes it falsifiable. How plausible is this claim? Also, numerous believers do lose their faith, therefore, Flew is misguided in his attempt to show that believers see their religion through rose tinted glasses.So,while Mitchell may not be claiming that God is indeed a religious hypothesis, he still possesses the belief that religious belief can be falsified via trials of faith. Good. In addition, the verification principle is often used to support both the claim that God exists and that God does not exist. John Hick acknowledged that the religious proposals cannot be falsified, however can be verified therefore making the hypothesis testable.Ultimately,John Hick ‘s suggestion is that in the afterlife, religious statements can be verified, and can prove whether God’s existence is a religious hypothesis. Hick proposes that, an observation is best assessed, if it can be verified, with the removal of rational doubt. Hick accepts that religious propositions cannot be falsified, because if God doesn’t exist, when we die we will be un able to confirm or deny this. Hick uses the parable of the Celestial city to illustrate this. It includes two men, who are travelling to the same destination, yet have contrasting expectations of what they will find. This parable hints towards Eschatological verification, which relates to Hick’s argument that many claims are reliant on the presence of the afterlife. Nevertheless, critics suggest that we will never be able to truly verify our experiences. This essentially applies to the existence of God and heaven if God is a figure beyond our thoughts, it is hard to envisage how we will be able to identify that we are experiencing God and heaven, rather than merely a illusion. Moreover, ‘Logical Positivists’ possess the belief that all knowledge is derived from our senses. Therefore, if knowledge is not empirically gained, it is meaningful. God’s alleged characteristics hint toward him being non-physical, making it impossible to empirically witness his existence. This led to logical positivists claim, that God’s existence is not testable and the claim is meaningless, as it is empirically not verifiable and cannot be tested. Equally, the flaws within the verification argument are highlighted regularly. History and Science exploit the weaknesses for all to see. An example from science is the existence of atoms, which cannot be verified, but almost certainly exists.Therefore,this example highlights the out-dated nature of the verification principle, as issues are more complex than the verification principles allow. Also, the example of Julius Caesar is one which resembles that of God. There are no longer witnesses for the existence of the roman leader and documentary evidence is limited. This leads you to believe that, if Caesar’s existence cannot be verified but still be true, then maybe the same can be said for the existence of God. Strong analysis. Furthermore, Ludwig Wittgenstein, who was one of the most decorated philosophers of his generation, rejected the possibility of a religious hypothesis, basing it on the fact that the meaning of words hinge on the context that they are used in, and whether we are a part of the specific group. Wittgenstein claims that there cannot be a religious hypothesis, because the context will vary depending on whether it’s religion or science. Wittgenstein rejected the single theory of meaning, and all words can be used in a variety of context. Wittgenstein’s claim is that all statements are meaningful as long as they are understood by other language users. Regarding religious statements, we must be a part of the game and share the beliefs in order to understand the religious statements. Therefore, religious statements cannot be a hypothesis as they are too subjective ,unlike, scientific claims. This accounts for why Atheists do not possess the same faith and beliefs, because they do not interpret language in the same way as the religious believers, when it comes to the existence of God. However, Wittgenstein’s theory is far from flawless, and this is evident. A meaningful statement no longer has to be connected to the real world, as it is associated with a language game, which renders the truth of it to be irrelevant. For example, a group of priests could talk meaningfully about non-existent objects, and this wouldn’t affect the meaningfulness of the language game. This sparks anti-realism, which is detrimental ,as to an extent religious claims often involve claims about what exists in reality. The religious language game is applicable to society, and not such members of the religious language game. In addition, Evidentialism is a theory, that suggests it is irrational to believe in something without sufficient reason. Faith allows someone to simply state their belief, without explanation or defence. Kierkegaard’s infamous quote, ‘when I pray, I hear silence, therefore God exists’ Kierkegaard suggests that faith can provide solace in a meaningless world. The supposed silence that Kierkegaard hears would indicate to an atheist that God didn’t exist. But, for Kierkegaard, faith is more important than reason, and belief in God is required, which makes is God’s existence a religious hypothesis a meaningless discussion. How plausible is this claim? Despite this, faith is not without it’s faults. Believers often require a purpose in life, which hey gain from a supernatural being.Ultimately,our faith in God may well stem from our own insecurities and the desire to feel that there is an afterlife waiting for us if we abide by God’s rules. To conclude, ultimately, the existence of God’s is not and will never be a testable hypothesis, for an array of reasons. The main issues arise from the fact that God can not be empirically proven, due to his non-physical state, making it far from testable, which makes it hard to provide support for the case of it being a hypothesis. The case brought forward by Anthony Flew and Ludwig Wittgenstein is compelling to say the least, as they highlight several issues, which back up claims that God’s existence is not a testable hypothesis. The inability to falsify religious claims essentially makes them meaningless, as there is no possibility of the clamant being proved wrong, therefore since God’s presence cannot be empirically know, we cannot test his existence. Wittgenstein highlights the subjective nature of nature, which prevents you defining a term, and he claims that hypothesis are scientists rather than believers. Therefore, we cannot label the God’s existence as a hypothesis, as we’re unable to gain access to it empirically or otherwise. Meaningful conclusion.

American Literature. Mark Twain Essay

Twain – a romantic or a realist?, literary significance of Mark Twain, Twain’s life experiences as reflected in his works, Twain as a travel writer, Twain as a publisher – the American literary market in the late nineteenth C., Twain’s personal tragedies, literary fads exploited by Twain, Twain’s major woks 1. NATURALISM AND REALISM Realism vs. romanticism, naturalism as a more drastic version of realism, naturalism in literature: philosophy and technique; the importance of Darwin and Marx for naturalistic literature, William Dean Howells as a pioneer of realism and naturalism in American literature, main representatives (you should be able to provide at least one title with a brief description): Hamlin Garland, Jack London, Frank Norris, Theodore Dreiser, Stephen Crane 2. HENRY JAMES (part I & II) Twain vs. James, critical opinions about James, James’s background, James’s international novels, James as a critic, James as a dramatist, James as a pre-modernist author, The Turn of the Screw – James as a Gothic writer, three periods of James’ literary career (with representative examples). 3. REGIONAL WIRTING The influence of realism and romanticism on the development of the local color literature, examples of regional writing: Harriet Beecher Stowe’s Uncle Tom’s Cabin, Kate Chopin’s The Awakening, Bret Harte’s The Luck of the Roaring Camp, Edward Eggleston’s The Hoosier Schoolmaster, Joel Chandler Harris’s Uncle Remus, George Washington Cable’s Old Creole Days, Sidney Lanier 4. FRANCIS SCOTT FITZGERALD Fitzgerald as an icon of the Jazz Age, Fitzgerald’s relationship with Zelda Sayre, This Side of Paradise, The Beautiful and Damned, The Great Gatsby – Fitzgerald as a critic of the American Dream, Fitzgerald’s stay in Paris, Tender is the Night , Fitzgerald and Hollywood 5. ERNEST HEMINGWAY Hemingway as a war correspondent, Hemingway’s â€Å"macho† philosophy of life – the importance of fishing, hunting and bullfighting, the â€Å"Hemingway hero†, the â€Å"Hemingway code,† Hemingway and the Lost Generation, Hemingway’s style, Hemingway and sentimentalism, Hemingway’s major works 6. GERTRUDE STEIN Stein’s background, Stein and feminism , the importance of Stein for American letters, political controversies surrounding Stein, The Autobiography of Alice B. Toklas – Stein as a chronicle of Paris life, Tender Buttons as an example of Stein’s experimental writing, Stein as an art collector 7. AMERICAN MODERNIST POETRY: EZRA POUND Pound and Whitman, Pound and imagism: â€Å"A Few Don’ts by an Imagiste,† Pound’s definition of an image, Pound’s â€Å"translations† from the Chinese – Pound and Fenollosa, Pound and the haiku tradition, Pound as a critic of the Western civilization, political controversies surrounding Pound 8. AMERICAN MODERNIST POETRY: WILLIAM CARLOS WILLIAMS AND THE OBJECTIVISTS William Carlos Williams’s idea of modern American poetry – Williams’s attitude towards Eliot’s Waste Land – actually, we did not do much back then – it was the day when the world was supposed to end and the computer broke down The topics of the remaining two lectures: 9. AMERICAN MODERNIST POETRY CONTINUED 10. WILLIAM FAULKNER

La Cienaga Essay Example | Topics and Well Written Essays - 500 words

La Cienaga - Essay Example After attending to Argentinian Film Centre which shut down during economic down fall in 1989 she volunteered in short filming; spent some time in reading Greek philosophy; and watched movies to dig her knowledge in cinematography of filming. Her masterpiece made her script La Cienage won award in 1999. To develop her production the prize was merely used as a capital. Martel's works withstand and become passion to Argentine cinema renewal. She molds every craft and shape with heart and design for artifact of sound. It is like that she's representing herself to the place of spectator and characters intentionally constructed with the touch of her experience. Thus she put characters to serve as vehicle to represent the actual crisis of Argentine emerged to revelation of desire and hope to live indifferently. Martel's works have strong relationship into her experiences. The movement of New Argentina Cinema and the prominent crisis is the astray of diverse screen-play class, its timing helps the not only Martel but the other best-known representatives bring out into the heat of enthusiasm of hallmark cinema art. Looking at the deeper notion of "La Cienaga" the characters are portrait of Argentina's catastrophe in geography and climate. As for the cast of "La Cienaga" human fate is caused by nature and the film is an exceptional autobiographical of many ways. It tells about the story of dysfunctional two related families at their devastating lives. One is on the outcry of declination at middle class family while the other is in the marginalized situation of upper class level.