french revolution :: essays research papers

French Revolution Questions The Outbreak of the Revolution: 1) French society around 1789 was split into three groups of people or the Three Estates. The First Estate consisted of the clergy or the leaders of the church. The Second Estate were the nobles who were highly privileged. The Third and final estate consisted of peasants, city workers, and the middle class, all of which were taxes heavily and underprivileged. 2) The complains of the Third Estate were they were being taxed to heavily, they had land too small to support their families, and they lived in poverty compared to the other classes. The only complaints that the Second and First Estates had were that they would not pay taxes and that the Third Estate complained too much. 3) In 1789 under the reign on Louis XVI France faced an inefficient government, which was nearly bankrupt. There was a shortage of food and the food they had was incredibly expensive. 4) A meeting of the Estates General was called in May of 1789 because the nobles refused to be taxed and Louis XVI hoped they would approve of a new tax plan. The problem they had was they were not able to decide on a method of voting. 5) The bourgeoisie wanted all the Estates to meet together with each delegate having one vote. Seeing as they had about half of the delegates represented there they would have a better chance to bring about change. 6) On June 17, 1789 the Third Estate’s delegates decided to force the other Estates to meet as one body so they created the National Assembly and invited the others to join. 7) The â€Å"Tennis Court Oath† was an oath in which the people took demanding a constitution for France and they swore not to leave until this was done. The king responded by giving in after a week and he ordered all the nobility and clergy to join the National Assembly. 8) The people of Paris stormed the Bastille on July 14th, 1789 because they were angry about food shortages and high prices, as well they feared the king’s soldiers would crush the National Assembly and plunder the city. 9) The effect of the â€Å"storming of the Bastille† on the revolutionary moment was it caused the king to pull back his troops and it saved the National Assembly. This caused a rebellious spirit to move across the county.

China Town

1. 0 Introduction During the 19th century, Malaya had been colonised by the British and many Chinese and Indian had migrates to Malaya. As a city, Kuala Lumpur had become the most crowded and fast development place. Many colonial and migrations stay at Kuala Lumpur. Through colonisation and migration, both knowledge and methods of house construction had been adapted to the Malaya architecture during that time. Therefore there are many heritage buildings especially the Chinese shop houses had been influence by the foreign design. In this essay, I had make a field trip to Petaling Street to collect photographs of shophouses. Through the characteristic of the design of the shophouses I need to identify the Malaysia and foreign design influences of the traditional shop houses in Petaling Street. Description and contrast had been made of the influences of the shop houses by comparing the buildings which the structures had been influence by. 2. 0 Background 2. 1 British Colonisation In Malaysia During 19-20 Century Figure 1: Tin mine Tim mining, a popular activity amongst there and they increases many Chinese workers to migrates to Malaya (figure 1). Chinese migrates brought their tradition dwelling design where the two storey Chinese shop houses becomes common. â€Å"During British colonise Malaya, many public and private building had been built by the British which contain the mixture of architecture styles such as Renaissance, Palladia, Neoclassical and revived Gothic because Kuala Lumpur has become the Federal Capital and Headquarters of the Resident General. † (Mohammad Iza,(2010),p. 45. ) 2. 2 Shophouses Before 1880's Chinese shophouses was a very simple construction of one storey houses which only use wooden parts supporting on attap roof which is open to the street. While the rear section of the shophouses was usually built on piles over a river to facilitate the delivery of goods. Most of the construction is use the locally available materials combine with Chinese architecture influence. Therefore curved gable are glazed ornamental tiles are some of the Chinese shop houses characteristic. Moreover the stucco decorations is the intention of which was to emphasis the character and background of the owner. The early shophouses are build in rows with uniforms facades and a continuous, covered five-foot way in front (figure 2). There are also jack roof on the shop houses which rise above the main roof to allowed accumulated hot air in the house to escape (figure 3). Besides that, there is also low rickety, shuttered window on the front of the first floor. Figure 2: Five-foot way Figure 3: Jack roof â€Å"Before World War II, the commercial centre of every Malaysian town was featured by one or more streets lined with usually two storeys high shophouses, where trading were occurred at the lower floor and the upper floors as residential accommodation area. † (Anon,(2008),p. 44. However, the position of the shop and residential space might be different depending on the number of floors of a shophouse. For an example, a single story shophouse tends to include residential area behind the shop; while for the shophouses of two or more storeys have residential space typically located above the shop. Early masonry shophouses were often built around 6-7 metres wide and 30 metres deep occasionally extended to 60 metres according to its location. They were often built in rows with uniform facades and a covered five-foot way in front of the shophouse. The five-foot way was first imposed by Sir Thomas Stamford Raffles, a British colonial administration that founded the city of Singapore in 1822. †(online,www. wikipedia. com). It is an old practice specifying that all shophouses should include a minimum five-foot-wide veranda on the ground floor. This building tradition addressed the extremes of the tropical sun and rain, and created pedestrian linkages at ground level. These shaded areas were conducive to the shopkeepers by providing an extra space area to displaying their products (figure 4) . Apart from that, the typical Chinese shophouse was built in rows with a common wall between each unit. The walls that separate the shophouses are generally constructed by local manufactured baked clay. They are structural, load bearing walls to transfer the weight of the roof and upper floors down to the ground. Besides, the front of the shophouse on the ground floor has no walls, enabling goods to be displayed along the full width (figure 5) . Since the shophouse has no front walls, the front will be boarded up with fitted timber panels and secured with horizontal bars to lock up the shop. In addition, to ventilate the shophouse, a central courtyard can be found inside, which was later reduced to an airwell when space became more precious (figure 6). It was built to cool the building before the air-conditioning was invented. Courtyards were typically for residence all over China especially in the less densely populated areas of the north where they were located at the central of the layout, which often surrounded by high walls. Besides, a lane was also allocated at the back of the shophouse as a sanitary lane. It is a space found in between two rows of shophouses that faced back to back. This lane allows bullock carts to collect night soil as well as for safety purpose, for example, allow access for a fire truck when required. Figure 4: Displaying their products at the five-foot way Figure 5: Ground floor of the shophouses has no front walls Figure 6: Airwell found in one of the shophouse 2. 3 Foreign architecture and design influence There are five types of shophouses, Traditional, Neoclassical, Dutch Patrician, Art Deco and Modern. There are three principal varieties of shop houses during 1930's to 1940's which are Utilitarian design is made by simple wooden shutters and a minimum of decorations. While the Neoclassical design had elaborate the Greek and Roman columns and arnately decorate the Greek and Roman columns and arnately decorated window frames, pediments, paraprets and cornices. However Art Deco is the simplest design which only use simplified lines and geometrical patterns to decorate. The Noeclassical style can by recognised by a Grecian pediment (figure 7) , columns (figure 8) and moulded plasters swags decorated the facade. Besides, some of the Neoclassical style include a parapet and the top of the building and ornate window frames. Different from the Neoclassical, Dutch Patrician design as a Dutch-inspired gable was adopted for the front facade of the shop houses. Figure 7: Neoclassical pediment Figure 8: Original style Neoclassical column Art Deco was started during 1930's. The design only contain geometrical shapes and simplified lines were departure from the 1920's style. The ground floor and windows are not original. This is because it is from traditional vernacular and Western Neoclassical styles to Early Modernism and International style. Art Deco style had marked the transition from traditional vernacular and Western Neoclassical styles to Early Modernism and International style. 3. 0 Analysis 3. 1 Compare and contrast between Kuala Lumpur’s Chinatown shophouses to the original foreign Neoclassical styles Figure 3. 1. 1: High ceiling found in Petaling Street shophouses(left) and St. George Hall, London(right). One of the special feature in Neoclassical architecture is high ceiling. High ceilings (Figure 3. . 1), tend to help to ventilate the air in the building through convection process, where the hot air rises and cool air sinks, as a result, the house will be cooling. The shophouses these days have a standard height of 8 metres, where space had become more precious besides saving cost. Figure 3. 1. 2: Petaling Street shophouses(left) and Rue De Rivoli, Paris(right) painted in white o r pastel colours. Apart from the high ceiling, Neoclassical buildings are often painted in white or pastel colours (Figure 3. 1. 2). White and pastel colours are bright and attracts people’s attention. Furthermore, these colours are poor conductor of heat, they helps to reflect more of the visible light spectrum, causing the particular building to be as cooling as posible. This may be the reason why the buildings in Neoclassical period painted in this series of colour. Figure 3. 1. 3: Petaling Street shophouses(left) and Arc De Thriump, Paris(right) with parapet on the top. Parapet (Figure 3. 1. 3) is a wall-like structure at the edge of a roof, which served as a fire wall, that prevents the flames from coming up to the exterior of the building, igniting the roofing membrane. In addition, it also modifieds the wind flow over the roof so that the pressure exerted is distributed evenly to prevent it from collapsing. Figure 3. 1. 4: Petaling Street shophouses(left) and Madeleine Church, Paris(right) with pediment. A pediment is a classical architectural element which consist of the triangular section found on top of a building, supported by the columns. It is founded in the classical Greek temples, Renaissance, and Neoclassical architecture. The pediment of Madeleine Church, Paris is filled with relief sculptures while the one found in Petaling Street shophouses are filled with floral sculptures (Figure 3. . 4). Figure 3. 1. 5: Petaling Street shophouses(left) and New York City Hall(right) columns. A column is an upright pillar which supports a beam or a roof, sometimes it might just simple for decoration purposes. There are 3 types of columns which is doric (oldest and simplest of classical orders), ionic (more complex than doric, with a scroll on top) and corinthian (with most ornate). Ionic order is found in the Petaling Street shophouses, while New York City Hall contained the doric order (Figure 3. 1. 5). Figure 3. 1. 6: Petaling Street shophouses(left) and New York City Hall(right) are symmetrical. Symmetry and balance are the most pedominat characteristic of Neoclassical buildings. This feature is recognizable easily as the left and the right portion of the building is the same to maintain the balance of the building so that it does not fall (Figure 3. 1. 6). 3. 2 Compare and contrast between Kuala Lumpur’s Chinatown shophouses to the original foreign Art Deco styles Figure 3. 2. 1: Petaling Street shophouses(left) and Caisse Nationale d'Economie, Monteal (right) with flag pole. Concrete flagpoles are one of the common feature of Art Deco buildings (Figure 3. 2. 1). The flagpoles are stretched from the top of the building with bands or motif sculptured at the base of the poles as if it is attached to the wall of facade. Figure 3. 2. 2: Petaling Street shophouses column(left) and Patel’s Building, Durban’s column(right). On the other hand, Petaling Street shophouses and Patel’s Building (Figure 3. 2. 2) both have geometrical shapes running down the column, which is also a common feature of Art Deco architecture. Nonetheless, Petaling Street’s column has a mixture of both Art Deco and Neoclassical styles as on top of it’s column, since there’s some swirls on it which belonged to Ionic order. Figure 3. 2. 3: Petaling Street shophouses(left) and Caisse Nationale d'Economie, Monteal’s (right) mouldings. Furthermore, plaster moulding is another characteristic of Art Deco architecture. Shanghai plaster is commonly used as it provides the same visual effect as stone and it’s a cheaper building material. This finished plaster was usually left in it’s original colour, sometimes painted in the pastel colour of the era. The fine vertical lines plaster moulding at Petaling Street shophouses and Caisse Nationale d'Economie, Monteal are easily recognizable (Figure 3. 2. 3). Figure 3. 2. : Petaling Street shophouses(left) and Thorp Coffee House(right) stated the year it was built. To the contrary, Art Deco buildings usually state the year that it was built on the top of the building. For example, the particular Shophouse in Petaling Street was built in the year 1910, therefore, the figure 1910 is placed on the top of the building as well as for Thorp Coffee House (Figure 3. 2. 4). Figure 3. 2. 5: Petaling Street shophouses(left) and Louis Hay’s Office(right) with air vents. Lastly, Art Deco buildings have horizontal air vents usually located above the windows (Figure 3. 2. 5). The air vent is placed above the window to cool down the interior of the building as hot air are less dense and rises up, thus, escaping through the air vents. 4. 0 Conclusion Through compare and contrast of the different style of the shop houses, we able find out that the different style of the shop houses was influence by different background. From the 18th century until now we can see that the style of the Chinese shop houses change according to the place the shop houses was built. Beside that, the structure of the shop houses also depends to the need of the owner and the period of time those shop houses was built.

College Athletes Should Be Paid - 1003 Words

Here is a number for you, $814 million. That is the average amount of revenue the National Collegiate Athletic Association currently makes per year (Gerencer). How much are the NCAA athletes compensated for their hard work, sacrifices, and effort? That s right, $0. NCAA events such as March Madness and the Football Championship Series (the college national championship), attract massive crowds, national TV coverage, and sold out venues. When is an athletic scholarship no longer enough to support and reward the athletes? Because division 1 athletics attract new students, excite alumni, and earn revenue for their schools and coaches, all without being able to secure a job, therefore, the athletes should be paid. The argument against the†¦show more content†¦The success of a sport in the college level can create a supportive alumni base also. When a team becomes successful and stays successful, the alumni donates money and stays connected with their alma mater. On the flip side of that, if a team is not as successful and does not produce as much, the alumni does not have a good showing at the games and the donations decline. The month of March may be the largest stage for the National Collegiate Athletic Association. The basketball tournament known as â€Å"March Madness†, brings in publicity, as well as revenue for the schools. People may ask, â€Å"why is this college basketball tournament so popular?† The answer is, it is the student athletes that make it exciting to watch. The athletic director for student services at Kansas State University, Phil Hughes, calls the student athletes â€Å"The Entertainment Product† (Varsity Green 13). The nickname may sound rash or rude, however he is right. The student athletes attract the crowds, that lead to sold out arenas. Hughes’ office is in a $1 million facility in the academic learning center at KSU, right next to the $2 million football facility (Varsity Green 14). If it were not for the publicity and revenue from the big-stage events for KSU, there would not be any million dollar facilities for the students and coaches to enjoy. The commitment and dedication to a division 1 sport on theShow MoreRelatedShould College Athletes Be Paid?1578 Words   |  7 PagesAshay Mehta Nou Per 8 Should College Athletes Be Paid? One of the hottest debates in the sports industry is if college athletes should be paid. If you want to pay these athletes, how would the college determine the dollar amount that should be paid? Should the basketball team make more than the football team? Should the the soccer team be paid as well? Cheerleading? Chess team? Should everyone on the team get a salary? What if your college is good at football and your basketball team is awfulRead MoreShould College Athletes Be Paid?1398 Words   |  6 Pagesbelieve that college athletes at the highest performing schools are better treated than others. Although they do not get paid, they do receive some benefits for being athletes that other students would not get. One advantage for playing a sport is access to scholarships that some schools reserve for their athletes. Depending on the school and the athlete’s performance, money towards tuition is often given. Only some schools are willing to grant â€Å"full-ride† scholar ships for certain athletes. AccordingRead MoreShould College Athletes Be Paid?1289 Words   |  6 PagesThroughout the years college sports have been about the love of the game, filled with adrenaline moments. However, the following question still remains: Should college athletes get paid to play sports in college? Seemingly, this debate has been endless, yet the questions have gone unanswered. The National Collegiate Athletics Association (NCAA) plays a vital role in this debate. The NCAA is a billion dollar industry, but yet sees that the athlete should get paid for their hard work and dedicationRead MoreShould College Athletes Be Paid?1334 Words   |  6 Pagesrising to the surface is â€Å"Should college athletes be paid?†. This has become a burning question. The NCAA is a multibillion-dollar industry, that makes millions, if not billions, in revenue. Yet it’s still maintains the non-profit status meaning that the industry is not set on making a profit and none of the revenue that is made is distributed to its members, managers, or officers. While most players who play in college sports are under a scholarship, that pays for the college tuition, books, and housingRead MoreShould College Athletes Be Paid?1364 Words   |  6 PagesHave you paid attention to all of the news that has been surfacing about collegiate sports lately? It is a big topic now days in the world of sports on weather college athletes should be getting paid to play sports. College athletics have gained great popularity of the past few decades, and have brought schools lots of revenue. A lot of college athletes think they should be getting paid for their services they do for their school. College sports like basketball and football generate over six billionRead MoreShould College Athletes Be Paid?1130 Words   |  5 PagesWhat college athlete would not want to be paid to play the sport that he or she loves? The real question is, though, should college athletes be paid fo r their roles in a college’s athletics? They are many points to each side of this recent controversial topic, which is why this has been made into such a hot debate in the past couple of years. As of right now, these athletes are not getting paid, but many of them truly believe that they should. Others believe that they already are being paid throughRead MoreShould College Athletes Be Paid?986 Words   |  4 PagesPaying the College Athlete The college athlete has steadily grown in popularity in the United States over the span of the past decades. Monetarily speaking, this increased publicity has been extremely beneficial for National Athletic Association (NCAA) and all the colleges involved in athletics which has sparked the dispute of whether or not the athlete should be paid for their hard work and dedication on the field and to their school or if the athletic scholarship is more than enough. College athletesRead MoreShould College Athletes Be Paid?1239 Words   |  5 PagesLindsey Simmerman Speech 102 T/Th 1:00-2:15 October 25, 2016 Should college athletes be paid to play? Specific Purpose: To persuade the class to agree with my stance on paying college athletes to play sports Thesis: College football is the hours players spend practicing and performing, the number of injuries the players face, and the persona these athletes must portray every day all the while watching their schools, coaches, and the National Collegiate Athletic Association (NCAA) get all the compensationRead MoreCollege Athletes Should Be Paid1254 Words   |  6 PagesSome college athletic departments are as wealthy as professional sports teams. The NCAA has an average annual revenue of $10.6 billion dollars. College athletes should be paid because of the amount of revenue that they bring to their college. Each individual college should pay its athletes based on how much revenue they bring to the college in which they attend. The colleges that win their Division title, their Conference title, or the National championship, give bonuses to the Head coach of thatRead MoreCollege Athletes Should Not Be Paid1558 Words   |  7 Pagesstudent-athletes participate in a variety of different s ports, and currently they do not receive paychecks for their performances. College athletics have attained an extensive popularity increase among Americans over the past few decades. This has resulted into increased revenues for the National Collegiate Athletic Association [NCAA] and the participating colleges, which has fuelled the debate of whether or not college athletes should collect an income. College athletes should not be paid to play

Scientific Discoveries Of The Scientific Revolution

Scientific Revolution The Scientific Revolution refers to a time in history when developments in the sciences took off and changed the view of society regarding the earth and nature. Some of the relevant topics of this time were mathematics, astronomy, biology, physics and chemistry. Typically, the scientific revolution is considered the time in Europe starting around the end of the Renaissance period and lasting through the late 18th century. Between 1543 and 1700, Europe underwent many changes that forever changed the thoughts and beliefs of society as a result of the scientific revolution. During this time, the creation of many inventions came about and the studies of many people changed the culture of society. Evidence was no longer†¦show more content†¦Harvey is given credit for being the first to accurately describe the entire circuit, including arteries and veins, of where the blood starts in the circulation process and where it ends as a result of heart contractions. In the publication su bmitted by Copernicus, he established a model of the universe that depicted the Sun and not the Earth at the center of the universe. He described the Earth revolving around the sun which was in contrast to earlier thinking that suggested the sun revolved around the Earth (heliocentric theory). This revelation of thought started a change in the way the world was viewed. Maybe the Earth was not the center of everything and maybe there was more out there that could be learned in order to scientifically understand the world (Scientific revolution). Johannes Kepler followed in the footsteps of Copernicus. He too believed that the sun was the center of the universe. Kepler was a religious man and did not want to speak against his religious beliefs. He therefore took a different approach. He studied the heavens in order to better understand how God put the planets in motion around the sun. He is best known for his formulation of the Laws of planetary Motion. The Laws of planetary Motion consisted of three parts. The first part was the belief that the planets moved in elliptical orbits. The second part was the equal area law whichShow MoreRelatedThe Discoveries Of The Scientific Revolution1873 Words   |  8 Pageswas the most influential figure of the scientific revolution. The scientific revolution brought attention to many figures, Copernicus and Galileo, but Newton is the scientist with most influential changes that that have changed how we think. His research and discovery of gravitation formula led to the scientific method. While that was his most famous discovery, he also had many findings in the mathematical field. Newton changed the way we think and his discovery on gravity was monumental, but even todayRead MoreThe Discoveries Of The Scientific Revolution1444 Words   |  6 PagesBefore the Scientific Revolution began to take shape around the year 1550, the world of science was exceedingly narrow and thought to be known. The scientific views of the pre-scientific revolution stem back even further than the popular Aristotelian era of science. Hippocrates contributed greatly to the field of science, especially in the field of medicine. It was during his years of medical studies that Hippocrates theorized the â€Å"Four Temperaments†. This theory hypothesized that there are fourRead MoreThe Scientific Revolution and the Enlightenment Essay1696 Words   |  7 Pagesparallels between ideas of the Scientific Revolution and the Enlightenment This essay will explore parallels between the ideas of the scientific revolution and the enlightenment. The scientific revolution describes a time when great changes occurred in the way the universe was viewed, d through the advances of sciences during the sixteenth and seventeenth centuries. The enlightenment refers to a movement that grew out of the new scientific ideas of the revolution that occurred in the late seventeenthRead MoreScience Revolutions and Inseases in Inventions Essay953 Words   |  4 PagesScience Revolutions and Inseases in Inventions Over the past millennium there have been several significant scientific revolutions that have led to an increase in the amount of inventions within that field of science. Yet some scientific revolutions have been restricted to a containment of research within the field and thus meant that no inventions have occurred. Specific reasons for the increase in research are basically because new inventions can help the needs ofRead MoreThe Contributions of Isaac Newton to The Scientific Revolution1064 Words   |  5 Pages The Scientific Revolution was a period when new scientific ideas where introduced into society. The Scientific Revolution laid down a foundation in which modern science is heavily based on. An influential figure of the Scientific Revolution is Sir Isaac Newton. He made many advancements in the field of science and mathematics, he discovered Gravity, developed the three basic laws of motion, and co-development of Calculus. Isaac Newton did several thing that positively affectedRead MoreEssay about Human Beings and Nature: The Scientific Revolution1689 Words   |  7 PagesHuman Beings and Nature: The Scientific Revolution The Scientific Revolution, perhaps one of the most significant examples of human beingsà ­ relationship with the natural world, changed the way seventeenth and eighteenth century society operated. The power of human knowledge has enabled intellectual, economical, and social advances seen in the modern world. The Scientific Revolution which included the development of scientific attitudes and skepticism of old views on nature and humanityRead MoreThe Impact of the Scientific Revolution Upon the Enlightenment 975 Words   |  4 Pagesintellectual changes in Europe that had resulted from the scientific revolution during the sixteenth and seventeenth century. The scientific revolution and the discoveries made about the natural world would ultimately challenge the way people perceived the world around them. Scientist found real answers, by questioning flawed ancient beliefs that were widely held and maintained by the church. Ultimately, these discoveries and scientific advanceme nts would evolve and effect social, cultural, andRead MoreScientific Revolution- Ap Euro Essay806 Words   |  4 PagesHow did the developments in scientific thought from Copernicus to Newton create a new conception of the universe and of humanity’s place within it? The Scientific Revolution was a time of scientific questioning in which tremendous discoveries were made about the Earth. It has been referred to as â€Å"the real origin both of the modern world and the modern mentality† (Mckay, 596) and caused the foremost change in the world-view. This revolution occurred for many reasons. Universities were establishedRead More The Impact of the Scientific Revolution Essay1513 Words   |  7 PagesImpact of the Scientific Revolution Science began soon after the Birth of Civilization. Man had already learned to tame animals and grow plants. To shape materials like clay and metals to his purposes and even to heal his bodily ailments. We do not know why he did these things because his magic and reasoning are concealed. Only with the second millennium B.C have we learned that there were three elements in man’s attitude to nature, which impacted the growth of the scientific revolution: empiricalRead MoreThe Rationalization Of Global Warming1333 Words   |  6 Pagesrecent discussions within the scientific community and throughout its path towards acceptance scientist in agreeance with the model have to provide evidence of support for their claim. Kuhn’s process of discovery states that normal science is only thrown into a paradigm shift when a crisis emerges within the paradigm and the discoveries within the crisis lead to a revolution towards a new normal science. Within the scientific community of g lobal warming, the discoveries were preceded by observations

Application Of Theories, Principles And Models Of...

1. Understand the application of theories, principles and models of reflective practice to continuing personal and professional development When evaluating theories, principles and models of reflective practice it is always useful to have a brief overview of the target subject. Continuing Personal and Professional Development (CPPD) refers to the development of an individual in their professional work life. In essence it can be compared to a journey, with a point of origin and an end point, within which there a number paths and targets along the journey with a variety of career choices. In order to improve our own practice as a teacher, and professional in a teaching organisation working with your peers and others, it is vital to digest†¦show more content†¦2. Adults experience and incorporate new perspectives on previously held ideas, modes of reasoning and ideologies. A teacher in their practice should constantly incorporate and add new ways of teaching and learn from previous experiences. 3. All adults carry a preconception of behaviour; for example in a public place, which is based on personal upbring and experience. What may be perceived as abnormal behaviour for one individual can be perfectly acceptable to another person. I teach Key Skills to young adults with behavioural and emotional issues from a broad variety of differing backgrounds and life experiences. As a consequence, I constantly have to be very creative in my professional practice. Employing the three concepts of Brookfield’s critical reflection allows me to challenge any assumptions I may have and offers me the opportunity to evaluate the effectiveness of my teaching practice. My area of improvement was in specifically, the delivery of English with learners who were demotivated and disengaged from the learning experience. I identified that in an academically driven environment, these particular learners were not comfortable with a formal classroom setting, due to previous negative experiences of the school environment. This generated the need for new methods of delivery, which was discussed with previous class tutor and teaching peer group, problems areas identified in previous classes the learners relaxed too

Comparison of two versions of Romeo and Juliet (Act 3 Scene 1) Essay Example For Students

Comparison of two versions of Romeo and Juliet (Act 3 Scene 1) Essay I am comparing the same scene (act three scene 1) from two different versions of the play Romeo and Juliet written by William Shakespeare. The Zefferelli version which is set in Verona, Italy in the Tudor times and the Luhrman version which is set on Verona Beach, America from the present day. The clothing worn by the actors are very different in the two versions. In the Zefferelli version all the actors wore tights and Tudor clothing whereas in the Luhrman version the clothing is much more modern. The Montagues wear loud colourful shirts, jeans and are pretty laid back; the Capulets wore black suits, steel heel shoes and look like a mafia gang. The two different times that the versions were set are shown by certain things that happen in the play. Such as In the Luhrman version all the actors use guns whereas in the Zefferelli version all the actors use swords, all though the language is kept the same in both versions the weapons are called swords. The fight scene also shows differences in time such as in the Zefferelli version, when Romeo goes after Tybalt he chases him on foot whereas in the Luhrman version he chases him in a car. The fight starts by the Capulets arriving to were the Montagues are situated and asking to bare a word with one of them the exact words were Gentlemen, good den, a word with one of you this doesnt sound like a troublesome comment but these are the first words that lead to a fight.In the Zefferelli version the Capulets arrive on foot whereas in the Luhrman version they arrive in a flash car. Mercutio is the only one of the Montagues to answer, in the Zefferelli version he is bathing in a fountain whereas in the Luhrman version he is chilling on Verona beach. Both these tell the audience that the day is hot so the tension is high and a fight is more likely to break out. Both Mercutio and Tybalt are passing insults back and forth. In the Zefferelli version the humour is high and the surrounding people just keep laughing whereas in the Luhrman version its much more serious and no ones laughing. Then the killer blow is struck Tybalt says Mercutio, thou consortest with Romeo which means Mercutio is gay and he is sleeping with Romeo. In the Zefferelli version Mercutio just laughs it off, but is still angry whereas in the Luhrman version Mercutio gets very angry and the speech develops from speaking to shouting telling the audience that Mercutio didnt find it too funny. A fight is just about to start from this comment when Romeo arrives who is just the man Tybalt wants to see. Romeo enters the scene with happiness as he has just married Juliet and wants to tell all of his friends, but then he sees Tybalt, Juliets cousin and sort of calms down. All the time Romeo is talking to Tybalt he is dropping hints about how he has just married Juliet, such as The reason I have to love thee Doth much excuse the appertaining rage To such a greeting. Villain am I none; Therefore farewell, I see thou knowest me not. Romeo is sort of telling Tybalt that he is now family but he doesnt want to tell him up front because Tybalt hates him. Tybalt doesnt like the fact that Romeo doesnt want to fight. He tells him to turn and draw which is a saying often used in western films it means they both turn there backs, tack a certain amount of steps forward then turn and both shoot. In the Luhrman version he punches him, kicks him and much more until Romeo starts to bleed shouting at him to turn and draw whereas in the Zefferelli version Tybalts just tells him to turn and draw. .u76b1d96a447ec0d1c5a859d9b88e1709 , .u76b1d96a447ec0d1c5a859d9b88e1709 .postImageUrl , .u76b1d96a447ec0d1c5a859d9b88e1709 .centered-text-area { min-height: 80px; position: relative; } .u76b1d96a447ec0d1c5a859d9b88e1709 , .u76b1d96a447ec0d1c5a859d9b88e1709:hover , .u76b1d96a447ec0d1c5a859d9b88e1709:visited , .u76b1d96a447ec0d1c5a859d9b88e1709:active { border:0!important; } .u76b1d96a447ec0d1c5a859d9b88e1709 .clearfix:after { content: ""; display: table; clear: both; } .u76b1d96a447ec0d1c5a859d9b88e1709 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u76b1d96a447ec0d1c5a859d9b88e1709:active , .u76b1d96a447ec0d1c5a859d9b88e1709:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u76b1d96a447ec0d1c5a859d9b88e1709 .centered-text-area { width: 100%; position: relative ; } .u76b1d96a447ec0d1c5a859d9b88e1709 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u76b1d96a447ec0d1c5a859d9b88e1709 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u76b1d96a447ec0d1c5a859d9b88e1709 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u76b1d96a447ec0d1c5a859d9b88e1709:hover .ctaButton { background-color: #34495E!important; } .u76b1d96a447ec0d1c5a859d9b88e1709 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u76b1d96a447ec0d1c5a859d9b88e1709 .u76b1d96a447ec0d1c5a859d9b88e1709-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u76b1d96a447ec0d1c5a859d9b88e1709:after { content: ""; display: block; clear: both; } READ: Shakespeare paper EssayRomeo still doesnt want to fight, after all their family now, although no one knows this apart from Romeo and the audience. This is called dramatic irony. This causes a much more tense audience as they cant wait to see what happens next. So instead of fighting Romeo tells Tybalt to be satisfied In the Luhrman version Romeo pulls out hes gun while saying this whereas in the Zefferelli version he just shakes Tybalts hand. In the Zefferelli version the humour is high and Tybalt puts hes hand in the water as if to say Romeo has germs and everyone laughs, when he takes hes hand out of the water he splashes Mercutio who is still bathing in the fountain, th is is were Mercutio decides to fight, after all, Romeo wont. Whereas in the Luhrman version Mercutio interferes in Romeos fight and fights for him. There is a sense of fair play in both versions. In the Luhrman version Mercutio drops his gun before fighting. In the Zefferelli version the sense of fair play is much higher. Tybalt has a few chances to kill Mercutio but doesnt as he is unarmed, when Tybalt has hes sword to Mercutios throat he just tells a joke and everyone laughs, they even shake hands while fighting. This shows that the humour is much higher too, in the Luhrman version there is no laughter at all as it is very serious. In the Luhrman version Mercutio is stabbed with a piece of glass, but it seemed like an accident as Tybalt was aiming for Romeo but Mercutio moved him out the way. In the Zefferelli version Tybalt looks shocked that he has stabbed Mercutio as if he didnt mean it, only Tybalt saw the blood on the end off the sword so everyone else just carries on laughing as if it didnt happen. Whereas in the Luhrman version everyone becomes worried about Mercutio, then Mercutio starts to laugh so the Montagues laugh with him as he says just a scratch, just a scratch. He also says tomorrow youll find me a grave man. The word grave has two meanings serious, and grave, as in gravestone. So he could be saying it as a joke or he could be saying tomorrow hell be dead. In the Zefferelli version the people carry on laughing at him even when he says to one of them to fetch him a servant. Before dropping to hes death he says a plague upon both your houses. They only stop laughing when he is officially announce d dead. In the Luhrman version when he says a plague upon both your houses a storm breaks out to show that something bad as happened. He then falls to his death. In both versions Romeo is now in fury with anger and wants to kill Tybalt, he doesnt even think about the fact that he is now hes cousin. In the Zefferelli version he chases after him on foot whereas in the Luhrman version a car chase breaks out. When they meet the sense of fair play goes out of the window Romeo just wants to kill Tybalt. In the Luhrman version the two cars crash and Tybalts gun falls out, they then fight for the gun, in the end Romeo gets the Gun and shoots Tybalt repeatedly. Whereas in the Zefferelli version they both draw their swords and they fight, at one stage in the fight Romeo loses hes sword. Usually the fight would stop due to fair play not this time other people even try to stop the person getting the sword back to Romeo. Then Tybalt loses hes sword and they have a scruff on the floor then Tybalt gets hes sword back and is just about to kill Romeo when Romeo picks up a sword and stabs Tybalt in the heart. Romeo then realises what he has done and says I am fortunes fool and runs off. .u7b55b5f3a3f94d9ffdfb3e546950c701 , .u7b55b5f3a3f94d9ffdfb3e546950c701 .postImageUrl , .u7b55b5f3a3f94d9ffdfb3e546950c701 .centered-text-area { min-height: 80px; position: relative; } .u7b55b5f3a3f94d9ffdfb3e546950c701 , .u7b55b5f3a3f94d9ffdfb3e546950c701:hover , .u7b55b5f3a3f94d9ffdfb3e546950c701:visited , .u7b55b5f3a3f94d9ffdfb3e546950c701:active { border:0!important; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .clearfix:after { content: ""; display: table; clear: both; } .u7b55b5f3a3f94d9ffdfb3e546950c701 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7b55b5f3a3f94d9ffdfb3e546950c701:active , .u7b55b5f3a3f94d9ffdfb3e546950c701:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .centered-text-area { width: 100%; position: relative ; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7b55b5f3a3f94d9ffdfb3e546950c701:hover .ctaButton { background-color: #34495E!important; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7b55b5f3a3f94d9ffdfb3e546950c701 .u7b55b5f3a3f94d9ffdfb3e546950c701-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7b55b5f3a3f94d9ffdfb3e546950c701:after { content: ""; display: block; clear: both; } READ: When Shakespeare was alive going to the theatre was a lot different than it is now EssayWhen the police arrive on the scene all is tearful for Romeos parents and Tybalts too. But in the end the prince has had enough of these public brawls and banishes Romeo. We still watch Romeo and Juliet even though it was written so many years ago, this is because the moral of the film is that gang wars are bad, the world would be a better place without wars.

to kill a mockingbird Essay Paper Example For Students

to kill a mockingbird Essay Paper to kill a mockingbirdTo Kill A MockingbirdTo Kill A Mockingbird is a great book written by Harper Lee. This book is aboutTom Robinson trying to help a white girl named Mayella. All that Tom was tryingto do was help that little white girl out, but he was alone with her. Bob EwellMayellas father said that Tom raped his daughter Mayella. He was just walkingby and got asked to help a girl out so he did because he felt sorry for her. Those were three things leading to Tom Robinsons conviction. The first cause was the prejudice ness of the south in the 1930s. One exampleof this is the churches were segregated. Calpernia motioned Jem and ma to theend of the row and placed herself between us.(120) Though the conjugation waskind to the children they were surprised of the children. Alexandria wantedAtticus to be fired for being Toms attorney since Tom is black. The town wasoutraged that Atticus would do suck a thing. Atticus was helping Tom Robinsonso now everyone is mad at Atticus. Do you defend niggers Atticus?(74)Everyone wants Atticus to be fired for helping Tom. Atticus is just trying tohelp Tom now everyone is against him. A group of town members formed a mob andwent to the jail to lynch Tom. The mob that the town formed went to the jailand started things. The men jumped a little and scattered: because they werepeople everyday. (146) The towns mob went to the jail for Tom because ofwhat has been going on. The towns mob was angry that they went to the jail. We will write a custom essay on to kill a mockingbird Paper specifically for you for only $16.38 $13.9/page Order now Bob Ewell and Mayella accused Tom of the crime. Bob was accountable for seeingTom raping Mayella. Judge Taylor asked Bob. Mr. Ewell did you see thedefendant having sexual intercourse with your daughter?(174) Bob said that hesaw his daughter getting raped by Tom Robinson. His own daughter Mayella alsoaccused Bob of being a drunk. Mayellas testimony says that Tom raped her alsogave the jury another white witness against Tom Robinson. Mayella told thejudge that her father was a decent, Except for when he was drunk.(183)Mayella said that Tom raped her so they believed her because she was a whiteyoung girl testifying against a black man. Another reason that they believedher is because that its Mayellas, and Bobs Ewells word that Tom raped her. No doctor had ever examined Mayella to see if she actually got raped at all. Did you call a doctor sheriff! Did anyone call a doctor? No ser said Mr. Tait. No body called a doctor because it was a black mans word against twowhite peoples word. The reason that they didnt call a doctor is that theydidnt rally care if he raped her or not its just that they want to put onemore black person in jail because of the color of his skin. Finally Tom was allowing himself to be alone with a white young woman because hefelt sorry for her so he wasnt thinking really. Tom had talked about stoppingand helping her. Did you ever go on the place again? Yes Suh When?Well I went lots of times.(191) The reason that Tom went over there was tohelp Mayella so that he could be a good guy. He was just trying to be a goodman all the work that Tom did he did it all for free out of the kindness of hisheart. Tom felt sorry for Mayella so he helped her every day after work. Yessuh. I felt sorry for her.(184) Thats why he went and helped her out inthe first place. So he felt good about it so he kept helping her for the hellof it. Tom helped Mayella break up big things that would be hard for her. Shealways had a little something for me to do chopping kindle, totin water forher. Every time he walked is she would have a new job for him to do for her. He always would always be pleased to help her. Tom Robinson had three main causes leading to the conviction. The towns peopleput a lynch mob together and were shocked of Atticuss actions for helping ablack man. Bob said that he saw sexual intercourse between Tom and Mayella sothe judge believed him but they didnt ever examine Mayella for rape. Thereasons that he stopped at all were that he felt sorry for her because Bob was adrunk. Mayella had told the judge that Bob was a drunk and he believed her. Tom had gotten put in jail for raping Mayella. I think that Friar Laurence was to a large extent responsible for thedeaths of Romeo and Juliet. However, several other factors contributedand we can not solely blame one person. The circumstances, time periodand characters need to be taken into consideration. The Friar is introduced half way through the play, and his role is avital one. In his first scene we see him with the poison, and thisscene links up with his last two scenes and the consequences of thatsame poison. His entrance breaks the pace of the previous balconyscene, and gives the audience time to absorb what has occurred betweenRomeo and Juliet. Juliet has an almost non-existent relationship with Capulet. FriarLaurence fills this void by portraying a ^father^ figure in Juliet^slife. She trusts him and confides in him regularly. ^Hold daughter. Ido spy a kind of hope^^ In addition the Friar is also Romeo^s confidentand tries to find solutions to their overwhelming problems. He also breaks the terrible news to Romeo about his banishment, and hetries to do so in a humane way. He comforts the distraught Romeo, andwhen potential danger lurks, offers him a shelter under the desk!Friar Laurence tries to dissuade Pairs from marrying Juliet. This couldbe selfish behavior on his part, as the Friar knows he would becommitting a sin if he married Juliet to Paris, when she was alreadymarried to Romeo. Another example of the Friar^s selfish intentions, is the tomb scene,whereupon finding Juliet in there, and two dead bodies lying on thefloor, he needs no persuasion to leave, which he does so in immensehaste!The following incident is an example of how the Friar contributed tothe deaths of the star-crossed lovers. He marries Romeo and Juliet,fully aware that they do not have their parents consent. He should haverefused to marry them or sought the advice of an older and moreexperienced member of the church. It was the Friar^s idea that Juliet swallows the remedy. This was avery rash decision, and, if thought out properly, he would haverealised the dire consequences and complications that could occur. Friar Laurence largely contributed to the deaths of Romeo and Juliet bymarrying them despite their ages, giving Juliet the poison and by notthinking things through clearly. Instead he always tried to find a^quick-fix^ solution. However, he has a kind disposition, and honestlytries to help Romeo and Juliet in whatever way he can. And, to give himhis due, he did confess his sins, and offer to sacrifice his life. Thisconfession, added to the tragic deaths of the young lovers, ceased theage-old fight between the Capulets and the Montagues. Reason Not ReligionObservations and inferneces from real life perceptions: My entire lifeI have been a Catholic and have attended Church regularly with myfamily, always believing in God and the stories and tales of the Bibleas pure fact that happened long ago, and of Jesus being the savior,etc. .ufa6349571e52e516e06e30090515b354 , .ufa6349571e52e516e06e30090515b354 .postImageUrl , .ufa6349571e52e516e06e30090515b354 .centered-text-area { min-height: 80px; position: relative; } .ufa6349571e52e516e06e30090515b354 , .ufa6349571e52e516e06e30090515b354:hover , .ufa6349571e52e516e06e30090515b354:visited , .ufa6349571e52e516e06e30090515b354:active { border:0!important; } .ufa6349571e52e516e06e30090515b354 .clearfix:after { content: ""; display: table; clear: both; } .ufa6349571e52e516e06e30090515b354 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa6349571e52e516e06e30090515b354:active , .ufa6349571e52e516e06e30090515b354:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa6349571e52e516e06e30090515b354 .centered-text-area { width: 100%; position: relative ; } .ufa6349571e52e516e06e30090515b354 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa6349571e52e516e06e30090515b354 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa6349571e52e516e06e30090515b354 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa6349571e52e516e06e30090515b354:hover .ctaButton { background-color: #34495E!important; } .ufa6349571e52e516e06e30090515b354 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa6349571e52e516e06e30090515b354 .ufa6349571e52e516e06e30090515b354-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa6349571e52e516e06e30090515b354:after { content: ""; display: block; clear: both; } READ: Yes, Another The Pearl EssayJust this past month I attended a Presbyterian church service with myelderly grandmother in Johnstown, Pennsylvania. The church was small tobegin with, and only about one-third of the seats were filled. I wouldhave to say that at least 95% of the people were all over 65, with veryfew young couples at all. My grandma made a comment on the lack ofyoung people who attend the masses now, and she kept referring to thefact that recently less and less young couples and families everattended church. At first I thought that this church would then seriously have to closeits doors when the current majority of the parishioners died, but thenI realized another aspect of human behavior and psychology. The characteristic that I see and hear so much about that many humanstend to possess and practice, is the fact that they become closer togod the older they get. Why is this? It is because of one of thesame big reasons that we even have to have religion in the first place:fear about death and what happens to us afterwards. These people seemto be turning to the kind of thinking that inspired the dichotic ideaof PASCAL^S WAGER. Even if these people were not very religious duringtheir younger years, we can now see a trend of a large section of ourcountry^s population starting to attend church more and more and becomemore religious as they grow older. What inspires this shift?plainand simple, the fear of uncertainty. QUESTIONING ONES BELIEFS MUST GO BEYOND JUST WONDERINGWhen I used to attend Church regularly their was a priest who was an extremely good speaker and extremelyintelligent. Even though he was a Catholic priest, serving as the pastor of an extremely large church, he had thecourage and brains to disagree with some of the rigid dogma setup and enforced by the Vatican. I remember onesermon he gave that has greatly influenced me since, and I am very happy I was fortunate enough to hear it. Inthis certain sermon he talked about his thoughts on it being good for teenagers and youth to question theexistence of a God in their world. He talked at length about this questioning and finished up the speech with thesummation that even though we can question, it all comes back to God. I continued to believe in this way for a very long time. That there were many questions concerning the actual andtrue existence of God, however due to certain things like the design of the world, everything had to relate back toan almighty creator. Just recently I have started to realize the problem with my previous concept of questioning,as well as this particular priests. In the manner that he was referring to this concept, he was very right in the factthat everything has to come back to God. The reason that this is true is due to the fact that just questioning isexactly that: if all we do is say to ourselves, is Gee I wonder?, then we of course will not be able to come up withany alternative except to continue believing in the existence of a god. Questioning one^s faith must not only encompass asking yourself epistemological and metaphysical questions,but we must explore, learn, and above all gain knowledge about the evidence and the arguments from both sidesof the debate. We must have dialogues with others who believe the same as us, as well as those who share acompletely different, even blatantly contrary view. Only by these means can we ever come out with a greaterunderstanding of the issues surrounding the questions about the existence of a supreme being. If this procedureis followed and we always continue to learn and accept new, valid information then we will eventually find ourown sense of the truth, and our own philosophy for our lives. MY JOURNEY TO FIND THE TRUTH, AND SUBSEQUENT LEAP OF REASONThis past year I really started examining my own beliefs and faith in God. As I read Homer^s Iliad, informationabout Mithra (Jesus^ immediate mythological predecessor), and many other sources that put questions in my mindabout the validity of my faith, I began to seriously doubt whether God was something just made up by humanssince the beginning of time to explain their world, or was really the truth. I am sure now in my mind that the images and symbols used to represent God and initially gods, werecontrived simply to explain phenomena of the planet, mysteries of life, and to satisfy that extremely strong need ofhuman beings to feel important. This past point I feel is the most pivotal in understanding the human race^smajority view of the existence of a supernatural power. There are so many people today that of course we can^t allhave jobs that most would consider important and help lead the holder of that job toSELF-ACTUALIZATION, so a god makes up for that. It is written and spoken by Christians and the Biblethat all human beings are equal and that they are all loved the same by God, therefore everyone is extremelyimportant because the maker of us all values them on par with everyone else. A respected businessman whohas worked for his fortune is the same as a neurotic drug addict begging for money; often times the former is seeneven as more evil. THE FALLACIOUS ARGUMENTS FOR THE EXISTENCE OF A GOD In my quest to find the truth about the existence of a God, which will always be going on and never end, I havealso made it a point to study those arguments which are many philosophers^ and theists^ base for their belief in analmighty creator. I will begin by explaining the thought that goes into each argument, and how the people whomare proponents of these such arguments validate their claims. I will then therefore proceed to point out themistakes that I believe each of them makes, some more than others. These three main arguments are as follows:Teleological Argument for the Existence of GodThe teleological argument for the existence of God is one that uses the actual existents we know in reality, in thiscase the entire planet and universe, and uses these in a somewhat well developed theory for the existence of agod. The simplest way to define this argument is to use the simple analogy of a clock maker to a clock; or intelligentdesigner to an intelligent design. This is the conscious basis for a theory that states that due to the fact that welive and exist in a wholly technical and advanced-level world where things such as the existence of life andhumans are very intelligent, then there must be an intelligent creator that first shaped us all and everythingaround us. This theory has been changed and developed even more over the years into modern versions. The main ideas that I find inherently wrong with this argument come from the fact that first: theists believe thatGod just exists and always has, however he too would be an intelligent being, and according to the teleologicalargument itself, would He then not necessitate an intelligent designer? And so on and so forth^ Thereforetheists who believe in the existence exists idea in terms of a God, and also tend to endorse the teleologicalargument, are contradicting themselves because of a conflict in which the premises of their two parallel beliefs areat odds. Those making this contradiction must check their premises. Another more abstract theory that can act to somewhat disprove the validity of this argument is that of theOSCIALLATING UNIVERSE THEORY. This theory in a nutshell states that the universe is constantly eitherexpanding or condensing, as long as matter is present in the universe. A corollary of this theory also says thatthere is substantial evidence that the universe has expanded to its limit and then shrunken down again into onepoint of infinite density, temperature, and curvature, only to explode again (the big bang), a total of 100 times!With the potential of an entirely new universe being created each time this has happened, with the potential ofcompletely different laws of physics and the behavior of matter, then there is definitely the increased possibility ofour planet simply existing and being able to support life by a chance creation of the universe we live in, created bythe current expansion and creation that has been happening for an estimated 10 billion years. The fact is, with thatmany worlds being created over time, there is a sure chance that out of all those planets created, at least one, ours,could support life. .u79ab217430265e709bf672f531013f07 , .u79ab217430265e709bf672f531013f07 .postImageUrl , .u79ab217430265e709bf672f531013f07 .centered-text-area { min-height: 80px; position: relative; } .u79ab217430265e709bf672f531013f07 , .u79ab217430265e709bf672f531013f07:hover , .u79ab217430265e709bf672f531013f07:visited , .u79ab217430265e709bf672f531013f07:active { border:0!important; } .u79ab217430265e709bf672f531013f07 .clearfix:after { content: ""; display: table; clear: both; } .u79ab217430265e709bf672f531013f07 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u79ab217430265e709bf672f531013f07:active , .u79ab217430265e709bf672f531013f07:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79ab217430265e709bf672f531013f07 .centered-text-area { width: 100%; position: relative ; } .u79ab217430265e709bf672f531013f07 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79ab217430265e709bf672f531013f07 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79ab217430265e709bf672f531013f07 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u79ab217430265e709bf672f531013f07:hover .ctaButton { background-color: #34495E!important; } .u79ab217430265e709bf672f531013f07 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79ab217430265e709bf672f531013f07 .u79ab217430265e709bf672f531013f07-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79ab217430265e709bf672f531013f07:after { content: ""; display: block; clear: both; } READ: The New York City Ballet EssayThe Ontological Argument for the Existence of God The Ontological argument for the existence of a God is more complex, and more utterly unfounded then the one,previous argument that we have examined. This argument basis its entire proof on floating abstractions madeabout the brain of man, his conscious, and the things it is unable to do. This argument is commonly referred to St. Anselm, its primary creator. The argument goes like this: We all have somewhat of an image or idea of what Godis in our minds, even atheists who don^t believe in any god still have somewhat of a conception of what agod, if one existed, would have to be like and capable of. Our conception of a God is fairly limited because toconceive of a being so great and powerful is hard for us to do in the first place. Anselm holds that because we cantherefore conceive nothing greater than God, one must exist. Let^s look at that in simplistic form: due to the fact that I can neither think nor conceive of anything greater thanthis entity, the particular entity which I can not go beyond therefore must exist. How absurd of an argument isthis? Its only foundation lies on some unconnected idea of a philosopher, randomly applied to reality. The mainproblem that I have with this argument is that it takes a rule and law of reality and reason, and applies tosomething that we simply can have no conclusion ever made on while living on earth. If I say that there is nothingworse and more scary that I can conceive of beyond death, so therefore death must exist, I am right because deathdoes exist. In this case the ontological argument for the existence of death works. How do I know itworks?because I can see and perceive death in reality and I can know it beginning with my sense perceptions. The existence of, and my knowledge of death, is hierarchical. However the concept of God can^t not be tracedback to basic sense perceptions (where all concepts must be originally derived from), and is therefore unable to begrounded in reality and truth. In order to gain higher knowledge of something as complex as a God, we fist mustperceive basic facts of reality. There are no basic facts of reality to perceive when it comes to the concept ofGod. Think of any concrete that almost all men believe in and their can be no real intellectual debate about without oneof the parties being totally irrational in even disputing the fact^that concrete concept can be traced back to thetraced down on through the line directly to man^s ability to perceive. God^this concept can not be brokendown into anything close to reality and perception. It is because of this fact that even if you do believe in God,in order to retain any sense of being able to think, you must remain agnostic. If we refuse to recognize the fact thatthe existence of God is impossible to perceive, then human knowledge will perish into an abyss of unconnectedand unsupported beliefs in irrational and ungrounded faiths, which we will fool ourselves into believing is reality. The Cosmological Argument for the Existence of God The Cosmological argument hinges on a property which is a corollary of the axiom of existence. This law is the lawof causality^which states that all things that occur do so because they are caused. The proponents of thisargument then take this law, which we apply to every day reality on Earth, to the beginning of the universe. Theysay that the universe just couldn^t have existed for all time, but that it would have to had been created just likeeverything else. They then take these beliefs even farther when they assert that the process of creation andexistence can not be infinite in either moving forward, or looking backward. For instance, these people believe that God created the universe^therefore the universe has a cause. Howeverthey do begin to get into contradictory waters as soon as they are confronted with the fact that they believe oftheir God^s existence^was God created too? No^they say that there has to be some beginning that just was andalways will be^there can be no infinity in either going forward, and no infinite progression backwards throughages of cause after cause. This first contradiction is plain and obvious to the educated interpreter of the argument,the others are more deeply involved with other problems. If these people believe in the phrase existence exists when it comes to their God, then why can^t this just beapplied to something such as the universe? Why do we need a fanciful God to explain the beginning of theuniverse when the cosmological argument already asserts that things can not simply progress or regressinfinitely? The reason is due to the concepts we discussed earlier of the need of human self-actualization andthe reassurance of an afterlife where we can finally fully enjoy our humanity and existence. This argument is right in one respect: the very entity that initially created the universe itself was not caused orcreated. In this correctness however they fail by failing to correctly identify that thing which did create theuniverse^it was not God, but something which contained the entire universe and still is a part of that universe. (FOR A CLARIFICATION OF WHAT I AM REFERRING TO HERE, READ THIS.)FINAL CONCLUSIONSMy final conclusions so far in my quest to understand the basis for beliefs and proof for the existence andnon-existence of God are short, small, and completely unfinished. They are my final conclusions for this paper,at this point in my life. One^s true final conclusions on these matters will only be able to made some day if there issome place, perhaps not necessarily a heaven, where we will have time to think and reflect on what we havelearned during our lives, and perhaps even after them. For now I know that no matter what paths we follow as human beings on journey to cognitive understandingabout God, we must always remain agnostic for the complete duration of our mortal lives, primarily because ofthe lack of a hierarchy of knowledge which we can see and deduct for the concept of God. Finally, we must alllearn as much as we possibly can and can volitionally motivate ourselves to in order to understand this debateand conflict in human belief. To kill a mockingbird Essay Paper Example For Students To kill a mockingbird Essay Paper To Kill A MockingbirdIn the novel, To Kill A Mockingbird, a character Atticus states; Courage is when you know youre licked before you begin, but you begin anyway and see it through no matter what. Throughout history, there have been many courageous people who have strongly demonstrated the quality of courage. Courage is a reoccurring theme that Harper Lee chooses to emphasize throughout To Kill A Mockingbird that many of her characters pursue as a strong quality. However, courage is proven to be most evident through Atticus, Scout, and Calpurina. Atticus is truly a man of courage. Throughout, To Kill A Mockingbird he has to face many situations where a courageous decision is needed in order to help someone very important. Although there are many characters that are against Atticus decisions, he still tries to see them through knowing that the odds of succeeding are weak. Atticus definitely defines courage when he makes the decision to represent a Negro named Tom Robinson, in court. Unfortunately, many people in the town of Maycomb are prejudice and look down upon Atticus for choosing to do so. However, Atticus knowing how strongly people feel about his decision for defending a black man feels that it is something he must do. A quote from the novel symbolizing his courage is found where Jem and Scout are asking Atticus why he is defending Tom Robinson: Every lawyer gets at least one case in his lifetime that affects him personally. This ones mine I guess. This quote represents his courage because it shows that he has a respons ibility and is going to do the best job he can even when he understands that the odds are against him. Atticus also displays courage when he tells Scout that you shouldnt judge someone until you have been in his or her shoes. A quote showing this is found where Scout explains to Atticus about her days misfortunes at school and how Miss Caroline tells her that she was taught the wrong way by her father: First of all, Scout if you can learn a simple trick, youll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view. This quote further explains his courageous qualities because it shows that he doesnt believe in judging others until you have been in their skin, or until you know a person. It takes courage to understand the concept of getting to know another persons point of view before judging them. Atticus shows this through his courageous decision to defend Tom Robinson. The towns people judge Tom Robinson , however Atticus sees through them and chooses to see his side, which truly displays his courage. We will write a custom essay on To kill a mockingbird Paper specifically for you for only $16.38 $13.9/page Order now Scout, displays her courage throughout the story as well. She is a mature seven-year-old girl, and shows her courage in many situations where she stands up for what she believes in even though many disagree with her. Scout demonstrates her courageous quality when she punches Francis because he calls Atticus a nigger lover. A quote resembling this scene, is found where her and Francis are having an argument over Atticus: Francis looked at me carefully, concluded I had been sufficiently subdued, and crooned softly, nigger lover. Thus time I split my knuckle to the bone of his front teeth. This quote further symbolizes Scouts courage because it shows how much she really cares for her father. Although violence is not the key to resolving anything, it was very courageous of Scout to punch Francis because she really stood up for her father. Scout was very hurt from Francis words and her punching him displayed how much she truly loves Atticus and how she wouldnt want his feelings to be hurt in any way. Scout also displays courage when she makes her way through the crowd of men, dressed in overalls, who are about to hurt Atticus. She tries to stall them from hurting him by talking with Mr. Cunningham. A quote that represents her courage demonstrated in this scene is found when Scout is trying to look amongst the crowd for a familiar face: They were sullen looking, sleepy-eyed looking men who seemed unused