Existence of God Argumentative Paper Essay Example for Free

Existence of God Argumentative Paper Essay There are many different types of arguments for the existence of God. With each argument there is a conception presented of God. For each argument there are different approaches. I will be focusing on the Cosmological and Teleological Arguments. Teleological Arguments are known to be arguments from divine, arguing from order in the universe to the existence of God (1).With the ordering of the universe, created by an intelligent being, they hold that it is ordered towards a purpose or an end. The Cosmological Argument â€Å"is the argument that the existence of the world or universe is strong evidence for the existence of a God who created it. It is a first caused argument where the existence of the universe, the argument claims, stands in need of explanation, and the only adequate explanation of its existence is that it was created by God† (1). Behind this argument, it holds that though the universe still needs explanation for its existence, the existence of God Himself does not. In the article McCloskey is critical of these arguments for God’s existence supporting his stance by offering the problem of evil as reasoning to not believe. He believes the belief in the existence of God is not a source of strength and security (2). However, if we are to use the Cumulative Case approach we can have successive truths. This case cumulates the Cosmological, Teleological, as well as, the Moral Arguments together. It gives us the conclusion of a personal, moral, intelligent creator of the universe as the best explanation for the universe we experience (3). McCloskey maintains that the Teleological Argument is not satisfactory and that it can be rejected simply by rejecting its premise. The premise holds that there is in fact evidence of purpose and design. McCloskey says though, that there were many things that were considered evidence or proof, prior to evolution, but those very things are now not being considered as so. Thus, in order to be a proof, there has to be given indisputable examples. Given that the Teleological Argument, presenting disputable examples, says McCloskey, there is no proof. There can be no form of argument with evidence of an intellectual design and/or designer. I would have to argue with McCloskey by using the â€Å"fine-tuning argument.† Within the universe is nothing short of precision, not only of natural laws, but the beginning stages and state of the universe. These both are pointers to an intelligent Creator. The universe is finely-tuned maintaining physical constants of nature (5).The strength of gravity should be considered. With the occurrence of the Big Bang. The gravity had to have precision because even with a little more force used on either side, it would not have occurred as the Big Bang, but the Big Crunch. Even with the slightest change in gravity, it could change the world into something completely other than what we know. That which is being offered as evidenced cannot be questioned. If we were to give to evolution as truth, there is still no grounds for believing it is true. It does nothing but in the end support the theist position, and shows that evolution needs teleology. McCloskey’s main objection to theism is the presence of evil in the world, â€Å"No being who was perfect could have created a world in which there was unavoidable suffering or in which his creatures would(and in fact could have been created so as not to) engage in morally evil acts, acts which very often result in injury to innocent persons† (1). With this problem on McCloskey’s mind, he holds it to the theists. He still wonders how the theist does not take this to mind seeing that it goes against the perfection of the divine purpose. There can be no grounds in a belief of a perfect being. Even if all reason was thrown out, he says the theist at best could only present a pool of beings full of â€Å"concern, dismay, and anxiety, rather than comfort and security† (1). There is a logical problem of evil and there is logical inconsistency when there is both the existence of God and of evil. The atheist holds that there is severe contradiction between claiming God is good, yet evil exists. Mackie, an atheist, says the contradiction does not arise immediately; to show it we need some additional premisesthese additional principles are that good is opposed to evil, in such a way that a good thing always eliminates evil as far as it can, and that there are no limits to what an omnipotent thing can do. From these it follows that a good omnipotent thing eliminates evil completely, and then the propositions that a good omnipotent thing exists, and that evil exists, are incompatible(8). There exists two kinds of evil. There is â€Å"human evil,† and â€Å"natural evil† in which atheist claim are both forms of needless suffering. The logical problem of evil claims the â€Å"tension† between simultaneously having evil in the world, while also having a perfect God. This would without a doubt be a logical contradiction according to the atheist. There is also the evidential problem of evil. With this claim, there is not contradiction, but the fact that evil exists, if give grounding evidence for being able to reject that God is all-powerful. It is a weaker version of the former, and claims that it is highly unlikely that an all-perfect God exists. Plantinga responds with trying to defend that it is reasonable to believe in God, even without evidence. His position is kn own as â€Å"Reformed Epistemology†. In order for his view to hold he would have to reject the Evidentialist Credo., which he claims rests on Classical Foundationalism. This led him to his positive view, or â€Å"Reformed Epistemology.† This holds that a belief in God is â€Å"properly basic.†Some object to these claims, saying that evil is logically required for good and is needed for us to see the good. Evil is a means and will cause good. There is given the â€Å"free will† defense that is meant to try and answer the problem of evil. Either this would come about by humans free will resulting in a greater good and that evil is ascribed the humans and not God. However, those who oppose this, bring up the issue of natural evils. Mackie stands his ground that God should have given human beings free will in such a way that we always chose the good. The atheist propose God did not create men to choose between right and wrong, and that God is morally inconsistent. In response, the free will theodicy attempts to defeat the former by claiming the suffering of the innocent is justified because of the existence of free will. We as humans have misused our free will, thus what is known as ‘moral evil.’ Other sufferings from evil come from the natural evils. While McCloskey challenges the free will defense, Plantinga proposes the law of non-contradiction. He argues for there could be logically possible affairs whereby God would be unable of creating a world of both evil and autonomous humans (9). Evans puts it simply, â€Å"It does not seem to be true that a good being always eliminates evil as far as it can. What is true, perhaps, is that good being always eliminates evil as far as it can without the loss of a greater good or the allowance of a worse evil† (1). McCloskey objects to the cosmological argument claiming, â€Å"mere existence of the world constitutes no reason for believing in such a being†(1). There has been great objection to this however because of the fact of contingent objects. God is the â€Å"first cause,† the one who began it all. Because there is not explanation for contingent beings, if God is a necessary being, He is the necessary cause of the existence of creation and we as beings. God has no cause, otherwise He would not be God. It is the very existence of the world that implies the existence of God. The â€Å"laws of nature† imply the existence of a lawgiver, God. This position was held by Aristotle, holding firmly against the possibility of infinite regress. The argument from contingency suggests that it is possible the universe might not have existed, thus needing explanation of why it does in fact exist. In essence, it must have a cause. This leads to the belief in â€Å"necessary being,â⠂¬  meaning a being that needs no explanation. The temporal cosmological argument holds that the beginning of the universe was either caused or uncaused. However, objectors to this say we cannot actually claim whether the universe â€Å"had to exist.† Also, a â€Å"necessary being† comes into question. The refuters say this line of argument does not give enough explanation of why there could not be more than one cause. There is no ground for putting God as the first cause or prime mover. Time and causality as we know it cannot be grounds for explaining the beginnings of the universe. However, those objecting to McCloskey, hold if there were a being like the universe, then he would exist in time, thus he himself came into existence. But, the ultimate cause must not have come into existence. For it to be an ultimate cause, the ultimate Creator must be outside of time. (10).What McCloskey fails to realize, is that not every argument is going to capture every aspect of God. There are many different arguments that go abo ut doing that. If God does not exist, then all has no hope of immortality. Life, the world, and everything in it is meaningless. There would be no purpose or significance to anyone or anything. This leaves us with no ultimate meaning without immorality and God. Would we be able to say there was any purpose or meaning to someone who lived just to die? To be born just to pass out of existence? Lane says that it is not just each individual person that is headed towards the grave, but the universe itself is headed for extinction. This all in all is hopeless. Dying man, in a dying world. If this is the case, the small details in life do not matter, it does not make a difference. Our behaviors, our choices do not matter. Dotoyevsky said â€Å"If there is no immortality then all things are permitted† (11). Without God, there is no accountability, morality, or sense of right and wrong. Even more so, in a universe without God, good and evil do not exist (11). However, if we were to say there were no God, we would still be without purpose because we would just be accidental. We would just be accidents of chance. The only view that can save the human race from itself is a theistic view (11). The only thing going for an atheist is living with the fact of the absurdity of life. Such a view makes it impossible to live a fulfilling, happy life. For the atheist, absurdity of life and creating meaning for one’s life is a contradiction. A major disadvantage of atheism is that no one has hope or faith for reward of good or and punishment of evil. A believer’s hope is this, Christ. Ephesians 3:11 tells us that God had a purpose I mind before He created. Man within his own voluntary will would be able to love and choose God. Nature alone points to God. Humanity and the universe itself does not have to exist. Both are not self-existent but caused. There is no explanation for their existence. Within a Christian world view, life is not meaningless and pointless ending at the grave. We have hope in the resurrection and of eternal life. God and immortality are both necessary for a meaning full life (11). Bibliography 11- Craig, William Lane. The Absurdity of Life without God. In Reasonable Faith: Christian Truth and Apologetics, by William Lane Craig, 71-90. Wheaton: Crossway Books, 2008. 1-Evans, C. Stephen, and R. Zachary Manis. Philosophy of Religion: Thinking About Faith. Downers Grove: IVP Academic, 2009. 8- Kunkle,Brett. â€Å"The Logical Problem of Evil.† Truth Never Gets Old. April 21, 2009 2- McCloskey, H. J. On Being an Atheist. Question (1968): 63-69. 5- Biologos. â€Å"What is the â€Å"fine-tuning† of the universe, and how does it serve as a â€Å"pointer to God?† 9- http://kevinfannystevenson.blogspot.com/2012/07/on-being-theist-response-to-h-j.html 10- http://www.existence-of-god.com/first-cause-argument.html

Is cloning the way of the future Essay Example for Free

Is cloning the way of the future Essay Dolly was born on 5 July 1996 at the Roslin Institute in Edinburgh. She was cloned by scientists replaced the nucleus of the egg cell with the nucleus from the parent cell in Dollys case, an udder cell. Somehow, the egg cell reprogrammed the donated DNA contained within its new nucleus, and Dolly was the result. The different types of cloning: There are many different types of cloning but the two main types are reproductive and therapeutic cloning. Reproductive cloning is the process of making natural humans being for example, twins as it is done for the purpose of making human beings. Reproductive cloning has a great effect on future cloning as, demonstrates ways of how we can adapt ideas of easier methods of cloning plus it also helps us analyse and research on the key accepts Therapeutic cloning is when; a clone is created for a particular need or purpose. Therapeutic cloning is again a great adaptation create to help future medicine and understanding, helping us to reduce the risk of diseases caused by faulty genes. These two are also examples of natural and unnatural cloning as, reproductive clones produce twins, and therapeutic cloning is when scientist use it for medicine and to improve human living quality. How is cloning used? Cloning has many various uses, as it can benefit us in many ways, with our ever expanding medical. Some examples of the numerous uses are:   Using it to create identical clones, and then obtaining the stems cells and using them to correct faulty genes, with out the fear of the cells being rejected.   Using it for selective breeding- for example plants that produce the nice and juicy strawberries can be cloned to produce more nice and juicy strawberries.   For drug reduction as creating cloned you can get identical cells   Medical research. Reviving the extinct animals- like leopard, which are near extinction   To replace, children that were very much loved but passed away   For twins As these there are many more which enable us to use this creation for many different uses, specified to our needs. Theses are all the ways in which cloning can and may be used in the future. How are clones used today? Clones have now been recognised by the public and has constantly, become the one of the main topics in the news as in ;The Times -Embryo with two mothers created. This is a topic related to that of cloning as in the article; A human embryo with two mothers and a father has been created for the first time by British scientists (Jack Malvern writes). The three- parents embryo, created by a team at Newcastle university, opens up the possibility of the short-circuiting genetic diseases by replacing faulty genes from one mother with healthy ones from another mother. It has been hailed as the first realistic hope of an effective treatment for 50 genetic conditions passed on through mitochondrial DNA-DNA clustered outside the nucleus in a cell. The diseases include forms of the muscular dystrophy, diabetes and epilepsy. Professor Doug Turnbull, who led the team, described the technique as a mitochondria transplant. Couples would use IVF treatment to create a fertilised egg, from which the nucleus would be removed after a few hours and implanted into a donor egg. The parents DNA remains in the nucleus but the DNA outside the nucleus would be from the donor mother. The childs appearance is affected only by nuclear DNA. (this has been taken from The Times feb 5th) This article is an example of cloning used for a particular purpose; it tells us about a mother who replaces most of her faulty genes with healthy ones. This is one example of how cloning has been used recently. Stem Cells: Stem cells have the remarkable potential to change to any cell or organism that is needed, this is because stem cells are unspecialised cells. Stem cells have become important to us, as they are great factors that enable us to improve our health and correct faulty genes, by using them replace some genes, as well as this there are many other important uses in cell based therapies, to repair other damaged cells with in the body, and loads more. Cloning can also be produced for the stem cells with in it allowing us to replaces faulty genes with eases. Is cloning ethnically right? Well as I have mentioned in above pages there are many different view on weather or not cloning is ethnically right, some saying it is good other say its not. There is not a exact answer to weather or not they are ethically right it actually depends upon the persons opinion. Conclusion Overall cloning is a huge leap forward for man kind as it has many benefits that can be acquire by the one process furthering our medical knowledge allowing us to produce more efficient and effective medicines for our patients.I do believe that one day cloning will become the thing of the future our future medicine! Bibliography: Some of the information was takes from:   Newspaper The Times   BBC News   http://stemcells. nih. gov/info/basics/   scientific books (school text books)   Picture   Science museum (website)   Kiran Toor 10S Science coursework Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Variation and Inheritance section.

Is Media Globalization A Form Of Cultural Imperialism Media Essay

Is Media Globalization A Form Of Cultural Imperialism Media Essay It can be argued that media globalisation can be a form of cultural imperialism but others may argue that its not. Many critics have defined globalisation or media imperialism as an important channel for the expansion of consumer-based culture extending across borders (Tomlinson J. 1997, p22). The critics have also defined the growing phenomenon of people from North America who tend to buy media and entertainment products from there. As a result they are heavily influenced with what the media tells them that the consumers seem to be led in one direction of culture and hence the effect of this is that people are dislodged from their own culture because of cultural imperialism which is a direct result of media globalisation and the effects of it. Media globalisation can play a huge role in various cultures thus impending cultural imperialism. For instance, the generation of ideas and culture from the developed and modern west to the undeveloped world such as Asia can result in homogenisation of consumerist culture which can endanger and alter cultural values (Tomlinson J. 1997, p23). Media imperialism can be defined as a progression where the arrangement, ownership allocation and the actual content of the media in a specific country can be influenced by external pressures from the content of the media in other countries or country without the same response of influence from the country that is affected (Boyd-Barrett, O. 1998, p160). The concept of media imperialism was developed after a broader analysis of cultural imperialism and dependency took place. Imperialism could differ in relation to other forms of media which consist of diverse heights, proportions of activity in various different media sectors. The definition itself refers to ownership, structure, distribution or content (Boyd-Barrett, O. 1998, p162). Many factors can affect media globalisation such as economic, social, cultural and political factors. Media globalisation is a form of cultural imperialism as media in places such as America with channels such as CNN broadcast government news which can most assuredly influence people from around the world as television is a communication channel and depending on what industry they belong to, it may biased thus it would contribute towards cultural imperialism which shows how the media integrates and thus affect it (Straubhaar, J.D. 1991, p40). During the 1960s and the 1970s America and some other First World nations took the media to their advantage. America challenged the idea of the emergence of news and cultural factors for example film, music, television and advertisements and thus entertainment was portrayed through the media which helped to develop many countries (Straubhaar, J.D. 1991, p40). Some critics such as Herman and McChesney argue that the main universal avenue, specifically in regards to the media, is still taken over by the American interests and by the American domestic market, although its importance may turn down as other nations become more prosperous and become more media active (Straubhaar, J.D. 1991, p40). With the widespread of the Internet, it has given the media another channel to which to interact with the world and is the most useful, all-encompassing channel of communication used throughout the world. Media globalisation has greatly expanded the significance of communication through various media channels such as social networking sites on Facebook which has become so dominant that people from around the globe and from countless different cultures use these communication channels even though it originally originated from the West but which still has many affects on the less developed world. The radio is also another form of media which can generate globalisation in the sense that it has universal accessibility. The radio has been around for hundreds of years and it still seen as an influential tool in helping and expanding ideas around the globe. The radio in Europe was mainly used for governmental uses during the times of war and thus other countries from around the globe considered the radio as a popular movement as well as a political dissenter which was used to criticise the state policies (Boyd-Barrett, O. 1998, p162). Furthermore, the radio is a tool which can be used for media purposes, educational, entertainment and they provide as useful political mediums to benefit the community. Hence, although many people treat the Internet as a worldwide, electronic device which is best known for democracy at its peak, it has led to a divide and has its own disadvantages. The Internet and technology itself has affected many social and economic factors within the society which has also affected those living in undeveloped countries that people who are poor do not have access to the Internet and considering that the Internet is part of a global movement, they seem to be neglected. The radio can still solve this issue in the sense that the radio has been around for many years and the less fortunate people may have some or little access to it and can contribute to everyday debates, politics and communication (Boyd-Barrett, O. 1998, p162). In summary, media globalisation affects people on so many levels depending on which form of media they use that although the Internet revolution may leave some people neglected, the radio may help and act as a substitute. Thus the form of cul tural imperialism will depend on who uses what media and whether they are influenced by it or not. Schilers early definition of cultural imperialism was highly inclusive. He described it as the total of the procedures in which the community is placed into the modern world system and how powerful it is that it tends to attract, force or even induce social institutions by shaping them (Stevenson N. 1999, p22). Thus the way the social institutions are shaped, it liaises and advertises the morals and structures of the powerful centre of the actual system. There is no globalisation without media and communication but this is sometimes ignored. The media itself acts as a connector which interconnects different cultures from around the globe. Marshall McLuhan describes globalisation as inter-relations amid various countries which aim to highlight the electronic media and technology which increasingly integrates the world and therefore the events in a certain country may be experienced in real-time by other people which would make the world more integrated (Eds. Golding P. Harris P. 1997, p17). Hence people from around the world are imposed by the cultural imperialism which takes place in regards to the media which heavily influences the public. The fusion of different cultures from different countries can be integrated, mixed and represented into various foremost forms of media representation which can form the media globalisation and multiculturalism. The expansion of the business model of media, foreign investment in the media and the power of multinational advertisers were seen to threaten the use of media for nationally determined, development -oriented purposes (Eds. Golding P. Harris P. 1997, p16). Media globalisation is a form of cultural imperialism as the media is tied in with the cultural concepts which originate from the financial dealings of dependency. Thus the minor or Third World countries are dependent on the industrialised world for money, technology and commodities whilst delivering cheaper items ensuing in little advantage to the local economy (Eds. Golding P. Harris P. 1997, p16). Therefore, the role of this culture is to make the undeveloped countries satisfied with what they have. This idea is similar to Gramscis theory of hegemony, in which the privileged battle to use the media and in order to set a prominent ideology for culture and informational uses (Eds. Golding P. Harris P. 1997, p18). In conclusion, there are many theories in regards to media globalisation and whether it is a form of cultural imperialism. The media imperialism is not structured. Boyd-Barrett depended on an experimental definition. He believed that media imperialism was unequal in the sense it provided different set of connections amongst countries specifically in regards to the media (Straubhaar, J.D. 1991, p40). On the other hand, Marxist centered his theory on the inequality of power and the path in which the media flows whereas Lee described the stages of media imperialism which was observed. He particularly focused on the emergence of television, overseas savings and the adoption of foreign models and their impact on cultures (Straubhaar, J.D. 1991, p40). However, some other critics noticed that Lee had missed several correlations between the bigger context of dependency and the media especially advertising as the focal point (Straubhaar, J.D. 1991, p40).

Catcher in the Rye Essay: Holden’s Metamorphosis -- Catcher Rye Essays

Holden's Metamorphosis in The Catcher in the Rye      Ã‚  Ã‚   J. D. Salinger's The Catcher in the Rye is the chronicle of a young man's metamorphosis from immaturity to unsure manhood. Holden Caulfield, the protagonist, is a sixteen-year old boy who leaves the prep school he has been expelled from to escape the frightening reality of dealing with his parents. However, during his visit to New York City he is faced with the harsh reality that he cannot continue to hold onto his childhood. Holden is an extremely complex character and it is only by examining each layer of him that the reader is able to understand his painful metamorphosis.    There have been many debates over the morality of Holden. At the time of publication many critics saw Holden as a poor specimen of the youth of America. As the story opens he has flunked out of prep school for the third time and decides to run away to New York unbeknownst to his parents or the school authorities. Holden uses obscenities and blasphemes multiple times within sentences; he attempts to solicit a prostitute, and even calls himself a coward. True, Holden does not fair well when held up to the conventional moral codes of a young man of the fifties. Nevertheless, the reader must keep in mind that however complex Holden is, he is still just a boy trying to understand and be accepted by the world around him. Holden hides behind the profanities he uses. He does not use them referring to a person, but rather as a vague intensifier for his thoughts. Holden uses them to appear tough and to hide his insecurities as a teenager. He also bargains for the services of a prostitute his f irst night in the city. However, Holden does not have sex with her after he becomes sad talking to her. He do... ...says on Salinger's The Catcher in the Rye. Joel Salzberg. Boston, Massachusetts: G.K. Hall & Co., 1990. 23-24. 3. Jacobs, Robert G. "The Catcher in the Rye: Holden Caulfield's Goddamn Autobiography." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 55-62. 4. Kaplan, Charles. "Holden and Huck: The Odysseys of Youth." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 127-130. 5. Lettis, Richard. The Catcher in the Rye. Great Neck, New York: Barron's Educational Series, Inc., 1964. 1-18. 6. Maclean, Hugh. "Conservatism in Modern American Fiction." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 14-15 7. Salinger, J.D. The Catcher in the Rye. Boston, Massachusettes: Little, Brown and Company, 1951. 1-277.    Catcher in the Rye Essay: Holden’s Metamorphosis -- Catcher Rye Essays Holden's Metamorphosis in The Catcher in the Rye      Ã‚  Ã‚   J. D. Salinger's The Catcher in the Rye is the chronicle of a young man's metamorphosis from immaturity to unsure manhood. Holden Caulfield, the protagonist, is a sixteen-year old boy who leaves the prep school he has been expelled from to escape the frightening reality of dealing with his parents. However, during his visit to New York City he is faced with the harsh reality that he cannot continue to hold onto his childhood. Holden is an extremely complex character and it is only by examining each layer of him that the reader is able to understand his painful metamorphosis.    There have been many debates over the morality of Holden. At the time of publication many critics saw Holden as a poor specimen of the youth of America. As the story opens he has flunked out of prep school for the third time and decides to run away to New York unbeknownst to his parents or the school authorities. Holden uses obscenities and blasphemes multiple times within sentences; he attempts to solicit a prostitute, and even calls himself a coward. True, Holden does not fair well when held up to the conventional moral codes of a young man of the fifties. Nevertheless, the reader must keep in mind that however complex Holden is, he is still just a boy trying to understand and be accepted by the world around him. Holden hides behind the profanities he uses. He does not use them referring to a person, but rather as a vague intensifier for his thoughts. Holden uses them to appear tough and to hide his insecurities as a teenager. He also bargains for the services of a prostitute his f irst night in the city. However, Holden does not have sex with her after he becomes sad talking to her. He do... ...says on Salinger's The Catcher in the Rye. Joel Salzberg. Boston, Massachusetts: G.K. Hall & Co., 1990. 23-24. 3. Jacobs, Robert G. "The Catcher in the Rye: Holden Caulfield's Goddamn Autobiography." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 55-62. 4. Kaplan, Charles. "Holden and Huck: The Odysseys of Youth." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 127-130. 5. Lettis, Richard. The Catcher in the Rye. Great Neck, New York: Barron's Educational Series, Inc., 1964. 1-18. 6. Maclean, Hugh. "Conservatism in Modern American Fiction." If You Wanted to Know. Marsden, Malcolm M. Chicago, Illinois: Scott, Foresman and Company, 1963. 14-15 7. Salinger, J.D. The Catcher in the Rye. Boston, Massachusettes: Little, Brown and Company, 1951. 1-277.   

Lesson Plan Background: Pollution and Global Climate Change Essay exam

Lesson Plan Background: Pollution and Global Climate Change Introduction: This lesson about pollution focuses on greenhouse gases. Students will learn about greenhouse gases and how they affect ecosystems. The students will understand the greenhouse affect and how their actions relate increasing concentrations of greenhouse gases. In the lesson, students will define the properties of an ecosystem, learn to identify the ecosystems they live in and how they interact within an ecosystem. The students will be able to apply what they learned on a local and global level. The students will be assessed for understanding throughout the lesson as well as at the conclusion of the lesson through activities and discussion. Because the concepts presented are complicated for 4th – 5th grade students, the lesson requires the teacher to continually check for understanding. More detail on the assessments is provided in the â€Å"Assessment† section. This lesson also develops skills that should help the students meet Colorado State standards. These skills reach the sciences as well as language arts and extend across many specific standards such as reasoning and articulating ideas. The students are encouraged to express ideas and interact with each other through discussion and small group activities while reasoning through challenging concepts. This allows the teacher to engage the students and also allows the students to become more comfortable expressing ideas. The students are also expected to propose actions to reduce pollution at the end of the lesson which allows them to think independently and to feel that they can be leaders and effect change. The first building block of the lesson is to... ...n make a pledge to act on the proposals. The students should realize through this that they can be leaders in effecting change and that they can make a difference. Works Cited Cohen, Jordan, and Nick Hopwood. "Greenhouse Gases and Society." University of Michigan. 26 Sept. 2006 . â€Å"CSI: Climate Status Investigations.† The Keystone Center. 26 Sept. 2006. http://www.keystonecurriculum.org/middleschool/too_cool_for_school.html#top â€Å"Global Warming.† Encarta Encyclopedia. MSN Encarta. 27 Sept. 2006. http://encarta.msn.com/encyclopedia_761567022/Global_Warming.html â€Å"Climatic Variation in Earth History.† Class handout. â€Å"Ecosystem.† Encarta Dictionary. MSN Encarta. 26 Sept. 2006. http://encarta.msn.com/dictionary_/Ecosystem.html

Karl Marxs Family Ethics Essay -- Essays Papers

Karl Marx's Family Ethics Ethics is defined as the study of moral standards and how they affect conduct. Ethics is a major affair in every profession and is a key topic of philosophical discussion. Karl Marx was a man of ethics. One of his main applications was freedom, which to Karl Marx meant determination.1 Marx's opinion was that man is controlled by the prerequisites of nature. The nature of man is comprised of powers, man being uncontrolled, allows him to comprehend the fullness of his powers. The question of becoming free came about and the answer was communism. Karl Marx had the notion that when the monarchy and capitalism were oblivious, then the communist government could take action, and the riches of society would prosper. Contrasting the beliefs that had started becoming prevalent, Marx thought that the economy should have nothing to do with labor, profits, and land tenure. Instead, Marx thought that the foremost point was man and his activities, as declared in the Communist Manifesto. Marx had a resolution to the problems of the working class man; bring the economy to man's direction in order to allow freedom. But, the next issue was, what else is relevant to freedom? Marx talks about this matter in the Communist Manifesto as well. Do the ethics of freedom concern everyone? And how would these ideals be set into today's society? Marx's first point is that achievements of man must primarily be attained through societal experiences.2 The society would need to encounter other individuals in order to develop into a nation. The bonds that this nation would require would need to result from capacities undividable from his organic being.3 Marx believes that interaction is natural ... ...mily should not be a unit. Every attempt of this has resulted in failure and will most likely always have the identical end product. Marx was correct in saying that freedom is a necessary quality of society, however, he was not right in making the assumption that the family unit ought to be devalued. Kamenka, Eugene. Marxism and Ethics. New York: W.D. Hudson, 1969 – Pg 12 Kamenka, Eugene. Pg 13 Heyer, Paul. Nature, Human Nature, and Society. Greenwood Press, 1982 – pg 126 Heyer, Paul. Pg 126 Kamenka, Eugene. Pg 8 Kamenka, Eugene. Pg 26 Kamenka, Eugene. Pg 49 Kamenka, Eugene. Pg 51 Koren, Henry. Marx and the Authentic Man. Pittsburgh, PA, 1967 – pg 33 Koren, Henry. Pg 37 Koren, Henry. Pg 67 Koren, Henry. Pg 68 Trigilio, Angie. "Marx's Ethics of the Family." http://www.udayton.edu/~hst102-14-3/ (2 Nov. 2001).

Poetry Analysis Between Taylor Swift and William Blake

‘What connections did you find between poems studied this year and what links can you make between the world of your poets and your world? ’ Love and the breakdown of love or relationships is a theme explored in many poems. The songs Long Live by Taylor Swift and the poems The Sick Rose and The Garden of Love by William Blake all question and explore the theme of love. The song, Long Live, by Taylor Swift, was written in 2010. At first listening to the song, we hear a fun, buoyant song about love, friendship and loss.However, careful analysis reveals a complex piece of poetry that relies on its strong imagery and upbeat tune to convey strong meaning to the audience. Essentially, the song is about love or friendship and the loss of it. These themes are made known to the listener throughout the whole song. However, even though Swift is talking about the loss of love or friendship she does not sing about it in a sad, grim sort of way. She sings about it in a reminiscing way , saying that ‘I had the time of my life with you’ and she sings about all the idiosyncrasies she enjoyed throughout the relationship, rather than looking at the regret of lost love.Swift uses several poetic techniques to convey the message of the song to the listeners. She powerfully uses techniques such as repetition and rhyme. Repetition is used throughout the song. ‘Long live The walls we crashed through All the kingdom lights shined Just for me and you. ’ The word ‘remember’ is also repeated throughout the song. This word is significant as it shows the audience that although the song sounds happy and is upbeat, Swift is actually reminiscing about memories and the feeling of love which have now passed and are now gone. Rhyme is used to create rhythm throughout the song. The rhyming throughout the song is consistent.In the second and third stanza Swift uses a rhyme scheme of ‘ABCB’; ‘We were the kings and the queens And th ey read off our names The night you danced like you knew Our lives would never be the same’ With other parts of the song such as in; ‘I said, â€Å"Remember this moment† In the back of my mind The time we stood with our shaking hands The crowds in stands went wild’ Sight rhyme is used frequently used by Swift. The use of the words ‘mind’ and ‘wild’ in the second stanza highlight this technique. Like Taylor Swift’s song Long Live, William Blake’s poem The Sick Rose is also about the breakdown of love and about how love has fled.The Sick Rose is from a collection of his poems known as Poems of Experience that were published in 1794. Blake tells the story of a rose and how a worm came and slowly destroyed it. The rose and the worm in this poem are both used as metaphors to convey the actual meaning of the poem to the reader. The rose is a metaphor for love where the worm is a metaphor for something such as jealousy or i nfidelity that destroyed the relationship. The rose and the worm are both used as strong, contrasting images. We associate the picture of a rose with love and beauty where a worm is seen as disgusting and as some sort of infestation.These two powerful images are keys to the vitality of Blake’s message. Blake also uses a strict rhyme scheme of ‘ABCB’ throughout the poem; ‘O Rose, thou art sick! The invisible worm That flies in the night, In the howling storm,’ The Garden of Love, also written by William Blake and contained in his collection, Poems of Experience, is also a poem about loss. Like both Long Live and The sick Rose, The Garden of Love talks about the loss of something beautiful, in this case it is the loss of a garden he used to play in called The Garden of Love. Blake tells the story of how he has gone back to The Garden of Love but everything had changed.Instead of the green grass he used to play on stood a chapel and where flowers should have been growing were instead tombstones. Blake also uses strong contrasting images in this poem with the flowers and tombstones. Flowers are seen as beautiful and happy where gravestones are seen as the exact opposite, ugly and grim. These two powerful images are important to get across Blake’s message to the audience of losing something so beautiful. The Garden of Love also follows a strict rhyme scheme of ‘ABCB’; ‘I went to the Garden of Love, And saw what I never had seen: A Chapel was built in the midst,Where I used to play on the green’ The last stanza however, does not follow this rhyme scheme. Instead Blake uses internal rhyme in the last line with the words ‘briers’ and ‘desires’; ‘And binding with briers my joys and desires’ The three pieces of poetry are all connected through their meaning of the loss of something. Unlike Blake, Swift sings about the loss of love in as experiential. Instead of looki ng at the breakdown of the relationship in a depressed manner, she instead sings about it in a cheerful way about the positive things that happened throughout the relationship.Swift and Blake both use the technique of sight rhyme in their poems. Swift uses it with the words ‘mind’ and ‘wild’ and Blake with ‘storm’ and ‘worm’ in The Sick Rose and ‘love’ and ‘bore’ in The Garden of Love. Even though Taylor Swift and William Blake lived centuries apart, they both talked about loss in similar ways. Both poets use strong rhythms and images to convey the message of the poems. Above all else, the three poems are connected through their meaning of loss which is a part of life everyone experiences. Word Count: 987