Paris 36 Essay Example for Free

Paris 36 EssayParis 36 starts with confession by the protagonist Pigoil(Gerard Jugnot) to a police officer, accused of murder. It turns to a flashback to the course of study 1936 depicting the unstable district in a Paris faubourg, suffered from depression and the rising pool of involuntary unemployment. Pigoil has lost his lifetime job in a liquidated musical hall and his wife runs off with another man. More miserably, Pigoil cannot keep the custody of his beloved son- JoJo(Maxence Perrin) because of his financial inability. Struggling to hold on, the trio of experienced stagehands- Pigoil, with Milou (Clovis Cornillac) and Jacky (Kad Merad) find to take over the vacant musical hall, named as Faubourg 36, and produce some sorts of hit musicals. With the arrival of a young talented actress, Douce (Nora Arnezeder), the musical hall is a huge supremacy and Pigoil can share the happiness with JoJo again. During the time, the hostile landowner Galapiat (Bernard-Pierre Donnadieu) , who is fascinated with Douce, always wants to clutch her.When he later discovers that Douce is in love with Milou, he sends the gang to have Milou killed but they are in a mistaken notion and wrongly kill Jacky. Shortly thereafter, Milou argue with Galapiat face-to-face and Pigoil finally shoots Galapiat to pen Milou. That is the confession and Pigoil is hauled off to 10-year jail. The film ends with a cheerless scene of Pigoils returning to the town after 10 years, yet a delightful projection for JoJos success as a professional accordionist performing in Faubourg 36.

Professional Growth Plan Essay Example for Free

Professional Growth Plan EssayGoals1. Linking with the inculcate, community while serving as a mediator of kitchen-gardening (TPE 14)2. Developing as a professional educator (TPE 13).Growth goals and objectives I give continue to link my classroom with issues affecting the community and promote equality. I will improve my teaching techniques by evaluating, and ruminateing on my teaching practices. I will ensure that my class is interesting and that informative. I will develop an trenchant teacher-student communication in my class. I will ensure that the class is as participatory as possible and that the students are actively involved in the learnedness process. Procedures and Activities1. During Cesar Chavez birth day, I invited a special speaker to my classroom. She has had the opportunity of working with Cesar Chavez for many years. Her name is Micaela Saucedo and as I found out, the experience she has gotten from working with Cesar Chavez was implausible For one, the stu dents were really interested in her and intrigued by Cesar Chavez personal life. Because of the success of the speech she gave, I have decided that I will continue inviting Michaela to my classroom to cant more talks. Furthermore, as we know that more than ten-million people live in the U. S without legal documents.Their reasons for migrating to America are complex are they are withal different. However, most of us would agree that immigrants risk their lives crossing the border in order to come to the U.S. Generally, they migrate with the hope of creating a better future for themselves and their love ones back home. Nonetheless, these undocumented people live in constant fear of being arrested, jailed and deported.The question to ask here is why is it this way? The make maybe obvious for others, but for Micaela Saucedo the answer is a just the nature of the immigration policy. Personally, she is involved in helping migrant workers and recently became the director of Casa Refugio Elvira where they tin shelter to deported children and women. The idea of bringing her to my classroom is to let the students learn how to view the issue from two different points and not just one. Micaela can be contacted atIn addition, Friday May 16, Dolores Huerta will be in ___. I will be attending this special event since she will be talking round a lot of issues affecting our society today.Finally, for my teaching next semester, I will contact ex director of Human Trafficking and Equality to come to our school to give a talk in my classroom about the differences in Human Trafficking and Human Smuggling and the effects it has on our society. As wells as a talk about the issue of discrimination in our school system.By inviting important people to my classroom, I intend to create a affable consciousness in my students. I believe that it will as well allow them to think critically and understand situations that surround them.2. Apart from this, I will also improve my teaching methods by video recording my teaching at least twice a semester and later on evaluate and critically reflect on it. I was thinking of video recording my teaching style during the second week of the semester and during the middle of the semester and compare the changes that I have made. The questions I will ask myself include what was changed? What did not change? Why? After this, I will continue striving at improving it instead of not nonrecreational attention to it. I believe teachers should constantly change teaching methods so that students do not get bored with the same teaching style.However, as I figured, video recording myself and reflecting on it may not be sufficient. Consequently, I have ordered The New Teacher Book which is published by Rethinking Schools. From what I understand, this book offers guidance of how to connect well with the students and the community. Also, I will subscribe to Rethinking School magazine so that I am will be assured about ways of improving my teaching techniques and also to be aware of what is happening in the nation with regards to education.

Bringing Technology To Early Childhood Education

Bringing Technology To Early Childhood EducationThere have been studies conducted on bringing engineering science to primal childishness education. There has been seen benefits on introducing engineering science to early education but they were equal to(p) to see some difficulties and disadvantages in doing so. The researcher is trying to sire out the varied advantages and disadvantages and see which outweighs, benefits or the shortcomings.The function of applied science in early puerility education, birth to age eight, is a contentious depend. Pargonnts and educators be touch regarding possible benefits or damages to young children. Critics argue that engineering science in schools wastes date, money, and childhood itself by getting a move on the pace and deletion down on important breeding practices (Cordes Miller, 2000 Healy, 1998). Supporters propose that children should have the benefits that modern technologies bunghole offer. Considerate observers are worried that at the same time as exciting and potenti every(prenominal)y valuable things are occurring with children and estimators, we may non be utilizing these tools in the paramount ways, or acquiring the results we expect (Healy, 1998 Kleiman, 2000).The topic is from time to time presented as a simple question Should my students, my children, make use of computers or not? While this query is valid, the questions are broader and more complicated. Computers are by immediately in homes and classrooms, and little children are using them. Additional helpful question is what are suitable and important uses of technology with children? Furthermore, given that technology is being utilise, how can teachers bring advantage of the capacity of these tools to improve childrens run intoing and growth, composition keeping away from possible problems?Research proposes suitable and efficient uses of technology in early learning and offers guidance in deciding on the tools and making the environm ent necessary for profitable technology use. Studies point to how technology can be used to hold up and promote the growth and education of preschool and primordial age children. The significant factor is a fair method to technology in learning, with considerate preparation to give for the significant accepts of early days.Vygotsky (1978) states that, childrens learning begins long before they attend school and that both learning a child encounters in school always has a previous history. According to the Harvard University Scientific Council on the Developing Child (2007) the quality of a childs early environment and the availability of hold experiences at the right stages of development are crucial in determining the strength or weakness of the brains architecture, which, in turn, determines how well he or she leave be able to think and to regulate emotions. It is important to get an perceptiveness of the preschool environment more or less the way the children learn and tha t the social and intellectual characteristics of teachers and parents have an invite on the children (Vygotsky, 1978).Vygotsky (1978) further argues that there is a difference in the way preschool and school children learn. Children are born as being inquisitive, energetic, passionate motivated, risk taking, opinion and do the impossible, creative, can see the end product, try over and over again and can learn through mistakes (Peel Prinsloo, 2001 5). Conezio French (2002) states that many early childhood teachers are hesitant about introducing science in their classrooms, often because of their own unpleasant science education experiences.Statement of the problemIs it beneficial when technology is injected to children in early education? How does technology, being part of the curriculum, become an improvement in teaching methods?Does technology help children build interest to learning? How does this help the children in being participant in school?Is it the right timing for ch ildren aged 6 and below to learn with technology near them? What are its implications in cost of learning?Literature ReviewStudies show that when computers are located in the classroom, childrens developmental gains from using appropriate software are significantly greater than when they are in a computer lab (Davis Shade, 1999). Reasons cited includeLimited exposure to computers when they are placed in labsThe tendency to use drill-and-practice software in labs, while more tool-oriented software is used in classroomsLess collaboration and peer tutoring in lab settingsOther studies offer tackitional support for locating computers in the classroomUsing a computer laboratory pulls children out of their usual setting and takes away other rich options (Bredekamp Rosegrant, 1994)Using a program as whole-group instruction, common in a lab setting, denies the computers power as an individual teaching tool (Bredekamp Rosegrant, 1994)Computers within the classroom enable children to us e or not use them as they wish (Davidson Wright, 1994)As detailed in the companionable and Emotional Development section, arranging the classroom to allow and encourage conversation around the computers is essential in creating opportunities for student action.High-quality pedagogy and rigorous learning aims should direct the option of materials and tools, as well as technology, to be utilized in learning activities (Bredekamp Rosegrant, 1994 Davis Shade, 1999). Whatever materials or tools are best suited to the activity leave alone be used sometimes computers are the best tool for the job, and sometimes they are not the secret is knowing the difference (Davis Shade, 1999, p. 237).Computers are powerful tools that, as with other technologies, are most beneficial when used as a vivid part of the learning experience. This includesIntegrating computers into the classroom environmentUsing them as a part of the ongoing curriculumApplying their use to in truth problems for a real goal (Davis Shade, 1994)Written language, like oral language, is learned by doing things with words in the real world, using language for a purpose (Novick, 1998). Early childhood classrooms encourage written literacy by providing materials to use in pretend play, and by encouraging children to express themselves in writing (IRA NAEYC, 1998). Studies indicate that word- growthing software encourages writing, and leads to increased pauperization and improvement in writing skills.Computers and writing programs can be used with preschool aged children to explore written language, and their use can be successfully interconnected into process-oriented writing programs as early as first grade or kindergarten (Clements Nastasi, 1993). Such softwareProvides critical support, or scaffolding, for young writers, enabling them to perform tasks they could not perform by themselves (Clements Nastasi, 1993) eachows children to compose longer and more complex stories and worry less about m istakes (Davis Shade, 1994)Facilitates positive attitudes toward writing and word processing among children from kindergarten through primary grades (Clements Nastasi, 1993)Encourages students to write more, more effectively, and with greater fluency (Apple Classrooms of Tomorrow, 1995)Helps children gain confidence in their writing and increases motivation to write more when using computers than with paper and pencil (Clements Nastasi, 1993)Computers similarly provide students a private place for practice while learning, without fear of public failure. Especially during the primary grades, when children are expected to acquire an acceptable train of mastery of mathematical content and literacy, the computer can serve as a supportive tool for those children who have more than average difficulty succeed (Bredekamp Rosegrant, 1994, p. 59).Preschool teachers bring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergart ens. They also need to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners.One of the teachers role is to gain access to the childrens ideas about technology and to make the right decisions on how they can be developed. The main goal of education should be seen in the development of intellectual and creative abilities of students. Piaget (1929) worked on how childrens ideas develop. Recent studies (Raper et al 1987, Reiss 1993) show that effective teaching and learning depend on childrens existing ideas and subsequent nigh teaching. So, the way teachers accept and teach technology is very important to young children. New Technologies (NT) provide new opportunities to the teaching and learning process. Researchers (Clements 1994, Shade et al 1990) have shown the gains and the obstacles of the use of technology in education. It is noticeable, that they all agree that technology is a useful tool in the teaching process when it is not misused (Aubrey 1994, Campbell et al. 1992, Shayer et al 1981).As preschool educators become dynamic participants in a technological world, they need training and support to find ways to incorporate technology into their classrooms. So, education on NT to preschool teachers is an important factor of applying technology to childrens classroom. early days children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions (Kagan, Moore, Bredekamp, 1995). These dimensions includeSocial and Emotional Development. The ability to form and sustain relationships gives meaning to learning experiences. Respo nsive interactions provide a sense of well-being that enables children to form attachments with others and participate positively in educational activities.Language Development. Language empowers children to participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.Physical Well-Being and Motor Development. A childs health is connected to preparedness for and instruction execution in learning activities. Healthy children are able to concentre on and actively engage in experiences crucial to the learning process.Cognition and General Knowledge. Children need opportunities to interact with the people and objects in their environment, and to learn from their surroundings. Experiences and interactions with peers and adults allow children to prepare knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems.Approaches Toward Learning. Children can be successful learners in many different ways. By understanding the predispositions and learning styles that influence a childs response to learning opportunities, adults can encourage and increase engagement.Childrens activities and experiences with computers will evolve over time as they grow and develop. rattling young children often use computers with help from an adult or older child. As they mature children use computers more independently, and the teachers role moves from guidance toward supervise and active facilitation.Young children learn through exploration and discovery. If computers are used with children in kindergarten, preschool, or child-care settings, the computer should be one of many activity choices they can explore (Bredekamp Rosegrant, 1994).During choice time, for example, a computer center may be one of several options.Children frequently use computers for short p eriods, then become interested in another activity. Three- to five-year-olds generally spend about the same amount of time at a computer as they do on other activities such(prenominal) as playing with blocks or drawing. They are more interested and less frustrated when an adult is present, and much of the computer use will be facilitated or mediated by the teacher, which is consistent with best practice at this level (Clements Nastasi, 1993).For this age the value of the computer is in its open-ended use, not in creating a product (Davidson Wright, 1994). The teachers role is to create an environment in which children become aware and explore, and then act to support their exploration and inquiry in many different ways. Software programs for this age group should be limited in number and appropriate for childrens skill level and the intended use.As children become more able to read and write on their own they are not limited to icons and pictures on the screen for understanding. M ore opportunities for independent use become available with increase language and literacy skills. For example, simple word processors become important educational tools as children experiment with written language.The teachers role is to set up the environment and activities, matching technology use to the curriculum as well as to the childrens needs and interests. The teacher is less involved in directing the activities, and more involved in monitoring student activities, intervening as necessary to guide and pose questions that encourage thinking.Research Procedure (Methods)The researchers plan to have an evaluation on the students before and subsequently the technology is integrated in the curriculum. The evaluation before introducing technology will help us determine the effect on the performance of the students. The researchers will be asking help from different teachers and well-known specialists on early childhood education.Population and SampleOne classroom, which is compo sed of 30 students, will be the evaluated. The 30 students will be subdivided to different level of thinking and characteristics. This will be enough for the researchers to have an accurate finding and results.Research DesignThe design of the admit is a correlation research since it is intended to determine first, the relationship of technology to the augmentation of the performance of the students second, the effectiveness of the incorporating in the curriculum the technology on increasing good competency in terms of grades and performance.It is also a qualitative study for the researchers will be conducting interviews regarding on the attentiveness of the students due to the introduction of technology meld with their program.Instrumentation and Data CollectionThe researchers visited the Insert name of University Library or City Library for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training inst itutions to look of its validity and consistency.The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide abduce to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision.In gathering data, the researcher would like to clear indisputable ethical issues that baron hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will expose information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality.Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand.Third, the research moldiness always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly verbalize at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals.Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals.Planned Method of AnalysisThe res earchers plan to analyze the different test conducted through constant evaluation of the trainers and how they perform. There will be a weekly evaluation in terms of how the training last, and the effect of it to their performance in the field. The performance in the field will be evaluated by the players stamina, body agility, and resistance.ConclusionTechnology is an instrument that can offer another way for children to study and add up to their world. Computers can be utilized in expanding suitable ways that are helpful to children, or they can be misrepresented, just as blocks or any other resources can be tainted. And just as pencils do not substitute crayons but rather offer additional methods of expression, computers, or cameras or some other varieties of technology, do not substitute other tools but increase the selection of tools accessible to children to search, generate, and communicate.When used appropriately by skilled teachers, technology can support and extend learnin g in valuable ways and can increase educational opportunities for children. The key is finding the balance, knowing how to align the elements of a healthy childhood with the unique capabilities offered by technology.Preschool teachers bring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergartens. They also need to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners.All teachers found the course very interesting and worked on computers very hard. At the end of the course they learned how to write an essay on a computer and they became comfortable and confident in using computers. The problem they had to face at the beginning of the course was that they were not familiar with computers and NT. For some of them it was their first time to learn how to use a computer. Another problem they had with compu ters was the linguistic one. Some teachers did not know English very well and others knew foreign languages other than English. So, they had to learn at least(prenominal) the basic English terminology we use for computers before using the Internet.At the end of the course, technology proved for these teachers, as a tool for colloquy and collaboration amongst them and also a tool for teaching children. Telecommunications and the Internet enabled preschool teachers to obtain information about children in kindergartens from around the world and interacted with distant experts and peers. They collaborated on classroom projects and they learned how to use computers and technology in the future. Pedagogical considerations behind the course have shown that teachers become confident using NT when they practice on them at least once or twice a week. So we can conclude that technology is a powerful tool for professional development.

The Role Of God In Rene Descartes Meditations

The Role Of God In Rene Descartes MeditationsIn this es opine I am going to argue that God plays a strong role in Ren Descartes Meditations, as he argues for Gods foundation using different assertions, however I find him to be incorrect in his conclusions, and I find he is non entitled to appeal to Gods existence in this way, and all of his line of productss argon each fallacious or unsound. In his meditations discuss his thoughts concerning the pitying brain body, align false, the essence and existence of material things and the real distinction between mind and body.As I oldly said, God plays a significant role to Descartes Meditations, including the proof of Gods existence. Descartes goes through numerous proofs of Gods existence through-out his Meditations, starting in Meditation 3 and continuing onto the end. This is the first role God plays in Descartes dodge as it is like a building block, an essential part of the structure of the system, as he uses the suppositi on of God (specifically a non-deceiving God) to prove conclusions and dispel all other doubts he may have. He dispels the evil-demon doubt through the proof that a benevolent God exists. He also uses God deep down the lighten up and distinct perception proof.In Meditation three Descartes states that there are three types of ideas indwelling, factitious or adventitious. Innate ideas are ideas built into our minds from birth, factitious ideas are invented ideas we have produced from our imagination and adventitious ideas are from make in the outside world. Descartes argues that God cannot be a factitious or adventitious idea and the idea of God moldiness be built into our minds from birthI did not derive it from the senses, nor did it ever arrive unexpectedly as the ideas of sensible things usually do when external objects impinge, or seem to impinge, on the sense organs. Nor was it fabricated by me, for it is liberate that I can neither add to it nor subtract from it. Thus it f ollows that it is innate in me, just as the idea of myself is innate in me.This is the artisans trademark imprinted on his work. (Med 3, p42-43)Along with these three types of ideas, you have varieties of idea substances (persisting particulars), and modes and accidents (properties of substances). Substances can be either finite or infinite substances. Here is his first disceptation for the existence of God, his causal argument. Here he implies that whatever is possessed by an effect must have been given it to by its build. For example, a rock cannot be produced by some(prenominal)thing with less formal reality (such as a property like a colour), or a pot of water is heated up until it boils, it must have been subjected to heat from some cause that had at least as often heat. Moreover, something that does not have as much heat would not be able to cause the water to boil, because it doesnt have the necessary reality to bring somewhat the effect something cannot give what it do es not have.Now, it is evident by the natural light of reason that there must be as much reality in an efficient and total cause as in the effect of that cause. For I ask where could the effect get its reality from, apart from its cause?Something which is more immaculate in other words, that which contains more reality in itself cannot be made from that which is less arrant(a). (Med 3, P35)Descartes second argumentative question concerning God was could one exist in the absence of God? By the third meditation the meditator has established he exists, and therefore this existence must have a cause. The only possible cause for existence has to be one of the following from himself, having always been in existence, his parents, something less perfect than God or God. Firstly the cause cannot be from oneself, as he would have been created perfect assuming to have been in existence always also does not help as what keeps him in existence? As a dependent being, there is a need to be sus tained by another. It cannot be from parents, as this would lead to an infinite regress (who caused and maintains there existence?), and it cannot be caused by a being less perfect than God as the idea of perfection that exists cannot have originated from an imperfect being, therefore God is the cause, and God exists.Descartes discussed the ontological argument for Gods existence. The meditator states that the idea of God, the essence, has a necessary connection to the idea of existence. Take an example the connection between mountains and valleys if there were no mountains, there wouldnt be any valleys, and all land would be flat. Descartes claimed it is impossible for us to conceive of existence without conceiving there is a God, just as it is impossible for us to conceive a valley without a mountain.As previously stated, the proofs of Gods existence played an essential role in Descartes system, as he had established that he was created by an all-powerful, non-deceiving God, Desca rtes could hence place a great deal of trust in his cognitive abilities. Meditation Six gives a clear example of this in its discussion of the mind and of the body.In Meditation Three, Descartes idea of clear and distinctThe key part to Descartes system however is the Clear and Distinct Rule E actuallything that I perceive very clearly and understandably is true. To prove that what we see clearly and distinctly to be true is essential to establish a foundation to build upon. He proves both that God exists through the use of Clear and Distinct perceptions, and he proves that clear and distinct perceptions are true because of the existence of God. This argument can be represent in the following structureP1) If God exists, then he is no deceiverP2) If God is no deceiver, then all I clearly distinctly perceive will be trueP3) God exists__________________C1) All I clearly distinctly perceive is trueP1) All I clearly distinctly perceive is trueP2) I clearly distinctly perceive the idea of GodP3) The idea of God is true_________________C1) God existsThese two arguments create the Cartesian Circle, from which the conclusion of one argument exists as a premise in the other, and vice versa. He begs the question here, assuming the conclusion he is arguing for in both arguments.Throughout the Meditations God play an important role for Descartes and his system, however I do not believe he is entitled to appeal to Gods existence in this way.All of Descartes arguments for the existence of God- the ontological argument, causal argument, and the trademark argument are not convincing alone. The use of God in his defining of clear and distinct perceptions also falls short. At the time of publication, there were many objections raised to some of his meditative conclusions and, understandably at the time to disprove or argue against the existence of God would be considered heresy by the Catholic Church, however the proofs for the existence of God Descartes argues I find un sound.Firstly the ontological argument for the existence of God is a priori proof, which is independent of experience, and states that if we can imagine a perfect being he must exist. God could not be perfect without existence as existence is stated as a property of perfection. So therefore a perfect being/God must exist. This argument commits a bare assertion fallacy. It does not give any backup premise to prove what it is stating and it relies on us just believing what it is saying. You cannot define or imagine a thing into existence.The ontological argument states that if we can imagine a perfect being he must exist, however it generalizes that all multitude will have the same the idea of a perfect being/God, however as different cultures have different ideas of God, even people within one culture will have different ideas of perfection and different ideas of a perfect God. Therefore either the complete plethora of Perfect Gods is true and exists, or Descartes argument is unsoun d. We also cannot guarantee that our human perception of perfection is, in fact perfect. Our own conceptions of perfection are through our subjective experience therefore the ideas of perfection are an expansion of own thoughts and collective ideas.The causal argument for the existence of God appears in Meditation Three. It states that everything must have a cause, and it is impossible to continue backwards to infinity with causes (infinite regress), therefore there must have been an original first cause, one which wasnt conditioned by a previous cause, and such a cause is God. The causal argument is flawed in that if you allow one thing to exist without a cause, you contradict your own premise. To say then that the idea of an all-perfect God must come from an all-perfect cause can be argued against. We can take the idea of goodness, intelligence, and kindness and amplify it, similarly to how we pee-pee the idea of mathematical infinity. The concept of spontaneous generation also a rgues against the causal principle, where we can imagine the idea of life emerging from a non-living and non-sentient basis.The trademark argument states that the idea of God is innate, and built into us from birth, as that is God leaving his trademark on us. I strongly disagree with this argument. The idea of God is not innate, it is indirectly an adventitious idea, and idea through experience. This experience however is provided through teaching and influence. The idea of God for all beings, at the time of Descartes specifically, were brought up spiritual and instilled with the idea of God. This is again reflected on the fact that there are different Gods from different cultures and civilizations. The Romans, the Greeks, the Vikings etc., all had different distinct Gods, the ideas of which were instilled to them again through teachings and influence.

This Is What It Means To Say Phoenix

This Is What It Means To Say Phoenix Sherman Alexies This Is What It Means To Say Phoenix, Arizona is integrity of the most fulfilling on the spur of the moment stories of times. higher-up as named in this particular invoice had lost a job. Immediately after this, he also received the sad news of his yields decease from heart attack in a distant city named Phoenix, Arizona. As it turns out, he had not met his take in father for a long period of time. This all the same does not prevent him from feeling the pain of the lose as still in that location was the link in the blood. The time of the occurrence being so cheating(prenominal) on him, he had no money with him to go over to make the necessary arrangements. It can also be seen that fireworks and cigarette form a study part of the life-timestyle of the people of this neighborhood. According to the report, people who lease money in excess are those selling the two commodities. He may have not been so broke anyway as his d ead father had some savings which could take victor a long way in performing the necessary ceremonies and the burial. However, there was the challenge of getting to Phoenix to retrieve the remains which had badly rotten due to the body staying for a week in the vehicle where he died in abundance of heat before being finally found. The most final choice according to him was to request for aid from the tribal Council of his residential area which was ill funded (Sherman Alexies Short Stories).This particular Tribal Council had some funds always set aside to tackle problems of their community members in such(prenominal) situations as Victors. However, the distance between them and the city Victor wanted to travel to was so enormous that they could not afford to fund him with their reserved money. Eventually, only some one hundred American dollars could be availed to him and though it was too little, he accepts it and coines the cheque he is given after signing the necessary papers. He had little option he could not be assisted according to his need.Where he goes to cash his cheque, he light upons one man with a low profile in his community named doubting Thomas Builds-the -fire or simply Thomas the story teller (Sax 20). As it is written in this story, this man always talked to himself because no body ever gave perplexity to his stories whenever he told them. In fact in this story, a simile is used to describe him Thats like being a dentist in a township where everybody has false teeth (123HelpMe.com. 1). In this simile, the meaning as comes out is that he offers services that are not appreciated by the locals. This two had grown up unneurotic in this same neighborhood childhood friends (123HelpMe.com. 1). Thomas, as usual, had something for peoples ears. From here there is a series of flashbacks about the days and times they had as children and what Thomas actually was made of.First to be mentioned is the childhood experience at about the age of seven whe n Thomas told a story about bills father to his age mate Peter. He had referred to Peters daddy as being weak in that he did not want to get quality time with his own wife and children (family). He talked about the old man wanting to buy himself a motorbike and run away. In this same story, there is a flashback to a time when together they used one bicycle then aged about ten years old. Thomas was quick to surrender the bicycle to Peter his friend and cousin as they went forth to attend a fairground where they would watch the fireworks in the dark and then walk back home. This were celebrations for fourth July which was the independence of the Indians a very much fought for liberation. In this flashback, there is the mention of Junior being a very common name with the inhabitants of the reserve. There surfaces some symbolism in this remembrance that at some point during that time as they sat in the night and were attacked by mosquitoes, victor still went back to Thomas for assistan ce by requesting a story just like in the situation of need, only Thomas would be available to offer him help. The story told to victor by his cousin Thomas in this context more or less just brought out the realities of their lives late on when they became kind of heroes after the departure of victors daddy. They shared a common wish of being heroes at that tender age in their lives. The shadows and light from streetlamps referred to here symbolizes the ups and downs that eventually they had to endure together in the social class of their lives even when everybody else felt that Thomas was an insignificant person.Also when young, aged about fifteen, they had already lost their friendly touch and so they picked up a shinny with literally nothing being the specific cause. A peeress named Norma stopped the bitter fight because of the respect she commanded. This is also a clear reflection of Thomass life in his adult age as no one seems to take whatever he says seriously just as the other boys would stand slightly and watch him get a beating. The memory of their experience at the age of about twelve years old brings out a symbolic encounter in the story where Thomas saved Victor from wasps that would have otherwise badly injured or even killed him. This reflects later on in the story as it is found out that at the point of need, only Thomas is willing to come close to Victor and offer some assistance. He literally pulled his foot out the hole of wasps for Victor to escape. An even funnier memory about this story-telling friend of Peter is the attempt to fly where according to the story he managed to begin himself in flight for about a single second without fear like other boys did. A simile is also used in describing his flight when it is said, he flapped his wings like a crazy eagle. As well, it is said, As real as the dirt when Thomas lost attitude and crashed to the ground. Thomas Builds-the-Fire was lone(prenominal) even in his school but yet he descri bes himself as one who was offered the gift of telling stories. At this point it is understood that the father died in the Second World War and the mother during his birth so he never had anybody for him. Away from the memories of the lives of this two men in their past, we get to consider what they encountered together to and from Phoenix, Arizona.Thomas had foretold the departure of Victors daddy to a nursing home far from his family and as things turn out as Victor stood at the Trading Post to cash a cheque, Thomas walked over to him and condoled him as one who knew every occurrence to do with his late father. He made claims that he got to learn about it from such communicators as birds, wind and Victors crying mother. Since Thomas was not regarded adeptly by the locals of this area, many were surprised that the two were even having a conversation. Victor was to a nifty extend embarrassed of Thomas but much to his surprise, just to fulfill the symbolism of the wasps, Thomas of fered to assist him yet again from some savings he had been making over the time. From perhaps embarrassment or mere pride, Victor was very reluctant to take the offer from his childhood friend, to the extent that he quest time to think about it. According to him, they were not to be referred to as friends at this time because it had been years since they last talked.Thomas followed Victor over to his place as though he knew that he would decide to take the offer and also take Thomas with him to the place. They flew over next to one another in the plane where the social nature of Thomas is revealed. He manages to engage a white woman in a free conversation and even pulls Victor along to it as they continue which shows actually that he was an open minded person. They even perform some gymnastics as directed by the lady and talk about matters of governance. The humor displayed by Thomas continues to carry the two and their new made friend named Cathy. Victor came to acknowledge talki ng to people was nice and apologized to Thomas over the happenings of the fight when they were fifteen. The body was stinking and the fact that dental records were needed for the identification meant it was even harder a task than it first looked. With the understanding that there could have been some valuables in there, they had to do it. Again with his eyes, just like the usual way, closed, Thomas remembered the fallen old man as having taken him from verbalise where he was standing and cautioned him against being mugged, bought him dinner and took him home. There was a prior deal that Thomas takes care of Victor in exchange for the favor as it shows out in the memory.Respect is accorded to the dead as even a wooden box containing part of the ash from the cremated body had a hat on it while the rest in a card box had a cap on it. They then drove a long way in turns through regions devoid of life until eventually a jackrabbit appeared only to be killed by the car in what they refe rred to as suicide.They arrived in the morning as the tribe awoke with all that had taken them away for some time up until then. Thomas did not want the money back from Victor but rather an ear during the telling of his usual stories. The friendship could however not continue in this neighborhood. A simile is used to back up this as being, As real as the ashes where the ashes symbolized Victors daddy behind the car seats. Victor only thanked Thomas with the content of cardboard box. Thomas with his usual many ideas planned to conk out the ash into the water at Spokane where he said Victors father would, rise like a salmon, his teeth will shine like silver, like a rainbow. All these are similes. Victor also uses another when he says, I thought itd be like cleaning the attic or something. The conclusion of this story as the two part shows just how much sometimes people reject good people because of pressure from others (Ariana 10). Victor had a debt to pay, listen to stories. whole works CitedRichard, Sax. This Is What It Means to Say Phoenix, Arizona. Magills Survey of American Literature, Revised Edition. Salem Press, 2007.Ariana, Todd. This is what it means to say Phoenix, Arizona. 2008.123HelpMe.com. dispute in This is What it Means to say Phoenix, Arizona. 7th May 2010. .Kelly, Jermaine. Conflict Within The Mind 2007.Sherman Alexies Short Stories 7th May 7, 2010. ,

Everything that rises must converge study guide :: essays research papers

Ein truththing That Rises Must Converge by Flannery OConnorPlot Structure I felt that most of the exposition took place in the line of descent of the first page. For the rest of the story there was mostly rising action. Then, I felt that the climax came when Julian sees his mother crumple to the ground. The falling action and resolving power are packaged together in the last couple paragraphs.Character Terms Julian Protagonist, Round, DynamicJulians Mother Antagonist, Round, Static charwoman on Bus Foil Character, Flat, StaticCharacterization Most of the characterization is in civilize. We learn about these characters mostly by their action and their dialogue. However, there is some direct characterization when the narrator tells us of what has shaped the mother into what she is today.Point of View - Third Person OmniscientIrony The is situational irony in that Julian acts the track he does to spite his mother and he is glad to see her get taught a lesson, but actually this is what kills her.Setting The setting definitely played a role in this story. It is referenced to a few times throughout the story when the mother is telling Julian how fortunate he is to live in the neighborhood they do. We can also tell that this is an area where racial tension is still high among some of the people. The time that the story takes place is also very important because it is around the time of desegregation.Symbolism The Green Hat in the story symbolized the equality of the two women. Themes The struggle with the younger contemporaries vs. the older generationThe issue of dealing with the conformities of societyFeeling regret after the loss of a loved one.Important Quotes Pg. 348 Help, help he shouted, but his voice was thin, scarce a thread of sound. The lights drifted farther away the faster he ran and his feet moved numbly as if they carried him nowhere.

Personal Narrative- The Real Me :: Personal Perspective Essays

Personal Narrative- The Real MeI was sitting, waiting impatiently for Adam. All of a sudden, this red Toyota Tacoma flew into my driveway, screech. Hey ravisher Are you ready to go and eat? he screamed out of his fire red truck. In the mean time, I was sitting there, glaring out the window, lecture to myself like a harebrained would do, asking the stupidest questions, Is he going to like my disturbed family? What is he going to think of my annoying redneck relatives? I confide he likes fish. Am I too dressed up for dinner?W arrived at my grandmothers house around 530, at once my aunty Gaye grabs me by the arms, Hey girl Give your favorite Aunt Gaye a hug pulling me under her arm. I yanked my head away, but I already got let down by the smell of month old gym clothes. And who is this fine young boy behind you? I was so red by this point that I solely took him to the kitchen, introduced him to the rest of my family, that was there.While introducing Adam to Casey and Ben, Gracie, my three year old cousin, ran into me, knocked me off my feet, while giving me the biggest bear hug ever. She rapidly ran away just after noticing Adam she is very shy. Adam and I began to laugh as Gracie ran into the wall. Lacey, my five year old cousin also Gracies big sister, runs straight person up to Adam and gives him a hug she is very sweet. Finally, after Adam met everyone but my parents, they showed up. Hey mom and dad, this is Adam. He has met the rest of the family and it smells like dinner is ready. Shall we eat? I rushed along so there wouldnt be any embarrassment.On the card, my grandmother arranged the food, placing each dish in its assigned place. The table was crawling with fried food a huge pan of 100 crispy, crunchy fish, squishy hush puppies, and black tatter-tots, a bowl of bright green, grassy coleslaw, with a cottage cheese texture. GrossPiling food onto ours plates, Adam and I rushed outside to sit in front of the television in hopes for the crippled to be on. While eating I noticed that Adam was throwing away the fish ninnys, Adam What are you doing? You are supposed to eat the fish tail Here let me show you.