Blind people on China Essay

There are 5 million blind people in the whole world. And China is taking the first place of this problem. China accounts about 18% of blind people. Most of them can’t live independent; they all need someone’s help. Also we can know that 90% of blind people are living in modern cities. For example: Beijing (capital), Shanghai and etc. Ð ¢he total number of blind people in China at any given time expressed as a percentage of the total population — is around 0. 4%. According to the facts from internet, the country’s ever-increasing blind population has already exceed the total population in such countries as Denmark, Finland or Norway. In the whole world main problem ob blindness is cataract. Because of only the cataract blindness accounts 2. 5 million people in the world. Each year about 400,000 people become blind in one moment because of it. Cataract predominantly a disease associated with ageing. According to the famous Chinese websites, we can know that the reason of blindness in China not only cataract but also it include cornea diseases, trachoma, glaucoma. I took some interviews from 2 Chinese people. When I talked to my Chinese teacher from high school I was pretty surprised. First she told me about problems of blind people. It started past years ago, when with time there are more and more blind people was with the same objects to government. Chinese population doesn’t respect blind people. They are behaving to them very bad. Population doesn’t see any personality in them. They are acting to blind people like to animals. And every time people’s words were such a: â€Å"Blind people-they are not independent, they can’t help to our country. They can’t do anything. They are not useful for China. † So in my mind first thought was government in China need people only for useful thing? It’s so selfish and not correct. I think everyone will agree with me. Nowadays there’s so many ways to cure blind people. According to the facts from the Internet 80% of blindness possible to cure. It was many accidents when even young people didn’t help to blind old person. And with years there are more and more problems. How my teacher said government first didn’t take it such a big problem, but with time when there are more people with objects and arguments to them, they started to pay more attention to blind people. In 2011 many of them were really angry to the government. Hundred blind people want government to allow them come with dogs to public places. Because how I said before they all need help. They thought if they can’t come with dogs, they couldn’t even come inside of any places. Some of them can’t do it only with walking stick or every time hope to theirs hearing. And till now they are trying to get an access for that. Only part of public places allowed them come with dogs. But they are also good people who are trying to make blind people’s life easier. For example my guardians Chinese friend said that, one Chinese scientist developed a cheap e-notebook for blind people. He told me only that information, without any details, so I searched in Internet more about that e-notebook. The e-notebook, called B-Notes, allows people to take notes or memos using Braille or by recording speech. It is similar in size to a mobile phone. B-Notes makes use of technologies developed by the Chinese Academy of Sciences’ Institute of Computing Technology (ICT), including translation software. Prototype e-notebooks were trialed on ten blind people last month. Wang Xiangdong, technical leader of the ICT team that developed the device, says that Braille can be conveniently input using a panel on the e-notebook. â€Å"And when [B-Notes is] connected to a computer, the Braille-Chinese translation software can be used to convert Braille into Chinese characters automatically†, he says. Currently, there are almost 39 million blind people in the world, according to the WHO. And according to the China Disabled Persons’ Federation, there are more than 12 million visually disabled people in China. Wang said that the basic technological research for the e-notebooks has been completed and they are expected to be available in China later this year at a cost of 500 to 800 RMB. The e-notebook has three main features. First is the Braille input. The e-notebook’s input panel has an array of mini keys that allows users to type. Second is the intelligent translation system, which is up to 95 per cent accurate. When the e-notebook is connected to a computer, pre-installed software moves all Braille in the device over to the computer and translates it into Chinese characters. Third, the e-notebook has a voice interface. There are voice prompts to guide users through the device’s various operations. Currently, the notebook can only translate Chinese Braille to Chinese characters. But Wang says that if other countries express an interest in the device, it will be possible to produce e-notebooks that translate other versions of Braille into other languages. The blind people who tested the prototype notebooks told developers that they found them portable and easy to use. According to WHO website The goal of the Chinese Ministry of Health over the coming years is to reduce the prevalence of blindness in the country to less than 0. 3%, i. e. almost by half. And it really makes happy that, government paying more attention to blind people nowadays. How I read with every year they are opening more school for blind people. Also it is increasing accounts of hospitals where people can help to this nondependent people and make theirs life easier. They were some accidents when some of them cured of blind. Also I heard that most professional people who are doing massage all are blind. China has some hospitals with this course. Where they are teaching them. In my opinion, they have to pay more attention to blind people. And give them more good conditions. Make rules that everyone should respect each other, especially blind people. Government should ask them what they need, what help they want from government. China should open more clinics and hospitals for poor people. Who can’t pay to theirs treatment. They also need help from others. They should allow to blind people come with dogs in public places. And I can make conclusion from all of it that government should heed to them.

Hnrs. Renaissance History Chapter 17 & 18 Study Guide Essay

1. The two most important influences on Enlightenment thought were who? John Locke and Isaac Newton 2. After 1688, Great Britain permitted religious toleration to which groups? Lutherans, Jews, and Muslims 3. This nation was significantly freer than any other European nation at the beginning of the Enlightenment. What nation is this? Great Britain 4. An expanding, literate public and the growing influence of secular printed materials created a new and increasing influential social force called what? public opinion 5. Written by Voltaire in English and later translated to French, this book praised the virtues of the English, especially their religious liberty, and implicitly criticized the abuses of French society. What is this book’s title? Letters on the English 6. Philosophies criticized the Christian church for many things, but not for what? Taking too limited a role in national politics. 7. The two major points in the Deists’ creed were what? The belief in an afterlife dependent upon one’s earthly actions and the existence of a rational God. 8. Which of the following figures came closest to atheism in their religious thinking? Baron d’Holbach 9. According to Ethics, the most famous of his works, this man closely identified God and nature, an idea for which his contemporaries condemned him. Who was this? Spinoza 10. This 18th century philosopher was known as the â€Å"Jewish Socrates†. Who is this man? Mendelssohn 11. Pascal and other critics saw this as an exceptionally carnal or sexually promiscuous religion because of its teaching that heaven was a place of sensuous delights. What is this religion? Islam 12. The Encyclopedia did what? secularized learning and spread Enlightenment ideas throughout Europe 13. He published On Crimes and Punishments, in which he applied critical analysis to the problem of making punishments both effective an d just. Who is this? Marquis Cesare Beccaria 14. Adam Smith advocated what? The ending of England’s mercantile system. 15. According to Smith, government should provide what? Schools, armies, navies and roads. 16. According to Smith’s four-stage theory, human societies moved from where to where? Barbarism to Civilization 17. The most important political thought of the Enlightenment occurred in what country? France 18. He contended that the process of civilization and the Enlightenment had corrupted human nature. Who is he? Rousseau 19. Based on his ideas and traditions, most 18th-century political thinkers regarded human beings as individuals and society as a collection of individuals pursing personal, selfish goals. Who is this? John Locke 20. Most European thinkers associated with the Enlightenment favored what? the extension of European empires across the world 21. Herder is famous for his early views concerning what? cultural relativism 22. The philosophies generally were not what? avid feminists 23. He maintained that women were not naturally inferior to men and that women should have a wider role in society. He was also sympathetic in his observations concerning the value placed on women’s appearance and the prejudice women met as they aged. Who was he? Montesquieu 24. Which of the following styles of art utilizes lavish, often lighthearted decoration with an emphasis on pastel colors and the play of light? Rococo 25. Which of the following styles of art embodies a return to figurative and architectural modes drawn from the Renaissance and the ancient world? Neoclassicism 26. Neoclassical paintings were didactic rather than emotional and their subject matter usually concerned what? Public life or public morals. 27. He was a strong monarchist who in 1759 published a History of the Russian Empire under Peter the Great, which declared, â€Å"Peter was born, and Russia was formed!† Who said this? Voltair e 28. Monarchs such as Joseph II and Catharine II made â€Å"enlightened† reforms as part of their drive to do what? Increase revenues and gain political support. 29. This monarch embodies enlightened absolutism more than any other. He/she forged a state that commanded the loyalty of the military, the junker nobility, the Lutheran clergy, and a growing bureaucracy? Frederick the Great 30. Monarchs associated with enlightened absolutism included all of the following rulers: Maria Theresa, Joseph II, Frederick the Great, Catherine II 31. Of all the rising states of the 18th century, this state was the most diverse in its people and problems. What is this state? Austria 32. Maria Theresa of Austria did all of the following: limited the amount of labor the nobility could demand from peasants; established a very efficient tax system; expanded primary education; created central councils to deal with political problems 33. Joseph II of Austria: sought to improve the productivity and social conditions of the peasantry 34. Catherine the Great of Russia did what? built a strong alliance with the nobility 35. As part of her territorial aspirations, Catherine the Great painlessly annexed what newly independent state in 1783? Crimea 36. King Louis XVI convened the Estates General in order to do what? raise tax revenues 37. The French parlements spoke for the interests of what group? The Aristocracy 38. He was responsible for the introduction of the revolutionary land tax that all landowners would have to pay regardless of their social status. Who is he? Charles Alexandre de Calonne 39. The parliament of Paris declared that only the_______________ could establish new taxes. Estates General 40. The Second Estate of the Estates General was made up of what group? The Nobility 41. By the following way the aristocracy attempted to limit the influence of the Third Estate. What is this attempt? They demanded that each estate have an equal number of representatives 42. The cahiers de doleances presented to the king included all of the following grievances: Government waste, corruption, indirect taxes, and the hunting rights of the aristocracy. 43. The Tennis Court Oath refers to an oath taken by what party? National Assembly to give France a constitution 44. Throughout the winter and spring of 1789, the high prices for what commodity produced many riots? Bread 45. â€Å"The Declaration of the Rights of Man and Citizen† was proclaimed by what group? the National Constituent Assembly 46. During the Great Fear what happened? Peasants reclaimed rights and property they had lost to aristocratic resurgence. 47. Which of the following best describes the form of government pursued by the National Constituent Assembly? constitutional monarchy 48. According to the suffrage stipulations of the Constitution of 1791, approximately how many of France’s 25 million citizens were qualified to vote? 50,000 49. The Chapelier Law did what? forbade workers’ associations 50. The Roman Catholic Church condemned the _________________________. French Revolution 51. The following statement about the Jacobins are not true: they were the most conservative political group in the National Constituent Assembly 52. The term â€Å"sans culottes† was used in revolutionary France to refer to what? Workers 53. The sans culottes wanted what above all else? Democracy 54. Louis XVI was condemned to death on the charge of what? Conspiring against the liberty of the people. 55. As Prime Minister of England, William Pitt the Younger did what? Suppressed reform AND popular movements 56. The following best summarizes Edmund Burke’s view of the French Revolution: He believed it was shortsighted and politically ignorant 57. By April 1793, the following countries were at war with France: Spain, Great Britain, Austria, and Prussia 58. Issued in August of 1793, the là ©vee en masse was a what? military requisition on the entire population 59. By late 1794, the French army was the _______________________ in European history. Largest army 60. The core value of the republic of virtue created by the revolution was what? Public good over private good 61. The following was not part of the ideology embraced by Maximilien de Robespierre? Embrace Christianity 62. Many victims of the Reign of Terror were subject to what â€Å"humane† form of execution? Guillotine 63. The Law of 22 Prairial, passed on June 10 of 1794, permitted the _________ __________________________ without substantial evidence. conviction of counterrevolutionaries 64. The Thermidorian reaction resulted in all of the following: a pull back from the radical revolution; a new constitution; the closing of the Paris Jacobin Club; the reduction of the political power of the sans culottes 65. The â€Å"Bands of Jesus† did what? murdered suspected Jacobins 66. The following best summarizes the comparison of freedoms exercised by women before 1789 versus after 1795? Women had more freedom before 1789 67. The French Revolution has often been considered a victory of what group? Bourgeoisie 68. The Treaties of Basel in March and June 1795 concluded peace with whom? Spain and Prussia

Raccoon

Neil Ms. Parkhurst Chemistry 10/3/2012 Law of Conservation of Mass Inquiry Lab Background In the 19th century, Antoine Lavoisier discovered the Law of Conservation of Mass, the Law of Conservation of Mass states that mass is neither created nor destroyed during ordinary chemical reactions or physical changes. A Closed System can not exchange any of heat, work, or matter with the surrounding. An Open System can exchange all of heat, work, or matter. It allows interactions between its internal elements and the environment. PurposeThe purpose of this lab was to designed and complete a laboratory experiment that proves the law of conservation of mass. Procedure First of all, a flask was taking out and filled in with 15ml of water. The mass of the flask & water was determined and recorded. Then, an Alka Seltzer tablet was filled in the water. After a while, placed the flask & water & Alka Seltzer tablet on to the balance pan, the mass of the whole system was determined. This procedure was for the open system. For the close system, a flask was taking out and filled in with 15ml of water.The mass of the flask & water was determined and recorded. Then, an Alka Seltzer tablet was placed in a balloon, and put the balloon on the top of the flask, the Alka Seltzer tablet fell into the water. After the reaction was done, measured the mass of it, recorded it into the data table. IV. Data Table Data of Law of Conservation of Mass | |Mass | |Open system before |126. 3g | |Open system after |126. 09g | |Closed system before |143. 65g | |Closed system after |145. 21g | Conclusion and Analysis The mass of the open system before was 126. 53g, and the mass of open system after was 126. 09g. The mass of closed system before was 143. 65g, after was 145. 21g.Both set of data were close enough to justify the law of conservation of mass which is the mass were about the same before and after a reaction. According to the reaction, which was H2O + NaHCO3 = CO2 + H2O + NaOH, showed that the re were some gas which was CO2 were produced. According to the law of open and closed system, the CO2 were escaped from the open system, on the other hand, it were keep in the closed system. Because of that, the open system was missing some of the mass of gas, it made the first procedure differ from the second procedure.

Academic Achievements Essay

THE PROBLEM AND ITS BACKGROUND In every student’s life, academic excellence as well as co-curricular involvement is very essential. The two aspects would help them attain their goal of being part of the honor roll. Balancing these two is one of the problems honor students of today are facing. This process is intended to know how important co-curricular involvement is and what its effects to the students’ academic achievements are. Since 1985, Colegio San Agustin (CSA)- Bià ±an has been providing its students quality Catholic education that enriches their knowledge academically. Besides, CSA- Bià ±an has been offering several co- curricular programs like authorized student clubs or organizations wherein each student is required to join, inside and outside school competitions, sports activities and many more. Prospective honor students, as active as they want to be, participate and take part in both academic and co- curricular programs. CSA- Bià ±an Junior High School Department follows DepEd Order No. 92, s. 2009 for the selection of honor students. The policy states that the 7-3 point scheme (7 points for academic performance and 3 points for co- curricular activities) shall be used in determining the final honors among non- graduating and graduating students. In Academic Year 2013-2014, there were 30 students from grade seven to third year high school who grabbed a spot in the honor roll. Their final ranks were computed based on 70% academics and 30% co- curricular. They, most probably, are equally excellent in both aspects. Co-curricular refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school. Co-curricular activities are usually a way to separate students from their academics. These activities have influence on students’ academic performance but on the other hand, it is questionable whether these activities effect positively or negatively (Millard, 1930). Different school administrations are interested to find out if there is association between academic performance and the involvement in co- curricular activities. (Stephens & Schaben, 2002). This is where the focal point of the study takes place: the effects of co- curricular involvement on the academic achievements of the grade seven to third year over- all top ten students. In view of the fact that the researchers are potential honor students, they see the necessity to make an investigation  about this matter for they are sure that the outcome of this study would be beneficial not only to aspiring honor students like them but also to the administrators of the locale under analysis. Setting of the Study The study will be conducted at Colegio San Agustin-Bià ±an, which is situated at Southwoods Interchange, Juana Complex I, Bià ±an City, Laguna. It is a private school run by the Order of St. Augustine. Theoretical/Conceptual Framework This study was anchored on the following different evaluation and assessment concepts. According to the Pickle Jar theory, when you take an empty pickle jar and fill it with rocks, it appears to be full – until you fill it with gravel. The smaller granules fill the cracks between the rocks, and you can still fit in some sand, and then water. Another theory named the Distraction-Conflict theory (1978), refers to an analysis of performance gains in groups assuming that when others are present, attention is divided between the other things and the task; this attentional conflict increases motivation and so it facilitates performance on simple, well-learned tasks. These theories are relevant to the research because like the Pickle Jar Theory, the rocks represent the academic achievements while the smaller granules like pebbles and sand depict the co-curricular involvements. On the other hand, the Distraction-Conflict Theory attests that when both academics and co- curricular activities are present, a student’s attention may be divided and therefore cannot focus on his priority which is his academic performance. SS Figure 1 The Relationship between the Profile and the Effects of Co- Curricular Involvement to Academic Achievements as Perceived by Grade Seven to Fourth Year Over- all Top Ten Students of CSA- Bià ±an in AY 2013- 2014 After consolidating the ideas and thought of the theories and studying the  concepts presented, the researchers came up with Figure 1 to show that the profile; gender, final general average, over-all rank, and frequency of co-curricular involvements (independent variable) has something to do or may alter the perceived effects of co-curricular involvements on academic achievements (dependent variable) of grade seven to third year over- all top ten students of Academic Year 2013-2014. Statement of the Problem This study sought to determine the perceived effects of the co-curricular involvements to the academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an in academic year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of grade seven to third year over-all top ten students in terms of: a) Gender b) Final General Average c) Over-all Rank d) Frequency of Co-curricular Involvements 2. What are the perceived effects of co-curricular involvement to academic achievements? 3. Is there a significant relationship between the students’ profile and the perceived effects of co-curricular involvement on academic achievements? Statement of Hypothesis The researchers hypothesized that: There is no significant relationship between the students’ profiles and the perceived effects of co-curricular involvement to academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an. Statement of Assumptions The researchers assume that: 1. Co- curricular involvement has either positive or negative effects on the students’ academic achievements. 2. Over- all top ten students are concerned on the effects of co- curricular to academic achievements. 3. CSA- Bià ±an offered both co- curricular and academic programs in AY 2013- 2014. 4.  Colegio San Agustin- Bià ±an Junior High School Department gives importance to both academic and co- curricular excellence. 5. The effect of co- curricular involvement on academic achievements has certain advantages and disadvantages. Significance of the Study Since this study will be conducted to discover the relationship between the co-curricular involvements and the academic achievements of the grade seven to third year over-all top ten students of Colegio San Agustin-Bià ±an in the Academic Year 2013-2014, the researchers found the following grounds of the study very significant: 1. The information which will be gathered in this study may serve as a guide to the teachers in assessing their students’ strengths and weaknesses, both in the academic and co-curricular fields; thereby, will result to better teaching methods and efficient parent-teacher conferences; 2. The results of the study will provide the Guidance and Testing Center with the knowledge of how their students balance their academics and activeness in co-curricular participation which would lead to adequate seminars regarding this matter; and, 3. Finally, the findings of this study will provide the students with the information on how to manage co-curricular activeness and academics while achieving a high general average; 4. The findings of the study will address the parents’ inquiry regarding their child’s academic standing in the classroom aiming to provide the information on the composition of their child’s general average and the process of evaluating the child; 5. The study will serve as a guide for the administrators in providing better service to their by means of efficient teaching strategies and increasing the students’ participation in co-curricular activities through offering a wide selection of activities that correspond to various talents and interests of the students. Scope and Delimitation The study focuses on the perceived effects of co- curricular involvement to academic achievements of grade seven to third year over- all top ten students of Colegio San Agustin- Bià ±an in Academic Year 2013- 2014. The study’s focal point is the effects of co-curricular involvement to the academic achievements of students. The study was limited to the grade seven to third year over-all top ten students for they are the ones who are  concerned on how co- curricular affects their academic achievements. Also, they are more likely to experience problems concerning the subject matter. The study doesn’t include the fourth year high school students of AY 2013-2014 because it would be inconvenient for the researchers to communicate with them since they now study in several different universities. This study yearns to determine the effects of co- curricular involvement on the academic achievements of students. Definition of Terms The following terms were used within the context of the study. They are defined conceptually and operationally for easier comprehension. Academic Achievements. The students’ excellent performance which is measured by academic disciplines like examinations, quizzes, class participation, projects, assignments and etcetera. This is mirrored by the students’ final general average. Co Curricular Involvement. The students’ participation in activities, programs, and learning experiences that complement, in some way, what they are learning inside the classroom. They are usually a way to separate students from their academics. Over-all Top Ten. Ten students who, among all their batch mates, show the most remarkable excellence in both academic and co- curricular performance. Department of Education. Abbreviated as DepEd (Kagawaran ng Edukasyon) and is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improvin g the quality of basic education. Final General Average. Final assessment of the student’s grade which consists of both co-curricular and academic performances. Guidance and Testing Center. The sector of Colegio San Agustin- Bià ±an that is responsible in helping the students with their personal emotional and psychological problems. They are also ought to create programs that would maintain the students well- being emotionally and psychologically. Over- all Rank. Rank of the student over the whole number of their batch according to his academic and co-curricular performance. Academic achievements Essay Experience is the best teacher, as the saying goes. There is no better way to learn and be equipped with life skills and unfathomable wisdom than from our experiences. These experiences maybe bad, like an accident from drunk driving, or good, like winning the spelling bee competition. Either way, the consequences to these actions will always be valuable and it will serve a purpose in our lives. Academic achievements, as shown by those glistening medals that hung in our dressers, the framed certificates that hung on our walls, the trophies that are placed in the living areas of our houses, and the recognition given to us by our school, family, and friends, are always on top of our list in accomplishing. Although they play a very big part in the molding of a child to be motivated to study and graduate with honors, it may not always be a priority for others. Nowadays, the four corners of the classroom are not enough to give a student the learning that he needs in order to be fully prepared to go to college. Colleges do just not want their student applicants to be academic achievers, but well rounded too. Extra-curricular activities, like athletic achievements, musical involvements, writing for the school newspaper, joining various school clubs, the student council, summer camps, leadership trainings, among many others are just a few of the many activities that a student can get involved in to harbor more life experiences and to know where he excels at the most. Activities like those mentioned above do not only hone a student in one direction, but it improves the student’s social skills, especially in dealing with other people as these organizations exist because of its members, in thinking outside the box and letting their creative juices flow, in having passion for something that they believe in and in wanting to make a difference. These things are as important as being scholarly, because in college, you are not only being tested academically; you are being prepared for your encounter with real life in your chosen path – the life after college.

Crime and Punishment by Fyodor Dostoevsky Essay

Crime and Punishment by Fyodor Dostoevsky - Essay Example The old woman is crazy, deaf, sick, greedy, and evil. She charges scandalous rates of interest, devours the well-being of others, and, having reduced her younger sister to the state of a servant, oppresses her with work. She is good for nothing. "Why does she live" "Is she useful to anyone at all" These and other questions carry the young man's mind astray. He decides to kill and rob her so as to make his mother, who is living in the provinces, happy; to save his sister from the libidinous importunities of the head of the estate where she is serving as a lady's companion; and then to finish his studies, go abroad and be for the rest of his life honest, firm, and unflinching in fulfilling his humanitarian duty toward mankind. This would, according to him, "make up for the crime," if one can call this act a crime, which is committed against an old, deaf, crazy, evil, sick woman, who does not know why she is living and who would perhaps die in a month anyway. (Notes 2007) The story is basically the struggle between Raskolnikov's Napoleon-bermensch theory and his conscience which make him confess to his crime. According to Tanguay (1997), the novel is an expos of the evil system which forced upon Raskolnikov the choice between crime and death by starvation. However, as the epilogue goes, the novel suggests the brighter side of man's connection to his creator as its more important theme. A repentant man can still hope for his benevolent creator waiting to hear him confess. This paper discusses how Fyodor Dostoevsky tries to present his message through many techniques. Basically, he tackles the issue of poverty and tries to show how an intelligent university student goes about in solving his financial problems. With it is the bermensch theory which he puts in the mind of Raskolnikov, thinking an ordinary man can become extraordinary - jumping from one level to another. The problem is that it has to be done with a crime and to come off it clean. The novel shows that the thinking of the protagonist, Raskolnikov, comes from great men like Napoleon who made history. From here, he uses dreams to foreshadow what is to come or make flashbacks on the past to register well a point. The novel throughout speaks of poverty as a theme as the different characters portray how they each respond to their problem of making both ends meet. As the characters go about their business, especially with Raskolnikov, Dostoevsky tries to go deep into the workings of the mind and present the progression of the psychological struggles. Dostoevsky also utilizes character contrasts to magnify other characters, such as the employ of the oversexed Svidrigalov trying to express regret for his dastardly acts by expressing charity after every wild act. He is contrasted against Raskolnikov who looks up to him as the extraordinary man who can commit crime without any pangs of regret. Dostoevsky finally ends his novel with a meaningful epilogue about man's redemption and his final association with his creator. The discussions that follow deal deeper with these elements to show how Dostoevsky tries to communicate his message. Communicating the message The social issue of poverty. Dostoevsky portrayed the contemporary social reality. Raskolnikov's murdering of the old moneylender resulted apparently from his dire poverty. He had no alternative but murder and robbery if he were to survive. From a thesis

The Fifth Replies of Descartes Essay Example | Topics and Well Written Essays - 1000 words

The Fifth Replies of Descartes - Essay Example The Fifth Replies of Descartes The argument in question is the argument of Discourse. The problem with this counter argument is the inherent bias. There is a premise and theres a conclusion if one accepts the premise the conclusion must be accepted. Renà ©e Descartes says that he knows he exists it is inherent that he knows what he is and what his nature is, it is the very definition of establishing his existence. This knowledge (of existing) cannot be separated from the knowledge of what that existence is about. This point can be elaborated through an example for instance one sees a bottle of water. His eyes tell him that it is there. Since this person has the premise that what his eyes see is in fact real (or existing) it means that he knows that the bottle exists. When he say that it exists it means it has certain properties that indicate that it exists. No one can say that something exists without acknowledging the properties. Existence without the knowledge of its properties is even more illogical than deriving a conclusion that existence of self also encompasses the nature of self. When Renà © Descartes say that he thinks therefore he exists, it means that he is aware of what he is and what his nature is. Otherwise there is no existence. Every existence has its properties; be it divine authority like God or as trivial as a plastic water bottle. The objection of Descartes’s claim rests with the understanding of premise. If the critics accept the premise when Renà ©e says that something exists, he also bases this by understanding some properties.

Mesopotamia Essay Example | Topics and Well Written Essays - 1500 words

Mesopotamia - Essay Example History has always been chronicled as a series of political events, rise and fall of dynasties. It is within the framework of political history that the historian has to discern the religious and intellectual emotions of the people living in the ancient world. Although literary sources are not abundant sine they have not been preserved till date, archeological sources including monuments and inscriptions provide us a more or less clear picture of the thought process of the people living in the ages gone by. Polytheistic religious ideas are evident in the inscriptions and dedications of various temples and shrines, the myths and legends of particular gods, the recorded or observed practices of various cults and rituals, hymns and prayers that were transcribed by the priests and priestesses of the temples. The Mesopotamian thought process and religious ideas were characterized by polytheism coupled with a unique pessimism. In Mesopotamia, city-states were theocracies. The king was rega rded as the political and religious leader of the city-state. He was the people’s representative to the gods, and was the ‘First Servant’ of the gods to the people. Individual city-states often adopted a patron god to worship as their chief god. but recognized the validity of other gods and worshiped them on appropriate occasions. However, one god would be chosen as a patron god to aid them in time of war or crisis.... lands on Mt. Nimush, he offers sacrifice to the gods. The gods responded by gathering like flies around the sacrifice having not received any because humanity was destroyed by the flood: "the gods smelled the sweet savour, and collected like flies over a sheep sacrifice." 2. Only the best yield of the land and best animals were sacrificed at these rituals. It was their conviction that Gods could be appeased only by these offerings. So they had to be of optimum quality. The whole community would be involved in these rituals. Localized or private cults dedicated to a particular god that limited membership to a few or an elite also emerged, but the predominant forms of cultic worship involved the whole community; rich and poor; artisan and craftsmen, city-dwellers and country folk. Mesopotamian polytheism had many gods and goddesses that were immortal, but these gods had gender and specific functions or duties, and thus, limited powers. While they may appear to have been powerful and immortal, they were very human, in terms of behavior and emotions. They had the full range of human emotions: they expressed fear, lust, anger, envy, greed; yet the gods also expressed love, compassion, and a sense of justice, as well as, injustice and revenge. One notices an incredible and overwhelming mood of pessimism and insecurity that underlines the Mesopotamian Weltanschauung (world-view). The Mesopotamians viewed their relationship with their gods in this way rather consistently. Since they were devoid of political and personal security, the threat of constant war contributed to a sense of dread, uncertainty, and pessimism. This is potrayed in the "Lament for Ur", in which the goddess Ningal recounts the destruction of Ur in wartime and the sufferings of her