Creationism and Public Schools Essay example - 960 Words

Creationism and Public Schools nbsp;nbsp;nbsp;nbsp;nbsp;The issue of whether creationism should be taught in public schools, rather than evolution, is a new one. It has only been in the past fifty years that it has even been in debate. Public school science classes, when discussing the origins of life on Earth, coincided with Sunday school classes. Students learned that the Earth, universe and everything else was created in seven days, by God, as stated in the Old Testament. It was not until recently with the rise of scientific reason and equal rights organizations did these teachings become questioned. The argument spurs from each person’s personal belief, and that is where things get complicated.†¦show more content†¦These principles include a basis in natural law, and science is guided by natural law. Science has to be explanatory by referencing natural law, and scientific conclusions must lack finality. When they are proven otherwise, they are open to alteration. In a science course, for someth ing to be taught, as a science, it must follow these guide lines, yet creationism does not. Creation Scientists will not adhere themselves or their beliefs to these rules, and therefore creationism can not be taught as a science, hence the name â€Å"pseudoscience.† nbsp;nbsp;nbsp;nbsp;nbsp;The next debate on why creationism should not be taught in schools is based on The First Amendment. The First Amendment states that the government shall make no laws endorsing or prohibiting any religious believe. Public schools are funded by the government. Requiring the Biblical teachings of creationism to be taught in school promotes the Christian religion. According to the First Amendment, a public organization that is funded by the government can not promote one religion over another. For public schools to be able to comply with the First Amendment, they would have to offer equal time to every religion’s view on the creation of life on Earth, which would be impossible and once again, turn a biology class into a theology class. nbsp;nbsp;nbsp;nbsp;nbsp;This idea was also approved by the US Supreme Court, in the 1987 case, Aguillard v. Edwards. In this case, it wasShow MoreRelated Creationism in Public Schools Essay1429 Words   |  6 PagesCreationism in Public Schools Teaching Creationism in Schools The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far moreRead MoreCreationism vs. Evolutionism in Public Schools1538 Words   |  7 PagesDebate: Creationism vs. Evolution in Schools: 1st Affirmative Constructive Speech Creationism and Evolutionism by definition are very different topics. Currently, evolutionary naturalism is the most widely taught view of origins in America. In schools in the modern day, only evolutionism is taught and condoned. But before the 1920s, only creationism was taught, and evolution was forbidden. Then, on February 20, 2008, the Florida State Board of Education voted to revise the public school guidelinesRead MoreShould Creationism be taught in Public Schools? Essay1124 Words   |  5 PagesTeaching Creationism or Intelligent Design to our youth can be done in a way that is neither opinion based nor completely fact based, but may hold some risk of personal interpretation. The first thing needed to be considered is how can children of the middle school age range grasp such a deep subject and have the capacity to reach their own conclusion. Information found regarding the development of children in this developmental range was found in the book titled Characteristics of Middle GradeRead MoreCreationism in Public School Science Class Essay923 Words   |  4 Pageshappen? If not, then why should science teachers teach that life evolved over billions of years, and that it was created as it is now just six thousand years ago? Creationism should not be taught in science class because it has no supporting evidence, it is not equal to evolution, and religious myths can not be taught in public schools in an officially non religious nation. ...[I]ndividual scientists and philosophers of science have provided substantive critiques of intelligent designRead More Why Creationism Should Not Be Taught in Public Schools Essays1921 Words   |  8 PagesA hotly debated topic concerning public schools centers on the origin of life. Now more than ever, science and religion are butting heads. What should public schools teach to their students? Alex Rainert reasons that both â€Å"science and religion are engaged in the same project, to discover the origin of life† (141). In short, one could better describe the debate as a crusade between evolutionists and creationists; both sides have their well-founded arguments, but when one looks at the decisions ofRead MoreEvolution over Creationism for the Public School System Essay1829 Words   |  8 Pagesgoing to Sunday school, and they’re telling them that God created them, and then they go to school and they’re being taught that man evolved from an ape† (White, Gary). The argument has taken the better part of a century, as to if creatio nism or evolution should be taught in public schools (Vedantam, Shankar); and no closer have we came to deciding which idea or more appropriately which theory should be taught to the youth of America. Roughly twenty to twenty-five percent of public school educators holdingRead MoreThe Theory of Evolution and Creationism Debate The subject on what goes into public school1700 Words   |  7 Pages The Theory of Evolution and Creationism Debate The subject on what goes into public school textbooks have always been an intense debate. Recently Bill Nye the Science Guy and Ken Ham held a debate on this topic on February 4, 2014 which gain over two million views. Which raised the question is creationism a viable model of origin in today’s modern scientific era (Ken Ham)? In order for one to answer this question accurately first one would need to know why this question is significant. Then theyRead MoreShould Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?641 Words   |  3 Pagesabout whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of natures changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpos e. Creationism is the same idea as intelligent design, believing that nature was created by a divineRead MoreThe Creationism Debate Essay examples698 Words   |  3 PagesCreationism being taught in public schools is not right because there are many beliefs about how the earth was created. Many science teachers have different beliefs on this particular subject. Some believe it should not be taught in public schools but on one’s own time at home, church, or another place. Other science teachers think students should be taught all the believable theories about evolution and creationism. Some science teachers have gotten in trouble with the law by not obeying otherRead MoreEssay on Intelligent Design: The Best of Both Theories1112 Words   |  5 Pagesbeen going on for years and years. Should schools be allowed to teach evolution without teaching creationism? The courts have ruled, the answer is no, the theory of creationism cannot be included in a public school’s academic curriculum. With the court’s decision, it has been made clear there is no place for faith based theories to be taught in our public schools. What if there was a different approach that took God out of the equation? Public high schools should allow a course in intelligent design

ProblemSet1 Solutions v1 Essay - 1519 Words

Econ 136: Financial Economics Problem Set #1 Due Date: September 11, 2014 1. The return profile and risk of the SP 500. In this exercise you will reproduce the graphs presented in class. The goal of this exercise is (i) to expand your datahandling skills, (ii) test your understanding of basic probability concepts using real data and (iii) develop an appreciation for the use of replicating a result to ensure that you understand it. Go to Yahoo Finance (finance.yahoo.com) and search for the ticker symbol SPY. On the left-hand side of the page you will see a link to â€Å"Historical Prices†. Click on the link to get to the Historical Prices page and download the daily prices from 01/29/1993 to 08/28/2014. You will find a â€Å"Download to Spreadsheet†Ã¢â‚¬ ¦show more content†¦4 2. The return profile and risk of the iShares 20+ Year Treasury Bond ETF (TLT). In this exercise you will generate the graphs presented in class for a bond index. You will use the infrastructure you developed above in problem (1) for this exercise: the only difference is the data. Each part of the exercise is a repeat of what we did above with the SPY data. Go to Yahoo Finance (finance.yahoo.com) and search for the ticker symbol TLT. On the left-hand side of the page you will see a link to â€Å"Historical Prices†. Click on the link to get to the Historical Prices page and download the daily prices from 07/30/2002 to 09/02/2014. Also download the dividends for this period (the dividends are in a separate file). (a) Create a graph of the Close price of TLT as a function of time. Label the axes and give it a title (e.g. TLT). This is simply a graph using the data you have downloaded. 140 CLOSING PRICE (USD) 130 120 110 100 90 80 02 04 06 08 10 12 14 16 TIME (year) Figure 5: No Excel functions beyond graphics functions were used to make this graph. 5 (b) Create a graph of the TLT returns as a function of time using the Close price and dividends. To calculate the return we use the equation from the lecture slides x(t + Ï„ ) − x(t) + income − costs x(t) which for our problem becomes x(t + Ï„ ) − x(t) + dividend during period r(t) = x(t) r(t) = Now while this equation is intuitive for the returns over a

Analytical Essay on Shooting an Elephant

Question: Write about theAnalytical Essay on Shooting an Elephant. Answer: Introduction Shooting of An Elephant is perhaps one of the most symbolic narratives that best depicts the volatile situation that existed right after the literal fall of the British Empire, through a witness called George Orwell . Right at the aftermath of the surreal impacts of imperialism that have accrued in the third world countries those were under the severe oppression of the colonizer, there were several instances and contradictory emotions captured in this essay by George Orwell. Published as a collection of essays, the first hand experience of George Orwell in a colonized estate like Burma depicts one of the most important aspects of the inherent culture of colonialism and imperialism (Doyle, 2016). Shooting of an Elephant composes of a historical significance that is crucial to understand the recurrent political and social framework ( Orwell, 1946).The year of 1946, considering as a topical phase of global unrest and tumult, has histrionic evidences of many events and tragedies. Therefore, in a colonized setting, the magnitude of this disorder was the sternest in nature. In the form of a very personal narrative of George Orwell, is a witness at a close proximity to the whole scenario of British Raj and their colonies (Graham, 2016).This reflective essay by George Orwell has various symbolic overtones that highlight the catastrophic situation that had befallen upon both the oppressors and oppressed. While serving his term as a police officer in Burma, George Orwell indulged in one such imperialistic act that has left a significant impression on image and moral conscience. There is a strong dilemma of moral policing and the duty of official patrolling which Orwell had faced durin g his term in Moulmein. The narration includes instances of severe antagonism and hate that existed between the natives and the colonizers, which aggravated often made the situation much worse to handle. The author highlights on the recurrent expressions of startling, upsetting, perplexing, as a primary source of this narration (Graham, 2016). A keen and precise sense of guilt and pent up frustrations is a consistent theme through all the mentioned incidents. Strangely, so the author laments and complains about his helplessness that while dealing and controlling an elephant gone astray within the village. The narration starkly defines the existing state of affairs in many such colonizing countries as they finally liberated from the shackles of tyranny and violent oppression. In spite of being an official agent of the imperialistic representation that he belonged to, the narrator suffered an intense inflict on his moral dilemma that kept on haunting his whole life. The bitter hate which he ascertains was prevalent in such a hostile situation, influenced him to convict in a gruesome act (Maiti, 2015). Recalling the strange incident that changed the imperialistic perspective of the author, he wanted to convey empathy and manifest to his guilt conscience. The futility of the White Mans dominion in the east as experienced by the author has drawn several conclusions over the years and effects in a drastic way (Montogomery, 2013). The elephant w hose must was not following him had made several mess apart from killing a cow, distorting paddy fields, wrecking houses and even killing a coolie but the dangerous consequences which it had to face was not called for. The narration portrays the overbearing guilt that George Orwell was facing as a peer human who shot his rifle thrice into the elephants body in order to save the day. The role which he played by shooting at the elephant was second hand tyranny that he could never justify. In spite of been vested with a power more than the present audience is, he was the most powerless being standing over there with a burden of White-Mans Image (Doyle, 2016). The narrator explains the reason and terrible contradiction that summarizes the situation of shooting the huge animal. The narrator admits the how he took undue advantage of the vulnerability of the elephant as the beast was calmly indulging in his piece of grass (Panigrahi, 2015). The narrator accounts, He was dying very slowly and in great agony, as he recalls, which can also be applied for him in that critical scenario. The narrator was negotiating with the two images that he had to maintain, and he chose over his white mans role because he was supposed to act like it. He was the prey of the conventional A shahib has got to act like a shahib situation and gave way to it. Wrongful convictions and self-conscience are two of the factors that help in accelerating the gravity of the victim, which is the elephant in this case (Montogomery, 2013). It harmed and wounded his integrity as a human being bereft of his responsibility as the White Man. The British Empire was the supreme authority during the period when George Orwell accounted this incident. The world was aware and conscious of the despotism that went on during the colonial rule over all the concerned estates, but George Orwell gave a first-hand view of the enormous frivolity of the situation (Graham, 2016 ). The threat of anger and confusion on the reputation of an English constable was dangerous. Over all the necessity to act, as a hero with a rifle, in his hand is the most terrifying site where he was the responsible agent of the blunder. In addition to the peer pressure of the excited audience, he felt and acted like an oppressed puppet in the hands of the powerless and armless natives who were jeering and encouraging the White Man in the narrator to act and prove his heroism. The three fire shots that ultimately led to fall of the susceptible victim could not recover in image struggle. The controversial fact that sustains the political anarchy of shooting the elephant is very crucial in comprehending the emotions of the people (Melia, 2015). He laments with the reality of the situation in statement like, I could feel there two thousand wills pressing me forward. Orwells account helps in drawing inference about the different aspects of the great historical events and the reference s that portray it. References Doyle, J. M. (2016). Orwell's Elephant and the Etiology of Wrongful Convictions. Graham, P. W. (2016). 6 Byron, Orwell, politics and the English language.Byron: The Poetry of Politics and the Politics of Poetry, 69. Maiti, K. (2015). Designating an Animal Victim: Violent Sparagmos in Orwell's Shooting an Elephant.Labyrinth: An International Refereed Journal of Postmodern Studies,6(1). Melia, P. (2015). Imperial Orwell.Atlantis. Journal of the Spanish Association for Anglo-American Studies,37(2), 11-25. Montgomery, K. (2013). Shooting An Elephant: How the British Became the Leading Imperialist in Africa and the World. Panigrahi, D. (2015). Journey through a Travellers Eyes.Language in India, 94. Wessels, J. A. (2016). Cultural Polarities in Frances Hodfson Burnett's Children Books.Mousaion,34(2), 67-82. Yeasmin, N., Azad, M. A. K., Ferdoush, J. (2013). Shooting an Elephant: A Stylistic Analysis.ASA University Review,7(1).

A Womans Aspiration For Freedom Essay The Story Of An Hour Example For Students

A Womans Aspiration For Freedom Essay The Story Of An Hour In The Story Of An Hour, a short story written by Kate Chopin, the desire for independence from male domination was illustrated. This theme represents a common sentiment from oppressed women in the nineteenth century. Louise Mallard, the protagonist, reveals her true feelings about her marriage to Brently Mallard. After hearing the news of her husbands death, Louise weeps not for her loss, but for her freedom. Through the context of the story and the use of symbolism, Chopin helps us understand why the feelings of bitterness and longing for freedom are present. Louise Mallard symbolizes the mind frame of females during the time of liberation. Louise and Brently Mallard had a very traditional marriage in which she was the one staying at home and doing all the household chores, while he was going on business trips. She played the role of a loving, traditional, young housewife. After seeing her husband travel, she too wanted to go and have her own adventure. Since women were not permitted to do what men were doing at the time this story took place, Louise was jealous of her husband. Soon her love for him became bitter and she eventually despised him. Hearing the news of her husbands death in a railroad accident, Louise Mallard, who had heart trouble, isolates herself in her room. She sits in her armchair looking out the open window. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life (5). Chopin uses the open window and a spring day as symbols of freedom. The open window in her room symbolizes that there is no material object interfering with her freedom. Her husband, the only one holding her back, was no longer with her. The spring day is a new beginning for Louise in which she has found liberty. Louise feels a great sense of peace knowing that he is no longer coming back and she can go out whenever she wants without his consent. Louise contemplates a new life of independence for herself. Louise thinks about her life of freedom due to her husbands death. She said it over and over under her breath: free, free, free! (11). Even though Brently was not the best husband he was a caring man according to Louise. But, Louise still wonders about her newfound freedom. She knew she would weep again when she saw the kind, tender hands folded in death; the face that never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. (13) According to Chopin, Louise is happy to have looked past beyond the unhappy days of her married life and to her eternal liberty as a new woman. While Louise has a passion for living, she begins to savor the sweet sense of freedom. She finally gets out of the room. She arose at length and opened the door to her sisters importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory (20). When she goes downstairs, she notices someone at the front door. It is Brently Mallard, her husband. After seeing her husband, Louise immediately dies. She dies because she realizes that since he is not dead, she will not be free. But, according to the doctor, he said, she had died of heart disease- of joy that kills(22). In the eyes of everyone around her, Louise seemed like an ailing woman who was terribly brokenhearted after her husbands death. She does not die from the joy that kills, but because she is heartbroken and shocked at the reality. .u9f24cc80e1d4284c7fa175ade9e3fd6c , .u9f24cc80e1d4284c7fa175ade9e3fd6c .postImageUrl , .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text-area { min-height: 80px; position: relative; } .u9f24cc80e1d4284c7fa175ade9e3fd6c , .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover , .u9f24cc80e1d4284c7fa175ade9e3fd6c:visited , .u9f24cc80e1d4284c7fa175ade9e3fd6c:active { border:0!important; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .clearfix:after { content: ""; display: table; clear: both; } .u9f24cc80e1d4284c7fa175ade9e3fd6c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:active , .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text-area { width: 100%; position: relative ; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:hover .ctaButton { background-color: #34495E!important; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f24cc80e1d4284c7fa175ade9e3fd6c .u9f24cc80e1d4284c7fa175ade9e3fd6c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f24cc80e1d4284c7fa175ade9e3fd6c:after { content: ""; display: block; clear: both; } READ: "Check diseases coming in the back door" by V. K. Chin Analysis EssayHer freedom has been taken away now and she does not want to be a traditional housewife again. In Kate Chopins, The Story Of An Hour, the irony of the story is that instead of a husbands death causes pain and grief; there is a sense of relief. Louise Mallard denotes the mentality of women during the period of independence. Her struggle as a feminist woman in the nineteenth century is epitomized. The cause of her death is the astonishment of knowing that her husband is alive. If she were still alive, her life would not have been liberated from the male dominated society in which she had lived.