Month: November 2020
The Writings of Thomas Paine
Thomas Paine was an English born revolutionary writer who supported American independence from England. His most famous writing was a pamphlet titled Common Sense. In this pamphlet, Thomas Paine used literary devices to educate his readers to liberate from England. Paine used direct language to clearly lay out the argument he was making against the English Constitution. 'In the following pages I offer nothing more than simple facts, plain arguments, and common sense; and I have no other preliminaries to settle with the reader, than that he will divest himself of prejudice and prepossession, and suffer his reason and feelings to determine for themselves; that he will put on, or rather that he will not put off, the true character of a man, and generously enlarge his views beyond the present day." Paine's straightforward and honest approach builds trust in the reader by way of ethos which enables him to sound sincere and logos by offering facts over opinion. This form of persuasiveness allowed all readers, regardless of their education, to easily comprehend his message. 'As it is my design to make those that can scarcely read understand, I shall, therefore, avoid every literary ornament and put it in language as plain as the alphabet." Paine knew that he needed to reach an audience of colonists that existed outside of the major cities with simple logic.
The sparse demographic was not able to decipher the academic language which that was used in most of the writings of the time. By reaching those who had little access to literature that was understandable, Paine was able to inform the reader that the King was the last link that tied the Americans to unfavorable circumstances. Paine knew he could persuade the colonists to see that all monarchies were self-promoting and not in the best interests of the common people, who together, could achieve a united state. Paine believed American's were God's chosen children. Though Paine was not overly religious himself, he knew the audience who he was targeting in his phamphlet. "The Sun never shined on a cause of greater worth". In this statement, Paine uses the figurative language of pathos by appealing to the colonist's who may have been feeling reluctant to abandon the idea of reconciliation. His direct language gave the reader a choice; to give up reconciliation or lose the chance to ever be a independent state. It was considered treason to talk in public the way Paine was writing, and the discussion of independence was only done in private. 'No man in his senses can say that their claim under William the Conqueror is a very honorable one. A French bastard landing with an armed banditti, and establishing himself king of England against the consent of the natives, is in plain terms a very paltry rascally original." Paine uses straightforward language to shock and provoke the readers to challenge the crown's authority. The pathos that he used, emotionally invested the reader with a vivid description discrediting the king. His emotional tone was humorous and full of sarcasm which excited those who felt a need for change but rendered powerless against the English government. If he could shed light by refusing to recognize the King and English Monarchy as the only way to be governed, then it would discredit the English Constitution as well, opening the door to new possibilities of survival and freedom.
Paine called out the ignorance of Monarchies and the general supporters. He claimed that Britain chose to protect America because it was also benefited by doing so and not because it cared for the interests of the Americans. 'Though I would carefully avoid giving unnecessary offense, yet I am inclined to believe that all those who espouse the doctrine of reconciliation may be included within the following descriptions; Interested men, who are not to be trusted, weak men who cannot see, prejudiced men who will not see, and a certain set of moderate men who think better of the European world than it deserves; and this last class, by an ill-judged deliberation, will be the cause of more calamities to this continent than all the other three." This dramatic challenge bought the readers to focus on the second paragraph of his pamphlet where he calls them into action to fight for the vision of independence.
Paine continues to express the need for independence from England through metaphors 'if America is a child, it is now coming of age when it needs to be independent of the parent and take care of its own children, as a young man who is mature and supports his own." This useful metaphor represents that America is maturing and needs to break away from its mother country, England. 'Everything that is right or reasonable pleads for separation. The blood of the slain, the weeping voice of nature cries, ?TIS TIME TO PART." This passage defines logos appealing to the reader through the use of logic. Thomas Paine's literary devices were passionate, straightforward and thoroughly explained the benefit of independence by portraying a unified and strong nation to the reader. Paine persuades his readers with scientific facts, analogies, quotes, informed opinions, vivid descriptions, emotional examples, humor, sarcasm, disappointment, and excitement. This brilliant pamphlet was one of the most influential writings which encouraged an unsure nation to rebel against its mother country in a desperate pursuit of freedom and solidarity. In the end, his style of writing anonymously called to action the use of common sense.
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Impact of Common Sense by Thomas Paine
Thomas Paine had only lived in America for two years when he began writing Common Sense, but that was enough for him to witness the oppression of the British. His pamphlet, Common Sense, expressed the argument for American independence in a way no one had before and had a significant influence on the Declaration of Independence. It is natural that all people are born with certain inalienable rights, which far from a government can reserve the right to take away. To expand on this concept of inalienable rights, some are given for example by Paine himself, and these are the right to freedom, liberty, and happiness. Paine also goes on to say that a government should not infringe upon these natural rights of the citizens and that the best government governs the least and works to protect said natural rights of the people.
The time for American revolution is now, and Paine says that this revolution would be one, due to having exhausted all other peaceful means of trying to resolve the issues at hand. Paine states that it lies within this revolution that America has a chance at breaking free from the tyrannical grip of Britain. To give examples of the exhausted means already used, Paine calls to mind the Olive Branch petition, and a few other vital documents, that try desperately to receive the attention of King George III; however, each is in vain as the King fails to read or give his attention towards the document. The lack of other means justifies Paine reasons revolution, and his only option left to suggest is to fight for independence.
Throughout Common Sense, Thomas Paine shows that he is against the Monarchical government, and he says that the government type itself is not a reasonable means of ruling a nation. To support this, he sheds light on several reasons in which a monarchy is a bad choice for government. Paine says that all the power is unbalanced and vested in the hands of a single person, which most often leads to the King of the nation using the skills he has, against his people to benefit himself, and those around him. Paine also says that to have a hereditary succession of a monarch is complete nonsense. Paine uses his reason to support this case by showing that a nation is lucky and has a well fit ruler as a King, but who is to say the King's successor will be best fit for the position of King or Queen of a country. The notion that one ruler is fair and does NOT guarantee that the successor will be as appropriate.
While it is true, some people still wanted peace to be made between Britain, Paine suggests that the colonies (who are already acting more so as independent states) should break away from Britain. There are a few key reasons for which Paine suggests that this is the logical course to follow. First, Paine says that Britain is the parent country, and we are her like her child, but what kind of parent is Britain, if she only aims to abuse and reap the benefits of her child, and not protect her. Paine clearly says that Britain shows no regard for how well her colonies are doing when she is supplying the needs and wants of Britain. For this, Paine says that peace between these colonies and Britain is inconceivable now, and the only option is for the American colonies to fight and break independently from Britain.
In the argument of the Quakers, Paine tries to establish that the reverend is not the single mind of the whole religious society, and each person's religion comes down to being between that individual and God. Paine says that one must think regarding himself, rather than sit on the shoulders of another man who may otherwise be carried into something issue one may not want to trifle in. Another keynote raised by Paine is that the Quaker's write regarding the King, however years before, most of the society parted from England to come to the colonies in hopes of avoiding persecution. Paine says that the Quakers must think not in communion of each other, but more individually and use their common sense and reason to figure best out what to do about the events and situations at hand when the time comes for action.
How does Paine incorporate God? Thomas Paine says that God is from whom our natural rights are given. Paine reasons that God is there as a force that drives anyone. And that each person is responsible for leading himself to God. He also uses God to compare to a merciful government, and it shows that while some see Britain as their ruler, their god, this is not true, because Britain is spiteful and unmerciful.
A few years after Common Sense is published and spread around the colonies, Thomas Paine writes yet another pamphlet, called The Crisis. In the Crisis, Paine helps to give moral support and give a confidence boost to those who have already begun to fight back against British tyranny. Paine recognizes that now is the time that will finally., break the tie between the colonies, and Britain. Paine's goal in writing The Crisis is that he is trying to say now is the time to fight. These times will be the factor in determining whether the colonies will be hit heavy by the tyrannical British, or if the provinces can compete and win this war for independence.
There are vital points Paine states in the first paragraph of The Crisis. First, Thomas Paine is trying to say that there will be those who had spoken out against the British when they were in an excellent job to do so, but now that the fighting has begun; some will not partake in fighting for their liberty and the freedom of the colonies from the British rule. Paine states clearly that this will not be an easy fight, and that 'These are the time that tries men's soul (The Crisis, 71).
Works sited
Foner, Eric. "Tom Paine's Republic." In the American Revolution. Ed. Alfred F. Young.
DeKalb, IL: Northern Illinois University Press, 1976.
Keane, John. Tom Paine: A Political Life. Boston: Little, Brown, & Co., 1995.
Miller, John C. Origins of the American Revolution. Stanford, CA: Stanford University Press, 1943.
Paine, Thomas. Common Sense. 1776; rpt. Mineola, NY: Dover Press, 1997.
Smith, Page. A New Age Now Begins. Vol. I. New York: McGraw-Hill Book Co., 1976.
Woodward, W.E. Tom Paine: America's Godfather. New York: E.P. Dutton & Co., 1945.
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Time Travel Story
Rose was skipping down the street one day. It was a winter day, and there was about one inch of snow on the ground. Rose was wearing her warmest coat. Her fuzzy boots went up to her knees, and she was wearing her thickest pair of jeans. Rose had flowing, dark brown hair and bright green eyes. Rose's best friend, Kendra, suddenly came skipping up beside her. Kendra had on a purple coat and polka dot boots. She had orange hair and dark blue eyes.
'Hi!" Kendra said. 'Wanna come over to my house?" But Rose didn't hear her. She was too busy staring at a silver, shiny cube stuck in a bush. Kendra looked over to see what Rose was staring at. 'What's that?" Kendra asked. 'I don't know." Rose said, with a confused look on her face. Rose walked over to the mysterious cube. She picked it up. Rose was suddenly filled with excitement and curiosity. There was a big, red button on the top of the cube. Kendra ran over to see what Rose was so curious about. 'Cool!" Kendra said. 'Push the button!" Rose pushed the button. The cube hopped out of Rose's hand and turned into a human-sized rectangle. 'Woah." Rose said in amazement. In big, purple letters read 'The Travel Machine". Under the letters there was a door. Rose opened the door, but Kendra raced in before Rose could take one step inside. 'Awesome!" Kendra yelled as Rose walked in after Kendra. There was a keyboard, and above the keyboard there was a little screen that read 'United States of America".
Kendra typed in 'Mexico". 'Wait!" Rose said, but it was too late. Kendra had already pushed the enter key. Rose and Kendra were flown around in the box for about two minutes. Scraped and bruised, Rose and Kendra finally got to their feet. They were so dizzy that they didn't even notice that they were not in the The Travel Machine anymore. When the dizziness had worn off and their vision had come into focus again, Rose realized that the shiny, silver cube was in her hand again. Rose stuffed the cube in her pocket. Kendra tapped Rose on the shoulder. 'Look." Kendra whispered, pointing at all of the people around them. They were all speaking Spanish. Rose only knew on word of Spanish: 'Hola" and that was it. Kendra didn't even know a word of Spanish. Rose and Kendra started walking around, and Rose was saying 'Hola" to someone every now and then, looking for a privet place to make The Travel Machine big again so they could go home. They finally found a deserted alleyway. But when Rose reached into her pocket, expecting a silver, shiney cube, she couldn't feel anything except a hole in her jean pocket.
'Oh no!" Rose said frantically. 'What?" Kendra said in a confused sort of way. 'The cube! It's gone, and there's a hole in my jeans!" Rose said, looking around for the cube. Out of the corner of her eye, Kendra saw a little girl, most likely 7 to 8 years old, picking up the silver cube. Kendra ran over to the little girl, and Rose followed. Kendra started tugging the cube out of the girls hands. 'That's ours!" Kendra said, but the little girl obviously didn't understand English. The girl started tugging harder. After about a minute, Kendra finally gave up. Kendra let go of the cube and the little girl ran out of sight. Kendra was to out of breath to run, so Rose ran after the little girl. When Kendra caught her breath, she ran after the little girl. Kendra sped past Rose. The girl ran around a corner, with Kendra still chasing her. Kendra finally got close enough to grab the cube out of the girl's hands. Kendra snached the cube out of the girl's hands.
As Kendra ran away, the girl gave her a furious look. Kendra ran back to Rose, and what had been a worried face suddenly turned into an ear to ear smile. Without hesitation, Rose and Kendra ran back to the deserted alleyway. Kendra pushed the big, red button on the cube. The cube hopped out of Kendra's hands and turned into a human-sized rectangle once again. Rose and Kendra walked inside. Rose typed in 'United States of America" and Rose and Kendra were flown everywhere in the box. Once they were out of The Travel Machine, they both hurried back to their houses. Rose heard Kendra say 'Let's go to Asia tomorrow!" as she was about to walk away. When Rose got home, she sprinted up the stairs and into her room. She hid the cube under her bed and went back downstairs. Her mother was cooking dinner. 'Where were you?" Her mother said. 'I was at... Kendra's house." Rose replied. Her mother gave her a suspicious look, and then went back to chopping up onions. Rose sat down at the dinner table, imagining where she would go tomorrow.
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The Paradoxes of Time Travel
In 'The Paradoxes of Time Travel" David Lewis defends the possibility of time travel. Lewis addresses three different paradoxes with time travel and provides solutions for each. First, he discusses the discrepancy between time and time. Second, he proposes the possibility of closed causal loops. Finally, he defines the term ?could' and explains two different meanings of the word to discredit a possible paradox. Lewis's thesis states, 'The paradoxes of time travel are oddities, not impossibilities". I disagree with Lewis's second point regarding closed causal loops. At the end of this paper, I propose a rebuttal to Lewis's claims on this paradox.
At the beginning of his paper, Lewis sets the record straight and explains that he will not explore the ideas that time is circular or that there are particles that move faster than light. Lewis also clarifies early on that he will be analyzing time in one-dimension. The argument Lewis is fundamentally arguing is as follows. Preface 1, time travel gives rise to paradoxes. Conclusion 1, if time travel were possible, then paradoxes would be possible. Preface 2, paradoxes are not possible. Conclusion 2, time travel is not possible. Lewis is arguing that Preface 1 is false. He suggests that time travel does not augment contradictions. He proceeds by contemplating each of the following paradoxes and explains why each is not truly paradoxical.
Lewis first considers the paradoxical discrepancy between time and time. This is referring to the idea that if Tim leaves 2018 and arrives 30 years into the future, or past, but his journey only took him 10 minutes to complete. Lewis's argument is as follows. If time travel is possible, then the time separating Tim's departure from Tim's arrival is 10 minutes. However, if time travel is possible, then the time separating Tim's departure from Tim's arrival is 30 years. Although, the time separating Tim's departure from his arrival cannot be both 10 minutes and 30 years. Therefore, time travel cannot be possible.
Lewis responds to this paradox by differentiating between external time and personal time. If Tim were to carry a wristwatch, said watch would reflect Tim's personal time. External time is real time. The external time in Tim's journey is 30 years. This is the real word time that separates Tim's departure from Tim's arrival. All the while, Tim's personal time registered on his watch is 10 minutes. The difference between external time and personal time is similar to the difference between the distance between two towns by roads and the distance between the two towns as the crow flies. The distance between the two towns by road is 35 miles. However, the distance between the two towns as the crow flies is only 15 miles. This explanation Lewis suggests shows that there is no contradiction between the two. There just needs to be a distinction between the distance along the roads from the distance as the crow flies. This is similar to the case of time travel and the distinction between personal from external time.
This being the case, it can be possible that within your journey along the road it is possible to go both under and over the same overpass. The road can simply loop back around to cross over the same path. This is similar to the possibility that a Tim can be in the year 1973 twice. This could even provide the possibility of Tim talking to himself in 1973. Lewis offers the example of Tim(A) teaching his younger self, Tim(B), how to build the time machine. Tim(A) learned this information from his older time-traveling self, Tim(C), who visited Tim(A) and taught him when he was younger. This information is in a loop and is not available any other way. However, this raises the paradox of where the information originally came from.
The second paradoxical argument is as follows. If time travel is to be possible, then there could be causal loops. In other words, uncaused information, for instance how to build a time machine. However, there could not be causal loops. Therefore, time travel is not possible. In this paradox, Lewis denies the idea that there cannot be causal loops. Lewis suggests that there could be closed causal loops. Lewis explains that all of us have accepted some kind of uncaused thing. Whether it be the recognition of the Big Bang or the existence of God. Lewis concludes that there are unexplained and uncaused causes that we have accepted in our lives. Lewis adds these closed causal loops to the list of uncaused and unexplained oddities in our lives.
Lewis continues by providing a situation where Tim goes back in time to 1921 to kill his own grandfather. It seems that Tim ?could' kill his grandfather if he was in 1921 and had the intention with the proper supplies. However, Tim ?couldn't' kill his grandfather because if he does/had then Tim's father wouldn't have been born and therefore Tim wouldn't have been born. So, Tim couldn't have traveled back in time to kill his grandfather because Tim was born. This is a contradiction because it is not possible for Tim's grandfather to both be killed and not killed.
This argument is formatted as such. If time travel were to be possible, then Tim could kill his own grandfather. However, if time travel were to be possible, then Tim could not kill his own grandfather. Therefore, time travel is not possible. To solve this paradox, Lewis recommends that we take a closer look at the term ?could'. When it is said that a person ?could' do something it is meant that they have the capacity while holding certain contexts fixed.
Lewis reasons that he, unlike chimpanzees, can speak a language. Let us say Finnish for example. So, Lewis can speak Finnish. However, if you were to take Lewis to Helsinki he would not be able to translate the language because Lewis can't speak Finnish. Lewis never learned the language. When it is said that 'Lewis can speak Finnish", I am referring to Lewis's capacity and ability, as a human, to know how to speak a language. When it is said that 'Lewis can't speak Finnish" I am hold holding fixed the condition that his brain is capable of knowing the language he just hasn't learned it. Similarly, when holding fixed the future of Tim existing, Tim can't kill his grandfather. On the contrary, holding fixed only the past in which Tim wasn't born yet, Tim can kill his grandfather. Therefore, there is no paradox. The argument is simply to clarify the different meanings of ?could' proving the paradox invalid.
I fundamentally disagree with Lewis's proposal that there could be closed causal loops. A portion of Lewis's argument he makes he explains that people accept uncaused causes in their life as is and this would just be one more. However, I do not accept something can happen without cause. Therefore, I don't agree with Lewis's point. I believe that our world and universe functions on cause and effect. Now, if the Big Bang is an uncaused cause, I believe that it has set in motion a series of cause and effect and binds the universe to that truth. The idea that there can be more than one uncaused cause is something irrational to me. If that were more than just one uncaused cause in the physical world there would surely be more evidence of them existing. Therefore, there can not be a list of uncaused cause to answer questions we don't yet know.
In 'The Paradoxes of Time Travel" David Lewis defends the possibility of time travel. Lewis addresses three different paradoxes with time travel and provides solutions for each. First, he discusses the discrepancy between time and time. He explains by differentiating the two different forms of time, personal and external. Second, he proposes the possibility of closed causal loops. He justifies this by drawing a parallel to the Big Bang and other uncaused and unexplained metaphysical oddities. Finally, he defines the term ?could' and explains two different meanings of the word to discredit a possible paradox. He states that ?could' is in reference to having the capacity versus the practical ability. Lewis's states, 'The paradoxes of time travel are oddities, not impossibilities".
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“The Time Machine”by H.G. Wells
The Time Traveler
In the book "The Time Machine"by H.G. Wells, Wells is saying that curiosity is controlling. In the book a group of scientists are talking about dimensions, and mainly the fourth dimension, time. As they continue to talk, the time traveller shows them a time machine model, and represents how it travels into time. He then invites them back for dinner, they arrive without his presence. He shows up later all beat up and dirty, and explains what happened. He then proceeds to explain what he found. Wells proves that curiosity is controlling by showing the Time Traveler's hard work in order to build models for the future. He also risks his life in order to find a new species and world. He even went to large circular walls that were sucking things to an abyss in order to find out what they were.
The Time Traveler strongly desired to see a new world, because of this he ended up risking his life and coming very close to death. In the book The Time Machine, it says '?So long as I travelled at high velocity through time, this scarcely mattered : I was, so to speak, attenuated - was slipping like vapour through the interstices of intervening substances !'" (Wells 35). This proves that he was risking his life, ner to death just for discovery alone. Had he not been fueled through curiosity, he would not have come near to making an action such as this.
The Time Traveler has a curious nature, thus, leading him into danger a multitude of times. In The Time Machine, it states '?But in all of them I heard a certain sound : a thud-thud-thud, like the beating of some big engine ; and I discovered, from the flaring of my matches, that a steady current of air sent down the shafts.'" (Wells 19). He proceeded to stride toward the shaft. Most would not near such an apparatus when large sounds and strong air currents are traveling through it. However, the Time Traveler does, in an attempt to discover its purpose. This betrays how curiosity can be quite controlling.
Because of the Time Traveler's curiosity, he puts himself through pain and hard work. '?It took two years to make,' retorted the Time Traveler." (Wells 9). He spent two years on a model, in which he used as a representation of what he planned to do. If he had not been curious as to the past and future, he would not have spent 2 years on a simple model.
The Time Traveler throws himself into danger a multitude of times, and all because of his curiosity. This book ratifies how curiosity can direct one's actions. He did however, discover a new world, and in this scenario, profit and gain from letting his curiosity lead him.
Works Cited
Wells, H.G.. The Time Machine. Dover Publications INC., 1934.
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Time Travel Troubles
Time travel has been a topic of many works of art. From Harry Potter to Hot Tub Time Machine, time travel is seen very often. Many of us always wonder what it would be like to revisit the past or go to the future. However, is this really something we want? The consequences could be catastrophic if we had to technology to time travel. People have always been curious about how we would even travel through time. If by some scientific miracle humans are able to travel through time, it could be the beginning of the end of our very existence.
Back To The Future is a movie released in 1985. Marty McFly is a teenage boy. Marty's mom, Lorraine explains how she met George, Marty's father when George was hit by a car. He is invited by one of his friends to a parking lot. This friend is Dr. Emmett Brown or Doc for short. Doc shows Marty a time machine he built from a DeLorean. It is powered from plutonium that was obtained from terrorists. The terrorists show up and attack Marty and Doc but Marty manages to escape in the DeLorean. He then finds himself in the past. He doesn't have enough plutonium to return back to the present day. Marty saves this teenage boy from getting hit by a car. When he awakens, he is getting cared for by this teenage girl. She then falls in love with Marty. Here is the first problem with time travel.
These people who Marty run into happen to be his soon to be parents. Recall to the beginning of the movie where Lorraine talks about how she met George. Marty gets in between them meeting. This means they won't get married and Marty will never be born. Imagine if people had access to this kind of technology. They could prevent random people from meeting. This could lead to your very existence being wiped from history. This vaguely resembles one of the most famous time travel paradoxes, the Grandfather Paradox. The basics of this paradox are that you would travel back in time and kill your grandfather before he has any children. That would mean your mother/father is never born. That would also mean that you were never born. This is a paradox that has stumped many people for decades. If Marty prevents his parents from meeting, that prevents him from being born, so how does he travel back in time? Another paradox associated with time travel is the causal loop paradox. This novel titled 'Time, Closed Timelike Curves and Causality" states that a causal loop is a paradox of time travel that occurs when a future event is the cause of a past event, which in turn is the cause of the future event. Both events then exist in spacetime, but their origin cannot be determined. A causal loop may involve an event, a person or object, or information.
In the story When We Went to See the End of the World, Mark and Ruby throw lots of parties. They along with Nick, Jane, Henry, Cynthia, Paula, Stan, Marcia, Eddie, Fran, Tom, Harriet, Phil, and Isabel go to see the end of the world. A problem is that the trip is extremely expensive. It costs more than a months trip to Japan.
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Worm Hole and Time Travel
Wormholes were first predicted to exist in 1916. A physicist by the name of Ludwig Flamm was going over Karl Schwarzschild report which presented a solution for Einstein's field equations. Schwarzschild solutions resulted in a black hole. It was ultimately named after Schwarzschild, the 'Schwarzschild black hole." Ludwig came up with the 'white hole." It's always been theorized that black holes could typically hold a wormhole. They could hold the way to travel to a parallel universe or other parts of the universe we know right now. But how do we know which black hole could be used to achieve this and how do black holes even form? A Stars core produces its energy by using millions of tons of hydrogen and turns it into helium this process happens every second. After its hydrogen supply runs out it switches to the helium stockpiles it created and turns it into carbon. For some stars like our sun, the last step is fusing helium with carbon and turns it into oxygen. The core is left as a high helium-rich core, which will gradually cool down over time. At this stage our sun will inevitably become a white dwarf because it will continue to pump out radiation, therefore it will not collapse.
But stars that are about 10 to 50 times the mass of our sun don't stop the fusing of elements there. They continue will continue fusing elements like silicon, aluminum, potassium, until they finally get to iron. Since iron cannot be fused together to create a specific element. It will stop pumping out its radiation almost instantly and because of this, gravity will begin to collapse the core of the star into an infinitely small singularity. As this happens, the escape velocity becomes so great that even light cannot escape and now, we have a black hole. A black hole like the Schwarzschild black hole is a non-spinning black hole, this means that its core is not spinning. With this type of black hole, we would not be able to use as a wormhole because it has a singularity at its origin.
A singularity is in the center of a black hole. It is one dimensional and has an immense amount of mass. If anyone would try to go into a black hole, they would be instantly spaghettify. Spaghettify means you are stretched vertically and compressed horizontally. This happens because of the gravitational force of the black hole. If anyone would make it to the origin of a Schwarzschild black hole the person would still die. The infinitely small singularity would still kill the person because the person would crash into it at high-speed thanks to the gravitational force. Then we have another black hole called the Kerr Blackhole. The Kerr Black hole is a rotating black hole. This happens when a star is rotating as it collapses. The core will continue to rotate, and this is how you get a Kerr black hole. It got its name from Roy Kerr a New Zealand Mathematician. Roy Kerr came up with a solution to Einstein's general theory of relativity. The Kerr black hole, in theory, is more likely to contain a wormhole. The reason being is the singularity in its center is a ring singularity.
A ring singularity may present a possible way into a wormhole. Although this is all a theoretical. It is reasonably believed that if a spaceship could go exactly through the ring without crashing into it, it could come out through what is known a 'white hole". Unlike black holes which capture everything in their surroundings, a white hole would eject everything out of itself and no one can fall or try to go inside of it. In 1935 Einstein and a Physicist by the name of Nathan Rosen employed Einstein's general relativity theory and both came up with the idea of 'bridges". These bridges could be used to travel through the universe. They would be connected to two different points in space-time which could allow shortcuts. Put differently, these 'bridges" could reduce the time it would take to travel distances in space. But even if you successfully went to a wormhole, where exactly would you end up? Since we still don't really know much about them, even if we somehow went into one, we wouldn't know where we would end up. It's said that wormholes could be used to create shortcuts to other locations in the universe. These shortcuts would allow us to go faster than the speed of light to travel through the galaxy. Some unanswerable problems do inevitably arise when it comes to wormholes and their stability.
First, if any worm-whole does exist in the universe, they would be at a microscopic level. About the measurements of 10-33 centimeters. Meaning we would need to figure out a way to expand them for humans and or spaceships to travel through them. Secondly, wormholes are believed to be extremely unstable. Meaning that if anything would inevitably try to go through them, they would instantly collapse and trap anything or anyone inside. The only way to stable them would be to use exotic matter. Exotic matter is basically negative matter. It's not exactly known what causes negative matter, or what it even contains. Dark matter is another component that could help form wormholes, when mixed with a supermassive black hole. Although just like negative matter, not much is known is about dark matter. It is invisible, and no one has been able to measure it. Our galaxy has a supermassive black hole named 'Sagittarius A" about 4 million times the mass of our sun. It is in the center of our galaxy. The Milky Way's galaxy halo is believed to have dark matter in it. If any dark matter goes or has gone into that black hole, we just might have a wormhole a measly 25,000 light years away from us.
Time travel is a phenomenon that has always been presented in movies. Movies like the terminator, Star Trek, Back to the Future, and so many more. It's always been a non-fiction concept, but now scientists are predicting it may not be science fiction after all. Its predicted if we could go faster than the speed of light, we can possibly time travel. One way we could time travel is using wormholes. We would have to manipulate the openings to be able to time travel. The idea would be that we would have to get one opening of a wormhole going close to the speed of light. The other opening would be just be the normal opening. But because one is going faster than the other, not only would we get from Point A to Point B we could end up from one moment into another meaning the past. If we wanted to get back into the present, we would have to enter the wormhole from Point B to get to Point A again. But it's said that travelling to the past is extremely difficult but not impossible compared to travelling in the future. Why? Well because then paradoxes can happen. Let's take the wormhole again as an example. Let's also use Stephen Hawking's the 'mad scientist paradox."
The paradox starts with a scientist who has created a wormhole that could go 1 minute back in time. He decides he is going to shoot himself through the worm hole. He can see himself one minute in the past. The paradox then goes to say 'He's now dead. So who fired the shot?" It goes on to explain how the scientist will never find him self in this kind of situation. The reason being is because of the wormhole. It would collapse before anything got across it. This would happen because of feedback. Just like in a concert, when the artist is singing sound goes into the microphone, it proceeds through the wires and into the amplifier and finally comes out through the speakers. If there is too much sound the from the speaker going back into the microphone, it will end up in a loop, the sound will get louder which will eventually break the speaker. The same thing could be said for the wormhole. But instead of sound it will be radiation. Because of the wormholes gravity it will attract natural radiation into itself. This will continue into a loop which will destroy the wormhole. Another paradox is called the grandfather paradox. In this paradox you would go back in time, kill your grandfather and then you aren't born. But if you're never born then how can you go back to kill your grandfather. This is a paradox. There are 'solutions" for this paradox, when you go back into the past, you don't travel to your past but a parallel past. But a paradox like this and the mad scientist paradox is why many believe that travelling back in time will never be possible.
Traveling to the future is a different story. It is already believed that we can travel to the future, of course if we had the technology. Thanks to Time Dilation this may be possible. Time Dilation means the faster you move through space, the slower you move through time. Its theorized that if someone traveled away from earth at light speed, his or her time would be moving at a slower rate, but on earth time would still move at the same rate of speed. So once the person returned to earth then he would of technically traveled into the future because for him time moved slow.
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Pros of not having a Time Machine
One of the most popular topics in the history of science-fiction has been the idea of time travel. In literature and cinema, this topic has been exploited uncountable times. We know and love such works as H.G. Wells' 'Time Machine"; H.P. Lovecraft's 'The Shadow Out of Time"; Bradbury's 'A Sound of Thunder"; King's 'The Langoliers"; as well as numerous films and TV shows: 'Back to the Future," 'Butterfly Effect," and 'Timecop." These, as well as many others are dedicated mostly to one question: how can an individual affect or even change his or her entire life in the present by making even slight corrections in his or her own past? In my opinion, this is one of the most common, natural, and essential questions. When I was a child, I often dreamed about a special pocket device that would allow me to 'save" certain moments of my life, so that in case I failed to do something, I could always 'load" my life from a checkpoint, already possessing a certain level of experience”exactly how they do it in video games.
I imagined the things I could do if I had such power: jumping from skyscrapers without a parachute (and 'loading" in the last second); traveling across savannas, jungles, and deserts; racing and performing other risky occupations. I especially liked to think about saving people from desperate and dangerous situations when others could not help; I guess every boy dreams of being a superhero, and I was no exception. Free Essay Analysis for a 'Share" Our experts will look over your writing in terms of its: OrganizationConventions StyleGrammar/ Punctuation And substance of the main message conveyed Improve your chances of getting a higher grade for your essay! Grade My Paper for Free As I grew older, my life experience gradually became more diverse. In many situations, I had no idea how to act properly, what decisions to make, what path to follow; naturally, I made mistakes. While many of my actions back then turned out for the good in the future, some mistakes provided for many painful moments for me and people around me. Mistakes are inevitable, but they allow us to learn, develop ourselves, and motivate us to change for the better”and still sometimes I would like to leap into a time machine, go back a couple of years ago, and make corrections.
Would I try to make other people act in a different way? I think no. I would rather warn myself about the awaiting consequences of my most reckless decisions. I would talk to a long-haired teen holding his first cigarette and tell him: 'Don't do that”years will pass until you finally manage to quit." Or: 'Man, don't go there”you don't need to see what is going on in that place tonight." 'Whoa! Don't drive so fast, pal!" Perhaps, one of the most important warnings would be: 'Don't push her away now”you could be happy together." So many warnings I would give to myself that sometimes I think: was it really me who did this and that? Having a time machine is an amazingly attractive idea. It seems having one would make life so much easier! Perhaps, it is true. But what I think more often now is that living without this aggregate teaches us responsibility. This is perhaps the most important responsibility: about oneself, about important people to us, about one's own life, which is the only one we have. And besides, our mistakes make us what we are today. Today I am a person leading a healthy, active lifestyle; I care about my friends and family; I think about my share of responsibility in everything that is going on in my life; I try to live each day at the maximum in order to regret nothing. If I could go back in time, I would try to make my future better. This is what our parents always try to do when we are children. But you know what? I am glad that no time machine has been invented.
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Honor in Much Ado about Nothing
In Much Ado About Nothing, honor is earned, given, taken away, and restored. Though one could argue that the virtue is synonymous with integrity, William Shakespeare’s definition seems primarily based on reputation instead of doing the right thing (though with a couple exceptions). The honor and respect sought from others is what Shakespeare focus on as one of the main themes in the play. Although honor is applied to both men and women, how each one of them earns and defines the virtue is quite different. In Shakespeare’s time, the sexes were not considered equal, and as a result, have completely separate social expectations. The play categorizes the theme of honor into three distinctions. The first being adherence of social roles and norms, the second is acts of chivalry, and third, feminine purity.
After the chastity of Hero was called into question, Claudio and Don Pedro had no mercy on Hero and publicly disavowed her. These actions were performed in order to shield the honor they possessed. Don Pedro tries to quiet the fact that he once tried to help forge the romance between Hero and Claudio after her false accusation. The two men did all they could to protect their reputations, which was considered vital to society’s moral code of conduct.
The second category of honor is an element of selflessness, in which one protects the vulnerable. Men are obligated to shield and defend the inferior (i.e women and children) and also the ill. A good example of this is are the actions of Benedick defending the reputation of Hero and her family. This is a great personal risk as he is opposing his friends and also potentially sacrificing his own honor. He utilizes his position to protect Beatrice and her sister from shame. His actions also conveyed how much he cared for Beatrice.
The third type of honor is feminine purity. In the Elizabethan era, there were set standards to be followed for women. All those who were able to keep these conditions were honoured and remained desirable by society. The parents, especially fathers, were responsible to ensure that their daughter’s chastity and behaviour remained proper and intact. Failure to do so could mean serious consequences for the female’s future and that of her family. This is proven by Leonato, who does everything in his power to ensure his daughter is pure and chaste. The whole family could forfeit their honor if their kin is found guilty. In the play, Beatrice calls into question gender biased honor since the expectations and restrictions were directed towards women and didn’t seem to pertain to men. Beatrice laments the situation of Claudio refusing to defend Hero, in an attempt to preserve his own reputation. Women’s purity, obedience and fidelity greatly determined the respect and esteem she could receive from society. This was achieved by obedience to her father and remaining chaste until marriage. Once married, the woman is expected to be obedient and loyal to her husband.
In the play, It was the duty of every man to make sure that society was safe. In the event of a war, one was highly respected and honoured by bringing victory to the land. Men could lose honor by behaving cowardly, failing to provide for his family, or having marital/familial ties to an non virtuous woman. Chastity preserved until marriage was not important, unlike their female counterparts, who were expected to be faithful and obedient to their fathers and husbands (Everett, p54). No one was willing to be associated with a woman who was not considered chaste. No man was ready to lose his honor to defend that of a woman’s, except Benedick.
Not surprisingly, a woman was easily capable of losing honor and respect; however, there is a way through which she could regain it back. This is illustrated by Hero who is forced to redeem herself by having to restore her purity apparently lost (New Directions: Much Ado About Nothing and Social Media, p22). She does this by being declared dead.This now meant that she could indeed regain her honor and respect. Her father helps her honor to be restored through providing proof that she is still virginal.
Critically analyzing the actions of the characters in pursuit of honor shows us pros and cons. One study of the literary work argued that honor in the play brought more harm to the society than good (Everett, p54). The characters, especially the men, use honor as a means of self-interest. For instance, revenge is brought about by the struggle to gain honor. If it were not for honor, perhaps Benedick would not have plotted violence toward Claudio on behalf of Hero and Beatrice. He wished to prove his masculinity and gain respect by engaging Claudio in a fight. On another account, Hero is publicly shamed when it is falsely discovered that she is impure and in need of redemption. The thematic use of honor also depicts the unequal way in which men are seen as superior to women. Men could be honoured when engaged in a battle, but women were expected to stay home and wait on marriage. Fidelity was also expected from women more than men (Everett, p54).
On the other hand, honor has lead to good in the play. It were not for restoring her honor, Hero and Don Pedro would not have wed. Benedick defended Hero’s reputation and saved the future of her whole family, which also resulted in the happy union between he and Beatrice.
While there are many arguments that could be made towards the positive and negative attributes of seeking honor in the play, the fact remains that it is a difficult virtue to gain and a very easy thing to lose, especially as a woman. Even though Hero’s honor was restored, it was due to a man’s actions and not something she was in control of. Shakespeare makes it quite clear that possessing honor is highly significant, but it would appear that justice and honor do not always go hand in hand.
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Much Ado about Nothing
The Honor in Much Ado about Nothing
In the play Honor in Much Ado about Nothing, the motif of honor is widely prioritized. Since the play is based on Shakespeare's creativity, it courts the central theme of honor the way it was depicted in society during that period. As evident, honor was a preserve for the few, who took converged with the societal expectations, norms and generally, what the society mutually accepted as honorable. In that regard, it was regarded as a critical aspect which did not only illustrate once behavior but determined one's social status in the society. Therefore, the literature review would discuss the significance of honor, the difference between the male and female honor as well as to ascertain whether the aspects of honor in this text is harmful or not.
Significance of Honor in Much Ado about Nothing
According to Cook, honor determines the scope of the relationship between men and women in society (Cook, 187). For instance, marriages were primarily hinged on honor of the girl. The honor of the girl manifested itself through chastity, honesty and obedience and a girl who was not chaste not only brought dishonor to herself but to the potential husband and the whole family. Therefore, the honor was regarded as the most vital element any individual could possess. For example, when Claudio alleged that Hero was not chaste as thought, he goes ahead and slanders both Hero and his father publicly. The ordeal explains the degree upon which honor was highly regarded in society.
Similarly, Cheany asserts that honor brought respect to individuals it was bestowed upon. In most instances, women who were deemed to be people of high reputation were respected (Cheany, 32). They abide by the societal expectations and norms and never breached the trust that was bestowed on them. When Claudio rejects Hero for lack of honor and alleged sexual immorality without questioning who she got intimate with, it was those who were close to her who felt dishonored and took the blame for not raising her the honorable way. Consequently, the father was a subject of slander and criticism in the society as he was openly insulted by Claudio. Conversely, in a bid to reclaim the honor of a kinswoman, Benedick challenges Claudio for a duel knowing very well that he is much inferior and dishonored in the society. Therefore, the concept of honor brought immeasurable impact on people around an individual, and it was not confined to the person who obtained it as it spread to those individuals around directly or indirectly.
However, Friedman opines that honor was the used deliberately to highlight a patriarchal society the play was set (Friedman, 355). In the play, the codes that stipulate honor in women were so strict. They were never expected to question any decision made on their behalf by men nor turn down their advancements especially after the men are approved by their parents. For instance, Beatrice is regarded as headstrong since she talks so much, hopes to be a man to destroy some men she loathes or engages in heated exchanges with men. However, Hero has been used to demonstrate the retrogressive cultures which were perfectly crafted to pin women down or lay down a parameter to gauge their level of honor. For illustration, when Hero is referred to as a rotten orange since she failed to bring honor to his father by an alleged lack of chaste. Without even attempting to prove these allegations, Hero is painfully judged and regarded a disgrace to the father. All these misogynist perceptions and strict code imposed on women point out to one thing; hypocrisy and male domination during the Elizabethan era.
The Differences between Female and Male Honors
The yardstick that is used to measure the honor in females and males in the play Much Ado about Nothing is laced with hypocrisy and other vices which exposes the double standard that existed in the society and the stringent measures that were imposed on women. According to Innes, the degree of honor in females is measured by the level of obedience to their fathers (Innes, 14). Obedience in women manifested itself through unconditional submission to the demands of one's father. A classic example is Hero when Claudio comes to their home, he does not talk to her, and he goes ahead and consult the father who promptly whispers to Hero. Hero is given firm instructions to do as the father has said and she goes ahead to court Claudio without taking into consideration her feelings and her preferences.
Similarly, Friedman holds that female honor was pegged on the chastity of a woman. The play portrays a society that employed double standards when evaluating the level of honor in various aspects (Friedman, 355). Women who gave themselves to men or who allegedly got intimate with men before marriage were shunned and regarded as dishonorable. For instance, Claudio blatantly accuses Hero of not being pure, and he is believed yet he has a questionable reputation which renders him as one of the most untrusted fellows among his kin. However, since he has brought up allegations of lack of chastity, he is promptly believed, and Hero scolded and ashamed. On the other hand, Beatrice, for her less regard in conforming to the societal expectations of chastity, she is looked down upon and regarded as divergent and non-conforming. Therefore, a woman of chaste was an honorable individual, but that chastity was dependent on the man’s definition and assertion of what it entails.
Honor in women was also depicted through how they relate with men. Innes opine that women who were submissive and did everything to please women were treated highly during the renaissance period (Innes, 17). For instance, Hero was regarded as a woman of honor until she was proven otherwise by Claudio. She was a loyal, fair and quiet woman around men. However, though Beatrice is a virgin, how she relates with men and her contempt to the norms about what it entails to be an honorable woman renders her a dishonorable character. She defiantly takes over any man, viciously conspire with Benedick to revenge against Claudio, and blatantly refuse to commit to marriage and even wishes to be a man to eat a heart of the people she loathes. He strained relationship with men, trickery and headstrong behavior does not make her honorable according to this play.
In contrast, Cheany highlights the various attributes that make a man honorable. First, he emphasizes that masculinity discerned men who are reputable or not (Cheany, 33). Benedick- a bastard, bachelor- challenges Claudio for a duel to avenge the disgrace he meted on Hero. He tries to use the fight for two purposes. First, to win the heart of Beatrice and avenge the dishonor that Claudio imposed on Hero. Second, to assert his position as one of the honorable men in this society. Therefore, one way in which man showed their honor was through masculinity and wars. It poses a stark contrast in the way honor in women was depicted.
Further, Cook contributes that honor in men was dependent on class (Cook, 194). Dogberry is referred to as an ass in a conversation with Leonato. Men who were from perceived inferior classes were associated with lack of honor. The concept brings out the hypocrisy that laced the whole motif of honor in this play. Since Dogberry and Verges were from a lower class, their opinions on any issue never counted, and they would be mocked, ridiculed and treated with contempt due to their low social class. Therefore, honor in men was directly linked to their social class.
Does Honor do Bad or Good at the End?
According to Cook, the concept of honor is satirically portrayed to highlight the insecurities of a male-dominated society which imposes rules and norms of women to disempower them (Cook, 202) deliberately. The stringent standards which Beatrice goes against are measures placed by men to continually dominate the females and render them submissive and live according to their expectations. For instance, Hero fakes death and disguises herself into another person to ensure that she proves Claudio wrong about his allegations of her being promiscuous. On the other hand, Friedman notes that honor in this society was exaggerated and depicted to highlight the gender disparity between men and women (Friedman, 357). The norms gagged them and denied them the liberty to express themselves or make congruent decisions on their own.
However, Innes notes that the concept of honor was as per the standards of the Elizabethan era (Innes, 15). Though it may seem retrogressive in the modern world, women during that period strived to reach such levels, and by conforming to the norms of the society, women received higher value and commanded respect in the community. Therefore, since the criteria for achieving honor was stringent; women who met it felt they had reached self-actualization which was the noblest thing any woman could do during that period.
Conclusion
In conclusion, the motif of honor in the play is comically crafted to highlight the double standard, hypocrisy and all the societal stereotyping which imposed stringent norms on women. However, the characters like Beatrice have been placed to ensure that the concept is challenged and the witty and spirit of comradeship among women was the key to test the whole idea as dictated by society. Though it was crafted to favor men, the concept unmasks men and exposes their weaknesses and insecurities.
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Merchant of Venice – Revenge Traggedy Play
The renaissance Christians despised the Jews since they trusted that their behavior of accusing interest on money they lend was against the societal ethics. Among the period of renaissance Christians had bowed obtainable to be forcefully indebted to the Jews who had progressive money to them with percentages taxes hereafter their extended contempt for the Jewish associates who began identifying them as cruel by demanding lending on the duties they lend. This was an arrogant and un fair response from the Christian people community in Venice since they began treating Jews brutally by forcing heavy taxes on them dissatisfaction from which their land was detained, and defaulters held. For example, heavy taxing was expected to help the financial status of the government especially within aggressive financial times.
Merchant of Venice is a revenge trggedy play which its plot turns into the journey of its primary character shylock a Jew who is harsh in transit his neighbors as far as anyone knows Christians treat him, and he is on task to retliate for such in human treatment. He strategies and completes his revenge by involving in money lending which offers him opportuni to retaliate for when a Christian default him after the money he lend.
In Venice Bassanio borrow the his merchant friend Antonio to help him to support a wealthy, respectable woman Portia. Antonio does not have monry to lend to his friend, however he gives him a assurance to get the money, he needs on his credit. Antonio is expecting that his ships should land at the harbor with a lot of merchandise that help him to settle the loan. Bassanio is given credit of 3000 ducats by the Jewish moneylender Shylock that isn't in great terms with Antonio. Their dispute is a ethnic and religious one and shylock seizes the chance to offer alternate option to Antonio that if he defaults and without a hesitation Antonio chances of elusion hits crest as the news that his boats had been lost. Shylock at that point accuses the case requesting that he be offered agreement to cut one pound of flesh from the borrower's chest as firm upon earlier. The case is solved courteously by the judge and the play end positively when the main characters Bassanio and Portia marry each other, and the boats of the Antonio are found and lands at the harbor.
Shylock is a Jewish money lend specialist who lives in Venice and he has been battered for a long time by the manner in which Venetian Christians have been battering him mainly by the trader Antonio. The exploitations by the Christians have molded the religions and racial idendity of shylock.
The character of Shylock in the play merchant of Venice is portrayed as evil and killer whose valued prospects is to take away the life of the Christian Antonio accepted by his fellow Christian to be the kindest behavior to have ever lived in Venice. Shylock wants to take revenge on the Christian Antonio, because the fact that he wants to avenge his revengeon the Christians who even consider him a sinner since nothing appears to stop him at getting the pound of flesh from Antonio's chest even after Bassanio offers to pay him twice the agreed upon debt of six thousand ducats. He really refuse to take the mony and ask for the pound of flesh which he emphasizes it, hence he must have it because its officially his own.
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Merchant of Venice Summary
Ever since William Shakespeare composed The Merchant of Venice in 1596, many versions of this play have been performed frequently on stage. This captivating play, because of its humorous scenes and satisfying ending, is broadly welcomed by varieties of audiences. Although the play typically regarded as an entertainment, it is one of Shakespeare’s most debatable plays for several reasons. Written in England during the sixteenth century, where anti-Semitism was extremely intense, the play poses many confusions whether or not it is about racial and religious discrimination. The answer perhaps is primarily concentrated in act four scene one, where the majority of Shakespeare’s thematic ideas are present. Dania’s acting group who performed act four scene one apparently supports anti-Semitism, and with proper stage directions, they had presented the play up live with accurate interpretation.
The predominant criticism regarding anti-Semitism within The Merchant of Venice is the portrayal of the main villain Jewish Shylock. A simple reading of this play perhaps suggests that Shylock’s act of vengeance and his underlying character flaw of hubris that had led to his ultimate end. However, a thorough understanding of the play would be interpreted as social and religious segregation. To address this severe theme, Dania’s group presented the characters with proximate personalities in the use of body language, facial expression, and tone of voice. Especially the person who displays Shylock that mostly contributed to the understanding of anti-Semitism. During the dialogues of the other characters, the abhorrent stares that she continuously gives indeed expresses the hatred that Shylock possesses. As she slowly wanders around, the atmosphere turns ominous which alludes to the proverb it is always calm before the storm. The passionate tone and rapid tempo in Dania’s voice during the first dialogue depict Shylock’s urgency of taking Antonio’s flesh and his irritation when Gratanio and Nerissa talking about Christian spouses that reminds him of Jessica. The use of this voice tone reminisces the audience about Shylock’s eloquent and justified speech that he delivered to force sympathy and proving himself theoretically equal. The sympathy rises as he says, “I am a Jew.
Hath a Jew not eyes?” (Act 3, Scene 1) This quote causes him to become an ambiguous character and offering him an excuse for why he is so villainous. On the contrary, his monologue hides a darker sentiment, emphasizing a deep-rooted desire for vengeance, as seen when he states “if you wrong us, shall we not revenge?” (Act 3, Scene 1) Despite the sympathy the audience is forced to feel about his rhetoric monologue, Shylock’s lack of mercy and the perpetuation of his malevolence is antipathetic, turning the audience against Shylock. Dania not only expresses the evilness inside Shylock but also establishes connections to other scenes, adding to the understanding of this multi-dimensional character.
Accompanying the presentation of Shylock is the performance of Portia, Antonio, Bassanio, and Gratiano. The people who display these characters with appropriate facial emotion and emphasis insert a secondary foundation to the inference of anti-Semitism. The fact that Shylock is rarely referred to by his actual name and simply as ‘Jew’ by these characters implies that his malevolence is an embodiment of his Judaism. For instance, the person who portrays Gratanio emphasized the word “currish Jew” in his dialogue to criticize Shylock who is a stereotypical Jew that only possess the demonic trait. With his aggressive voice tone and the word “currish”, it is an insult not only to Shylock but directly to the majority of the Jews. This derogatory referral acquires significance as it is constantly repeated, becoming a term with a negative connotation that changes the audience’s view on Shylock. Furthermore, the appearance and wisdom of Portia are the foremost factors leading to the downfall of Shylock. During the beginning of the play, it is possible to infer that Portia will become the hero of the play due to the charisma and intelligence that she has. The person who performed Portia certainly has a rigorous explication while acting this character. She displays an omniscient, courageous Portia who wisely resolves the strife between Antonio and Shylock.
The strategy behind this is by her speaking eloquently and logically shifting the tone of voice. The tone within the beginning dialogues seems like Portia agrees with Shylock for fulfilling the law; however, the drastic change in tone when Portia reveals the law to Shylock has placed a sign on destroying Shylock. Although her action appears to be justified, Shylock’s coerced conversion into a Christian is a result of anti-semitism as Portia intentionally places a trap for Shylock to step into. Among all the aspects and marvelous collaboration between these characters, this scene definitely conveys the thematic idea of anti-Semitism.
Converting Shakespeare’s writing into an authentic play appears to be impossible as many aspects can only be implied. Dania’s acting group with the meticulous study of each character had put together a performance with precise interpretation. The Merchant of Venice is a play not centralized around the tolerance of anti-Semitism, but about highlighting segregation as a whole. The answer to the question of whether or not The Merchant of Venice is an anti-Semitic play remains unknown as there is no explicit evidence in the play. Preferably, The Merchant of Venice is an accurate social commentary on human nature, yet still relevant today.
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Legal Aspects in Merchant of Venice
Merchant of Venice critically shows many key aspects of Law throughout the play. It shows when Laws can be unjust, how words can be twisted. It shows the flaws involved in Laws. Again it shows that the pen is mightier than the sword. Literature is beautifully used here to represent the legal system of Venice. Here we will be analyzing the legal aspects of the play. We will also be focussing on how injustice was met out to Shylock throughout the trial.
One aspect we can see is the lack of Independence of Judiciary in particular to Shylock’s trial. One basic natural justice principle “Nemo judex in sua causa” is violated as we can see Portia is appearing as an” independent” “impartial” expert in Law to assist the court. She herself comes impersonating an another person by which she has essentially manipulated the court. As we can see she is not an attorney representing her client. She becomes a juror in the process where she uses her “independent” position to manipulate and influence the court and serve her selfish motive to serve her interests by saving Antonio. A fair hearing is important for any legal system to be just. This is lacking here.
One another aspect we can see here is that the contract itself should have been void from the beginning as it is against public morality and it also contains an illegal act; that is “murdering a person”. And suppose if that clause was accepted in Venice at that time. The interpretation which Portia made to challenge the judgment itself is flawed. If shylock has a right to the flesh then he must have the ability to take it. Every right has a remedy to enforce the right. Here the right of shylock to flesh is being put off by the court. What is just is not given by the court. It’s common sense to understand that when flesh is taken blood comes with it.
A literal interpretation of rule here doesn’t serve the purpose of justice. Basic common sense is not applied by the court. Interpretation of law should be used to serve the purpose of the law that is to give remedies to people whose rights have been violated. And in the contract for flesh Blood is included and it’s obvious. If the court makes decisions like that the whole purpose of contracts will cease to exist. An example can be used to show the same “ A car dealer tells to the customers “Maruti 800 for $1000/ unit” and finally the dealer says the unit doesn’t include tire, seat, steering or engine. The dealer can give many interpretations like these.
As we can see Venice at that time was a major commercial hub of Europe, the court initially wanted to deliver justice to Shylock to uphold the rule of law in the territory of Venice. Strong legal security and rule of law is important for any place to become a major commercial center. But here the literal interpretation of law can cause more troubles when dealing with contract cases. Throughout the play, we can see how Shylock is insulted for being a Jew. At that time he didn’t have any protection against discrimination under the law. The hatred for Jews was institutionalized and even appreciated. Equality, as we can see; as such is not there. As far as the legal aspects are concerned we can conclude that this showed about the power of words and the way of interpretation and also the contemporary legal systems of that time. It touches on the most important concepts of Law which make the reader think about the morality of the same with the help of literature
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Legal Aspects in Merchant of Venice. (2020, Nov 02).
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You are the Person that One is Today Based Upon the Memories and Experiences
Self-identity, as stated by Theodore Sider is, '[W]hat makes persons numerically same over time..." (Sider). What makes up who is one is at any given moment? Is the defining point of the first memory one remembers that shapes who one has become in the present? Is one the same person one was last week? To answer that question, probably not. John Locke explains in his Memory Theory, '[W]e go to sleep every day, but when we wake up, our conscious selves remember who we were the day before"(Crashcourse).
Self-identity is made up of one's individual values, inclinations, and temperament. Imagine dating someone for a month now and are still getting to know each other. Now, one's at the point of the relationship where one asks the question: 'What is it that you like about me the most?". Someone would not respond, 'I just really love your long legs." One is expecting a different answer; desiring to hear about their character and about what makes them who one is as a person. However, what is it that makes the person acquire those characteristics? What makes the person act the way one is? Many philosophers and scientists have disputed throughout history over to explain the idea of self and of self-identity. Different theories have been proposed, such as that one has the same body but has switched brains with someone that self would still be the same, the Body Theory. Some believe the brain works in mysterious ways, having its own magic and having thoughts of its own. Countless philosophers have made theories such as this one, but the prominent theory discussed in this paper is John Locke's premise of the Memory Theory.
John Locke proposes the idea that one's memory dictates the makeup of the self by saying, '[One's] personal identity extends only so far as [one's] own consciousness." Combining consciousness, which Locke refers to in the same way as he refers to the idea of memory, is where he gets The Memory Theory (Piccirillo).
What makes up a person and their consciousness is the past experience that person in one's lifetime. The earliest memory a person has had plays an immense role in who that person is at any given moment. Locke stated in his work An Essay Concerning Human Understanding, '[A]s far as consciousness can be extended [back] to any past action or thought, so far reaches the identity of that person; it is the same self now as it was then; and it is by the same self with this present one that now reflects on it, that that action was done" (Locke). Who one is in any given moment is the person comprised of every thought and action that comprised us in the past.
Now we go to the discussion of the of a chain of memories, whenever memory ?A' happens one remembers ?X' because that is the experience that happened at that moment. Then whenever memory ?B' happens one experiences ?Y' and still remember experience ?X'. Then memory ?C' happens and one experiences ?Z' but one can only remember what happened during experience ?Y' now. One no longer really remembers anything from experience ?X'. The chain of memories is a vital part of how Locke is trying to explain his thesis. One can only be oneself based upon one's experiences. As stated before, once the experience from the past is forgotten and what one's characteristics were, one is forgotten.
On the other hand, there are many other philosophers that do not quite agree with what Locke has to say like Thomas Reid. Reid believes that what was experienced in the past such as pain cannot define who one is today. As he states, 'The pain I feel today is not the same
individual pain that I felt yesterday..." (Reid, 140). Being that if a shark bit one, one felt a lot of pain at that moment on that day. Soon after got surgery and their wombs were healed.
Although, one may be a scar and one remember exactly that day like it was yesterday. One will absolutely not feel that same pain one felt that day at that time. Reid disagrees with Locke with how experiences make someone who is. Yes, one may have a big scar and no longer have that part of their body like one had that day; but how is that certain experience going to completely shape the person one is today. Another example could be one went to the movies yesterday and watched a new movie that just came out and brought the popcorn from the movies home. One may not remember going to the movies the night before, but the popcorn is sitting on the counter from last night so it does not change the fact that one went to the movies the night before just because one does not remember. Reid also uses the example of the Brave Officer that was flogged at school and had taken the enemies flag, he then later becomes a general. The Brave Officer is the same person that was before, but what if the Brave Officer does not recall being flogged at school. As Reid later states disagreeing with Locke, 'If the general cannot remember being beaten at school, he cannot be identical with the boy who was beaten. Thus, the Memory Theory has committed to mutually incompatible theses: that the General is identical with the boy and that he is not." (Reid).
Another philosopher like David Hume also disagrees with Locke. He believes that identity is basically an allusion. Since one uses its senses the most as one grows one's senses are chaining, therefore one is always changing and never the same. It also said that if one murdered someone in December 2016 and it is now 2018 and ones are barely able to solve the case and then one is accused of murder. One must present one's self in court and all of the evidence is against one and it shows that one committed that murder. As Hume states in his book of A Treatise of Human Nature, 'For how few of our past actions are there, of which we have any memory? Who can tell me, for instance, what were his thoughts and actions on the 1st of January 1715, the 11th of March 1719, and the 3rd of August 1733? Or will he affirm, because he has entirely forgotten the incidents of these days, that the present self is not the same person with the self of that time; and by that means overturn all the most established notions of personal identity? In this view, therefore, memory does not so much produce as discover personal identity, by showing us the relation of cause and effect among our different perceptions." supporting the evidence of the argument that one should not get charged of murder since once is a completely different person now (Hume).
Derek Parfit also agrees with what Hume has to say but he believes that Hume left out a big part of this argument. Sure one may not be the same person whenever they started reading this essay to this point, but since every experience changes one, one will always have that part of them that will be them because they survive. This is because one is psychologically connected. He also argues that the person one was whenever they were born is completely different of the person on is today because one's physical body changes over time also their preferences.
Furthermore, one also has Ted Sider's views and how he agrees with Locke. At one point one was 10 years old and one can remember one or two things from that time. One may remember how much they enjoyed playing with barbies or skateboards. Just because that 10 years old one had different beliefs, different friends, and different goals and aspirations than one does. Moreover, one still feels as if one is still the same person as that ten-year-old kid. One may think how can one be the same self as one was when they were 10. To answer that it, one has the same numerical and sameness. As Sider states to support this argument, 'You are numerically the same person you were a baby, although you are qualitatively very different." (Sider).
More questions can be asked from all of this like if memory really shapes who one is today, what happens when one starts losing their memory? Is one no longer the same person one was although one has the same body. What if one swears they remember something happening, but all in actuality it happened in one's dream or it never really happened. Then it is a false memory. It is also impossible for one to actually remember when one was born. So one really did not start developing who one is until they recall their earliest memory.
In conclusion, itself is the person that one is today based upon the memories and experiences based from the past. Although, a lot of questions are still left with questioning it makes more sense to think that one is the person they are today based upon memories and experiences. Just because one is a different person from December 2016 to December 2018 in committing the murder, one should still get charged for what one did. One STILL did it, so based upon's one's actions things should be done. Also, just because one wakes up one night and supposedly they are not the person they were the night before, one is different it does not change the fact one has a job, spouse, children, and responsibilities. Based upon experiences and memories one remembers these important things. The Memory Theory by John Locke is the one that makes more sense than to just say one is different because their body is old now.
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You are the Person that one is today based upon the Memories and Experiences. (2020, Nov 02).
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Abuse of Characteristics of a Particular Culture
Culture is a paramount part of our lives. The attitude and behavior characteristics of different social groups vary based on their individual culture. However, there are some people who often try to misuse the characteristics of a particular culture because they don't know the value of it. Muslims have their unique culture where they follow their particular dress code. Muslim women use veils as a part of their religion. Since religion is a part of a culture, covering face for a Muslim woman is also her own cultural pride.
However, Muslim women often face segregation because of covering their face and are characterized negatively in every sphere of their life. In 2006, an artwork was published by Scott King as a cover for VOGUE magazine. The artwork shows a woman covering her face and wearing all black indicating Muslims with a subtitle on her left side stating, '6 expert tips on how to get that Taliban look this summer". Taliban is a terrorist group. The representation of a woman covering her face as a Taliban totally contradict with Muslim culture because covering face and wearing black is a part of the religion Islam for all Muslims and just because a woman covers her face can't mean she is a terrorist. When Muslims think covering face as pride, Scott King characterized it in his artwork as a Terrorist look. By his artwork of a woman with a veil on VOGUE magazine, Scott King linked Islam to terrorism which has complicated the legitimacy of symbolic representation of Muslim Identity in the public sphere of the Western nation; such linkage is inappropriate and can cause a collision between different cultural groups because this portrays the characteristics of Muslim culture wrongly.
In my research paper, I'll analyze how King's artwork is an example of cultural harassment and the impact of this. I will analyze how people involve into conflicts based on culture by describing that artwork. Based on Muslim's religious belief system, women can't show their face to other people who aren't their relatives. Moreover, using a woman's covered face on a magazine like VOGUE is not permitted by Muslims. Still, King used that as the cover which represents Muslim culture in an inappropriate way. After that, the subtitle he wrote was totally an oppressive sentence towards Muslim culture which indicates persecution towards the Muslim clothing system. I'll also analyze why does it matter? I'll discuss the impact of it. The representation King exhibits can change the attitude of other cultural groups towards Muslims. Many people will start to think negatively about Muslims and their culture. King's artwork is also a symbol of brainwashing people against Muslims. Because of such activities, people get the misconception on Muslim culture and Muslim women face struggles in society. Such activities also create conflicts.
For evidence, I'll include the article 'Hijab in the West". The article describes a scenario of conflict when Government of France banned wearing hijab in certain places. France has faced several terrorist attacks and most of the French people think Muslims are all behind of those attacks. However, it's a matter of regret that because of the terrorists, who are a certain group of people, all Muslims got the blame in France. It specifically affected Muslim women the most. Here the mindset people have about Muslims is based on some false propaganda by some people around the world like Scott King. Those messages harm the legacy of Muslim culture.
I'll also describe why King's artwork is inappropriate and make an argument about does King have the right to do such artwork which creates misconception among other cultural groups with the Muslim. I'll use the article 'Religious freedom and section 116 of the Australian constitution: would a banning of the Hijab or Burqa be constitutionally valid?" to support my claim. The article talks about different court cases in different European countries on Muslim cloth ban. Those cases symbolize King's artwork because all of those cases particularly claimed against Muslim dress codes especially hijab, veil or burqa as improper just like how King portrays wearing veil as a terrorist act.
Muslim women face discrimination even in their everyday life, even in their workplaces because of some inappropriate mindset about Muslim dress code. That often creates conflicts and those women feel insecure in their way of life. I'll use the article 'HIDING UNDER THE VEIL OF ?DRESS POLICY': MUSLIM WOMEN, HIJAB, AND EMPLOYMENT DISCRIMINATION IN THE UNITED STATES" by Harrison to illustrate some daily life struggles of some Muslim women based on their opinion because of how some people believe them as dangerous and how they face segregation in their workplaces. The article shows a conflict between different social groups based on their cultural identity. Along with it, I'll share a practical life experience from the article 'Western Treatment of the Muslim Veil: French and American Sociopolitical Constructions of Hijab". In this article, a woman describes her work experience by wearing a veil every day. She states her respect and affection for her culture but also mentions a conflict based on sexism and gender inequality and scares she face off because of her covering the face. People misjudge her because of the way she maintains the norms of her religion and culture. She feels uncomfortable around people who aren't Muslim because of the treatment she gets from them. I'll analyze how attitude can change based on the cloth a Muslim wears.
Lastly, I'll discuss possible solution of cultural harassment. People often seem to misuse other cultural aspects when they have lack knowledge about that culture. Different multicultural programmes can solve this problem by increasing cognition on other culture. I'll use the news article 'Hijabathon showcases Muslim culture, traditional head covering" for the evidence which discusses an important part of Muslim clothing 'Hijab" and tells the importance of the cultural program. The article differentiates different types of hijab and different style to wear it. It also describes why Muslim women wear hijabs. That will stand as a counterclaim against King's artwork because he represented a woman in black hijab as terrorist style.
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Abuse of Characteristics of a Particular Culture. (2020, Nov 02).
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School Start Time and Sleep in Canadian Adolescents
Teenagers are in an important period of physical development. It is very important to ensure adequate nutrition and good sleep. Adults need eight hours of deep sleep a night, and teenagers need about nine to ten hours of sleep, but the heavy burden of schoolwork or the addiction to play can cause teenagers to not get enough sleep.
The data on sleep comes from the 2013/14 Canadian school age children's health behavior survey. The HBSC surveyed 30 117 students in grades 6-10 (1,320 people) from 367 schools across Canada (Gari?©py et al., 2017). The hypothesis is class time as the beginning of the first class in the morning. All school information is obtained through the school's website or through direct contact with school officials. The research further included variables that might confuse the link between school time and sleep, including teenagers' grades and family wealth as well as school neighborhood characteristics, rural, latitude and provinces Authors conducted a descriptive analysis of the sample. And then, authors fit the generalized model of university-level random effect. The class time is sleep time, enough sleep and morning fatigue.
Research confirms that changes in creative thinking and problem-solving insight occur during deep sleep. Deep sleep is closely related to memory processing, and the brain must reconstruct the memory before storing it to strengthen creative thinking. If teenagers do not get enough sleep for a long time and do not get enough rest, it can affect your brain's ability to think creatively and process things. Growth hormone secretion is significantly increased during sleep, and the secretion at peak is 5 ~ 7 times more than that during daytime, while in non-sleep state, growth hormone secretion is less. Growth hormone is a protein secreted by adenohypophysis cells, which can promote the growth of bone and cartilage, thus making the body taller. Therefore, teenagers must get enough sleep if they want to grow well and tall.
Sleep is an important part of recovery, integration and memory consolidation. Morpheus is insufficient, can make immune force and immune force decrease, serious meeting aggravates original disease, more still can induce other diseases even more, wait for disease such as neurasthenia, cold, gastroenteric disease, may cause sleep sex hypertension, diabetes, heart disease, cancer to wait even. Lack of sleep can lead to lower levels of leptin, a hormone that helps break down fat and appetite. Chronic sleep deprivation can also lead to a gradual change in eating habits. Studies have shown that teens who sleep less than eight hours a night eat more high-fat foods and snacks than those who sleep more than eight hours a night. So, getting enough sleep every night is one of the key ways to stay healthy and prevent weight gain. Smooth, ruddy, elastic skin depends on the adequate nutrient supply of subdermal tissue micro vessels. Lack of sleep can cause skin capillary blood stasis and blocked circulation, resulting in insufficient nutrition of skin cells, thus affecting skin metabolism, accelerating skin aging, making skin color appear dark and pale.
As you can see, teenagers lack of sleep for learning as well as the influence of body damage or obvious, so here to remind the teenagers friends, learn to reasonable arrange time, need sleep in the evening is about to go to bed on time, if can appear insomnia, can use hot bubble foot before you go to sleep or drink a cup of milk, can help you sleep.
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School Start Time and Sleep in Canadian Adolescents. (2020, Nov 02).
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Human Physiology and why School should Start Later
How often do you question about going to school or lay in bed and sleep in instead?Me personally,all the time!School should start later on in the day because it causes health problems due to lack of sleep,also gives us more energy for school , and finally kids will have more time to eat breakfast which is known as the most important meal of the day.
Adolescents who do not get enough sleep are most likely to be overweight,not get enough physical activity,suffer from depressive symptoms and engage in unhealthy risk behaviors.This usually causes drinking alcohol,smoking tobacco and using illegal drugs and also perform poorly in school . These effects cause health problems for many teens and middle schoolers.If school were to start later on in the day it would give students the opportunity to get the sleep they need which is 8 to 10 hours .Opponents disagree with school starting later because they believe that students can just go sleep earlier . That argument may be true ; however students also have a life that shouldn't JUST be about school . It's important for students to join after school activities, meet up with friends , catch up on homework , maybe get a job,attend church events,study for a test,play sports(etc.)
The earlier students wake up up, the more exhaustion that child may be be experiencing at such a young age.To begin with , students are constantly fallIng asleep in class, don't give their full divided attention to what's going on in class , tend to daydream(etc.).Less sleep negatively impacts teens' grades and increases tardiness.If we start school at 8:00am instead of 7:00am students would have more energy to come to school. School itself makes teens stressed,why make it more stressful on them by starting school so early when they don't even have enough energy to think straight.
When we wake up to get ready for school all we want to is to get dressed and leave for school. Most students never make the time to eat before they leave or they are rushed.Most schools do supply break feast but what they supply us with is never enough for our teenage bodies! It important for teens to eat in the mornings so that they can consentrate on their work and stay focused during class.When students are in class lunch time usually starts later on in the day and students are never able to focus on their work because of how hungry they are and tend to get distracted.
Starting later results in benefits for teachers, benefits for students, and also for parents. Think about how rested you'd feel if you had a full eight hours or more sleep each night, and how much more you could get done in your day.
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Human Physiology and Why School Should Start Later. (2020, Nov 02).
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School Start Times Problem
It is nothing unexpected that teens the nation over are battling with the ridiculous school-day plan that starts with awakening at 6 a.m. what's more, closes with hurrying to complete schoolwork at 11 p.m. As indicated by the National Sleep Foundation, teens need somewhere around 9 ½ long stretches of rest. Lack of sleep, inadequate execution in school, and stress would all be able to be ascribed to the divergence between the suggested measure of rest and the truth of what teenagers are getting. While it might muddle extracurricular movement times, beginning school later is important for understudies to be less sleepless, convey better outcomes on homework, and be less worried.
Lack of sleep has been demonstrated to cause auto crashes and misery. Understudies who get almost no rest can turn out to be genuinely and sincerely depleted and unfocused. In the article, "Tired Teens May Get Relief at School", composed by Deena Yellin, Dr. Cora Breuner from Seattle Children's Hospital, "still up in the air that there are a ton of fender benders that occur while heading to school when school begins early...In locale with later beginning occasions, the high-hazard practices are diminished, there are less mishaps and less gloom among kids...It's stunning to perceive why an hour can matter in a child's cerebrum." Well-rested teens can focus more on their environmental elements, which is an essential factor for understudy drivers. Rest specialists at the University of Minnesota contemplated that "...the later a school's beginning time, the good understudies were on measures like psychological wellness, auto accident rates, participation, and, in certain schools, grades and state administered test scores" (Hoffman). Only another hour of rest can have a significant effect in these elements.
Understudies have numerous extra obligations, for example, occupations and extracurricular exercises that can move their concentration from homework. With a lack of rest, young people battle more in school and with adjusting their exercises. Young people need to have a satisfactory measure of snooze request to perform to their fullest potential in school. Attempting to stay mindful in class is burdensome for an understudy working on 6 hours of rest. Understudies going to schools with prior start times "...are basically resting through the initial two courses of the day...in schools that start later, kids are improving" (Codey). An understudy from Clifton High School additionally guaranteed that, "When I will school, my brain's not conscious yet. It's a sluggish excursion to feeling completely working" (Polanco). Between schoolwork, after-school exercises, and awakening at 5 or 6 a.m., numerous youngsters don't get the suggested 9 hours of rest, and are endeavoring to learn with just 6 hours of rest backing them up. It is significant that school begins later so these understudies can work at their fullest potential.
A few guardians and instructors accept that pushing school start times back won't address the pressure of everybody included in light of the fact that it will entangle after-school exercises. School locale that are discussing the adjustment of timetable case that, "Many will not have the option to hold after-school occupations and temporary jobs or participate in other experiential learning openings when schools run later" (Blanford). Getting an adequate measure of rest for these developing young adult's bodies is most significant generally, and many games and occupations can work around understudies' school plans. Schools that have attempted the later-start plan for Missouri thought of an answer of "...adding Wi-Fi access on transports so competitors can do schoolwork out and about, and having a few classes meet just a single time or double seven days, with supplemental online guidance. More games and clubs meet before school" (Hoffman). With nine months of the new timetable, Rock Bridge High in Missouri revealed victories of understudies appearing to be more refreshed and caution. While the new school timetable could influence exercises in the evening, there are numerous achievable arrangements. Beginning school later and at a sensible time is foremost for adolescents' wellbeing and prosperity.
There is no doubt that understudies are battling with the early-morning to late-night every day plan brought about by the ridiculous school times. Youngsters are constantly drained, incapable to center and perform well in school, especially focused, and exceptionally hazard getting into fender benders because of the way that they don't get sufficient rest. By starting school an hour or a couple later, understudy sadness rates will lower and they will execute better in class and extracurricular exercises. This little change will emphatically influence younger students now, and in years to come. Giving teens the rest they need to be effective is the answer for the numerous confusions clarified that are found in the public eye today and later on.
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School Start Times Problem. (2020, Nov 02).
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Is it a Good Idea for Shifting the School Starting Time?
Schools should not shift their starting time so that they begin later in the morning and end later in the afternoon. After school activities would start & end even later in the evening. Traffic will be a issue for parents, teachers, buses, and students in the morning. And Parents & students work schedule would be difficult to manage.
If school starts later in the morning, then school will surely end later in the afternoon. That also means that after school activities will also be pushed back. Let’s say school ends at 4:30 instead of 2:15. Plenty of afterschool activities are 2 hours long. I arrive at home after track practice normally at 4:30. If the end school is pushed back, I could arrive at home at crazy times like 6:30 or even later. My family has dinner at 6:30 and I normally work on homework three hours a day, and I take about a hour to eat and spend time with my family. And after spending time with my family and finishing up my homework, I also need to time to freshen up my mind for the next day by playing few games, or socializing for another hour. This would put my bed time to 11 or 12 o'clock at night. That means I would still barely get enough sleep to be counted as “healthy”. After School activities can be dramatically and seriously affected by these time push backs of school. Also do not forget about students that work, students will not even have enough time to manage all of their homework, eating, and socializing time schedules.
Traffic will be a major issue for teachers, parents and students in the morning, and coming back from school, or afterschool activities. Sergeant Patrick Smyth said “It is going to make congestion everywhere on the roads, cause heavy rush hour traffic”. Teachers normally arrive to school half and hour earlier than students. But once or twice every two weeks they normally are stuck in traffic or late for work. That is completely normal to everyone and is expected. But the problem now is if the school times are being pushed back, then now it will create a serious problem. Teachers would be late a whole hour or two. Not only teachers, but students, and other parents for their jobs. Do not forget about school buses. Majority teachers normally don’t live in the same city as their school. Brien McMahon teachers like Mrs.Bjelko in the biology department take a half and hour to get to the High School every morning. It could take Mrs.Bjelko a hour with traffic congestion on the roads. By pushing back school times, expect almost half the school to be tardy, or absent for a entire class.
Parents will have a difficult time trying to manage their work schedules due to idea of pushing back school start times. Some businesses are not always flexible on letting workers switch up their time schedule. Healthday.com says that Parents are worried about after school activity times, and it would be difficult for them to manage their own schedules(Amy Norton Paragraph 24). 636 parents surveyed that after school activities would be way to late(Nancy Shute). Melissa Willets from parents.com talks about how school start times pushed back is a “win win situation for everybody”. In the article “Would you support a later school start time for your teen?”. It tries to change your minds on thinking how school start times are actually a good thing for everyone. Though the article does not consider any topic for school end times that would be pushed back as well. Does not mention anything about traffic, time schedules, and sure does not mention how students would be also busy late at night and still wouldn’t get enough sleep.
By considering traffic congestion, parents work hours unpredictable, and the time that a student gets to spend time at home, then you now understand why shifting the times that schools start and end would be a dilemma.
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Is it a Good Idea for Shifting the School Starting Time?. (2020, Nov 02).
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School Start Time in Canadian Adolescents
As for teenagers, it is important for them to keep a healthy and balanced diet since they are during the key period of physical development. For adults, they need to have a deep sleeping time for eight hours. However, for teenagers, it is better for them to have a nine- and ten-hours' sleeping time. Some young adults are keen on playing computer. In addition, there are a lot of school burden. All of these factors will result in the absence of sleeping time.
Sleep is a daily must to do, some people sleep for a long time, some people sleep for a short time, the spirit of nature is different, people must have a basic sleep time guarantee every day, but now many middle school students far from meeting this standard, if there is not enough sleep, then it will affect the next day's study (Gari?©py et al., 2017). Learning, listening efficiency will also be reduced, like this vicious circle, will make a good student gradually become a poor student, which is also a phenomenon that many middle school students have. The purpose of this research-based learning is to make readers understand the relationship between sleep time and learning efficiency from the process, to view learning and sleep scientifically, and to learn to allocate their sleep time reasonably to ensure the quality of learning. People can learn a lot about middle school students' time arrangement from this research study and learn the methods and key points of making questionnaires to enrich students' life, improve students' learning efficiency, and also improve students' practical ability.
In detail, the sleeping data are from 2013 and 2014 Canada's schooling children's healthy action survey. In accordance with HSBC, there are 367 schools' student between six and ten grade that participate in this survey. In this survey, it assumes the first class is the school time. All of school information is from the school websites or it is directly from school officials to access. Through the survey, the authors found that most of the students now have insufficient sleep time, and only a few of them have reached the normal sleep time. However, it has not been implemented. Nowadays, the pressure of middle school students' study is really great. Although it has been put forward for a long time to reduce the burden, every school wants to increase the rate of entrance to school and make the students overburdened. The pressure of homework makes students unable to get enough sleep. After comparison, you will find that those who sleep more often have better academic performance.
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School Start Time in Canadian Adolescents. (2020, Nov 02).
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Sleep is an Essential Need for all Humans
When Wahlstrom began her research for Minnesota's Edina School district regarding whether moving the school time from 7:20 to 8:30 a.m. would have any effect on the teenage students, she was skeptical. The Center For Applied Research and Educational Improvement ( CAREL) began a year long study on the school and the evidence was amazing. Students were attentive in their first period class, and the principal reported less punishing incidents in the hallways and classrooms, and the students expressed less depression and greater feelings of capability. While all this being said, in the 2011- 2012 school year, only 17.7% of the US middle and high schools meet at 8:30. 40% of the schools nationwide started before 8 am. This means that 40% of teens who attend middle and/or high school have to drag themselves out of bed and drag themselves to get ready before 8:00 am. The sleep requirement for teenagers is at least 8 to 10 hours of sleep, and yet the average American teenager is attaining less than 7 hours of sleep on a school night. The school day should start later for academical reasons, emotional and safety reasons, and health reasons.
Should teenagers obtain at least 8 hours of sleep, their health and safety would most likely be much better than it is now. When people lose sleep they lose their focus and abiltiy to concentrate. Car crashes are the number one cause for teenage deaths according to Kyla Wahlstrom, and she says this could all be prevented should teenagers get more hours of sleep. Even more beneficial, a recent report by the RAND cooperation evaluated the costs to our community of early school starting times for high school students in the terms of vanished income due to damaged academic and professional performance and car crashes for the teenagers who did not get a sufficient amount of sleep. The report calculated annual earnings to the US economy of almost $ 9.4 billion over the time span of 15 years if the students commerced school at 8:30 am. Not only is it more beneficial to non adolescents, but it will increase the safety of all teengers as well. It is necessary that the wellbeing of adolescents is taken into perspective and understood. Another reason that it is extremely important for teenagers to get sleep is because it affects their health. Teens who do not meet the sleep time requirements are more likely to be involved in drugs, alcohol, and cigarettes. The situation of depression is likely to increase with less than nine hours of sleep. If everyone was aware that sleep affected the safety and health of teens, hopefully the starting time of school would change.
As teenagers struggle to get out of bed, it is not simply because of a assumed laziness but rather, a biological reason. Melatonin, a sleep hormone, is released by the brain to permit sleeping. In adults and preteens, melatonin is flexible unlike the teenage brain because of puberty. For virtually all teenagers, the release of melatonin is not released until 10:45 pm. The minimum amount of sleep is 8 hours, and should a student be going to bed at 10:45, they would have to wake up at 6:45. For many students, this is less than enough time they need to get ready for school. The side effects of sleep deprivation are memory issues, troubles with concentration and thinking, mood changes, weakened immunity system, lack of control( car accidents), high blood pressure, weight gain, poor balance, and lastly, risks for both heart disease and diabetes. These are serious effects and risks that students could obtain, not because of themselves, but because the school starting time is too early. Therefore, it is essential that the school time switches to at least 8:30 am or later.
Sleep, as said before, helps increase concentration and thinking, which is required for learning effectively. Should students not receive the essential 8-10 hours of sleep they need, they sacrifice their ability for academic achievement. Students will lose their ability to survive in stress, understanding and remembering information, and keeping focus. Obtaining a mere hour of sleep can affect student's mentality, increasing their academic success.
Sleep is an essential need for all humans, but mostly in particular to a teenage mind, heath, and emotions. A growing body needs sleep to be healthy to perform its ordinary functions. Most teens know that they need to go to bed early, but the hormone Melatonin enables the teenagers to ignore and resist going to bed, and therefore, stay up later. The poor adolescent does not want to to go to bed, even at late times although it is necessary to go to bed. Adding an extra hour in a student's sleeping times is an easy solution to help all these current problems teenagers face. Getting the right amount of hours increases the teen's focus, which increases the safety of the student. Setting a later time for school would improve academics, and ensure safety, good health, and a healthy mentality for all high and middle schoolers.
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Sleep is an Essential Need for all Humans. (2020, Nov 02).
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Not Enough Sleep Can Cause Many Problems
Some schools starts at 7:45 a.m. and others after 9:00 a.m. during this time every student is in class by now. Students and parents may probably be awake by 6:30 a.m. getting ready for school at 7:45 a.m. but this is way too early to be up. Many parents and students are not prepared to wake up because it's way too early for school. Some may be in a hurry for school to go to work, and plus drop off their children. With school starting way too early it causes students not to get enough sleep.
Not enough sleep can cause a student not fully soak up what is being teached like a sponge. Health risks such as being overweight, drinking alcohol, smoking tobacco, and using drugs, as well as poor academic performance is caused by not getting enough sleep but 73 percent of U.S. high school students get less than eight hours of sleep on school nights. Getting enough sleep improves attention, behavior, learning, memory, emotional regulation, quality of life, and mental and physical health.Teens need about eight to 10 hours of sleep each night. Not getting enough sleep may not engage students to do daily physical activity. Also this causes students to perform poorly in school for example taking tests. School should not start very early in the morning because children do not get enough sleep and the brain is not fully awake.
Students and faculty often rely on caffeine to wake them up which is not healthy. Too much caffeine can cause rapid or abnormal heart rhythm. Not enough sleep can cause sleep deprivation which can make a student get a car accident.' The American Academy of Sleep Medicine says that a lack of sleep impacts performance by reducing concentration, creating attention deficits, slowing reaction times, increasing distractibility, impairing decision-making skills and causing forgetfulness" (Centers for Disease Control and Prevention). Insufficient sleep in teenagers can increase the risk of self-harm, suicidal thoughts, and suicide attempts. Getting home later in the afternoon can help the student not be home alone for hours. Later start times reduced tardiness and dropout rates. Students need to get enough sleep and remove stress from everyday life.
Some benefits of school starting early is shorter bus rides for students and less time sitting in traffic. Schools may also be able to save up to 30 percent on transportation costs by starting some campuses early and staggering start times within the district. With school starting early students may have more time for after-school tutoring and student-athletes miss fewer classes to travel to after-school competitions. This gives the students more time to do outside activities for example going out with families, and working , also early school starting benefits the parents to run their schedules with work.
School should start later because not enough sleep can lead to health issues. Students need to be taught about appropriate sleep hygiene and the benefits of getting enough sleep. Parents should take away any electronic device or any distractions. Keep student on a schedule of when is time to sleep and make a 'lights out rule". With school starting later this gives the students time to eat a healthy breakfast without rushing about how class starts in 5 minutes. Improvements of better grades and better focus is all about getting enough sleep. School is education that prepares us for the future to succeed in everyday life. In order to succeed, school needs to start later to improve health, and academic achievement in students.
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Not Enough Sleep can Cause many Problems. (2020, Nov 02).
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Everyone Knows that Teenagers Need more Sleep
School should start later because students who don't get enough sleep won't be able to effectively pay attention in class, student's will be more likely to be on time to class, and teenagers are supposed to get 8 to 10 hours of sleep a night.
If school started later then we could be more effective in class and better rested for class. Teens wrecks reduced 16% after they started school later instead of early in the morning. Plus most students about 86.5% don't start paying attention till around 3rd hour. Evidence suggest that teenagers are seriously sleep deprived. A recent poll conducted by the National Sleep Foundation found that 60% of children under the age of 18 complained of being tired during the day, according to their parents. 15% said they fell asleep at school during the year.
Improvement in attendance and enrollment rates, increased daytime alertness, and decreased student reported depression. Many experts agree that adolescents require 81/2 to 91/4 hours of sleep each night, however, few actually get that much sleep. With classes in most high schools in the United States starting around 7:20 A.M. high school students tend to rise at about 5:45 or 6 A.M. in order to get ready and catch the bus. It's no wonder that 20 percent of students sleep during their first two hours of school, when their brains and bodies are still in a biological sleep mode.
Waking up early and not having enough time to prepare a breakfast will highly slow down your metabolism. The brain functions very rapidly in the morning require energy, and with no energy from food in the morning because of school starting so late, students may not excel well causing poor results. Studies show that teachers and adults who work in schools only recieve 7 hours of sleep. Many teachers use coffee as a alternative for their long day. Having to wake up and come to school facing dozen of tired adolescents.
In conclusion, starting schools will allow more sleep, and give students additional time to finish work before the school day and positively reduce health injuries and disease as well show massive gains in your report card.
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Everyone Knows that Teenagers need More Sleep. (2020, Nov 02).
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Starting School at a Later Time
Over 42 states have reported that 75-100% public middle and highs schools start before 8:30. Over the years, there has been many discussions about school start times and the importance of what time students should be going to school. Some reasons that school should start later for middle and high schoolers are students are getting sleep deprived, their test scores, and academic performance. Then there are also others, who care more about saving money, then the well being of the students.
Since about 80% of schools start before eight in the morning, many students are ending up sleep deprived. There is a natural tendency for students to want to stay up late and sleep in during the morning. One article states,'Physicians recommend teens get at least 8.5 to 9.5 hours of sleep per night. Those who don't face a number of health risks that can have serious consequences on their mental and physical well-being" (School Starts to Early). There are students who get home from school later because they are involved in sports or after school activities. Then, once they get home, most have homework and do not go to sleep until late. There are students that sleep only five to six hours every night, and it is hard for them to focus at school. In another article it states, 'When the sun goes down and darkness occurs, the pineal in your brain is "turned on" by the SCN and begins to actively produce melatonin, which is released into the blood. Usually, this occurs around 9 pm. As a result, melatonin levels in the blood rise sharply and you begin to feel less alert. Sleep becomes more inviting. Melatonin levels in the blood stay elevated for about 12 hours - all through the night" (Melatonin and Sleep). If students do not get in the bed at a decent time to get the amount of sleep they need, then there are still things going on in your brain that make you feel like you should still be asleep.
Students test scores and academic performance can be greatly affected because of schools starting too early. Test scores are a very important component in your education and future. Not having enough sleep can impact this too, if you are still tired in the morning. Even starting school an hour later than normal, could really improve test scores. There have been many studies where they assign tests to students at their normal school arrival time and tests to students an hour or two later than normal. At a high school they tested students at their normal testing times, and then students a couple hours later. In this article it states, 'The results indicate that a one-hour delay in start time increases standardized test scores on both math and reading tests by roughly 3 percentile points" (Do Schools Begin Too Early). These points can be very effective, especially to the students who struggle in their classes more than others. This can be a very important part of a student's future.
Even though starting school would cost more money for the schools, it would be worth it for the kids. People also just simply think it would be harder to change the school start time after we have been doing it the same way for such a long time. One of the biggest reasons why starting school earlier has not been put in motion is the money. One article on this topic explains, saying, 'Delaying high school start times could pose problems with bus schedules, after-school activities, and sporting events for the entire district. Changing the high school start time could have a domino effect on all the schools that could pose a logistical nightmare" (Pros and Cons of Starting School Later). This could cause a problem if elementary schools stay at their regular start time, while the middle and high schools start later. This would cost a lot more money for bus transportation, and this is the reason many schools are against this. Most schools, however, have more than enough money to afford this, but do not want to put any effort into taking this act and putting it into motion.
Starting school at a later time will affect students for the better for multiple reasons. Many people do not agree with this because they are more worried about the cost and change that will occur. If school was delayed later, then students will be more focused during the day and more likely to make better test scores.
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Starting School at a Later Time. (2020, Nov 02).
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Teenager’s Health Put in School Start Times Hands should the School Day Start Later
It was April 24th, 2018, meanwhile, hard-working yet sleep-deprived student Annabelle Moore was sleeping as peaceful as possible after a long night of studying. Her body had finally hit the stage REM in a regular sleep cycle, otherwise known as deep sleep, until the sharply rhythmic beeping of her six a.m. alarm jostled her awake. The hours of sleep teenagers are receiving has been decreasing as years go on. With this, severe sleep deprivation is becoming common, leaving students, parents, and doctors to the solution: a later start time in schools. Teenagers are infamous for lacking in enough sleep. The average amount of sleep they get is between seven and seven and a half hours. However, these teens need between nine and nine and a half hours to be able to properly function throughout the business of their day, yet are by no means getting this ('Sleep in Adolescents").
Although going to sleep at a reasonable hour is easier said than done in teenage years, the lack of sleep adolescents are getting is severely inadequate. Not receiving the proper amount of sleep at night is leading to undesirable outcomes for students mental and physical states'. While an earlier release time provides after-school relaxation, schools should start later because early start times can result in poor performance in school, drug and alcohol use, and obesity.
We all know how it feels arriving at school on hardly any hours of sleep. Whether it be getting home late, insomnia due to stress, loads of homework, or simply our brains refusing to turn off, the lack of sleep students are receiving is beyond inadequate, resulting in poor performance in school. From experience, inefficient amount of sleep leads to cranky behavior, or feelings of grogginess, fatigue, and crankiness do not result in an efficient day of learning. The staff of Sterling Academy informs readers, 'Multiple studies have demonstrated a direct correlation between school start times and student academic performance. Last year, the American Academy of Pediatrics formally recommended an 8:30 a.m. or later start time. The CDC also recommends that school start at 8:30 or later, but says fewer than 20% of American middle and high schools operate on that schedule." High schools normally begin between the times 7:40 to 7:55, most importantly before 8:30 a.m., the suggested time by the Centers for Disease Control and Prevention. Nevertheless taking to hand most students fall asleep at 11:00 P.M. or later, making it extremely difficult for teenagers to get the minimum eight and a half hours their bodies urge for. In result, sleepy teens are more prone to be absent, tardy, moody, inattentive and less able to learn. That list alone is sufficient reasoning for implementing this change.
In addition to low performance in school, lacking the proper amount of sleep can lead to drug and alcohol use in teenagers. Adolescents sleep cycles are currently being destroyed by school start times, as teenagers whose brains are going through growth and development are not getting the proper amount of shut-eye for numerous reasons. Moreover, the significant link between sleep patterns during middle school and high school and the risk of substance use has recently been spotlighted in the CASA's article 'Sleep Deprived Teens Are at Increased Risk of Substance Use", written by Ph.D. Linda Richter. Recent studies prove that teenagers who logged getting less than eight hours of sleep per night were more likely to be current users of tobacco, alcohol, and marijuana in opposition to those who did get the proper amount of sleep. Turnbridge Addiction Treatment Program stresses that 'When teens do not get sufficient sleep, certain functions in their brains are impeded. Sleep-deprived teens cannot properly control their impulses or regulate their experience of reward, thus putting them at greater risk for substance initiation and regular drug and alcohol use" ('Do Teen Sleep Deprivation and Drug Abuse Go Hand-in-Hand?).
Comparatively, a vast growing body of research suggests that there is indeed a link between how much people sleep and how much they weigh. Generally, people who get too little an amount of sleep weigh increasingly more than those who get plentiful sleep. Researchers followed sixty thousand girls for sixteen years, regularly logging their sleep habits, weight, diet and many other aspects of the girls' lifestyles. The study began with the teens healthy, and none obese. Flashforward sixteen years later, the ones who slept five hours or fewer a night had a fifteen percent higher risk of obesity, in opposition to the girls who slept seven or more hours per night ('Sleep Deprivation and Obesity"). This change in lifestyle in sleep-deprived students can occur for various reasons increasing the risk of obesity. One reason is that people who are sleep-deprived are far too exhausted to exercise, decreasing the number of calories burned. Another cause is that people who are low on sleep may take in more calories than those who are fully rested, for the sole reason they are awake longer and have more opportunities to eat. Lastly, lacking sleep also disrupts the balance of pivotal hormones that control one's appetite, therefore sleep-deprived people may be hungrier than those who get enough sleep per night.
In reality, starting school at a later time is not necessarily the only solution. With school starting the time it does, there is more time after school for homework, activities, etc. resulting in a possible earlier bedtime. If not that, it is at least nice to have time after school to relax! However, most teenagers do not get to bed early with things such as sports/activities running late, social media, stress, and electronics. Students on Debate.org express that yes, school should start later. In fact, seventy-nine percent of students agree. One student suggests, 'Students are extremely stressed in the morning and are rushing to get to school on time! That way they don't have a good breakfast nor have time to review their studies, getting to school unbelievably tired" ('Should Schools Start Later?"). Students all over the world are voicing their opinion that schools should start later, for many of them are as sleep-deprived as I know I am. School starting the time it does leads to many serious undesired outcomes, but if not that merely adding more stress to what we already have in high school. To parents, adults, doctors, or teachers of sleep-deprived teenagers, address the issue by talking to the school board about the problem with the current school start time, and them making changes to it. As for the school board/administration, change the school start time to later! More sleep means a healthier, happier, and more efficient lifestyle, something we all could use.
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Teenager's Health Put in School Start Times Hands Should the School Day Start Later. (2020, Nov 02).
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School Start Later : Positive Effect on Students
A national sleep foundation poll found that 59% of 6th through 8th graders, as well as 87% of high schoolers, are getting less than the recommended amount of sleep on school nights. This often affects how attentive kids are when they get to school and can have a negative impact on the rest of their day. When students are tired they often don't take in the information they would otherwise pick up with an adequate amount of sleep. Starting classes at middle school and high schools no earlier than 8:30 a.m. would help teens arrive alert, healthy and ready to learn, U.S. sleep medicine specialists say (Lehman, 2017). Schools should start later to ensure the success of its students.
Some might argue students shouldn't start school later because it could make classes shorter. While this could be true, school ending time can be pushed back to accommodate an earlier start time. This will allow teachers to have more preparation time as well as keep classes the same length of time. Another argument thought to be a drawback of starting school later is that students wouldn't have time for themselves or sports after school. After school activities such as sports can be shortened or have a later practice time to accommodate the change. 'Practice times are rescheduled, and in some cases, lights are installed so practice can run a little later. Match times are changed so that students do not have to leave class early. Many districts have even seen increased participation in sports (Edina, MN) and improved performance by their teams (Wilton, CT; Nathan Hale, Seattle, WA). Research has shown that sleep deprivation has a severe negative impact on coordination and endurance, so it makes sense that better-rested student-athletes would perform better." Furthermore, students who get more sleep perform better in sports and are less likely to be injured while playing. Ending school later would still leave kids with time to hang out with their friends, do homework, go to work and so on. Schools should start later to make sure their students are performing well not only in school but outside of it as well.
The first reason schools should start later is because it would allow students to get the recommended amount of sleep and perform better. According to the CDC, 9-10 hours of sleep is what is recommended for adolescents ages 1-18. On average kids hardly get 6-7 hours of sleep on a school night. This causes kids to not be fully awake and engaged in school or their classwork. Starting at an earlier time gives kids more time to learn, but does not ensure they are present mentally. Kids may be down and hour after school but they will be more energized and will perform better in their daily task.
Another reason that school should start later is that it would make it easier for parents and teens to drive to school. Being tired when driving is a major safety concern when it comes to teens and adults commuting to school in the morning. 'The National Highway Traffic Safety Administration calls refers to this situation, and an extreme danger knows as drowsy driving." An estimated 27% of all drowsy-driving-related car crashes involve 16-19-year-old drivers (AAA Foundation, 2018). Parents have jobs that they must attend to and increasing the amount of time they have to get their child to school greater could improve attendance in the student body. According to a CDC study in 2017 82% of parents would prefer that school started later in the morning. Weather conditions are also a factor to consider. Driving in bad weather conditions in the morning increase the chance of accidents by more than half. By starting school later we can decrease these chances and ensure the safety of students. The increase of daylight and time to get to school would increase student and parent morale and decrease early morning accidents.
Lastly, starting school later will increase test scores and overall student performance. Starting school 37 minutes later in the morning, compared with other schools, give students an average 17 additional minutes of sleep per weeknight, the study team reports in the Journal of School Health (Crist,2018). Kids who are more alert and energized in the morning report being able to focus better throughout the entirety of the school day, improving their performance.
In conclusion, school should start later because the change provides an overall positive effect on students and staff. Starting school at a later time helps kids stay healthy, perform better and increases attendance. Starting school just an hour later decreases stress, suicidal thoughts and substance abuse among young children and can drastically change the course of a child's life (Sleepless in Fairfax, 2014). In the future, our kids will not only want to attend school but they will be alert and ready to learn.
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School Start Later : Positive Effect on Students. (2020, Nov 02).
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Delaying School Start Time for High Schoolers
School start times for high schoolers is in the news! As a 15 year old who never gets enough sleep, I found myself drawn to this topic. Would I do better in school if the school day started later? As research studies come pouring in, there is evidence that when high schools start the school day later, there are improved student test scores, and significant increases in student health and safety. Research also magnifies the difficulties in changing school start times. Things like bus schedules and after-school sports can keep school districts and communities from making a change in school start times that could be so valuable for teenagers.
According to the Master Of Arts In Teaching Guide, a study that included 9,000 highschool students, conducted by the University Of Minnesota, found that grades and test scores advanced significantly when school start times switched to later hours. The same study found that starting the school day later also improved school attendance. A side benefit was that more students had time to eat breakfast. Amy Morin (LCSW) quoted from the AAP’s Adolescent Sleep Studies that there are harmful effects of sleep deprivation. Teenagers need 8.5 to 9 hours of sleep per night. Without those hours of sleep there is increased risk of car accidents due to drowsy driving and driving before the sun comes up. Lack of sleep also leads to poor academic performance. The psychological risks of sleep deprivation, according to HealthLine, include impulsive behavior, depression, paranoia, and increased suicidal thoughts.
However, tradition makes it difficult for school districts to alter school start times. According to the AAP’s Adolescent Sleep Studies, problems with the school district bus schedule, after school activities, and sporting events can have a domino effect on all the schools in the district. Parents would have to adjust to the new schedule, as well. Daycare times for younger students would need to be adjusted. And while that may be inconvenient, having teens in school later in the day may have an upside. According to the Master Of Arts In Teaching Guide, teens having less alone time at home could prevent unhealthy activity choices.
After researching this topic, I am definitely in favor of delaying school start time for high schoolers. The evidence is overwhelmingly positive, justifying making the change. Who wouldn't appreciate a little more sleep,a good breakfast, better grades and higher test scores? Vehicular safety among teens would likely improve. Giving students a later start time would provide them with the benefit of improved mental and physical health. Monticello should consider later start times for the highschool and middle school.
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Delaying School Start Time for High Schoolers. (2020, Nov 02).
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“Uncle Tom’s Cabin”: Slavery and American Values
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
-Declaration of Independence of the United States (1776)
In the first century after the American foundation, however, there is a huge discrepancy between those words in the founding document and the enslavement of millions of African Americans. Harriet B. Stowe’s Uncle Tom’s Cabin (1852) reveals the truth around this issue. In this novel, due to large debts of slave owner, Harry and Uncle Tom are sold. Afraid of losing her only child, Harry’s mother, Eliza, takes Harry and flees to the North, seeking freedom with her husband, George Harris; meanwhile, Uncle Tom, a pious Christian, is sold south down the river. Although once purchased by a good-hearted gentleman, Augustine St. Clare, Uncle Tom ends up in the hands of Simon Legree and gets whipped to death. Throughout “Uncle Tom’s Cabin”, the author argues that the enslavement of African Americans is evil because it is contrary to liberty, humanistic empathy, Christianity- things that American people value most.
Institution of slavery is a significant obstacle to the individual liberty of African Americans. George Harris, a young man who is “possessed of handsome person and pleasing manners”(17), is of “adroitness and ingenuity”(16). He invents “a machine for the cleaning of the hemp, which, considering the education and circumstances of the inventor, displayed quite as much mechanical genius as Whitney's cotton-gin”(17). However, “as this young man was in the eye of the law not a man, but a thing, all these superior qualifications were subject to the control of a vulgar, narrow-minded, tyrannical master” (17). Later, under the arbitrary will of his master, “George was taken home, and put to the meanest drudgery of the farm”(18). Merely due to one of his immutable characteristics, his skin color, he is completely at mercy of a brutal man. Despite his obviously exhibited potential in invention, his freedom to further his career is completely deprived under slavery. The author, then, effectively creates an effect of irony by presenting the words of the slave owner: “it’s a free country”(19). It is apparent that, as long as George Harris and millions of African Americans are subjugated to the cruel institution of slavery and reduced to the status of living property, America cannot be regarded as a free country at all. Then, George Harris, not resigned himself to the malice and caprice of the slave owner, makes up his mind and decides to escape to Canada. His wife, Eliza, also decides to escape to the land of freedom because her only child, Harry is going to be sold. On her way to the north, she is chased by her new white owner, Haley. When Haley approaches the inn she takes, she “caught her child, and sprang down steps towards it”(70); then, “the huge green fragment of ice on which she alighted pitched and creaked as her weight came on it, but she stayed there not a moment”(71). What impels her to take the perilous journey across the Ohio River, “which lay, like Jordan, between her and the Canaan of liberty on the other side”(61), is that she clearly knows if she is not able to get through the river, slave owner chasing behind her is going to deprive her freedom, reduce her and her child under servitude again, and permanently make Harry separate from her. With the strong desire to liberty, she successfully gets through the river and reaches the North. It is the individual liberty that drives George Harris flee and gives courage to Eliza when getting across the river. Due to the oppressive institution of slavery, such liberty, precious to any American individual, is systematically deprived from millions of fellow human beings regarded as objects- enslaved African Americans.
In addition to the destruction to individual liberty, Stowe also argues that slavery is at opposite to the humanistic empathy, a value that Americans treasure since the Enlightenment. When presenting the reason why Eliza decides to flee, the author introduces the readers to imagine what they would feel and do if they were in such situation:
If it were your Harry, mother, or your Willie, that were going to be torn from you by a brutal trader, tomorrow morning,--if you had seen the man, and heard that the papers were signed and delivered, and you had only from twelve o’clock till morning to make good your escape,—how fast could you walk? How many miles could you make in those few brief hours, with the darling at your bosom,--the little sleepy head on your shoulder,--the small, soft arms trustingly holding on to your neck?
The author uses second personal pronoun to address the readers to create a sense of close conversation. When the author asks a series of rhetorical questions and when she exhaustively describes the time and events, she lets the readers feel as if they are in that urgent situation. In this way, the readers may realize that the black slaves are also individual human beings who have the similar feelings and similar reactions when encountering such situation. Their love to their children is as intense as that of the readers’ love to children. Thus, the cruel enslavement that creates such situation seems intolerable from the perspective of any sentient person. When taking Harry to escape to Canada, Eliza gets injury. She is saved by Mrs. Bird, and Mrs. Bird provides the house and care to them due to pure humanistic empathy to the miserable mother and son, because they remind her of Mrs. Birds’ experience of losing a child similar to Eliza. Mrs. Birds can feel the sentiment that drives Eliza to flee to Canada from the slave owner. She is merely being very afraid of losing the only child. The author also wants to appeal to the humanistic empathy in her audience. The author directly makes an exclamation to the reader at this point- “And oh! mother that reads this, has there never been in your house a drawer, or a closet, the opening of which has been to you like the opening again of a little grave? Ah! happy mother that you are, if it has not been so.”(101). Even Mr. Bird, who “sat with his hands in his pockets, and scouted all sentimental weakness of those who would put the welfare of a few miserable fugitives before great state interests”(103), cannot turn away from the “real presence of distress,--the imploring human eye, the frail, trembling human hand, the despairing appeal of helpless agony” (103) when he observes such things in himself. After being introduced to imagine the situation of slaves and knowing what people will act when they encounter those runaway slaves in person, most enlightened American readers with humanistic empathy will be very likely to find their values greatly incompatible with the slavery that leads to all such events.
When the readers with humanistic empathy find the slavery abominable and evil, Stowe further demonstrates the irreconcilable conflict between the enslavement of other humans and Christian religion. After Eva, a pious Christian and the daughter of Augustine St. Clare, died, St. Clare makes a comment on the Christianity and slavery.
‘My view of Christianity is such,’ he added, ‘that I think no man can consistently profess it without throwing the whole weight of his being against this monstrous system of injustice that lies at the foundation of all our society; and, if need be, sacrificing himself in the battle. That is, I mean that I could not be a Christian otherwise, though I have certainly had intercourse with a great many enlightened and Christian people who did no such thing; and I confess that the apathy of religious people on this subject, their want of perception of wrongs that filled me with horror, have engendered in me more skepticism than any other thing.’
After St. Clare’s sudden death, his slaves are sent to the the slave warehouse, where “that soul immortal, once bought with blood and anguish by the Son of God, when the earth shook, and the rocks rent, and the graves were opened, can be sold, leased, mortgaged, exchanged for groceries or dry goods, to suit the phases of trade, or the fancy of the purchaser.” (370) The author creates a great contrast between the precious souls at expense of the Son of God and the cheap things with which they are traded, persuading that such institution of slavery is nothing but an insult to the effort and sacrifice of the important figure in Christian religion. After the author’s comment on those events, most American people with sufficient religious literacy will realize the inherent incompatibility between their faith and the slavery.
Individual liberty, humanistic empathy and Christian religion- three important things American people consider as precious are conflicting to slavery. Exposing such conflicts, the author effectively constructs the theme of the novel- the evil of slavery. This theme successfully changes the mind of many American people in the Northern states. They, thus, begins to entertain the ideas about slavery and national values differing from many bigoted people in the Southern states. This difference in ideas, creating polarization among the people in this country, eventually starts the American Civil War. After the military success of the Union, the 13th Amendment is added to the Constitution and the immoral institution of enslaving fellow human beings is fundamentally abolished on the land of this nation.
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“Uncle Tom’s Cabin”: Slavery and American Values. (2020, Nov 02).
Retrieved November 3, 2025 , from
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