Arguments Against Nuclear Weapons

Arguments Against Nuclear Weapons Nuclear weapons. Without a doubt, the deadliest form of weapon man has ever invented, capable of killing millions of people and annihilating entire cities. They are inhumane weapons that carry catastrophic effects when used which are present for many years after the explosion. Despite this, there are thousands of nuclear weapons in possession of several nations around the world. Even if these weapons of mass destruction were never actually used for the purpose of causing harm, their very existence still carries significant consequences. I firmly believe that the only way to bring an end to the needlessly harmful effects that such weapons carry is a ban on both their use and possession or at least a reduction in countries nuclear arsenal and in this essay I will be explaining why. Obviously, one of the main arguments against the possession and use of nuclear weapons is their devastating effect on both the people and the environment. So far, the only use of nuclear weapons for the purpose of warfare was the USAs use of atomic bombs in Japan during the events of World War 2. These bombs were relatively small compared to the weapons possessed by some nations today, but their use still had catastrophic effects. After the bomb ironically named Little Boy was dropped on Hiroshima, 5 square miles of the city was destroyed, 70,000 80,000 people were immediately and mercilessly killed by the blast. Others died either from the collapsing buildings or from the intense radiation exposure. The suffering did not end there, the increased radiation levels in the area caused a massive increase in the cancer occurrences in people and birth deformities. The environment was also inevitably affected; the radioactive fallout caused plants and wildlife to be affected. While this ma y seem bad, the technological advances in society today has spawned even more destructive and dangerous nuclear weapons that, if used would have effects far worse than what was seen during World War 2. In addition, some scientists hypothesise that a small scale nuclear war between India and Pakistan would result in megatons of black carbon being released into the atmosphere, causing what scientists call a Nuclear Winter. This would lead to global temperatures falling and we would receive 9% less rain every year. This would ultimately cause crop failure worldwide and an estimated 2 billion people would starve. Chemical reactions would also occur in the atmosphere which would thin the Earths ozone layer, which protects us from the suns ultraviolet rays. In a couple of years after the nuclear exchange, the ozone layer would be approximately 20 to 25 percent thinner. The decreased protection from UV radiation from the sun would lead to an increased occurrence of skin cancer in people and a further amount of crop failure. Furthermore, possessing and maintaining nuclear weapons is also very costly, the scientists have high salaries and the materials are expensive. The weapons need to be continuously maintained and money also needs to be spent on waste management. The UK spends an enormous  £2 billion each year on running and maintaining Trident (the UKs nuclear weapon arsenal). That is around the amount spent on the NHS each week. There are also discussions on whether the Trident submarines should be replaced. This would cost around  £100 billion. That is a massive amount of money which could be much better spent on essential services such as healthcare and education. This is especially important considering the financial crisis that the NHS is in which may force them to abandon free healthcare for the public unless they get more funding. Needless to say, this would have a very undesirable effect on the public. One of the most popular arguments for the possession of nuclear weapons is that they are very useful as deterrents and help to maintain peace between nations. In order for the idea of nuclear deterrence to be effective, we must assume that all nation leaders think the best interest of the people of their country. However, it is well known that some nations do not play by this very delicate ruleset. These include terrorist organisations. This is a gamble on millions of human lives that is not worth taking. Because most nuclear threats come from dictatorships and terrorist organisations instead of genuine governments, it would be morally wrong to cold-bloodedly kill tens of thousands of civilians because of the actions of a select few. There is also the risk of accidental firings because of mistakes, errors in calculations or moments of panic. The fact that just one single mistake or irrational decision can take the lives of millions of people is yet another reason why it is wrong for anyone to possess such weaponry. The possession of nuclear weapons also brings about the risk of loss or theft. With the growing nuclear arsenal of nations such as Russia, other nations may find it necessary to upgrade their nuclear arsenal to counteract the possible threat. An increased number of nuclear weapons means a greater risk of them being stolen, lost or even worse, detonated. This issue is becoming increasingly more important with the new president of the United States Donald Trump wanting his countrys nuclear arsenal to be above all else. This nuclear superiority the US desires will surely increase the tension between nations and amplify the risk of a nuclear attack or accident. In conclusion, the possession of nuclear weapons will continue to bring its vast array of disadvantages, whether that be the catastrophic effects that a nuclear weapon explosion could bring. Using valuable money that could be much better spent elsewhere such as in healthcare or education. Or by being the cause of many conflicts and suffering across the world. As long as nations possess nuclear weaponry, they will most likely be used again, either on purpose or by accident. The only way to prevent this would be for nuclear weapons to follow the same fate as chemical and biological weapons and receive a worldwide ban on both their possession and use.

Influenza in New York City :: Journalism Media Studies Influenza Health Essays

Influenza in New York City NEW YORK--The Influenza epidemic arrived in the city last month, and it has remained a constant presence since then. The epidemic, which is now present in most major cities in America, lingers in and around the city, affecting everyone. Dr. Copeland, Health Commissioner Royal, has declared influenza to be a reportable disease. Influenza presents itself in a manner not unlike a cold: runny nose, chills, fever, coughing, sneezing. Influenza is a stronger version of the cold, as it can lead to extreme pain and congestion, and, as we have seen, it can often result in death. Because influenza is so much like the cold, doctors urge all New Yorkers to suspect and prepare for influenza first when these symptoms arise. For their part, city officials have outlawed sneezing, coughing, and spitting in public. Doctors say the disease is spread through expelled mucus and saliva. It is expected that the new municipal codes will help to slow the spread of the disease. While the precautions strike many as odd and unnecessary, doctors insist that being more careful about our fluids will end the epidemic in the city sooner rather than later. Transgressors, along with receiving the disdain of the public, will be fined arrested and fined. Doctors and City officials alike insist that everyone cooperate to contain this disease. City-dwellers will also notice new opening and closing times for bars, restaurants, shops, theaters, businesses, and factories. The Board of Health has begun to regulate hours in order to reduce crowds. Doctors say that smaller crowds of people reduce the chance of the disease being spread. New Yorkers won't be stuck in large crowds of people which may or may not contain sick people. A few Board of Health officials anonymously and jokingly point out that for the first time in modern ages, New Yorkers will enjoy serenity and space when they go into the city. Even when sick people are out and about, smaller crowds will reduce the number of people exposed to the germs. New York remains a large, crowded city even with the restrictions, but Board of Health officials assert that even a small reduction in the number of people will lend to the fight against influenza. City officials are also monitoring travelers, keeping the sick off of trains, buses, and subways.

Slasher Films in the Pakistani Cinema

Pakistan is a developing country that has been struggling for decades in its many eras, ranging from business to the cinema. Despite the tussle, it has managed to develop its film and television industry rapidly. â€Å"Lollywood† is a term that was coined back in the day to glamorously describe the cinema culture of Pakistan. Though, as we all know, in comparison to Bollywood and Hollywood, Lollywood, in majority has not been much popular. Nevertheless, upon profoundly observing the television industry of Pakistan, one learns that it is much more refined and efficacious in contrast to the film sector.Particularly, in the present times, the drama or television industry, as you may call it, is flourishing not just locally but all around the globe, reaching out to many Pakistanis and providing them with twenty four hours of fruitful entertainment. Pakistani Cinema has touched upon a variety of genres which predominantly revolve around documentaries, dramas, thrillers, horror, rom ance and action. This paper will, however, depict and deliberate upon a subgenre of horror films; slasher films in Pakistan.A slasher film is preeminently defined as a horror film which involves the use of an unearthly weapon such as an axe by a psychopathic slaughterer who mainly pertains to aggressively slaying a number of victims. These movies follow specific cinematic techniques where close-ups and special effects are used in a variety of ways, primarily representing women as sexual objects. The conception of showing the â€Å"Final Girl† rescuing herself is the foremost ideology a slasher film ordinarily focuses on.Over the years, Lollywood has managed to accomplish the two most successful horror films using the true slasher and storyline techniques; Zinda Laash (â€Å"Dracula in Pakistan/The Living Corpse†) and Zibah Khana (â€Å"Hell’s Ground†) produced in 1967 and 2007 respectively. It is interesting to know that the recent production; Hellâ€℠¢s Ground makes continuous relations with the thirty year old film; Zinda Laash. However, the two devour excessive amount of differences; in regard to the slasher film techniques and gender based critique which will be discussed in this essay. Dracula in Pakistan† was filmed in the late 60’s; however, when released, it sprang a cascade of fear amongst the Pakistanis. According to (The Indian Express, 2012), a woman from the audience was agonized by a heart attack. It was also the first movie produced in Pakistan to be categorized as â€Å"X-rated† along with being screened at two international film festivals. (IMDB) Zinda Laash is considered as a plagiarized production; an elucidation of Hammer’s Classic â€Å"Dracula. † (The HotSpot Online) The plot begins with a scientist; Dr.Tabani accomplishing his test experiment to gain immortality followed by the introduction of his assistant; a buxom woman who discovers the â€Å"dead body† of the sci entist and decides to store it in a coffin. To her astonishment, the corpse comes to life and she is his first victim. The story continues with a somnolent traveller, Dr. Aqil who does not consider the rumors of the existence of the immortals to be true, entering the mansion of the â€Å"Khabees Rooh†. Though, he soon discovers the veracity and chooses to end the cycle of plague, but is evidently futile.The film further revolves around a Dr. Aqil’s wife-to-be; Shabnam, who is also a victim of Dr. Tabani and how immortality fails her appallingly. As petrifying Zinda Laash might have been in the 60’s, it most certainly isn’t disturbing in relation to the modern day standards. One might find it rigorously monotonous but humorous at the same time as it depicts alluring and peculiar dances by women. Zinda Laash strongly caters to the â€Å"Male Gaze† throughout the hundred minutes of its run time; from the introduction to the climax and the conclusion.T hroughout the course, the audience experiences a range of dance numbers by either one or many women. The initial portrayal of the sexuality of women instigates when the assistant is lured by her â€Å"dead† boss in the middle of the dark hours. The woman is dressed in a knee length night gown with revealed skin and cleavage; identifying her as a sex object. For being a Pakistani production of the 60’s era, the cinematic techniques capturing the body of the woman can definitely be labeled as â€Å"obscene. The attack demonstrates sensuality in the facial expressions of the woman with the sluggish movement of closeness between the victim and the attacker pouring a sense of sexual tension amongst the audience. Followed by the frightening shrieks of the woman, violence against women is highlighted significantly; a woman is powerless in front of a man. Later, as the weary traveller arrives and adjusts comfortably at the mansion after a warm welcome by Dr. Tabani, one notic es Dr. Aqil setting a photo frame of his beloved fiancee he truly misses. Dr.Tabani enters his room to ensure comfort and malignly admires the photo by calling it â€Å"Khoobsurat. † It is enigmatically bizarre how Dr. Tabani ignores to make Dr. Aqil his next victim who is right there and instead wishes to suck blood out of a woman. Malevolent thoughts instantly stutter through the attacker’s head about the woman; further enhancing the violence against women. As the night gets gloomy and murky, one notices Dr. Aqil being effortlessly distracted by the giggles of a woman; the vampire bride. He gets up to follow the chuckles; his facial expressions visibly expose his urge for sexual desire.Discovering the origin of the chortles, Dr. Aqil finds a mysterious female, dancing with â€Å"voluptuous sensuality† (The HotSpot Online) dressed in a lightly lined white dress to attract him towards her. There is undeniably a connotation attached to the actions of the woman in this scene; she uses her sexuality to fulfill her need to feed upon the man for survival. The man finally submits himself to her and is attacked by the vampire bride. This explains how the religion of Islam fears the power of female sexual attraction over men.Imam Ghazali’s interpretation is also highlighted during this part of the film; female aggression is tuned outwards and she sexually entices men. Captivatingly, this occurrence is intermittent by Dr. Tabani; the vampire, who pushes the woman; once again showing the physical power of man over woman. Wretchedly, Dr. Aqil is masticated and is fated to earn immortality. Nonetheless, before fronting his destiny, he tries to put an end to the outrageous veracity by using a â€Å"knife† as the weapon of destruction, but fails terribly. Incongruously, a dance number is presented right after Dr.Aqil becomes a casualty of immortality. This dance sequence is similar to the many others shown during the film at odd intervals. This particular sequence comprised of a woman dancing dressed in a half sleeve top and pants in front of a crowd of men in majority. Vulgarity strikes not only in her clothing this time, but in the movement of her physique in sync with the song lyrics which were chanted by a man as he made hand gestures pointing towards the dancer; â€Å"Udhar Jawani, Idhar Nasha. † The lyrics clearly indicate the drunken men relishing the â€Å"jawaani† of the female performing.The theme of sexuality is reinforced with the entrance of Dr. Aqil’s brother as he is interrupted with another dance number, this time comprising of many women dancing for their own entertainment instead of one woman dancing to entertain a crowd. This dance comprises of Dr. Aqil’s fiancee, Shabnam dressed in shalwar kameez; the national dress of Pakistan, dancing with her friends. However, the fitting of the clothing catered to the male gaze once again. The shirts are of normal length but tremend ously body-hugging from the hip, hence outlining he body shape. These women also wore perfectly winged eyeliners and hair done gracefully, further emphasizing the gender socialization of women; how they are required to dress up. The theme of men giving in for the sexuality of women is reversed when Shabnam desperately waits for Dr. Tabani to suck her blood. On his arrival, Shabnam lies down on her bed in an inviting posture outlining her curvaceous body and reveals her neck; women objectification. Once again, sexual tension is built as Dr. Tabani goes close to her neck and feeds on her.The difference between the earlier attacks and this once is that Shabnam was willingly letting Dr. Tabani feed on her; she felt pleasure. The photograph below shows her exact position on the bed. (The HotSpot Online) There is also a female child in the narrative who Shabnam intends to feed on. The question here evolves as to why there was not a male child instead of a female child named â€Å"Babyâ⠂¬ ? Baby constantly made relations with Shabnam throughout the course of the film, for example, she teased Shabnam by snatching Dr. Aqil’s photograph from her hand and ran away.The film comes towards a climax where the family discovers the Dracula Shabnam who intended to trick Baby and suck her blood out. Shabnam’s brother confronts her as she convinces him to hug her; she decides to feed on him. This plot comes to an end when Aqil’s brother acts as the macho man and pushes Shabnam away and stabs her to death by a dagger. Patriarchy is promoted via this prospect as well. Nonetheless, a dance sequence is a must input at the pinnacle; this time a female wearing a sequin dress entertaining a group of men by dancing. Most importantly, we notice that the dupatta in many of these dance numbers is eliminated.The movie further progresses with the development of an aim to eradicate the immortals by Shabnam’s brother and Dr. Aqil’s brother. Zibah Khaana or Hell’s Ground, on the other hand, follows a completely different narrative with underlining various subjects such as Gender Roles, Social Concerns and Pakistani Culture. It truly depicts the use of slasher film techniques like showing the world from the eyes of the attacker and use of the â€Å"Final Girl† notion. It is an Urdu-English slasher film directed by Omar Khan in only 30 days and has won many awards at Film Festivals around the Globe. Wikipedia) Zibah Khaana is a journey of five teenage friends who decide to take a short cut through a place known as â€Å"Dozakh Pur† to attend a rock concert. On their way, they face many difficulties such as the toxic water, zombies, a daunting hitchhiker, a witch and a man dressed in a burkha with an ancient spiky weapon which makes the movie a modern gore flick. The diversity in characters chosen makes the film even more exhilarating. The movie begins with a boy having an accident upon seeing a Burkha Man standing i n the middle of the road with a medieval weapon.However, the first victim is massacred with a spade, in comparison to Zinda Laash, where the first victim was a woman attacked by fangs. In the case of Hell’s Ground, woman objectification is hardly given any attention. The film sets the surroundings of Pakistan by showing detailed shots about the culture of Pakistan; daily activities. Gender socialization is highlighted when Roxy, a modern American girl is introduced and specifically asks her maid for a â€Å"pink† colored shirt to wear as she has to spend the night at her friend â€Å"Ayesha’s† house.Pakistani culture is further laid stress upon when the maid reacts in astonishment to Roxy, being a girl and spending the night at a friends’ house. Next, a low class Christian boy, Simon is presented with his parents; where the father uses abusive language to degrade his son. In relation to Zinda Laash, here we experience that the wife; Simon’s mother screams back to her husband in support of her child. Patriarchy is not laid stress upon; it does exist but not to a critical extent in the modern day and this is what Zibah Khaana probably aimed to demonstrate.As the introduction progresses, the audience meets the Final Girl, Ayesha. Her first appearance in a traditional shalwar kameez serving her mother tea immediately clicks; she is different from the previous two characters introduced. Once more, the Pakistani Culture and Gender Bias are tinted when Ayesha seeks permission from her mother to go on a â€Å"school trip† for the night. Receiving a hesitant reaction from her mother and commentary upon how her father would be against this act if he were alive, instantaneously converses with the Pakistani audience as to how girls should not be let out for the night.It emphasizes upon traditional beliefs on gender socialization; girls should spend the night at their own house and not elsewhere. However, there are a lot of modern families in today’s time who are also against girls spending the night elsewhere. In the Pakistani society, it is definitely considered as indecent. Inevitably, Ayesha lies to stay out for the night to go to a rock concert. However, her socialization restricts her from doing things that she has been taught are wrong; for example later in the film all her friends smoke hashish, but she doesn’t.Ayesha also wears an â€Å"Allah Hu Akbar† necklace throughout the course of the film. We also observe, upon exiting the house Ayesha gets rid of her books and grabs a pair of jeans and t-shirt to change later for the trip; Ayesha belongs to a local ordinary family. Later, when she changes her attire from a traditional one to modern, her friends are surprised. Roxy, Ayesha, Simon and another boy OJ meet at the ice cream parlor, â€Å"Hot Spot† and wait for the last character of the film; Vicky to arrive with transport. He brings a van with old fashioned Pakist ani Horror Film Paintings, one of which consisted of a plump woman posing.Pointing out the sexuality in the old times; OJ instantly reacts to the painting of the woman as â€Å"sexy. † This shows that young boys are easily drawn towards sexuality with being open about their desires. The friends continue to head out and on their way are disturbed by a group of transgenders while waiting for the traffic signal to go green. An effective use of queer theory has been applied as the reaction of the teenagers is shown. Transgenders are a huge part of the Pakistani society and are treated with disgrace.They are usually perceived as infuriating while they beg at the traffic signals; the reaction of Vicky and the body language of the transgenders have clearly been captured. As the transgenders approached and touched Vicky, his facial expressions stressed upon irritation and repulsion. Youth culture has been shown via sarcastic conversations amongst the five friends. Roxy is an American -Pakistani modern girl who did not hesitate to smoke hashish in comparison to the Final Girl, Ayesha who denies the offer and feels uncomfortable. Roxy and OJ have a conversation about the socio-economic situation of Pakistan.This was amusing to observe as women in the earlier day were not included in such conversations, and today we see a positive change in the role of women. In Roxy’s imaginary world, she â€Å"can’t wait to get out of this sticky shithole. † Use of abusive language by both the genders has been highlighted, which serves as a change in the norm of our society as all such instances are censored by the censor board of Pakistan. Hell’s Ground, was however, successful in mirroring the reality. From zombies, a freaky hitchhiker and a witch to the serial killer in a burkha, Zibah Khana covers it all.Generally, older women are always associated with darkness, magic and evil. Hell’s ground uses the same ideology and uses an unusual strang e woman in the story who is involved in the village killings. The hitchhiker and the main psychopathic killer Burkhaman which the teenagers come across are the old woman’s children. Earlier in the film, the teenagers have managed to escape from the creepy hitchhiker by throwing him out of the van and crushing him in the process. Motherly instincts are shown when the mother finds her injured son and commands the Burkhaman to cut them up into â€Å"botis. The old woman also continuously addressed the Burkhaman as her daughter; further highlighting the use of queer theory. The Burkhaman is in reality a man, but is continuously referred as a female; this is because the old woman always wanted a daughter but never had one. I believe, the use of such a dogma is an indirect reference to the LGBT community in Pakistan. Throughout the film, the serial killer being the main lead remains silent. According to my analogy, it has been done purposely to lay stress upon the fact that societ y wants the LGBT community to remain silent and act as the underdog of the society.Being a slasher film, the plot revolves around The Final Girl throughout. Before the zombie attacks, she senses incongruity but chooses to ignore and stays determined. This is the most ideal strategy used in the production of slasher films. Her psychological turmoil is continuously tested till the very end where she saves herself. In completion, Ayesha is the only individual left who has not been successfully victimized. Slasher films intend to show women in terror, and Zibah Khana explicitly follows this rule. It shows both the women, Roxy and Ayesha, in terror, running for their lives and screaming.The only difference is that Ayesha is the final girl and remains determined to save herself. Another stratagem used in Zibah Khana is the eradication of all the irrelevant characters one by one leaving the Final Girl as the last victim. This is to build tension amongst the audience to experience the rever sal of gender roles. When Ayesha faces the Burkhaman, she fights back for herself and saves herself by getting hold of a spade and a stone, and smashes the head of the man dressed in a Burkha. There is no man to rescue her; she is her own hero. A hidden side of the innocent girl is shown; she makes sure to kill the attacker.Typically, in slasher films, the Final Girl is given intense strength and masculinity all of a sudden with the urge to protect her rather than being dependent upon a man to save the day. There are many differences we observe between the two films. Firstly, we notice that the first victim in Zinda Laash is a woman where she is shown as a sexual object. However, in Zibah Khana, the first victim is a boy; OJ. Secondly, Zibah Khana adopts the technique of showing the world from the attacker’s eyes to its fullest whereas Zinda Laash hardly makes use of it.Thirdly, another distinctive feature of a slasher film is to show women in terror; building the tension and finally reaching the climax. Zibah Khana renders this trepidation to a great extent in comparison to Zinda Laash, where the women feeling fear is shown minimally in comparison to Zibah Khana. Lastly, the concept of Final Girl is completely ignored in Zinda Laash, assuming that Shabnam was the main girl who was expected to save herself and not enter the realm of death; that too by being stabbed by a man. Zibah Khana, on the other hand, stresses all the attention on the Final Girl, Ayesha.In the end she is the only survivor. Horror film is a genre which has come a long way in the Pakistani Cinema. It started off with showing women as sex objects to the girl becoming the main lead and surviving on her own terms. To conclude, I absolutely agree with Omar Khan, the director of Zibah Khana as he claims, â€Å"Horror is at its most effective when it taps into real fears. Our real fears are connected to things that are sensitive politically and difficult to discuss. † (Telegraph, UK , 2007) 3286 Words Bibliography (n. d. ). Retrieved November 27, 2012, from IMDB: http://www. imdb. om/title/tt0360232/trivia Telegraph, UK. (2007, August 11). Retrieved December 4, 2012, from http://www. telegraph. co. uk/culture/film/starsandstories/3667146/Zibahkhana-Beware-zombies-wearing-saris. html The Indian Express. (2012, July 2). Retrieved December 4, 2012, from The Indian Express: http://www. indianexpress. com/news/be-scared-very-scared/969038/0 The HotSpot Online. (n. d. ). Retrieved December 4, 2012, from http://www. thehotspotonline. com/moviespot/bolly/reviews/xyz/zindalaash. htm Wikipedia. (n. d. ). Retrieved December 4, 2012, from http://en. wikipedia. org/wiki/Zibahkhana

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Kill A Mockingbird By Harper Lee - 1448 Words

‘â€Å"You never really understand a person until you consider things from his point of view-†¦-until you climb into his skin and walk around in it†Ã¢â‚¬â„¢(Lee 33). Said by Atticus Finch, this is perhaps the most important line from the book because it makes Scout Finch become who she becomes. Throughout the plot of To Kill a Mockingbird by Harper Lee, Scout Finch’s views and understanding of the society that surrounds her changes very drastically. Her understanding of the good and evil in society evolves the most, due to the teachings of Atticus Finch. In the beginning of the book, Scout Finch was what every child once was; innocent and simple. As the book progressed, she became aware that life was a complex and confusing world, and she struggled to†¦show more content†¦This included Scout Finch, and since she did not have her own views of him when she was still a child, she believed he was evil. As she became older, she developed her own thoughts on Arthur Radley, and started to consider things from his perspective. In this particular scene when Jem and Scout Finch are walking together, she remarks, â€Å"’Boo doesn’t mean anybody any harm, but I’m right glad you’re along†Ã¢â‚¬â„¢ (Lee 292). This showed how much Scout Finch had matured and developed her own opinions. She was defending the man whom she feared years ago, dismissing all of the former thoughts about him. Later in time, Arthur Radley shows up at the Finch household, after saving Scout and Jem Finch. â€Å"I took him by the hand, a hand surprisingly warm for its whiteness. I tugged him a little, and he allowed me to lead him to Jem’s bed† (Lee 319). This is significant because not only had Scout Finch been able to touch Arthur Radley, but she trusted him with her brother. Scout Finch’s transition to a matured version of herself allowed her to see Arthur Radley for who he really was. There was more than one oc casion where Scout Finch showed her maturity. Another time was with Cecil Jacobs, a school bully. He had told everyone in the school yard that Atticus Finch defended African Americans, which angered her. â€Å"My fists were clenched and I was ready to let fly† (Lee 85). The Scout Finch

Effects Of Cell Phones - 1159 Words

Are Cell Phones Destroying a Generation? The onset of cell phones has had a great impact in the modern society, and especially the millennials or the teens, and as such it has led to the destruction of a generation. It is apparent that what researchers call the iGen, people born between the year 1995 and the year 2012, depend greatly on their cell phones and their well-being majorly depends on their cell phones (Twenge 188). Researchers also prove that the iGen value their cell phones more that the real people because which proves that the cell phones dictate every aspect of their lives. The onset of the smartphones has defined the characteristics of the millennials which has led to a great change in the social aspects of the teens in†¦show more content†¦The among the degree of lack of happiness among the Millennials is hinged on the discontinuity of generational trends that has been witnessed across the decades. In this way, the onset of cell phones changed every aspect of teenager’s lives. The unhappy nature of the Millennials is evident in a study that was conducted by the Monitoring the Future survey which paints a clear picture about screen-generated crisis among the youth. There is additional proof of the way cell phones has made Millennials unhappier that their predecessors, and this is apparent from the fact that all screen activities and links to less happiness and all the non-screen activities are linked to more happiness (Chatterjee 82). Researchers also posit that the eighth-graders that spend 10 or more hours per week on social media tend to be 56 percent more likely to confirm that they are unhappy compared to those that spend less time on social media. The case is different when the effect of the twelfth-grade data is examined as there is realized similar levels of happiness disregarding the fact that they might be either on the higher or lower end of the use of cell phones and social media in general (Twenge 190). Research sugg ests that high school students that use their cell phones to access the social media a lot are more are lessShow MoreRelatedEffects of Cell Phone1609 Words   |  7 Pagesfunctions of a standard wired telephone but is smaller and more mobile. A cell phone requires a subscription to a service provider and requires either a prepaid or monthly billing setup. Generally, they have more functions than traditional land lines and need to be charged after a period of time. 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However, these cellular devices have a few negatives. The radiation from cell phones and their towers has been linked to causing cancer, they are a huge source of distraction, and these phones can sometimes overheat and catch on fire. To begin, the radiation caused mainly by cell phone towers is becoming huge concernRead MoreCell Phones And Its Effects On Society Essay1277 Words   |  6 Pagesthe world resemble in the event that we didn t have any cell phones? Why is it that we get out of our comfort zone when we do not have access to our phones? Nowadays, cell phones have such a noteworthy effect on our day to day lives, and we owe it to the advancement of technology. In this research paper, we will take a closer look at this phenomenon by examining the evolution of cell phone devices, and it’s effects on society. Cell phones, as we know them haven’t been around for that long. The quickRead MoreCell Phones And Its Effect On Communication992 Words   |  4 PagesGrowing up, I did not have a personal cell phone. The only technology in our house was a television, located in the living room. My parents were extremely strict and even put restrictions on the use of our television. Most of my time was spent reading books instead of using technology. I got my first cell phone, a flip phone, when I turned twelve years old. I was only allowed to use my phone during the day to make calls in case of an emergency and before going to bed, my parents would take it awayRead MoreCell Phones And Its Effect On Society938 Words   |  4 Pages Technology today is very advanced and useful. Cell phones, especially, can impact us in a very positive way. It would be very safe to assume that 75% of the world’s population owns a cell phone; young and old alike. 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A bacterial infection such as MRSA and E. coli bacteria that could lead to vomiting and diarrhea. When it comes down to the health issue for the use of cell phones is it really worth making ourselves prone to some potential health issues that could be avoided. The International Telecommunication Union reported nearly 6 billion mobile phone subscriptions at the end of 2011. That’s 86 out of every 100 people worldwide, those including millennial and generation Z. It a pity that we are so uneducatedRead MoreNegative Effects Of Cell Phones1192 Words   |  5 PagesIn this day and age, more than half of the worlds population owns and uses cell phones. It is a well-known fact that cell phones emit low doses of radiation each time one is used, however, people tend to brush it off and not think about the long-term effects it may have. Its only small doses, what harm can come from it? That is a question us cell phone users may ask ourselves, yet never really look into or research. Maybe its because we choose not to know the actual truth and just focus on theRead MoreCell Phones And Its Effect On Children Essay983 Words   |  4 PagesTeenagers are constantly on their cell phone, which leads to extreme overuse of it. In an acknowledgeable book, Ling (2004) described how teenagers use cell phones and the direct effects of having one. Adolescence is a period in someone’s life in which they develop their own identity and self-esteem. So, teenagers are at a very influential time in their life and cell phones take advantage of that. When a teen decides to use a cell phone, they are not acting with their own ideas, but rather the culture

Importance of Curriculum Foundations free essay sample

Curriculum planning involves making a series of choices (Saylor, Alexander and Lewis, p. 27) In the process of curriculum planning the three bases of curriculum should be considered these bases are society, learner and knowledge. Each of these bases is equally important and cannot be neglected. They are like three legs of a tripod stand, if one leg is bigger than the other than the tripod cannot stand. Similarly each of these bases cannot be given more importance over than the other all have equal importance. Society can be understood through Sociology, Learner can be understood by Psychology and Knowledge can be understood through Philosophy. Thus in order to plan curriculum the foundations of curriculum play a major role. Print (1993) defines curriculum foundations as those that influence and shape the mind of curriculum developers. These curriculum foundations can be categorized under three that is (i) philosophy, (ii) psychology and (iii) sociology. These foundations influence developers’ way of thinking about curricula and in the process, produce conceptions of curricula. The importance of three foundations in planning the curriculum is discussed as under. Philosophical Foundation Philosophy is basic to all curriculum foundations as it is concerned with making sense of what we encounter in our lives. It is concerned with the clarification of concepts in which our experiences and activities are intelligible (Print, 1993, pp. 33-34). Curriculum developers perceive the world by asking themselves three questions: ontological (What is real? ), epistemological (What is good? ) and axiological (What is true? Answers to these questions, emerge different individual philosophies through which individuals perceive and relate to the curriculum. Ontological . Ontology is concerned with the nature of reality and asks the question: What is real? Different societies perceive reality in different ways. Thus important when what is real to society is very important when constructing a curriculum. Curriculum developers see their roles of recreating society by using curri culum as a vehicle for change. Example: Bhukari, H. M (2010) in his research says that Pakistan has embraced capitalism since the time of its birth. Pakistan inherited different institutions of Modernity and capitalism such as democracy, cosmopolitan nationalism, free market etc from its colonial masters. All institutions including education were used to realize capitalist ends. All education policies from 1947 to 2010 were based on capitalist norms and premises. Capitalism was assumed to be natural. National education policies have sought to produce individuals who could productively serve capitalist institutions. (p. 256) Epistemological According to Print (1993), epistemology deals with the nature of knowledge and the nature of knowing. What is true? is the question asked in epistemology. Curriculum developers consider which truth and values need to pass from one generation to the other. Example: From the example above, capitalism is assumed as natural in the Pakistani society since the very begining, the society is divided into three classes and the capitalist run the country so it is considered true for the society therefore all educational policies up to 2010 are based on capitalist norms. Axiology Print (1997) holds that axiology deals with the question â€Å"What is good? † Ethics is concerned with the concept of good and bad. Curriculum developers while planning keep in mind such ethical knowledge that is desirable for students to acquire. Sharma (2006) holds that moral education is the concern of every teacher and that all the student – teacher interaction contributes inevitably towards students’ moral learning and can be geared to contribute towards their moral education. (p. 58) Example: Dean, L. B (2007) in her research report says that teaching and learning in Pakistani classrooms is simply the transmission of stated goals of civic education in most curriculum documents. A capacity to exercise judgment in matters of morality, ethics and pluralistic society. Another example can be the role of teacher as a model of truth and other abiding virtues like administering discipline, reinforcing discipline. Learning is the realization of goodness and truth. Philosophical schools of thoughts A part from these three questions we have five basic philosophies that lay the foundation of curriculum. Idealism Idealism stresses that students acquire vital subject matter in an idea centered curriculum. Ideas consist of concepts and generalizations for students to acquire. Idealist believes that knowledge come from four sources i. e. revelation (spiritual books), authority (tribe leader), religious leaders and myths. Idealism focus on the constant effort to achieve perfection and the purpose of learning is to benefit the humanity rather than self engagement. Example: Idealism is a strong reflection is the Sindh Text books, the verses from Holy Quran are quoted within the text. Teaching and learning process in Pakistani classrooms are from textbooks and knowledge comes from text books, subject matter is considered of high value in Pakistani society. Realism Realism is concerned with the world of ideas and anything that are fixed with establishing subject matter. Realists say that the matter is real and that the idea exists within the matter. Realists believe that there is nothing beyond scientific knowledge. Knowledge can be obtained from the use of sense and nature. Supernaturalism does not exist since it goes beyond sense data. (Edige Rao, 2003, p. 4) Example: In the practical classroom, the students follow a specific procedure to make hydrogen gas, and that is the reality of the procedure, if the procedure changes the gas can not be produced. Existentialism Existentialists believe in choices and decisions made by the students within a highly flexible environment. The individual is responsible for acts and deeds, with no one else to blame for mistakes are due to freedom. Existentialist wants children to make their own choices. They emphasize the importance of individuals continually making choice in school curriculum and in the curriculum of life. (Edige Rao, 2003, p. 24) Example: For this assignment, the students were given a freedom to give opinions for the marking criteria. They were free to assign as many marks for the two questions. Perennialism The two main goal of education according to perennials is to cultivate reason and develop children’s intellectual powers. They says that education has absolute knowledge and thus the subject matter cannot be changed. The subject matter should be taken from the â€Å"Great Books† which contain accumulated wisdom from the past. The school of perennialist does not teach subjects as general or as combined but history as history, geography as geography and not as general history. They value the literature from the past. Perennialists seek vital ideas of great minds of the past to select subject matter for students to learn (Edige Rao, 2003, p. 25) Example: Classical English literature of Shakespeare though being so old and ancient is still being taught in the schools because it contains values. Pragmatism Pragmatist say that knowledge is not at all mutable. In a world of rapid change what may be true and valid may not be valid and true tomorrow. They wish to teach children how to think rather what to think. Example: It was believed that there were nine planets in the solar system but now there are only eight planets. So the subject matter in the social studies text books changed. Knowledge does not remain mute but for perennialist it is the opposite case. Reconstructionism Reconstructionists believe in reconstruction of society with education having the schools in the fore front. They regard human heritage as the tool to be used in the self realization. They use multiple teaching materials and consider subject matter to be used chiefly in serving their central cause. Teachers following this philosophy will break precedents if necessary to rebuild the culture. Examples: In the Pakistani society there are many issues such as human rights, corruption, female status, child labour etc these are not dealt in detail in the textbooks neither are ever talked about in schools. There is a need of reconstructionist philosophy in the curriculum development so that such issues can be considered. Social Foundations 1. Functionalism Functionalism is a theoretical perspective based on the notion that social events (elections, Christmas, marriage, exams etc. ) can best be explained as the functions they perform that is the contributions they make to the continuity of society. Society is a complex system whose various parts work in a relationship to one another in a way that needs to be understood. For functionalist thinkers society is an integrated whole composed of structures which mesh closely with one another. (Giddens, A. , 1997, p. 689) Functionalism is a manifestation or intended functions including cultural transmission, socialization, integration and innovation as well as latent or hidden functions. Cultural transmission will bring unification and harmony in the society. The people will have some norms, beliefs, dress tec. Education integrate society. The function of education is to diverse a society more unified, integrated and functionists look upon education to do that through socialization cultural transmission, innovation and cultural change through latent functions of education. .e. g. institutions have a hidden function of a marriage market. Students in the universities or institutes select their marriage partners during their course of study. Lovat and Smith (2003) opines that the students who is good at mathematics and science should be encouraged to tackle a fully six years secondary education and be trained in order to take dominant roles in society. . Conflict Perspective Conflict theorists believe that the scarcity and value of resources in the society produce conflicts as groups’ struggles gain access to control those resources. According to Karl Marxs, societies are divided into classes with unequal resources. There is division of social interests in the social system because of inequalities. These conflicts of interests at some point break out into active change. Society is seen as essential full of tension. (Giddens, A. , 1997,p. 669) Browne (2020), â€Å"it is the major difference in interest between the two classes that create conflicts†. Conflict perspective view education an agent of conflict. There are conflict in classes e. g. Ellite classes has kept jobs for ellites. Ministry of Education has people who are beaurecrats but in Civic centre the employees who are serving as clerks are mostly who have received education n from either Matric or Madrsa system. Education is an agent that develops, constructs and reconstructs the same class. Education is a proponent of conflict, division and status quo and thus serves as a screening device. In both capitalist and socialist societies the educational institution actually promotes and perpetuates inequalities. Conflict arises in education because of 1. Unequal access in schooling and educational inequalities. 2. Unequal access to schools. 3. Unequal access to higher education. 4. Schools as screening devices. 3. Interactionist Perspective According to Gelles, R. J. , Leving, A. (1995), â€Å"The structure of society is determined through social interaction. † (p. 70) The focus of inteactionist analysis is the day-to-day activities of million of individuals, who through the way that they act together, make up what we call society. Interactionists agree that there is no such society, apart from the individuals who constitute it and therefore their research is based on the small scale interactions of everyday life. (Lawson, T Garrod, J. , 2003, p. 140) Interaction is a view that focuses on micro level analysis and the meanings that arise through the process of social interaction. (Thomson, W. E, Hickey, J. V, p. 626). It emphases that adequate explanation of social behavior requires understanding the subjective meaning people attach to their social circumstances. It stresses that people help, create their social circumstances and do not merely react to them. (Lie Bryn, 2006, pp. 14-15 ) Education is a source of tracking. It is an agent of socialization through interaction, for personal and social development. It is an agent of self fulfilling prophecies through interaction. Psychological Foundations: Lovat and Smith (2003) holds that psychology can assist the student teacher to reflect on all that is involved in the business of effective curriculum. Psychology helps in thinking about variables which effect the learning and schooling process. It helps the teacher in understanding the patterns of human development and learning processes. It makes a teacher proficient about the ways that can minimize student’s anxiety. According to Saylor, Alexander and Lewis (1980), the curriculum developers prior planning the curriculum need to know the information about the learner’s growth and development which include: 1. Physical development including health status and special physical needs. 2. Emotional and social development. 3. Psychological needs. 4. Intellectual and creative development. 5. Personal traits including motivational level and behaviour. Jean Piaget in his theories mainly focus on the child development and about the way thinking process develops from birth to adolescence (Lovat and Smith, 2003, p. 47) This four satge developmental theory helps planners to plan the subject matter according to the cognitive level. Example: Students of KG II, cannot be taught multiplication because, the child is at pre operational stage and the vocabulary is limited and he can only understand the basic number skills i. e. counting. The method is not lecture but play way. There are many who have contributed in psychology for curriculum planning and its implementation. Benjamin Bloom with his taxonomy of educational objectives in the cognitive domain, Jerome Burner with his models of learning, Robert Gagne with his notion of learning structures and hierarchies of capabilities and Abraham Maslow with his concept of human deeds fulfillment have marked contribution in the field of psychology (Lovat and Smith, 2003. P. 49) these contribution are considered in the curriculum process and thus is of prime importance.