Important Dangers of Ordering a Fake High School Diploma

Important Dangers of Ordering a Fake High School Diploma SAT / ACT Prep Online Guides and Tips Fake high school diplomas are definitely out there. Whether you're thinking about purchasing one or doing your utmost to avoid ending up with just such a phony document, pause a moment and read this article. We'll cover reasons why a person might get a fake diploma, whether it's legal to get one, and how to make sure any document you obtain is the real deal, not a fake. Why Do People Get Fake High School Diplomas? There are a few reasons a person might look into getting a fake diploma. Some reasons are perfectly innocent, and some are more devious. However, even the supposedly innocent reasons have a somewhat fishy feeling to them- it seems very odd, for instance, that someone would invest a few hundred dollars in a very realistic-looking replica diploma intended only as a practical joke prop. Dishonest Reasons Dishonest reasons include submitting a fake high school diploma to convince a school or potential employer that you have credentials you never earned. This is the primary reason you'd need such an exactly convincing version of of diploma. It's hard to imagine why you would need to dupe people so entirely unless you honestly wanted them to believe that the document was official. Practical Reasons Many sites offering fake diplomas point out that high school diplomas are relatively likely to get lost and relatively difficult to replace. (If you're in this boat, read our guide to replacing a missing diploma.) The idea is, then, that a substitute might be a nice thing to have and to hand down to future generations. There's some logic to this argument, and yet it seems odd to hand down a fake diploma; I struggle to understand why future generations would be so attached to a stand-in document in place of simply knowing the true story of how Grandpa Bill lost his diploma from such-and-such a high school. Just-for-Fun Reasons There are all sorts of practical jokes a person could play with a fake diploma- not to mention straight-up teasing. One online figure mentioned getting a fake diploma for his dog. The question, then, becomes why you would need a document of such high (deceptive) quality; does Fido really need a seal produced with the precise embossing style that colleges use? I say no. He's sad because his diploma isn't 100% realistic. What Can You Do With a Fake High School Diploma? High school diplomas serve as a way to prove to the world that you completed your high school education with passing grades. Most of the time, you're trying to satisfy a college or an employer about your educational background; schools and businesses want to know that you have the level of education they require of their students or employees. This is where we circle back to the dishonest reasons for getting a fake diploma listed above; with a phony document, a person may be able to garner an acceptance to a college or business that would not otherwise have been offered. The story typically doesn't conclude with a happy ending, though, as we will see in the following section. What Can Happen If You Get a Fake Diploma? For one thing, it's extremely likely that you'll be discovered. In most cases, a simple phone call from the college or business to the school from which you allegedly graduated is enough to undermine your plans. Plus, organizations like schools and background check companies keep tabs on illegitimate diploma operations, updating their databases frequently. Discovery means loss of any position you may have gained with the aid of your fake diploma- at best. It can mean prosecution and conviction at worst. Are Fake Diplomas Legal or Illegal? Fake diplomas occupy a legal gray area. Laws are not stringent on this particular issue, and the exact strictness of laws varies somewhat by state. The actual production or ownership of a fake diploma is apparently not illegal if it's not technically a forgery of an actual document (for example, a replica of a Harvard diploma). Using a fake diploma to gain goods or a position you would otherwise not have access to is considered fraud, however, and can be legally prosecuted. Plus, if you're performing services you're not qualified to perform under the cover of your fake diploma, that's a big legal problem- especially if anyone suffers harm as a result. GUILTY. How to Get a Legitimate High School Diploma First and foremost, getting a high school diploma requires time and work. There's no way to get a valid diploma without completing a number of graduation requirements. There are several options for students wishing to put in the necessary work to get a high school diploma. You can, of course, attend a traditional high school. Your local school district is always a great place to start exploring that option. There's also night school, which usually intended for students who need to make up a few credits, not those wishing to start and finish their high school careers there. There are alternative high schools, too, which are structurally like your average high school but have their totally non-traditional methods. There's also the online option. Online high schools are becoming more popular these days; they basically entail getting curriculum from an online source and turning assignments in remotely. Typically, there are lectures or discussions to attend via chat or video conference. In some cases, you may want to think about the GED, which is primarily intended for students no longer enrolled in high school who have not earned their high school diplomas, though there are other circumstances where the GED might make the best sense. You can learn more about the GED and how to get a GED online through other articles on our blog. Don't you mostly just want to wear that funny hat, though? How to Make Sure the Diploma You're Getting Is Real If you're thinking of buying a diploma online, you're most likely more interested in the online mode of schooling, so these tips will focus primarily on identifying legitimate online institutions. Traits of a Legitimate Online High School Online high schools need accreditation, unless they happen to be run by a specific school district or through the state. This is a hugely important quality to check up on; accreditation is absolutely essential. You can check with your state's department of education or attorney general to see if an online program is accredited or otherwise approved. Also check out our own article explaining accredited online programs. While reviews are not 100% reliable, do check what reviewers have to say. Also, look up the online program you're considering with the Better Business Bureau. A legitimate online high school should have reasonable reviews; not everyone may be in love with the school, but if there are a lot of accusations of illegitimacy, it's something to be concerned about. Call a well-respected college and see if they would accept a diploma from the program you're looking at. If they would, that's a good sign you're on the right path; if they wouldn't, keep searching. Warning Signs of a Fake Online High School Fake online schools often charge a flat fee for a degree program, rather than charging by class or credit. Fake online schools frequently charge for the diploma itself, in addition to or instead of classes. Fake online schools may entail little or no coursework and promise little to no interaction with teachers. Some promise degrees based solely off of life experience with no classes required. Fake online schools may promise you a degree in a very short amount of time- months, weeks, or just days. The address (not just the mailing address, but the actual address of the school) may be shown as a P.O. Box rather than a physical location. The name of the school may be a knock-off of a legitimate institution. Also, some schools will maintain a cheap-looking website full of typos as well as a well-groomed and professional website, just so that you'll assume the well-groomed website must be legitimate. Look at this beautiful website! How could it possibly be unreliable? Conclusion The moral of the story here is that fake high school diplomas are, overall, not good things. They may be technically legal in some cases, and some people use them for innocent reasons, but mostly they're fraudulent and put to fraudulent use. There are ways to make sure that any program you're enrolling in is the real deal, so make sure you do your homework. Don't get stuck with a fake high school diploma: it's not worth it. What's Next? Are you wondering whether online high school is right for you? Before you make any commitments, read our articles on the pros and cons of that set-up and whether or not you need a high school diploma in the first place. If you do decide to go with an online high school, read about how to make sure you're getting the best experience possible. Another thing to consider is whether you might want to get your GED. Find out what this means and why you might want one in our article on that very credential. We also cover how to take the GED online and the best GED practice tests here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Compartir Conjugation in Spanish, Translation, Examples

Compartir Conjugation in Spanish, Translation, Examples The Spanish verb compartir  means to share. It is a regular  -ir  verb like  vivir  and  escribir.  Ã‚   The tables below include  compartir  conjugations in the indicative mood (present, preterite, imperfect, future, periphrastic future, and conditional), subjunctive mood (present and past), and imperative mood, as well as other verb forms such as the present and past participles. Compartir Present Indicative Yo comparto I share Yo comparto la comida con mi amiga. T compartes You share T compartes tu habitacin con tu hermano. Usted/l/ella comparte You/he/she shares Ella comparte el carro con su esposo. Nosotros compartimos We share Nosotros compartimos el almuerzo. Vosotros comparts You share Vosotros comparts la ropa. Ustedes/ellos/ellas comparten You/they share Ellos comparten las responsabilidades. Compartir Preterite  Indicative The preterite tense is used to talk about actions that were completed  in the past. It can be translated as the English simple past tense. Yo compart I shared Yo compart la comida con mi amiga. T compartiste You shared T compartiste tu habitacin con tu hermano. Usted/l/ella comparti You/he/she shared Ella comparti el carro con su esposo. Nosotros compartimos We shared Nosotros compartimos el almuerzo. Vosotros compartisteis You shared Vosotros compartisteis la ropa. Ustedes/ellos/ellas compartieron You/they shared Ellos compartieron las responsabilidades. Compartir Imperfect  Indicative The imperfect tense is used to talk about ongoing or habitual actions in the past. It can be translated to English as was sharing or used to share. Yo comparta I used to share Yo comparta la comida con mi amiga. T compartas You used to share T compartas tu habitacin con tu hermano. Usted/l/ella comparta You/he/she used to share Ella comparta el carro con su esposo. Nosotros compartamos We used to share Nosotros compartamos el almuerzo. Vosotros compartais You used to share Vosotros compartais la ropa. Ustedes/ellos/ellas compartan You/they used to share Ellos compartan las responsabilidades. Compartir Future  Indicative Yo compartir I will share Yo compartir la comida con mi amiga. T compartirs You will share T compartirs tu habitacin con tu hermano. Usted/l/ella compartir You/he/she will share Ella compartir el carro con su esposo. Nosotros compartiremos We will share Nosotros compartiremos el almuerzo. Vosotros compartiris You will share Vosotros compartiris la ropa. Ustedes/ellos/ellas compartirn You/they will share Ellos compartirn las responsabilidades. Compartir Periphrastic Future  Indicative The periphrastic future tense is formed with the present indicative conjugation of the verb  ir  (to go) followed by the preposition  a,  and then the infinitive of the verb. Yo voy a compartir I am going to share Yo voy a compartir la comida con mi amiga. T vas a compartir You are going to share T vas a compartir tu habitacin con tu hermano. Usted/l/ella va a compartir You/he/she is going to share Ella va a compartir el carro con su esposo. Nosotros vamos a compartir We are going to share Nosotros vamos a compartir el almuerzo. Vosotros vais a compartir You are going to share Vosotros vais a compartir la ropa. Ustedes/ellos/ellas van a compartir You/they are going to share Ellos van a compartir las responsabilidades. Compartir Conditional  Indicative Yo compartira I would share Yo compartira la comida con mi amiga. T compartiras You would share T compartiras tu habitacin con tu hermano. Usted/l/ella compartira You/he/she would share Ella compartira el carro con su esposo. Nosotros compartiramos We would share Nosotros compartiramos el almuerzo. Vosotros compartirais You would share Vosotros compartirais la ropa. Ustedes/ellos/ellas compartiran You/they would share Ellos compartiran las responsabilidades. Compartir Present Progressive/Gerund Form The present progressive tense is formed with the  present tense conjugation of the verb estar, followed by the  present participle (gerundio  in Spanish). To form the present participle for -ir verbs, you need to add the ending  -iendo. Present Progressive of  Compartir est compartiendo  She is sharing Ella est compartiendo  el carro con su esposo. Compartir Past Participle To form the past participle of -ir verbs, you need to add the ending -ido. The past participle can be used to form compound tenses such as the present perfect.   Present Perfect of  Compartir   ha compartido she has shared   Ella ha compartido el carro con su esposo.   Compartir Present Subjunctive The subjunctive mood is used when a sentence has two different clauses- a main clause and a subordinate clause- where each clause has a different subject. The subjunctive mood is used in the subordinate clause.  To conjugate the subjunctive form, start with the first person singular (yo) present indicative conjugation, drop the ending, and add the subjunctive ending, which for -er and -ir verbs are a, as, a, amos, is, an. Que yo comparta That I share Hctor quiere que yo comparta la comida con mi amiga. Que t compartas That you share Pap quiere que t compartas tu habitacin con tu hermano. Que usted/l/ella comparta That you/he/she share Liliana quiere que ella comparta el carro con su esposo. Que nosotros compartamos That we share Lisette quiere que nosotros compartamos el almuerzo. Que vosotros compartis That you share Denise quiere que vosotros compartis la ropa. Que ustedes/ellos/ellas compartan That you/they share Mam quiere que ellos compartan las responsabilidades. Compartir Imperfect  Subjunctive There are two forms of the imperfect subjunctive. They are both equally valid. Option 1 Que yo compartiera That I shared Hctor quera que yo compartiera la comida con mi amiga. Que t compartieras That you shared Pap quera que t compartieras tu habitacin con tu hermano. Que usted/l/ella compartiera That you/he/she shared Liliana quera que ella compartiera el carro con su esposo. Que nosotros compartiramos That we shared Lisette quera que nosotros compartiramos el almuerzo. Que vosotros compartierais That you shared Denise quera que vosotros compartierais la ropa. Que ustedes/ellos/ellas compartieran That you/they shared Mam quera que ellos compartieran las responsabilidades. Option 2 Que yo compartiese That I shared Hctor quera que yo compartiese la comida con mi amiga. Que t compartieses That you shared Pap quera que t compartieses tu habitacin con tu hermano. Que usted/l/ella compartiese That you/he/she shared Liliana quera que ella compartiese el carro con su esposo. Que nosotros compartisemos That we shared Lisette quera que nosotros compartisemos el almuerzo. Que vosotros compartieseis That you shared Denise quera que vosotros compartieseis la ropa. Que ustedes/ellos/ellas compartiese That you/they shared Mam quera que ellos compartiesen las responsabilidades. Compartir Imperative   The imperative mood is used to give direct commands. There are both positive and negative commands, and they have slightly different forms. Remember that there are no imperative forms for  yo,  Ãƒ ©l/ella, or ellos/ellas.   Positive Commands T comparte Share! Comparte tu habitacin con tu hermano! Usted comparta Share! Comparta el carro con su esposo! Nosotros compartamos Lets share! Compartamos el almuerzo! Vosotros compartid Share! Compartid la ropa! Ustedes compartan Share! Compartan las responsabilidades! Negative Commands T no compartas Dont share! No compartas tu habitacin con tu hermano! Usted no comparta Dont share! No comparta el carro con su esposo! Nosotros no compartamos Lets not share! No compartamos el almuerzo! Vosotros no compartis Dont share! No compartis la ropa! Ustedes no compartan Dont share! No compartan las responsabilidades!

Marketing Financial Services Essay Example | Topics and Well Written Essays - 2500 words - 3

Marketing Financial Services - Essay Example The following marketing areas would be considered in the discourse: the marketing tools used by the organization, the customers of the organization, including issues such as customer care, the current issues faced by the organization, and the control systems used by HSBC. HSBC Bank has been operating in England and Wales at the registered office located at 8 Canada Square, London E14 5HQ. It offers a diverse portfolio of financial instruments including savings and current accounts, investment accounts, credit cards, loans, mortgages, insurance and international services. It supports a wide range of education projects and initiatives throughout the communities where they do business. In addition, â€Å"HSBC supports a wide range of projects and initiatives that underline their commitment to UK businesses.† (HSBC, 2010, 1) The management of HSBC promotes diversity and equality of opportunities through programs where they establish partnerships with other business organizations. Accordingly, â€Å"representatives of HSBC Bank plc can provide advice on investment and pension products from selected providers, including companies within the HSBC Group, and on life insurance products from HSBC Life (UK) Limited.† (HSBC, 2010, 1) With the extent of drastic effects that the financial crisis have wrought, HSBC Bank remains strong in the market due to its strengths, as presented: (1) diversity of financial portfolio; (2) a strong customer relations skills; (3) a competent and professional management; (4) extensive global reach; (5) substantial resources. The multitude and variety of products and services enable HSBC to tap a wider range of clientele base from children to retirees. Their strong customer relations skills make their management and staff adept and competent to address customer relations issues and impending threats in the environment. An extensive global reach is a plus factor to tap potentials in diverse

Discussion for online Economics class Essay Example | Topics and Well Written Essays - 250 words

Discussion for online Economics class - Essay Example Needs are the essentials and necessities of life. Based on Grover’s (2011) assertions, it is obvious that people can do without the media even though it makes life comfortable. Given the fact that media is considered as wants and not needs; the executives of such media aim at translating the wants into demand. The only way of attaining this aim is to increase the utility that consumers or the public derive from public media through involving them to be part of the fund drives. Participation of the public in fund drives will make them believe that they need to enjoy the services of the public media hence need to derive some utility (Frank & Bernanke, 2013). Nevertheless, there is a possibility that consumers will engage in rational spending. Rational spending rule involves reducing spending on the basis of increases in prices. Making the public media less public would mean that there will be increases in prices to meet the costs associated with disseminating information (Frank & Bernanke, 2013). Such increases will definitely drive away consumers on the basis of the rational spending rule. Whilst engaged in rational spending, consumers will aim at attaining the highest level of utility hence leveling the marginal utility of consumed products thus leading to aspects of income and substitution effects especially when they change from consuming media products (Frank & Bernanke,

The role of perceived value in the relationship of switching cost and Essay

The role of perceived value in the relationship of switching cost and customer loyalty in e-commerce 04242 - Essay Example In the contemporary world of consumer marketing, customer loyalty has received immense importance as the success of an organisation is dependent on it (Reichheld and Schefter, 2000). There are many studies related to customer loyalty; however, there are few which highlight the role of perceived value in relation with switching cost and customer loyalty. In this project, eCommerce industry is selected and the relation is examined with the help of primary and secondary research. There are many studies pertaining to customer loyalty and switching cost; however, there are few regarding the affect of perceived value on both the factors. This prompted the researchers to do extensive research on the topic and examine the relation in the eCommerce industry. The researchers have defined customer loyalty as the behavioural and attitudinal measures for assessing the success of an organisation. With regard to attitudinal perspective, it is viewed as particular desire for continuing the relationship with the service providers (Anderson and Cunningham, 2008; Yang and Peterson, 2004). However, the behavioural view explains that customer loyalty can be defined as the repeat patronage of the individuals towards a particular brand. It is dependent on the number of times a purchaser has chosen the product or service from a definite category. This frequency is compared with the total number of purchases that is made earlier in order to examine the level of customer loyalty (Anderson and Cunningham, 2008). Customer perceived value is significant for examining the purchase behaviour of an individual (Yen, 2009). The customers get a number of opportunities during any online shopping; hence, the brands have to maintain a good relationship with the customers so that the switching cost is not high. Nevertheless, perceived value contributes loyalty towards the consumers by providing a number of alternatives (Anderson and

Existence of God Argumentative Paper Essay Example for Free

Existence of God Argumentative Paper Essay There are many different types of arguments for the existence of God. With each argument there is a conception presented of God. For each argument there are different approaches. I will be focusing on the Cosmological and Teleological Arguments. Teleological Arguments are known to be arguments from divine, arguing from order in the universe to the existence of God (1).With the ordering of the universe, created by an intelligent being, they hold that it is ordered towards a purpose or an end. The Cosmological Argument â€Å"is the argument that the existence of the world or universe is strong evidence for the existence of a God who created it. It is a first caused argument where the existence of the universe, the argument claims, stands in need of explanation, and the only adequate explanation of its existence is that it was created by God† (1). Behind this argument, it holds that though the universe still needs explanation for its existence, the existence of God Himself does not. In the article McCloskey is critical of these arguments for God’s existence supporting his stance by offering the problem of evil as reasoning to not believe. He believes the belief in the existence of God is not a source of strength and security (2). However, if we are to use the Cumulative Case approach we can have successive truths. This case cumulates the Cosmological, Teleological, as well as, the Moral Arguments together. It gives us the conclusion of a personal, moral, intelligent creator of the universe as the best explanation for the universe we experience (3). McCloskey maintains that the Teleological Argument is not satisfactory and that it can be rejected simply by rejecting its premise. The premise holds that there is in fact evidence of purpose and design. McCloskey says though, that there were many things that were considered evidence or proof, prior to evolution, but those very things are now not being considered as so. Thus, in order to be a proof, there has to be given indisputable examples. Given that the Teleological Argument, presenting disputable examples, says McCloskey, there is no proof. There can be no form of argument with evidence of an intellectual design and/or designer. I would have to argue with McCloskey by using the â€Å"fine-tuning argument.† Within the universe is nothing short of precision, not only of natural laws, but the beginning stages and state of the universe. These both are pointers to an intelligent Creator. The universe is finely-tuned maintaining physical constants of nature (5).The strength of gravity should be considered. With the occurrence of the Big Bang. The gravity had to have precision because even with a little more force used on either side, it would not have occurred as the Big Bang, but the Big Crunch. Even with the slightest change in gravity, it could change the world into something completely other than what we know. That which is being offered as evidenced cannot be questioned. If we were to give to evolution as truth, there is still no grounds for believing it is true. It does nothing but in the end support the theist position, and shows that evolution needs teleology. McCloskey’s main objection to theism is the presence of evil in the world, â€Å"No being who was perfect could have created a world in which there was unavoidable suffering or in which his creatures would(and in fact could have been created so as not to) engage in morally evil acts, acts which very often result in injury to innocent persons† (1). With this problem on McCloskey’s mind, he holds it to the theists. He still wonders how the theist does not take this to mind seeing that it goes against the perfection of the divine purpose. There can be no grounds in a belief of a perfect being. Even if all reason was thrown out, he says the theist at best could only present a pool of beings full of â€Å"concern, dismay, and anxiety, rather than comfort and security† (1). There is a logical problem of evil and there is logical inconsistency when there is both the existence of God and of evil. The atheist holds that there is severe contradiction between claiming God is good, yet evil exists. Mackie, an atheist, says the contradiction does not arise immediately; to show it we need some additional premisesthese additional principles are that good is opposed to evil, in such a way that a good thing always eliminates evil as far as it can, and that there are no limits to what an omnipotent thing can do. From these it follows that a good omnipotent thing eliminates evil completely, and then the propositions that a good omnipotent thing exists, and that evil exists, are incompatible(8). There exists two kinds of evil. There is â€Å"human evil,† and â€Å"natural evil† in which atheist claim are both forms of needless suffering. The logical problem of evil claims the â€Å"tension† between simultaneously having evil in the world, while also having a perfect God. This would without a doubt be a logical contradiction according to the atheist. There is also the evidential problem of evil. With this claim, there is not contradiction, but the fact that evil exists, if give grounding evidence for being able to reject that God is all-powerful. It is a weaker version of the former, and claims that it is highly unlikely that an all-perfect God exists. Plantinga responds with trying to defend that it is reasonable to believe in God, even without evidence. His position is kn own as â€Å"Reformed Epistemology†. In order for his view to hold he would have to reject the Evidentialist Credo., which he claims rests on Classical Foundationalism. This led him to his positive view, or â€Å"Reformed Epistemology.† This holds that a belief in God is â€Å"properly basic.†Some object to these claims, saying that evil is logically required for good and is needed for us to see the good. Evil is a means and will cause good. There is given the â€Å"free will† defense that is meant to try and answer the problem of evil. Either this would come about by humans free will resulting in a greater good and that evil is ascribed the humans and not God. However, those who oppose this, bring up the issue of natural evils. Mackie stands his ground that God should have given human beings free will in such a way that we always chose the good. The atheist propose God did not create men to choose between right and wrong, and that God is morally inconsistent. In response, the free will theodicy attempts to defeat the former by claiming the suffering of the innocent is justified because of the existence of free will. We as humans have misused our free will, thus what is known as ‘moral evil.’ Other sufferings from evil come from the natural evils. While McCloskey challenges the free will defense, Plantinga proposes the law of non-contradiction. He argues for there could be logically possible affairs whereby God would be unable of creating a world of both evil and autonomous humans (9). Evans puts it simply, â€Å"It does not seem to be true that a good being always eliminates evil as far as it can. What is true, perhaps, is that good being always eliminates evil as far as it can without the loss of a greater good or the allowance of a worse evil† (1). McCloskey objects to the cosmological argument claiming, â€Å"mere existence of the world constitutes no reason for believing in such a being†(1). There has been great objection to this however because of the fact of contingent objects. God is the â€Å"first cause,† the one who began it all. Because there is not explanation for contingent beings, if God is a necessary being, He is the necessary cause of the existence of creation and we as beings. God has no cause, otherwise He would not be God. It is the very existence of the world that implies the existence of God. The â€Å"laws of nature† imply the existence of a lawgiver, God. This position was held by Aristotle, holding firmly against the possibility of infinite regress. The argument from contingency suggests that it is possible the universe might not have existed, thus needing explanation of why it does in fact exist. In essence, it must have a cause. This leads to the belief in â€Å"necessary being,â⠂¬  meaning a being that needs no explanation. The temporal cosmological argument holds that the beginning of the universe was either caused or uncaused. However, objectors to this say we cannot actually claim whether the universe â€Å"had to exist.† Also, a â€Å"necessary being† comes into question. The refuters say this line of argument does not give enough explanation of why there could not be more than one cause. There is no ground for putting God as the first cause or prime mover. Time and causality as we know it cannot be grounds for explaining the beginnings of the universe. However, those objecting to McCloskey, hold if there were a being like the universe, then he would exist in time, thus he himself came into existence. But, the ultimate cause must not have come into existence. For it to be an ultimate cause, the ultimate Creator must be outside of time. (10).What McCloskey fails to realize, is that not every argument is going to capture every aspect of God. There are many different arguments that go abo ut doing that. If God does not exist, then all has no hope of immortality. Life, the world, and everything in it is meaningless. There would be no purpose or significance to anyone or anything. This leaves us with no ultimate meaning without immorality and God. Would we be able to say there was any purpose or meaning to someone who lived just to die? To be born just to pass out of existence? Lane says that it is not just each individual person that is headed towards the grave, but the universe itself is headed for extinction. This all in all is hopeless. Dying man, in a dying world. If this is the case, the small details in life do not matter, it does not make a difference. Our behaviors, our choices do not matter. Dotoyevsky said â€Å"If there is no immortality then all things are permitted† (11). Without God, there is no accountability, morality, or sense of right and wrong. Even more so, in a universe without God, good and evil do not exist (11). However, if we were to say there were no God, we would still be without purpose because we would just be accidental. We would just be accidents of chance. The only view that can save the human race from itself is a theistic view (11). The only thing going for an atheist is living with the fact of the absurdity of life. Such a view makes it impossible to live a fulfilling, happy life. For the atheist, absurdity of life and creating meaning for one’s life is a contradiction. A major disadvantage of atheism is that no one has hope or faith for reward of good or and punishment of evil. A believer’s hope is this, Christ. Ephesians 3:11 tells us that God had a purpose I mind before He created. Man within his own voluntary will would be able to love and choose God. Nature alone points to God. Humanity and the universe itself does not have to exist. Both are not self-existent but caused. There is no explanation for their existence. Within a Christian world view, life is not meaningless and pointless ending at the grave. We have hope in the resurrection and of eternal life. God and immortality are both necessary for a meaning full life (11). Bibliography 11- Craig, William Lane. The Absurdity of Life without God. In Reasonable Faith: Christian Truth and Apologetics, by William Lane Craig, 71-90. Wheaton: Crossway Books, 2008. 1-Evans, C. Stephen, and R. Zachary Manis. Philosophy of Religion: Thinking About Faith. Downers Grove: IVP Academic, 2009. 8- Kunkle,Brett. â€Å"The Logical Problem of Evil.† Truth Never Gets Old. April 21, 2009 2- McCloskey, H. J. On Being an Atheist. Question (1968): 63-69. 5- Biologos. â€Å"What is the â€Å"fine-tuning† of the universe, and how does it serve as a â€Å"pointer to God?† 9- http://kevinfannystevenson.blogspot.com/2012/07/on-being-theist-response-to-h-j.html 10- http://www.existence-of-god.com/first-cause-argument.html

Analysis Of Brave New World English Literature Essay

Analysis Of Brave New World English Literature Essay Imagine a futuristic society where natural birth is obsolete and children are decanted from test tubes. A society based on a prejudiced and strict caste system: where Alphas rule and Epsilons are purposely given alcohol during their gestation period to inhibit their growth and intelligence. Where sexual promiscuity is accepted and encouraged, while those who practice monogamy and have deeps feelings for only one individual are ostracized. As Lenina aptly summarizes, everybody belongs to every one else and no one belongs to themselves (Huxley, 121). This horrifying dystopia is the setting of Aldous Huxleys new age novel, Brave New World, where the main protagonists, Bernard Marx and John the Savage, defy social norm for a chance of freedom. Published in 1932, Huxleys novel satirizes issues not only present in the 30s but in todays modern society as well. Inequality among people and technologys hold on the masses are brought to light within the novel. However comical some sections seem to be at first, Huxleys original purpose was to draw light in how easy governments could control their the masses through psychological means while the public themselves are left ignorant or fully accept it just as in Brave New World. Although the people of this controlled society seem genuinely content with their lives, its due more to their ignorance and their soma than true happiness. Throughout the novel, Brave New World, the unifying idea that truth and happiness cannot coexists is prevalent; in order to achieve one, the other must be sacrificed. SCHOLARLY ARTICLE A critical look into the eyes of a critic can give in-depth analysis on a topic for which a reader might overlook. An article in Aldous Huxleys web site gives a very comprehensive investigation on Brave New World that breaks down and guesstimates the purpose of soma and its functionality. As the critic states, Huxley was writing a satirical piece of fiction, not scientific prophecy. Soma, viewed from scientific reality could be possible, but mostly have dangerous side effects and most unlikely to be approved by the FDA (Food and Drug Administration). It is something akin to drugs or alcohol, without the unfavorable side-effects. However, according to the article, taken in excess, soma acts as a respiratory depressant making more of an opiate than a sort of clinically valuable mood-brightener. It is what separates false happiness from the harsh realities the infantile people of Huxleys dystopia are not accustomed to. The basis of the government depicted in Brave New World is centered around control and manipulation, making soma a very useful tool in silencing rebellious thoughts by placating the minds of the public. On the other hand, those who do not find happiness are exiled into secluded islands where they cannot disrupt or infect the minds of others. This in itself gives proof that soma is not all effective to all populations, all the time. People like Bernard, though feels the instant gratification that soma brings, finds he cannot keep it as others could. The article gives a very insightful look into the mystery drug and debunks any misconception that could arise from lack of understanding within the novel. STYLE THEME The weapon of choice for the World Controllers is not nuclear bombs nor weaponry, but an artificial drug, soma. Instilling fear and intimidation could only go so far and may cause resentment and dangerous thoughts of rebellion in the oppressed. However, subconscious conditioning and mind-altering drugs could produce the same effects, without the dangerous thoughts. In addition to genetic engineering, the soma drug is perhaps the most powerful weapon the World Controllers have in their arsenal. With these two, any problems before Ford have been permanently eradicated from the minds of the everyday people. In the name of stability and happiness, as Mustapha Mond, one of Huxleys World Controllers states, the freedom of truth is sacrificed (Huxley, 225). Almost all of Huxleys characters, with the exception of the main protagonists Bernard and John, are content with having their soma, vicariously living through feelies, and living their mundane and ignorant lives never wanting more than what is given to them. Mond erroneously associates the lack of pain with genuine happiness. It seems only John the Savage understands that true joy is a result of knowing ones own self-worth and finding inner-satisfaction. John was filled with an intense, absorbing happiness after investing hard work into a clay sculpture he made with his own hands (Huxley, 134). He alone out of everyone else in civilized Britain could give testimony to feeling true happiness, and not the artificial one induced by the soma drug, because he is the only one who worked hard because he wanted to, and not because he was condit ioned to do so. POEM The concept of a futuristic dystopian society is popular through many works of prose. For example, Philena Pughs poem Fragments for the Gates of Times Square: the Fear of Neon, deals with a character who perceives himself to be the last of his kind. This mirrors Huxleys own character, John as well as drawing other parallels. Silence lies underneath the crackle and hum of the neon lights. The puddle near my feet glistens crimson reflecting the words Restaurant and Lounge. A tribute to our pick up/take out society. Above buildings crowd out the sky leaving a jailcell window  to see the stars through. My footsteps echo throughout the world and I realize that I am the last. My breathing grows labored- sending out a sharp, rasping sound to compete with the sputter-buzz conversation on the neon. My dim, twilight eyes srift shut and my final breath gurgles the dark phlegm of fear  in the back of my throat. With the hollow thump  of cranium meeting pavement, humanity is gone. And the neon lights burn brightly into eternity- crackling in time  to the winking stars. The narrator of Pughs poem and Huxleys John find themselves the last of their kind, with the narrator the last human, while John is the only one naturally conceived with civilized parents. They both find great tragedy in the world around them, feeling trapped and alone by what society becomes in their respective worlds. The two works of prose focuses on the struggle between man and the society he is a part of and their failure to adapt or to conform leads to their demise. Driven to madness by the horror of moral-less society around him, John cried out to God and covered his eyes with his hands (Huxley, 259), drawing parallelism, the narrator of the poem is met with the same fate with the hollow thump of cranium meeting pavement, humanity is gone(Pugh). The setting of both works is in a dystopia that puts an emphasis on the consumption of goods verses the freedom of nature. Juxtaposing Pughs society in which buildings crowd out the sky leaving a jailcell window to see the stars with t he buildings themselves are made as a tribute to [their] pick up/take out society, and Huxleys World-Controlled civilized society condition the masses to hate the country but at the same time, condition them to love country sports; one can see the similarities between the two dystopian societies. (Huxley, 23). These works built a society that ensures the consumption of goods and/or transportation and the technology that drives it.