What Argumentative Essays for Sale Can Teach You about Adult Life

We all go to school for various reasons: to get a good job, to get educated, and to become better citizens. In school, we need to write, and write a lot. Unlike some tasks that are given, every type of writing is a useful tool that will be valuable to you for the rest of your life. The academic life is hard, but it will help prepare you for the professional world. The skills you learn from writing are applicable to many tasks that you will need to do in the future. This is especially true for argumentative papers. Cheap essays for sale from a good service can easily help teach you these tools. How to Argue Learning to argue in a paper or essay is the best way to prepare not only to argue in real life but to do so diplomatically. Throughout your term in English class, make sure you pay close attention to all that your assignments can offer you. Purchase a sample paper and you’ll be able to really learn about and analyze quite a few important things. How to Properly Research Research is much needed in your adult life. After you order a good paper, for example a dissertation, you will be able to see how the research was put together. Profound research skills can be used in every area of life, and it makes your arguments more trustworthy and viable. You will see the references page in addition to the actual research that will give you an idea of where to find the resources you need when conducting your personal research. How to Use Logic When looking at how a custom paper’s research was put together, along with the thoughts of the writers, you will find out that it is very logical. Explaining your thoughts in a logical manner is certainly needed in the real world if you want to be taken seriously. Any argument you are making has to fundamentally make sense, and logic helps with this point. How to Support Your Ideas In addition to logic and research, you’ll have your own ideas. This is important because you can’t always just use what other people say, but will have to come up with your own theories. However, you can’t just have ideas. You need to support them through logic, evidence, and whatever else you have up your sleeve. You can learn this with the help of a paper for sale. How to Recognize the Other Side Recognizing the other side of an argument shows that you are able to emphasize, and acknowledge a valid point even if you don’t completely agree with it. This lets people know that you are respectable and even more credible, as contradictory as it may sound. These are just some of the ways an argumentative essay can help you later in life. There are many other useful aspects of using writing and particularly this genre to always keep in mind as you leave academics and enter into the workforce.

Bill Nye An American Science Educator - 1495 Words

Bill Nye is an American science educator, comedian, television host, actor, writer, scientist, and former mechanical engineer. Ken Ham is a young Earth creationist, fundamentalist Christian, and the president of Answers in Genesis (AiG), a Creationist apologetics ministry which operates the Creation Museum. They had a debates about â€Å"Is creation a viable model of origins in today’s modern scientific era?† They both talked a lot about this topic, but I will only summary a few. There opinions are really depth theories to research. First, Ken Ham started state his opinions. He asked a question,â€Å"What is science?† He thinks science has been hijacked by secularists. Science actually means â€Å"to know the knowledge as distinguished from ignorance or misunderstanding,† but there is different type of knowledges, like experimental or observational science. People created technology from these two methods. Observational science which is for obvious reasons. Some geologists take present-day rates of radiometric decay and rock formation and imagine that the rates have always been the same. That’s why they think the earth is so old. But we can not zip back in time to test this for accuracy. Students are really important groups in the world. What they believe depends on what they learn. The public schools science books are using the same word science for observational and historical science. They define science as naturalism and outlaw the supernatural. Again, he thinks science has beenShow More RelatedEvolution Of Science Classes At School1653 Words   |  7 Pageswithin an exact week. However, as I got older, I learned about evolution in science classes at school. I soon discovered that many of the teachings of evolution contradicted with what I had been taught my whole life, and it took me awhile to understand what I now believe. When picking my paper’s topic, these thoughts caused me to think about a heavily debated issue in the United States: Should evolution be taught in American public schools? The debate over evolution being taught in schools coincidesRead MoreCreationism: The Center of Our Universe and Life Essay examples1605 Words   |  7 Pagesbillions of years ago. These creationists at least accept the position of modern science on the age of the earth, though they do not believe that one species can give rise to another† (Thwaites). Those who believe in the creationist theory will always believe that all life on earth including humankind was a divine act from deity. The teaching of evolution vs. creationism has a great impact in the classroom system. Most science and biology teachers are only authorized to teach the curriculum of the theoryRead MoreThe s Theory Of Evolution1304 Words   |  6 PagesWhat is Evolutionism? According to the website All About Science: Darwin s Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all related. Darwin s general theory presumes the development of life from non-life and stresses a purely naturalistic (undirected) descent with modification. That is, complex creatures evolve from more simplistic ancestors naturallyRead MoreAnalysis Of Frankenstein And The Clock, After Dinner Time Parents Sit Down With Their Children 1653 Words   |  7 Pagesa better future for their children, but Americans are unhappy with the K-12 education system. The United States has spent more money on education than any other developed country in the world. The U.S. is ranked 31st in Math and 23rd in Science and students are falling farther behind each year. In 2009 the Common Core State Standards Initiative was launched, and today it has been adopted by 45 states, but in a survey it stated tha t around 55% of Americans were unaware about the new curriculum (MaxwellRead MoreThe Theory Of Evolution And Creation1511 Words   |  7 Pagesfailure. This is where I believe human evolution is most evident, that is to say we as a species have not physically evolved as rapidly as we have mentally, conceptually and socially evolved. What is Evolutionism? According to the website All About Science: Darwin s Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all related. Darwin s general theory presumes the developmentRead MoreThe Science Of The Planetary Society Bill Nye Essay2057 Words   |  9 Pages Assignment 2- Folio Executive Director of the Planetary Society Bill Nye said that â€Å"science is the key to our future, and if you do not believe in science, then you are holding everyone back† (Bill Nye, n.d). Scientific phenomena take place everywhere in people daily life. The collecting items demonstrate a clear linking from the natural objects to science and technology and how the educators reform them to become meaningful items for the children to learn in their scientificRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform

Is King Lear Nihilistic or Hopeful Free Essays

Is King Lear nihilistic or hopeful? Satisfying, hopeful, and redemptive: some critics would say that these adjectives belong nowhere near a description of King Lear. One critic, Thomas Roche, even states that the play’s ending is â€Å"as bleak and unrewarding as man can reach outside the gates of hell† (164). Certainly, Roche’s pessimistic interpretation has merit; after all, Lear has seen nearly everyone he once cared for die before dying himself. We will write a custom essay sample on Is King Lear Nihilistic or Hopeful? or any similar topic only for you Order Now Although this aspect of the play is true, agreeing with this negative view requires a person to believe that Lear learns nothing and that he suffers and dies in vain. Indeed, this is exactly what Roche believes when he states that at the play’s end, â€Å"Lear still cannot tell good from evil . . . or true from false† (164). This nihilistic approach, however, not only disregards many of the play’s moments of philosophical insight, but it also completely misinterprets Shakespeare’s intent. That is not to say that Lear is without fault at the end of the play; as Shakespeare surely understood, Lear is still human, and as such, he is subject to human frailty. What is most important about Lear, however, is not that he dies a flawed man but that he dies an improved man. Therefore, although King Lear might first appear â€Å"bleak,† Shakespeare suggests that Lear’s life, and human life in general, is worth all of its misery because it is often through suffering that people gain knowledge about the true nature of their individual selves and about the nature of all humanity (Roche 164). From the very beginning of the play, Shakespeare suggests that King Lear has much to learn. As Maynard Mack explains in his essay â€Å"Action and World in King Lear,† the reader/audience is immediately invited to sense that Lear is â€Å"too deeply . . . omfortable and secure in his ‘robes and furr’d gowns’, in his rituals of authority and deference . . . and in his childish charades† (170). In other words, there is an immediate sense that Lear is not truly aware of the harsh realities of human life. For instance, when Lear says that he has divided his kingdom into thirds for each daughter so that he can retire and  "Unburthened crawl toward death,† he shows that he is completely lacking in common sense by assuming that his plan will go according to his will and that the transition of power will run smoothly (1. . 43). Almost instantly, Lear is proven foolish when Regan and Goneril â€Å"hit together† and agree to â€Å"do something, and in the heat† to strip their father of any power that he has remaining (1. 1. 306, 311). Mack calls this rapid string of events that follow Lear’s hasty abdication â€Å"the waiting coil of consequences [that] leaps into threatening life,† bringing with it the unmistakable message that Lear was terribly wrong in choosing to reward his false-flattering daughters with the gift of his kingdom (170). Lear’s gift to Goneril and Regan, whose quick deception shows the falseness of their affections toward their father, proves that Lear is unable to see the love, or lack thereof, that others have for him. Likewise, when he becomes enraged at Cordelia after she refuses to flatter him, Lear reveals that he, like Goneril and Regan, is unable to have altruistic love for another person when he says to Cordelia that it would have been â€Å"Better thou/ Hadst not been born than not t’ have pleased me† (1. . 235-236). In essence, his â€Å". . . power [and his love] to flattery bows† and he is only able to love another person when that person appeals to his sense of vanity, so when those who truly do love Lear, namely Cordelia and Kent, refuse to appease his vain nature, Lear banishes them, â€Å"Without grace . . . love . . . or benison† (1. 1. 149, 266). This inability to accept love and relationships â€Å"as their own reward,† Mack states, is Lea r’s fatal flaw (170). Mack argues that relationships can lead to happiness but that they lead to heartache and despair equally as often; in order to have any good relationships, then, a person must accept others for who they are, which is something that Lear is unable and unwilling to do (Mack 170). Indeed, Lear would have been very happy living his remaining years without any meaningful knowledge about love or relationships, surrounding himself in a â€Å"childish charade† of false love and false truth; from this point forward, however, Lear will have to learn the consequences of his blindingly ignorant actions (Mack 170). The ignorance about life and human nature that Lear demonstrates in the play’s first scene, then, leads to his largest mistake, the mistake that serves as a turning point from which all other actions are the direct consequence. As Mack explains, because Shakespeare put the turning point at the beginning of the play, â€Å"The meaning of action [in Lear] lies rather in effects than in antecedents, and particularly in its capacity, as with Lear in the opening scene, to generate energies that will hurl themselves . . . in reverberations of disorder† (170). That is, because Lear’s fatal flaw resents itself early rather than later on in the play—as is customary for Shakespearean tragedy—the meanings and consequences of his actions, as well as Lear’s own thoughts/awareness, have a longer time to evolve. How the early turning point in Lear helps to emphasize Lear’s learning experience is clarified by comparing the play with another Shakespear ean tragedy; the turning point in Othello, for example, occurs in act 3, scene 3 when the seeds of jealousy that Iago has planted throughout the first three acts finally take root inside of Othello’s mind. It is not until this time that Othello’s fatal flaw emerges, when, in a jealous rage, he vows that his bloody thoughts â€Å"Shall nev’r look back . . . / Till a capable and wide revenge / Swallow them [Desdemona and Cassio] up† (3. 3. 454-457). The play is already half over before Shakespeare reveals Othello’s fatal flaw, and it is not until the final scene that Othello learns how gullible he has been. In essence, Othello learns nothing from his experience; he dies in vain, humiliated and heartbroken. In Lear, on the other hand, the main action throughout the entire play revolves around Lear’s painful suffering and his purgatorial learning experience, all stemming, of course, from his rash, ignorant behavior in the first act. In order for Lear to learn from his selfish and ignorant ways, he must first realize that he has been blind to the truth. Lear is served a cold dish of reality when Goneril and Regan disrespectfully refuse to allow their father the privilege of his noble knights, which of course, are the last symbol of his past authority and his kingly pride: GONERIL. Hear me, my lord. What needs you five and twenty? Ten? Or five? To follow in a house where twice so many   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Have a command to tend you? REGAN. What need one? (2. 4. 259-263) Not only do these lines represent how Lear’s daughters have contemptuously taken away his remaining power, but they also represent the loss of Lear’s dignity by leaving him a shell of his former self, without a single conciliatory knight left to appease his sense of self-importance. Once this happens, Lear is left enraged and desperate, pridefully stating that even â€Å"our basest beggars / Are in the poorest superfluous† and that he needs â€Å". . . ore than nature needs,† else â€Å"Man’s life is cheap as beast’s† (2. 4. 263-266). In other words, Lear feels that his daughters are treating him like an animal by depriving him of his royal train. Clearly, Lear still clings to the pompous supposition that his needs are above t he needs of the â€Å"basest beggar†Ã¢â‚¬â„¢ and he still feels like the innocent victim of his daughters’ cruel behavior (2. 4. 263). Even with all of Lear’s continuing faults, however, the seeds of knowledge are beginning to grab hold; it has been painful, but he finally sees that Goneril and Regan’s false tongues had blinded him from their true, unloving natures. That is, when he calls them â€Å"unnatural hags† and  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å". . . a disease that’s in my flesh,† he finally sees what love is not (2. 4. 277, 221). In this way, Lear has had his idealized vision of the truth—one where he is flattered, pampered, and adored—painfully stripped away from him; even still, it will take a purgatorial storm and subsequent repentance before Lear learns what the true meaning of love is. Fittingly, as Lear storms out of the castle and into the harsh weather, Regan states that â€Å"the injuries† that â€Å"willful men† do â€Å"themselves procure / Must be their own schoolmasters† (2. . 301-303). What Regan means by this is that the storm will teach Lear that he must swallow his pride, but the statement also foreshadows how Lear will learn something much more important about human nature while he suffers from the elements. In fact, it is in the rage of the storm, interspersed with his own ra ge, that Lear has his first unselfish thoughts, as is evident when he asks the Fool â€Å"How dost my boy? Art cold? † and he (Lear) says to him â€Å"Poor Fool and knave, I have one part in my heart / That’s sorry for you yet† (3. 2. 68, 72-73). Lear further portrays the empathy that he has for others when he stands alone on the heath and, in a moment of heartfelt lucidness, laments over the houseless masses:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poor naked wretches, wheresoe’er you are, That bide the pelting of this pitiless storm, How shall your houseless heads and unfed sides,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Your looped and windowed raggedness, defend you   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  From seasons such as these? (3. 4. 28-33) Not only does Lear express sincere concern for others during this soliloquy, but he also expresses regret for the way that he has treated his subjects when he says that â€Å"O, I have ta’en / Too little care of this! (3. 4. 33-34). Indeed, this is the first time in the play that Lear admits any kind of wrongdoing, and as such, it is the first time that he looks inside himself at his own soul and sees that it, like his eldest daughters’ souls, is far from spotless. Following Lear’s profo und insight on the heath, he moves into the hovel where, after meeting Edgar, who is disguised as the beggar Poor Tom, he begins to question the nature of all humanity. When Lear sees Edgar’s cold, shivering, and â€Å"uncovered body,† he asks the eternal question â€Å"Is man no more than this? † (3. 4. 105). When Lear says that â€Å"The unaccomodated man is no more / but such a poor, bare, forked animal,† he is essentially saying that human beings, like their naked bodies, are pitiable creatures (3. 4. 109-110). Likewise, when he proceeds to strip of his garments, he is making the symbolic gesture that he is no better than Poor Tom; that is, he realizes that he, too, is pitiable. Lear’s recognition that his own body is pathetic, the literary critic Paul Jorgensen argues in his book Lear’s Self-Discovery, is Lear’s first insight. Jorgensen argues, â€Å"self-knowledge means understanding the vileness of the flesh†; in order to attain wisdom, he asserts, people must be willing to recognize that they â€Å"are born of the seed of Adam† and as such, are â€Å"impure . . . and abominable before God† (26). Shakespeare, however, does not suggest that Lear is necessarily doomed because he is the Son of Adam. Rather, the episode with Poor Tom in the hovel simply suggests that all of humanity, including its royalty, is flawed; using Lear’s insight as an example, Shakespeare suggests that in order for people to be redeemed by God, they must first realize humankind’s shortcomings and learn to pity one and all. Lear’s compassion toward Edgar’s frailty and his insistence that he have the company of the naked, â€Å"noble philosopher† proves that he has learned more than just empathy and self-awareness; he has also learned to value his relationships with people despite their flaws, regardless of what he might gain from these relationships (3. . 175). Another example of Lear learning altruistic acceptance comes from his relationship with the Fool, who, as A. C. Bradley explains, makes â€Å"incessant and cutting reminders of [Lear’s] folly and wrong†; indeed, Lear gets nothing from the Fool other than insults, such as when the Fool suggests that L ear has â€Å"a little tiny wit† (Bradley 24; 3. 2. 74). Yet despite his lack of reward, Bradley argues, â€Å"Lear comes in his affliction to think of others first, and to seek, in tender solicitude for his ‘poor boy,’ the shelter he scorns for his own bare head† (24). In essence, Lear has learned how to accept his relationships as â€Å"their own reward,† which, as surely Mack would agree, is the first step in learning how to love (Mack 170). Clearly, the relationship that Lear has with his Fool is unusual; in fact, the Fool’s role in the play is so unusual that one critic, Jan Kott, argues in his essay â€Å"King Lear, or Endgame† that the Fool’s character represents the theme of the entire play, namely, â€Å"the decay and fall of the world† (152). In an absurd world where no action has any real meaning, Kott states, the Fool is the only character to realize that â€Å"the only true madness is to regard this world as rational† (167). Certainly, what Kott says about the Fool is correct, to a point. The soliloquy he gives while in the hovel in which he prophesizes that â€Å"the realm of Albion† will â€Å"come to great confusion† certainly proves that the Fool does represent an absurdist viewpoint, but Kott misinterprets Shakespeare’s intent when he states that the play is itself absurd (3. 2. 91-92). One must remember that Shakespeare makes the Fool disappear at the end of act 3 for a reason. Surely, life is meaningless during the first half of the play when Lear blindly lives his life without truly learning anything about the nature of humanity, but as Lear suffers in the third act, he also learns how to feel for the weak and houseless poor, to â€Å"discern the falseness of flattery and the brutality of authority,† and to â€Å"pierce through rank and raiment to the common humanity beneath† (Bradley 24). As a result of learning, Shakespeare suggests, the world—and Lear’s part in it—ceases to be absurd; consequently, the Fool, and his philosophy, quietly disappear. It is by no coincidence that Lear’s suffering and subsequent learning in the third act occur during a miserable storm. In fact, Shakespeare uses the storm as a physical representation of the raging storm of emotions that occurs in Lear’s mind; that is, the â€Å"contentious storm† symbolizes and embellishes what Lear himself calls â€Å"The tempest in my mind† (3. 4. 6,12). Likewise, it is by no coincidence that Goneril, Regan and Cornwall grow worse from their success; they all remain warm, dry, and comfortable during the storm and they have all gained great power, but not one of them learns anything during the course of the play. Indeed, as Bradley explains, â€Å"The warm castle becomes a room in hell and the storm swept heath a sanctuary† (33). The power of comfort to corrupt is apparent several times during the play, but it is perhaps most shocking when Cornwall gouges out Gloucester’s eyes and proceeds to stomp on them, telling the old man that â€Å"Upon these eyes of thine I’ll set my foot† (3. 7. 69). It is in these lines that the reader/audience sees how powerful, and indeed untouchable, people feel when they have all of the comforts of the world to support them (3. . 69). Cornwall, like Lear at the beginning of the play, feels invincible, but unlike Lear, he never learns that he is â€Å"not ague / proof† (4. 6. 105-106). Therefore, by contrasting Cornwall, and the other â€Å"bad† characters, to Lear, Shakespeare not only reinforces the idea that knowledge and redemption come to those who suffer through physical and emotional storms, but he also suggests tha t people who have power and comfort often feel that they are superhuman and have nothing left to learn (Bradley 33). Of course, the eventual demise of all of the wickedly comfortable proves otherwise. In addition to the evil characters acting as foils to Lear, Gloucester’s symbolic blindness and subsequent literal blindness also help to emphasize how Lear gains knowledge through suffering. Indeed, Gloucester acts as a foil to Lear throughout the play: both are initially blind to the actions of their wicked children, both disown their loyal children, and, in turn, both learn the truth in very painful ways. Until his blinding, Gloucester believes that Edgar is a â€Å"strange and fastened villain† who has betrayed him and that Edmund is a â€Å"loyal . . . boy,† but the quickness with which Gloucester realizes Edmund’s true intent after Cornwall has blinded him, screaming â€Å"O my follies! Then Edgar was abused† strongly implies that, like Lear, Gloucester had to suffer in order to see the light (2. 1. 79-86; 3. 7. 92-93). In this way, Shakespeare uses irony to reinforce the idea that those who have eyes are often blind to the truth and those who suffer often see more truth than their bodies and minds can handle. Yet another person one might compare Lear to is his loving and loyal daughter, Cordelia, who is so angelic that her tears are like â€Å"holy water† that from â€Å"heavenly eyes† flow (4. 3. 31). In essence, she is the â€Å"goodliest† of human figures and a model to which Lear can aspire to become more like (4. 3. 17). Indeed, Lear shows that he has become more like his blessed daughter after he reconciles with her and tells her that â€Å"When thou dost ask me blessing, I’ll kneel down / And ask of thee forgiveness . . .† (5. 3. 10-11). This humble, indeed shameful statement seems not to have come from the same selfish, egotistical king who banishes his daughter for not proving her love to him, and in fact, it does not. Lear is a changed man. What his purgatory has prepared him for, his reunion with Cordelia, the play’s Christ-figure, has set in stone. Lear has finally and completely learned how to love, and for that, he is forgiven and completely redeemed. There are some critics, of course, who believe that Lear does not learn how to love, or learn anything else for that matter. In his essay â€Å"‘Nothing Almost Sees Miracles’: Tragic Knowledge in King Lear,† Roche even argues that Shakespeare intended Lear to be a â€Å"total failure, in fact and in vision† (168). Roche continues by stating that at the end of the play, Lear â€Å"sees nothing† because â€Å"every gesture of his love is countered by an equal and opposite gesture of hatred† (164). Indeed, Roche is correct when he states that Lear is still flawed at the end of the play. After all, he still feels like a victim to Goneril and Regan’s cruel behavior and he is still vengeful, as is evident when he proudly states to Cordelia’s corpse that â€Å"I killed the slave that was a-hanging thee† (5. 3. 276). Even in his defense of Lear’s knowledge, Jorgensen states that â€Å"Lear is still pathetically unwise in worldly matters at the end of the play,† but he continues by stating that none of this matters because Lear â€Å"has learned that which, especially for a dying man, is all-important† (7). That is, Lear has learned about the meaning of love, the pitiable frailty of the human form, and the miseries of the unfortunate. In essence, he has learned what it means to be a human instead of a king. Therefore, it does not matter that Lear still has faults because his suffering has taught him eternal truths—truths that are worthy of his redemption. In the end, King Lear almost ceases to be tragic (Bradley 32). Certainly, Lear’s suffering is severe, but Shakespeare shows that it is Lear’s suffering that leads to his learning and his subsequent redemption. Prior to Lear’s painful banishment, he is a pampered, flattered king living a false life, full of false love. It is excruciating for Lear to face that his life has been 80 years of lies, but in order to learn the truth, he must first suffer through the pain, and as Shakespeare clearly shows, it is better to learn through suffering than to remain comfortable and ignorant. Therefore, Lear’s life is worth all of the agonies it incurs; after all, it is only after Lear begins to suffer that he truly begins to live. How to cite Is King Lear Nihilistic or Hopeful?, Essay examples

Gay Rights Essay Paper Example For Students

Gay Rights Essay Paper Homosexuals: Fight for RightsGay rights is a touchy subject especially in the united states. It is the fight for homosexuals to be treated as everyone else, the fight to be given what they desearve, the fight to live without torment, the fight for peace. This nation has the state of mind that how the ideal person lives, is normal, and anyone not living that way is wrong. The people of this country pick on and torment people because they are different or not like them. Why do thay do thiswho knows. John Catlin M. D. states that Many indeviduals that bully other people due to sexual origin, usually are battling sexual insecurities themselves (1) In New York there was a poll taken from the people, on the thoughts of gay rights. Many of them were displeased at the fact that homosexuals were discriminated against, and didnt have the same rights as heterosexuals. In November of 1989, Time magazine took a poll on what the people thought about legal benefits that homosexuals should receive. 62% came back saying that homosexuals should be permitted to receive medical, and life insurance benefits from their life long partner. (101) And yet nothing has come of that yet. Homosexuals deserve equal treatment legally and socially. Throughout the world homosexual people have been discriminated against for all types of different reasons and basically all of them are unjust. Homosexualality is not caused by abuse at a young age, it is not curable, it is not a disease or disorder and it is defiantly NOT learnt. For decades the incidence of homosexuality in the general population has been estimated to be approximately ten percent. Organisations opposed to gay rights have consistently claimed the number to be much lower. Despite the controversy, ten percent still remains the most widely accepted estimate (Issacson, 101) so why do people think of homosexuals as being strange or weird. There are many people around the world who are discriminating against homosexuals without even know ing it. One of these is when someone calls someone else a bad name such as a Pofter or Fagot, not really meaning it but saying it just as a hurtful name just because everyone else says it. This saying is not meant but it degrades every homosexual in the world every time some uses those words. There is another myth about homosexuals and is that a lot of people think that they are obsessed with sex. Contrary to popular belief, gay men and lesbians are no more inclined to be consumed with sexual thoughts or feelings than heterosexual counterparts, nor are they attracted to everyone of the same sex they meet. (Weinberg, 109) The lives of homosexuals, like the lives of heterosexuals are about much more than sex, but its easy to see why people believe these common myths that have been expressed by a lot of people. Many people do not even realise that they know someone who is gay because of the amount of gays that are in the community. Unfortunately, these misguided heterosexuals only know ledge of homosexuality comes from the media or anti-gay organisations that are trying to destroy the gay community, neither of which is likely to show the average gay person or couple in real life. The media is in the business of selling news, and radical behaviour of any kind sells, big time. Anti-gay organisations are in the business of making gay people appear as evil as possible. They will obviously focus their attention on the most radical behaviour that can be found within the gay community. Why do gay people flaunt their sexuality? Why dont they just keep it private? Well the majority of gay people dont flaunt their sexuality. As a matter of fact, many go to great lengths to hide their sexual preference. There is a double standard in our society. What some people consider to be flaunting by homosexuals is usually regarded as everyday behaviour for heterosexuals. This is a perfect example : A heterosexual couple walking hand in hand is perceived as normal. Very few would consi der their behaviour to be inappropriate or rude, if they even noticed it at all. On the other hand, a lesbian or gay couple show the same behaviour would almost certainly be noticed, and most likely be accused of flaunting their sexuality or promoting their lifestyle. They may be harassed or worse yet, physically attacked which is the case in many situations. Heterosexuals are free to talk about their spouses or dates. They can wear their wedding rings, display pictures of their loved ones on their desks, kiss good-bye when leaving to work, include their significant other in company parties and so on. A gay person who chooses to do the same may be seen as a trouble maker, or a sick homosexual out to prove a point. Most gay people are not out to make a statement. They simply want to be able to integrate the many aspects of their lives the way heterosexuals are allowed to do. What the majority of people mean when they say that gay people should keep their lives private, is that gay pe ople should keep their lives secret. Imagine your self having to hide the very existence of the most important person in your life, Thats what it is like for a great deal of homosexuals around the world today. Anti-gay activists have promoted the idea that the lives of homosexuals revolve around sex and the pursuit of sexual encounters, and that the only identity homosexuals have is with being gay which is totally wrong. To anti-gay organisations this is the only gay lifestyle that exists, and they do their best to promote this lie. In reality, the lives of gays and lesbians are as varied as the lives of heterosexuals (Garnets Kimmel, 1993). Some choose to live in long term committed relationships, others choose to remain single. Some couples choose to raise children, others do not. Hobbies, occupations and activities are just as varied as within the heterosexual population. There is no difference. .u22f8d213a39892b246d4b51eecf429b1 , .u22f8d213a39892b246d4b51eecf429b1 .postImageUrl , .u22f8d213a39892b246d4b51eecf429b1 .centered-text-area { min-height: 80px; position: relative; } .u22f8d213a39892b246d4b51eecf429b1 , .u22f8d213a39892b246d4b51eecf429b1:hover , .u22f8d213a39892b246d4b51eecf429b1:visited , .u22f8d213a39892b246d4b51eecf429b1:active { border:0!important; } .u22f8d213a39892b246d4b51eecf429b1 .clearfix:after { content: ""; display: table; clear: both; } .u22f8d213a39892b246d4b51eecf429b1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u22f8d213a39892b246d4b51eecf429b1:active , .u22f8d213a39892b246d4b51eecf429b1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u22f8d213a39892b246d4b51eecf429b1 .centered-text-area { width: 100%; position: relative ; } .u22f8d213a39892b246d4b51eecf429b1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u22f8d213a39892b246d4b51eecf429b1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u22f8d213a39892b246d4b51eecf429b1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u22f8d213a39892b246d4b51eecf429b1:hover .ctaButton { background-color: #34495E!important; } .u22f8d213a39892b246d4b51eecf429b1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u22f8d213a39892b246d4b51eecf429b1 .u22f8d213a39892b246d4b51eecf429b1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u22f8d213a39892b246d4b51eecf429b1:after { content: ""; display: block; clear: both; } READ: The Progressive Era?s influence on the New Deal Essay Another aspect of homosexuality is gay teens. Teen years are a hard time to live in, there is school, dating, first jobs, the pressure of an upcoming adult life. With this being such a time of trials, some teens have it worse off than others: gay teens, they are beat, laughed at, mocked, and hated. Many are forced into denial, and even suicide. Why do teens have this added pressure? Because their peers judge them due to who they date, and who they are attracted to. Matthew Shepard would know this better than anyone else. He was beaten into unconciousness and, tied to the fence of his high school football field until his body couldnt handle it anymore and gave way. (lambda home page) Matthews life was robbed from him, his classmates brutilly killed him because he was a homosexual. Matthew never got his first job, he never got his education, he never got to live. Someone chose to take that from him. Some teens take it from themselves. They cannot handle the stress that their peers put on them. If you teach a young person that their life has no value, theyll treat their life like it has no value (Catlin, 1.) Gay bashing in high schools is getting better but there are still teens out there suffering and afraid to come out, for they fear they will be judged. And they will be, the pain will be there, and they wont let their true self be shown. Not only do they face unrestricted discrimination and harassment at school, they often face similar or worse homophobia at home. Parents, unaware of their childrens sexual orientation, often make cutting remarks about homosexual television characters, community members, or the orientation in general. They may not even recognize their comments, but the child (or children) is hanging on to every word, looking for at least a tiny bit of acceptance from family. Many times they find hate instead of acceptance, sometimes to the point of being kicked out of the house at age 14 or 15 when a homophobic parent does find out. This leaves them with nowhere to turn. Just because something is forcefully driven into the closet doesnt mean it has gone away (Graff, 13) unless society become more accepting of others differences, gay teens will continue to be killed off and this nations views will be like that unto Hitlers. What about benefits? What legal benefits do a man and woman have that differ from a man and a mans? Try this analogy. A man marries a woman, they