The Postive and Negative Health Effects Essay Example for Free

The Postive and Negative Health Effects Essay What are possible effects of cell phones on teenagers? There are several ways in which cell phones can affect teenagers, such as educational, social and health, which can all be both positive and negative. Social effects of cell phones can be sex-ting, cyberbullying and social networking. Educational effects are effects relating school and education of a teenager. Health effects are health risks and benefits for a teenager while using a cell phone. There are many different effects of cell phones on teenagers but the ost important ones that are mainly looked at are educational, social and health. This essay will cover the positive and negative educational, social and health effects of cell phones specifically on teenagers. 2. 0 Discussion 2. 1 Positive and Negative Social Effects of Cell Phones on Teenagers Firstly, mobile infrastructure has changed during the past decade and this increase has become so apparent that you hardly ever come in contact with someone who does not possess a mobile phone or other mobile device. It is becoming increasingly easy and inexpensive for teenagers to contact friends and access information via their mobile phones (Reid and Reid 2007, p. 424). Teenagers run their social lives on cell phones and today, 77 percent of teenagers aged 12-17 report having a cell phone (Tippin 2012). Cell phones have become prominent aspect of teenager’s everyday life; in fact the mobile phones have turned from a technological tool to a social tool. Especially text messaging has increased significantly and is teenagers most frequent way of communicating. Study shows that 63% of all teens said they exchanged text messages on a daily basis (Tippin 2012). As it is evident that majority of teen’s posses a cell phone it is important to understand the positive as well as negative social effects of it on teenagers. â€Å"Research on cyberbullying sponsored by Opennet has found that teenager who are heavy cell phone users are more likely to engage in the practice of bullying online, as well as become bullied themselves† (Osborne 2012). Cyberbullying is bullying with the intention to torment a person with the use of technology. Statistics show that 46 percent of heavy cell phone users experience cyberbullying on their phones (Osborne 2012). Cyberbullying through a cell phone can be a serious issue and can cause very negative effects on a teenager, in fact kids that are bullied are likely to experience anxiety, depression, loneliness, unhappiness, and poor sleep. Such negative effects of bullying are often overlooked, because many victims feel the need to hide the fact that they are being bullied, they become shy and fearful of further abuse. Typically they tend to become anxious, less confident, and quieter. As a result, bullying can be a hindrance to their academic performance. Therefore, bullying is a problem that if left unattended, can be a significant obstacle in child’s social development. (â€Å"American Osteopathic Association,† n. d). Even though there are negative social effects of cell phones on teenagers such as cyberbullying there are positive advantages as well. An obvious advantage of a mobile phone is that it can help teens to communicate with others. If a teenager was lost perhaps he or she can seek help immediately by a cell phone at any time, in any place and cell phones also allow its users to make long distance calls which makes it a lot easier for them to communicate with friends and family who are distant. With cell phones video and camera functions, teens now have more opportunities to record and report any criminal events which they have witnessed. These pieces of evidence could greatly help authorities solve crimes faster (Baker 2012). Cell phones are very useful devices for communication as well as they are compulsory as they used as safety devices especially in emergencies (Ravidchandran, 2009). Therefore it is important to understand the social effects of cell phones on teenagers because although it could harm teenager’s development, it can also benefit as well as provide safety and security for the child. 2. 2 Positive and Negative Educational Effects of Cell Phones on Teenagers Secondly, the topic of cell phones affecting teenagers’ education is very controversial. Cell phones can be a major distraction to learning when students use them improperly. Cell phones can affect teenagers’ grades by being distracted with sending text messages, playing games on their phones and receiving zeros if they are caught cheating during a test. When texting teenagers use short acronyms such as laugh out loud (LOL), be right back (BRB), talk to you later (TTYL) which can significantly lead to a decline in their language and grammar skills. (Connie, 2012). Edutopia, an educational website, conducted an online poll regarding this issue of whether text messaging harms students writing skills. Out of 3359 votes, 1788 votes (53%) chose â€Å"Yes, I believe students are carrying over the writing habits they pick up through text messaging into school assignments. † 851 votes (25%) chose â€Å"No. I believe students can write one way to their friends and another way in class. They can keep the two methods separate. † 613 votes (18%) chose â€Å"Maybe. Although text messaging may have some impact on how students write, I dont think its a significant problem† (Ring, 2009). As it is evident that the majority voted that students are using their habits they have picked up through text messages in school assignments, it shows the decline of teenage students grammar skills. Although cell phones can have such a negative effect on teenagers’ education it can also provide positive benefits such as an aid for learning. With a cell phone, the students could make organizers, research work and do their projects. Cell phones have applications which can be installed individually and there are thousands of useful apps that a teenager could use at school for education, such as dictionaries to define words and phrases. Students can now take part in a mobile device learning program called â€Å"Hotsteat,† which allows students to post comments on a Twitter-like feed from a question posted by a professor, and can be accessed through a mobile device with the app. Another program called â€Å"Remind101† which  is a free site that is created for teachers and students to create text, reminders for projects quizzes, test, labs, class activities and homework. Teacher have to create an account and upload all class projects, activities, homework and assignments, then students can log in to the website, subscribe to their class and automatically receive all reminders (Dunn, 2011). Therefore, it is important to understand the educational effects of cell phones on teenagers because although schools report that student’s mobile phone use disrupts teaching and reduces student’s attention in class, which results in a negative educational outcome. It is also important to understand the benefits that cell phones bring to teenagers education by having organizers, notes, reminders and discussion groups all at their finger tips. For these reasons, teenagers get more encouragement to initiate their learning. 2. 3 Positive and Negative Health Effects of Cell Phones on Teenagers Lastly, â€Å"teenagers who overuse cell phone texting or social networking Web sites have disturbingly high rates of a wide range of  health  risk  behaviors† (Jancin, 2011). Gaby Badre, M. D. , Ph. D. of Sahlgrens Academy in Gothenburg, Sweden conducted research on the affects of cell phone usage on sleep patterns in teens. Research focused on two groups: a control group of three men and seven women compared with variable group of three men and eight women. When compared the control group against the variable group, Badre found that adolescents with excessive cell phone habits are more habituated to disrupted sleep, restlessness, stress, more c onsumption of stimulating beverages and fatigue (â€Å"American Academy of Sleep Medicine† 2008). According to Badre, addiction to cell phone is becoming common. Youngsters (teenagers) feel a  group pressure  to remain inter-connected and reachable round the clock. Children start to use mobile phones at an early stage of their life. There seem to be a connection between intensive use of cell phones and health compromising behaviour such as smoking, snuffing and use of alcohol (â€Å"American Academy of Sleep Medicine† 2008). Dr. Frank conducted a survey which was completed by 4,257  teens  at 20 schools in Cuyahoga County, Ohio. Based upon the responses these â€Å"hypertexters† who are teenagers that have self-reported texting an average of 120 or more times per day on school days are â€Å"twofold more likely to have ever tried alcohol, 43% more likely to be binge drinkers, 32% more likely to be current users of marijuana, and 40% more likely to have tried cigarettes than kids who texted less or, as was true for 22% of students, not at all† (Jancin, 2011). This shows the significant impact of cell phone effects on teenagers’ health, but although there are so many negative health effects of cell phones there are just as much positive effects. Certainly it is true that for teenagers, cell phones offer openings for conversations as well as ways of keeping up appearances by looking busy, appearing confident, popular, or relieving meeting boredom. And phones, like smoking, can be used as a defence mechanism, attention speaking behaviour as well as a way to stand out from the ‘Lonely Crowd’ (Cross, 2006) Texting with cell phones can provide health education, to campaign against smoking and behavior. For example in New Zealand an experiment was conducted with two groups, first group received text message support and the other group did not receive any text messages. The results showed that the number of people who stopped smoking was significantly higher in the intervention group than in the control group which did not receive text message based support. â€Å"Add this to the Action on Smoking findings five years ago and there is a real case for hailing mobile phone effectiveness in limiting smoking amongst Teenagers† (Cross, 2006) Although in this program cell phones did not provide direct health benefits but by constantly texting teenagers and giving them support it significantly decreased the number of smokers. Therefore it is important to understand the health effects of cell phones on teenagers because although mobile phones can have negative effects such as lead teenagers into drinking and drug use, it can also have positive effects and be used as a defence mechanism to cope with anxiety. 3. 0 Summary Cell phones are a tool of convenience and that is why almost 80% of all teenagers use one (Tippin, 2012). However having cell phones can be very negative effect on teenagers, â€Å"research on cyberbullying sponsored by Opennet has found that teenager who are heavy cell phone users are more likely to engage in the practice of bullying online, as well as become bullied themselves† (Osborne 2012) and teenagers that are bullied are likely to experience anxiety, depression, loneliness, unhappiness, and poor sleep. These social effects of cell phones on teenagers can also affect their health. Gaby Badre, M. D. , Ph. D. of Sahlgrens Academy in Gothenburg, Sweden conducted research and found that adolescents with excessive cell phone habits are more habituated to disrupted sleep, restlessness, stress, more consumption of stimulating beverages and fatigue (â€Å"American Academy of Sleep Medicine† 2008), which all contribute to negative health effects. Teenagers advantage of having cell phone at their finger tips can affect their school grades by being distracted with sending text messages, playing games on their phones and receiving zeros if they are caught cheating during a test. But having a cell phone now makes people reachable in almost any location and this makes individuals easier to contact. Ease of access is not the only benefit of cell phones; they offer features that have many other benefits. Cell phones have become an important part of society today, while schools think that cell phone usage should not occur in schools, it is imperative that they acknowledge that cell phones are extremely important to the safety of our children in school. Several schools state that you could use the telephone in the main office to call home in an emergency, but if there ever was a true emergency the phone in the main office would be surrounded by people trying to get in contact with their loved ones and chaos would be lurking. Having a cell phone enables them to contact loved ones with ease during an emergency. Also computers at schools can malfunction and stop students from getting information. However, new technology on cell phones allows them to access the internet and enable them to complete research with ease. Cell phones have organizers which help students write down their homework and help them to keep organized. 4. 0 Conclusion Cell phones are great invention. However, most schools in Ontario ban cell phone use at schools although, as it was stated in â€Å"The Japan Times† article â€Å"banning cell phones does not succeed in teaching students how, when and where an adult would use a  cell  phone (â€Å"The Japan Times†, 2008). Therefore, schools should not simply ban cell phones because of their negative effects on teenage students but teach them when and where the appropriate time and place is to use one. Schools should also look at positive side of cell phone use on teenagers because they can be a great educational tool. As Lisa Baker has mentioned â€Å"some high schools take advantage of educational games for cell phones. Educators can teach students how to use their phones as research tools, which encourages youth to take more initiative in their own learning (Baker, 2012). There are also social and health effects of cell phones on teenagers, which can be both also negative as well as positive. Before looking at negative effects of cell phone on teenagers, we should understand why they were first invented and the benefits they bring to our daily life. Therefore, although there are so many effects of cell phones on teenagers it is important to understand the main ones that are mainly looked at such as social, educational and health effects.

Breast Feeding vs Formula Essay -- Comparing Breast Feeding and Formu

Breast-feeding is nutritionally, emotionally and physically superior for a mother and her child. â€Å"Human breast milk is not standard nor is it interchangeable with cow’s milk. It is a dynamic fluid that changes in composition to meet the needs of the baby as it grows† (â€Å"Giving your Baby... Diet.† par. #10). Breast milk contains growth factors and antibodies which stimulate the growing baby and protect it from illness such as diarrhea, ear infections, rashes, allergies, asthma, skin problems, pneumonia, respiratory illness and other serious illnesses. Breast-feeding also improves a baby’s chance of remaining healthy. These antibodies are not found in formula. They can not be sustained. Breast-fed babies are also neurodevelopmentally more advanced than those fed formula. This is because the ingredients found in breast milk promote brain development. (Neifiert, pars. #5 ) Breast-feeding is the preferred method for feeding babies because it offers many benefits for both mothers and babies. There are many advantages for babies who are breast-fed. Babies can digest breast milk easily because the proteins and curds in it are softer than those in cow’s milk. The proteins in breast milk destroy harmful bacteria and help protect a baby against infection (Giving your Baby... Diet.† par #20). A breast-fed baby will have loose bowel movements that are easy to pass. Manufacturers do attempt to lower the curd tension in formula so that it will act as breast milk does. They do this by producing formula that has a higher whey content than cow’s milk. But it is impossible to exactly replicate human milk. Because of the gentleness of breast milk in a babies system, constipation is rare in breast fed infants. Another advantage for breast-fed ch... ...e. 19 May 2003. http://proquest.umi.com/pqweb? Georgieff, Michael K. â€Å"Taking a Rational Approach to the Choice of Formula.† A Thomson Healthcare Company. Aug. 2001: 48 Health Reference Center-Academic. Lansing Christian School Lib. , Lansing MI. 19 May 2003. http://www.infotrac.galegroup.com. â€Å"Giving Your Baby an Ideal Diet.† A Thomson Healthcare Company. 2001: 79. Health Reference Center- Academic. Lansing Christian School Lib. , Lansing, MI. 13 May 2003. http://www.infortrac.galegroup.com. Gupta, Sanjay M.D. â€Å"Of Brains and Breast Milk.† Time. 20 May 2002: 92. Neifert, Marianne. â€Å"The Advantages of Breast-Feeding.† McKesson Health Solutions LLC. 2001: 15. Health Reference Center – Academic. Lansing Christian School Lib. , Lansing, MI. 13 May 2003. http://infotrac.galegroup.com. Sheehy, Maura. â€Å"Breast-Feeding 911.† Parents. July 2001: 149-150.

Philosophy Afrterlife Reformation Essay

The ancient philosophers of Greek and Rome generally believed the world to be eternal, meaning, that the world had no beginning, and thus, it can never have an end, too. The people who had pondered about the origins of life here on earth, and about life after this present existence ends, have been segregated into many sects and categories. For the Stoics [1] our universe undergoes the shifting courses of expansion and contraction in perpetuity – from fire the universe expands into cooler and denser forms, contracts again in order to become fire, and so on in an eternal fashion. To the followers of Aristotle, according the author Leopold Sulmner in his book What Students of Philosophy Should Know,   â€Å"this world of ours has always existed and always will, and God did not create this world.†(90) Yet, even the followers of Aristotle, were divided as far as their opinions went. Jostein Gaarder provides as much in Sophie’s World by indicating that to a select number of these Aristotelians the world â€Å"†¦is like a big clockwork machine in which after a very long interval all the parts come back to the same positions, and the same sequence of events then happens again, over and over eternally; human beings and their actions are part of the clockwork, so everything in human history has already happened an infinite number of times already, and will happen again an infinite number of times in the future.† (67) Still in Gaarder’s Sophies World, we read that the early Christians and their faith in the sacred Scriptures believed that their, â€Å"God created the world a relatively short time ago, exercises continual providence in human history, and will eventually end it, perhaps in the not too distant future, and conduct a grand accounting. Life after death will go on for ever, but life on earth takes place within a fixed and relatively short timeframe, with a beginning, middle, and an end.† (72) There is a Christian saint in the person of St. Augustine who, â€Å"†¦scorned the Stoic concept of the happy life as inadequate, and proclaimed that in the next life true happiness will be found.† (45) But, according to St. Augustine, â€Å"they did not say much about what it would be like.† (46) St. Augustine went on further to write that, â€Å"†¦it is as if they were content to leave it to God – we can be sure that whatever is required to make human beings happy will be provided.†(57) The Stoics, in the opinion of the said Christian saint, â€Å"were not much interested in theorizing about happiness in this life, because not everyone can achieve it, it is not important to achieve, it is not of much significance in comparison with the happiness of the next life.† (93)   In Robert Longman’s, Medieval Aristotelians, the author writes that the medieval Aristotelians, â€Å"theorized about the happiness of the next life, adapting Aristotle’s ideas for the purpose: the happiness of heaven consists of intuitive knowledge of God himself.† (385) Lastly, in St. Augustine’s own City of God, St. Augustine postulates that â€Å"the elect are those who are predestined to happiness in the next life.† (990)   Ã‚  Ã‚  Ã‚   The philosopher, Rene Descartes immortalized the philosophical tenet of, â€Å"I think, therefore, I am.† In Dan Kaufman’s Divine Simplicity and the Eternal Truths in Descartes, we come to have a greater understanding about the view of Descartes regarding the afterlife of man. For Descartes, there is a God who is the composer and man who is the composed and composite. [2] Descartes philosophizes that, â€Å"†¦ man’s life, death, and life after death is dependent on the will, intellect and understanding of God.† (14) Hence, if this is so, for Rene Descartes, if God is the cause of man, then man depends on God also, even in the matter of man’s death. Rene Descartes had studied the nature of man and he had stressed the reality behind man’s divisibility. We can say that if, for Descartes, man is: mind and body, thought and extension, and a corporeal being who is believed to be someone who knows that he exists if he is inclined to the process of thinking; then, it can be derived that man’s death comes when man ceases to think. The ‘I’ cannot think, the ‘I’ does not think, the ‘I’[ as already mentioned ] ceases to think, indeed, the ‘I’ can no longer think—most importantly- and the ‘I’ can no longer declare, â€Å" Therefore, I am†. And so, from this cessation of thought, the status quo of man’s existence becomes of this, â€Å"†¦he does not think, therefore, he is not.† (99) In fact, philosophically, the ‘he’ is no longer, an ‘I’. Life after death, we can gain from reading the works of Descartes, would be, according to this philosopher, a state of being that is entirely dependent on God’s will. Man no longer has a say in it, for he is no longer capable of thinking. John Hobbes’s Leviathan bears a duality of natured characteristics which stamp it with the mark of genius. Leopold Sulmner in his book What Students of Philosophy Should Know discusses the Leviathan, at length, by describing it in this way, â€Å"In the first place, it is a work of great imaginative power, which shows how the whole fabric of human life and society is built up out of simple elements. And, in the second place, it is distinguished by a remarkable logical consecutiveness, so that there are very few places in which any lack of coherence can be detected in the thought.† (1001) Sulmner writes how it, â€Å"is true that the social order, as Hobbes presents it, produces an impression of artificiality; but this is hardly an objection, for it was his deliberate aim to show the artifice by which it had been constructed and the danger which lay in any interference with the mechanism.† (1024) The author goes on further to include that, â€Å"It is true, also, that the state of nature and the social contract are fictions passed off as facts; but, even to this objection, an answer might be made from within the bounds of his [Hobbes’s] theory. It is in his premises, not in his reasoning, that the error lies. If human nature were as selfish and anarchical as he represents it, then morality and the political order could arise and flourish only by its restraint, and the alternative would be, as he describes it, between complete insecurity and absolute power. But, if his view of man be mistaken, then the whole fabric of his thought crumbles. When we recognize that the individual is neither real nor intelligible apart from his social origin and traditions, and that the social factor influences his thought and motives, the opposition between self and others becomes less fundamental, the abrupt alternatives of Hobbes’s thoughts lose their validity and it is possible to regard morality and the state as expressing the ideal and sphere of human activity, and not as simply the chains by which man’s unruly passions are kept in check.† (1037) For Hobbes, according to Sulmner, â€Å"for as long as the state of nature endures, life is insecure and wretched. Man cannot improve this state, but he can get out of it; therefore, the fundamental law of nature is to seek peace and follow it; and, from this, emerges the second law, that, for the sake of peace, a man should be willing to lay down his right to all things, when other men are, also, willing to do so. From these two are derived all the laws of nature of the moralists. The laws of nature are immutable and eternal.† (1048). And so, for Hobbes, life after death, would be the experience of absolute escape from his present state of life here on earth. Jostein Gaarder provides a chapter in Sophie’s World on how, â€Å"John Locke opened a new way for English philosophy.† (261) Locke had patterned his philosophies from those of Francis Bacon, Hobbes, and the other forefathers of modern philosophy. Sophie’s World presents how, â€Å"Bacon had done more: he had found dangers and defects in the natural working of men’s minds, and had devised means to correct them. But Locke went a step further, and undertook a systematic investigation of the human understanding with a view to determining something else—namely, the truth and certainty of knowledge, and the grounds of belief, on all matters about which men are in the habit of making assertions.† (262) In his manner, Locke introduced a new method of philosophical enquiry, which is, â€Å"now known as a theory of knowledge, or epistemology; and, in this respect, he was the precursor of Kant and anticipated what Kant called the critical method.† (279)    Sophie’s World also provides us with this knowledge of how, â€Å"we have Locke’s own account of the origin of the problem in his mind. He struck out a new way because he found the old paths blocked. Five or six friends were conversing in his room, probably in London and in the winter of 1670–1, â€Å"on a subject very remote from this†; the subject, as we learn from another member of the party, was the â€Å"principles of morality and revealed religion†; but difficulties arose on every side, and no progress was made. Then, he goes on to say, it came into my thoughts that we took a wrong course, and that before we set ourselves upon inquires of that nature, it was necessary to examine our own abilities, and see what objects our understandings were, or were not, fitted to deal with.† (262) Again, Leopold Sulmner in his book What Students of Philosophy Should Know writes about Locke, â€Å"At the request of his friends, Locke agreed to set down his thoughts on this question against their next meeting; and he expected that a single sheet of paper would suffice for the purpose. So little did he realize the magnitude of the issues which he raised and which were to occupy his leisure for nearly twenty years.† (2765)    Sulmner informs by highlighting, â€Å"Locke’s interest centers in the traditional problems—the nature of self, the world and God, and the grounds of our knowledge of them. We reach these questions only in the fourth and last book of the Essay. But to them the enquiry of the first three books is preliminary, though it has, and Locke saw that it had, an importance of its own. His introductory sentences make this plain: Since it is the understanding that sets man above the rest of sensible beings, and gives him all the advantage and dominion which he has over them; it is certainly a subject, even for its nobleness, worth our labor to inquire into. The understanding, like the eye, while it makes us see and perceive all other things, takes no notice of itself; and it requires art and pains to set it at a distance and make it its own object. But whatever be the difficulties that lie in the way of this inquiry; whatever it be that keeps us so much in the dark to ourselves; sure I am that all the light we can let in upon our minds, all the acquaintance we can make with our own understandings, will not only be very pleasant, but bring us great advantage, in directing our thoughts in the search of other things. â€Å"(2766)   What Students of Philosophy Should Know concludes for us that, â€Å"Locke will not ‘meddle with the physical consideration of the mind’; he has no theory about its essence or its relation to the body; at the same time, he has no doubt that, if due pains be taken, the understanding can be studied like anything else: we can observe its objects and the ways in which it operates upon them. All the objects of the understanding are described as ideas, and ideas are spoken of as being in the mind. Locke’s first problem, therefore, is to trace the origin and history of ideas, and the ways in which the understanding operates upon them, in order that he may be able to see what knowledge is and how far it reaches.† (2800) In Sulmner’s book, we can read that, â€Å"This wide use of the term â€Å"idea† is inherited from Descartes. The term in modern psychology which corresponds with it most nearly is â€Å"presentation.† But presentation is, strictly, only one variety of Locke’s idea, which includes, also, representation and image, percept, and concept or notion. His usage of the term thus differs so widely from the old Platonic meaning that the danger of confusion between them is not great. It suited the author’s purpose, also, from being a familiar word in ordinary discourse as well as in the language of philosophers. Herein, however, lay a danger from which he did not escape. In common usage â€Å"idea† carries with it a suggestion of contrast with reality; and the opposition which the â€Å"new way of ideas† excited was due to the doubt which it seemed to cast on the claim of knowledge to be ‘a knowledge of real things’.(2817) Perhaps, for Locke, life after death, is something that can be located in man’s mind. This is what we can gather from studies of philosophers, throughout history, about life after death: 1.) in the next life true happiness will be found, 2.) the happiness of heaven consists of intuitive knowledge of God himself, 3.) a state of being that is entirely dependent on God’s will, 4.) life after death, would be the experience of absolute escape from his present state of life here on earth, and finally, 5.)something that can be located in man’s mind. And as for the matter, of which would be true amongst these theories? Well, we shall see which, but in the next life. WORKS CITED De Torre, Joseph M. The Humanism of Modern Philosophy,   Ã‚  Ã‚  Ã‚  Ã‚   3d ed. Madrid: Solaris Press, 1999. Gaarder, Jostein. Sophie’s World. London: Phoenix Books, 1996;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reprint, Phoenix Books,1998. Kaufmann, Dan. Divine Simplicity and the Eternal Truths   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Descartes.   British Journal for the History of Philosophy: UK, Vol. ii   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Issue 4, 2003. Longman, Robert.   Medieval Aristotelians.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Translated by Thomas Charles. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Random House Publishing, 1992. Sulmner, Leopold.What Students of Philosophy Should Know. Singapore: Allyn and Bacon, 1996. [1] De Torre, Joseph M. The Humanism of Modern Philosophy,   Ã‚  Ã‚  Ã‚  Ã‚   3d ed. Madrid: Solaris Press, 1999. [2] Man in being composed[composite], has external parts and a soul. He is divisible, according to his parts. And he is created by God, the composer.

10 Things to Know About Andrew Johnson