Basic Argument for Fatalism

He thinks it is not up to him what will happen a thousand years hence, next year, tomorrow, or the very next moment. † (52) â€Å"A fatalist thinks of the future in the way we all think of the past, for everyone is a fatalist as he looks back on things. † (52) We all think of the past â€Å"as something settled and fixed, to be taken for what it is. We are never in the least tempted to try to modify it. It is not in the least up to us what happened last year, yesterday, or even a moment ago, any more than are the motions of the heaves or the political developments in Tibet. We say of past things that they are no longer within our power. The fatalist says they never were. † (52-53) Theological Fatalism According to the main versions of Western Monotheism (e. g. traditional Christianity), God is omniscient. To be omniscient is to have (in some important sense) unlimited knowledge. It’s hard to say what this amounts to, but let’s use the following defin ition (since it’s common) x is omniscient = for x knows every true proposition and x does not believe any false propositions. Many people think that omniscience is incompatible with human freedom, because it implies the doctrine of theological fatalism. Theological fatalism is the view that all human actions are unavoidable (and we are powerless to do anything other than what we actually do) because God has exhaustive foreknowledge of all future human actions. Here is an important statement of the argument for theological fatalism from Augustine (On Free Choice of the Will, Book III) I very much wonder how God can have foreknowledge of everything in the future, and yet we do not sin by necessity. It would be an irreligious and completely insane attack on God’s foreknowledge to say that something could happen otherwise than as God foreknew †¦ Since God foreknew that [Adam] was going to sin, his sin necessarily had to happen. How, then, is the will free when such inescapable necessity is found in it? Surely this is the problem †¦ How is it that these two propositions are not contradictory and inconsistent: (1) God has foreknowledge of everything in the future; and (2) We sin by the will, not by necessity? For, you say, if God foreknows that someone is going to sin, then it is necessary that he sin. But if it is necessary, the will has no choice about whether to sin; there is an inescapable and fixed necessity. And so you fear that this argument forces us into one of two positions: either we draw the heretical conclusion that God does not foreknow everything in the future; or, if we cannot accept this conclusion, we must admit that sin happens by necessity and not by will. The Basic Argument for Theological Fatalism Where S stands for any person whatsoever and A stands for any action, Augustine’s argument can be stated as: 1. For any person, S, and an action, A, that S performs, God knew in advance that S will do A. 2. If God knows in advance that S will do A, then it necessary that S will do A. 3. Therefore, it is necessary that S will do A. 4. If it is necessary that S will do A, then S is not free to refrain from performing A. 5. If S is not free to refrain from performing A, then S does not freely perform A. 6. Therefore, no person ever acts freely. Evaluating the argument Premise 2 is ambiguous †¢P2a: Necessarily, If God knows in advance that S will perform A, then S will perform A (De Dicto) †¢P2b: If God knows in advance that S will perform A, then necessarily S will perform A (De Re) P2a is true but the resulting argument is invalid P2a is true. It says that the proposition â€Å"if God knows in advance that S will perform A, then S will perform A† is necessarily true and this just means that it is impossible for God to know in advance that, for example, I will raise my arm at some time and I fail to raise my arm at that time. We can put this by saying that God’s knowing in advance that I will raise my arm at some time logically entails that I will raise my arm at that time. P2a is a way of expressing this truth. The resulting argument is invalid. Using P2a as the key premise, the argument is: 1. Necessarily, if God knows in advance that S will perform A, then S will perform A. 2. God knows in advance that S will perform A. 3. Therefore, necessarily, S will perform A. But this argument is invalid (the conclusion doesn’t follow from the premises). We can show this by means of a counterexample (an argument of the same form with true premises and a false conclusion). The form of this argument is: 1. Necessarily, If p, then p. 2. P 3. Therefore, necessarily q. To see that the argument is invalid, use the following substitutions: p = K. Sharpe weighs over 200lbs, q = K. Sharpe weighs over 199lbs. . Necessarily, If K. Sharpe weighs over 200lbs, then K. Sharpe weighs over 199lbs. 2. K. Sharpe weighs over 200lbs 3. Therefore, necessarily K. Sharpe weighs over 199lbs. The premises of this argument are true but the conclusion is obviously false (I could go on a diet and successfully lose some weight). I weigh over 199lbs but not essentially. I could weigh less than 199lbs and, i n fact, I did weigh less than 199lbs at one point. All that follows from the first two premises is that, in fact, I in fact weight more than 199lbs. It doesn’t follow that it is impossible for me to weigh less than 199lbs. Just in case you are not convinced, here is a second counterexample (Plantinga’s) 1. Necessarily, if I know that George Clooney is a bachelor, then George Clooney is a bachelor. 2. I know that George Clooney is a bachelor. 3. Therefore, it is necessarily true that George Clooney is a bachelor Again, the premises are true but the conclusion is false. George Clooney is a bachelor but he is not essentially a bachelor. He could get married, he just chooses not to. All that follows from the first two premises is that George Clooney is in fact a bachelor (not that he is essentially a bachelor). P2b renders the argument valid but it is obviously false 1. If God knows in advance that S will perform A, then necessarily S will perform A. 2. God knows in advance that S will perform A. 3. Therefore, necessarily S will perform A. This argument is valid (it’s just modus ponens) and so if the premises were true then conclusion would be true as well. But P2b is false. Given the de re reading of P2b, it says that whatever propositions God knows are necessarily true or, to put the point in terms of properties, if God knows that some object has a property then the object has that property essentially. Taken in this way, P2b is obviously false (nor does it follow from omniscience). Since the basic argument has to rely on either P2a or P2b, the argument is either invalid or relies on a false premise. Either way it’s unsound. Here is a way of thinking about this criticism of the argument. From the fact that God knows that Paul will mow his yard on July 7, 2015 it follows that, on July 7 2015, Paul mows his yard and that he does not refrain from mowing his yard on that day. But, it does not follow that it is metaphysically impossible for Paul to refrain from mowing his yard that day (that Paul does not refrain from mowing and it is impossible that Paul refrain from mowing are two very different things). All that follows from the fact that God knows in advance that Paul will mow is that Paul will not exercise his power to refrain not that he lacks the power the power to refrain. The basic argument for theological fatalism needs the later inference, but that inference is not a good one. Thus, the basic argument fails.

Change in Retirement since life expectancy increased Essay

Change in Retirement since life expectancy increased - Essay Example Americans are living longer and therefore financial security becomes imperative. It is coming to a point where investment plans need to be addressed on the day when one gets the first job. Retirement planning is becoming a matter of significance as it is this saving that prevents an individual from facing financial hazard. People who have been working all through their lives are aware and keep themselves fit and busy as long as they can even in the late seventies. On the other hand, some individuals face financial crisis and then in old age they look for some source of earning to fulfill their needs for day-to-day activities as well as to meet their health expenses. Observation reveals that some of the retired individuals get only meager from their retirement savings and so they work more in old age to fulfill their necessities. In certain cases if individuals entered late in work force they may not have saved enough and therefore they have to work till the later age. Appropriate financial planning is therefore important to secure the

Organizational Culture Model Assignment Example | Topics and Well Written Essays - 500 words

Organizational Culture Model - Assignment Example Due to the company has laid down their model in such a way that they are able to accept change to occur. They deal with the market effect caused by competitors to ensure their superiority in the market. They produce ways to enter the market and ensure they stay in the market strongly and for longer. Second, the customer is highly respected by the company. Complaints from them dealt with the customer service and response given immediately so as to maintain the customer confidence in the market. The company allows the staff to interact with the customer this ensures that they are able to assess the progress and the customer response. The management team then designs solution to deal with the complaints. Third, the company has a policy that encourages teamwork. They create an environment that allows every employee to respect each other and deal with conflict in a way that no one is intimidating the other party. The policy allows people to mingle freely with the other their follow across the board the company policy of teamwork as made them be able to make calculated designs since they are able to meet an agreement due to the togetherness. The company has a set of rules that govern the staff. The rules are to be obeyed and followed them. Failure to follow it usually causes one to be punished. The image of the company is well protected in that this ethic of conduct was drafted to keep the workplace a professional area. All employees are able to read them and abide by them. Lastly, the company has invested in the empowerment of its own staff. They include them in design making. They have created a culture in which the staff feel part and parcel of the company. This allows the management to consider most information to be all members’ information. They are feed with very detailing concerning the company.  

El Nino Essay -- essays research papers

El Nino Typically, the level of ocean water around the world is higher in the western Pacific and lower in the eastern, near the Western coast of South and North America. This is due primarily to the presence of easterly winds in the Pacific, which drag the surface water westward and raise the thermocline relatively all the way up to the surface in the east and dampen it in the west. During El Nino conditions, however, the easterlies move east, reducing the continuing interaction between wind and sea, allowing the thermocline to become nearly flat and to plunge several feet below the surface of the water, allowing the water to grow warm and expand. With the help of the National Oceanic and Atmospheric Administration's weather satellites, tracking shifting patterns of sea-surface temperatures can be made easier. Normally, a "pool" of warm water in the western Pacific waters exists. Under El Nino conditions, this "pool" drifts southeast towards the coast of South America. This is because, in a normal year, there is upwelling on the western South American coastline, and cold waters of the Pacific rise and push westward. However, during an El Nino year, upwelling is suppressed and as a result, the thermocline is lower than normal. Finally, thermocline rises in the west, making upwelling easier and water colder. Air pressures at sea level in the South Pacific seesaw back and forth between two distinct patterns. In the high index phase, also called "Southern Oscillation", pressure is higher near and to the east of Tahiti than farther to the west near Darwin. The east-west pressure difference along the equator causes the surface air to flow westward. When the atmosphere switches into the low index phase, barometers rise in the west and fall in the east, signaling a reduction, or even a reversal the pressure difference between Darwin and Tahiti. The flattening of the seesaw causes the easterly surface winds to weaken and retreat eastward. The "low index" phase is usually accompanied by El Nino conditions. The easterly winds along the equator and the southeasternly winds that blow along the Peru and Ecuador coasts both tend to drag the surface water along with them. The Earth's rotation then deflects the resulting surface currents toward the right (northward) in the... ...rface water. In the presence of sunlight, phytoplankton can produce chlorophyll, a tiny green plant substance. In turn, this substance feeds zooplankton, which in turn feeds higher members of the food chain. During El Nino conditions, the water level rises in the east and lowers in the west, forcing many changes to happen among the plant and animal life. Sea birds in the east must leave their nests, abandoning their young and searching for food which is not there, because the critical upwelling which causes the plankton and other lower members of the food chain to be produced is not there. Water temperature is above normal, and tropical fish are displaced poleward or migrate, along with the anchovy and sardines. On land, the effects produced a great amount of rainfall, making the desert lands into a grassland with lush vegetation and abundant life. Grasshoppers come, fueling toad and bird populations, and the increase in rainfall produces lakes which fish come to inhabit, fish that had migrated upstream during floods produced by the rain and become somehow trapped. In some flooded coastal cities, shrimp production set records. So too did the number of mosquito-borne malaria cases.

Quality Physical Health Education Programme in Nigeria Essay

ABSTRACT The paper focused on the Need for Quality Physical Education (PE) Programme in the Universal Basic Education (UBE) programme in Nigeria. It began with an observation on the inadequacy of precious educational systems which gave birth to UBE. Therefore, the paper attempted to answer the question – why there should be quality PE in the school. Furthermore, the paper examined roles of quality PE in the three Education Domains of Motor domain, cognitive domain and affective domain. The challenge of Quality Physical Education in the UBE programme was equally reviewed. The paper concluded that it is only the full implementation of its recommendation that would provide a lasting solution to the challenges of ensuring quality physical education programme in the UBE in Nigeria. INTRODUCTION The previous systems of education that were operated in Nigeria were inadequate to meet the needs for self reliance and rapid economic growth. It was this inadequacy that gave birth to a new one. The Universal Basic Education, Basic education is foundation for sustainable lifelong learning. it provides reading, writing and numeracy skills. The programme provides a wide variety of formal/non-formal educational, activities designed to enable the learner to acquire functional literacy. Basic education in Nigeria context, according to Awosika (2005), includes primary, junior secondary, nomadic and adult literacy education, which focuses on enabling the recipients to live meaningful and fulfilling lives, contribute to the development of the society, and derive maximum social, economic and cultural benefits from the society and discharge their civic obligations competently. WHY QUALITY PHYSICAL EDUCATION? The need for quality Physical Educational Programme offered in the Universal Basic Education (UBE) cannot be over-emphasized. Physical education programme which aims at developing a sound body in readiness for a sound moin has been described by many authors (Adedeji 1998, Ajisafe 1980, Anyanwu 1981, Awosika 1986 and Oyewusi 1992) as education through movement with the body as a vehicle. For several years, one of the goals of all concerned with the physical activity of children has been quality physical education offered daily in our nation’s schools. It is the right of the Nigerian child to be offered quality physical education. According to UNESCO 1978 in Awosika (2005), the International Charter of Physical Education and Sports declares that physical education and sports are fundamental rights for all, and specifically, that: i.Every human has a fundamental right to access physical education and sports which are essential for the full development of personality. The freedom to develop physical, intellectual and moral powers through physical education and sport must be guaranteed both within the education system and in other aspects of social life. ii.Everyone must have full opportunities, in which national traditions of sports, for practicing physical education and sports developing physical fitness and attaining a level of achievement in sport which corresponds to inherent gifts. iii.Special opportunities must be made available for young people, including children of pre-school age, for the aged and for the handicapped to develop their personalities to the full through physical education and sports programmes suited tot their requirements. For these reasons, the physical education curriculum must facilitate achieving National content standards for physical education. To accomplish this, Gallahue and Donnelly (2003) opined that the curriculum should include the following elements: 1.Fitness education and assessment to help children understand, improve, and/or maintain their physical well-being; 2.Instruction in a variety of motor skills that are designed to enhance the physical, mental, social and emotional development of every child; 3.Development of cognitive concepts about motor skills and health enhancing levels of fitness; 4.Opportunities to develop social and cooperative skills and gain a multicultural perspective. 5.Involvement of all children activities that provide maximum amounts of appropriate physical activity. QUALITY PHYSICAL EDUCATION AND THE EDUCATIONAL DOMAINS Any educational programme that does not contribute meaningfully to the educational domains is considered deficient and needs to be restructured. Physical education is sensitive to the motor, cognitive and affective domains and should be viewed as a subject, like any other that makes meaningful and measurable contributions to all three domains. Each of the domains will be looked at briefly in the following paragraphs: MOTOR DOMAIN The motor domain is the basis for the motor skill themes of the physical education programme. Motor development, according to Ayodele (2005), is a progressive change in one’s movement bahaviour brought about by interaction of the movement task with the biology of the individual and the conditions of the learning environment. In other words, one’s unique hereditary make up, along with specific environmental conditions combined with the requirements of the task itself to determine the rate and extents of the movement skill acquisition and fitness enhancement. Quality physical education programme, therefore, will help all children make adaptive change toward increased motor control and movement competence. This is achieved by involving the children in movement activities that are both appropriate to their age and development. COGNITIVE DOMAIN Physical education does not only make unique contribution to the acquisition of movement skills and physical fitness enhancement; it also makes meaningful contributions to the cognitive aspect of children’s development. Cognitive learning is a progressive change in the ability to act Bredenkamp, 1992 in Ayodele, 2005). Cognitive concept of learning can be effectively taught through movement, that is, active participation in activities. Usually, participation in most, if not all physical activities, begins in mind. The participants must first have a concept of the action, think and reason it out before the action. Considering the swiftness with which most physical education activities are performed, one can only imagine the beneficial tasking effect on the cognitive development. It is interesting to note too, that, movement often meets the needs and interest of children more than classroom activities that are less active. When a child is actively participating in a game that is teaching academic concepts, her attention is not easily diverted by extraneous stimuli (Ayodele, 2005). Also, many of today’s children under value academic achievement but have high regard for physical performance. AFFECTIVE DOMAINS An important outcome of any quality physical education programme is enhancement in the affective domain. Affective growth is learning that increased the ability of children to act, interact and react effectively with other people as well as with themselves. Affective growth is often referred to as â€Å"social – emotional development†. Physical education programme provide ample opportunity for interaction and the development of feelings (emotion) for others. CHALLENGES OF QUALITY PHYSICAL EDUCATION IN THE UBE PROGRAMME Quality physical education uses the gymnasium, playing fields as learning laboratory and numerous consumable equipment and supplies that calls for adequate funding. These are lacking in most of the schools. Quality physical education calls for teachers who are dedicated to children’s learning. it is not a â€Å"throw out the ball† programme or some form of glorified recess period. Gallaheu and Donnelly (2003) opined that if children are to realize the full potential of physical education, then, the physical education must continue to strive for quality physical education programmes offered daily. It has been also observed that Nigerian children are frequently unable to take advantage of the many benefits of vigorous physical activities because of poor or non existence of physical education programmes, sedentary life style and erroneous assumption that children by the very nature of being children get plenty of physical activity. As a result, low levels of physical fitne ss and movement skill attainment are all common. Pate (1995) opined that schools should offer physical education programmes, which provide and promote physical activity at every opportunity. Physical education and the school curriculum is another area of challenge. Though physical education has been formally entrenched into the UBE curriculum, effective teaching still leaves much to be desired. Findings have shown that many schools do not teach physical education as it should be taught, while some do not even teach it at all. Ajisafe (1991) attested to this claim that the periods of physical education are often used by children to work outside the class room either to clean the school premises or school farm. Lack of qualified physical education teachers is another challenge. Qualified Physical Education teachers have a lot of role to play in the school PE programme. They teach physical education, organize and administer intramural and extramural sports and they form the cream of the administrators of school sports. If physical education teachers are not adequate, non specialists in physical education cannot properly carry out these functions. Lack of motivation of physical education teachers and athletes; irregular intra-mural and extra-mural sports at school levels and many other challenges need to be urgently addressed to ensure quality PE programme in the school. RECOMMENDATION The following recommendations are put forward towards ensuring quality physical education programme in the Universal Basic Education in Nigeria. More so, school sports (intra-mural and extra-murals) is a forum to practicalize what has been learnt during physical education lessons, it is then imperative that the UBE programme should ensure that PE is properly taught in every school by: (i)Adequate funding of PE and sports programmes; (ii)Employment of adequate and qualified Physical Education teachers for the schools; (iii)Provision of sports and PE facilities, equipment and other supplies; (iv)Resuscitation of the annual intra-mural sports and the extra-mural sports; (v)The PE specialists should be abreast of the latest research, issues and trends in the field through ongoing professional development; (vi)Physical education classes should contain about 25 students per class in order to enhance effective teaching. CONCLUSION Every human being has a fundamental right to participate in sport and physical activity of their choice (UNESCO, 1978). For the children and youth, physical education should be taught in the schools by qualified teachers (Eoulon, 1994). It is only the full implementation of these and lasting solution to the challenges that would ensure quality physical education programmed in the Universal Basic Education in Nigeria. REFERENCES Adedeji, J.A. (1998). Physical Education in Educational Institutions in Nigeria. International Journal of Physical Education. (15) 4 Ajisafe, M.O. (1980). Teaching Physical and Health Education, Macmillan Nigeria Publishers Ltd. Yaba, Lagos. Ajisafe, M.O. (1991). Physical Education in the Service of Mankind (unpublished manuscript). Anyanwu, S.U. (1981). Secondary School Physical Education: Implications for the Development of Sports In Nigeria. The JONA PHER, (2), 2. Awosika, Yomi (1986). It pays to play: With Recreation During Economic Recession. In Afisafe (Ed) Recreation and National Awareness. 73-77 Awosika, Yomi (2005). Collaborative Roles of Physical Health Education and Sports in the Effective Implementation of Universal Basic Education Programmmme. In Omolawan, K.O (Ed) Journal Of Sports Management and Education Research (1), 2:1-20. Ayodele, I.R. (2005). Need for Quality Developmental Physical Education Offered Daily in the Programme. In Omolawam, K.O. (Ed); Journal of Sport s Management and Educational Research (1), 2 121-127. Coulon, S.C. (1994). Elementary Physical Education: A Rural School Districts Perspective Rural Educator, (3) 15: 13-17. Gallahue, D.L. & Donnelly, F.C. (2003). Developmental Physical Education for all Children (3rd), China: Human Kinetics Oyewusi, J.A. (1992). Using Physical Education as a Therapeutic Weapon. Sports Science and Medicine, (2), 1; 307-328. Pate, R.R. (1995). Recent Statements and Initiatives on Physical Activity and Health Question 47:304-310. UNESCO (1993). International Charter of Physical Education and Sports. UNESCO, Paris, France: Eric Document: 370-901.

Movie Analysis Zero Dark Thirty By Kathryn Bigelow

In 2015 an American Values survey administered by the Public Religion Research Institute (PRRI) revealed startling data concerning American s view of Muslims. According to the survey, A majority (56 percent) of Americans agree that the values of Islam are at odds with American values and way of life, while roughly four in ten (41 percent) disagree... In 2011, Americans were divided in their views of Islam (47 percent agreed, 48 percent disagreed) (Jones). This survey demonstrates that in the last couple of years, Americans perception of Muslims has declined. Several factors could be contributing to this decline, including Islamophobic rhetoric and images found in American film and journalistic media. These negative images further†¦show more content†¦Later on, several other attacks are shown such as the May 29, 2004, attack on Westerners and non-Muslims in Khobar, Saudi Arabia, the July 7, 2005, London bus bombing, and the May 1, 2010, New York Times Square attempted car bombing. Several attacks affect Maya, who is shot at by Al Qaida terrorists while trying to leave her home and her CIA co-workers. One of such was the September 20, 2008, car bomb attack at the Marriott Hotel in Islamabad, Pakistan where Maya and Jessica a fellow CIA analyst were socializing after work. Later, Jessica dies in the December 30, 2009, Camp Chapman car bomb explosion where she was supposed to meet with an informant who had classified information on the whereabouts of Bin Laden s trusted courier. The portrayal of these terrorist attacks serves as a reminder to the audience of how bad they were consequently causing the film to appear more realistic. One of the central and most controversial aspects of Zero Dark Thirty is the usage and depiction of enhanced interrogation to gather information on the whereabouts of Al Qaida members. At the beginning of the film the first visual viewers have is a beaten Middle Eastern prisoner named Ammar surrounded by people in black masks in a dark building. Jack walks into the room and says, I own you, Ammar, you belong to me. Throughout the film, various methods of torture are used, including prolonged periodsShow MoreRelatedMovie Analysis : Hollywood 3558 Words   |  15 Pageslandscape spread had at least fifteen independent studios move to Hollywood. By 1915, America was officially film crazed, and Hollywood was shaping into the glamorous, sometimes surreal landscape we have come to know and love today. From the first movie projections at the end of the nineteenth century, cinema was hailed as a mode of preservation, a hedge against death itself, preserving for future generations not only the images but also the actions of people now long dead. The twentieth century is

Which Law School Courses Should I Take

If you are a first-year student, your law school courses have probably been laid out for you, and this a good thing because the basics like Contracts, Constitutional Law, Criminal Law, Torts, Property, and Civil Procedure will lay the foundation for the rest of your law school career. One or more of these courses may appeal to you so much that you decide right then and there that you simply must take every related course over the next two years. When it’s time for registration, here are three pieces of advice on selecting your law school courses: Forget About the Bar Exam You will hear a lot of people, including advisors and professors, tell you to take the â€Å"bar courses,† i.e., those subjects that are covered on most, if not all, state bar exams. I agree with that—so long as you have an underlying interest in, say, business associations or contract remedies. Most â€Å"bar courses† are included in your first-year requirements anyway; for those subjects that aren’t covered, you will learn what you need to know for the bar exam from bar review materials and classes. This probably sounds strange, but it’s true: you will learn all the law you need to know for the bar exam in the two months preceding it. The best thing to do is to forget about the bar now while you’re in school and follow the next two pieces of advice in choosing your second and third-year courses and clinics. Select Topics That Interest You You may never have an opportunity to study certain subjects again, so if you’ve always wanted to learn more about white-collar and organized crime, have at it. If you have an underlying interest in environmental law, even if you don’t think you’ll make a career out of it, why not give the course a try? Literature and the law? No, it’s not on the bar exam, but you might enjoy it. If the courses you select are making you think and analyze (and all courses in law school will), they are preparing you for the bar exam and for a promising legal career. Two other potential bonuses: You just might get higher grades because you’re engaged in the course material, which will be looked upon kindly by future employers.You may even find yourself a new, exciting career path. Choose Great Professors Professors’ reputations are generally well-known in their schools, so seek out those â€Å"can’t miss† instructors, even if they’re teaching classes you otherwise wouldn’t be interested in. This goes slightly against the tip above, but if generations of law students have raved about a particular professor, you probably want to take a class with that professor no matter what it is. Great professors can make even the dullest subjects interesting and get you excited to go to class. Some of my favorite classes (and, incidentally, the ones I did the best in) were Property, Taxation, and Estate and Gift Tax. Because of the subject matter? Hardly. Remember that this is your law school education—not your advisor’s, not your professors’, and certainly not your parents’. You’ll never get these three years back, so make sure that you make the most out of your law school experience, something that begins with choosing the right classes for you. With careful course selection, you can enjoy three years that are not only intellectually stimulating and challenging but also fun. Choose wisely!