Historical Allegory and Symbolism in Animal Farm

Haley Pruitt Mrs. Blount AP Literature and Composition 12 November 2012 Symbolism and Allegory in Animal Farm When George Orwell wrote his literary masterpiece that has been acclaimed for many years by critics everywhere, Animal Farm, there were many world events shaping the future of all of Europe and the world that impacted his views, which therefore influenced his writing and opinions. His background and values help to shape the glasses through which he views these events.George Orwell is put into positions of warfare and diplomacy and handles both eloquently as he allows them to mold him into the person that writes the masterpieces that he goes on to produce. Animals are implemented to retell the story of Marxism, the Russian Revolution, and the downfall of utopian views and societies. George Orwell uses symbolism and allegory in his novel Animal Farm to show the social issues of the Soviet Union in the time period of 1917 through 1943.The background of George Orwell must be unde rstood before one can go deeper into his literary works. George Orwell was the pen name of Eric Arthur Blair who was born on June 25, 1903 in Motihari, Bihar, India. He was born into an upper middle class family and went to Catholic school. He moved to Burma where his grandmother lived, and this is where he later wrote Burmese Days, â€Å"A Hanging†, and â€Å"Shooting an Elephant†. â€Å"In Burmese Days, he resigned to ‘escape not merely from imperialism but from every form of man’s dominion over man’† (â€Å"Orwell† 748).When George Orwell moved to London, he began to explore the slums and the poorer parts of the city so that he could learn to understand them and the context of the many books that were written about them. Orwell became interested in the Spanish Civil War and decided to take part in it; because of this, he was asked to be a part of the Spanish Embassy in Paris and he wanted to eliminate fascism throughout the world. G eorge Orwell was married to and adopted a son with Eileen O’Shaughnessy. She died in 1945 during a surgical procedure. Right before he died, he married Sonia Brownell in 1949. Orwell died at 46 years old from tuberculosis.He was in and out of many hospitals for the last three years that he was alive. The author was buried according to Anglican Rite in the All Saints’ Churchyard. At the outbreak of World War II, George Orwell was deemed unfit for service so he began to write for newspapers. Orwell wrote a column of the Tribune and he was a major contributor/writer of The Observer. â€Å"By this stage, Orwell saw himself primarily as a political writer, a democratic socialist who hated party labels, hated totalitarianism, and was to become more and more disillusioned with the methods of Communism† (â€Å"Orwell† 748).Orwell wanted to expose Communism and eliminate it from Europe. Through his writing for various newspapers, he saw himself as making a differe nce, but not quite as much as he would have liked so he began a novel to show the ugly truth of Communism once and for all. Before the end of 1944, Animal Farm was ready for publication, but a publisher could not be found as it was considered an attack on the Soviets. No one wanted to accept that kind of responsibility and punishment if something where to reach the Soviet Union regarding his use of allegory and symbolism using animals against them and their ideas.Eventually Jonathon Cape agreed to tackle the controversies that Orwell discussed and he published it. Jonathon Cape founded Jonathon Cape Ltd. with Wren Howard in 1921. It was one of the leading literary publishers in London during the time period. Jonathon Cape also published works such as T. E. Lawrence’s The Seven Pillars of Wisdom, Arthur Ransome’s Swallows and Amazons, and the first of the James Bond books. Another historical issue that must be dealt with before a further understanding of Animal Farm can be reached is what exactly happened in the Soviet Union with the Russian Revolution and Marxism.Two German philosophers, Karl Marx and Friedrich Engles, coined Marxism. â€Å"The  Communist Manifesto  (1848) of Karl Marx and Friedrich Engels provided a theoretical basis for the revolutionary movements springing up in Europe in the latter part of the nineteenth century,† (Meyers). Marxism is a way to look at socioeconomics that is based on a more materialistic view of the development of history, a view of social change that has a lot to do with location, and an examination of the relationships of social classes within society and the way that capitalism is wrong and should be looked down upon.It fights for the self-discovery and freeing of the working class and making everyone equal to a certain degree. The Bolsheviks adopted these ideals of Marxism when they took over Russia in the Russian Revolution. World War I did not make things any easier on the peasants. Now they w ere forced to fight for a country they did not like in the first place and they were being simply slaughtered because they were not trained soldiers. Originally, it served to quiet the peasants because everyone was united against one enemy, but it wore off once the initial benefits were gone.Russia’s first major battle of World War I ended in over thirty thousand Russian troops were killed or wounded and the revolutions began. Tsar Nicholas began to make poor military choices and the Russians, particularly the lower class people as they had to fight and send their family and friends off to fight, began to think that there could be something better out there if they could find the right type of government to suit them. The February Revolt was the first of these revolts in the city of Petrograd.The tsar abdicated the throne because he was frightened and knew that he did not possess enough military power to defeat the revolts. After this, there was a period of dual power where t here was a provisional government that was loyal to the Soviet Socialists. The Bolsheviks were a group in Russia that began to revolt when the provisional government chose to continue to fight in Germany. Vladimir Lenin and the workers’ Soviets led the Bolsheviks. They quickly removed Russia from World War I with the Treat of Brest-Litovsk in March 1918.This resulted in a civil war between the Bolshevik (red) and anti-Bolshevik (white) factions of the government, lasting for several years, with the Bolsheviks eventually pulling out a victory. The way that this happened, it allowed for the Union of Soviet Socialist Republics (USSR) to rule later. The way that the Bolsheviks ruled the Soviet Union can be compared to the way that the Catholic Church was run (Frye 11). These are comparable because both were totalitarian and rigid with little thought into the people that followed them.People followed long sets of rules and did not really know why and there was no reward for them e xcept to keep their lives/not be excommunicated from the church. The Russian Revolution describes the mini revolutions that happened in Russia in 1917 that rose up against the monarchy of Russia of which tsar Nicholas was the head. The causes of the Russian Revolution pertaining to society came from the oppression felt by the lower classes in the autocracy of the tsar. They had been emancipated, but life was no better for them.The industrialization of Russia led to overcrowding and very bad conditions in the cities for the urban industrial workers. This made the peasants more likely to go on protest and go on strike than in previous years. Some critics view the literary work of George Orwell to be creating a utopian society and to praise that idea of the â€Å"perfect society†. â€Å"Orwell particularly valued the vigorous, colorful and concrete style of pamphlets and wanted to revive the genre,† says Valerie Meyers of Orwell’s Animal Farm (Meyers).This is not w ell thought-out because he was making fun of the way that people thought of utopias and he made the utopian society of the farm animals in Animal Farm fail miserably. If he had been praising the utopian societies and genre, then he would have written things differently and not had the society end in failure and death which is ultimately where he believed it would end. â€Å"Orwell's  Animal Farm, like Swift's Lilliput and Blefuscu, is a coded satiric portrait of a real society, an anti-utopia which, by castigating real evils, suggests what society ought to be like† (Meyers).George Orwell uses satire and allegory to show an intended utopia failing and Meyers puts it well when she says that he â€Å"castigates real evils† because Orwell legitimately shows the evils of what was happening in Russia and tries to simplify them into something of a â€Å"fairytale† that the normal person could digest and understand. . It is written as a fable though with the moral bei ng to â€Å"teach a political lesson† (Meyers). He is trying to show the common person the effects on the people and the seriousness of the controversies that he chose to write about.The ultimate goal of writing Animal Farm was to destroy the Soviet myth (Patai). Orwell wanted the myth that everything was going great in the Soviet Union to be dismissed because people were not taking things seriously. The rest of the world did not think anything of the terrorism that was taking place because they simply did not even know that it was happening. Concerning Russian Communism, George Orwell did not take into account the â€Å"underlying reasons for its transformation from a proletarian dictatorship into a kind of parody of the Catholic Church,† (Frye 11).Orwell simply went through the process of what happened and didn’t ask the questions like â€Å"Why did Old Major feel the way he did? † or â€Å"Why did the animals blindly believe the pigs and not question them? † The characters that are used in the literary work of Animal Farm are animals. Some critics say this is because it is written in a fable-style and some, like Daphne Patai say that this is because, â€Å"It was apparently easier for Orwell to identify with the animal kingdom, exploited at the hands of ‘humans,’ than to note that buried in class and race divisions in the human orld lay the issue of gender oppression,† (Patai). Orwell could more easily wrap his mind around the cruelty shown to animals because then he wouldn’t have to relate it back to himself and his responsibility and role in the cruelty of human treatment to other humans. Also, it allowed him to disregard race and gender in the characterization of the animals that lived on Manor Farm. When he wrote about the pigs taking over and all the other animals numbly following them he tried to show that â€Å"the class struggle among humans is ‘pure illusion’—which i s itself an illusion,† (Patai).George Orwell was trying to show that we don’t have to blindly follow authority and that it is not in our best interest, but in the same respect, he proved that it can be dangerous if you do not, therefore contradicting himself. â€Å"Orwell’s concern is that no matter what viewpoint rulers adopt it is no guarantee that they can solve the ‘central problem’ of revolution—indeed, of life—namely, the abuse of power† (Slater 241). George Orwell believed that whether it was Communism, Fascism, or Marxism, the leaders failed to do what they took over to do in the first place.His philosophy was that it doesn’t matter the type of government, government cannot fix the problem of revolution no matter the strength. The characters that exemplify the symbolism and allegory make up the main plot of the masterpiece that is Animal Farm. The pigs represent the upper class Bolsheviks that took power, Boxer is the common man, the dogs are the secret police, and so on. Also, the symbols used throughout the book such as the hoof and horn flag, the Order of the Green Banner, and the part song entitled â€Å"The Beasts of England† directly parallel symbols common in Russian society at the time.Even the battles have their own parallels of historical revolutions taking place in Russia (Meyers). Orwell wanted to blatantly make a point and leave no room for question as to what this was specifically allegorizing. â€Å"He says that he will not attempt to speak for the work: Either it speaks for itself or it is a failure† (Quinn). Orwell made everything so clear because he felt strongly about this issue of Marxism and the totalitarianism happening in Russia. If a critic had a question about what this was about, it would have defeated the purpose that it was meant to serve and so he wrote it in a way as to leave nothing to assumption.The character that most of the people struggling in this time feel that they can relate to is the character of Boxer, a workhorse. He buys into the lies that are fed to him by the pigs and believes all of the propaganda. Boxer truly believes that the pigs are doing what is best for him and even is found encouraging other animals to go along with their decisions. â€Å"I will work harder† and â€Å"Napoleon is always right† are the mantras that he developed to help himself keep going and accomplish the work he was assigned by the pigs.Eventually, the pigs decide that he cannot work any harder and Boxer is deemed useless; he is sent to the glue factory much to the chagrin of the other animals that looked up to and admired him for his work ethics and motivation. The fact that he was sold for alcohol and food for the pigs shows just how the system of totalitarianism works. It shows the way that people blindly follow orders, and even those who follow orders are not rewarded. As for the pigs, Napoleon represents Stalin and Sn owball represents Trotsky; they supervise and keep the best of everything, including food such as apples and milk.Napoleon prefers a harsher take on everything: defensive buildup of armaments, increased food production/work, and finally, eliminating Snowball from the equation altogether. Snowball is mellower, wanting destabilization by propaganda, building of the windmill (reducing work hours), and an eloquent way to run things. Because they come to a head on all of these governmental matters, the more brutal animal, Napoleon, finally wins by driving Snowball off with the pack of dogs being used as secret police.Napoleon, like Stalin, turns Snowball, like Trotsky, into a criminal and an enemy of the animals; his victory and bravery at the Battle of the Cowshed is diminished piece by piece and his memory is degraded. The dogs are tricked into acting against their fellow â€Å"comrades† with offers of food and other treats. They mirror the KGB in that they do the bidding of tho se in power and even turn against their leader when they see a reward for themselves (Gardner 103-104). Orwell’s Animal Farm is taught in schools all over the country, though the immediate need for the piece of literature is now gone because there is no more Russian Communism.Many critics say that it was written as a fable or a fairy tale, and though Blair agrees, he also says: â€Å"Still, the narrative of Animal Farm is ingenious, and its twists retain a certain charm† (Blair). Though the author is in the opinion that Animal Farm is simply a children’s book, there is a simple agreement that it was written â€Å"ingeniously†. The teaching of this literary masterpiece will continue throughout the years because of its use of historical allegory and symbolism to teach the reader simply what happened in the world events of the time period that George Orwell lived in.

Biochem Ppt 56

| BARRY UNIVERSITY COLLEGE OF HEALTH SCIENCES COURSE SYLLABUS SPRING 2013| COURSE NUMBER:BMS 528 SEC 01 COURSE NAME:BIOCHEMISTRY II TERM/YEAR:Spring 2013 (Jan. 9th, 2013 – May 3rd, 2013) LECTURE ROOM:Hollywood Rm 2 LECTURE SCHEDULE:Friday, 9:00 – 12:00 p. m. INSTRUCTOR NAME:Graham Shaw, Ph. D. Professor OFFICE ADDRESS: Wiegand 229 OFFICE TELEPHONE: 305-899-3264 EMAIL: [email  protected] barry. edu OFFICE HOURS:Tuesday, 12. 30 – 3 p. m. Thursday, 12. 30 – 3 p. m. All other times by appointment COURSE DESCRIPTION:Biochemistry at Barry University is taught over two semesters, Biochemistry I in the Fall and Biochemistry II in the Spring. These courses have been designed so that when integrated they provide the necessary biochemical knowledge for those in the medical and health related professions. The structure, function and metabolism of biologically important molecules were reviewed in biochemistry I. Biochemistry II serves to build on this material whilst considering the application of biochemistry to disease etiology, diagnosis and treatment.Biochemistry II starts with a review of two areas crucial to normal, healthy cellular functioning. The structure and function of biological membranes, in particular the variety of cell signal transduction paradigms and the biochemistry of hormones. The structure, function and replication of the cell’s genetic material. This information is reviewed in a series of lectures on DNA, the genetic code, protein synthesis and aspects of molecular biology. The digestion and absorption of biomolecules is reviewed and the consequences of malfunction considered.A number of disease states are used to illustrate selected principles including the relationship between nutrition and disease; atherosclerosis, hyperlipidemia, obesity and diabetes. The application of clinical biochemistry techniques to disease diagnosis is described and the biochemistry of exercise and aging visited. ARTICULATION TO MISSION OF THE UNIVERSITY: This course is offered by the College of Health Sciences, which is grounded in the liberal arts tradition and is a part of Barry University’s scholarly community, committed to the highest academic standards in graduate education.This Biochemistry course addresses both the university mission statement as well as the strategic plan adapted by the College of Health Sciences. This is accomplished by offering a high quality student-centered curriculum in an environment, that encourages Christian and ethical values and promotes intellectual growth and curiosity. Throughout the semester students will be encouraged to visit with faculty and demonstrate their critical thinking skills by offering opinions on current scientific theories and research reviews as they relate to Biochemistry.Case studies will be incorporated into lecture material and used to encourage student pursuit of knowledge and truth. Students in this course will develop an awareness of health issu es that impact those living within and outside of our community as they analyze nutrient deficiency diseases. The course will also stimulate awareness for the wellbeing of others as the prevalence and etiology of metabolic disorders is addressed. COURSE GOALS: At the end of this course, students should be able recall and apply biochemical principles to other courses throughout the curriculum, e. g. Pharmacology, Physiology. Students should be able to rationalize the significance of biochemistry in health and disease. COURSE OBJECTIVES: At the end of the course, the student will be able to: [1] Evaluate the structure and function of the plasma membrane. [2] Discriminate between the variety of signal transduction mechanisms. [3]Explain the principles of DNA transcription and translation and evaluate the mechanisms by which protein synthesis is regulated. [4]Discuss the digestion and absorption of biomolecules. [5]Summarize the principles of clinical biochemistry and organ function tes ts. 6]Appraise the importance of biochemistry to disease etiology and diagnosis. TEACHING METHODS: Each lecture will be presented using Powerpoint. Topical material not covered in the text may be addressed in class as appropriate, and is examinable. Where possible, time will be allowed for informal discussion of clinical scenarios and questions at the end of each class. Additional class materials, including case studies, and e-learning materials may also be posted to the Blackboard learning environment as the course progresses, and students are also responsible for this material.An atmosphere of mutual respect will be reflected in all teaching/learning experiences COURSE TEXTS: REQUIRED TEXT(S) Shaw, G. P. Biochemistry for Health Professionals. Third Edition, John Wiley. New York. 2011. EVALUATION CRITERIA: There will be three (3) quizzes and two (2) unit tests, a mid-term and a final. QUIZ I Jan 18th 10% QUIZ II: Feb 22nd 10% QUIZ III April 12th 10%MID-TERM TEST (Lecs 1 – 7)Mar 1st 35% FINAL EXAM (Lecs 8 – 14)May 3rd 35% TOTAL 100% DETERMINATION OF GRADE: Biochemistry II will be assessed by 3 quizzes, a mid-term examination and a final non-cumulative examination as indicated in the course schedule. Tests will be of one hour duration, and may contain material from class discussion, the Blackboard learning environment (including case studies) as well as the course text. Any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted.Tests and quizzes will not be returned and grades will not be rounded. GRADING SCALE: 100 – 90%A 89. 9 – 80%B 79. 9 – 70%C less than 70%F Grades will be posted on Blackboard. ACADEMIC DISHONESTY POLICY: Cheating or plagiarism will not be tolerated. A student who is caught either giving or receiving information or assistance during a testing session, quiz or examination will automatically receive the F grade and 0% on either the quiz or examination. The same consequence will apply to any proven case of plagiarism or communicating material on an examination to students in another section of the course.Furthermore, that individual[s] will be referred to the Dean for appropriate disciplinary action. DISABILITY STATEMENT: Students with documented special learning needs may want to inform the instructor so that accommodations may be made, or contact Barry Office of Services for students with Disabilities (305) 899-3489. STUDENT BEHAVIOR: All Barry students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Disruptive behavior is not acceptable in the classroom.Students engaging in such behavior may be asked to leave or may be removed from the class by security personnel. Actions such as violence, shouting, use of cell phones and/or beepers, using profanity, interrupting, and any other behavior that the instructor believes creates an unplea sant environment in the classroom will be grounds for withdrawal from the course, judicial proceedings and/or failure in the course. FOOD/BEVERAGES: Barry University has a policy of prohibiting eating and drinking within classroom space. PUNCTUALITY: Students are expected to be on time for class. If you arrive later than 10 inutes after class has started, there is a possibility that the door will be locked. COURSE-SPECIFIC POLICIES: Attendance: Students are expected to attend all lectures and to take all tests and quizzes at the regularly scheduled time. Students should have completed the assigned reading in advance of class, and be prepared to discuss this at class time. Only by participating in class can the student gain a complete understanding of the concepts presented in the course objectives, course text and recommended readings. Attire for all lectures and examinations should be professional. Academic Assistance:After the first exam those students receiving a grade below a C must make an appointment with Dr. Shaw within one week of grade posting, for academic counseling. Excused absences from exams: If any student is unable to attend an exam due to illness (or other circumstances) he/she should notify Dr Shaw prior to the examination (or shortly after) if at all possible. The student is responsible for submitting a physician's excuse. An excuse may be refused for chronic absentees. Once the absence has been excused, the student is also responsible for contacting the Dr Shaw to arrange a date and time to take the make-up exam.NOTE: FAILURE TO OBTAIN AN EXCUSE WILL RESULT IN A GRADE OF 0% FOR THE EXAM. LACK OF PREPARATION IS NOT CONSIDERED A VALID EXCUSE FOR MISSING AN EXAM. CHALLENGE POLICY: Faculty will review all examinations in class with students, usually within 1 week of the grades being posted. This will not be a discussion session and any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted; verbal challenges will not be accepted at any time. In the case of a challenge the final authority for accuracy will be the course text.Tests and quizzes will not be returned though they may be viewed by students with faculty approval. Make-Up Exam Policy: Make-up exams can be of many types at the discretion of the instructor. Make-up exams will be given after (not before) the regularly scheduled exam. If more than one person misses an exam, the make- up exams will be given simultaneously. Videotape: Video and audiotape of Biochemistry classes is not permitted unless approved by faculty and the Office of Disability Services. Online lectures and e-learning materials will be available for review from the Blackboard website.COURSE SCHEDULE Lecture No. | Date Friday| TOPIC| READING(Shaw) Chapter| 1| 11th Jan| Membrane structure and functionCystic fibrosisG proteins, Signal transduction| 34 – 36| 2| 18thJan| Quiz I (Lecture 1 plus e-learning materials) (10 %)Deoxyribonucleic acidPreparation for DNA replicationDNA replication| 37 – 39| 3| 25th Jan| Mutations and DNA repairRNA and transcriptionThe genetic code| 40 – 42| 4| 1st Feb| Protein synthesisRegulation of protein synthesis in prokaryotesRegulation of protein synthesis in eukaryotes| 43 – 45| 5| 8th Feb| CancerInvestigating DNA| 46 – 47| | 15th Feb| Principles of nutritionCalcium and osteoporosis| 48| 7| 22nd Feb| Fed, fasting & starvingIntegration of metabolism Digestion of dietary fatQUIZ II Lecture 6 plus e-learning materials) (10%)| 49 – 51| 8| 1st Mar| MID-TERM EXAMINATION (35%) (Lectures 1 – 7)Obesity Lipoproteins| 52 – 53| SPRING BREAK MARCH 4th – 8th| 9| 15th Mar| Atherosclerosis and hypercholesterolemiaDigestion of carbohydratesDiabetes mellitusDiabetic complications| 54 – 57| 10| 22nd Mar| Protein digestion and absorptionIron metabolismHeme metabolism & Jaundice| 58 – 60| | 29th Mar| Easter No Class| | 1| 5th Apr| Collagen Growth factors and wound healingBlood clotting & Clot dissolutionBlood tests and clinical scenario| 61 – 64| 12| 12th Apr| Plasma proteinsOrgan function testsQUIZ III (Lecture 11 plus e-learning materials) (10%)| 65 – 66| 13| 19thApr| Enzyme diagnosticsAlcohol metabolism| 67 – 68| 14| 26th Apr| Exercise metabolismAging| 69 – 70| | May 3rd| FINAL EXAMINATION(Lectures 8 – 15) 35 %3:00 pm| | ——————————————– [ 1 ]. Subject to change in extenuating circumstances

Digital Photography

The education system is rapidly changing its dynamic in order to keep up with a fast paced technological world. In this capacity, learning tools are also being overhauled. One aspect with which education is expanding its perimeters is with digital photography. Though this art may seem experimental, the benefits towards increasing the knowledge of students and allowing teachers to interact in a different level with students are quite extraordinary. In the following essay, the educational benefits of digital photography will be introduced, as well as how effective a learning tool digital photography truly is will be discussed.In the world of education, the one thing that should be aimed towards is heightening knowledge base, and this can only be done by keeping up with the technological world. With the oncoming age of color introduced in photography in the 1930’s and 1940’s as the encyclopedia elaborates, â€Å"Nonetheless, color remained a sidelight in photography until the 1930s because it required considerable patience and expense on the part of both photographer and printer.The dominance of color in terms of reproduction and everyday picture-taking did not begin until 1935, when Kodak started to sell Kodachrome transparency film, and was completed by the introduction of color-print films and Ektachrome films in the 1940s†. With color photography, the realm of the fashion world drastically changed. The limits of black and white and sepia toned magazine covers gave way to brilliant exhibits of color combinations, and a wide range of fabrics that women and men could now see, duplicate, or buy.Fashion photography changed from depicting high-class society women to models in every day clothing. Professional photographers were then counted on to resonant the possibility of how fashion should co-exist with society. With Vogue and Harper’s Bazaar photographers were hired full time to create, in the magazine, a gallery of fabric eye candy dr essed on a model with a backdrop. The most notable photographers at the time were pictorialists , Edward Steichen and Englishman Cecil Beaton. The incorporation of art into photography made the photographs more believable as high fashion.Steichen and Beaton glamorized the models with enhanced lighting effects, which lionized the models and made the magazine world believe that fashion through photography was otherworldly. Among new techniques being used, the online encyclopedia states, â€Å"American Edward Steichen and Englishman Cecil Beaton, both one-time pictorialists. These photographers began to use elaborate lighting schemes to achieve the same sort of glamorizing effects being perfected by Clarence Bull as he photographed new starlets in Hollywood, California.Martin Munkacsi initiated a fresh look in fashion photography after Harper’s Bazaar hired him in 1934. He moved the models outdoors, where he photographed them as active, energetic modern women†. So began t he movement of high fashion. In the movement, the use of fashion as advertisement was key in developing a market for fashion photography. It is through marketing advertising, that fashion photographers began to be highlighted, as the encyclopedia states, â€Å"The new approach to photography in the editorial content of magazines was matched by an increasingly sophisticated use of photography in advertisements.Steichen, while also working for Vogue and Vanity Fair magazines, became one of the highest-paid photographers of the 1930s through his work for the J. Walter Thompson advertising agency†. These photographers, as well as others, helped to make advertising an art form through use of portraying model’s hands in product placement, and altogether catering to ever-widening audience of magazine buyers. Fashion photography changed through the utilization and realization that product sold only through its modeling and photographic depiction.One very important aspect of th e benefits of using digital photography in the classroom is that the brain’s adaptive learning hinges primarily upon visual stimulation. Students themselves are prone to evaluating and storing information more cohesively when it is presented in graphic form (Greame, 2003). In the classroom setting, when digital photography is in use then, the students stand a better chance of learning the necessary instructional material. Digital photography then aids the student in not just learning material, but excelling in the given subject. As Greame futher states,The creation and display of visual imagery have always been considered effective in reinforcing learning processes, and the development of photography as a learning tool brought new dimensions of creativity and self-expression, interactivity and collaboration, to classroom possibilities everywhere†¦The limitations imposed by processing technicalities and the inevitable time-lag have been eliminated by the use of digital ph otography, which also brings a bonus connection to a variety of ICT learning experiences, most particularly in the areas of digital literacy and graphics manipulation, but extending in applications across the curriculum.Visual imagery and by extension, digital photography, is of great and significant use in enhancing the learning experience and allowing the students to benefit from visual stimulation and the extended ability to learn information better and more efficiently. The process of digital photography also eliminates the need for a dark room and the expenses therein.Also, it allows for teachers and other educators to dispense of using their funding for development because with digital photography the access to film is easier with a simple input device jacked into the computer and the photo uploaded so each student can see it either on the computer, or the teacher can simple print it out for themselves. This is a very good benefit to education because the cost of buying film, and having it processed has now become an unnecessary expenditure and one in which the school board will be happy to be rid of, too.As Apple Education Resources puts it, One of the most important benefits of the Mac-based photography curriculum, Strembicki says, has been the creation of WUStL’s â€Å"digital darkroom. † Students can connect film-based, medium-format Hasselblad cameras that accept digital backs to their PowerBook systems via FireWire. After downloading their images and doing any necessary clean-up or manipulation, the students then send the images to a film recorder which exposes them onto regular film.With film in hand, the photographers can then go into the â€Å"wet† darkroom and create traditional prints†¦Strembicki adds that the digital darkroom is far more cost-effective than the wet environment. â€Å"The huge advantage to going digital is that the output price is really low,† he says. â€Å"Using the Macs allows students to b e more productive, and enjoy all the advantages that digital technology offers. † In education, especially in the area of cost, decisions are made and altered according to how it will affect the school’s budget.With digital photography a lot of the cost of photography is cut. Students who are exposed to digital photography are also being allowed to delve into a whole new realm of creativity that enhances their ability to be enthusiastic about learning. The goal of education is to permit the student to explore new and different dimensions of their self, and with digital photography this is happening. Digital photography is affective as a learning tool because it engages students as well as teachers.In learning, the students are also creating and generating an output of art thanks to digital photography. Also, if a student takes the wrong photo, or a bad photo, all that needs to be done is to push a delete button instead of spending the money of developing film: This is e asier, quicker, and more cost effective. Digital photography is not just for use in the art classroom, but spreads its technology to each subject area.As a learning tool, students become interactive with the use of digital photography and in certain instances they are prone to be dependent on a group if a certain projects requires it, which allows the students to expand their knowledge base of digital photography by asking each other questions and finding out together what the technology is capable of accomplishing. While interacting with the camera and using it for school projects students are not only learning about their given subject but they are also learning about the technology of the camera.Digital photography is a continual learning process, as APTE Professional Education Development Group states, Digital photography can be used at every phase of an instructional unit. If used at the beginning, students might take photographs for a particular purpose, such as recording a cl ass field trip, and write captions for each photo back in the classroom. Digital photographs may be used during or in the middle of a project or module. Students can observe and digitally photograph the daily growth of mold on bread, or the seasonal changing colors of leaves on deciduous trees.Later, they can write and report on the captured, observed changes. Students might write a draft of a story or historical event, then take pictures to illustrate their story, editing their written and photographic work as they progress. Digital photographs also make a great final presentation for projects in the classroom, as well as yearbooks, newsletters, and school newspapers. Digital photography then is capable of expression and use in each subject area and also allows students to enhance their knowledge of photography itself .Photography is about experimenting, and the students thrive in instances when they are allowed to create, and to make mistakes by themselves, and to find out what ha ppens on their own. Digital photography is a creative learning tool because almost every school-aged child can use it. The power of observation is required, and the way in which digital photography increases the student’s own part in the creative process is what makes digital photography integral to education and stimulating for students.For teachers also, digital photography has revamped the way in which they present material in the classroom. Among a list of enhancements that digital photography brings the teacher, it allows them to teach in new dynamics through enhancing lesson worksheets, overhead projection, e-mailing to students and attaching digital photos for specific lesson plans, setting up a web page and sharing photos through that page so that students don’t have to visualize but can see the photo for themselves.In lower grade levels such as elementary schools, teachers can use digital photography to make merit badges, and certificates of achievement to imp rove a student’s self-esteem. Digital photography may also be implemented to assist the learning impaired students for a particular lesson plan, or it can be used for taking pictures on field trips and copying the pictures on a disk and including that disk in a digital yearbook . One of the more dominant areas in which digital photography is implemented is in slideshow presentations.Any use that a regular photo has, is made easier for digital photography because pictures can be automatically uploaded into a computer and can be delivered to a recipient very quickly thanks to email (Keith Lightbody, 2006). Digital photography then is a very unique and diverse in the classroom setting. Not only does it challenge students but it also permits the teachers to bring in new study material and new ways in which to learn a lesson in the classroom and outside of the classroom.Thanks to this technological advancement, teachers are stimulating their students to new heights of creativity. Digital photography is not only cost efficient but it also allows students to make mistakes and to easily correct their mistakes through photo-workshops such as Adobe. Students are engrossed in what they are capable of developing with digital photography, and that is why it is an effective learning tool.

Onsite Bullying Vs. Cyberbullying Research Paper

Onsite Bullying Vs. Cyberbullying - Research Paper Example In this regard, process involving such violent or unethical acts that cause harm or embarrassment to other person is referred as bullying (Macfarlane & McPherson, pp.10-15). It has been an observation that gender, religion, social background, physical appearance, and culture are some of the common aspects that become the reason of bullying for strong individuals resulting in usage of verbal and non-verbal pressures by such individuals. Bullying is not a very simple phenomenon, as it exists in different types and forms that make it easier to handle and prevent. Some of the most common types and forms of bullying are physical bullying, verbal bullying, on-site bullying, and cyber-bullying. For instance, any bullying that results in a physical injury or harm is considered as physical bullying, whereas, any act of bullying that involves passing of verbal comments that cause embarrassment and/or harassment comes under verbal bullying. This form usually involves comments related to physica l appearances, color, creed, or race of a person, as well as socio-economic status of the individuals. Although bullying occurs in almost all the social settings where individuals interact with one another, however, schools are the most common places where bullying occurs in all its forms, and thus, students are the easiest preys that become the targets for bullies in the schools while other students witness the incidents as bystanders (McGraw, pp. 9-12). Particularly, this paper will include discussion on two types of bullying that are on-site bullying and cyber bullying. Discussion Analysis of studies has identified bullying as a very devastating issue that affects thousands of students every year globally. For instance, in the year 2009, bullying affected approximately six hundred thousand students in different parts of the world, and â€Å"American schools alone have approximately 2.1 million bullies and 2.7 million students, who are their victims† (Rooney, pp. 171). Acco rding to Mattern (pg. 165), 56% of students in schools admit that they have observed someone bullying an individual in their schools. Moreover, studies have indicated that bullying has become so common that in every eight minutes, a child suffers from the acts of bullying at elementary level that results in adverse effects on his/her life (Lines, pp. 19-20). Unfortunately, these statistics include only those children and/or students that report the acts of bullying to their parents, siblings, or school management, and educators believe that a large number is still missing due to non-reporting of bullying in schools (McGraw, pp. 39-43). All these statistics include all forms of bullying; however, on-site bullying dominates in these reports. Particularly, â€Å"on-site bullying usually happens in classrooms, hallways, playground, bathrooms, and school buses. The bullies start with verbal harassment such as teasing before they get physical with their target, and peer abuse is another term given to bullying when it occurs in school† (Sanders & Phye, pp. 159-161). On the other hand, the other form is cyber-bullying, which has become very common after expansion and introduction of internet at every home, and especially after involvement of children in social networking websites, such as Facebook that allows anyone

Communication Skills Used By Mental Health Nurses Essay

Communication Skills Used By Mental Health Nurses - Essay Example 6). In achieving its goal, mental health nursing used variety of theories, research, strategies, and evidence-based practice to reduce suffering and improve the quality of life. Communication skills, particularly therapeutic communication, are one of the strategies frequently used by mental health nurses to build rapport and partnership with clients that are in need of mental health care. According to Pryjmachuk (2011), communication skills refer to sets of interpersonal skills which play a vital role in making a climate conducive for therapy, such as demonstration of trust, rapport and collaboration and promotion of engagement (both client and therapist) in the therapeutic relationship (p. 61). It is through therapeutic relationship that nurses became able to understand clients’ thoughts, feelings and behavior, establish partnership and therapeutic relationship with the client, and deliver appropriate care needed. Through the years, the role of the mental health nurses has ev olved and they continuously assume various roles during nurse-client relationship. Three key influences have shaped the need and style of interpersonal communication skills among mental health nurses of United Kingdom. ... ealth arena and service user movement in mental health which heightened the pressure to workforce, human qualities and specific clinical skills; and development and evolution of mental health nursing as a profession in the post war period as a result of continuous debates on mental health nursing’s purpose (Callara, 2008, p. 154). These forces have shaped the communication skills used by mental health nurses as the recognition of mental health nursing as a profession has made interpersonal therapeutic relationship the focus of research and development and trainings among nurses. Thoughts and Feelings about Therapeutic Communication In mental health settings, therapeutic communication is the primary vehicle that nurses used (Videbeck, 2010, p. 115). I feel that this type of communication is the best tool that a mental health nurse should have and that communication skills that offer therapeutic relationship should be nurtured and enhanced professionally. I also believe that if the client and the mental health nurse have a therapeutic relationship, any interventions geared towards client recovery would be effective. I feel the need for this type of communication in mental health settings; unfortunately, not much emphasis was given to communication skills enrichment and self-awareness – the first step towards improving communication. When mental health nurses are aware of their personal attitudes, beliefs, and values, they could easily gain awareness of the factors that influenced communication, establish rapport with the clients, and build therapeutic relationships. Basavanthappa (2011) has indicated different therapeutic communication techniques that mental health nurses and I often used in a nurse-client relationship, among of which include: use of broad opening

History and traditions of Rosh Hashana and multiculturalism in canada Essay

History and traditions of Rosh Hashana and multiculturalism in canada - Essay Example For example, there are the Aboriginal people of Canadian who have their own culture. They are known to have many cultural and religious beliefs. Some of those beliefs and practices are known to affect their health. The Aboriginal families are known to do traditional healing ceremonies called â€Å"sweet grass healing ceremonies† and they use a lot of smoke (Craig, 2003). This smoke and the healing practice pose a great danger to the health of these families. Judaism is one of the oldest religions unlike the other religions. The others are Christianity, Muslim and Hinduism. It has set of beliefs that help human beings explain their origin, that of the earth, heaven and natural phenomena. This religion has many followers. The followers of Judaism are called Jews. These followers are scattered around the earth. Their followers believe in one God who is a supreme being and a creator of heaven and earth (Avalos, 2005). This religion has also a place of origin. Judaism originated from Israel just like Christianity. Judaism originated when God began a holy covenant with Abraham. It’s the oldest religion. There is a sacred building where God is prayed and worshipped. The sacred building for Judaism is synagogue. The Jews have a holy book and it is called Torah. All the followers try to comply with the laws and rules written in these books. Abraham preached the message of love, equality and good virtues. All the followers of religions share a common belief. They believe that there is life after death (Craig, 2003). This is the same case with Jews who believes that they will resurrect after they die. Jews believe in Abraham and Moses as the prophets of God. The holy place for Jews is Jerusalem. This is the place considered to be the origin of Jews. There are different festivals cerebrated by Jews. The major festivals for jewish are Pesach (Passover) and Rosh Hashanah. Jews have a different way of praying and fasting. They can pray any time of the day and

Trace Hamlet's growth throughout his major soliloquies, giving special Essay

Trace Hamlet's growth throughout his major soliloquies, giving special attention to how his decisions are influenced by conflicts with the Great Chain of Being - Essay Example The concept of the Great Chain of Being was an order in Shakespeare’s time and it’s also very much evident in his play Hamlet. With reference to Hamlet’s first soliloquy it is evident that Shakespeare believes that a woman is supposed to be loyal to her relations and to flirt or marry soon after being widowed is â€Å"unrighteous† or â€Å"wicked†. Also, she can be seen as representing the less human form, in that with the loss of her loving husband and with little she can turn to her son but she chooses to act lunatic rather than to cope with her loss. Hamlet cannot utter a word against his mother as he is bound in a chain of being according to which he cannot challenge or object to his mother. He is extremely disappointed with his mother for marrying his uncle so soon, and he repudiates his lover Ophelia in the harshest terms. His words often indicate his disgust with his mother and distrust of women in general. Ophelia is not higher to him and th at is why he is expressing his anguish to her, rather than to his mother. The concept of the Great chain plays a major role in this play, especially when Hamlet is indecisive about murdering his uncle, as Hamlet is pondering over the fact that whether he should risk position on the chain or play it safe. He thinks that if he pursues to avenge his father by murdering Claudius, he is faced with the dilemma that his act will take him to hell. Here, he fears to lose his position in the chain. But, in the other way, he is the only heir to his father and the responsibility falls on him. Furthermore, his father’s spirit has ordered him to take revenge, which he cannot deny as he is bound in the chain of being subordinate to his father. The most important of his soliloquies named as â€Å"to be or not to be† is the best example and explanation for the great chain of being. Here, Hamlet ponders whether it is nobler to stay alive and avenge his

Code of Ethics paper Essay Example | Topics and Well Written Essays - 500 words

Code of Ethics paper - Essay Example To conduct his duty, network administrator has given an authority to access the data, accounts or files of other users so they fix them when problem occurs and also keep an eye on unethical activities. Network administrator has to follow certain principles and rules that are intended to serve as a guideline for his work based on the principles of right or wrong. Privileged access to other user’s accounts, files and data has been given to network administrator to carry out specific job duties that come up with a lot of responsibility. Privileged access is used to perform only system related duties, that may include installing a system software, relocating the files of the users in case of overloading, to return a system to its normal functioning for fixing files and processes or to check programs running for security purposes. Privileged account administrators shall take necessary precautions to keep the information of users confidential while performing their duties and shall not try to misuse the personal information of the users. Network administrator can access the personal or professional information of a user connected to his network. He can cause damage to his personal life, get access to his bank accounts, abuse the sick time and so forth. At one hand, access to someone’s data is a high security risk while on other it is extremely immoral. The easiest way to consider a code moral or immoral is to implement the code against oneself. In the given scenario, a network administrator would never like to misuse his personal data by someone else. For professional matters, it is against prestige, income, and especially autonomy of the profession to misuse other’s information. On the other hand, if the data is misused it decreases the company’s value in their customer’s eye and business world which makes it a corporate code. Lastly, as far as government bodies are concerned, they have criminal laws against a person found to abuse

Research paper solar power Example | Topics and Well Written Essays - 1000 words

Solar power - Research Paper Example With man’s development and innovation, the sun has also become an energy source. Solar power is basically the power provided by the sun’s rays in the form of electricity or heat (Clean Energy Ideas, n.d.). Solar power has been considered a renewable form of energy compared to fossil fuels because the source, which is the sun, is basically present all the time. It is not likely to happen that the sun will burn out one day, or if it does, all of earth will be in trouble as well (Clean Energy Ideas, n.d.). rays. This photons is transforming the electrons in the materials to conduction electrons that make the electricity (Clean Energy Ideas, n.d.). Solar panels are the materials that have the electrons which create electricity. This materials look like computer chips and can also be seen in rooftops and space engines. The photons in the rays of the sun charges the electrons in the chips and the electrons flow through the cell. This is when electricity is generated (â€Å"Solar Energy†, n.d.). Different techniques have been used to make solar power. One uses a U-shaped mirror which looks like long troughs and focuses the sunlight to an oil that can be found at the middle of the pipe. With the hot coming from the sun, the oil makes the water boil and this creates the solar power. One more technique is using mirrors which can be moved to catch the sunlight which is connected to a tower that collects the heat and connected to a receiver. Molten salt is used as the receiver for this kind of technique. Another technique uses windows with materials that absorb heat. Usually, they are placed in walls and floors, and at night, these materials give out heat that can make hot water in the house (â€Å"Solar Energy†, n.d.). Just like any form of energy source, solar power has its pros and cons. The major benefit of solar power is that it is a sustainable source of energy. Meaning it can be harvested continuously without the fear that it will run out

Outcome Measures in Audiology Rehabilitation Essay - 1

Outcome Measures in Audiology Rehabilitation - Essay Example An outcome measure thus becomes the interface that lies in between goals set forth by a professional in rehabilitation and the response given by a client in a clinical procedure. Outcome measures can be put as being objective or subjective. An example of an objective outcome would be word recognition whereas self reports fall under subjective category. The choice of an outcome measure thus constitutes what a professional perceives as the goal of a particular intervention on a certain patient. Outcome measure is carried out with the intent of establishing the effects of a certain intervention on a patient (Hull, 2001). Therefore, outcome measure is basically a question of degree of clinical effectiveness. Usages of self-report measures are beneficial in that they act as facilitation to hearing aid fittings for an individual. They also can be used to assess the efficacy of fittings administered on an individual or even efficiency of an institution. Moreover, such measures remain very crucial in clinical decisions. Appreciate fundamentals  ­Ã‚ ­Ã¢Ë†â€™ these can be either practical or even technical. Practical considerations involve such things as considering the burden that comes with administering a certain measure both to the patient as well as the clinician administering it. The technical considerations involve such things as reliability, validity as well as norms attached to an outcome measure (McClimans & Browne, 2011). Succinct definition of purpose − this is to imply that a good tool must be clear as to the purpose it is designed to achieve. Such a purpose needs to be clearly and out rightly stated in the tool and not vaguely. Target population − A certain instrument should be unambiguous when it comes to a target population, and this should have certain things accompanying the selection of such a population, for instance, demographic details like age or gender. Reliability of a

Summary of global report on conflict governance and state fragility Essay

Summary of global report on conflict governance and state fragility 2011 - Essay Example It is worth mentioning that the aspect of governance needs to be applied and developed for the purpose of settling any sort of conflict, occurring in the societal system (Marshall & Cole, 2011). Thus, these three dimensions are regarded as the major holistic approaches of the societal system. With this concern, this paper intends to provide a brief summary about the global report focused on the aspects i.e. conflict, governance and state fragility 2011. Summary One of the commonly observed matters in the global system is the rise of conflicts in the society. The emergence of such conflicts eventually results in causing the incidents associated with political violence. The trend of the conflicts has become a continuous process in the globalization period. From the mid 1950s, the wars have been increasing in this global world, especially after the Cold War. It can be apparently viewed in this similar concern that around 21 nations of the world have experienced conflicts in the year 201 1. A few of the issues linked with the rise of the conflicts were the extension of boundaries, terror of militants and also the reported cases relating to trafficking, production along with supply of drugs. One of the leading examples of those conflicts was the attack of LTTE in Sri Lanka (Marshall & Cole, 2011). ... The increased level of conflicts during the year 2011 had indicated a beginning in the form of posing unfavorable impact upon intra-state along with inter-state wars and humanitarian operations at large. In recent times, a gradual decline in the conduct of wars in the global world reveals the reduction of problems relating to conflict by a certain degree (Marshall & Cole, 2011). Autocracy and democracy are regarded as the major forms of governance. These forms can be utilized in the maintenance of social order in a society. In this similar concern, The Polity IV Project has marked the level of both these forms for each country by taking into concern the political situations that prevail in the nations. In relation to the autocratic system, the participation of the citizens is often viewed to be constrained due to various crucial factors. These factors might entail restrictions especially upon political participation, limitations in the application along with the execution of relevant guidelines or effective regulations and weaker checks imposed over executive power. While determining the trend of governance, it can be viewed that in the year 2011, only Qatar and Saudi Arabia were rated as fully autocratic nations throughout the globe (Marshall & Cole, 2011). A few of the autocratic nations of the world such as Gabon, Togo, Syria and North Korea have implemented the succession of dynasties in executive leadership for the purpose of forestalling succession crises. On the other hand, certain nations such as Taiwan, Mexico and Senegal have move towards democracy from autocracy form. The reasons for this might be the increasing desires of various political groups towards strengthening their respective positions, non-maintenance of

Genetically Food Essay Example for Free

Genetically Food Essay An arguable statement about genetically engineered food being the means to end hunger around the world is gaining momentum as the population continues to increase and people continue to die of starvation. In the biotech world, what is known as agricultural biotechnology, supporters believe that this could guarantee and maintain food security for the hungry. On the other hand many people have concerns over consuming genetically engineered food. Many foods on the market today contain some part of GM (genetically modified) food. Approximately 85% of corn, 91% of soybeans, and 88% of cottonseed are genetically engineered which are used on food for human consumption. (http://truefoodnow. org/campaigns/genetically-engineered-foods/) The question remains on whether genetically engineered food safe? Various groups do not deem biotechnology as the answer to ending world hunger but they consider poverty to be the reason for the shortage of food worldwide. In order to discuss the possible advantages or disadvantages of genetically engineered food, it must be defined. Genetic Engineering as defined by Merriam-Webster is a group of applied techniques of genetics and biotechnology used to cut up and join together genetic material and especially DNA from one or more species of organism and to introduce the result into an organism in order to change one or more of its characteristics. The term Genetically Modified is commonly used term to describe food that has been modified in a laboratory to produce preferred traits such as resistance to pest and diseases, increased nutritional value, and much more. Farmers have been crossbreeding animals and plants for years to produce desired traits but this traditional form can be a lengthy process and not very accurate at times. Using a laboratory for genetic engineering not only can they yield the traits being sought after but can do it in a much faster rate and with more accuracy. In 2008, GM crops were planted on an estimated 308. 8 million acres worldwide, a year-over-year increase of 26. 4 million acres. (Turk Bensel, 2011) There are currently 25 countries growing genetically engineered crops. (Turk Bensel, 2011) In 1994 the first genetically engineered whole product, a tomato, went on the market. (Whitman) This not a new technology but people are becoming more aware of what they are in taking with their food. Supporters of GM food say that these foods pose no risk and are not different from conventional foods. As Tietel and Wilson stated in their book, Genetically Engineered Foods: Changing the Nature of Nature: What You Need to Know to Protect Yourself, Your Family, and Your Planet, would you want to be on a jetliner and open your morning paper as the plane is taking off see that they are just now doing test to determine whether or not the new model plane you are in is safe? Of course not, one would hope that all testing has been done prior to the plane being put into use. Our government, scientists, and researchers who support the concept are willing to allow genetically engineered food into our diets without sufficient testing being done to understand any long term effects. Numerous environmental groups feel that genetic engineering must be discarded due to the unknown effects they may have on humans. Some of the main arguments against GM foods are what environment hazards they may cause, the health risk to humans, and economic concerns. Genetically modified food is already present in some many food sources that we ingest; one would have to ask if there disadvantages to producing and utilizing genetically engineered food? Like anything else that is done there are hazards associated with the process and they must be addressed. The FDA set forth guidelines for testing to ensure the safety of bioengineered food. In 1994 they also established a consultation process to assist developers in meeting the safety standards set forth in their guidelines. (Bren, 2003) The problem many protestors of GM food see is that the consultation is not mandatory and is only on a volunteer basis. Nothing guarantees that all companies are using the volunteer process although the FDA believes they all are. A main safety concern involving genetically modified crops is the danger of introducing allergens and toxins into these foods. The news will report on huge jumps in childhood food allergies, but the reports fail to consider the link between the changes in America’s diet. (Smith, 2007) In the 1990s a study was done showing that people who were allergic to nuts had an allergic reaction to soybeans that had been altered using a protein found in Brazil Nuts. Some people have severe food allergies to nuts and reactions can be life threatening. The only way to conclusively test for allergies is by human consumption. Opponents of GM food state the people are being used as guinea pigs. (Smith, 2007) Incidents such as the allergic reactions to GM soybeans shows how vitally important it is to label products that have been engineered. Governments and factions that back genetically engineered foods don’t feel labeling are necessary because they say there is no significant difference between GM food and unmodified food. If genetically modified food is going to be a success, we have to market it, not hide it, said Elbert van Donkersgoed, executive director of the Christian Farmers Federation of Ontario. (Strathdee, 1999) Consumers have the right to be informed. Organic foods are labeled; beef that has been grass fed only and contains no hormones are labeled, as well as eggs that were produced by cage free chickens. Everything has a label saying what it is made of except when it comes to GM food. By not labeling GM products it makes it seem as if there is something to hide about them. Fears over what genetically modified crops may do to the environment have activist condemning corporations for putting profit over possible hazards. Herbicide-tolerant crops are designed to tolerate herbicides that are used to kill unwanted plants such as weeds but can also kill the crop. These types of are commonly known as Roundup ready because they are designed to resist Monsanto’s glyphosate herbicide, known as Roundup. (Turk Bensel, 2011) The worries is that weeds will cross-breed with the Roundup ready crops and create a super weed that will be hard to kill. Now the weeds that died when treated with Roundup are now resistant just like the crops. Having super weeds would force companies to come up with different chemical compounds to combat the issue possibly causing new toxins to be released into the environment. Roundup ready seeds become useless and now farmers lose money because they can’t keep the weeds out of their crops. Not only do you worry about cross-breeding the possibility of cross-pollination can happen from one farmer’s field of GM crops to another farmer’s field of non GM crops. Farmers have been sued because companies feel slighted saying that GM seeds were used and they received no money from it. Moral questions are raised whether it is truly about the money are helping to produce better food sources? Along with herbicide-tolerant crops, you also have insect-resistant crops that have pesticides inserted to help with pest control. Just like with herbicide-tolerant crops, you run the risk of insects mutating and no longer being affected by the pesticide. DDT (dichloro-diphenyl-trichloroethane) which was developed in the 1940s was used to fight insect-borne diseases such as malaria, typhus, and others that effected crops and animals as well. For awhile it was affective on mosquitoes but some species became immune to and rendering it ineffective. It was eventually banned due to be harmful to humans and the environment in the United States. Using crops that have pesticides in them we run the risk of pesticides becoming useless. Besides the health and environmental hazards, there are also economic concerns as well. Making genetically modified food is costly and lengthy process and agricultural companies are looking to make a profit. They patent their products and technologies so that no one can violate their rights and use them. Consumers worry about prices been driven up by the patents and farmers and poorer countries not being able to pay for them. With all these negative aspects that I have mentioned it no wonder that so many are against the use and genetically modified crops. Consumer advocates see that most companies seem to be in it for the financial gain and not to end world hunger. Not every aspect involving genetically modified crops is bad. They contain some very good attributes that may be able fix the supply and demand for food for the world’s growing population. Food would no longer be a scarce commodity and the supply could be increased to meet the demands of a growing population. The main advantages of bioengineered crops are the ability to incorporate pesticides and herbicides into the seed, being able to increase the nutritional value to better meets the needs of the impoverished, pharmaceutical purposes, cold and drought tolerance, and phytoremediation. Crop losses for farmers from insects can ravage them financially cause famine for third world countries. Due to the threat of insects farmers use a lot of chemicals to protect their crops. Chemicals have proven to be harmful to the environment, animals, and humans. Agricultural waste has polluted water ways and damaged some ecosystems beyond repair. Genetically modified crops with pesticides added into them reduces the need to spray large amounts of chemicals that pollute the air and water. Similar to crops altered with pesticides, herbicide-tolerant plants reduce the amount of herbicides used keep crops from being killed by them lessens the destructive outcome on the environment. Spraying herbicides is very time consuming and often will take multiple sprayings to be affective. Expenses associated with treating crops are reduced and agricultural waste is nearly eliminated. This transforms to savings for consumers and makes food more affordable for those living in poverty. Certain areas of the world are prone to drought while others may have unexpected frost. Scientist and developers have created an anti-freeze gene that will keep crops from dying off in during a cold snap. With climate change and weather becoming unpredictable this technology will benefit so many. In countries like Africa that dessert conditions farmers will be able to grow crops that are able to survive long periods without rain. States that receive snow and freezing temperatures as earlier as October will be able to yield crops after the first frost. Everyone has seen the commercials on of the starving children asking to you to give just thirty cents a day to help feed them. Children featured are malnourished and living off nothing more than rice and water. Where poverty is so far spread in underdeveloped countries and people’s diet only consist of a few items, they still lack the necessary nutrients that are needed for survival. Consequences of not getting a balanced diet full of vitamins and minerals will cause many to die or suffer other ailments that are preventable with vitamins and minerals such as blindness. What if the rice may possibly be altered to add in the vital missing vitamins and minerals? The nutritional value of the food could be enhanced to include beta-carotene which is vitamin A, that would fix the deficiency and keep people from going blind due to the lack there of this vitamin. Researchers at the Swiss Federal Institute of Technology Institute for Plant Sciences have created a strain of golden rice containing an unusually high content of beta-carotene. (Whitman, 2000) There millions of people around the world in undeveloped countries and are impoverished and unable to afford life saving vaccines and medicines. Vaccines and medicine are costly to produce and sometimes require certain storage conditions which a lot of countries don’t have where the poor live. Scientists are growing plants that will produce anti-bodies to fight heart disease, cancer, and tooth decay. (Bren, 2003) Not only that, they are also experimenting with fruits and vegetables that contain vaccines. This would make them so much easier to ship, store, and administer compared to traditional ways. Countless lives may possibly be saved. Survival of the human race and the ending of pointless suffering is great advantage to biotechnology. Humans have caused so much pollution to the planet. Numerous ecosystems have been destroyed and thousands of species are now extinct. Phytoremediation is the altering of plants such as trees to help clean up heavy metal contamination from the soil. The roots would soak up contaminates and clean the soil so that it becomes viable once again. Pollution plagues society in almost everything we do. Biotechnology is the wave of the future. Advocates of GM food truly feel that the technological advances ought to be seen as beneficial and way to end global hunger and help the environment. Famine and malnourishment could be things of the past. Picture a world where everyone has enough food to eat, afforded medicines, and vaccines, and the environment is cleaner due to less chemicals being used. Scientist and researchers are always looking for ways to better the planet for the survival of mankind for generations to come. The issue arises is that there are still so many unknowns with genetically modified food. Further test need to be conducted to fully conclude that no long term effects exist and that is safe for humans and animals. The answer to world hunger is staring us in the face and through proper education we should not be afraid to use it. References http://www. epa. gov/pesticides http://www. merriam-webster. com http://truefoodnow. org/campaigns/genetically-engineered-foods/ Bren, L.(2003). Genetic Engineering: the Future of Foods? FDA Consumer; Nov/Dec 2003; 37, 6; Research Library Core pg. 28 Marshall, M. (2012). GM food: The Case For The defense. New Scientist, 216(2886), 8-9. Smith, J. (2007). Genetically Engineered Foods May Cause Rising Food Allergies—Genetically Engineered Soybeans Retrieved from http://www. responsibletechnology. org/gmo-dangers/health-risks Strathdee, M. (1999). Group demands mandatory labeling of genetically altered food. Canadian Press News Wire. Retrieved from http://search. proquest. com/docview/359528626? accountid=32521 Thomas, L. Of, T. P. (2002). Genetically altered food creates labeling dilemma for the industry. St. Louis Post Dispatch. Retrieved from http://search. proquest. com/docview/402087128? accountid=32521 Teitel, M. , Wilson, K. (1999). Genetically Engineered Foods : Changing the Nature of Nature: What You Need to Know to Protect Yourself, Your Family, and Your Planet. Park Street Press. Turk, J. , Bensel, T. (2011). Contemporary environmental issues. San Diego, CA: Bridgepoint Education, Inc Whitman, D. (2000). Genetically Modified Foods: Harmful or Helpful? Retrieved from http://www. csa. com/discoveryguides/gmfood/overview. php.

The minor prophets

The minor prophets The twelve books of the minor prophets is the name given to the last twelve books of the Old Testament. The twelve books of the minor prophets are in the Prophets section of the Hebrew Bible, which is divided into three sections, the Law, Prophets, and Writings. These books were all written at different times over a period of three hundred years, starting from the reign of Jeroboam II. All of these books, except for the Book of Jonah, record messages from God that were delivered to the people of Israel and Judah. The Book of Jonah was primarily biographical, and told his story, rather than hortatory. The name minor refers to their length, rather than their importance. The underlying theme of all of these Books is Israels relationship with God. There is a wide variety of views written in these books but the main questions that keep appearing throughout these prophecies are, What does God demand of humans, and how do historical events signify Gods word. The order of these books in the English Bible are Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habukkuk, Zephaniah, Haggai, Zechariah, and Malachi. Hosea is the first book and was written during the rule of Jeroboam II. It is written to demonstrate Gods unfailing love for his people, even though they choose to follow their unfaithful Kings in their sinful ways. There were 6 other Kings after Jeroboam II that ruled, however, they were never mentioned by Hosea, probably because of their insignificance as well as their sinful practices. Amos prophesied around the same time as Hosea, and both served their ministry in Northern Israel when Jeroboam II ruled over Israel and Uzziah ruled over Judah. Amos was not a prophet by profession, but was a herdsman and vinedresser, who the Lord commissioned to travel to Northern Israel to warn them of impending judgment (Amos 7:15). Amoss famous prophesy was when he warned Israel of an earthquake at Hazor, which came true a couple of years later and authenticated Amoss message. The earthquake was viewed by the people, at that time, as an omen of judgment. Joels ministry is placed historically between Hosea and Amos. During Joels ministry, the Lord announced that he would punish the nations for the way in which they had scattered His people, divided up His land, and sold His children into slavery (Joel 3: 2-3). The Book of Joel has two major sections. In the first section, Joel urges the people to mourn over the devastating effects of the locust invasion (Joel 1: 2-20), and to repent (Joel 2: 12-17). The second section of Joel, he notes that the Lord does take pity on his people (Joel 2:18), the Lord promises to call off the locust invasion, restore the nations crops, and vindicates his people (Joel 2: 19-3: 21). Obadiah, Nahum, Habakkuk, Zephaniah all prophesied around the same time, around the time of the destruction of Judah. They prophesied in the same period, however, they all prophesied on different issues. Obadiah is the shortest book in the Hebrew Scriptures, consisting of only one single chapter. His ministry was directed at the Edomites, who lived south of Israel and were a constant source of conflict for the Israelites. The Edomites took pleasure over the destruction of Israel by different foreign invaders, however, Obadiah prophesied that Jehovah (God) would rebuke the Edomites and destroy them, while promising Israel deliverance and peace (Obadiah 1: 1-21). Finally, Obadiah prophesied that God, or Christ ( is the Great Warrior) will come to judge all nations and restore the land of Edom back to Israel (Revelation 19: 11-19; 20: 7-10). Nahums prophecy is about the fall of Nineveh, which was eventually conquered by the Babylonians. Nahum calls the people of Nineveh (the Assyrians) to repent and that God is the ruler of all nations (Nahum 1: 1ff). Nahums ministry also involved notifying the Assyrians that God was going to punish them for their transgressions against Israel. Habakkuk: The Book of Habakkuk consists of conversations between God and himself. Habakkuk questions God on how His Holiness can allow the lawlessness and violence that was overtaking Judah, Habakkuk lament (Habb 1: 2-4): How long must the unjust triumph? The Lords response (Habb 1: 5-11): Justice is on the way. Habakkuks message to his people is that God will not allow evil to continue (Habb 2: 1-17). God promises his people that despite evil men prospering, God will exalt his people one day (Habb 3: 1-7). The Lords response (Habb 2: 2-20): Justice will indeed prevail in due time. Habakkuks response (3: 1-19): I have heardI will rejoice! Habakkuk basically questions Gods allowing evil to overtake Judah and after God responds to Habakkuk, he concludes that he can trust God to punish the people wisely and justly. Zephaniah was a contemporary of Habakkuk and Jeremiah. He prophesied during the reign of Josiah and preceded the fall of Nineveh. He prophesied in Judah, specifically in Jerusalem, during the time when the people of Judahs moral and spiritual life had been corrupted by the evil reign of Manasseh and Amon (Zephaniah 3: 1-7). The people have been drawn away from God and idolatry and corruption was the main theme in Jerusalem (Zephaniah 1: 7). Because of this, Zephaniahs prophecy came true when Judah was invaded and taken over by the Babylonians. The Book of Zephaniah is divided into three sections: retribution or judgment for sin, a call for repentance, and a promise of future redemption and blessing. Zephaniah prophesied that despite the impending exile God promised to Israel that he would judge the nation and rescue his people. He also tells of a day when God will purge creation of sin and redeem his people (Zephaniah 1: 18; 3: 8, 12-20). Gods promise of deliverance will extend past the burdens of Israel and include all those who are outcasts and lame. Paul clarifies these promises in the New Testament to show in Christ, both Jew and Gentile comprise the people of God (Eph 2: 11-3: 21). These promises, however, were not meant foe every Jew regardless of belief in Christ, but only for those Jews who trusted in Jesus (Rom 9: 1ff). Micahs ministry was primarily to Jerusalem and the rest of the Southern Kingdom. Micahs ministry criticizes the leaders of Judah for their corruption as well as their insensitivity to the poor. He was a contemporary of Isaiah and their messages were very similar. He prophesied the destruction of Samaria and Northern Israel, followed by similar destruction to Judah. Micah announces the coming of the Messiah, from Bethlehem (Micah 5: 1-5), and with the coming of this future King, will come a future Kingdom (Micah 4: 1-8). Jonah, unlike all of the other 11 books of the minor prophets, is the only one that is biographical. Jonah is called on by God to call on the Assyrians (specifically the people of Nineveh) to repent of their sin (Jonah 1: 2). The problem is that Jonah hated the Assyrians, who had caused his people (the people of Israel) many hardships. He felt that if his ministry was successful and the Assyrians repented, then God might forgive them and spare them from destruction. The main theme of the Book of Jonah is not about Jonah running away and hiding from God, even though this is an important lesson for everyone, it is that Gods purpose is to save people of all nations (Jonah 3: 1ff), not just the people of Israel. Haggai, Zechariah, Malachi is the last group of the Twelve Minor Prophets. They all prophesied after the Babylonian exile. Haggai was the first prophet to minister to the first people of Israel who returned to Jerusalem after the Babylonians decided to release them from captivity. He inspired the Jews who returned back to Jerusalem to rebuild the Temple. During the first 15 years after their return to Jerusalem from Babylonia, the people had built fine houses for themselves, and only the foundations of the temple had been laid. However, after Haggais rebuke, construction of the temple restarted and within 4 years, the temple was finished. Zechariahs message was of hope and encouragement. Through Zechariah, God tells of a day when hw will bring the office of king and priest together as one, who will build the temple of the Lord (Zech 3: 8-10; 6: 11-15). This future individual is Jesus, who will make atonement for his people and rules as King on Davids throne (Acts 2: 1ff; 15: 1ff; Heb 2-9). Malachis message to the people of Israel was that if the people return to God, then God will bless them greatly. God announces (through Malachi) that he will send a messenger who will pave the way for the Messiah. Malachi 4: 5-6 refers to John the Baptist as that person (Mal 3: 1; 4: 5-6). Chisholm, Robert B. Jr. (2002). Handbook on The Prophets, p. 335-477. Grand Rapids, MI 49516-6287: Baker Academic Retrieved from: http://theroadtoemmaus.wordpress.com/2007/08/17/the-message-of-the-minor-prophets/ 2/1/2010 Retrieved from: http://www.myjewishlearning.com/texts/Bible/Prophets/Latter_Prophets/The_12_Minor_Pr 2/1/2010 Retrieved from: http://bible.org/seriespage/minor-prophets 2/1/2010 Retrieved from: http://www.religioustolerance.org/chr_otb5.htm 2/1/2010 Retrieved from: http://www.biblestudy.org/prophecy/minor-prophets.html 2/1/2010

Is Religion In Decline As A Major Institution Religion Essay

Is Religion In Decline As A Major Institution Religion Essay This paper will critically analyse and debate the question is religion in decline as a major social institution? I will be focusing my paper primarily on the United Kingdom (UK) but will touch on other Western countries. To begin, this paper will look at the definitions of religion as this in its self is surrounded by debate, and then it will go on to look at what is meant by secularisation. The main body of the paper will look at various perspectives, both for and against the idea that religion is in decline within the UK using not only the well documented thoughts of Sociologists but also using data that has been collated through various methods, such as the Census and British Social Attitudes Survey (BSA). Religion could also be thought of in various other situations, such as in football for example, a group of people come together in a belief of something. They perform rituals and sing the praises of what could be described as their common god their football team. However, for the purpose of this paper we will assume religion to be of the most commonly perceived form ie the belief and praying to god -regardless of the gods title ie God Allah etc. When we speak of the decline of religion in society we often hear the word secularisation being mentioned, Bryan Wilson (Religion in Secular Society, 1966), describes secularisation as the process whereby religious thinking, practices and institutions is becoming less prominent in society and its institutions less important and influential in the lives of individuals. Whilst Peter Berger in The Social Reality of Religion, 1969 puts an argument forward that it is The process by which sectors of society and culture are removed from the domination of religious institutions and symbols Wilson also stated that those who defined religion in substantive terms are more likely to be in agreement of the secularisation thesis, this is due to the fact that they can show that religious beliefs has declined as people accept other more rational explanations of the world due to factors such as post-modernity, the Industrial Revolution bringing about a greater understanding of the sciences and techn ology has also brought about a decline in the beliefs of a god within the minds of UK citizens, especially Christian UK citizens. Many Sociologists are in agreement that changes in society will directly impact on changes in religion. Going a step further, some sociologists have claimed that the continuing advancement of science will eventually mean a further weakening, or even complete disappearance of religion within our society. Berger (1967) states that with the rapid growth of technologies, media and sciences comes a decline of religion and a questioning of its place in society. He goes on to state that religion, in the past, has held the answers to our unanswerable questions and gave meaning to lives. Now that our questions are now answered by science and technology then the church and religion is no longer needed. This process is also referred to as the Rational Choice Theory (RTC) of Religion . Another supporter of the secularisation theory is Bruce (1995) whom argues that by measuring the size of the clergy is a direct indicator of the popularity of religion. At the start of the 1900s, there were over 45,000 clerics in Britain, this had declined to just over 34,000 100 years later in 2000. The clergy had decreased by almost twenty five percent, despite the fact that the population had all but doubled in size (Bruce 1995). Bruce also states that another pointer to secularisation is the rising divorce rate, coupled with fewer religious marriage ceremonies. In 1995 Bruce stated that 30 years ago church weddings used to make up 75% of all marriage ceremonies, but now this figure has fallen to less than half . When you add this statistic with the facts that there is an ever increasing divorce rate, cohabitation is becoming commonplace and the percentage of children being born outside of a marriage is at am all time high; it has to be seen that religion and its moral value sys tem exert little influence today (Bruce 1995). Durkheim stated A religion is a unified system of beliefs and practicesà ¢Ã¢â€š ¬Ã‚ ¦which unite into one single moral community called a Church, all those who adhere to them (Durkheim 1915: 62). He emphasised that religion brought people together, they shared a common belief and commitment to the same sacred symbol. It must be pointed out that Durkheim states that it is the coming together and bonding that is important not the reason of their togetherness. Durkheim argues that religion holds an essential social function There can be no society which does not feel the need of upholding and reaffirming at regular intervals the collective sentiments and collective ideas which make its unity and its personality (1915, 474-475) Although Durkheim was speaking here regarding religion we can see this happening in other ways in society, going back to the football match you could relate this statement back to the Emirates stadium, Anfield, Old Trafford and indeed any of the 100s of football grounds around the UK on any given Saturday between August and May! Webers The Protestant Ethic The Spirit of Capitalism shows us how Calvinists in the 16th and 17th century looked upon a persons success within business and savings was an indication that they were destined for salvation. We can relate this to the early beginnings of capitalism and a persons responsibility and prospects, with time the emphasis of religious beliefs was eroded as capitalism prospered. With this new society came increasing rationalisation, this lead to disenchantment and inevitably along with that came a decrease in religious belief systems and church attendance Anthon y Giddens (1997) wrote The three classical sociological theorists, Marx, Durkheim and Weber [all] thought that the significance of religion would decrease in modern times. Each believed that religion is in a fundamental sense an illusion. The advocates of different faiths may be wholly persuaded of the validity of the beliefs they hold and the rituals in which they participate, yet the very diversity of religions and their obvious connections to different types of society, the three thinkers held, make these claims inherently implausible. If we are to examine secularisation it is common sense to evaluate church attendance. According to the 1851 British Census just over 40% of the population attended church. By 1950 this had dipped to 20% and in 2000 we saw just 7.5 % of people stating that they attended church. Looking towards the future we could look at Sunday school attendance. Attendance had also dropped to an all time low in 1900 55% of children attended Sunday School in the year 2000 this figure plummeted below 4% this surely shows that religion is in decline, and at a very swift rate. The UK Census Data (2001) shows that 71.6% claim to be Christian, 2.7% Muslim, 1.0% Hindu, 0.6% Sikh, 0.5% Jewish, 0.3% Buddhist and 23.2% either have no religion or did not state one. However, if we compare the Census 2001 data with data available from Social Trends 30 (2000) cited in Moore (2001) suggest that while Christianity seems to be in decline other religions are not. Within the UK Islam had increased 380% from 130,000 people stating it as their religion in 1970 to 495,000. The UK has also seen a massive increase in Sikhism by 250% from 1970 to 1990. It must be pointed out that although undoubtedly these religions are on the increase by 100s of percent that the total number of individuals that say they are practising these religions is still quite a small percentage of the UK population. It also should be pointed out that although the Census data is usually accurate it is now almost 10 years old, and could be seen as outdated information. . An opposing view of secularisation argues that religious practices and participation have, in the past, been greatly overestimated and exaggerated. Martin (1967), has questioned the validity and reliability of past religious statistics. He argues that the demographic content is not valid and questions methods used for the collation of this data. Martin states that peoples religious belief systems and belonging to religious groups cannot be measured from statistics regarding religious practice. He goes on to state that although people may be religious they are choosing to express their belief in alternative ways. Martin also argued that some people attended Church for what the church can do for them in a non-religious capacity, for social motive, as opposed to holding strong religious beliefs. This mindset resulted in attendance of church numbers being inflated , Martin questions whether or not to interpret declining attendance to places of worship as evidence that points towards a lo ss of religious faith within society. Demaroth and Hammond (1969), also agree with this viewpoint and state that We should avoid the quick assumption that Church members are always highly religious in their personal beliefs and activities, or that Church non-members are otherwise non-religious.. Robert Bellah puts forward the argument that it is wrong to perceive that just because people do no longer attend church is vast numbers that region itself is in decline. Bellah states that people do not need to be a part of a large religious organisation in order to be religious, they can simply practice their beliefs in their own homes and lives and it is this that makes them religious, not the fact that they attend a church building. Luckmann (1967) calls this practice the Invisible Religion Luckmann states that when society goes through periods of vast change and development it is also expected that religious practices and systems will also evolve, and new forms shall emerge. It is fair to say that both Bellah and Luckmann agree that religion is simply transforming rather than declining. They argue that whilst group and public meetings of religion are in decline that personal practice is as strong as ever, but cannot be scientifically measured. A similar argument is put forward by Grace Davie (1995) she is in agreement with Bellah in that secularisation needs to be separated from belief and belonging. She argues the theory that in the UK religion is belief without belonging people believe, but feel they do not belong to the church, so they practice their religion in the privacy of their own homes. To conclude, it must be said that religion is in decline as a major social institution within the UK when referring to the Christian religions specifically Roman Catholics, Protestants and Methodists. These religious institutions have seen a rapid fall in church attendance- regardless of if people are practicing in their own homes or not. Within the UK religion, specifically Christianity, has seen a decrease, or disengagement, of power issues such as abortion and divorce used to be influenced greatly by the church today people do not look to the church for guidance on such issues but look more towards personal circumstance in order to reach decisions. With this in mind it can only be concluded that the major institution that we know as the church now holds less power, less cohesion and less importance within the UK today with traditions of religion and prayer being replaced by new technologies and a wish for an individual to succeed in personal issues such as employment, status and w ealth. The opposite could be argued for other religions such as Hinduism, Islam and Sikhism, although it could also be argued that these religions are only on the increase due to immigration into the UK in the past 10 years. I found very little factual data that could show a large number of UK born citizens joining such religions so it is my belief that the growth of these religions is primarily due to the fact that the beliefs and practices of these religions have been brought into the UK rather than developed within the UK. Ref Journal: Tony Fahey Studies: An Irish Quarterly Review, Vol. 83, No. 332 (Winter, 1994), pp. 367-375 (article consists of 9 pages) Published by: Irish Province of the Society of Jesus Stable URL: http://www.jstor.org/stable/30091534 Growth and Decline of Churchly Religion Ref Journal ; Malaise in the Sociology of Religion: A Prescription Richard K. Fenn Sociological Analysis, Vol. 46, No. 4 (Winter, 1985), pp. 401-414 (article consists of 14 pages) Published by: Oxford University Press Stable URL: http://www.jstor.org/stable/3711156 Davie, G (1994) Religion in Britain since 1945. England,Blackwell Publishing Giddens,.A (2001) Sociology Introductory Readings , revised edition.: England, polity Hamilton, M (2001): The Sociology of Religion : England: Routlegde Luckmann, T (1963) The Invisible Religion: The Problem With Religion in Modern Society : England, Macmillan. British Social Attitudes Survey (BSA), viewed 08 April 2010, BOOK Bruce, S 1995, Religion in Modern Britain, Oxford, Oxford University Press. Census. Religion in Britain: Office for National Statistics, viewed 16 April 2010, www.curriculum-press.co.uk sociology fact sheet one viewed 28 March 2010.

Stereotyping and Profiling Based Upon Religion Essay -- Islam, Religio

Living in America we deal with a lot of diversity, especially those in the criminal justice degree program where situations caused by diversity can lead to a problem. Stereotyping is one of the biggest problems that we deal with, particularly in law enforcement. There have been many allegations of police officers accused of going after individuals and accusing them of a crime based on the sole fact of what their religious beliefs might be. This has been going on for a long time; however in recent years, it has gotten worse. The main job of police officers is to uphold the law, not to break it. Although stereotyping is not against the law, police officers have taken an oath to protect all human beings, regardless of their race or religion and stereotyping based on religion should not take place. Just because an individual is of a certain race dose not give us the right to stereotype them as a bad human being. Fred Edmund Jandt (2003), the word â€Å"stereotype† was first used to show the judgments made about individuals on the origin of their racial background. Today the expression is more commonly used to pass on to events made on the basis of a groups association. Psychologists have attempted to give explanations of stereotyping as errors that our brains make in the judgment of other people that are related to those mistakes our brains make in the view of illustration illusions. When information is blurred, the brain frequently reaches the incorrect conclusion. (p.77) Fred Edmund Jandt (2003), is the practice of racial profiling stereotyping? Profiling refers to a law enforcement carry out of scrutinizing of certain persons based on characteristics thought to classify an option of illegal activities. Example, a person traveling a... ...inar strips away cultural stereotypes. Pittsburgh Tribunei-Review. Retrieved October 30, 2008, from http://www.pittsburghlive.com////region/_529578.html Jandt, F. E. (2003, July 21). Barries to intercultural communication. In An introduction to intercultural communication (4th ed., pp. 77,79). Sage Publications, Inc. Retrieved October 28, 2008, from http://books.google.com/books?id=LyHDS--WSywC&pg=PA79&lpg=PA79&dq=a+person+traveling+alone+is+more+likely+to+engage+in+terrorist+activity&source=bl&ots=Kmn1NAlTjX&sig=7i-h54dh_2kROXAHmjgO0HJqogw&hl=en&sa=X&oi=book_result&resnum=2&ct=result#PPA71,M1 Morgenstern, H. (n.d.). Suicide terror - fire fighters response. In Suicide terror - fire fighters response [Fact sheet]. Retrieved October 28, 2008, from http://www.nationalhomelandsecurityknowledgebase.com/Research/International_Articles/Suicide_Terror_and_FireFighters.html