Religion and Society Essay Example | Topics and Well Written Essays - 1000 words

Religion and Society - Essay Example Various charismatic and religious leaders are known to have brought about change, for example, Martin Luther King, who is seen to have played a crucial role in liberating the blacks. Religious leaders are known to have some sort of control on the members of the society, implying that people will follow their directives in the effort of bringing about change in the society. Various scholars have come up with theories that explain how religion acts as a radical force for revolutionary change, and give examples from various actions of church leaders, which have shown that religion has the command to change the status quo, e.g., during the apartheid when Archbishop Desmond Tutu fought against it (Idinopulos). The society also depends on various religious bodies and institutions to lay down rituals and values on the society, and this plays a crucial role in bringing unity in the community (Gerrie and Tsuruoka 14). In most families that follow some religion, at a tender age, children are b rought up with values from the church and they are introduced to the religious side of life, and this guides their behavior and how they grow up. Families will rely on religion for moral socialization of their children, which enforces a sense of ethnic identity and morality, which they will take up for the rest of their lives. Therefore, religion has changed the society as it acts as a source of social control, hence playing a paramount role in bringing order in the society. 2. How Is Religion Raising Questions of Identity and Challenging Concepts of Citizenship? The fundamental meaning of religion is laid down on the basis of common beliefs and practices carried out by a group of people that dictates their moral conduct (Gerrie and Tsuruoka 5). Therefore, people of one religion will have rules that govern their conduct and will stipulate the ways of living, failing which equals to going against the will of God. On the other hand, identity will have to do with knowing where one belo ngs, and the two will come into play as there are various religions in the world today, which range from Christianity and Islam to Hinduism, just to name a few. Religion now raises questions of identity in that people will belong to different religions, and this comes into play as this will dictate the various identities of people from various religions. Therefore, people will have different identities in that they will identify themselves with various religions, which will determine who they see themselves as. This means that people will identify themselves as Christians, Muslims, Hindus or any other follower. This lays a divide in how people identify one another as they will have different beliefs that they follow. Religion is also known to challenge the concept of citizenship as both will have different laws depending on the majority religion in the country. There are Muslim nations, Christian ones and so on, and this means that different countries will have a majority religion f ollowing implying that the religion of the majority will be the one used to form most rules in the country. The laws of the country will be used by citizens, and this forms the basis of citizenship, but religion will also have a role to play in governing how people relate and their way of life. There are situations where the laws of the land are not in line with those of citizenship, and this implies that there will be a clash between the two; hence, there is a dilemma on what should be followed. For example, there might be a conflict on what a Christian, who is a citizen of a Muslim country, should do in matters that relate

Principles of Metal Manufacturing Processes Lab Report

Principles of Metal Manufacturing Processes - Lab Report Example The present research has identified that when more loads are applied the specimen breaks at the centre. The data of load versus extension of the specimen is collected and used in calculation of stress and strain. The values are plotted on an X-Y graph and yield a typical graph. From the graph several material properties could be calculated and observe. The following experiment investigates the Young’s Modulus of a piece of wire subjected to tension. To get the Young’s Modulus, stress and strain of the wire must be calculated from the recorded results. The linear section of the graph is referred to as the yield strength where the material shows elastic behavior and it is used in the calculation of E. On the other hand, the other part of the graph is referred to as the non linear section. The yield point is the transition between the linear and the non-linear sections, and the magnitude of stress at this section is termed as the yield strength (ÏÆ'Y). The slope of the li near section of the curve gives the material’s Young’s modulus, given in GPa. The formula for calculating Young's modulus is shown below. Â  The slope of the linear section of the curve gives the material’s Young’s modulus, given in GPa. The formula for calculating Young's modulus is shown below. The objective of this experiment is to determine the Young’s Modulus when a piece of wire is subjected to varying forces. Apparatus The following apparatus were used during the experiment: 1 x G-clamp, approximately 10 cm jaw 1 x 2 wooden blocks 1 x single pulley placed on a bench clamp 1 x meter rule 1 x Adhesive tape 2 x cardboard bridges 1 x mass hanger with 8 slotted masses, 100g each 2 x lengths of copper wire 1 x safety spectacles Wire rolls and threads Procedure The experiment set up was as shown in figure 3 below. Figure 3: Experimental setup 1. After the set up was made, a copper wire was stretched and fixed horizontally along the bench as shown in figure 3 above 2. A maker was made from the adhesive tape and it was attached to the wire to make it less 2 m from the clamp and approximately 5 cm from the pulley. The marker was set to line up with the meter rule so that it could be used to measure the extension of the wire. A loop was made in the end of the wire for loading 3. The original length of the wire was measured and recorded. This was the length from the clamp to the marker. A small mass of 100g was then placed to stretch the wire and the length recorded. 4. The masses were increased gradually in steps of 200g while the force and the corresponding extension was recorded in each case.

Legal Frameworks for Child with Disabilities

Legal Frameworks for Child with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements. Every child has the right to be treated fairly no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Direct discrimination is when you actively discriminate against a child ie refusing a chid into the setting because of a disability/condition. Indirect discrimination occurs when practises are in place but they dont take into account the needs of the child ie signs/labels in a different language so the child can read them. There is also discrimination due to disabilities ie a Teacher may stop a child from doing an activity because of time (it will take the child too long to complete the task). This results in fewer opportunities being offered to them to experience and very unfair. There are legal and regulatory requirements that the School must adhere to protect disability and SEN children from discrimination and promote their inclusion: The Equality Act 2010 Provides addition protection from discrimination for children with disabilities. The Act requires children with disabilities receive the same access to public/private services as any other child and for these facilities to make changes to ensure access for all. It promotes equal opportunities/inclusion for all children. The Special Educational Needs (SEN) Code of Practice 2001 Developed to promote practices that value individual needs of children with disabilities and to offer guidance to Schools regarding equality and inclusion. Main purpose is to provide early invention support for children with SEN, to identify their individual needs and provide appropriate support. Main principles of the code are: *Children with SEN should have needs met and normally in mainstream Schools. *Views of the child must be taken into account and Parents must be involved. *SEN children should be offered full access to a broad, balanced and relevant education. The United Nations Convention on the Rights of the Child to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Article 1 Respect for the evolving capacities of children with disabilities and respect for the rights of children with disabilities to preserve their identities. Article 3 Details rights/entitlements to all children regardless of their individual needs/circumstances. The United Nations Convention on the Rights of Persons with Disabilities Human rights treaty that confirms the rights of disabled people. Stresses the importance of disabled people being able to enjoy their human rights equally with non-disabled people. It recognises that people with disabilities do face barriers and outlines strategies to reduce barriers and promote their rights. Warnock Report (1978) Introduces term SEN into UK legislation and emphasises the 2 categories of children with SEN 1) children who experience difficulties at School but needs can be met at mainstream level 2)children whose needs are more complex and need specialised educational environments. The Special Educational Needs and Disability Act 2001 Makes further provisions against the discrimination of disabilities in Schools. Strengthens the rights of SEN children to be educated in mainstream Schools. Importance of working inclusively with children with disabilities or specific requirements. It is essential that people working with children promote equal opportunities by providing an environment free from discrimination. Inclusion is focusing on the needs of every child and ensuring the right conditions are in place for all to achieve their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and supported. Our School has created a child focused approach where we focus on and build on their support using each childs strengths, needs and interests. Each child is an individual and must be listened to. This shows respect and they will feel safe and secure in the setting. This ensures that every child is valued as an individual. When planning activities we take into consideration their interests and abilities. We empathy to SEN children by the way we try and understand their feelings and point of view. We try and adapt the activity according to their needs and abilities so they are able to ta ke part with everyone and not be singled out. We involve the children in decision making and actively encourage them in planning their IEPs. We listen to what they need and want so then this helps us provide opportunities for them to be more independent this helps their confidence and self esteem. We believe children who grow up in Schools where all students are valued and seen as equal members will learn to respect and advocate for diversity in the larger community. Disability, Literacy and Inclusive Education for Young Children. Personally I think it is so important for all children to learn and play together and to be treated the same. It builds an understanding and acceptance for all and highlights the fact that children develop skills which enable them to teach one another. Children with disabilities will often make huge improvements in their communication, socialising and functioning skills while developing children will have better attitudes towards others, greater patience, tolerance and self esteem. One of our school mottos is We all belong where we expect all children to work together, making everyone feel welcome and involved and have a positive attitude. This really helps the SEN children feel a sense of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the children to look at their attitudes and beliefs and if necessary help them make changes. It does help that all staff members are very positive about inclusion and diversity and are visually pro active in the activities we undertake, displays that we use and resources/materials we offer in the classroom. Benefits of working in partnership with Parents and other professionals. The Childrens Plan published by DCSF in 2007 highlighted the importance of the partnership between Parents and Schools to support children in their learning. It has been proven that Parental involvement has a positive effect on childrens achievement at School. They are able to reinforce learning from School by using play and extra curriculum activities ie practising times tables, listening to their child read, drawing, painting and visiting libraries and places of interest. They also help improve the childs gross/fine motor skills, communication/listening and social skills. Parental involvement in childrens education from an early age has a significant effect on educational achievement and continues to do so into adolescence and adulthood. The Impact of Parental Involvement on Childrens Education. Parents must always be consulted and involved in the care and support of their child. Schools need to show respect when discussing these delicate matters and always valuing the opinion of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external agencies when it may benefit the child. The SEN Code of Practice recognises the value of the partnership with Parents. It is a well known fact that Parents knowledge of their child is exemplary and must be taken into account when deciding on support/education. The child and their needs must be at the centre of all discussions. Parents will have more of an idea of the childs strengths and the support can be tailored to take these into account ie if the child likes singing then perhaps learning can be adapted to singing times tables and alphabet songs. Some SEN like dyslexia may run in the family so family members may have developed specialised knowledge of the condition this may aid in the planning of support for their child. Some Parents find the whole process of having a SEN child very complex, difficult and emotional. Schools need to respect these feelings and emotions of the Parents and value their support. Full discussions and advise must be given to instil trust and confidence that the best is being done for their child at that School. Parents must be aware of all the policies/procedures of the School, support available for their child and any relevant documentation regarding their child. Trust will then be given as the Parents will respect the School and all involved in the care of their child. Schools must remain professional at all times. They should provide time and opportunity to discuss the childs progress. The Parent will feel involved and empowered that their opinions are listened to. Each party should acknowledge each others views and opinions but be able to agree amicably on a plan to support the child. Schools must be flexible when planning meetings with dates/times as they may be dealing with working families or families with siblings. It is a requirement that all Schools have a SENCO a designated person who is responsible for co-ordinating the care and support needed for the SEN children. This is helpful for the Parents as they only need to liaise with one member of staff. Other professionals that the SEN children may come into contact whilst at School are: Physiotherapists, Speech and Language, OutReach (Autistic), Hearing Impaired and Educational Psychologists. How practitioners can adapt their existing practice to support children with disabilities or specific requirements. Care must be taken to make the environment of the setting to be accessible for all children to use regardless of their needs. This may require ramps to be installed or disabled toilets to be fitted. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to have a sense of freedom. Grounds of the setting should be well maintained and be clear from any hazards which may endanger the children. Resources and activities should be adapted so all children are able to access them ie sand trays at waist height instead of being situated at floor level. SEN childrens needs should be thought of at the planning process with differentiation of activities not to challenging as they will loose interest and not too easy as they will not be fully engaged. They need to be planned to meet the individual needs of the child and age/stage appropriate. All children should have accessibility to the same resources. Some children may require specialist resources ie colour overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie word shark, specialist interventions and 1-1 support. Attitudes of the adults working with SEN children need to be of a positive and understanding nature. Full training should be offered to these members of staff in new policies and procedures. Regular training in specialised areas should take place and involvement of all staff on the needs of certain SEN children. The SENCO must keep up to date with equal opportunities and inclusion policies and hold briefing sessions. Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical conditions ie diabetics. Consideration needs to take place to help the children become more independent and to try things by themselves ie putting Velcro on dressing up costumes so all children can access the activity. Some children find it challenging to express their feelings, needs and preferences. Our staff who work with SEN children wear feeling flashcards on our lanyards so children can point to a picture to tell us how they are feeling. In Reception we use visual aids to help children decide what activity they would like to do/ show their preferences. We try and encourage independency through the use of computers word processing and dictaphones record their thoughts for the Big Write to help support them in their activities. Teachers try and keep their classroom setup the same so children learn where to find things and helps the SEN children establish routine and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location. Schools must be in regular contact with Parents at home supplying them with updates on process and new polices/procedures that affect their child. They must always liaise with outside agencies drawing on their expertise and advise in their particular areas. References The Impact of Parental Involvement on Childrens Education www.education.gov.uk/publications. Article 1 and Article 3 Convention on the Rights of Persons with Disabilities. Disability, Literacy and Inclusive Education for Young Children www.uni.edu/inclusion/benefits_of_inclusion.htm. Abbreviations SENSpecial Educational Needs IEPIndividual Education Plan

Death of A Salesman :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Biff / Willy - Turning Points   Ã‚  Ã‚  Ã‚  Ã‚  A major turning point in the story Death of a Salesman occurs on pages 1394 and 1395. The scene is Willy walking into Charley’s office and he sees Bernard (Charley’s son) waiting in the waiting room. Willy sits next to Bernard and starts to have a conversation with him. The conversation starts out casual, then Willy asks Bernard where did he go wrong with Biff (Willy’s son). Bernard tells Willy that Biff was prepared to attend summer school and Willy was surprised. Bernard asks Willy if Biff came up to see him in New England. Willy replied, â€Å"Yeah, he came to Boston. What about it?† He tells Willy that when Biff came back he wasn’t the same and it was then that Bernard knew that Biff had given up his life. When Bernard asked Willy what happened up there Willy got angry and said that nothing happened. After that conversation Willy started to play back in his mind the events that occurred the day Biff came to see him in Boston. On page 1407 Willy is in the hotel room with his mistress and they hear a knock at the door. The woman tells Willy, â€Å"Aren’t you going to answer the door? He’ll wake the whole hotel.† After trying to divert her attention Willy tells the woman to hide in the bathroom while he answers the door. Willy opens the door and sees Biff standing there. He asks his son why he came to Boston and his son replies that he flunked math and doesn’t have enough credits to graduate. They talk a little more then a laugh is heard from the bathroom. The woman comes out of the bathroom and Willy tries his best to get rid of her. He tells Biff that she just needed to borrow his shower. Tears begin to fall down Biffs face and Willy is still trying to come up with excuses.

Modern Nco: Maintaining a Marine’s Heritage

Since the Marine Corps’ beginnings, non-commissioned officers (NCOs) have played an important role in the many successes in the Corps and in the United States. Obviously, the modern NCO today might be a bit different than when the Marine Corps was first established on November 10, 1775, but they uphold and are the complete embodiment of the Corp’s history and traditions in values of honor, courage, and the commitment to the NCO creed. Honor guides the Marines to exemplify the ultimate in ethical and moral behavior, and to respect others as well as themselves.In the Marine Corps, practically every custom, both written and unwritten, has stemmed from the conduct of past Marines. It is only appropriate that our Marines today recognize this and dutifully portray this in their everyday as well as in combat. On every battlefield that our country has been on since the founding of the Corps, Marines have been there to defeat all enemies, both foreign and domestic. Within these battlefields, there have been NCOs that have fought, led, and died in combat—to complete their mission and to protect their fellow Marines fighting alongside them.An NCO must always keep in mind mission accomplishment and the welfare of their men and woman. This needs to be displayed in the workplace as well. It is the responsibility of NCOs to make sure that their junior marines know what it is to honorably be â€Å"a Marine†. This means that their conduct as a Marine is to be carried on to an NCOs civilian side as well. Having courage doesn’t mean that you can’t be scared; it means you push forward in the midst of fear. Along with carrying the honor of being a Marine, modern NCOs carry the courage one needs to be successful in both combat and as a civilian.There have been many in the corps who have displayed courageous acts. It is the duty of an NCO, as well as all Marines, to have the courage, that inner strength to do what it right and adhere to a hig her standard of conduct, and to make tough decisions under hard stress and pressure. It is said in the first line of the NCO creed that an NCO is â€Å"dedicated to training new Marines and influencing the old. † Dedicated. Dedication is what makes the Corps so unique. The modern Marine NCO is supposed to be dedicated. Dedicated to the work that he or she does on a daily basis.Dedicated to the life he leads for his or her junior marines. Dedicated to themselves, having personal integrity in all that they do. To close, The most outstanding custom in the Marine Corps is simply â€Å"being a Marine† and all that it implies. Call it morale, call it what you will—it is that pride which sets a United States Marine apart from the men of other armed services. It is not taught in manuals, yet it is the most impressive lesson a recruit learns in boot camp. It is not tangible, yet it has won fights against material odds. Senator Paul H.Douglas said it best: â€Å"Those of us who have had the privilege of serving in the Marine Corps value our experience as among the most precious of our lives. The fellowship of shared hardships and dangers in a worthy cause creates a close bond of comradeship. It is the basic reason for the cohesiveness of Marines and for the pride we have in our corps and our loyalty to each other. † An NCO is proud of his Corps and believes it to be second to none. He is carries the honor of the Corp’s heritage, courageous, and loyal to his comrades and to the Marine Corps, adhering always to the motto Semper Fidelis (Always Faithful).

A review of `act of violence’

Frank Enley (Heflin) who is a soldier of World War II, comes back home from the warfare after surviving a German POW campsite whilst the rest of his companions have been assassinated. What he is not aware of is that Joe Parkson (Ryan), one of his jail friends has survived. Parkson recognizes that Enley assisted the Nazis in exchange for foodstuff whilst at prison, and Parkson is a manhunt to demolish the so-called â€Å"war hero† (Briggs J, 2003, 177)Enley, who is at the moment married to Edith (Leigh), ought to confront his dark history as well as the fact that he is a coward not a hero of war. In the meantime, Parkson gets closer and close to attaining his revenge. Enley then sets out hiding by leaving behind his bewildered wife and surviving on the lam. Enley enlists the help of a prostitute, Pat (Mary Astor) as well as a Hitman (Berry Kroeger) (Briggs J, 2003)A comparison of Robert Ryan’s acting/story line‘Act of Violence’ must have been fascinating in 1948 when its idea was fresh. Enley is tracked by Parkson to a mountain lake and then Parkson pursues him home, pulling his lame leg around the home like Lon Chaney's Mummy ogre and driving Edith Enley partially wild with fear. Edith recognizes that something essential is awry when Frank declines to call the police or take any apparent safety measures against Parkson; his plan is to merely avoid him, as if going missing might resolve the problem. (Briggs J, 2003)Parkson has no difficulty tracing his mine to a contractor's convention in the city center of Los Angeles. Drunk, terrified and not to able to face his own guiltiness, Enley is selected up by a trio of skid line lowlifes. B-Girl Pat (Mary Astor, seven significant years following The Maltese Falcon) sets up Enley for a dishonest lawyer (Taylor Holmes) and a slimy hit man (Berry Kroeger) who searches for profit by getting rid of Parkson for cash. (Briggs J, 2003)The film's dramatics are peculiarly unresolved. Both principal ma le characters are crippled. Parkson is a physical/emotional mess of vengeance motivations, and Enley is a moral weakling. Detached from the root source, the women ought to look beyond their own understanding to realize what to do.Parkson's loyal darling Ann Sturges (Phyllis Thaxter) battles his revengeful expedition every step of the way, whereas Enley's unfortunate wife Edith has a more difficult predicament. She's disgusted when her handsome husband discloses himself to be gutless and guilty, but never goes beyond passively yielding to his desires, even when he repetitively deceives her, ‘good reasons' or no.Enley's whining explanation of the deadly wartime incident is so dreadful that Edith has no immediate reply. Her husband teamed up with his Nazi captors to live, a choice taken for individual survival and streamlined by the assertion that he was trying to defend his fellow prisoners. The consequence was that all of his bunkmates were unpleasantly murdered; Parkson surviv ed merely by pure luck. (Briggs J, 2003)Enley has managed a relaxed denial for three years, believing that all of the men affected by his fault were dead. But as quickly as Parkson materializes, he disintegrates into a whining child, alternately excusing and condemning himself, and most unforgettably weeping out in a downtown L.A. subway for Parkson not to pass away.Inquisitively, Enley's bad ruling in the P.O.W. campsite no longer appears so unforgivable, only in draconian rules of honor are starved men anticipated to die silently, remaining fully accountable for their actions as they give in. (Briggs J, 2003)