A Second Look At The History Of Christianity Annotated Bibliography

A Second Look At The History Of Christianity - Annotated Bibliography Example The primary focus of this paper is to take a second look at the origins of Christianity specifically in the teachings of Jesus Christ and study this in the light of the historical flaws in the life of the church. What was the original message of Jesus Christ and did he really plan to build a big institutionalized church named after him? Did Jesus Christ really want to have more than 41,000 feuding denominations all claiming to be Christian churches and almost all claiming to be the only way towards salvation? Is Jesus Christ now smiling at how the Catholic Church, the Mainline Protestant Churches, the New Religious Movements, the Pentecostals, the Evangelicals, the Fundamentalists, the liberation theologians not to mention fanatical sects and cults are now behaving? What really happened to the history of the church and is there a possibility that all these churches be One? Although there are now different versions and translations of the Bible, it cannot be contested that Christ want s all to be one, just as he and the Father are one. In the Gospel of John chapter 17:21, Jesus prays, â€Å"that they may all be one. As you, Father, are in me and I am in you, may they also be in us, so that the world may believe that you have sent me" (International Council of Religious Education, 1977). The fact remains that christian churches are divided. This is not to mention the 30 years war betweeen the Protestants and the Catholics, the Wars during the Reformation, and the countless martyrdoms on every side all in the name of Christianity. The fact remains is that these shisms are not simple differences as they have already led to bloodshed and religious discrimination and even major wars. Simply look at the illustration below (The Pew Forum on Religion & Public Life, December 19, 2011): The Protestants, claiming that they have found the original message of Christ, were not exempted from division. See the figure below (Protestant Branches, 1997). To date there are about 41 ,000 registered Christian sects and denominations all claiming to be unique, different, and having the right path to salvation (The Pew Forum on Religion & Public Life, December 19, 2011). In fact most of these organizations would affirm the call for unity. There is also a recent encyclical by Pope John Paul II entitled Ut Unum Sint meaning, â€Å"That All may be One† calling for oneness and ecumenism. This encyclical recognizes that Christian prejudices have become too heavy a burden and outlines the processes towards mutual respect and unity among the different Christian denominations. (Paul, 1995). Despite Jesus’ prayer for unity, Christian churches became divided. Here is a detailed study of the various divisions that occurred within the Christian churches. In a sense, it is going to be a second look at church history and in the end, this paper will ask the question if it is possible to overlook the differences for the sake of a higher principle which is the messag e of the Gospel and Christian unity. The Debate between Saint Peter and Saint Paul James Dunn gives an enlightening discussion on the early church specifically on the debate of Saint Peter and Saint Paul. Both of these saints believe that the second coming of Christ will come within their lifetimes but both advocated different pathways. In his book, Jews and Christians: The Parting of the Ways, Dunn relates how Saint Peter wishes the Gospel to be preached to the Jews first and how Saint Paul advocates the preaching of the Gospel to the gentiles. It must be noted however that Saint Peter was not exclusivist. He only wanted to preach to the Jews first as a matter of priority but he is open to convert other people besides Jews. Besides the issue of who to prioritize the preaching of the Gospel to, considering the imminence of Christ’s Second Coming, there are also major cultural differences among the two

Changes in Unemployment Statistics in UK over Time Assignment

Changes in Unemployment Statistics in UK over Time - Assignment Example This paper investigates the unemployment using statistical techniques. Unemployment Statistics for UK (2006-2011) 1 Unemployment Rates in Percentage (%) Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Average Rate 2006 5.2 5.3 5.3 5.4 5.5 5.6 5.6 5.6 5.6 5.6 5.5 5.6 5.48 2007 5.6 5.6 5.6 5.5 5.5 5.4 5.4 5.4 5.4 5.3 5.4 5.3 5.45 2008 5.3 5.3 5.3 5.4 5.2 5.4 5.6 5.8 6.0 6.1 6.3 6.5 5.68 2009 6.7 6.9 7.2 7.4 7.7 7.9 8.0 8.0 8.0 8.0 7.9 7.9 7.63 2010 7.9 8.1 8.1 8.1 8.0 8.0 8.0 7.9 7.9 8.1 8.1 8.0 8.02 2011 8.1 8.0 7.9 7.8 7.9 8.0 7.9 7.9 7.9 8.3 8.3 8.4 8.03 6.5 6.5 6.6 6.6 6.6 6.7 6.8 6.8 6.8 6.9 6.9 7.0 _______________________________ 1Trading Economics, â€Å"United Kingdom Unemployment Rate†. Trading Economics. 2012. , accessed 12, March 2012. Analysis the Unemployment Data Scatterplots Histograms Pie charts Cumulative frequency curves Measures of Averages Yearly Averages Measure Value Description Mean 6.72% The average of the rates of unemployment over the six year peri od Mode 8.03% The highest value on the histogram Median 6.66% The middle value, calculated by averaging the third and fourth value Monthly Averages Measure Value Description Mean 6.72% The average of the rates of unemployment over the six year period Mode 6.95% The highest value on the histogram Median 6.75% Middle value, calculated by averaging the sixth and seventh month What the data shows The social and economic impact of unemployment is insidious 2. Unemployment is usually attributable to the inability by able and willing persons to find sources of income regardless of active search for work. The unemployment data trend according to the histogram and the scatterplot indicate that the rate of unemployment has been rising over the six-year period ranging from 2006-2011. The greatest upsurge in the percentage unemployment rate was for the 2008 to 2009, where the rate rose from 5.68% to 7.63%, a 34.3% increase in unemployment rate 3. The unusual rise is attributable to the 2008 eco nomic meltdown, which forced many companies into liquidation and loss-making streaks for many corporations 4. The unfavorable economic conditions not only curbed growth in employment opportunities but also made corporate leaders lay off many workers to alleviate cost overruns. For the entire period the data concerns, particular salient features reveal themselves as to the general trend in the data. For instance, the earliest period, January 2006 has the lowest unemployment rate at 5.2% while the latest period, December 2011 has the highest unemployment rate at 8.4% 5. Unemployment rate in the UK is, therefore, on an increasing trend. ______________________________ 2 Bell, David and Blanchflower, David. What Should be Done about Rising Unemployment in the UK? Dartmouth College. 2009. p.2 3 Trading Economics, â€Å"United Kingdom Unemployment Rate†. Trading Economics. 2012. , accessed 12, March 2012. 4 ibid 5 ibid As the table and the graphs indicate, the unemployment rate, on average, increases on a yearly base. Despite the increase due to the 2008 economic crisis, the rate is yet to fall, although it remains considerably steady

Fast Food Nation Fast Essay Example for Free

Fast Food Nation Fast Essay Eric Schlosser is the author who has written about the fast food industry and he presents many of his findings in the book Fast Food Nation. However, his book is not merely an expose of the fast food industry but is even more a consideration of how the fast food industry has shaped and defined American society in America and for other nations as America exports its fast food culture to others. Schlosser describes a great deal of American culture to the fast food mentality, and he finds that globalization is taking the fast food culture around the world at a rapid rate. Schlosser addresses a number of specific issues related to food production and distribution. He connects the social order of a society to the kind of food it eats and the way it eats that food, with American society very much defined by the fast food culture that has developed. Schlosser tends to represent the theory stressing the importance of interdependence among all behavior patterns and institutions within a social system, as can be seen from how he connects fast food to other social processes and institutions. The icon that represents fast food culture for most people is McDonalds, though the fast food culture developed long before the creation of that restaurant chain. Schlosser considers the impact of such fast-food chains but also considers the primacy of the hamburger in the American diet and some of the dangers it poses. McDonalds reliance on hamburger is a questionable item for a steady diet in a more health conscious age, and interferes with local customs and food in different parts of the world. Schlosser addresses this issue from several perspectives, beginning with a consideration of how safe the meat really is, not only on the basis of nutritional value but also on the basis of additives, preservatives, diseases, and even potential radioactivity. Some beef is considered questionable, and much of it makes its way through the USDA to school cafeterias as part of the National School Lunch Program. This is a very damaging charge as the most questionable beef is sent directly to the most vulnerable population, suggesting that protecting the industry is more important to the government than protecting the consumer. The hamburger is connected to a huge industry, which in turn has a vital role in the overall American economy. More than this, the image of the hamburger represents America to many people around the world, and other icons carrying the idea of America is seen in the logos of companies like McDonalds, Kentucky Fried Chicken, and similar companies. A related food item is the potato, for french fries are apart of in hamburger meals. Schlosser makes it clear to the reader that many of the foods he or she eats have been altered, with artificial flavors added even to natural foods like potatoes. French fries are not simply carved out of potatoes and then cookedthey are also laced with food additives of various sorts, including artificial flavoring, to assure that the flavor is uniform and that it comes through after the processing and cooking. Some additives are also used to maintain the color of the product, so that it appears as the color the consumer associates with a given food even if that would not be the natural color if the food were merely cooked and served. Obviously, all this raises questions about how safe the various additives may be and whether this has been as thoroughly investigated as it should have been. Schlosser points out the process involved but does not take a strong stand against such practices. The way fast food is prepared has made much of this secondary industry necessary, and supports the connection between fast food and the social order made by Schlosser. The work environment is also addressed by Schlosser, and much of what he reports is troubling. The dangerous situation in slaughterhouses has long been known. Schlosser finds that the dangers have not diminished a great deal in the processes of raising, slaughtering, processing and distributing meat products in America in spite of inspections and OSHA regulations and other efforts. Pressure on some companies to increase revenues and profits has also meant companies breaking the law and taking chances with the lives of employees and even the public. Also, many of the workers are illegal immigrants, favored because they are willing to take menial jobs for low wages to raise, pick, transport, and process food. The needs of this industry shape a number of social institutions and also have a direct effect on local communities by bringing in people who require more social services than would otherwise be the norm. Throughout, Schlosser shows not only the dangers inherent in the fast food industry itself but also ways in which this industry has altered American society and may alter society around the world. The underlying force involved is profit rather than food value, and this is raising questions/concerns about the values we are exporting. Work Cited Schlosser, Eric. Fast Food Nation. New York: Perennial, 2002.

Issues in Adult Learning Programmes

Issues in Adult Learning Programmes CHAPTER V: DISCUSSION OF FINDINGS Introduction This section shows a synopsis of the results, implications and conclusion of the research, and afterward gives proposals to further research. At the outset, the research was to explore whether certain demographic social-economic variables affected the view and experiences adult learners received at a further education institution. Rather than observing the adult learner through a universal philosophy of one best approach, this research tried to decide the level of discrepancy in the perception of adult learners across different areas of teaching and learning. Discussion The running of adult education is a massive industry of huge significance to the UK. As rivalry increments in the industry it will turn out to be progressively imperative to take part in wide-ranging customer research. In this way this research was intended to test the observations and encounters of adult learners on a further education course. The research uncovered a few issues that assumed a part in their choice to study. The most alluring bait was the chance to gain a qualification. Further inspirations included local further training, chance to create and enhance basic skills it was uncovered by those individuals who left school with no formal skills. In addition, the results likewise uncovered that learners were inspired to learn for own development. They saw learning process as an experience which developed them personally and mentally. They are happy about new ways of thinking and moving themselves into the digital age, which empowers development and freedom. For a few adult learners, this was their first time into adult education. They felt an increase in self-assurance and pride in what they have accomplished. Adult learners look at a bigger picture, seeing learning as a long haul asset in professional success and deep rooted self-awareness. Adding to their point was they see education as mode to expand and develop their ability for thinking and acting locally and nationally so as to improve the capability of their life directions. Learning accomplishes more than academic improvement and self-awareness. As highlighted by majority of the students it also enhances their employment prospects. The research shows that for adult learners, a further education college is a site of important learning that goes past vocational planning. The learners in this research felt they had changed considerably as a consequence of their involvement. Practically every one of the learners given a questionnaire and those taking part in focus group were extremely happy they had returned to FE and said that they had an exceptionally positive experience in spite of challenges with finance, juggling other responsibilities and assessments. Most came to FE as a result of the level and structure of the course(s) on offer or in view of the adaptability of the course to address their wants. Some were obligatory to go to the course through their job advisor at the Job Centre. The participants in the research offered some reasons why they chose to come back into education. Not having worked or being struck in an unsatisfying job, becoming unemployed and a yearning for a qualification were ordinarily expressed purposes behind the choice to go back into education. There were as well other factors, for example, children grown up or started school that allowed learners to come back into education; suggestions from friends and family also helped. Noteworthy too was some affinity for learning and education and, by and large, a long-held desire to go back and an inclination that they had missed out a major opportunity by not seeking education earlier. The focus group, nonetheless, uncovered that there were other complex inspirations best comprehended with regards to the individuals life. The research was carried out in order to look at whether certain demographic social-economic variables such as age, gender, ethnicity, mandatory/voluntary attendance, and children at home influenced the perception of adult learners concerning their experiences at an FE institution. Findings in this research recommended that there was a considerable connection between the age of an adult learner and whether it had an impact on their perception when it came to their educators providing feedback. In this research, it creates the impression that the older the learner, the more prominent the probability that respondents were more favourable to the different parts of teaching and learning than young learners. Findings in this research are consistent with past research, which recommends that while all learners require help with evaluating their learning, many adult learners feel uncertain about their learning capacities, and need direct and significant feedback (Clardy, 2005). The literature is full with conclusions that feedback helps to reinforce the learners recently learned knowledge, and also give recommendations to change (Knowles, 1984; Merriam and Caffarella, 1999). Learners need acknowledgment about their learning in the event that it is viewed as well done; if correction is given, it additionally adds to their change (Knowles, 1990). The older adult learners become the more they want thorough and consistent feedback (Lowry, 2006). This research uncovered that those learners in the older age groups (between the ages of 46 and 55) were less happy with feedback received from educators than learners in the younger age groups (between the ages of 25 and 35). There was no major relationship found between the age of the adult learner and whether age impacted learners perception when it came to the remaining aspects of teaching and learning. There is a lot of research literature with information about the relative impact ethnicity has on adult development and perception (Merriam and Caffarella, 1999), and that numerous minority learners encounter trouble learning in situations developed inside an ethnic model not the same as their own (Chavez and Guido-DiBrito, 1999). Findings from this research reinforce past research writing that adult learners ethnic origin affected their perception concerning whether their educators had made the learning interesting. Contrasts were found among the ethnic groupings; most remarkably amongst White British and Asian learners. In such manner, the information in this research showed that White British learners were the most happy with how their educators made the learning interesting; while Asian learners were the least pleased. In the rest of the research, there was no major relationship found between the ethnicity of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. Past research suggests that there are gender related examples in how both genders perceived the importance of their learning experiences (Merriam and Caffarella, 1999). While looking at the gender variable, findings in this research demonstrate that gender impacted the learners perception when it came to the Quality and accessibility of the learning materials. Male learners were less happy with the quality and accessibility of the learning materials than females. Existing writing on this subject demonstrates that adult learners learn in a range of ways (Knowles, 1998); subsequently, adult learners should be provided with methodologies to adjust the learning materials to suit their individual learning styles. Variety of materials can increase the adult learners interest, inspiration and fulfilment with their instructional experience. In the rest of the research, there was no major relationship found between the gender of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. When looking at literature relating to mandatory or voluntary attendance (initial assessment), the data suggested that the initial assessment affected the view in how learners perceived learning and how there educators understood them. In such manner, adult learners who volunteered to come back into education were more positive to specific parts of learning than the individuals who were mandated to attend. In all aspects of teaching and learning those who came into education on their own accord were happier and more motivated in their learning. This is illustrated in existing research which shows that unemployed learners on a mandatory government funded course are less happy and less motivated. Findings in this research showed that there were significant variances in the perception of learners who were married rather than the individuals who were single. The information found in this research back the accompanying arguments; the marital status of learners impacted their view of their educators knowledge of the subject matter. Single learners were the happiest with their educators knowledge of the subject. Separated or divorced learners were somewhat less satisfied, and married learners were the least happy with the educators knowledge of the subject. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. Past research literatures demonstrate that educators information of the subject is thought to be the fundamental trait for effective teaching and learning (Knowles, 1990). With the end goal for learners to assemble their own particular information, their educators must have a thorough comprehension of significant ideas in the subject they teach (Cross, 1987). Adult learners enter their education experiences with previous knowledge and experiences they have collected over their lifetimes. When adult learners learn something new, they try to integrate it with their previous knowledge (Knowles, 1990). While looking at whether there was a measurable contrast in the view of adult learners by the number of children and certain parts of teaching they received. In such manner, adult learners with children were better to specific parts of teaching than those without any children. Adult learners confront major difficulties when taking part in further education. Family obligations and duties pose commanding obstructions for adult learners (Cross, 1987). Learners in this research with two children seem, by all accounts, to be most happy with the quality and accessibility of the teaching materials than they counterparts in this research. The least pleased with the quality and accessibility of the teaching materials were learners with one or no children at home. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. The findings had shown that adult learners endure to manage the issues identified with various demographic factors. The indication from the questionnaire and focus group demonstrates that the vast majority of these learners experienced issues in juggling home and learning so they have been depending on their families to keep up this stability. Adult learners seeking education in the FE institution encounter a horde of difficulties. As expressed in the findings age and ethnicity were important challenges when it came to learning. Eastern Europeans and Pakistani learners specifically had highlighted that they experienced issues communicating their perspectives in the classroom because of language barrier. Most learners thought that they didnt have enough self-confidence in class on account of insufficient social interaction. A few learners thought that it was difficult to adjust to the different type of teaching. For example a learner in the focus group said that their previous education was classroom teacher teaching from the front. In this way greater part of the learners viewed learner inclusion as another encounter. They would rather have an educator teaching them directly as opposed to working alongside exercise manuals or in small groups. The conclusions demonstrated that numerous adult learners may have diverse ideas of information and feel good with surface learning styles. Reprimanding and testing others feeling was viewed as troublesome. Ballard and Clancy (1997) clarified that it is critical to perceive the adult learners distinctive presumptions and states of mind to knowledge. This findings bolsters the past research that learning in the classroom is mostly created by the past encounters and presumptions from culture contrasts. Most adult learners are frequently thought to be quite in the class, and in this review most participates expressed that they were hesitant to make inquiries in class. Their reasons exposed a few perspectives, for example, absence of certainty and lack of comprehension. In any case, a few learners contended that the motivation behind why they didnt make inquiries was that they needed to think about the substance conveyed after class. This finding is steady with Cortazzi and Jin (1996) co ntention that some adult learners are not inactive but rather intelligent and they need some time to absorb the information to make a sound judgment. At the end of the day, FE educators seemed to connect more significance to useful abilities as opposed to hypothetical learning. Adult learners face many difficulties and challenges. Keeping in mind the end goal to beat these difficulties learner needs to create mindfulness, understanding and have sufficient support to manage diverse issues. The learners have uncovered that they get more support from other learners and their family. Adult learners originate from a diverse of demographic background with differing methods for seeing things. Some conveyed that educators contribution has been incredible. The direction and help they offer during the introduction period, class exchanges and feedback was accounted for to have contributed immensely to their academic enrichment. Nevertheless, learners seemed, by all accounts, to be unsatisfied with a portion of the teaching. Along these lines, they have proposed that the institution needs to give more developed criticism to help learners who are mature, and make learning including exercise manuals all the more intriguing. Summary This part has depicted various issues identified with adult learners coveted to learning. The study uncovered that adult learners choice to study was a compelling of push and pull elements. The results additionally recommend that irrespective of the difference of socioeconomics in which the adult learner originate from actually they all have one principle objective they shared, that is to accomplish basic skills. Though, the ride back to learning was not a simple procedure and the findings have revealed these boundaries which serve to annihilate the chain of studying, for example, age, ethnicity and family. The part likewise has demonstrated the components which serve to cripple the enthusiasm, inspiration and strength of adult learners to be specific language barriers and age. The following section takes a look at the conclusions drawn from the research, addresses suggestions for the review and makes proposals. CHAPTER VI:Â  CONCLUSION AND RECOMMENDATIONS The aim of this study was to explore the experience and perception of the adult learner. To see whether certain demographic social economic variables such as age, gender, ethnicity, looking after children and voluntary or mandatory attendance influenced these perceptions and experience. Instead of viewing the adult learner within a universal philosophy of adult learning, the study attempted to determine the degree of discrepancy in the perception of adult learners. As more and more adult learners select further education institutions, it will be essential for these institutions to deliver ideal learning situations to their adult learners (Nesbit, 2001). Coordinating educational techniques to the abilities and necessities of adult learners has turned out to be one of the greatest matters confronting further education institutions (Ackerman, 1998). With a specific end goal to create educational methods that are adapted to meet the particular needs and goals of the adult learner populace, it turns out to be progressively obvious that these institutions should have a more noteworthy comprehension about how it will serve this constantly expanding number of adult learners (Merriam Brockett, 1996). While past research plans have concentrated on the extraordinary needs and necessities of adult learners, few reviews have centred of the impacts of educating and learning and how it might affect adult learners (Nesbit, 2001). As the age of the UK populati on grows, it is normal that there will be an expansion in the intake of non-traditional learners. This change will affect further education institutions as far as how they will serve this ever growing populace. Clearly, there will be a huge need to adjust the way in which this populace will be educated. Discussion The learners in this research found their time in further education pleasant and useful; nevertheless, the findings offer some insight about the working of the industry. The expansion in numbers of adult learners in further education arose by default, much like the development of further education in general, with no expressed strategies or target standards. This should be addressed to with regards to a review of the role and purpose behind the sector. At present, while further education for the most part is comprehensive in its approach and practice, there is no consistency between further education institutions. This as a result capitulates it over to the program administrators or those on the frontline in interviewing new learners to understand admission rules and procedures. In a period of great demand for places and in a framework whose fundamental expressed reason for existing is to get ready learners for business, adult learners, particularly older learners, might be viewed as less worthy of a place than younger learners. In this specific situation, it is critical to ask how further education institution can reinforce a promise to enhancing access and achievement and improving the experience of non-conventional learners. This could include taking a look at targets and standards and liaising with community training facilitators and adult education institutions. In any case, these areas work independently with almost no consid eration given to co-operation or empowering learner movement. Further education offers progression courses to higher education particularly essential for the individuals who lack traditional admission prerequisites. Many adult learners dont come to further education aiming to progress but, having come through to further education, many progress more higher. Closer cooperation between the FE and HE institutions undoubtedly should be created. This could incorporate the growth of access courses or taking a look at different provisions, for example, those in Warwick college in the UK whose 2+2 degree offers adults who do not have any formal qualification a chance to study for a degree by putting in two years in a further education institution (the equivalent of one year of a traditional degree) and the last two year in the university. In spite of the fact that there have been strategies set up for a long time at government level which urge access to HE by non-traditional groups, no such strategies exist for FE. This mirrors FEs second level status and the unsatisfactory quality of these structures for what happens in the sector. At the FE college level helpful and positive attitudes of educators and others were considered of key significance by the learners and crucial to their prosperity. This was especially imperative when things got challenging. Having informal access to staff that is eager to give their time and listen was exceedingly valued. Recommendations Rather than observing the adult learner inside the one viewpoint, this research analysed the variance in the perception held by adult learners at a FE institution in north of England. While this research discovered measurably important relationships between adult learners when categorised by certain demographic socio-economic factors, it was distinctly clear that there are still various factors that have not been analysed. Thus, the following recommendations are offered. It is suggested that this research be reproduced. This research found that there were factors that swayed the change in adult learners perception with respect to their educational experience. While this research was led in one department of a FE College, there is a need to extend to incorporate the whole college and other FE institutions in the north of England to see whether comparative outcome will be achieved. Aside from expanding the number of participation, future research studies ought to find a way to guarante e that the populace incorporates a more noteworthy representation of learners based upon ethnicity, social class, gender and marital status. In regards to further education institutions it is recommended that they create strategies that will cater for the needs and aspirations of adult learners. Summary The information picked up in this research on adult learners encounter, their impression of learning and struggles with education all have a part in the management of proficient learning. Brookfield (1989) notes that learning is not a vacuum but rather has its relationship to learners other demographic social-economic factors. Providing adult learners an environment that imparts the ideals of life experience, helpful feedback, acknowledgment of self-uncertainty, and support in building up the capacity to adapt to demands is to give the adult learner space to develop and to change. With no claims to generalisation, this research uses participants own stories and grounded hypothesis to highlight the experience of a group of adult learners and to build comprehension of the factors that contribute to it. It is trusted that this will contribute to an understanding of what goes on in FE College and what it offers adult learners and its imperative role in education in the UK.

All The Kings Men :: essays research papers

The amount of change people go through in their lives is remarkable. One day, you can be a devious criminal, while the next you could turn a new leaf and become a saint. The change that Jack goes through in All the King’s Men, is comparable to that of the patient who receives a lobotomy. Although Jack undergoes no physical change, the events he witnesses rock his personality, and transforms him into an entirely new man. His metamorphosis from the beginning of the story to the end has as many parallels to the faceless patient’s operation as it does differences. Besides the obvious fact that no one ever operated on Jack, there are still many differences between him and the lobotomy patient. The most significant difference, however, lies in the reason for both men’s change. Adam remarks that the man will have a completely â€Å"new personality†, and when Jack brings up the concept of baptism, Adam adds that a baptismal is different because it does not give you a new personality, it merely gives you a new set of values to exercise your personality in. Here is where Jack and the patient differs. Jack is the complete opposite. While the man will have a new personality, Jack will go on to have the same personality, but exercise it in a different set of values. The man the reader comes to know in the final pages of the novel is still recognizable as Jack. In these final pages, Jack notes that Hugh Miller â€Å"will get back into politics,† and that Jack himself will â€Å"be along to hold his coat.† One will recall Mill er as the Attorney General who resigned to keep â€Å"his hands from getting dirty.† This is a clear example of Jack’s new set of values. Jack will keep doing what he has done for so many years -working in politics - because his personality has not changed. Nevertheless, his new set of values will not allow him to work for someone who is amoral any longer. Although there are such discernible differences as the one previously mentioned, one must also realize that there are prominent similarities between Jack and the anonymous patient. The leading similarity, strangely enough, is connected to the change cited earlier. Jack’s new set of values is what is equivalent to the new values the patient receives along with his new personality. Jack

Why The Ideas Of Karl Marx Were So Radical To Society :: History Politics Political

Why The Ideas Of Karl Marx Were So Radical To Society The Communist Manifesto, written in 1848, provided the views of Karl Marx on humans and nature. For the time in which the document was written, the ideas of Marx were very radical to society. The ongoing struggle between the Proletarians( the working class) and the Bourgeois( the owners) prompted Marx to develop a solution to this social problem. His solution to this historical problem was to create a capitalist nation, which in the end would result in a Communist nation. He wanted to help the social status of the working class, because he felt that they were being taken advantage of by the owners. The document also discusses the role of humans and their interaction with nature. Marx believed that society was beginning to break away from nature as a source of economical support. In the past, humans had relied heavily on agriculture to support themselves but with the beginning of the Industrial Revolution, new technology began to replace old farming techniques and created new factory jobs in cities. Marx had rather extreme views on the extent to which nature in his time had become humanized as a result of human labor.[1] He commented that, â€Å" Even the objects of the simplest â€Å" sensuous certainty† are only given him through social development, industry and commercial intercourse.†[2] "Throughout their labor, humans shape their own material environment, thereby transforming the very nature of human existence in the process.†[3] One had always seemed to know their role in society. It was Marx who believed that this was true due to a capitalistic economy. One’s wants and needs were different from society to society. For instance, a person with a higher social status would not have the same needs as a peasant living on a farm would. Marx felt that human nature could not be changed in contrast to what many economists believed. In a capitalistic economy, men were the ones who received the wages while women earned little to nothing. To put an end to the ongoing struggle between social classes, Marx believed that a new form of government would have to be established, this he called Socialism. 4 He wanted to see the working class join together to fight the owners, for in order for a society to grow, people would need to begin working together. Marx recognized the struggles of the classes, especially those of the middle class.

Banned Hijab (headscarf or veil)

It is a common occurrence to find Muslim women wearing headscarf or the veil commonly referred to as Hijab in public. Public wearing of Hijab in the countries like France and Turkey has faced a ban as a result of the need to expose facial identity and prevent extremism. In Turkey, the headscarves were banned in official buildings and the civic places and also it was strictly banned in the universities hence allowing only to be worn under the chin. The French parliament also recommended a partial ban inside hospital buildings and schools for security reasons for those seeking public services.The main purpose here is to ensure safety by making it easier for identification of the faces of people involved. This is applicable more so when showing the faces in the passports in the airports and some transport systems. Therefore, it is necessary to see one’s face so that one identifies the person when the crime is committed and take respective measures. The banning is seen as a measur e to liberalize a Muslim woman. This is because it is assumed that Muslim women are forced to wear the Hijab.Therefore, the ban will reduce this restriction by making the Muslim women have a choice of wearing the Hijab or not. A considerable percentage of the Muslim women population is wearing the Hijab showing that the Muslim men are actually forcing their women in wearing them. Many have confessed that of those who wore the clothing they were simply forced and subjected to do so against their will (Asser, 2006). This is why the governments of France and Turkey decided to protect the rights of the Muslim women.Protection was effected by leading a Muslim woman, wearing a Hijab, to a safe place and asking her if she was forced to wear it and then offer help when necessary. Wearing of the Hijab actually meant to promote extremism. Extremism actually arises from the countries that order women to wear Hijab. In addition, the ban was considered as a way of expressing self in an oppressiv e way towards the modesty of a woman character. This is so because it was considered a way of denying a Muslim woman a right to choose what to wear in the present modernized world.The French community is itself banning the clothing for the interests of secularism. This is so because of the oppression received by the church for a few centuries in the past. Therefore, to see many of the French people increasingly becoming religious whether French or Immigrant is very disturbing to this community. The wearing of Hijab is an ethical requirement according to the teachings of Quran. The government ban will therefore lead to an infringement of a basic right of choice (Human Rights Watch).The issue of Banning the Hijab has lead to a number of challenges among Muslim community. This was seen as biasness towards Muslim religion. It was argued that if the ban was really for the purposes of security, it is even easier to conceal weapons under the garments than the face. Banning of the Hijab has also led to an increase in negative sentiments against governments of France and Turkey as a way of opposition to this ban. The extremists have also increased hatred in the west especially in France which has led to many attacks on the country in general.This has also had an effect on the increase in threat to public safety and also an increase in Islamophobia which is an Islamic religion which promotes wearing of the headscarves and the Hijab. Prohibition of the headscarves in Turkey has led to a drastic decrease on the student intake in most colleges and universities due to the fact that about 70 percent of the students in Turkey wear headscarves and that this bring about discrimination in the education sector. On the other hand, the state’s prohibition has changed the attitudes of the private sector on the employment of women who wear the Hijab.This has contributed to a decline of women’s employment rates in Turkey which is constantly declining. It was reported tha t women who wore headscarves were experiencing hard times in finding employment in the private sector which is the same like when trying to get a degree. This has made the government t to relax its ban (Islam online, 2010). Therefore, the issue of prohibiting wearing of the Hiijab by the Muslim society brings about many social issues towards both the religion and the involved governments.It is seen as a security factor to the public and also as a way of protecting those who are opposing the culture. But on the other hand it is seen as a contributory factor towards a decline in employment opportunities and also dangerous as it creates enmity and risk of terrorist attacks. Therefore, this issue should be addressed critically to balance the arising effects to both the governments and the Muslim community. Works Cited Human Rights Watch. France: Headscarf Ban Violates Religious Freedom.February 2004. Viewed on 14 July 2010 from http://www. hrw. org/en/news/2004/02/26/france-headscarf-ba n-violates-religious-freedom Asser, Martin. Why Muslim Women Wear the Veil. BBC News, October 2006. Viewed on 14 July 2010 from http://www. apologeticsindex. org/504-muslim-veils Islam online. Turkey Relaxes Hijab Ban. February 2010. Viewed on 14 July 2010 from http://www. islamonline. net/servlet/Satellite? c=Article_C&cid=1201957722066&pagename=Zone-English-News%2FNWELayout