Poverty and Reproductive Health Essay Example for Free

Poverty and Reproductive Health Essay Poverty can be defined in many different ways. A condition characterized by severe deprivation of basic human needs, including food, safe drinking water, sanitation facilities, health, shelter, education and information. † When people are unable to eat, go to school, or have any access to health care, then they can be considered to be in poverty, regardless of their income. At the 2005 World Summit, the international community reaffirmed its commitment to cut in half the number of people living in extreme poverty by 2015 and achieve the eight Millennium Development Goals (MDGs), a series of time-bound and quantified targets to attack povertys root causes in a multi-dimensional way. The scale of the challenges, and the benefits of success to individuals, communities and the family of nation, are enormous: Global population is expected to increase from about 7billion today to 9. billion by 2050, and the population of the 48 Least Developed Countries will more than double to reach 1. 7 billion. Almost all of the net increase in population is occurring in the urban areas developing countries, and in many of them, the number of people living in poverty is rising. Moreover, the supportive development environment that prevailed in the early years of this decade is now threatened as the world faces a global economic slowdown and a food security crisis. At the same time, the effects of climate change are becoming more apparent. Substantial evidence suggests that slower population growth and investments in reproductive health and HIV prevention (particularly among adolescents), education, womens empowerment and gender equality reduce poverty. Carrying out the Programme of Action adopted at the International Conference Population and Development (ICPD) in Cairo and reaching its goal of universal access to reproductive health information and services by 2015 is an essential condition for achieving the MDGs. A central premise of the ICPD is that the size, growth, age structure and rural-urban distribution of a countrys population have a critical impact on its development prospects and on the living standards of the poor. Poverty is multidimensional: impoverished people are deprived of services, resources and opportunities, as well as income. The ICPD realized that investing in people and empowering individual women and men with education, equal opportunities and the means to determine the number, timing and spacing of their children could create the conditions to allow the poor to break out of the poverty trap. The countries in which poverty levels are the highest are generally those that have the most rapid increases in population and the highest fertility levels. Countries that have reduced fertility and mortality by investing in universal health care, including reproductive health, as well as education and gender equality, have made economic gains. A 2001 study of 45 countries, for example, found that if they had reduced fertility by five births per 1,000 people in the 1980s, the average national incidence of poverty of 18. per cent in the mid-1980s would have been reduced to 12. 6 per cent between 1990 and 1995. How do investments in reproductive health, education and gender equality reduce poverty? †¢Enabling people to have fewer children contributes to upward mobility and helps to stimulate development. †¢When women can negotiate their reproductive health decisions with men, this exercise of their rights leads to an increased decision-making role within families and communities that benefits all. Because smaller families share income among fewer people, average per-capita income increases. †¢Fewer pregnancies lead to lower maternal mortality and morbidity and often to more education and economic opportunities for women. These, in turn, can lead to higher family income. †¢As women become more educated, they tend to have fewer children, and participate more fully in the labour market. †¢Families with lower fertility are better able to invest in the health and education of each child.  Spaced births and fewer pregnancies overall improve child survival. †¢Sexual and reproductive health services are key to curbing HIV. The pandemic is killing large numbers of people in their most productive years, increasing the ratio of dependents to the working-age population. †¢Preventing AIDS-related disabilities and premature deaths translates into a healthier, more productive labour force that can improve a countrys economic prospects Many developing countries have large youth populations. Reproductive health programmes that address the greater vulnerability of adolescents to unprotected sex, sexual coercion, HIV and other sexually transmitted infections, unintended early pregnancies and unsafe abortions, and enable young women to delay pregnancy and marriage are important factors in breaking the intergenerational cycle of poverty. †¢Investments in reproductive health, particularly in family planning, that result in lowered fertility can open a one-time only demographic window of economic opportunity.

Critical thinking Essay Example for Free

Critical thinking Essay RENE DESCARTES (1596-1650), A FRENCH PHILOSOPHER AND MATHEMATICIAN, IS BEST KNOWN FOR HIS MEDITATIONS OF PHILOSOPHY. THIS FORM OF PHILOSOPHY IS A BODY OF WORK IN WHICH HE ATTEMPTS TO WIPE AWAY ALL HIS PRESUMPTIONS, REBUILDING HIS KNOWLEDGE FROM THE GROUND UP, AND ACCEPTING AS TRUE ONLY THOSE CLAIMS WHICH ARE ABSOLUTELY CERTAIN. IT WAS ESSENTIAL THAT THE FOUNDATIONS TO HIS BELIEFS WERE SOLID; IF ANY ONE OF THEM WERE AT ALL IN DOUBT, HE WOULD LOSE CREDIBILITY FOR HIS ENTIRE STRUCTURE OF KNOWLEDGE. THUS, DESCARTES CREATED A METHOD IN WHICH HE WOULD ELIMINATE THOSE BELIEFS WHICH HE COULD NOT BE ENTIRELY CERTAIN OF. HE CALLED THIS METHOD – THE METHOD OF DOUBT. BY USING THE METHOD OF DOUBT, DESCARTES QUESTIONED EVERYTHING THAT HAD ANY POSSIBILITY OF UNCERTAINTY, UNTIL HE WAS ABLE TO PROVE THAT IT WAS CERTAIN OR UNTIL HE BECAME CERTAIN THAT THERE WAS NO CERTAINTY (DESCARTES 1641, 1-4). HE COMPARED IT TO â€Å"THAT OF A MAN WHO TAKES ALL THE APPLES OUT OF A BARREL ONE BY ONE, INSPECTS THEM, AND THEN PUTS THE SOUND ONES BACK† (WILLIAMS 1978, 59). DESCARTES BELIEVED THAT ALL KNOWLEDGE IS RELATED AND THEREFORE DECIDED HE WOULD REBUILD THE EDIFICE OF KNOWLEDGE BASED UPON THE CORE TRUTHS THAT REMAIN AFTER THE USAGE OF THE METHOD OF  DOUBT (DESCARTES 1641, 1). IN-ORDER FOR DESCARTES TO BE ABLE TO ELIMINATE THOSE BELIEFS WHICH HE COULD NOT BE ENTIRELY CERTAIN OF, HE WOULD HAVE TO START FROM SCRATCH BY DISCARDING ALL THAT HE HAD PREVIOUSLY KNOWN. HE STARTED BY QUESTIONING EXISTENCE -DO I EXIST? DOES GOD EXIST? HE PROVED HIS EXISTENCE BY STATING THAT IN ORDER TO HAVE THESE DOUBTS, HE MUST EXIST. THE FACT THAT HE IS ABLE TO CONTEMPLATE HIS OWN EXISTENCE IS PROOF THAT HE EXISTS. THIS IS WHERE HE BRINGS IN THE PHRASE, â€Å"I THINK, THEREFORE I AM†. THIS IS THE LOGICAL ARGUMENT FOR KNOWING WE EXIST (DESCARTES 1641, 4-6). HE PROVES THAT  Professor Keton THERE IS A GOD BY USING THE COSMOLOGICAL ARGUMENT- â€Å"SOMETHING LESSER CANNOT CAUSE SOMETHING GREATER. † GREATER/LESSER IS REFERRING TO QUALITATIVE DIFFERENCES NOT QUANTITATIVE. FOR EXAMPLE, A MONKEY IS ON A DIFFERENT LEVEL AND IS TO BE HELD TO DIFFERENT STANDARDS THAN A PERSON. DESCARTES SAYS, â€Å"I HAVE AN IDEA OF A PERFECT BEING- IT’S AN INFINITE BEING WHOS OMNIPRESENT, OMNIPOTENT, ALL GOOD GOD. † THEN HE THINKS, â€Å"SINCE I AM FINITE I CANNOT BE THE SOURCE OF THE IDEA OF AN INFINITE BEING. † HE REALIZES THAT FINITE VS. INFINITE IS A QUALITATIVE DIFFERENCE BETWEEN US AND GOD. THROUGH POINTS ONE AND TWO, HE COMES TO THE REALIZATION THAT AN INFINITE BEING HAD TO HAVE COME FROM A DIFFERENT SOURCE, AND THE ONLY INFINITE SOURCE IS A PERFECT BEING. HE THEN CONCLUDED THAT GOD MUST HAVE PUT THIS IDEA IN HIS HEAD, THEREFORE GOD MUST EXIST (DESCARTES 1641, 14-16). DESCARTES KNEW IT WOULD BE DIFFICULT AND IMPRACTICAL TO EXAMINE ALL OF ONE’S BELIEFS ONE BY ONE, SO HE GROUPED BELIEFS TOGETHER WHICH ALLOWED HIM TO QUESTION AND INQUIRE WHOLE CLASSES OF BELIEFS AND PROVE OR DISPROVE THEM BASED ON THEIR DERIVATION OF THE SAME SOURCE, SUCH AS OUR  SENSES, IMAGINATION, OR ABSTRACT KNOWLEDGE (REASON). DESCARTES ARGUES THAT OUR SENSES CANNOT BE TRUSTED BECAUSE SOMETIMES WE DON’T PERCEIVE THINGS CORRECTLY; IT CAN BE DUE TO MIRAGES, HALLUCINATIONS, OR DREAMS (DESCARTES 1641, 1-2). MANY TIMES WE BELIEVE THINGS HAVE ACTUALLY HAPPENED WHEN IN REALITY IT WAS JUST A MIND TRICK. THIS BRINGS US TO WHY WE CAN’T TRUST OUR IMAGINATION. OUR IMAGINATION COMES FROM OUR EXPERIENCES IN THE REAL WORLD WHICH STEMS FROM OUR SENSES, WHICH WE HAVE JUST DISCOVERED WE CANNOT TRUST. DESCARTES BELIEVED THAT A LACK OF COMPLETE CERTAINTY IS A GOOD REASON TO DOUBT. THIS WAS THE PRINCIPLE OF THE METHOD OF DOUBT, ALSO KNOWN AS ‘RADICAL SKEPTICISM’ (DESCARTES 1641, 1-2). I PERSONALLY THINK THIS METHOD IS A PLEASING APPROACH TO VALIDATING SUPPOSEDLY KNOWN FACTS THAT MAY NOT BE FACTUAL AT ALL. MANY THINGS WE BELIEVE AS FACTS ARE ACTUALLY THEORIES OR STATEMENTS HANDED DOWN TO US FROM PREVIOUS GENERATIONS WITH NO EVIDENCE AS TO WHY THEY ARE Professor Keton FACTS. ANYTHING THAT HAS EVEN THE SMALLEST PERCENTAGE OF DOUBT SHOULD BE QUESTIONED AND INQUIRED UPON UNTIL IT IS ABLE TO BE PROVEN AS FACT. THIS CONCEPT IS VERY SIMILAR TO THE CONCEPT OF ‘INNOCENT UNTIL PROVEN GUILTY’. JUST LIKE A PERSON HAS THE STATUS OF ‘INNOCENT’ UNTIL THERE IS SUFFICIENT AMOUNT OF EVIDENCE TO PROVE HIM GUILTY, SO TOO BY ANYTHING, IF ONE WOULD WANT TO CHANGE THE STATUS QUO OF SOMETHING, ONE SHOULD BE REQUIRED TO BRING SUITABLE SUPPORT TO PROVE HIS THEORY. WHENEVER ONE WANTS SOMEONE TO PROVE TO THEM OTHERWISE, ONE WILL ALWAYS ASK FOR VALID REASONING AND EVIDENCE. THE REASON FOR THIS IS BECAUSE THE HUMAN MIND WAS CREATED IN WHICH WE LIKE TO QUESTION AND UNDERSTAND THE DEPTHS OF THINGS. IF WE HAVE ANY SORT OF DOUBTS IN OUR MINDS. THAT SOMETHING IS TRUE OR WHY SOMETHING IS TRUE, WE LIKE TO ASK IN ORDER TO BRING OUR CURIOSITY TO REST. FOLLOWING THIS OBSERVATION, IF ONE DOESN’T HAVE A REASON TO DOUBT SOMETHING, ONE AUTOMATICALLY FEELS SATISFIED WITH THE OUTCOME BECAUSE THEY KNOW IT IS THE ABSOLUTE TRUTH, AND CANNOT BE PROVEN OTHERWISE. IN CONCLUSION, I COMMEND DESCARTES’ REASONING AND THE FACT THAT HE WANTED TO ESTABLISH AN UNBIASED FOUNDATION IN ORDER TO INSURE THE CERTAINTY OF THINGS. ALTHOUGH MANY OF THE THINGS DESCARTES HAD QUESTIONED WERE THINGS HE ALREADY KNEW TO BE TRUE, HE FOLLOWED HIS METHODOLOGY. IN ORDER TO BRING REASONING AND CERTAINTY TO HIS BELIEFS. DESCARTESS FOUNDATIONAL PHILOSOPHY RESTS CENTRALLY ON THE METHOD OF DOUBT, WHICH REQUIRES A FIRST-PERSON OBSERVATION OF THE RELATIONSHIP BETWEEN THE THINKING INDIVIDUAL AND THE SURROUNDING WORLD HE OR SHE PERCEIVES. I BELIEVE THIS IS A GREAT APPROACH TO PHILOSOPHY, AND IT HAS ALSO HAD GREAT INFLUENCE UPON LATER PHILOSOPHERS, INCLUDING KANT AND HUSSERL (WILLIAMS 1978, 124). Professor Keton REFERENCES DESCARTES, RENE. 1641. MEDITATIONS ON FIRST PHILOSOPHY. TRANSLATED BY JONATHAN BENNETT. 2007. WILLIAMS, BERNARD. (1978) DESCARTES: THE PROJECT OF PURE ENQUIRY. NEW YORK: PENGUIN.

The Complexity Of Culture Cultural Studies Essay

The Complexity Of Culture Cultural Studies Essay So why is culture so complex? According to the popular writer Raymond Williams, culture is one of the most complicated words in the English language. The study of culture is far too complex to be studied only from the viewpoint of one specific scientific discipline, or to be based on one specific model. In a world as complex as ours, each of us is shaped by many factors, and culture is one of the powerful forces that acts on us. Culture is not a set of objects and behaviors, but a context, specific to a particular time and place, in which meaning is made (Geertz 1973) (Schall). Cultural contexts include important patterns, attitudes, and values such as language use and communication patterns, religious beliefs and rituals, the tools and artifacts of daily life, familiar relationships, gender roles, and many other characteristics. Because of the complex, multifaceted nature of culture, understanding a specific group, whether ones own or that of others, requires study from several dive rse perspectives. Although each perspective will shed light on the systems of meaning within that group, the different perspectives will not necessarily fit together into a neat, unified cultural portrait (Rosaldo 1989) (Schall). In order for a researcher to make sense of the complexity of cultural concepts, relevant prior knowledge and a comprehensive understanding of cultural variation is a prerequisite to effectively comprehending cross-cultural studies. According to Joe Novak, the creator of concept mapping, when concept maps are used, the material to be learned must be conceptually clear and presented with language and examples relatable to the learners prior knowledge. Concept maps can be helpful to meet this condition, both by identifying large general concepts held by the learner prior to instruction on more specific concepts, and by assisting in the sequencing of learning tasks though progressively more explicit knowledge that can be anchored into developing conceptual frameworks (Novak). In the following sections I offer up a series of approaches designed to aid a researcher in unraveling the complex nature of cultural variation and ways of simplifying cultural understanding. Gaining sufficient knowledge and understanding of culture can become a complex task in itself making it necessary for one to develop specific strategies and approaches to the problem. Any approach should encompass key terms, essential cultural concepts and principles, as well as multifaceted foundational theories. This should provide the knowledge necessary to understand and simplify complex models and studies designed for the purpose of illustrating culture differences across an array of situations. So where should one begin in developing their cross-cultural knowledge? Establishing a glossary of terms that define some of the significant concepts in one or more topics that lend themselves to research investigation using cross-cultural data is necessary. For the purpose of cross-cultural communication, cultural literacy should begin with the basic terms such as culture and communication. Culture can be defined as, a system of symbolic resources shared by a group of people. In every cross-cultural situation, groups of people with different systems of symbolic resources come in to contact by communicating with one another. Communication can be defined as, the practice of creating and exchanging meanings or symbolic resources. It is clear that culture and communication are interrelated, therefore, cross-cultural communication can be defined as a process of interaction between two groups of people with different systems of symbolic resources. ( Klyukanov) Understanding these terms wi ll enable one to see how and why people identify with each other and form cultures through the process of cultural identification. Cultural identification simply allows us to define our own cultural selves. Before embarking upon the quest for understanding of other cultures, it is necessary to break down and understand ones own culture. Anthropologists Kevin Avruch and Peter Black explain the importance of culture this way: Ones own culture provides the lens through which we view the world; the logic by which we order it; the grammar by which it makes sense. Everyone has a culture. No one can ever fully separate themselves from their own culture. While it is true that anyone can grow to understand and value a range of different cultures and communicate effectively in more than one, one can never overcome his own, or any other culture, to achieve an all encompassing perspective on culture. As was mentioned previously, it is necessary and important for one to gain knowledge in the study of cross-cultural communication. The nature of knowledge is very complex; however the complexity of the cross-cultural world can be exposed by combining two complimentary approaches: the objective (scientific) approach and the subjective approach. In the objective approach, knowledge is viewed as an object, the world consists of concrete variables and people behave in patterned and predictable ways. From an objective standpoint, all observers of a culture would see the same thing, knowledge is external to all people and the watchful observer captures this knowledge and characterizes it in meaningful fashion. The subjective approach represents the other side of the knowledge gaining process. This approach aims to interpret and understand interactions and cultural meanings that are internal to people. The combined implementation of these approaches highlights the methodical, relational, an d opposing nature of cross-cultural communication which includes an array of cross-cultural knowledge. Edward T. Hall, a respected anthropologist and cross-cultural researcher, identified Ten Primary Message Systems which he classified as Interaction, Association, Subsistence, Bisexuality, Territoriality, Temporality, Learning, Play, Defense, and Exploitation. From his ten primary message systems, Hall devised an interrelated Map of Culture. Halls map makes it easier for researchers to pinpoint complexities in understanding target cultures. The process of constructing a system of meanings known as cultural mapping explains how every culture develops ideas about the world and its place in it. The main types of meanings which form a culture map include: beliefs, attitudes, values, norms, mores, laws, and world view. It is important to understand that all of these ideas are interconnected. Culture maps provide structure and give rationality to universal knowledge established about people and the social world, providing expectations about typical patterns of behavior and the range of like ly variation between types of people and their characteristic actions and attributes. Understanding and applying these concepts can aid researchers in breaking down the complexities of cross-cultural variation. Another set of means that are typically presented are global cultural dimensions. These variables are very wide in scope, are related to all cultures, and can be used for the purpose of assessing cultures. Global cultural dimensions vary from researcher to researcher, this section attempts to identify and provide the most commonly discussed dimensions which include: Individualism/Collectivism, Power Distance, Masculinity/Femininity, Uncertainty Avoidance, and High-Context/Low Context Communication. Researching several ethnographies and studying the approaches presented by anthropologists, philosophers, and writers whose work has laid the foundations for the field of cultural studies will provide further depth and understanding. Below are a few examples of theà ¢Ã¢â€š ¬Ã‚ ¦. According to Hans Gullestrup the complexity of cross-cultural studies, as well as cultural studies, are especially related to the following observations or facts: 1. The relativity of each culture the cultural hierarchy 2. The co-incidence of the cultures the cultural categories 3. The changeability of each culture the cultural dynamic 4. The ethical problems related to cross-cultural studies A researcher will base his or her work on different paradigms and a differing understanding of culture depending on the situation and the purpose (Hans Gullestrup). For these reasons, Gullestrup argues that theoretical and analytical models are needed for cultural and cross-cultural studies formulated as frame models, or as a kind of framework, where each researcher or cultural actor can relate to one other with his own data, observations, and experiences when trying to create an understanding of a particular cross-cultural situation, according to his or her needs, as well as to the four factors mentioned above. As mentioned previously, anthropologist Edward T. Hall When we approach another culture, a tendency exists to generalize, placing experiences in wide-ranging categories or types. The best we can do is to make sure generalizations are as accurate as possible and avoid overgeneralizations, especially those beginning with All. When attempting to describe a certain culture, we must be careful and ensure that the culture we classify is the one that was observed. If we come across another culture and fail to notice obvious differences then the all we have done is stereotyped and our interaction with that culture has become extremely unreliable. To avoid stereotyping, it is necessary to test generalizations against the actual behavior and values of those being encountered in the observed culture. Cross-cultural communication is successful when our observations and reflections of people from other cultures are accurate. Two useful approaches for counteracting mistakes of oversimplification and generalization of a culture are Culture-General and Culture-Specific approaches. Concentrating on cultures broad characteristics, is macro and global in scope and defined as Culture-General. With over 200 national societies throughout the globe, over 5,000 languages, and endless subgroups interrelated by ethnicity, race, religion, common history, politics, and culture, it becomes virtually unfeasible to thoroughly sort out the full range of cultural practices found in each society. Culture-General ideas and frameworks are useful and provide researchers tools necessary to understand principles, categories of behavior and world views, ideas and values, how to learn another culture, and how to successfully and effectively navigate cultural boundaries. Culture-general approaches to interaction describe general contrasts that are applicable in many cross-cultural situations. For example, Edward T. Halls classificat ion of high-context low and low-context cultures is a culture-general comparison that implies a source of miscommunication between many diverse societies. This approach is based on more conceptual categories and generalizable skills, and represents the etic form of cultural knowledge. Etic knowledge is essential for cross-cultural comparison because such comparison essentially requires standard units and categories (Lett). General cultural characterizations can be narrowed by using a Culture-Specific approach, based on ethnographies, is an intercultural form of emic cultural analysis. Emic knowledge is essential for an intuitive and empathic understanding of a culture (Lett). Culture- Specific refers to the distinctive qualities of a particular culture. It can also be a means of studying cross-cultural communication when the culture characteristics of a particular culture are examined and used to explore the broad, general characteristics of the structure of cultures. At the culture specific level, differences between two particular cultures are assessed for their likely impact on communication between people of those cultures. Cultural observers must always be ready to modify existing conceptualizations when new experiences do not fit into the original universal category. Simply, one-size fits all conceptualizations are not effective in cross-cultural communications. Clifford Geertz, in his book The Interpretation of Cultures, attempts to simply cultural variation by saying, The concept of culture I espouse, and whose utility the essays below attempt to demonstrate, is essentially a semiotic one. Believing, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning. It is explication I am after, construing social expressions on their surface enigmatical. But this pronouncement, a doctrine in a clause, demands itself some explication.

Cell Phones :: essays research papers

Cell Phones!   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   What Causes Mobile Phone Radiation and How Does it Effect Your Body? Why is it so popular with young teenagers today? What problems do Mobile phones cause? Walking around in school to walking around at the shopping centre with your mobile phone may seem fashionable and trendy, but did you know that it might be causing you to get a cancer and brain damage threw lost of memory? . Many mobile phone holders do not realize it and it should be something everyone should be aware of. It may seem a bit unusually how a Mobile phone can cause a child or an adult to get cancer, but it is true. New evidence is growing fast about health risks from mobile phones – electromagnetic radiation. These devices can be used to make telephone calls from almost any country in the world to another.   Ã‚  Ã‚  Ã‚  Ã‚   There are a growing number of unconfirmed reports of individuals whose health has been affected after chronic, frequent use of mobile phones, presumably from radiation effects on brain cells. There are two types of phones, one has the antenna mounted on the handset and the other has the antenna mounted on a separate transmitter or, if the telephone is installed in a vehicle, mounted on the roof or rear window. Communication between a mobile telephone and the nearest base station is achieved by the microwave emissions from the antenna. Concerns have been raised about the type of mobile telephone that has the antenna in the handset. In this case, the antenna is very close to the user's head during normal use of the telephone and there is concern about the level of microwave emissions to which the brain is being exposed. Media reports have claimed that up to 2/3 of the microwave emissions from hand- held mobile telephones may be absorbed in the user's head. Those telephones that have th e antenna mounted elsewhere are of no concern, since exposure levels decrease rapidly with increasing distance from the antenna also Cordless telephones, which need to be operated within about 20 meters of a base unit that is connected directly to the telephone system do not have any health concerns associated with their use because exposure levels are very low. There is no clear evidence in the existing scientific literature that the use of digital or analogue mobile telephones poses a long-term public health hazard.

Essay --

When an individual relates to the Bible and refers as God as an ultimate power and a divine power, it would be identical to Judaism. Learning about Judaism has put a whole different perspective on my outlook of life because it doesn’t mean that Christian’s only believe in God, Jews do also. Their services and rituals are very similar to Christianity but not identical. From the experience of going to Beth El Temple, I noticed differences right away. Walking in, a person of authority, not sure who it was, greeted everyone passing through the doors. I felt very welcomed and I felt like I didn’t stand out at all. One thing that greatly stood out to me was the way every individual dressed up. All the men were dressed up in suits and ties or bowties with the usual yamaka. All women had nice sundresses on that covered their shoulders and if it didn’t they had a shawl on that did cover their shoulders. Up at the bimah, instead of usually one priest in Christianity, there were two Rabbi’s and a musician playing the guitar and singing. The two Rabbi’s start off the ceremony saying â€Å"Shabbot Shalom†, which I’m pretty sure means welcome to all or hello. After the Rabbi’s say it to the audience and the audience, including myself, says it back they sing a song similar to us Christian’s : â€Å"Allel ujah†. As many also see in videos of Jews saying prayer or singing a song, many get into it and move their whole body in a rhythm. After this song ended, this service was special because two boys were going to get bar mitzvahed. After these boys are introduced, everyone greets each other so there are no strangers. Next they sing another song called â€Å"Matto Bu† which is words of blessing given by God. After this song they say that individuals of Judaism c... ...any others have the same views as me and I like that. Me: What is the most challenging aspect of being a member of this religion? Jason: The most difficult part of belonging to this religion is how it is not accepted by most of today’s society. Most individuals make fun of me for being Jewish because the Holocaust. Personally, I think it has nothing to do with the extermination of many Jews. Being Jewish is mostly about faith, and going through the suffering to get to the higher power and achieving the ultimate goal. In conclusion, I did not realize how in-depth another religion could be and how similar it could be to my own religion. Many individuals should be open to this religion because it is very similar in a lot of ways. I feel like if we worship the same God and all have the same destination, there shouldn’t be any social problems in today’s society.

Essay example --

50/50 In my opinion, the story of 50/50 was told well. The movie thrived in formal and stylistic elements. The film was exceptional on the formal elements of character, plot and structure. It was also good at the stylistic elements such as music and cinematography. First, 50/50 was very good in the character category in formal elements. The character development was something that really struck out to me. The biggest surprise from this film lies in where the writer decided to focus the true heart of the story in the development of the characters One example is the relationship between Adam and his young therapist Katherine. They’re both too inexperienced to be dealing with things such as cancer. She is clearly inexperienced because Adam is one of her first patients. Their relationship would need to support the emotional side of an argument, rather than simply emotion. But the biggest relationship is between Adam and Kyle. Now this relationship is not as strong as it needs to be, but it’s enough to warm the heart and give Adam that final push into opening up. There is a good scene in the movie where Adam stays at Kyle's and finds a book on surviving cancer, filled with notes and underlinings, proving that Kyle does care for Adam a nd is worried for him. The next day as Kyle drops Adam off at the hospital, Adam embraces Kyle for being a good friend. Its a great display of subtle character development. Second, 50/50 had a very good plot and structure. I thought it was very well written. When I looked up some facts about the movie, I found out it was based on a true story. The person that the movie is based on is also the writer. Personally, I believe that a good story can also come from an experience such as surviving cancer. ... ... macaroons. The frame was somewhat shaky and the picture was fuzzy. It was as though you were high with Adam. In conclusion, 50/50 has formal and stylistic elements. Claudia Puig of USA Today said, â€Å" 50/50 winningly demonstrates that profound emotion and wide-ranging humor can co-exist in the same movie — just as they do in real life.† This movie makes you laugh and can really make you cry. It is a great movie that shows that you can’t go through something this big by yourself. It takes two and maybe more. A good film is a story worth telling that is told well. 50/50 is a great story that is written first hand by someone who lived the movie. The writer puts us in his shows and the director does a great job depicting everything. The music, the cinematography, the characters, and the plot all blended together to make one great story that made you laugh and cry.

Enviromental Protection Act

Environmental Protection Act 1986 Submitted by:Prachi Soni Rashmi Singh Partho Pritam Sarkar Environmental laws ?Protect and improve the environment and to safeguard the forests and wildlife of the country. Department of Environment was established in India in 1980. later became the Ministry of Environment and Forests in ? ? The ? ?This Environmental Protection Act 1986 ?The constitutional provisions are backed by a number of laws – acts, rules, and notifications. EPA (Environment Protection Act), 1986 came into force soon after the Bhopal Gas Tragedy. large number of laws came into existence as the problems began arising, for example, Handling and Management of Hazardous ? ? The ? ? Thereafter List of the environmental legislations ?General ? Forest ? Water ? Air ? and wildlife General ?1986 Act ? 1986 –The Environment (Protection) Rules ? 1989 – The objective of Hazardous Waste (Management and Handling) Rules ? 1989 – The Manufacture, Storage, and Import of Hazardous Rules ? 1989 – The Manufacture, Use, Import, Export, and Storage of hazardous Micro-organisms/ Genetically The Environment (Protection) General ?1991 – The Public Liability Insurance Act and Rules and Amendment, 1992 ? 1995 – The National Environmental Tribunal Act ? 1997 – The National Environment Appellate Authority Act ? 1998 – The Biomedical waste (Management and Handling) Rules ? 1999 – The Environment (Siting for Industrial Projects) Rules, 1999 General ?2000 – The Municipal Solid Wastes (Management and Handling) Rules, 2000 ? 2000 – The Ozone Depleting Substances (Regulation and Control) ? 001 – The Batteries (Management and Handling) Rules, 2001 ? 2002 – The Noise Pollution (Regulation and Control) (Amendment) ? 2002 – The Biological Diversity Forest and wildlife ? ? 1927 ? ?1972 ? ?1980 –The Indian Forest Act and Amendment, 1984 – The Wildlife Protection Act, Rules 1973 and Amendment 1991 – The Forest (Conservation) Act and Rules, 1981 Water ?1882 ? ?1897 ? ?1956 ? ?1970 – The Easement Act – The Indian Fisheries Act – The River Boards Act – The Merchant Shipping Act ? Water ?1974 The Water (Prevention and Control of Pollution) Act ? 1977 – The Water (Prevention and Control of Pollution) Cess Act ? 1978 – The Water (Prevention and Control of Pollution) Cess Rules ? 1991 – The Coastal Regulation Zone Notification ? Air ?1948 – The Factories Act and Amendment in 1987 ? 1981 – The Air (Prevention and Control of Pollution) Act ? 1982 – The Air (Prevention and Control of Pollution) Rules ? 1982 – The Atomic Energy Act ? 1987 – The Air (Prevention and Control of Pollution) Amendment Act ? 1988 – The Motor Vehicles Act Thank You