Religious Stereotypes - Free Essay Example

Sample details Pages: 6 Words: 1865 Downloads: 3 Date added: 2019/04/12 Category Society Essay Level High school Tags: Stereotypes Essay Did you like this example? Looking at current events and our history, we can see that many genocides and acts of violence are towards religious groups, we also see that many extreme religious groups are the ones that cause these genocides and acts of violence. Religion, according to many anthropologists, can be described as the relation we have between humanity and the order of existence. For majority of people, the order of existence, does not entail violence. Don’t waste time! Our writers will create an original "Religious Stereotypes" essay for you Create order William James would describe religion as a personal experience that one has, and that religion is different for everyone. Religion is viewed in a positive way on a personal level, helping people in many ways, and giving them a sense of purpose. However, society views certain religions negatively, especially religions that differ from our own views. Majority of religions have stood on both sides of violence. Many would immediately think of the oppression and violence associated with religious groups in the Middle East like the Sunni and Shia. This is a very common situation that many can see, specifically because you can physically tell when someone belongs to an Islamic religion. This stereotype is one of the most dangerous stereotypes there is. We are shown images of Muslims so often in a negative sense that we have now only put violent associations to this religious group. This has to do with our media in Westernized countries, our world-wide perspective, our own diverse or non-diverse communities, and our lack of knowledge on what is not familiar to us. Specifically, here in the United States, we view religion and define religion differently than other regions of the world. As a country that is majority Christian or Unaffiliated (Pew Research Center), and does not have a religious government our definition of religion is very different than those in areas like the Middle East. Although Christianity and Islam are both universal religions, we tend to view Islam as a more ethnic religion, which is not the case. Even though some Muslims do identify ethnically with their religion. I believe, we view this strongly due to the fact that someone who believes in an Islamic religion can be determined immediately by their physical appearance, if wearing their traditional attire. Physical appearance is the key factor in stereotyping someone of any form, because it can be done on the spot, which also makes it the most dangerous type of stereotyping. People stereotype on many things including, race, religion, ethnicity, gender, sexual orientation, and disabilities, these stereotypes are the prime factor in genocides around the world. The oppression that happens to specific groups due to stereotypes can be seen before hand in many of the genocides, like the oppression of ethnic Jews in the Holocaust, the oppression of the native Tutsi people and then Hutu people in Rwanda, or the oppression of religious Muslims in Bosnia. These are all examples of oppression leading to massive deaths. Majority of these people being targeted by their physical appearance, this especially specific to the Holocaust, where some Jews tried to hide their Jewish heritage by changing their name or not wearing their Kippah, because they knew that those things would immediately categorize them. Those with other physical qualities that differed from the ?stereotypical German were also targeted. This was a terrible attempt at ethnic cleansing that was based on stereotypes. Many religions have stereotypes, both good and bad. Many negative stereotypes deriving from the various extreme groups that claim to be part of a specific religious or ethnic group. There are many political, economic, and social factors that play into these extremists however the stereotypes that appear on all Muslims and those from the Middle East is much more extreme than the stereotypes we see on other religions. Over the past few years, we have seen governments around the word implementing discriminative laws from developing countries like Sri Lanka to Westernized societies like France. These stereotypes are much more extreme for Muslims than others, for example, within the Buddhist religion there are extremist groups that have acted out violence on others, however, many still view Buddhists as peaceful, in harmony with the world, and harmless. We dont view all Buddhists as ?terrorists because a very small percent practice extreme values that are not found in that religion. Buddhism specifically is a religion that has a core belief in abstaining from suffering and causing harm to other living beings. Our stereotypical Buddhists isnt the Buddhist attacking Hindus in India or causing oppression in Sri Lanka. These things are very interesting because the issues that Buddhists and Hindus face is a mirror of the issues that Shia and Sunni Muslims face. Shia and Sunni have a lot in common, their biggest difference being who they recognize as their leader after Muhammad died. This is similar to Buddhism and Hinduism, both have many similar morals, pathways to enlightenment , and the belief in karma, their biggest difference being again who they view as priests and their disagreements on the caste system. Buddhism is much more of a personal practice, whereas Hinduism is more strongly focused on gathering with others. However, with so many similarities and violence happening between these different branches of religious, we view one as a ?terrorist and one as a ?hippy. I believe that some of our misinterpretation of this stereotype comes from how we view these different parts of the world. We see the struggle between Sunni and Shia Muslims, along with the oppression of Kurds in Turkey. Specific ethnic and religious groups are being targeted in this region of the world every day. We can start to see this discrimination happening in our own Westernized societies currently, contrary to seeing Westernized discrimination towards Buddhists. In todays society, especially in our current political and social situations, we view certain religions as a threat or danger. With our political activity going on in the Middle East its easy to understand that our greater threat is an extreme group from the Middle East over an extreme Buddhist group out of Sri Lanka. That still does not explain why these extreme religious groups are affiliated with specific religions when their actions do not match up with the texts or beliefs. In fact, many that are higher up in these extreme groups arent even religious enthusiastic people. Specifically within the Syrian crisis, the Islamic State of Iraq and the Levant (ISIL), which is a predominately Sunni affiliated group, does not have all radical Sunni leaders. In fact, if they were all radical Sunnis, ISIL would not be able to be as organized as it is today. The question that rises though, is why would a non-radical Sunni want to be a part of this extremist group like the ones that we see creating violence. William James would say that it is easier to follow those who are religious extremists, due to their enthusiasm, someone who is crazy, or a genius would not go all out on something if it were not true. Therefore, these radicals must be telling the truth, but you need to find the people that will follow t hese extremists and manipulators. The psychological theory is based on the authoritarian personality, Bob Altemeyer says that typically those who have strong authoritarian personalities are very religious, however, their dominators are not religious at all. This is exactly what we see when people join these extremists groups, the leaders may not have a religious affiliation, or they identify weakly with a certain religion. Dominators, however are very good at manipulating their followers. Altemeyer explains how one with an authoritarian personality will, if manipulated, go out on a limp to believe their dominator (166). Soon after, a dominators followers are expressing the dominators proposed beliefs and the dominator doesnt need to ?lie or ?pretend any longer, as they have already established affiliation with a certain position or religion. This is what I believe is contributing to the growth of extreme groups, the leaders themselves are not radicals, however their followers are. This leads to the confusion of these extremist groups being affiliated with certain religions. These dominators know what to say and how to say it, they grasp the attention of these authoritarians and fundamentalists and essentially insert fear to really hook them into following. Fear is a dangerous emotion, when someone may feel threatened they will do things that they would not usually do. An example of this would be the killing of thousands of people in America and Europe because it was feared that they were witches. The executers didnt hate these people, but they were scared of them and feared what may happen. This is an example where fear and emotions took over the rational brain. There are many other examples of people letting their emotional fear-stricken brain make decisions for them. Many of those who were involved in the killings of millions during the Holocaust, were scared for their own life and thats why they killed others. There was extremists in the Nazi regime too, however, many of the people were scared and feared for their own lives. The fear of those people lead to millions of deaths. Hitler initially implemented the fear of what was going to happen to Germanys economy, which was in a crucial state. Fear is an emotion that authoritarians run of off, causing Hitler to gain many followers, the fear over the years turned into not what is going to happen to Germany, but what is going to happen to yourself. This fear can be seen in other examples as well, such as with the Buddhist violence in Sri Lanka, a Buddhist Power Force attacking Muslims, due to fear that they will take over primarily Buddhist and Hindu areas. This to some extreme Buddhist is justified, while other extreme Buddhist do not agree because if goes against their core beliefs. Overall, there are a lot of factors that play into religious violence. Political parties, religious parties, and our perception of the world all play important roles in how we view a specific group of people. There are tons of other factors, and our own personal self-awareness that contribute to these stereotypes and acts of violence. The truth being though that unless we can educate ourselves on the real issues behind extreme groups, wrongly affiliated members of religions, and the understanding of others beliefs and views, we will not be able to end all the violence and discrimination. Jarni Blakkarly said by not looking at the complexity to these situations we take the cheap option of blaming religion instead of making the effort to understand. This is true and ideally avoidable, if more were educated on how many pieces play a part in the discrimination, violence, and genocide people face every day all around the world. Bibliography Altemeyer, Bob. The Authoritarians. (n.d.): n. pag. University of Manitoba. Web. 21 Mar. 2016. Blakkarly, Jarni. Buddhist Extremism and the Hypocrisy of Religious Violence' â€Å" Opinion â€Å" ABC Religion Ethics (Australian Broadcasting Corporation). N.p., 29 May 2015. Web. 21 Mar. 2016. Religious Landscape Study. Pew Research Centers Religion Public Life Project RSS. Pew Research Center, 11 May 2015. Web. 21 Mar. 2016. Why Are Buddhist Monks Promoting Violence in Sri Lanka? Political Violence a Glance. Ed. Matthew Isaacs. N.p., 01 July 2014. Web. 21 Mar. 2016.

8 Ways to Tell If a Website Is Reliable

For every credible website, there are dozens chock full of information thats inaccurate, unreliable or just plain nutty. For the unwary, inexperienced journalist  or researcher, such sites can present a minefield of possible problems. With that in mind, here are eight ways to tell if a website is reliable. 1. Look for Established Institutions The internet is full of websites that were started five minutes ago. What you want are sites associated with trusted institutions that have been around for a while and have a proven track record of reliability and integrity. Such sites may include those run by government agencies, nonprofit organizations,  foundations, or colleges and universities. 2. Look for Sites with Expertise You wouldnt go to an auto mechanic if you broke your leg, and you wouldnt go to the hospital to have your car repaired. This is an obvious point: Look for websites that specialize in the kind of information youre seeking. So if youre writing a story on a flu outbreak, check out medical websites, such as The Centers for Disease Control and Prevention, and so on. 3. Steer Clear of Commercial Sites Sites run by companies and business—their websites usually end in .com—are more often than not trying to sell you something. And if theyre trying to sell you something, chances are whatever information theyre presenting will be tilted in favor of their product. Thats not to say corporate sites should be excluded entirely. But be wary. 4. Beware of Bias Reporters write a lot about politics, and there are plenty of political websites out there. But many of them are run by groups that have a bias in favor of one political party or philosophy. A conservative website isnt likely to report objectively on a liberal politician, and vice versa. Steer clear of sites with a political ax to grind and instead look for ones that are non-partisan. 5. Check the Date As a reporter, you need  the most up-to-date information available, so if a website seems old, its probably best to steer clear. One way to check: Look for a last updated date on the page or site. 6. Consider  the Sites Look If a site looks poorly designed and amateurish, chances are it was created by amateurs. Sloppy writing is another bad sign. Steer clear. But be careful: Just because a website is professionally designed doesnt mean its reliable. 7. Avoid Anonymous Authors Articles or studies whose authors are named are often—though not always—more reliable than works produced anonymously. It makes sense: If someone is willing to put their name on something theyve written, chances are they stand by the information it contains. And if you have the name of the author, you can always Google them to check their credentials. 8. Check the Links Reputable websites often link to each other. You can find out which other websites link to the site youre researching by conducting a link-specific Google search. Enter the following text into the Google search field, replacing [WEBSITE] with the domain of the site youre researching: link:http://www.[WEBSITE].com The search results will show you which websites link to the one youre researching. If lots of sites are linking to your site, and those sites seem reputable, thats a good sign.

Callum Free Essays

Themes TRENCH LIFE BATTLE â€Å"Coughing Like Hags† – Dulce Et Decorum Est, Wilfred Owen â€Å"Guttering, choking, drowning† – Dulce Et Decorum Est, Wilfred Owen â€Å"Stuttering rifles’ rapid rattle† – Anthem for Doomed Youth, Wilfred Owen â€Å"A great mass of things unclean† – A Dead Boche, Robert Graves â€Å"Like several different kinds of Hell† –Brooke, in a letter on his day in the war â€Å"So much muscle and blood in the Earth† Birdsong, Sebastian Faulks â€Å"Beyond the boundaries of human behaviour† -Birdsong, Sebastian Faulks â€Å"The turned soil and torn flesh of war. – Birdsong, Sebastian Faulks â€Å"Meanwhile my self etcetera lay quietly in the deep mud† – my sweet old etcetera, e. e. We will write a custom essay sample on Callum or any similar topic only for you Order Now cummings â€Å"You think there’s no limit to what a man can bear? †Ã¢â‚¬â€œ Stanhope in Journey’s End, Sherriff LOSS â€Å"They expected to die† – Birdsong, Faulks â€Å"A dust whom England bore† – The Soldier, Brooke â€Å"Gentleness, in hearts at peace, under an English Heaven† – The Soldier, Brooke â€Å"As scared as any frightened child† – The Deserter, Letts â€Å"Looking on the face of grief, the face of dread† – June 1915, Charlotte Mew â€Å"The soldier dying dies upon a kiss, The very kiss of Christ† – Summer in England 1914, Alice Meynell â€Å" The holy glimmer of goodbyes† – Anthem For Doomed Youth, Owen â€Å" Each slow dusk a drawing down of blinds† – Anthem For Doomed Youth, Owen PATRIOTISM â€Å"Dulce et Decorum Est Pro Patria Mori† – Dulce Et Decorum Est, Owen â€Å" Who’ll give his country a hand? † – [i]Who’s For The Game, Jessie Pope â€Å" my father used to become hoarse talking about how it was a privilege† – my sweet old etcetera, e. e. cummings â€Å" There’s something rather romantic about it all† – Osborne in Journey’s End, Sherriff â€Å" He looked splendid. It – sort of made me feel†¦keen to get out here† – Raleigh in Journeys End, Sherriff â€Å" My hatred of the Kaiser is love true† – This Is No Case Of Petty Right Or Wrong – Thomas â€Å"As we love ourselves, we hate her foe† – This Is No Case Of Petty Right Or Wrong, Thomas WOMEN AND THEIR ROLES â€Å"You love us when we’re heroes† – Glory Of Women, Sassoon â€Å" Come along lads† – Who’s For The Game, Jessie Pope â€Å" Isabel created hundreds (and hundreds) of socks†Ã¢â‚¬â€œmy sweet old etcetera, cummings â€Å" Can’t you see it isn’t decent, to flout and goad men into doing what is not asked of you? – The Jingo-Woman, Helen Hamilton â€Å" We dare not weep who must be brave in battle† – Of All Who Died In Silence Far Away, Iris Tree â€Å" Anyone affected by the war is entitled to comment upon it† – Nasheen Khan GENERAL â⠂¬Å" Not quite clear†¦what the fuss was about† – He Went For A Soldier, Ruth Mitchell â€Å" The political errors and insincerities† – A Soldier’s Declaration, Sassoon â€Å" A war of aggression and conquest† – A Soldier’s Declaration, Sassoon â€Å" I am acting on behalf of soldiers† – A Soldier’s Declaration, Sassoon â€Å" An exploration of how far men can be degraded† – Birdsong, Faulks â€Å" You are going to fight and you are going to win. – Birdsong, Faulks â€Å" They didn’t believe in shellshock at all†¦it was just cowardice† – Regeneration, Pat Barker â€Å" The pity and terror the war experience inevitably evoked† – Regeneration, Pat Barker â€Å"It all seems rather silly, doesn’t it? † – Raleigh in Journey’s End, Sherriff â€Å" My subject is war and the pity of war. † – Wilfred Owen CRITI CAL COMMENTS ON THE WAR CANON â€Å" Passive suffering is not a theme for poetry† – Yeats â€Å"War equates with ombat thus limiting the canon† – James Campbell â€Å" The knowledge of combat is a prerequisite for the production of a literary text that adequately deals with war† – James Campbell â€Å"Anyone affected by war is entitled to comment upon it† – Nasheen Khan â€Å" The spectator, the contemplator, the opposer of war have their hours with the enemy no less than uniformed combatants† – Richard Eberhart Pre-WWI Literature ‘The Charge of the Light Brigade’ by Alfred Lord Tennyson †¢ Disastrous incident in the Crimean war. †¢ â€Å"Into the valley of death/ Rode the six hundred† – Celebrates devotion to duty and heroism in the face of certain death. The glamour of chivalry. †¢ â€Å"Honour the Charge they made! † â€Å"While horse and hero fell† – patriotic, presents war positively. †¢ â€Å"Someone had blunder’d† – blames Generals – interesting as it is before WWI, about the Boer war. So perhaps realistic in this sense? ‘Vitai Lampada, by Sir Henry Newbolt’ †¢ About the Boer War †¢ â€Å"The Gatling’s lamed and the colonel dead† – Presents the actuality of the war, reality. †¢ â€Å"The sand of the desert is sodden dead† – realism, huge scale of death. Alliteration of â€Å"s† and â€Å"d†. †¢ â€Å"But the voice of a schoolboy rallies the ranks, ‘play up! Play up! And play the game! – Compares war to a game of cricket, euphemism of war. Early War Literature – (1914-1915) ‘The Soldier’ by Rupert Brooke †¢ â€Å"Some corner of a foreign field/that is forever England† – Idealised. Accused of naivete and being a ‘ridiculous pastoral’. †¢ â€Å"If I should die, think only this of me† – More than a sentimental patriotic verse. The word ‘think’ acts as a message from Brooke for people to remember him. †¢ A dialogue between the living (survivors and civilians) and the dead (or soon-to-be). ‘The Call’ by Jessie Pope †¢ Jessie Pope (a. k. a Owen’s arch-nemesis! ) was incredibly pro-war. â€Å"Who’s for the trench – are you, my laddie? Who’ll follow the French – will you, my laddie? † – used for propaganda to young soldiers. ‘Men who March Away’ by Thomas Hardy †¢ Thomas Hardy didn’t fight in war. †¢ Written in the opening days of war. †¢ Expresses feelings of those enlisting as war was meant to be over by Christmas. †¢ â€Å"Braggarts must surely bite the dust† à ¢â‚¬â€œ sounds quaint naive. A letter written by Julien Grenfell †¢ â€Å"We are all awfully well, except those who have stopped something† – ‘Stopped something’ was slang for being shot! ‘As the Team’s Head Brass’ by Edward Thomas Conversation between an elder ploughman and a speaker uncertain whether or not to enlist. †¢ â€Å"’have you been out yet? ’ ‘No. ’ ‘And don’t want to, perhaps? ’† – series of questions. Later Literature – (1916-1918) ‘All the Hills and Vales Along’ by Charles Hamilton Sorely †¢ â€Å"And the singers† – optimism, calling soldiers ‘singers’. This is immediately undercut by describing them as â€Å"the chaps/who are going to die perhaps! † †¢ â€Å"So be glad, when you are sleeping† – ‘sleeping’ undertones of death, implicit suggestion of death as mos t desirable end, inevitable end for a soldier. â€Å"Sow your gladness for earth’s reaping† – celebrate chance of fighting, earth personified, harvesting future happiness planted by soldiers. †¢ â€Å"To the Gates of Death with song† – Almost Tennyson-like enthusiasm, cheerful death. †¢ Offset by the final line; â€Å"so be merry, so be dead† – sober view of death compared to Brooke’s. ‘To England – A note’ by Ivor Gurney †¢ In this sonnet each seemingly patriotic phrase is undercut. †¢ â€Å"The boys of England† – focuses on the facts that the soldiers are no more than boys, often just out of public school. The soldiers â€Å"do in silence† – the things they have to do, war is literally unspeakable. ‘A Dead Boche’ by Rupert Graves †¢ Speaks directly to those who only want to hear ‘of blood and fame’. †¢ â€Å"A certain cure for lust of blood† – Brusquely ironic tone. †¢ Second stanza confronts the horrors of war head-on, he describes a German Corpse. †¢ â€Å"Sat† and â€Å"Scowled† – alliteration attaches these actions of a living person to the corpse. †¢ â€Å"Big-bellied, spectacled, crop-haired† – still identifiable but the â€Å"black blood† turns corpse into an emblem of death. No mutual recognition or respect from one soldier to another (unlike W. O’s statement â€Å"I am the enemy you killed, my friend† – strange meeting) †¢ Reader challenged to disagree with the claim that it is a â€Å"certain cure for the lust of blood†. Post-WWI Literature ‘Journey’s End’ by R. C Sherriff †¢ Set in a dug-out in trenches, it explores tension in a group of officers waiting for their attack. †¢ Names emphasise essential Englishness (Stanhope, Osborne, Raleigh, etc). ‘Birds ong’ by Sebastian Faulks †¢ â€Å"†¦ so horrific†¦ beyond a war†¦ dehumanised to an extent that†¦ †¢ â€Å"This is not a war; this is an exploration of how far men can be degraded† – dehumanising, bitterness of those who experience it, no reason behind war. Modern. What Sebastian Faulks sets to explore in birdsong. (Stephen Wraysford) Glory of Women- Siegfried Sassoon 1917. Criticises those at home, particularly the women. †¢Ã¢â‚¬Å"You love us when we’re heroes, home on leave†¦Ã¢â‚¬  †¢Ã¢â‚¬Å"Trampling the terrible corpses, blind with blood† †¢Ã¢â‚¬Å"O German mother†¦while you are knitting socks to send your son His face is trodden deeper in the mud. † A Dead Boche Robert Graves 1916 Wirtten from an anti war perspective, graphic descriptions show the true horror of war. †¢Ã¢â‚¬Å"’War’s hell’† †¢Ã¢â‚¬Å"Sat a dead Boche, he scowled and stunk† †¢Ã¢â‚¬Å"Big-bellied, spectacled, crop haired, Dribbling black blood from nose and beard† Diasbled- Wilfred Owen 1917 Shows a strong anti-war view, criticises those at home who cannt see past the ‘glory’ of war. Poem shows a young boy who has been disabled by the war. †¢Ã¢â‚¬Å"Some cheered him home, but not as crowds cheer a goal† †¢Ã¢â‚¬Å"The women’s eyes passed from him to the strong men that were whole† †¢Ã¢â‚¬Å"Why don’t they come? † Dulce et Decorum Est- Wilfred Owen 1917 Again anti-war, satirises the view that war is a glorious thing, and that it is an honour to die for ones country. †¢Ã¢â‚¬Å"Bent double, like beggars under sack, knock kneed and coughing like hags. † †¢Ã¢â‚¬Å"As under a green sea, I saw him drowning†¦ gargling from the froth corrupted lungs† †¢Ã¢â‚¬Å"The old lie: Dulce et Decorum est Pro patria mori† The Send Off- Wilfred Owen 1917 This poem has a melancholic tone, which has a sinister effect as the poem focuses on the death and destruction caused by war. †¢Ã¢â‚¬Å"lined the train with faced grimly gay† †¢Ã¢â‚¬ Their breasts were stuck all white with wreath and spray, as mens are, dead. †¢Ã¢â‚¬Å"like wrongs hushed up they went† †¢Ã¢â‚¬Å"A few, too few for drums and yells may creep back, silent†¦ up half known roads. † Glory of Women- Siegfried Sassoon 1917. Criticises those at home, particularly the women. †¢Ã¢â‚¬Å"You love us when we’re hero es, home on leave†¦Ã¢â‚¬  â€Å" He looked splendid. It – sort of made me feel†¦keen to get out here† – Raleigh in Journeys End, Sherriff Rupert Brooke – patriotic There is some corner of a foreign field That is forever England† Sassoon â€Å"Does it matter? Losing your legs? † â€Å"The turned soil and torn flesh of war. † – Birdsong, Sebastian Faulks Charles Sorley – â€Å"nor honour. It is easy to be dead† Edmund Blunden – ‘Vlamertinghe’ – â€Å"who are these coming to the sacrifice? † Quiet protest: Ivor Gurney ‘Beauty’ â€Å"Man’ consolation sung on the quivering strings† Inspiring: Sir Henry Newbolt ‘Vitai Lampada† (the torch of life) â€Å"Play up! Play up! And play the game! † Jessie Pope â€Å"Who’s for the game? † Regeneration Sassoon: â€Å"A hundred years from now they’ll still be ploughing up skulls. † Owen, Disabled â€Å"All of them touch him like some queer disease. † â€Å" The holy glimmer of goodbyes† – Anthem For Doomed Youth, Owen Strange Meeting 1)Hill says in the Author’s Notes that her novel is a â€Å"microcosm of the ar† to create a â€Å"small world in the great would of the war†-she focusses on 2 main characters John Hilliard and David Blunden which makes it easier to communicate what the war was all about arther than taking a much larger perspective 2)the lack of understanding of the â€Å"coward complacence† as Sassoon puts it is another idea found in this novel-Hilliard goes home on leave and says â€Å"noone knew, nobody understood† Recruitment ‘The Call’ By Jessie Pope â€Å"Who’d rather wait a bit† ‘The Volunteer’ By Herbert Asquith â€Å"lifes tournament† ‘The Call’ By Robert Venede â€Å"lad† â€Å"man† â€Å"dreamer† â€Å"brothers† ‘In Flanders Field’ By John McCrae Take up our quarrel† Futility and Despair ‘Dulce et Decorum Est’ By Owen â€Å"vile incurable sores on innocent tongues† ‘Lamplight’ By May Wedderburn Cannan â€Å"we planned to shake the world together† ‘Anthem for Doomed Youth’ By Owen â€Å"each slow dusk, a drawing down of blinds† ‘Apologia pro Poemate Meo’ By Owen â€Å"hop es lay strewn† ‘Birdsong’ By Faulks â€Å"he himself did not believe there was a purpose to the war† ‘All Quiet on the Western Front’ By Remarque â€Å"weary, broken, burntout and without hope† Patriotism and Glorifying War ‘The Soldier’ By Brooke â€Å"some corner of a foreign field which is forever England† ‘The Call’ By Venede ogres† â€Å"faeries† â€Å"princes† ‘This is no case of petty right of wrong’ By Edward Thomas â€Å"She (England) is all we know and live by† ‘Channel Firing’ By Hardy â€Å"Camelot, and starlit stonehenge† ‘Peace’ By Brooke â€Å"as swimmers into cleanness leaping† ‘Happy is England Now’ By John Freema â€Å"destroying Dragon† ‘Men Who March Away’ By Hardy â€Å"England’s need are we† ‘Journeys End’ By Sherriff â€Å"There’s someth ing rather romantic about it all† (Osbourne) Physical Damage ‘Disabled’ By Owen â€Å"The womens’ eyes passed from him to the strong men that were whole† ‘The Ghost Road’ By Pat Barker â€Å"damaged brains and drooping mouths† The Conscript’ By Wilfred Gibson â€Å"mangled limbs, blind eyes† ‘All Quiet on the Western Front’ By Remarque â€Å"we see men without mouths, jaws, without faces† ‘A Dead Boche’ By Graves â€Å"Black blood oozing from his nose and beard† ‘In Memoriam’ By EA Mackintosh â€Å"piteous writhing bodies† Class ‘Oh What a Lovely War’ By Littlewood and Theatre Workshop â€Å"Blunders of boobies† (Mrs Pankhurst) ‘The Chances’ By Owen â€Å"Over the top tomorrer; boys we’re for it† ‘Strange Meeting’ By Susan Hill â€Å"not the natural camaraderie to be found among the officers† ‘Return of the Heroes’ By Sassoon â€Å"Prussian General† and â€Å"Sir Godfrey Stoomer† Mourning ‘A Girl’s Song’ By Katharine Tynan â€Å"My grief is in the weeping rains† ‘The Falling Leaves’ By Margaret Postgate Cole â€Å"now all withering lay† ‘Afterwards’ By Margaret Postgate Cole â€Å"shall you and I ever be young again? † ‘August 1914’ By John Masefield â€Å"So passionate once, so deep† ‘Now that you too muct shortly go away’ By Eleanor Farjeon â€Å"By immortal love, which has no first of last† ‘Do Not Weep’ By Stephen Crane â€Å"A field where a thousand corpses lie† ‘Letters From a Lost Generation’ By Vera Brittain Letters talking about her fiance’s death Cowardice ‘The Jingo-Woman’ By Helen Hamilton dealer in white feathers, insulter, self appointed† ‘Birdsong’ By Faulks â€Å"list of men executed for cowardice† ‘Recruiting’ By Mackintosh â€Å"Can’t you see them thanking God they’re over forty-one? † ‘Regeneration’ By Pat Barker â€Å"They didn’t believe in shell-shock†¦ it was just cowardice† Post War Thoughts ‘Blackadder Goes Forth’ By Curtis and Elton â€Å"Not even our generals are made enough to shell their own men† ‘Oh What a Lovely War’ By Littlewood and Theatre Workshop â€Å"it is slaughter†(soldier) â€Å"we need one big offensive to break through† (Haig) ‘Aftermath’ By Sassoon â€Å"Have you forgotten yet? â€Å" How to cite Callum, Papers

Promote Communication in Health - Social Care or Children and Young Peo

Questions: 1.1 Identify the different reasons why people communicate. 1.2 Explain how communication affects relationships in the work setting.2.2 Describe the factors to consider when promoting effective communication. 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways. 3.2 Identify barriers to effective communication. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively. 4.1 Explain the meaning of the term confidentiality. 4.2 Demonstrate ways to maintain confidentiality in day to day communication. 4.3 Describe the potential tension between maintaining an indiviual's confidentiality and disclosing concems. Answers: 1.1 Identify the different reasons why people communicate. The primary reason why people communicate to others is to live, they cannot stay to themselves all alone, a person has to talk to others so that he or she is well aware of the things surrounding them and for this the person has to communicate. People communicate to socialize others and to survive through it (Testa). People communicate so that they can build relationships. When relationships are formed than communities like family, friends circle, clan, etc are created. Children also categorize relationships so that they understand which people should be communicated with. It also helps in building relationships in the workplace and this helps to exchange knowledge, emotions, opinions, etc (Canty). People communicate to convey their requirements and choices to others so that they can accomplish their tasks. Is helps to communicate with children regarding health issues if any and helps in promoting social care. As relationship is built through communication, people also communicate to maintain the flow of persuasion. It has been seen for the years that through proper communication a person can influence or persuade others to accomplish a task. People also communicate to solve conflict (Breckman). 1.2 Explain how communication affects relationships in the work setting. Communication encourages motivation, so as to promote communication the doctor or the nurse has to communicate well with the patients and their family. A good communication between the parties helps in motivating the latter in relation to operation or check-ups. Communication helps in the process of decision-making. In a hospital or a social care setting, a doctor or a physician assistant helps the patient and its family to take any decisions regarding health care issues. This helps in building good relationships among this group which in turn brings this patient back to the same hospital or care unit (Nelson). Communication helps to construct a strong bond of relationship between the patients and the providers which leads to good medical care from the unit. Communication helps in building a relationship of trust between medical staff and patients where the staffs and the hospital work together closely to offer the superior care for the patients. Communication also helps in creating a quality relationship between the hospital and the medical staffs or among two or more medical staffs. This helps in bringing out quality work as a team and providing patients with the best facilities available ('Online Information and Communication Services for People with Disabilities'). 2.2 Describe the factors to consider when promoting effective communication. Format of the message: In order to build an effective communication the format of the communicating message should be proper. The message should contain necessary information so the receiver is able to understand and decode the message. Channels: The system of communication will be effective if the channel used in the communication process is flawless. Depending on the position of the head in the communication web a message should flow upward, downwards or laterally. Medium: The mode of communication is a vital point in transmitting a message effectively. If a written communication is done orally and vice-versa than problems might crop up in the communication system. Clarity: An effective communication is only possible if the message is free from ambiguity. The message should be clear and proper so that receiver is able to decode it well. Completeness: A message should be complete in nature to create an effective communication. A half written or half said message is considered to be incomplete and breaks the process of communication. 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways. Communication gets hampered when people with different backgrounds communicate. This creates a barrier in the communication (Witte). People get conscious when they realize that the person they are communicating with has a different background. In this type of case people take the aid of non-verbal communication such as, facial expressions, body language, eye contact, touch etc. Children communicate in their ways which they find it best; they use expressions and body language to convey themselves. Care unit people may also use gestures and expressions to communicate with the child or patient (Mira et al.). Gestures like moving your head up and down expressing yes and nodding your head sideways expressing no may help in interpreting a message in the communication system ('Communication in Health Care Visits When Doctors and Patients Have the Same Versus Different Ethnic Backgrounds'). 3.2 Identify barriers to effective communication. Emotional barriers or taboos: Many people find it hard to explain themselves or express their emotions during a communication process. This creates a barrier between the sender and the receiver. Example- A child cannot always express themselves (Could). Language differences: It may so happen that during a communication one of the parties to communication is unaware of the language used by the other; this creates a hindrance in the communication process (Rodriguez). Physical Disabilities: People with physical disabilities such as problem in hearing or speaking find it difficult to convey their message. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively. There are people and children who find it difficult to communicate due to improper speech so they may be given a speech therapy session in order to reduce their problem so that they can communicate well ('Cost-Effective Communication Skills Training For State Hospital Employees'). Some patients or children may have problem with a particular language so they should be given support with the language, they can be provided with teachers so that they learn and communicate (Wales et al.). Translators can be kept in hospitals and social care unit so that the patients views can be translated to the medical staff. Advocacy services may be kept so that the children and patient in a particular locality benefit from the care given to them by these service people. These people can bring therapists to help them in helping the needy (Goldbart, Chadwick and Buell). People with difficulty in hearing will also benefit from these therapists. 4.1 Explain the meaning of the term confidentiality. In laymans language confidentiality means privacy. It means information should not be forwarded to other parties without the prior knowledge of the party to contract. Private information without prior knowledge should not be shared with others, it is against the law. In case of child care unit, a childs information or the parents information should not be shared with others due to uncertain circumstances which crop up like kidnap. A childs safety is compromised if there is a breach of confidentiality (Brann). The trusts of the parents are broken and the relationship between the parents and the care unit gets hampered (Leigh and Mullens). 4.2 Demonstrate ways to maintain confidentiality in day to day communication. No information of the patients, parents or the child should be leaked. It should be kept safe. Proper legal procedures should be kept in mind if any negligence occurs while handling private information (Metcalf-Wilson). Private information should not be gossiped about; it hampers the confidentiality (Matthews and Harel). 4.3 Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns. There are times when maintaining confidentiality becomes difficult because it might so happen that the information about the child or the patient needs to be disclosed when some unfavorable circumstances come up. So it is to be seen that before passing on a private data the parties should be made aware that information has to be disclosed (Martin and Guillod). Proper authority should be taken. This is a legal issue so the consent of the client is very important. Information should be disclosed considering the well-being of the clients. Sometimes there is a fear of accusation if any data of the client is revealed, they might charge the service-provider with legal cases and hold them responsible for mishandling their private information. References Brann, Maria. 'Health Care Providers' Confidentiality Practices And Perceptions: Expanding A Typology Of Confidentiality Breaches In Health Care Communication'. Qualitative Research Reports in Communication 8.1 (2007): 45-52. Web. 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'Online Information And Communication Services For People With Disabilities'. Internet Research 9.2 (1999): n. pag. Web. Rodriguez, Robert M. 'Barriers To Effective Communication In Developing World Intensive Care Units'. Critical Care Medicine 36.10 (2008): 2961. Web. Testa, Doris. 'Communication Skills For Health Care And Social Care'. Australian Social Work 63.3 (2010): 362-363. Web. Wales, Sandra et al. 'Assessing Communication Between Health Professionals, Children And Families'. J Child Young People Nurs 2.2 (2008): 77-83. Web. Witte, Kim. 'Effective Communication In Multicultural Health Care Settings'. International Journal of Intercultural Relations 19.3 (1995): 459-462. Web.