Franklins Plan essays

Franklins Plan essays Benjamin Franklin is known by almost every American as a great and significant part of the history of the United States. Franklin is considered The First American, not only because of his quest for Americas freedom, but for his numerous scientific accomplishments, his politics, and his publications. A large part of Franklins fame comes from his plan of self-improvement and his concept of living deliberately. Although he his is thought of as a hero in many peoples eyes, there are stills many people who feel Franklin was just a great citizen. A critic by the name of D.H Lawrence feels pretty passionately about this. To explore Franklin as an enlightenment figure, and his plan on self-improvement, a person must listen to Lawrences critisism. To understand Franklins self-improvement we must understand what he is trying to accomplish. He created a list of four resolutions to follow. He resolved to become more frugal so that he could save enough money to repay what he owed to others. He decided that he would be very honest and sincere "in every word and action." He promised himself to be industrious "to whatever business I take in hand." Lastly he vowed "to speak ill of no man whatever, not even in a manner of truth" and to "speak all the good I know of every body." From these resolutions Franklin created a list of thirteen virtues, which he followed systematically. These virtues if used properly were supposed to make him efficient and give him an edge in his business. Franklin makes presuppositions regarding our capacities to control our own lives. He suggests that everyone has the ability to analyze, and control the way they think and react to different situations. This is done by practicing his list of virtues, which in turn will make them habit and the virtues can be applied sub-consciously. This is huge, the idea that one can create themselves by realizing their habits and inhi...

Tipos de visas de trabajo y casos en que aplican

Tipos de visas de trabajo y casos en que aplican Estados Unidos permite cada aà ±o que miles de extranjeros ingresen al paà ­s para trabajar legalmente en una amplà ­sima variedad de profesiones y ocupaciones. Este derecho se concede por medio de ms de una veintena de diferentes visas de trabajo, que pueden ser permanentes o temporales. En este à ºltimo caso, el titular debe renovarla, cambiar su situacià ³n migratoria o salir del paà ­s una vez que su visa expire. Visas de inmigrante: tarjeta de residencia o green card Las personas con habilidades extraordinarias puedan solicitar una visa EB-1. Aplica a deportistas, cientà ­ficos, educadores, empresarios y artistas de reconocido prestigio como, por ejemplo, los ganadores de un premio Nobel o de una medalla olà ­mpica. Estas personas pueden solicitar la visa por sà ­ mismas rellenando el formulario I-140 del Servicio de Ciudadanà ­a e Inmigracià ³n de los Estados Unidos (USCIS, por sus siglas en inglà ©s). Profesores universitarios, investigadores, ejecutivos de multinacionales, personas con estudios de doctorado finalizados o licenciados con al menos cinco aà ±os de experiencia laboral, deportistas, artistas, cientà ­ficos o empresarios con habilidades excepcionales pueden conseguir una visa de trabajo permanente EB-2. A diferencia de las EB-1, las visas EB-2 exigen que la peticià ³n sea realizada por un empleador de Estados Unidos. Es decir, requiere la existencia previa de una oferta de trabajo concreta. Adems, es necesario obtener una certificacià ³n laboral individual del Departamento de Trabajo de Estados Unidos. La à ºnica excepcià ³n a esta certificacià ³n es poder demostrar ante el USCIS que se tiene capacidad especial que puede favorecer los intereses nacionales de Estados Unidos. Asimismo, tambià ©n pueden obtener una visa permanente de trabajo, en este caso una EB-3, los profesionales con estudios universitarios, los trabajadores con conocimientos especiales con al menos dos aà ±os de experiencia o entrenamiento o, incluso, trabajadores sin habilidades especiales. En estos casos es necesario cumplir con los siguientes requisitos: que un empresario en Estados Unidos realice una oferta de trabajo permanente y a tiempo completo.que el empleador no encuentre en ese momento a una persona estadounidense o residente permanente que pueda cubrir el puesto de trabajo vacante.que el Departamento de Trabajo certifique la capacidad laboral de la persona extrajera.que el empleador presente ante el USCIS el formulario I-140 y demuestre la capacidad para pagar el salario que ofrece por el trabajo. Adems, situaciones muy diferentes como ser mà ©dico, haber trabajador en la Zona del Canal de Panam, ser monja o cura, trabajar para una organizacià ³n internacional, como la ONU o la OEA, o haber trabajador para la OTAN puede dar derecho a ser beneficiario de una visa de trabajo permanente EB-4. El formulario a rellenar es el I-360 y el cà ³nyuge e hijos solteros menores de 21 aà ±os de las personas que obtengan un visado EB-4 pueden residir legalmente en Estados Unidos. Por à ºltimo, la persona extranjera que invierta un millà ³n de dà ³lares -o medio millà ³n si la inversià ³n se hace en una determinada zona que el gobierno favorece con el objetivo de crear empleo- y genere un mà ­nimo de 10 puestos de trabajo tiene derecho a obtener la visa permanente EB-5. Visas de trabajo temporal Existen una veintena de visas temporales para trabajar en Estados Unidos y que solicitan profesionales tan distintos como modelos, ingenieros, enfermeras, trabajadores temporales del campo o personas con habilidades artà ­sticas o cientà ­ficas especiales.   Una de las visas ms populares es la H-1B. Salvo en el caso de los modelos, las personas titulares de esta visa deben poseer un tà ­tulo universitario y deben trabajar en un campo considerado por las autoridades estadounidenses como una â€Å"ocupacià ³n especial†. Entre los profesionales que pueden beneficiarse de esta visa se encuentran, entre otros, maestros, ingenieros, arquitectos, abogados y matemticos. Cada aà ±o se fija por ley el nà ºmero de visas H-1B que pueden concederse, siendo en la actualidad 65,000. Pero existen un cupo de 20,000 para las personas que hayan obtenido sus maestrà ­as o doctorados en universidades estadounidenses. Cuando el nà ºmero de solicitantes excede al cupo de visas disponible se realiza una  loterà ­a de visas. Asimismo, existen cupos especiales para los nacionales de ciertos paà ­ses como Chile, para quien se reserva un cupo de 1,400 visas. Y no estn sujetas a cupo las visas otorgadas a trabajadores de centros de investigacià ³n. Una buena alternativa para la visa H-1 son las TN para profesionales, pero sà ³lo pueden sacarla canadienses y mexicanos. Estas son las 60 profesiones que permiten aplicar por estas visas. Otras visas temporales populares son la O-1, para personas con habilidades extraordinarias en las ciencias, las artes, el deporte o el mundo de los negocios. La P-1A para deportistas reconocidos (incluidos jugadores profesionales de videojuegos, a quien Inmigracià ³n equipara a deportistas de à ©lite). Otras visas son la P-1B, P-2 y P-3 para los artistas de prestigio y la H-2A para trabajadores agrà ­colas y las H-2B para temporeros en actividades que no estn relacionadas con la agricultura o las C1/D para trabajar en cruceros para los que es necesario ingresar a Estados Unidos para embarcar en el barco en el que se va a trabajar. Los cruceros que inician sus viajes en EE.UU. contratan cada aà ±o a miles de personas en distintas calidades de trabajos, muchos son extranjeros. Frecuentemente, agencias de contratacià ³n seleccionan a los empleados para cruceros. Los sueldos que se brindan son superiores al salario mà ­nimo en Estados Unidos. Otra visa con particularidades propias en la B-1 para empleados domà ©sticos. Por à ºltimo, destacan las de la familia J-1 (visas de intercambio). Con ellas se puede trabajar temporalmente en EEUU en capacidades muy distintas, como por ejemplo: au pair (nià ±era)maestro (docente)prcticas profesionalesmà ©dicos que realizan la residencia en Estados Unidos para especializarsetrabajo en ONGs de Estados Unidos por programa J-1.Visa para universitarios extranjeros para trabajar en USA durante el veranoVisa para monitores de campamento en USA Familiares: cà ³nyuge e hijos Salvo excepciones, como en el caso de las visas L-1A y L-1B concedidas a ejecutivos y gerentes enviados por sus empresas a trabajar a sus oficinas en Estados Unidos. Otro caso es el de los supuestos de las visas tipo E otorgadas a cierto tipo de comerciantes e inversionistas, los cà ³nyuges de las personas beneficiadas por una visa de trabajo temporal podrn vivir legalmente en Estados Unidos, pero no podrn dispondrn de permiso de trabajo. Recientemente se cambià ³ esta regla pero sà ³lo para casos muy excepcionales de personas que tengan una H-4 En muchos casos se puede, adems, obtener una visa derivada para los hijos solteros menores de 21 aà ±os. Si estn estudiando la primaria o la secundaria es muy importante familiarizarse cuanto antes con las particularidades y opciones que brinda el sistema educativo de los Estados Unidos. Tramitacià ³n urgente de las visas de trabajo Por à ºltimo, destacar que varias visas de trabajo (pero no todas) permiten su tramitacià ³n por và ­a rpida, rellenando el formulario I-907 y pagando $1,225 a mayores. Asà ­ pues, la inmigracià ³n para trabajar en Estados Unidos est abierta. En algunos casos la misma persona puede optar por ms de un tipo de visa. Antes de elegir deber examinar con cuidado los requisitos de cada una, el nà ºmero de visas que se conceden anualmente en cada categorà ­a y los meses e incluso aà ±os de espera que existen en algunas de ellas. Tiempos de demora Verifica las semanas o meses (o aà ±os) que hay que esperar para diversos trmites migratorios: Corte, visas, residencia, PERM para obtener autorizacià ³n del Departamento de Trabajo o solicitudes al USCIS. De interà ©s Estas son las 30  profesiones donde ms crecer la demanda de empleo en los prà ³ximos ocho aà ±os, segà ºn el Departamento de Trabajo de los Estados Unidos. Este artà ­culo es informativo. No es asesorà ­a legal.

Homeland Security Assignment Example | Topics and Well Written Essays - 1000 words

Homeland Security - Assignment Example It was upon this failure that calls for reorganizations were intensified, leading to the development of the establishment of the Post-Katrina Emergency Management Act of 2006 (CRS, 2006a). As a result of this Act, FEMA became a more independent entity. The Act also provided a framework for the qualifications, roles, responsibilities, and authority of the Director of FEMA. This included having experience of not less than five years of management and executive leadership, experience in management of crises or a different relevant field. In addition, the director ought to have demonstrated the ability to manage a budget and substantial staff. However, unlike initially, the director was expected to report directly to the Secretary of the Homeland security without going through DHS officials. The Director of FEMA was also empowered to be the principal advisor to the president, the Homeland Security Secretary, and the Homeland Security Council on matters of preparedness and response (CRS, 2006b). The Skilled Trades Second Responders Act of 2007 was established to empower construction workers in disaster preparedness and responsiveness. It followed the findings of the Congress concerning the importance of such workers in the healing process after the occurrence of a disaster. According to McGuire, Lee, and Drummond, (2014), the Act was aimed at providing funds in the sum of $35 million for training, registering, certifying, and integrating construction workers into activities related to disaster preparedness and response. The process of enacting the Act was important as it allows for the management of disasters from ground zero. Construction workers have the expertise and tools necessary to assist the first responders to disaster situations in terms of carrying out demolitions, pipe and electrical maintenance, cleanup of hazardous waste and other functions that are important to the disaster recovery process (The Library of Congress, 2008).

A literature review 'what are the concepts behind sustainable housing Essay

A literature review 'what are the concepts behind sustainable housing development' - Essay Example The term ‘sustainable development’ is perhaps one of the most important terms in the context of global society. World Commission on Environment and Development defined ‘sustainable development’ as â€Å"development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (Munier, 2005). Often people think that ‘sustainable development’ is synonymous with ‘economic development’. However the concept of sustainable development is applied to every area. Fundamentally there are three major areas that are addressed by sustainable development. These are In the present era when activities are more involved in destructions rather than constructions, it is very important to have sustainable development in both economic and social sectors. Housing development is basically a part of both social as well as economic development of the region. As a result sustainable housing development has to be considered crucial if the objectives regarding sustainable economic and social development are needed to be achieved. Housing can be seen as a basic human need and it is one of the major issues in the everyday life of people. In 1948, United Nations stated that â€Å"everyone has the right to a standard of living adequate for the health and well-being of himself and of his family including food, clothing, housing and medical care and necessary social services†¦Ã¢â‚¬  (Bakar, A. H. et al, n.d.). Housing initiatives have to be socially acceptable, economically viable, environmentally compatible and technically feasible in order to achieve sustainability. Sustainable housing has been defined in several different ways by different experts and organizations. The European Union provided a definition from three different perspectives – economy and society (e.g. psychological impacts and affordability), construction (e.g. construction quality) and

A Study in Sociology Essay Example for Free

A Study in Sociology Essay Suicide always fascinated academic researches for a long time however it is has been an area of study limited to the field of psychology. Sociology is a relatively new field of social sciences. It started looking into suicide, not just as a personal act, but as a social action which is not entirely divorced from social forces. This paper discusses pertinent studies on the phenomenon of suicide and seeks to present literatures concerning this act. Moreover, differing ideas and interpretations on suicide are presented to carefully elaborate different perspectives on the subject matter. A Study in Sociology Arguably the first person to connect suicide to the study of sociology is sociologist Emile Durkheim. He presented that although suicide is a personal choice of the individual, the act is not separated from the context of a society. He looked into pre-existing records and analyzed suicide trends in different societies. Based on these suicide trends, there are four classifications of suicide: 1) Egoistic; 2) Altruistic; 3) Anomic and; 4) Fatalistic. Social cohesion plays a vital role in Durkheim’s theories on suicide. Egoistic suicide occurs when a person has a relatively low degree of integration into a society. On the other hand, a high degree of integration into a society can also result in suicides that are meant for a higher cause within a society. He also argued that changes in social order and the individual’s perception towards social change would explain anomic suicides. The phenomenon of fatalism takes place in extreme social contexts, where a person would decide on killing himself rather than suffering dire social conditions (Durkheim, 1951). Self and Society From an object of study limited to psychology, suicide became a subject of sociology. Durkheim’s research proved that the traditional perspective that view the subject matter as a psychological behavior and entirely individualistic in nature is a constricted framework when looking into suicide. This implies that social structures, social forces as well as social conflicts and changes are intervening factors in a suicide phenomenon. C. Wright Mills (2000) supported that one cannot separate behaviors and actions of an individual from the larger social context. He wrote that â€Å"the personal troubles of the milieu are connected to the public issues of social structure. † The individual committing suicide must therefore be located in his social as well as historical contexts. Current Trends on Suicide Studies After Mills and Durkheim laid the foundations of suicide as a sociological subject, numerous studies concerning suicide have been conducted in both psychology and sociology. Currently, suicide studies are interconnected with other factors such as gender, poverty, small arms, mental disorders and even medicine. It is now linked to modernity (Baudelot and Establet, 2008), attitudes and experiences of oncology patients (Emanuel, Fairclough, Daniels Clarridge, 1996), a demographic-specific trend such as adolescents (Brent, et. al. , 1988), cultural forces (West, 2005), economic conditions (Ruhm, 2000), as well as access to weapons (Brent, et. al. 1991). Suicide and Modernity Baudelot and Establet (2008) worked with Durkheim’s premises in their study of suicide. They stated that â€Å"The link between suicide, affluence and individualism is more complex—suicide rates do reflect broad social trends but they are also influenced by the structural position and lived experience of small social groups. The notion of social well-being is demonstrated to be a key factor in changes in suicide rates. † While sociology itself cannot accurately predict a suicide case, the collective gathering of these cases provides a fertile ground for sociological interpretations. Modernity is a historical as well as social era where social changes occur and these cases of suicide are descriptive of their milieu. Suicide, seen as such in the context of modernity, is a social fact. It describes the changes that occurred during the time of modernity. Societies that are rigid in its goals during the time of modernity are those that adamantly pursued modernization. It is in this context that suicide rates are known to be higher in the Communist Bloc, China and India (Baudelot and Establet, 2008). Economics and Suicide While both affluent and starving groups of individuals commit suicide, the role of economics cannot be downplayed in the study of suicide. On the macro-economic level, the period of modernity prominently features suicide trends in a time where economies were vibrant and booming. On the other hand, a stagnating economy, such as in a recession, also has an effect on suicide. Ruhm (2000) argues that â€Å"unemployment is negatively correlated to mortality and that unemployment is positively correlated to suicide. † In Japan, suicide is seen in a cultural context. Since individuals in the Japanese society are strongly connected to their social, political and cultural spheres, there is tendency for the push and pull of altruistic-egoistic suicide to occur. This is seen when the rule of law in Japanese society permeates the personal sphere such that debts and divorces are major factors affecting suicide (West, 2005). Suicide and Norms Sociology also attempted to explain suicide in a broader sense—by zooming out of the individual and focusing on social factors that affect the phenomenon. Psychology argues that those committing suicide are psychologically ill or that the individuals committing them are inept in their coping mechanisms. While suicide might seem irrational, there are rational premises that are least likely explored. Societies that are relatively more tolerant of suicide, as well as the individual’s cognitive ability to rationalize the act are also extraordinary factors contributing to suicide trends. Rendering rational suicide normative in a society creates the positive feedback mechanism necessary for a rational suicide to occur. This type of suicide is also surprisingly limited to a specific demographic, namely the educated and successful. Rationality of Suicide One of the fundamental question relating suicide and society lies in the rationality of the act. Is the act ‘rational’ based only on the perceptions and actions of the individual, thereby rendering the act an exclusive study within psychology? Or is this rationality of the act itself being defined not only in terms of the individual’s values but a rationality that is predetermined by the values and norms of a society? Although there are many reasons for suicide, there are factors that least likely determine suicidal trends, but are potent social forces (i. e. education, family, religion) that must be considered. Suicide occurs for a number of reasons such as depression, substance abuse, shame, avoiding pain, financial difficulties or other undesirable fates. † Defying the commonplace definition is the concept of rational suicide. Rational suicide is â€Å"ending ones life out of a conviction that one has lived long enough, that the likely future holds more pain than joy† (Lerner, 2004). Surprisingly, rationality of a suicide act Keown (1995) showed that there is prime value placed on the moral intention behind the act of death itself. This applies not just in euthanasia but also in rational suicide. What are the intentions behind the suicide? Is the decision independent of life’s problems that can be solved? Is it free from outside pressure from a belief system, mores or culture itself? This is the litmus test of the rationality or irrationality of suicides. Sociological and psychological studies attempted to look into the duality of forces working on suicides—individual and social. It is arguably psycho-social factors that are deterministic of the suicide trends across societies. Social institutions, many sociological studies posit, are playing a huge role in the nature and type of suicides in a given society. Stack and Kposowa (2008) concludes that: â€Å"National suicide rates are predictive of individual-level suicide acceptability. However, the main predictors of suicide acceptability included a measure from social learning theory, religiosity, and a neglected measure of control theory, life satisfaction. † While the act of committing suicide is a very individualistic act, there are factors to be considered that are social forces with repercussions and influences on individual action. The act of suicide presents how the personal milieu is linked to the larger issues within the social institutions. References: Baudelot C. and Establet R. (2008) Suicide: The Hidden Side of Modernity. John Wiley Publications. Brent, D. A. , Perper, J. A. , Goldstein, C. E. , Kolko, D. J. , Allan, M. J. , Allman, C. J. , and Zelenak, J. P. (1988) Risk factors for adolescent suicide. A comparison of adolescent suicide victims with suicidal inpatients. Archives of General Psychiatry. Vol. 45, No. 6, June 1988.

Feminist Theory :: essays research papers

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Since the beginning of time women have been considered inferior to men, which seem to proceed to affect everyday lives of all social beings in this world. Women have a disease, a disease that will prevent them for ever having the political drive to achieve political, social or economic opportunities men have. This "disease" is the need for independency and self-respect or the lack there of. This is what we have come to know as feminism. Feminism refers to the body of thought on the cause and nature of women's disadvantaged and subordinate position in society, and efforts to minimize and eliminate the subordination (Hughes, 2002:160). Understanding that the need for independency and self-respect is not a real disease, it is just a metaphor for how women go about trying to achieve them. "For nearly one hundred and fifty years, women have fought for equality and been oppressed by men, and no matter what they do, they will never be considered equals" (Hughes, 2002:161 ). Feminism focuses on the relations between genders and how both male and female become classified as distinct groups rather than a team united as one.   Ã‚  Ã‚  Ã‚  Ã‚  The preceding was what feminists and historians want us believe, however, this is not always the case and quite possibly, it has never been the case. For some reason feminism became an international phenomenon. The feminist theory is fairly comparable to this explanation and determinedly claims that the basic structure of society is patriarchal, or male-dominated. The purpose of this paper is to prove that society has changed for women, but women have not changed for society. Women of today have not fought for anything, but they have simply protested their demands and expected society to cater them. This will continue to be true for as long as society takes sympathy upon women and their "needs."   Ã‚  Ã‚  Ã‚  Ã‚   Historical Development of Feminist Theory   Ã‚  Ã‚  Ã‚  Ã‚  Both Third World leaders and Western development specialists assumed that Western development policies would position fragile Third World economics for a "take-off." Few questioned whether this prosperity would extend equally to all classes, races, and gender groups. Ester Boserup's (1970) Women's Role in Economic Development investigated the impact of development projects on Third World women. Boserup discovered that most of these projects ignored women and that many technologically sophisticated projects undermined women's economic opportunities and autonomy (1970:4). Training in new technologies was usually offered to men, which meant that most "modern" projects improved male opportunities and technology and employment.

There is Need to Review Our Education System

Liting Wang Professor Feindert ENGWR 48007 April 2018 Critique of â€Å"There is Need to Review Our Education System† T he article â€Å"There is Need to Review Our Education System: Africa News Service. (Apr. 1, 2009)Africa News Service. News Provided by Comtex. Byline: Rhoda Kalema† looks at some pressing issues that the education system in Uganda is currently facing. She is a well-known woman. According to Wikipedia, â€Å"she was honored in 1996 by Uganda's Forum for Women in Democracy as a transformative leader. On March 13, 2018, she received the Sudreau Global Justice Lifetime Achievement Award from the Pepperdine University School of Law and the Ugandan Judiciary.† There have been no proper mechanisms to foresee high-quality education is offered in the country. She explains that, the experience of educational people feels afraid for what was happing to the education world. They worry about the future get lost on what will happen to the education. If people do not have good education, they will not have a bright future. As a result, the country will fall backward and weak. It will affect the country's improvement. She suggests that, the educational administrator should start to look at this situation. In addition, both learners and teachers face challenges that make it impossible for the education system to be ranked anywhere in the world. The government is aware of these challenges but offers no solution. Through critique, the key issues facing the primary, secondary, and vocational education in Uganda are examined. The opinion that is currently viable to revive this whole situation is an overall reviewing of the education system from the tradition one to a modern one that will suit the needs of the students and benefit them to fight in equal terms with the rest of the students, if not in the world but Africa. The Ugandan government should take an example of the neighbouring Kenya, which has had several amendments in their system, and currently they have embarked on a new system of 2-6-6-3. This will make sure that the current students do not undergo the kind of suffering experienced by their fore front-runners. Everyone in the country and even those that have been lucky to secure jobs outside the country never experienced a balanced education about 25-30 years ago, and it is for this reason that they are in pain over what is happening in the education system. What is bothering them is Uganda's future is doomed to be at a loose end, if drastic measures are not put into place. Many stakeholders have reflected on several aspects that they have observed which will bring doom to the Ugandan education sector unless a review is done instantaneously and aggressively. One of the most intriguing factors with the education system is one that dates back more than four decades ago when fresh graduate teachers had the aspiration of literally igniting the classrooms. Shortly when they dive into the adventure towards greatness, these graduates understand that the procedure has been pre-decided and what is required of them is to stick within classroom limits of the syllabus. The objective here is to cover the syllabus, and any idea of presenting new substance is disapproved. There is no space for learning for information's purpose, an instructor in class is to educate and how well one educates is obvious through students' execution in exams. Those who have different thoughts of possibly to energize the students, and familiarize them with new ideas and thoughts, influence them to think, and long to know more, are left to swallow their skills and watch as the students follow the old road of the low-quality education. Guardians and parents expect more from schools. They have high expectations that school will change their kids. Occasionally, they even observe the instructor as a wonderful professional of sorts, after all an educator could influence a child to learn. A typical presumption is that tutoring will shape the children and the instructor will be the one individual to guarantee this happens. In any case, things are not as basic and practical as they appear, and teachers face challenges explaining to parents that with this old education system, they should not expect much from their children. What the government has failed to understand is that Education is a public entity, which has a good aim of providing quality training with a specific end goal to reduce variations (instruction as an equalizer). Framework change should address parts of value and correspondence and additionally the more extensive quality objective. The change procedure must be incorporated, problematic, and transformative for there to be substantial outcomes for all students. An intricate procedure must be acknowledged through community-oriented associations amongst government and other key players, for example, guardians, current society, and the private area. Sometimes individuals expect too much from old system framework models to deliver present 21st-century skilled students. Uganda like the rest of Africa has a considerably young populace that forms an important part of the human resource. The youth forms the vital group that is thought to take Africa to the next African Rebellion urged by education and training. Based on the problems that the Ugandan education system is facing, the following are some of the ways that can help redeem the learners from surging into the problematic conditions just like their predecessors. Education syllabus The current education syllabus needs through amending to suite Universal Primary Education (UPE) and Universal Secondary Education (USE). This will enable students to gain more skills based on their talents rather than based on theories. Practical's need to be more encouraged in schools as different learners have different learning abilities. Promotion of students With a review of education systems, students can be graded based on their talents rather than their class performance. Even with the recommendation of automatically promoting students to the next grade, there can be incentives, which will see students grouped based on their talents. Vocational/technical courses The revised curriculum needs to focus on the vocational and technical teaching, to provide young skills together with the academic learning. Teaching the young people skills means that they will never be lost children. This calls for the movement to come up with improved and more accessible vocational colleges, which are modern and which go hand in hand with the rest of the world to ensure students rank well outside Africa and the rest of the world when they go job seeking. In addition to that, parents should be taught to encourage their children not to follow the old model of only seeing them worth if they take white color jobs. In conclusion, anything that contributes to meeting the huge needs of the education systems in Africa is a positive thing. Such programs or projects are driven by people who want to serve the general good of the country in the area that, as a reminder, is the top priority of all priorities. The impression that one's gets is that there is a desire to be involved in proposing the beginnings of a solution, a standard foundation for teaching that will integrate specific local features and at the same time train future citizens of an interconnected and culturally very mixed world. A change of school learning system will reflect this concept, and it is an interesting one. The important thing is that there are on-going discussion and dialogue, and adjustments constantly being made to ensure the consistency at country level and then ideally, at the level of each regional African community, of an educational offering that necessarily has to be diversified. This is also one of the recommendations from the summary of the debate that we must have high-level, national education authorities, which must be separate and independent from the governments. They should also be tasked with the responsibility of managing the fundamental choices affecting education systems in the long term, to set a course that is not changed every time there is a change in government. Work Citedâ€Å"There is Need to Review Our Education System.† Africa News Service, 1 Apr. 2009. Opposing Viewpoints In Context, http://link.galegroup.com/apps/doc/A196876335/OVIC?u=sacr73031&sid=OVIC&xid=d3a28488. Accessed 3 Apr. 2018.

What Is Civil Religion and How Does It Affect Christians

Abstract: What is civil religion and how does it affect Christians? That is the question that this paper will examine. This paper identifies what civil religion is and how it has evolved over the years. In the Literature Review, this paper examines and summarizes the different sources’ opinions and definitions of civil religion. It also discusses how politicians do not actually use the term â€Å"civil religion,† but imply it in their speeches. This paper discusses the themes of civil religion and how various authors predict that this may become a universalized religion. Then it ill discuss all four authors’ different conclusions on civil religion and how they think that civil religion will affect America and religion. The paper concludes by looking into the future and explaining how civil religion does and might affect Christians. Introduction: Robert Bellah defines civil religion as â€Å"the public religious dimension that plays a crucial role in the developm ent of American institutions that is expressed in a set of beliefs, symbols, and rituals†(228). The term â€Å"civil religion† was first coined in the 8th chapter of Jean-Jacques Rousseau’s book The Social Contract (1762).For Rousseau, civil religion was simply a form of social cement, providing the state with sacred authority to help unify itself. Rousseau’s simple outline of the principles of civil religion is: (1) Deity, (2) life to come, (3) the reward of virtue and the punishment of vice, and (4) the exclusion of religious intolerance (252). Rousseau believed that this group of religious beliefs is universal and that the government has a right to sustain it. He also said that individuals’ religious opinions are outside the bounds of the government (252-253). History has made many different references to forms of civil religion, ut the main study done by Robert Bellah and Martin Marty took place in the 1960s and 1970s. They studied civil religio n as a cultural phenomenon in an attempt to identify the principles of civil religion. In the United States, civil religion is commonly referred to as â€Å"Judeo-Christian tradition,† intended to include several monotheisms that are practiced in the United States (Wikipedia). While looking into civil religion, we will see different scholarly arguments and the affect it may have on Christianity.Summaries: In researching civil religion, I found many books and essays that give definitions and iews on civil religion. Robert Bellah is the main voice of this movement and has written many articles on this topic. In the article â€Å"Civil Religion in America† by Robert Bellah, civil religion is defined as â€Å"the public religious dimension that plays a crucial role in the development of American institutions that is expressed in a set of beliefs, symbols, and rituals†(228). Bellah claims that civil religion has its own seriousness and integrity and that it requires the same care in understanding as any other religion does (225). In his article, Bellah tells us where the idea of ivil religion comes from. He claims that the Declaration of Independence has four references to God, and that the founding fathers’ words and acts are what shaped the form and tone of civil religion today (231-232). He continues with the description of civil religion today. Bellah argues that civil religion at its best is a genuine apprehension of universal and transcendent religious reality as seen through the experience of the American people (238).He predicts that American civil religion may become a part of a new civil religion of the world. The difference eing that instead of it being drawn from Biblical traditions, it would be drawn from religious, non-biblical traditions (245). Later Bellah wrote â€Å"American Civil Religion in the 1970s† in response to the criticism he had received from his previous article â€Å"Civil Religion in America. † He begins with claiming the rights to the term â€Å"civil religion†. He claims that although there are many references to â€Å"civil religion† in previous years, he is the one who coined the term (255). There is some disagreement on this claim. Some agree with Bellah, but others argue that Jean-Jacques Rousseau coined the erm in his book The Social Contract. Although Rousseau might have coined the term, Bellah’s and his definitions of civil religion have some differences. While Rouseau saw it as a form of social cement that provided the state with sacred authority to help unify itself, Bellah views it as a public religious element that is vital to the maturation of American institutions. Rousseaus’s definition is simpler, because the year in which he defined civil religion, allowed a simpler definition. Bellah says that the distinction between civil religion and public theology is a major ontribution to the discussion of civil religion (258). Bellah f urther claims that a variety of public theologies is a guarantee to the honesty of civil religion (259). He suggests that American civil religion is a current reality and one that we will probably grapple with in the future (264). Bellah does not think that American civil religion is dying, but it is rather pointing to the fact that some linkage between religion, morality, and politics seems to exist (270). He closes by stating that â€Å"the crisis in the civil religion is deepening even more rapidly than I had expected† (272).In â€Å"Civil Religion and America’s Inclusive Faith,† Barry Hankins seeks to give us a better understanding of what civil religion is, its evolution into what it is today, and its role in politics. Hankins claims that most American presidents â€Å"have integrated religion into their political speeches† and that scholars have labeled this integration â€Å"civil religion. † He defines civil religion as the blending of reli gion and patriotism to the point that it is impossible to separate them from another. Hankins says that this occurs when either politicians discuss eligion or when pastors discuss political or national affairs. He continues with how in a country like the United States, civil religion can potentially fail if it excludes too many people; therefore, it needs to be an inclusive faith. Hankins claims that in the evolution of American civil religion, it has employed five themes consistently: the first theme is the â€Å"chosen nation theme†, second is â€Å"civic millennialism†, third is the theme that there must be â€Å"a form of religious consensus or common thread that binds people together religiously†, fourth theme is a â€Å"fusion of iblical beliefs with a deistic notion of God that is very general†, and fifth is the theme of â€Å"historical authentication. †Hankins continues with the discussion on how different presidents have employed civil re ligion and its themes throughout the years. He ends with the claim that the form of civil religion that best fits the description in his essay is a priestly or pastoral civil religion (Hankins). Hankins and Bellah discuss the different presidents who have mentioned civil religion in passing. Though the presidents may not have used the term â€Å"civil religion,† these writers ssert that it was implied. They use quotes from these presidents for the benefit of their own argument. Those presidents are John F. Kennedy, Dwight D. Eisenhower, Benjamin Franklin, George Washington, Abraham Lincoln, George W. Bush, and Ronald Reagan. Bellah and Hankins claim that because of their attempt to integrate politics and religion, and their vague references to God, these men unconsciously advocated civil religion (Hankins). The interesting thing about Hankins is that he does not limit civil religion to politicians, but rather includes pastors in his discussion as well.Hankins tells us that th e definition of the integration of civil religion is when either politicians mention religion or when pastors mention political or national affairs (Hankins). The Pew Forum panel discussed the topic of â€Å"God Bless America: Reflections on Civil Religion after September 11. † There are seven participants in this discussion panel, who are: Peter Berkowitz, Derek Davis, Amber Khan, Richard John Neuhaus, Clarence Newsome, Manjit Singh, and Melissa Rogers. As the moderator of the panel, Melissa Rogers begins by giving us a brief overview of the term â€Å"civil religion. She says that most people identify the term â€Å"civil religion† with the work of Robert Bellah, who says that civil religion in America is an understanding of the American experience in light of ultimate or universal reality. The panel continues with the different participants’ views and thoughts on civil religion. Civil religion is described as a confused subject, with the confusion starting a t the very term itself and that, for the most part, it is all about meaning. The panel continues on to claim that civil religion becomes extremely broad and very generic in its expression.At the end of the discussion, the panel claimed that with civil religion â€Å"we are making a distinction between discovery of certain political values and systems as distinct from the moral justification (Pew Forum Panel). One may agree with this statement, while others may not. Those who don’t agree may argue that while there needs to be a separation between â€Å"church and state†, there also needs to be a connection. If we did not have a form of connection between the political and religious realm, we would not have the religious freedom that we enjoy today; because if the politicians did not elieve in God, they would not care if we had or did not have religious freedoms. In â€Å"Bellah’s Civil Religion,† Robert Stauffer begins by giving us a summary of Robert Bel lah’s essay â€Å"Civil religion in America†. Then Stauffer proceeds to discuss some of the problems that he sees in Bellah’s work. Stauffer does not cover Bellah’s historical rendition, but rather assumes that American historians will deal with it and leaves the task to them (392). He claims that Bellah’s work is styled in a Durkheimian perspective. Stauffer is also concerned with Bellah’s verdict of our current American condition.He says that Bellah moves too fast from the judgment of corporate hegemony, worry over the cult of success, and the disregard for those who are reduced to penury, to the presumption that America is portrayed by a widespread despair and sense of direction. Stauffer concludes by claiming that Bellah’s evolving opinions about civil religion serve as an inspiration to scholars of religion and society (393). Stauffer also states that while he is grateful to Bellah for his contribution in this area, he is worried that Bellah’s growing stature might prevent us from questioning and criticizing his assumptions, claims, and hopes 394). Literature Review: As civil religion has evolved over the years, there are different trends and themes in its patterns. We read Hankins’ claim that civil religion has employed five themes consistently through the years, and that he is worried that civil religion could potentially fail. He claims that this will happen if American civil religion excludes too many people. Hankins says that civil religion needs to be an all inclusive faith. In Bellah’s first article on this topic, he predicts American civil religion may become a part of a new civil religion of the world. Then a couple of ears later, Bellah wrote another article entitled â€Å"American Civil Religion in the 1970s. † In this article, he suggests that American civil religion is a current reality and one that we will continue to deal with in the future.Then Bellah decides that there is some linkage between religion, morality, and politics that exist and are needed. At this point, Stauffer steps into the scene. He finds irony in the fact that much of the criticism of civil religion, implicitly of Bellah’s work, has centered on the success of maintaining commitment to the social order, the success of utilitarian ulture in the United States, and the divisiveness that comes from the imposing new, holistic systems of belief. Stauffer argues that in a society with revolutionary origins, this problem of civil meaning will be both primary and repetitive. The Pew Forum panel concludes their discussion by stating that civil religion is a confused subject – the confusion starting at the very term itself – and by claiming that it becomes extremely broad and generic in its expression.Hankins claims that civil religion can come in the form of priestly or pastoral religion, because oliticians have used it to soothe and comfort American people in ti mes of distress. Bellah concludes both of his articles by mentioning what he calls the â€Å"third crisis†. The â€Å"third crisis† is the attainment of some kind of viable coherent world order that would ensue from the universalizing of civil religion. Looking towards the future of civil religion, we ask, â€Å"what does civil religion mean for Christians and how does it affect us? † Civil religion acknowledges that there is a God, but does not make any mention to Heaven. With civil religion, we realize that there is a God and that any different beliefs, symbols, and rituals go with each religion. But that is as far as it goes.There is no faith or spiritual things. Faith requires a belief in God and in Heaven. It requires us to put our trust fully in Christ and go beyond the term â€Å"religion† to a relationship with Him. The Bible says in Hebrews 11:6, â€Å"But without faith it is impossible to please him; for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him. † Faith is believing. Civil religion is not believing, but rather is admitting that there is a â€Å"higher power† ver us. While we need a form of civil religion to allow us to mingle with people of different religious beliefs, as Christians we need to be wary of civil religion. We need to be vigilant in our endeavors to not allow civil religion to become the â€Å"main stream† of religious beliefs.If it become the â€Å"main stream†, it will become the unified religion of the world and faith in Christ will be lost. Civil religion is unsustainable because it is trying to be pluralistic. This pluralism seeks to unify all religions (muslim, hindu, catholic, protestant, baptist, mormon, etc) into one, ut this is not possible without the different religions giving up their differences. In giving up these differences in the various religions, we would give up our faith in God, our belief in Heav en, and in everything that distinguishes us from other religions. This would be a negative affect on Christians, because we are to be the â€Å"light of the world† and the â€Å"salt of the earth† as God calls us to be. If we give these up for civil religion, we will no longer be what God has told us to be. Yes, we need to have some religious understandings amongst all religions, but we need to be cautious as Christians to not lose our faith in Christ.Future Directions: In the future, I believe that civil religion is going to begin posing major problems for Christians. As of now, not many Evangelicals have said anything on the topic of civil religion beyond identifying it, but soon they are going to need to. Beliefs and faith are beginning to be pushed out of the picture and the more universal civil religion is stepping in. We can see it happening throughout the country as more laws are being instituted that reduce our religious freedoms. Though the term â€Å"civil r eligion† is not usually used by lawmakers and the government, it is implied and is a danger to Christians.I believe that within a few years, civil religion is going to become the norm and we are going to lose our religious freedoms as a push to a universalized religion is made. I also believe that we are going see more articles on this topic, and that Evangelicals are going to become involved in trying to stop this â€Å"third crisis† in America. Works Cited Bellah, Robert. â€Å"Civil Religion in America. † D? dalus, Journal of the American Academy of Arts and Sciences 96. 1 (1967): 1-21. Print. Berkowitz, Peter, et al. â€Å"God Bless America: Reflections on Civil Religion after September 11. † The Pew Forum .Washington, DC. 6 Feb. 2002. The Pew Forum on Religion & Public Life. Web. 15 Apr. 2012. . â€Å"Civil Religion. † Wikipedia. Wikimedia Foundation, Inc. , n. d. Web. 20 Feb. 2003. . Hankins, Barry. â€Å"Civil Religion and America’s I nclusive Faith. † Liberty Magazine Jan. 2004: n. pag. Liberty Magazine. Web. 15 Apr. 2012. . Rousseau, Jean Jacques. The Social Contract: And, the First and Second Discourses. New Haven: Yale University Press, 2002. Print. Stauffer, Robert E. â€Å"Bellah’s Civil Religion. † Journal for the Scientific Study of Religion 14. 4 (1975): 390-395. JSTOR. Web. 19 Apr. 2012.

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