Neil Postman and The Great Debate of Televised Religion Essay -- Paper

Neil Postman and The Great Debate of Televised Religion Neil Postman states that religion on television is expressed purely as entertainment. He believes that by making religion more entertaining, sacred rituals and traditions are replaced and lost. In his chapter titled â€Å"Shuffle Off to Bethlehem,† Postman describes what he believes to be a fraudulent religious tactic and loss of spirituality through television. Postman also makes a good point when he states that all televised religious matter has been geared purely towards entertainment rather than achieving a real spiritual connection with people. He says it best when he comments, â€Å" Everything that makes religion an historic, profound and sacred human activity is stripped away; there is no ritual, no dogma, no tradition, no theology, and above all, no sense of spiritual transcendence.† I agree with most of his points on this loss of the spiritual connection. Participating in spiritual rituals and traditions, as well as feeling a sense of community, are necessary for worship and cannot be replaced on the T.V. screen. I also agree with Postman that rituals and traditions are lost through television. I know that when I attend church, communion is a very important part of our Sunday. In the Church of Christ, communion is taken every week. I cherish that sacred time and find that I need that tradition to make me feel a spiritual connection. It is not just bread and juice, it is a reminder of a sacrifice that was made for me. Baptism is another ritual that I feel is a sacred event to symbolize your commitment to the Lord. I feel that once you make the commitment to become a Christian, the next step is baptism. I don’t think it is something mandatory for salvation but it jus... ...ide more than a visual image of support and does not come close to providing the emotional support that is needed to get through the trials and tribulations of religion and life. All the sacred rituals and spiritual connections to God and community are aspects of religion that cannot be found on television. In his chapter, â€Å"Shuffle off to Bethlehem,† Postman creates an excellent argument against the secular traditions displayed in televised religion. I agree with his views and feel that religion is something much more demanding and spiritual. It almost seems a responsibility as a Christian to remember that although it is hard to attend all services, God has done more than you could ever repay him for. Attending a real service and worshipping him in person is one small thing you can do to make a big difference in your spiritual connection to the one who created you.

Woman Education in India

Pre-IndependenceThe history of female education in India has its roots in the British Regime. Women's employment and education was acknowledged in 1854 by the East India Company's Programme: Wood's Dispatch. Slowly, after that, there was progress in female education, but it initially tended to be focused on the primary school level and was related to the richer sections of society. The overall literacy rate for women increased from 0.2% in 1882 to 6% in 1947.[56]In 1878, the University of Calcutta became one of the first universities to admit female graduates to its degree programmes, before any of the British universities had later done the same. This point was raised during the Ilbert Bill controversy in 1883, when it was being considered whether Indian judges should be given the right to judge British offenders. The role of women featured prominently in the controversy, where English women who opposed the bill argued that Bengali women, whom they stereotyped as â€Å"ignorantâ₠¬  and neglected by their men and that Indian men should therefore not be given the right to judge cases involving English women.Bengali women who supported the bill responded by claiming that they were more educated than the English women opposed to the bill and pointed out that more Indian women had degrees than British women did at the time.[57]Post-IndependenceAfter India attained independence in 1947, the University Education Commission was created to recommend suggestions to improve the quality of education. However, their report spoke against female education, referring to it as: â€Å"Women's present education is entirely irrelevant to the life they have to lead. It is not only a waste but often a definite disability.†[58]However, the fact that the female literacy rate was at 8.9% post-Independence could not be ignored. Thus, in 1958, a national committee on women's education was appointed by the government, and most of its recommendations were accepted. The crux of its recommendations were to bring female education on the same footing as offered for boys.[59]Soon afterward, committees were created that talked about equality between men and women in the field of education. For example, one committee on differentiation of curricula for boys and girls (1959) recommended equality and a common curricula at various stages of their learning. Further efforts were made to expand the education system, and the Education Commission was set up in 1964, which largely talked about female education, which recommended a national policy to be developed by the government. This occurred in 1968, providing increased emphasis on female education.

Effects Of The Dust Bowl On The United States And The...

Teaching environmental responsibility is an important aspect of students’ education. The lesson will focus on studying the consequences of the Dust Bowl and the Chernobyl Disaster on the U.S. and the Eastern Europe. Discovering reasons and analyzing impacts of these catastrophic disasters will help raise students’ awareness and understanding of the importance of making responsible environmental decisions. By instilling in students environmental awareness, the lesson also contributes to building lifelong habits and developing necessary skills which will allow students to make informed decisions and consequently responsible choices. Such choices have a positive impact on a community, society, nation and potentially the world. V. Objectives and Assessment Plans Objective #1 Students will analyze the impacts of the Dust Bowl on the United States and compare it to the Chernobyl Disaster and its consequences on Eastern Europe. State Standards SS.G.3.5 Analyze the effects of specific catastrophic and environmental events as well as technological developments that have impacted our nation and compare to other places National Standards D2.Geo.12.3-5. Explain how natural and human-made catastrophic events in one place affect people living in other places. Assessment Plan for Objective #1 Students will fill out graphic organizers with the information from the mentor texts. Then, they will orally share their notes and thoughts on the effects and consequences of the Dust Bowl andShow MoreRelatedap us history dbq1672 Words   |  7 PagesD. Roosevelt’s New Deal program attempted or achieved all of the following EXCEPT C.:-) supported the creation of the Reconstruction Finance Corporation. 3.The â€Å"New Immigration† was made up primarily of D.:-) persons from Southern and Eastern Europe. 4.By â€Å"normalcy† President Warren G. 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