Aging and Disability Worksheet Essay Example for Free

Aging and Disability Worksheet Essay Identify 2 or 3 issues faced by the aging population. 1 Unequal treatment in employment Poverty 2 Face prejudice and discrimination Ageism 3 Face isolation – Elderly Abuse What is ageism? How does ageism influence the presence of diversity in society? Ageism is the practice of prejudice of discrimination to the elderly. The way that ageism influences the presence of diversity in society is by robbing them of their of their choices, independence and treating them with disrespect. Also by treating them as if they are unable to handle things for themselves as if they have reverted back to an infantile stage. It should be noted that the elderly have a lot of knowledge and wisdom to bring to the table and are able to do the same if not more than society gives them credit for. Society also views elderly people as sickly, frail and unable to take care of themselves. What is the Americans with Disabilities Act (ADA)? How does the ADA address issues for the aging population? The ADA is a civil rights law that was enacted in 1990 and that prohibits discrimination against individuals with disabilities. This law addresses the issues for the aging population by protecting anyone that is 40+ from being fired or from employment discrimination. It is designed to protect the aging and/or elderly from being passed over for a promotion or raise, however, it is difficult. This law does in fact protect against being fired, however, it does not do anything for helping obtain employment because of your age. This law was definitely designed to protect the elderly or aging, and in short does help to some degree, however, I personally believe that there is more that can be done to protect the aging or elderly a little more than they are. What is being done to address the issues you identified? There are political organizations that have been established for the elderly. One of those organizations is the Older Women’s League (OWL), which was founded in 1980. Then there is the largest organization is the American Association of Retired Persons (AARP), which was founded in 1958. These organizations were founded for the sole purpose of helping the elderly and aging with finding discounts for health insurance, nursing home reform, pension reform, social security benefits and a muriad of other resourses for the aging and the elderly. The AAPR represents 1 in every 4 registered voters in the Untied States. (AARP 2003) Is the number of aging population expected to rise in numbers or decrease? The number of aging population is expected to rise in numbers. According to the Bureau of Census 2008c, the population of baby boomers What types of legislation may or may not be affected by the aging population? How does poverty affect the aging population? Part II Answer the following questions in 100 to 200 words each. Provide citations for all the sources you use. What does the ADA provide for people with disabilities? How have people with disabilities been treated in the past? How has the attitude toward people with disabilities changed over time? What are some unique circumstances or issues encountered by people with disabilities? What is being done to address those issues? What types of legislation have been introduced to address issues faced by people with disabilities? References: http://www.alfa.org/ Racial and Ethnic Groups, Thirteenth edition, by Richard T. Schaefer. Published by Merrill Prentice Hall. Copyright  © 2012 by Pearson Education, Inc. American Disabilities Act National Nedwork, Information, Guidance, and Training on the American with Disability Act /adata.org/

Discourse Analysis Politeness In Ionescos The Lesson English Language Essay

Discourse Analysis Politeness In Ionescos The Lesson English Language Essay This article is concentrating on the linguistic strategies of politeness presented in drama text. The text chosen for analysis is Ionescos The Lesson, a play which would virtually demand a politeness analysis. the discourse model which has been selected for the analysis is one which should enable me to explore ,in a systematic way, the relation between language use and the social relation of the speakers. The present study will examine literary text from a discourse oriented perspective because the subject of the analysis is the drama dialogue. The choice of the dialogues is further justified when one notice that the drama dialogue selected for analysis represents a particular kind of discourse situation ;a lesson. a discourse stylistic analysis should examine the interaction between the fictional characters in the play as well as encompassing the interaction between writer/playwright and reader /audience. This echoes the embedded nature of drama discourse. Generally a discourse styl istic analysis should highlight the role of the writer and reader as conversationalists in realtime speech events, pointing particularly the formers ability to exploit the conversations of language use for stylistic effect and latters ability to recognize these exploitations and motivations behind it. Politeness and Interactions Much of what we say and a greater deal of what we communicate is determined by our social relationships. A linguistic interaction is necessarily a social interaction. In order to make sense of what is said in an interaction we have to look at various factors which relate to social distance and closeness. Some of these factors are external ,they involve the relative status of the participants ,based on social values, such as age and power. However here are also internal factors such as amount of imposition and degree of friendliness. It might accord with what Foucault talked about power and relation. He said that power is not something to be seized it is exercised from different points of an interplay in a mobile non-egalitarian relation. Both types of factors have an influence over not only what we say but on how we are interpreted. In order to understand the meaning of politeness in an interaction we need the concept of face. As a technical term, face means the public self-image of a person .it refers to emotional and social sense of self that everyone has and expects the others to recognize it .politeness in an interaction can then be defined as the means employed to show awareness of another persons face. Within their everyday social infraction people generally behave as if their expectation concerning their public self-image, or their face wants, will be respected. If a speaker say something that represents a threat to another individuals expectations regarding self-image, it is described as a face threatening act ..Alternatively given the possibility that some action might be interpreted as a threat to anothers face, the speaker can say something to lesson the possible threat. This is called a face saving act. We also have negative and positive face. a persons negative face is the need to be independent, to have freedom of action ,and not to be imposed on by others. The word negative here doesnt mean bad it s just the opposite pole of positive. a persons p ositive face is the need to be accepted ,even liked ,by others ,to be treated as the member of the same group, and to know that his and her wants are shared by the others. In short negative face is the need to be independent and positive face is the need to be connected. There are also various forms of face threatening act. Depending on the social relationship of the speakers and the amount of imposition which the face threatening act entails. For example if you say closed the door it is a face threatening act that has been done baldly, without redress. In fact a bald non redressive act is one that adheres to four conversational maxim introduced by a philosopher called Grice. It is maximally efficient in so far as it is non-spurious (quality maxim), it does not say more or less than is required ( quantity),it is relevant(relation) and it avoids ambiguity and obscurity (manner). There are a number of alternatives to perform face threatening act. If you say your request not directly and the other partner can also behave as if the statement has not been heard, this is technically described as being off record. In general ,linguistic realization of off-record strategies include metaphor and irony, rhetorical questions ,understatement ,tautologies and all kinds of indirect hints .but if you directly address the other partner as a means of expressing your need like the example above this is described as being on-record .in the face saving act we have positive politeness and negative politeness. Positive politeness is like being on-record more risky. This can be used in more friendly and close relations. In negative politeness the request is most typically performed via a question like may I ask you †¦.? Or could you lend me your pen?.the tendency to use positive politeness forms ,emphasizing closeness between speaker and hearer ,can be seen as solidarity strategy. Such a strategy will include personal information, use of nicknames even use of abusive terms. The tendency to use negative politeness forms, emphasizing the hearers right to freedom, can be seen as a deference strategy. This strategy can be performed through using hedges, indicating deference, minimizing the imposition, indicating pessimism, apologizing, impersonalizing , etc†¦ The Analysis In The Lesson the central event is a private lesson involving an ageing professor and an eighteen year old pupil. The specific aim of the lesson is never made clear ;the pupil, it seems ,wishes to undertake all the doctorate ,yet the professor directs most of his pedagogical energy toward ridiculously elementary arithmetic .at the start of the play the professor is nervous and difficult while the pupil is vivacious and dynamic .the professor gradually loses his timidity ,becoming increasingly domineering and aggressive, whereas the pupil grows more and more passive. finally in the storm of verbal abuse the professor murders the pupil with what can only be described as an imaginary knife. The play concludes with the revelation that not only is this the professors fortieth victim of the play but also he had planned subsequent lesson of a similar nature. The professors transition from diffidence to dominance, and the pupils decline into passivity is a gradual and almost imperceptible pr ocess. the shift in the interactive roles of the two characters is reflected by subtle changes in their linguistic behavior. To account for this three short extracts have been taken from key stages in the play development. The opening encounter between the professor and the pupil; Professor; Good morning, good morning †¦Ã¢â‚¬ ¦.you are†¦..err†¦..I suppose you are really†¦.err†¦.the new pupil? (The pupil turns round briskly and easily, very much the young lady; she gets up and goes toward the professor ,holding out her hand) Pupil; yes ,sir. Good morning, sir. You see I came at the right time . i didnt want to be late. Professor Good .yes , thats very good. Thank you. But you shouldnt have hurried too much ,you know dont know quite how to apologize to you for having you kept waiting†¦.. I was just finishing†¦.you understand ,I was just†¦err†¦..i do beg your pardon †¦..i hope you will forgive me†¦ Pupil; oh, but you mustnt sir its perfectly all right, sir. Professor; my apologies†¦.. the professors first remarks are clearly phatic.it is noticeable that he repeats the phrase good morning, possibly this repetition revealing some anxiety in the early stage of the encounter. Then the professor goes on to make the first threatening act of the interaction he requires information concerning the identity of his interlocutor..first he begins with a declarative sentence which will function as a request for confirmation from the pupil .this is followed by a hedging particle. In addition to the particle err hedges are achieved by the phrases I suppose and really .the use of I suppose makes more tentative assumption in the professors request, while really functions to weaken the force of the request. Actually the professors opening gambit is a good example of negative politeness phenomena. The pupils use of the honorific sir communicates deference, her linguistic strategy conveys confidence and self- determination. She is eager to play merit for her punctuality, not letting this possible feature of her behavior escape her interlocutor. She also response to the professors earlier phatic initiation in a calm and equanimous. The pupils non verbal behavior here is also significant and displays considerable confidence on her part. The professors second speech begins with some positive feedback concerning the pupils punctuality, but then he moves into an extraordinary sequence of negative politeness. It should be noted here that the professor has kept the pupil waiting for no more that a few seconds. It is completely clear that he considers himself to have made some immense imposition on her interlocutor. He declares his inability to apologies this first indicates his deference .secondly ,he draws on the apologize strategy , or rather claims his inability to apologize. He supplements this by utilizing a specific sub strategy of apologize; he admits the impingement , by explicitly referring to the imposition caused to the addressee. After some hesitation he proceeds with more negative politeness, he attempts to state the overwhelming reasons which lead him to perform the face threatening act. Then after this and he attempts a more hedge version of the same sub strategy, with a complete lack of success. Then he moves to beg forgiveness strategy, which also incorporates the pessimistic strategy in its use of I hope. This elaborate display of politeness strategy is in reality a relatively trivial imposition the professor minimally impinged on the negative face of the addressee ,on the other hand he persist with a gratuitous build up of repair strategy ,there is in fact a kind of pragmatic mismatch here .so this shows that the politeness strategies he uses are vastly out of proportion to the actual imposition he makes on the hearer. The pupils injection is well timed, what is more significant is that the pupil grants the forgiveness requested by the professor with her remark its perfectly all right sir .indeed on the basis of this exchange ,it seems as if it is the pupil not the professor who is more powerful of the interaction. The pupils persistent use of the honorific sir is incongruous. The second extract is taken from the middle of the play; Professor; what is four? Greater or smaller that three? Pupil; smaller †¦.. no greater. Professor; excellent answer. How many units are missing between three and four? †¦.. or between four and three if youd rather? Pupil; there arent any units sir, between three and four. Four comes immediately after three; there is nothing at all between three and four! Professor; I cant have made myself understood properly .its doubtless my own fault .i havent been clear enough. Pupil ; oh no sir the fault is entirely mine . Professor; listen .here are three matches .and here is another one . that makes four. Now watch carefully†¦. In this conversation the characters are competing with one another in their use of negative politeness strategies .the trade in deference phenomena would suggest that a more symmetrical power relation exists between the two characters at this point in the play .these face threatening act ,which impose upon the negative face of the addressee by demanding a particular service ,have been done baldly. They are impolite , in fact these bald non repressive face threatening act are the first suggestion that the professor is becoming not only more powerful but less concerned with being polite to his interlocutor.. it is also noticeable that nowhere in this extract the professor used his hedging particle err which was used so frequently in the first conversation..There is generally a change in professors linguistic behavior..There are signs that the professor is beginning to assume a position of high relative power. The third extract is taken from near the end of the play .it occurs shortly before the professor murders the pupil with the invisible knife. This act can be considered the ultimate face threatening act. Professor; every language mademoiselle- note this carefully and remember it till the day you die Pupil; oh !yes sir till the day I die †¦. Yes sir †¦ Professor ; †¦ and again , this is another fundamental principle , every language is in fact only a manner of speaking , which inevitably implies that it is a made up of sounds , or †¦ Pupil; phonemes †¦. Professor; I was just about to say so . Dont show off , airing your knowledge !youd better just listen . Pupil ; very well sir .yes sir . Professor; sounds mademoiselle, should be caught in flight by their wings so that they do not fall on deaf ears..consequently when you have made up your mind to articulate ,you are recommended , in so far as possible ,to stretch your neck and your chin well up , and stand righty on the tips of your toes ,look now ,like this ,you see †¦.. Pupil; yes, sir. Professor; be quite. dont interrupt †¦. the conversation here has changed to an extended nonsensical monologue from the professor .considering the professors opening speech ,which is the beginning of a disoriented proclamation of language .it is not only a bald ,non-repressive face threatening demanding careful attention from the pupil but there is a sinister threatening quality to this face threatening act. .the pupils reaction on the other hand is a display of genuine deference. Here the use of the honorific sir is not incongruous but it is a term of address used by an inferior to a superior .when the pupil is eager to participate in the interaction this draws admonition from the professor in the form of another threatening ,bald, non -redressive face threatening act. At last the professor gives three unmitigated command which illustrate how the professors politeness strategies have completely vanished . it is also significant that one of these face threatening acts is intended to restrict the physical movement of the addressee .thus the pupil who was able to move confidently in the first extract ,is now confined powerless to her chair. In three passages from the lesson , when compared to one another ,show a marked reversal in the interactive relation of the two characters ,during the course of the play the reversal is gradually achieved and it is difficult to isolate a specific point at which a character gains or loses power .one thing that is clear is that the transition in interactive roles is signaled by the subtle variations in the linguistic strategies which these characters use to one another .

Free Essays - A Clockwork Orange :: Clockwork Orange Essays

  Clockwork Orange   Ã‚  Ã‚  Ã‚  Ã‚   by   Ã‚   Anthony Burgess   This novel is short–only being about 180 pages–but looks may deceive you, or in other words don’t judge a book buy its cover or its thickness. A Clockwork Orange is actually 360 pages because you have to read between the lines. You may think that the story’s theme is that the future will be filled with horrible decadent violence (that is what I first thought), but if you read between the lines you will understand that this book is written for one main purpose, a purpose other than entertainment.   Ã‚     A Clockwork Orange was written in 1962,   story about the future which was meant to be around 1995 to 2000 (a car used in the story called a 95' Durango). A boy about seventeen, Alex the narrator and main character living in London, rampages about with his â€Å"droogs† (friends) raping, stealing, beating and even killing people. Alex one day is caught for murder and jailed but two years later he is luckily freed twelve years before his sentence ends to take advantage of a new treatment for violent people like him that he volunteered for. He goes through the therapy and succeeds and returns back to civilization. He now becomes sick when he is about to commit a violent or sexual, but also when the Ninth Symphony by Beethoven plays (a minor defect from the treatment). Alex is driven to attempt suicide from this defect because he is locked within a chamber playing this song and does not accomplish his task. He is hospitalized and returns to his â€Å"ultra-violent† self while the inhumane treatment does not work because it does not even give people a choice about being violent.   While Alex helps to present the theme, two different outcomes are formed. First, Alex goes through a great change from being â€Å"ultra- violent† to becoming Lamb-chop and then back to being â€Å"ultra-violent†. Second, the theme defines the major conflict of the story. Although the conflict does not have to do with Alex directly, he helps to illustrate it. The conflict is not solved in the book and will probably never be solved, but it does bring up for debate what Anthony Burgess thinks about right or wrong, regarding   the controversial situation of a cycle of violence. â€Å"Violence makes Violence,† is what was once said to Alex by   P. R. Deltoid, his teacher from school before he went to prison. This book brings up . What do we do to someone who has committed a violent crime? Do we punish them with more violence, for instance death, or do

Morality and Egos in Radcliffes The Italian Essays -- Italian Essays

Morality and Egos in The Italian      Ã‚   The gothic tradition loves to play with the morality of a character and this explains one's egotistical tendencies.   In Radcliffe's Italian, no matter which side of the morality tree a character stands on, Satan has slipped a little pride in everyone's apple.   The role of doubles begins before Poe popularizes it.   Radcliffe works hard to create evil twins and/or corresponding halves to some of the characters in order to demonstrate the power of pride.   The gender roles of both male and female characters in The Italian do not always correlate to an archetype.   Radcliffe bends not only the gender rules, but also the stature expectations of the reader to show each character's true moral state and domineering personality through actions the reader would not usually expect.   Ã‚  Ã‚   Some male characters in this book have values that do not draw parallels with their stature in life.   For example, Schedoni is a monk, supposedly a loving and caring individual who spreads the word of God.   In reality, he conspires with the Marchesa (in a church) to commit a mortal sin, by telling her, "...this girl is put out of the way of committing more mischief..." (173).   This action shows his true color, usually green, and   through his large ego, this jealous nature reveals itself.   If he is secure as a person, these petty grievances against Vivaldi would be just that, petty.   Bonarmo's personality does not correspond to his stature either.   He is a servant whose loyalty to his master deserts him.   He is too independent and too intelligent to be in servitude to a master whom he does not believe superior to himself.   These characters possess too much pride and ego to live in a world where they are not always in co... ... self indulgence is knowing that she saved a young woman's life and contributed to her happiness (luckily, Ellena is her daughter).      Ã‚  Ã‚   The characters in this novel entertain conflicting notions of morality and pride.   Sometimes, these characteristics are at odds with one another, creating the immoral and "evil" characters.   Other times, they cooperate to create realism in these people.   The moral characters are good, but still have enough pride to be dignified, yet not arrogant.   Sometimes, when the evil twins (or other halves) run amuck, things get out of hand and troubles abound.   Though most of the time these troubles spring from the discrepancy between pride and morality,   at other points, dignity and morality work hand in hand to create reliable and realistic characters.    Works Cited Radcliffe, Ann.   The Italian.   Oxford University Press. 1968.

Managemente and Leadership Essay -- essays research papers

Management and Leadership Are you a manager or a leader? This is a question that has been asked from consultants to corporations. An organization needs both management and leadership. It is good for a corporation to understand the differences between the both. I think Leaders and Managers have very clear and distinct qualities but highly interconnect together. Skilled set management and leadership are needed to achieve organizational goals. Depending on the size of an organization, management and leadership roles may be carried out by the same person, or by multiple managers who carry out the two roles. I believe that a leader is one who guides people in a certain direction to accomplish a certain goal. Every business needs leadership. Leadership is on of the ways managers affect the behavior of people in the company. In history most of the great accomplishers became leaders for an unpredictable special quality they had that let them rise to the occasion when needed. In an organization today, a leader may not necessarily be the CEO of a company. The CEO will oversee the company as a whole, whereas a manager or supervisor of a department will be the point of contact that an employee will look to for direction. Being a leader is not the same as being a manager. A leader can lead people in a certain direction, whereas a manager can manage people in their jobs. Management has put together people in groups or organizations that will help the company drive to improvements. The bi...

Positive and Negative Impact of Genetically Modified Food Essay

Genetically modified (GM) foods are foods derived from organisms whose genetic material (DNA) has been modified in a way that does not occur naturally, e.g. through the introduction of a gene from a different organism. Currently available GM foods stem mostly from plants, but in the future foods derived from GM microorganisms or GM animals are likely to be introduced on the market. Most existing genetically modified crops have been developed to improve yield, through the introduction of resistance to plant diseases or of increased tolerance of herbicides. In the future, genetic modification could be aimed at altering the nutrient content of food, reducing its allergenic potential, or improving the efficiency of food production systems. All GM foods should be assessed before being allowed on the market. FAO/WHO Codex guidelines exist for risk analysis of GM food. Positive and Negative Impacts Genetically Modified Food Has on the World The term ‘genetically modified food’, also known as ‘genetically modified organisms’, is most commonly used to refer to crop plants created for human or animal consumption using the latest molecular biology techniques. The reason these plants are being modified today is to enhance desired traits such as increased resistance to herbicides (pesticides used to kill unwanted plants) or improved nutritional content. In order to create these genetically modified foods, scientists must introduce specific changes to their DNA by using extremely precise genetic engineering techniques. While there are some benefits that genetically modified foods may offer, there are also some risks and negative affects that these foods can cause as well. Genetically modified foods have been helpful in many aspects of the world. Firstly, they have the ability to help meet the growing demands for food supply as the world population has topped 6 billion people and is predicted to double in the next 50 years or so. Ensuring enough food supply for this booming population is going to be a major struggle in years to come, and genetically modified foods will help do this in a number of ways. For example, crop losses from insect pests can be shocking, resulting in devastating financial loss for farmers and starvation in developing countries. By growing genetically modified foods such as B.T. corn, farmers can help eliminate the production of chemical pesticides that cause potential health hazards, and there will be higher crop yields that many experts argue can help to feed people in these countries. In addition to this, plants can be genetically modified to be resistant to bacterial, fungal or viral infestation. For example, sweet potatoes have been modified to improve viral resistance, and bananas have been modified to resist the Black Sigatoka fungus. Growing genetically modified foods will therefore lead to less†¦ [continues] Harmful Effects of the Agent Genetically modified organisms (GMO’s) are a broad group of plants, animals, and bacteria that are engineered for a wide variety of applications ranging from agricultural production to scientific research. The types of potential hazards posed by GMO’s vary according to the type of organism being modified and its intended application. Most of the concern surrounding GMO’s relates to their potential for negative effects on the environment and human health. Because GMO’s that could directly effect human health are primarily products that can enter the human food supply, this website focuses on genetically modified food. To date, the only types of products that have been approved for human consumption in the U.S. are genetically modified plants (FDA website). All genetically modified foods that have been approved are considered by the government to be as safe as their traditional counterparts and are generally unregulated (FDA website). However, there are seve ral types of potential health effects that could result from the insertion of a novel gene into an organism. Health effects of primary concern to safety assessors are production of new allergens, increased toxicity, decreased nutrition, and antibiotic resistance (Bernstein et al., 2003). Food Allergy Food Allergy affects approximately 5% of children and 2% of adults in the U.S. and is a significant public health threat (Bakshi, 2003). Allergic reactions in humans occur when a normally harmless protein enters the body and stimulates an immune response (Bernstein et al., 2003). If the novel protein in a GM food comes from a source that is know to cause allergies in humans or a source that has never been consumed as human food, the concern that the protein could elicit an immune response in humans increases. Although no allergic reactions to GM food by consumers have been confirmed, in vitro evidence suggesting that some GM products could cause an allergic reaction has motivated biotechnology companies to discontinue their development (Bakshi, 2003). Increased Toxicity Most plants produce substances that are toxic to humans. Most of the plants that humans consume produce toxins at levels low enough that they do not produce any adverse health effects. There is concern that inserting an exotic gene into a plant could cause it to produce toxins at higher levels that could be dangerous to humans. This could happen through the process of inserting the gene into the plant. If other genes in the plant become damaged during the insertion process it could cause the plant to alter its production of toxins. Alternatively, the new gene could interfere with a metabolic pathway causing a stressed plant to produce more toxins in response. Although these effects have not been observed in GM plants, they have been observed through conventional breeding methods creating a safety concern for GM plants. For example, potatoes conventionally bred for increased diseased resistance have produced higher levels of glycoalkaloids (GEO-PIE website). Decreased Nutritional Value A genetically modified plant could theoretically have lower nutritional quality than its traditional counterpart by making nutrients unavailable or indigestible to humans. For example, phytate is a compound common in seeds and grains that binds with minerals and makes them unavailable to humans. An inserted gene could cause a plant to produce higher levels of phytate decreasing the mineral nutritional value of the plant (GEO-PIE). Another example comes from a study showing that a strain of genetically modified soybean produced lower levels of phytoestrogen compounds, believed to protect against heart disease and cancer, than traditional soybeans (Bakshi, 2003). Antibiotic resistance In recent years health professionals have become alarmed by the increasing number of bacterial strains that are showing resistance to antibiotics. Bacteria develop resistance to antibiotics by creating antibiotic resistance genes through natural mutation. Biotechnologists use antibiotic resistance genes as selectable markers when inserting new genes into plants. In the early stages of the process scientists do not know if the target plant will incorporate the new gene into its genome. By attaching the desired gene to an antibiotic resistance gene the new GM plant can be tested by growing it in a solution containing the corresponding antibiotic. If the plant survives scientists know that it has taken up the antibiotic resistance gene along with the desired gene. There is concern that bacteria living in the guts of humans and animals could pick up an antibiotic resistance gene from a GM plant before the DNA becomes completely digested (GEO-PIE website). It is not clear what sort of ris k the possibility of conferring antibiotic resistance to bacteria presents. No one has ever observed bacteria incorporating new DNA from the digestive system under controlled laboratory conditions. The two types of antibiotic resistance genes used by biotechnologists are ones that already exist in bacteria in nature so the process would not introduce new antibiotic resistance to bacteria. Never the less it is a concern and the FDA is encouraging biotechnologists to phase out the practice of using antibiotic resistance genes (GEO-PIE website).

Locke and Hobbes: Cause of Religious Toleration Essay

Historically, Locke’s treatment of toleration was one riddled with religious change, religious turmoil, and political changes that were shaped largely by religious tensions. This was a time when religion, specifically the Christian Church, became fractioned and led to widespread war and death in the sixteenth and seventeenth centuries. Locke’s Letter on Toleration promoted separation of church and state, arguing that each institution has legitimacy and power in certain areas. The state exists to protect people’s interests, and can use force to protect these interests. However, the state will not be able to coerce its people to believe in a certain religion. In Leviathan, Hobbes provides ideas that support Locke’s toleration of religion. Hobbes belief in the state of nature, state of war, and covenants helps to paint a clearer picture of a world without religious intoleration. Locke’s plea for tolerations is one of religious toleration in general but more specifically toleration among Christians. Locke speaks out against Christians whom â€Å"deprive (men) of their estates, maim them with corporal punishments, starve and torment them in noisome prisons, and in the end even take away their lives†¦Ã¢â‚¬ (Letter p.24). This type of intolerance is itself intolerable because it violates many mandates that should characterize a true Christian. The mandates of charity and meekness are violated, and those who have committed these aggressive and violent actions against others are in themselves hypocritical. These people are usually careless about their own virtues, imposing on others something they don’t practice. According to Locke, instead of looking into others moral salvation, they should practice looking into their own moral salvations as well as the salvations of family and friends. These same people are spending time and effort on trivial things like doctrinal matters and ceremonial preferences. Locke urges that one should not worry so much about matters that, on the surface are nice and intricate, but â€Å"exceed(s) the capacity of ordinary understandings†¦Ã¢â‚¬ (Letter p. 24). Instead of wasting time on these futile activities, one should actively try to better oneself. Separation of church and state is an important premise that buttresses his argument throughout the letter. It is a separation of civil versus religious authority and who has power of what domain. Locke argues that civil government has certain responsibilities for its citizens, which include preserving and advancing the civil interests, well-being and life of its citizens. Locke defines the one who wields civil authority as a magistrate and it is the magistrate who is enjoined to tolerate any religious doctrine, provided that these doctrines do not violate rights or disrupt the peace. Locke is intolerable of violations of rights of citizens and crime, or anything that disrupts the peace. Individuals do not have the power and position to respond and punish the criminals. That task is left to the magistrate. The magistrate has the ability to enforce laws through force but his coercive power must be kept out of religious matters, in so long as the religious matters do not hinder citizens’ rights and their peace. Locke believes that in religious matters, true belief in a religion requires more then the coercive power to make one believe. He argues if people are forced to believe in a religion against their will, it will not be as strong and effective unless the person consciously makes his own effort to believe. The ability for the magistrate to impose its power on its people is something Hobbes believes is a requirement and duty of a civil government. Men have an inclination towards peace, which is why men build commonwealths. Men want to get out of this state of war in favor of peace. Therefore, men come together in a commonwealth to make a covenant with every other man to establish peace and order. This sovereign now has the authority to enforce civil laws. This is a necessity because men by themselves cannot externally judge conflicts and will be naturally inclined to certain biases. By agreeing to this covenant, the people bestow upon a man or group of men power over sovereign. This covenant also holds responsibility for the people because they are the ones who gave power to the magistrate. To actually ensure peace, Hobbes says that a sovereign of this power is necessary. The question of the individual’s coercive power is another argument in favor of religious toleration. â€Å"No private Person has any Right, in any manner, to prejudice another Person in his Civil Enjoyments, because he is of another Church or Religion† (Letter p. 31). Tolerance brings about respect for the autonomy of the other. Since religious beliefs are freely chosen, there is no room for coercion to be a useful end because coercion and freedom cannot coexist in religious matters. Skepticism is another way religious believers can tolerate others holding different religions. Every religious person must tolerate one another because it would be foolish to believe that one person can have all the truths to the world. Similarly, Hobbes supports this argument through the state of nature. Having the freedom to choose ones religion is from the fact that individually, we are all equal. Hobbes believes that people are equal in strength of body and manifest of mind. There are differences, obviously, but Hobbes argues that these differences do not amount to much. We are fundamentally equal because we all have the ability to kill one another, whether it is through force or deceit. This constant threat of war between man and man is an important reason why men try to constantly seek peace. This state of nature provides us the liberty to our own self-governing because in the state of nature, there is no authority over man. Since man has no authority over him in the state of nature, naturally it would mean that man has no authority over another man. However, Hobbes continues that this natural condition of mankind is decidedly undesirable and should be avoided. From the natural state of man the desire for a stable government arises. Men are naturally equal but Hobbes believes self-preservation can only be had by constantly trying to acquire new property, or power. Power is the man’s means to some future good and the acquisition of more power is a constant cycle. Concerning the question of religious power, religious authorities also do not have the power for any coercive actions. Since religious authorities do not have the power to change someone who is not willing, they must respect and tolerate other religious churches or societies, even if there is disagreement with certain doctrines. Locke’s reasoning for the toleration of other churches stems from the belief of orthodoxy of the church. Every church believes that it is the Orthodox Church but Locke argues that people can never know which is the true Orthodox Church. However, he goes on to say that the true Church is the one that practices the idea of toleration. Despite Locke’s adamant stance on toleration, Locke does discuss certain beliefs that should not be tolerated. Locke specifically targets atheism because he believes that men should enter into some religious society because God should be publically worshipped. To Locke, atheists are the weak bones to a society because covenants and promises have no power over atheists. This causes problems within society because covenants and promises are the bonds of human society. Similarly, Locke also considers Catholics intolerable because of the political threat they represent. Catholic’s pledge allegiance to a foreign king. Locke views this as a problem because it brings into question who the Catholic pledges his loyalty to, the foreign king or his homeland king. Locke says that a person should be under the rightful king and not a foreign king. This means that any foreign jurisdiction in one’s country and any influence from the Vatican State is not acceptable. Locke also mentions odd religious practices, such as human sacrifice, as intolerable. The magistrate should make a conscious effort to not tolerate such practices because it could hurt society as a whole. Just because something is a religious matter should not dictate the legality of the practice. Hobbes would probably agree that atheists would not be tolerable under the condition that covenants and promises are not kept because they hold no power over atheists. Hobbes First Law of Nature is that human beings always seek a state of peace because it is the most advantageous to their survival. The Second Law of Nature is the creation of covenants. In Hobbes’s mind, the ideal covenant would be a leviathan government that would make and regulate laws very effectively. The Third Law of Nature is derived from the second, which states that it is necessary for men to perform their covenants. From these three laws, as stated earlier, men create a commonwealth to ensure peace. If covenants hold no power over atheists, the commonwealth and essentially peace is destroyed. Hobbes is adamant that to fortify this social contract, the members of the contract need steps to prevent others from breaching it. The Third Law of Nature creates a society where peace is established, but if a citizen is not held under contract, the political disruptions are more likely to occur. Locke’s primary rationale for toleration in the individual is the self-governing of the other. In Christina writing, loving ones neighbors is a key element in a Christian’s salvation. Locke emphasizes that one should only care for one’s own salvation rather than worrying about his neighbors or others religious teachings. By practicing toleration, one must ignore the content and be satisfied with the fact that the other has reached his conclusion autonomously. Before worrying about someone else, Locke urges that one must focus on ones own salvation because there are many instances where hypocrisy can rise by imposing ones beliefs. However, there are instances where non-intervention can be unjust because some matters are so offensive, it would be unjust to let it slide. Matters where injury or death can occur are justifiable for others to intervene. Even though this Lockean autonomy works most of the time, there are times where it would not. Locke’s reasoning for writing this letter, on the surface, seems to be from a religious perspective. However, a careful reading of the letter suggests that Locke is not interested in religious doctrines or practices. Locke finds that the religious differences are too insignificant for discussion. Although it is a letter concerning toleration of religion, this toleration is meant to benefit from a political standpoint. Reading the document with this point of view shows that Locke was writing it exclusively political in nature. Even though there was widespread religious violence and opposing opinions during the time Locke wrote the letter, it was a way for Locke to talk about the politics of society. This document was on religious toleration only because Locke viewed religion as having potential for civil disruption. This letter is a way for Locke to say what he believed was the means for maintaining peace and stability. To maintain peace and stability in a society requires sovereignty. The sovereign has the power and authority to govern its principality. Because it has the power to govern, it also gives the sovereign the right to use coercion. This does not give the right to religious institutions to use coercion because it has historically not worked in favor of the religion. The separation of church and state is therefore a way that Locke foresees peace in sovereign. Peace in sovereign is an important aspect to Hobbes’s Leviathan perspective because he views peace as the main reason we create societies. Religious toleration is therefore a tool that both Locke and Hobbes would advocate because it creates peace and unity in a sovereign.